Alterações Fonoaudiológicas no Transtorno de Déficit de Atenção e Hiperatividade: revisão sistemática de literatura

Machado-Nascimento, Nárli; Kümmer, Arthur; Lemos, Stela Maris Aguiar

doi:10.1590/2317-1782/20162015270

Cited by 15 publications

(3 citation statements)

References 23 publications

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“…Grey literature publications were not covered in our search. Secondly, our inclusion criteria and threshold for quality assessment were quite strict, thus excluding some of the pertinent systematic reviews on topics including genetics [242][243][244][245][246][247][248][249], neurobiology [250,251], prevalence including young adults [252][253][254], comorbidities like dyslexia [255,256], speech disorder [257], borderline personality disorder [258] and nonpharmacological interventions in adults [259].…”

Section: Discussionmentioning

confidence: 99%

A systematic meta-review of systematic reviews on attention deficit hyperactivity disorder

Chaulagain,

Lyhmann,

Halmøy

et al. 2023

Eur. Psychiatr.

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Background There are now hundreds of systematic reviews on attention deficit hyperactivity disorder (ADHD) of variable quality. To help navigate this literature, we have reviewed systematic reviews on any topic on ADHD. Methods We searched MEDLINE, PubMed, PsycINFO, Cochrane Library, and Web of Science and performed quality assessment according to the Joanna Briggs Institute Manual for Evidence Synthesis. A total of 231 systematic reviews and meta-analyses met the eligibility criteria. Results The prevalence of ADHD was 7.2% for children and adolescents and 2.5% for adults, though with major uncertainty due to methodological variation in the existing literature. There is evidence for both biological and social risk factors for ADHD, but this evidence is mostly correlational rather than causal due to confounding and reverse causality. There is strong evidence for the efficacy of pharmacological treatment on symptom reduction in the short-term, particularly for stimulants. However, there is limited evidence for the efficacy of pharmacotherapy in mitigating adverse life trajectories such as educational attainment, employment, substance abuse, injuries, suicides, crime, and comorbid mental and somatic conditions. Pharmacotherapy is linked with side effects like disturbed sleep, reduced appetite, and increased blood pressure, but less is known about potential adverse effects after long-term use. Evidence of the efficacy of nonpharmacological treatments is mixed. Conclusions Despite hundreds of systematic reviews on ADHD, key questions are still unanswered. Evidence gaps remain as to a more accurate prevalence of ADHD, whether documented risk factors are causal, the efficacy of nonpharmacological treatments on any outcomes, and pharmacotherapy in mitigating the adverse outcomes associated with ADHD.

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Section: Discussionmentioning

confidence: 99%

A systematic meta-review of systematic reviews on attention deficit hyperactivity disorder

Chaulagain,

Lyhmann,

Halmøy

et al. 2023

Eur. Psychiatr.

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“…On this topic, there is no doubt that in the field of studies on the developmental trajectory of individuals with ADHD, performance in academic and cognitive skills underlying the reading and writing learning process has been systematically investigated, both in the national and international scientific scenario, as the review study showed (3) . On the other hand, there is little research on the performance of spoken language of individuals with ADHD, although difficulties both at the receptive and expressive level have been described in this clinical group (4) .…”

Section: Introductionmentioning

confidence: 99%

Estrutura e coerência da narrativa oral de crianças com transtorno de déficit de atenção e hiperatividade

Zenaro

Rossi

Souza

et al. 2019

CoDAS

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RESUMO Objetivo O objetivo do estudo foi caracterizar e comparar o uso de elementos típicos da gramática de história e o nível de coerência global na narrativa oral de crianças com Transtorno de Déficit de Atenção e Hiperatividade à narrativa de crianças sem o transtorno e com desenvolvimento típico. Método Participaram 40 crianças com idade entre 5 e 10 anos, de ambos os sexos, que frequentavam o ensino fundamental, sendo 20 com diagnóstico de Transtorno de Déficit de Atenção e Hiperatividade (Grupo TDAH) e 20 com desenvolvimento típico (Grupo TD). Os participantes de cada grupo eram semelhantes quanto ao sexo, idade cronológica, escolaridade e nível socioeconômico. O livro “Frog Where Are You?” foi utilizado para eliciar a narrativa oral de história, que foi analisada quanto à presença dos principais elementos típicos do esquema de história (personagem, tema/tópico, evento/trama e desfecho) e posteriormente classificada dentre quatro diferentes níveis crescentes de organização, correspondendo ao nível de coerência global da história. Resultados O grupo TDAH apresentou menor pontuação nos elementos estruturais “tema/tópico” e “desfecho” e narrativa com grau de coerência inferior quando comparado ao grupo TD. Conclusão As crianças com TDAH deste estudo apresentaram dificuldades no uso de elementos típicos da gramática de história, principalmente relacionados com a manutenção do tema central e desfecho da história. Tais elementos são considerados fundamentais para a construção do sentido da narrativa, o que justifica os níveis inferiores de coerência encontrados na narrativa oral do grupo TDAH.

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“…Lack of atention has a strong impact in memory skills and in the process of spelling and reading comprehension, which in turn, limits all learning process via writen input [1,22]. The diagnostic of speciic language impairment (SLI); there is an asynchrony on the development of linguistic subsystems in such a way that the deviant deicits will have consequences for the development of writen language [36].…”

Section: Introductionmentioning

confidence: 99%

Reading Disorders and the Role of Speech-Language Pathologists

Navas¹,

Ciboto²,

Borges³

2017

Advances in Speech-Language Pathology

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Speech-language pathologists have been actively involved with the assessment and intervention processes of language disorders, especially concerning the child population. Regarding their professional role toward reading disorders, other professionals have been equally involved with the learning process such as educational psychologists, educators, for instance. It is therefore less clear of the involvement and possible role of speech-language pathologists, focused on adolescent and young adults with reading diiculties that may interfere with the learning processes. The aim of this chapter is to discuss the competences of speech-language pathologists and their essential role in the clinical setings with reading disorders, not only with children but also at later stages in the schooling process. Additionally, it will be discussed of the role of these professionals as a part of the school team in order to advice best practices of language-related learning processes, as well as to work with students who need special education adaptations, in all ages.

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Alterações Fonoaudiológicas no Transtorno de Déficit de Atenção e Hiperatividade: revisão sistemática de literatura

Cited by 15 publications

References 23 publications

A systematic meta-review of systematic reviews on attention deficit hyperactivity disorder

A systematic meta-review of systematic reviews on attention deficit hyperactivity disorder

Estrutura e coerência da narrativa oral de crianças com transtorno de déficit de atenção e hiperatividade

Reading Disorders and the Role of Speech-Language Pathologists

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