Abstract: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… Show more
“…Regarding the ADHD interventions, based on the results of the tested studies, we can note in children with ADHD, along with the stimulation of executive functions, language skills should also be promoted. In this sense, pragmatic skills [40,41], as well as processes of syntactic coherence and text, as we have observed, were significantly reduced [29,36,42].…”
Section: Discussionmentioning
confidence: 63%
“…Zenaro and colleagues [42] carried out a study comparing the oral narrative skills of children with ADHD and children with TD. In line with the aforementioned studies, the researchers discovered the ADHD group displayed reduced levels of coherence compared to the TD group.…”
Section: Resultsmentioning
confidence: 99%
“…In relation to narrative skills, structural elements are responsible for narrative coherence. These factors are important to build meaning for thematic maintenance and to present a coherent outcome related to the story problem situation that shows the relationship between the events being narrated [42]. They are also important in the ability to relate to internal situations, which include not only language deficits, but also limited social and emotional knowledge [32].…”
(1) Background: Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Language Disorder (DLD) are neurodevelopmental disorders that affect various areas of children’s development, such as language. It exists an emerging idea that ADHD is characterised by the presence of language difficulties, which can be explained by the high comorbidity between ADHD and DLD. The aim of this review is to analyse the empirical evidence of language competence in children aged 6–17 years old, diagnosed with ADHD and/or DLD. (2) Method: Fifteen studies with experimental designs were identified from Scopus, PsycINFO, and WoS databases, reporting on language skills in children diagnosed with ADHD and/or DLD. Studies relating executive functioning to language skills in this target population were also included. (3) Results: The literature is heterogeneous and different components of language are also examined. Even though the results are contradictory, they convincingly demonstrate there are overlapping symptoms between ADHD and DLD, such as language skills and executive functions. (4) Conclusions: The differences in the samples limit the generalisability of the results. Therefore, this review highlights the importance of considering language skills when designing individualised interventions for the population with ADHD and DLD, both in comorbidity and in isolation.
“…Regarding the ADHD interventions, based on the results of the tested studies, we can note in children with ADHD, along with the stimulation of executive functions, language skills should also be promoted. In this sense, pragmatic skills [40,41], as well as processes of syntactic coherence and text, as we have observed, were significantly reduced [29,36,42].…”
Section: Discussionmentioning
confidence: 63%
“…Zenaro and colleagues [42] carried out a study comparing the oral narrative skills of children with ADHD and children with TD. In line with the aforementioned studies, the researchers discovered the ADHD group displayed reduced levels of coherence compared to the TD group.…”
Section: Resultsmentioning
confidence: 99%
“…In relation to narrative skills, structural elements are responsible for narrative coherence. These factors are important to build meaning for thematic maintenance and to present a coherent outcome related to the story problem situation that shows the relationship between the events being narrated [42]. They are also important in the ability to relate to internal situations, which include not only language deficits, but also limited social and emotional knowledge [32].…”
(1) Background: Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Language Disorder (DLD) are neurodevelopmental disorders that affect various areas of children’s development, such as language. It exists an emerging idea that ADHD is characterised by the presence of language difficulties, which can be explained by the high comorbidity between ADHD and DLD. The aim of this review is to analyse the empirical evidence of language competence in children aged 6–17 years old, diagnosed with ADHD and/or DLD. (2) Method: Fifteen studies with experimental designs were identified from Scopus, PsycINFO, and WoS databases, reporting on language skills in children diagnosed with ADHD and/or DLD. Studies relating executive functioning to language skills in this target population were also included. (3) Results: The literature is heterogeneous and different components of language are also examined. Even though the results are contradictory, they convincingly demonstrate there are overlapping symptoms between ADHD and DLD, such as language skills and executive functions. (4) Conclusions: The differences in the samples limit the generalisability of the results. Therefore, this review highlights the importance of considering language skills when designing individualised interventions for the population with ADHD and DLD, both in comorbidity and in isolation.
“…Na análise das narrativas, obteve-se predomínio do tipo de discurso causal quando comparado às demais categorias, reforçando que com o aumento da faixa etária ocorre a redução do discurso descritivo e aumento do discurso intencional, sendo este o mais recorrente a partir dos oito e nove anos (14,30) . Visto que os pré-escolares do presente estudo encontram-se na faixa etária entre quatro e seis anos, os elementos característicos do discurso causal estão dentro do espero para a idade.…”
RESUMO Objetivo Caracterizar o desempenho de pré-escolares com desenvolvimento típico de linguagem em tarefas de vocabulário expressivo e de narrativa oral e verificar possíveis correlações. Método Participaram dessa pesquisa 39 crianças com idade entre 4 a 6 anos, de ambos os gêneros, sem queixas sobre o desenvolvimento de linguagem. As mães responderam um questionário de classificação socioeconômica, enquanto para avaliação do vocabulário foi utilizada a prova de Vocabulário Expressivo do ABFW e para eliciar a narrativa oral da criança foi utilizado o livro “Frog, where are you?”. Os dados coletados foram submetidos à análise estatística descritiva e inferencial. Resultados Com relação ao vocabulário expressivo, a maioria dos pré-escolares (92,3%) apresentou designação verbal usual (DVU) total adequada para a faixa etária e os campos semânticos com maior DVU foram “animais”, “formas e cores”, “brinquedos e instrumentos musicais”, “meios de transporte” e os com menor foram “profissões” e “locais”. O tipo de narrativa predominante foi causal, seguido pela intencional. Não houve correlação entre DVU e o uso de palavras nas narrativas, mas houve correlação positiva entre o total de palavras e o número de palavras diferentes utilizadas na narrativa. Conclusão Não houve correlação entre o vocabulário expressivo (DVU) e o uso de palavras na narrativa, mas os pré-escolares que usaram mais palavras em suas narrativas também apresentaram maior variedade lexical nesta amostra.
“…O diagnóstico utiliza os critérios estabelecidos pelo DSM-5 (APA, 2014), onde determina a apresentação de um número de sintomas persistentes por mais de seis meses e em um grau que afeta significativamente a vida social, acadêmica e profissional, nos quais antes não eram percebidos que a pessoa os apresentava. (ZENARO, 2019). São classificados em três subtipos, porém cada um apresenta um padrão de traços de desatenção, hiperatividade e impulsividade ou até mesmo uma combinação de ambas as características.…”
INTRODUÇÃO: O transtorno do deficit de atenção hiperatividade (TDAH) e uma doeça que acomete o sistema nervoso central, com maior incidência em criança e adolescentes. Assim está monografia vem demostrar a importância do metilfenidato como fármaco de primeira escolha terapêutica no tratamento medicamentoso do TDAH. Nossas pesquisas foram baseadas nos sites, BVS, SIELO, BDTD. OBJETIVO: Analisar a literatura sobre o Transtorno de Déficit de Atenção e Hiperatividade (TDAH) e descrever as características clínicas, relacionando a evolução clínica com o tratamento farmacológico usando o metilfenidato. MÉTODOS: Estudo de revisão sistemática, utilizando as palavras-
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.