Evaluación de la función ejecutiva en una población escolar con síntomas de déficit de atención e hiperactividad

Vélez-van-Meerbeke, Alberto; Zamora, I.P.; Guzmán, Gladys; Figueroa, B.; Cabra, C.A. López; Talero-Gutiérrez, Claudia

doi:10.1016/j.nrl.2012.06.011

Cited by 21 publications

(20 citation statements)

References 15 publications

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“…This finding is consistent with those of Borkowska et al (2011) and Vélez- Van-Meerbeke et al (2013). In contrast, Mesquita et al (2010) did not find significant differences between the ADHD and control groups.…”

Section: Discussionsupporting

confidence: 93%

“…These results are in agreement with those reported by Brunswick et al (2010), Cruz-Rodrigues et al (2014), andMcManus et al (2010). There were no significant differences between the groups with dyslexia and ADHD either, but some studies have reported changes in immediate memory recall in students with these disorders (Borkowska et al, 2011;Duranovic et al, 2015;Vélez-Van-Meerbeke et al, 2013).…”

Section: Discussionsupporting

confidence: 91%

“…These results differ from those of other studies Cruz-Rodrigues et al, 2014;Duranovic et al, 2015;McManus et al, 2010), which reported similar performance between dyslexic students and the control group. The significant differences between students with ADHD and without learning disabilities corroborated the findings of Vélez- Van-Meerbeke et al (2013), who found deficits in the copy condition. However, Mesquita et al (2010) and Borkowska et al (2011) did not find differences between the group with ADHD and the control group.…”

Section: Discussionsupporting

confidence: 85%

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Memory and intellectual styles: Performance of students with learning disabilities

Inácio

Oliveira

Santos

2018

Estud. psicol. (Campinas)

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Studies addressing issues related to information processing are necessary to understand some of the explanatory aspects of the changes in the learning process. The objective of the this study was to evaluate memory and intellectual styles in Elementary and Middle school students diagnosed with dyslexia and Attention Deficit Hyperactivity Disorder and in students without learning disabilities. A total of 370 students from public schools were individually evaluated using the Rey Complex Figure Test and the Thinking Styles Inventory – Revised II. The results showed significant differences in the memory condition between students with Attention Deficit Hyperactivity Disorder and those without learning disabilities. Significant differences in the scores of the Thinking Styles Inventory were also found between the three groups evaluated. Memory was negatively correlated with the conservative style. The difference between the groups and the correlation between these instruments pointed to the need for further research to assess these variables in the groups of students with learning disabilities.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 85%

See 1 more Smart Citation

Memory and intellectual styles: Performance of students with learning disabilities

Inácio

Oliveira

Santos

2018

Estud. psicol. (Campinas)

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“…[3][4][5] Perturbações no funcionamento executivo traduzem-se em menor capacidade de resolução de problemas complexos, menos competências organizativas e estratégias de memória deficientes em crianças com PHDA. 6 O funcionamento executivo é um constructo complexo e de difícil definição.…”

Section: 2unclassified

Perfil Neuropsicológico em Crianças com Perturbação de Hiperatividade com Défice de Atenção: Avaliação da Memória de Trabalho

Guardiano¹,

Candeias²,

Guimarães³

et al. 2017

Acta Pediátrica Port

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Introduction: Attention deficit hyperactivity disorder (ADHD) compromises cognitive abilities. Executive functioning is one of the most affected dimensions, particularly working memory. We aimed to assess the impact of ADHD specifically on working memory. Methods: Using selected sub-tests of the Portuguese version of Psycholinguistic Assessments of Language Processing in Aphasia (PALPA), we compared the performance of 37 children with ADHD to 67 children from the control group. Results: Children with ADHD showed statistically significant difficulties in working memory tasks compared to children without this diagnosis on nonword repetition tasks of one (p=0.004), two (p=0.014), and three syllables (p=0.003), as well as digit production (p=0.000), matching span (p=0.004) and pointing span for nounverb sequences (p=0.001). The results indicate differences between education levels within the ADHD group, with first and second graders showing poorer performance on digit production (p=0.001) and matching span (p=0.000), as well as on pointing span for noun-verb sequences (p=0.006). Discussion: The results confirmed the presence of working memory deficits in children with ADHD, as assessed with selected sub-tests of the Portuguese version of PAL-PA, which revealed good potential for identification of specific deficits in children with this disorder.Keywords: Attention Deficit Disorder with Hyperactivity; Child; Language Tests; Learning Disorders; Memory, Short-Term; Neuropsychological Tests Introdução: A perturbação de hiperatividade com défice de atenção compromete as competências cognitivas. O funcionamento executivo constitui uma das dimensões mais afetadas, particularmente a memória de trabalho. O objetivo do estudo foi avaliar o impacto da perturbação de hiperatividade com défice de atenção especificamente no domínio da memória de trabalho. Métodos: Através de subtestes selecionados das provas de avaliação da linguagem e da afasia em português, comparou-se o desempenho de 37 crianças com perturbação de hiperatividade com défice de atenção com o de 67 crianças do grupo de controlo. Resultados: De acordo com os resultados obtidos, crianças com perturbação de hiperatividade com défice de atenção apresentam dificuldades significativamente maiores em tarefas de memória de trabalho, comparativamente às crianças sem este diagnóstico nos subtestes de repetição de pseudopalavras de uma (p = 0,004), duas (p = 0,014) e três sílabas (p = 0,003), bem como na amplitude de repetição (p = 0,000), amplitude de emparelhamento (p = 0,004) e amplitude de memória de sequências substantivo-verbo (p = 0,001). Os resultados apontam para diferenças entre os níveis de escolaridade dentro do grupo perturbação de hiperatividade com défice de atenção, em que os alunos do primeiro e segundo ano apresentaram um pior desempenho na amplitude de repetição (p = 0,001) e amplitude de emparelhamento (p = 0,000), bem como na amplitude de memória de sequências substantivo-verbo (p = 0,006). Discussão: Os resultados confirmaram a presença de défi...

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“…Son numerosos los estudios que evidencian que los niños con TDAH presentan un déficit en las FE, como la inhibición del comportamiento (Alloway, 2011;Barkley, 2011;Martel, Nikolas, & Nigg, 2007;Rubiales, Bakker, & Urquijo, 2010;Schoemaker et al, 2012), la flexibilidad cognitiva (Martel et al, 2007;Vélez-van-Meerbeke et al, 2013;Ferreiro-Vilasante, Buceta-Cancela, & Rial-Boubeta, 2013) y la planificación y organización (RamosLoyo, Taracena, Sánchez-Loyo, Matute, & González-Garrido, 2011;Semrud-Clikeman, Walkowiak, Wilkinson, & Butcher, 2010). Dicha disfunción ejecutiva se manifiesta a través de un bajo rendimiento en las tareas que evalúan las funciones anteriormente mencionadas, siendo el TDAH un trastorno heterogéneo y complejo, que tiene una gran variabilidad en la manifestación de sus síntomas, los cuales pueden conllevar a dificultades en el ámbito escolar, familiar y social del niño (Chhabildas, Pennington, & Willcutt, 2001).…”

Section: Introductionunclassified

Desempeño en funciones ejecutivas y síntomas comórbidos asociados en niños con Trastorno por déficit de atención con hiperactividad (TDAH)

et al. 2016

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Evaluación de la función ejecutiva en una población escolar con síntomas de déficit de atención e hiperactividad

Abstract: EF measures in children with ADHD revealed more problems, particularly those having to do within planning, inhibition, working memory and cognitive control. Age and sex may affect the degree of EF impairment.

Cited by 21 publications

References 15 publications

Memory and intellectual styles: Performance of students with learning disabilities

Memory and intellectual styles: Performance of students with learning disabilities

Perfil Neuropsicológico em Crianças com Perturbação de Hiperatividade com Défice de Atenção: Avaliação da Memória de Trabalho

Desempeño en funciones ejecutivas y síntomas comórbidos asociados en niños con Trastorno por déficit de atención con hiperactividad (TDAH)

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