Test de atención D2: Datos normativos y desarrollo evolutivo de la atención en educación primaria

Jiménez, Juan E.; Hernández, Sergio; García, Eduardo; Díaz, Alicia; Rodríguez, Cristina; Martin, R.R.

doi:10.30552/ejep.v5i1.79

Cited by 31 publications

(23 citation statements)

References 6 publications

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“…Likewise, the improvements in visual and verbal memory skills coincide with the findings of Rostami [20] that can be explained by changes in attentional control, which directly impact memory [16,21,22].…”

Section: Discussionsupporting

confidence: 76%

Neurofeedback Training to Increase of Cognitive Skills in Patient with Traumatic Brain Injury (TBI)

Garzón¹

2018

JNSK

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The aim of this case analysis was to study the effect Neurofeedback (NFB) training protocol in attention, memory, verbal fluency and speed in an 18-yearold woman patient who suffered a severe TBI due to major car accident one year ago, who presented disoriented, with both, anterograde memory and attention problems at the time of neuropsychology consultation. Additionally, absence crises, quadrantanopsia and left divergent strabismus was reported.Electroencephalogram study reports a predominance in a right parieto-temporal slow brain activity. Thus, we proposed 20 sessions of neurofeedback training protocol aimed to increase beta wave and inhibit theta wave. After four months, the patient experienced a significant improvements in attention, coding, working memory and processing speed. The cognitive performance improvements was associate, with a slow brain waves percentage decrease, which according to previous research could be related with low blood flow. Copyright: ©2018 Riaño-Garzón et al. Keywords:Wechsler intelligence scale III: [11] an instrument for to calculate the intellectual profile and that was used to evaluate speed of processing, attention and working memory. This instrument offers conversion to scalar scores for each subtest. figure: [12] which was used to evaluate visual memory. Rey complex ProcedureThe intervention program was developed in three phases: a) Evaluation of attention processes, memory and language B) Implementation of NFB Protocol and c) Post-intervention assessment.The NFB program was developed in three sessions per week, each session lasting 30 minutes. A training NFB protocol was used directed to increase the brain-wave of 12-16 Hz (beta wave) and inhibition the slower brain-wave of 4-7 Hz (theta wave) in a monopolar montage. Twenty training sessions were conducted. ResultsThe NFB training program was useful in increasing visual attention, attentional span, short-term verbal and visual memory, processes where equal to above-average performances are observed according to the participant's age (Table 1). In addition, there were improvements in long-term memory, working memory and verbal fluency; however, these results did not reach the expected levels. Improvements in cognitive performance due to NFB are explained by the modification of the cortical electrical activity, where a decrease in theta wave was observed from an initial percentage of 28.75 to a final percentage of 19.80 ( Figure 1). Visual attention Copyright: ©2018 Riaño-Garzón et al. DiscussionCognitive impairment, especially attention and memory, stands out in the TBI [13], for this reason, the object of study was to increase attention, memory, verbal fluency and speed through a NFB training protocol. The results showed that NFB generated improvement in the cognitive processes of the patient with TBI after a stimulation process of 30 sessions compared to its initial evaluation.The observed increases in visual and auditory attention, coincide with findings of Bernal [14]; Gadea, Aliño, et al. [15], who found signi...

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Section: Discussionsupporting

confidence: 76%

Neurofeedback Training to Increase of Cognitive Skills in Patient with Traumatic Brain Injury (TBI)

Garzón¹

2018

JNSK

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“…Again, no sex-related differences were observed. The results of both studies coincided with those obtained in prior research, according to which selective and sustained attention improves up to 10 years of age, when it stabilises, and then increases again between ages 12 and 15, whereas executive control and inhibition improve up to 6-7 years and then stabilises (Crespo-Eguílaz, Narbona, Peralta, & Repáraz, 2006;Jiménez et al, 2012;Kanaka et al, 2008;Klenberg, Korkman, & Lahti-Nuutila, 2001;Lehman et al, 2009;Lin, Hsiao, & Chen, 1999;Rueda et al, 2004). Said results, therefore, provide evidence about the capacity of the DiViSA-UAM to discriminate between different age groups.…”

Section: Introductionsupporting

confidence: 76%

“…Also in line with prior anales de psicología, 2015, vol. 31, nº 1 (enero) research (Crespo-Eguílaz et al, 2006;Jiménez et al, 2012;Kanaka et al, 2008;Klenberg et al, 2001;Lehman et al, 2009;Lin et al, 1999;Quiroga et al, 2011;Rueda et al, 2004;Santacreu et al, 2010), all three tests coincided in indicating significant differences in attention performance linked to age. More specifically, taking as a reference the measures of global attention from the three tests (DiV-OA, DPT-CR, and d2-CP), the DiViSA-UAM and the Faces-DPT registered a progressive and significant increase in attention performance during the different grades, whereas the d2 only registered said increase as significant up to the 5 th grade.…”

Section: Discussionmentioning

confidence: 99%

Convergent validity of the measures of attention and impulsivity in the Trees: Simple Visual Discrimination Test (DiViSA-UAM). [Validez convergente de las medidas de atención e impulsividad del Test de Discriminación Visual Simple de Árboles (DiViSA-UAM)]

2015

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Título: Validez convergente de las medidas de atención e impulsividad del Test de Discriminación Visual Simple de Árboles (DiViSA-UAM).Resumen: El Test de Discriminación Visual Simple de Árboles (DiViSA-UAM) constituye una prueba objetiva de evaluación de la atención y la impulsividad en niños de edades comprendidas entre los 6 y los 12 años. El presente estudio tuvo por objeto complementar los datos de validez recabados en estudios anteriores, analizando la evidencia de validez convergente de las medidas del DiViSA-UAM en relación con otros instrumentos ya consolidados en la evaluación de la atención y el control inhibitorio en niños: el Test de Percepción de Diferencias 'Caras' y el Test de Atención d2. A tal fin, se administraron los instrumentos a una muestra conformada por 111 alumnos de educación primaria (46 niñas y 65 niños), de entre 8 y 12 años. El análisis de correlaciones arrojó valores acordes con lo esperado entre los índices de las tres pruebas. Conforme a lo observado en estudios anteriores, las tres pruebas convergieron en identificar un incremento progresivo en el rendimiento atencional entre los 8 y los 12 años, así como estabilidad en el control de la impulsividad y ausencia de diferencias relativas al sexo. Se discuten las ventajas potenciales del DiViSA-UAM derivadas de su formato de aplicación y su mayor facilidad de ejecución. Palabras clave: DiViSA-UAM; atención; impulsividad; tests informatizados; validez convergente. Abstract:The Trees: Simple Visual Discrimination Test (DiViSA-UAM) is an objective test to assess attention and impulsivity in children aged between 6 and 12 years. The aim of this study was to supplement the validity data obtained in prior research, analyzing the evidence of convergent validity of the measures of the DiViSA-UAM in relation to other, already wellestablished, instruments for assessing attention and inhibitory control in children: the 'Faces', Differences Perception Test and the d2 Test of Attention. To this end, the instruments were administered to a sample of 111 students from primary education (46 girls and 65 boys) between the ages of 8 and 12 years. The correlation analysis showed values in line with expectations among the indices of the three tests. Similarly to what has been observed in prior research, the three tests coincided in identifying a progressive increase in attention performance between the ages of 8 and 12, as well as stability in impulsivity control and the absence of sex-related differences. We discuss the potential advantages of the DiViSA-UAM derived from its application format and its greater ease of execution.

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“…Estudios previos identifican que niños preescolares entre 5 y 6 años de edad diagnosticados con TDAH, frecuentemente presentan debilidad funcional no sólo en regulación y control, sino también en análisis y sín-tesis espaciales junto con la falta de activación general de trabajo cortical Solovieva, Quintanar, & López, 2015). Dicho dato permite dudar sobre el trastorno ejecutivo con localización frontal dorso lateral como único origen de estas dificultades, tal y como se presenta en diversas publicaciones actuales (Barkley, 2014;Gómez-Pérez, Matute, Rosselli, Ardila, & Pineda, 2007;Jiménez et al, 2012;Ostrosky-Solis, 2007). …”

Section: Síntomas De Inatención E Hiperactividad-impulsividad Que Carunclassified

Análisis neuropsicológico diferencial en dos casos diagnosticados con TDAH

Solovieva

Duarte

Rojas

et al. 2017

infpsic

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ResumenObjetivo: analizar el estado neuropsicológico funcional en dos niños con el mismo diagnóstico de TDAH. Método: enfoque neuropsicológico cualitativo. Resultados: se identificó que en uno de los menores predominan dificultades de organización motora secuencial y falta de activación de trabajo cerebral. En el segundo caso, las dificultades se relacionaron con negligencia pedagógica y social. En ambos casos, los resultados se corroboran mediante electroencefalograma (EEG). Conclusión: estos resultados evidencian que niños con características clínicas diferenciales son englobados en un diagnóstico único que conlleva un único tratamiento farmacológico.

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Test de atención D2: Datos normativos y desarrollo evolutivo de la atención en educación primaria

Cited by 31 publications

References 6 publications

Neurofeedback Training to Increase of Cognitive Skills in Patient with Traumatic Brain Injury (TBI)

Neurofeedback Training to Increase of Cognitive Skills in Patient with Traumatic Brain Injury (TBI)

Convergent validity of the measures of attention and impulsivity in the Trees: Simple Visual Discrimination Test (DiViSA-UAM). [Validez convergente de las medidas de atención e impulsividad del Test de Discriminación Visual Simple de Árboles (DiViSA-UAM)]

Análisis neuropsicológico diferencial en dos casos diagnosticados con TDAH

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