ABSTRACT
INTRODUCTION: Deficits in reading comprehension of children with attention deficit hyperactivity disorder (ADHD) have received scarce attention. However, to establish the underlying cognitive processes of ADHD and deficits in reading comprehension association could be essential for deeply understanding neurobiological bases of reading comprehension. AIM: To examine the contribution of verbal fluency, reading fluency, and executive functions (working memory, attention and suppression mechanism) in predicting mental processes of texts comprehension. PATIENTS AND METHODS: The participants in the study were 42 students, 12 to 16 year old, with a clinical diagnosis of ADHD. A battery of tests was administered to measure cognitive processes and reading processes. RESULTS AND CONCLUSIONS: Stepwise regression analysis carried out showed that the score in verbal fluency was the best single predictor of reading comprehension. Furthermore executive functions, but not reading fluency, made a significant contribution to reading comprehension. These findings underline the need for consideration of the role of executive functions in assessment and treatment of reading comprehension deficits of students with ADHD.
Subject(s)
Attention Deficit Disorder with Hyperactivity/physiopathology , Comprehension/physiology , Executive Function/physiology , Reading , Adolescent , Child , Cognition/physiology , Female , Humans , Learning/physiology , Male , Neuropsychological TestsABSTRACT
INTRODUCTION: Different studies show that one of the most important problem associate with ADHD combined subtype is the difficulty to establish appropriate social relationships, being rejected by their schoolmates. AIM: To study interactions of children with ADHD-C at school; specifically the sociometric status and the features of rejected children compared with non rejected children. SUBJECTS AND METHODS: 23 ADHD-C children from 20 primary schools (2nd to 5th degree) of Castellon were examined, using sociometric tasks and behaviour scales for parents and teachers. RESULTS: Sociometric tasks show that the ADHD-C children were preponderantly rejected by their schoolmates, and the reasons of this rejection were disruptive and antisocial behaviour. Furthermore, rejected children weren't aware of this fact. CONCLUSION: Our findings established the severity of social problems in this children al school.
Subject(s)
Attention Deficit Disorder with Hyperactivity/psychology , Sociometric Techniques , Attention Deficit Disorder with Hyperactivity/classification , Child , Female , Humans , MaleABSTRACT
AIMS: To determine the impact that children with ADHD-C (attention deficit hyperactivity disorder, combined subtype) have on their family by analysing their parents' perceptions, and to examine whether the presence of associated behavioural disorders affect that impact. SUBJECTS AND METHODS: Participants in the study included one group made up of the parents of 27 children with ADHD-C and another group consisting of the parents of 27 children without ADHD. The parents in the ADHD-C group were divided into two subgroups according to whether or not their children had an oppositional defiant disorder and/or a co-morbid conduct disorder (10 and 17 families, respectively). RESULTS AND CONCLUSIONS: The results of the analyses performed showed significant differences between the perceptions of the parents of the control children and those of the parents of children with ADHD-C in the following categories: feelings and attitudes, social life, matrimonial relationship, day-to-day relationships with peers and siblings, stress and difficulty in living with their child. Comparisons between the two subgroups of children with ADHD-C did not reveal any significant differences in any of the categories that were analysed, and showed ADHD-C to be the fundamental factor underlying the problems in the family context. Some items, however, suggested that the problem is more serious in the subtype with associated behavioural disorders.
Subject(s)
Attention Deficit Disorder with Hyperactivity , Perception , Attention Deficit Disorder with Hyperactivity/classification , Attention Deficit Disorder with Hyperactivity/physiopathology , Attention Deficit Disorder with Hyperactivity/psychology , Child , Comorbidity , Family , Family Health , Female , Humans , Male , Stress, PhysiologicalABSTRACT
Aims. To determine the impact that children with ADHD-C (attention deficit hyperactivity disorder, combined subtype) have on their family by analysing their parents perceptions, and to examine whether the presence of associated behavioural disorders affect that impact. Subjects and methods. Participants in the study included one group made up of the parents of 27 children with ADHD-C and another group consisting of the parents of 27 children without ADHD. The parents in the ADHD-C group were divided into two subgroups according to whether or not their children had an oppositional defiant disorder and/or a co-morbid conduct disorder (10 and 17 families, respectively). Results and conclusions. The results of the analyses performed showed significant differences between the perceptions of the parents of the control children and those of the parents of children with ADHD-C in the following categories: feelings and attitudes, social life, matrimonial relationship, day-to-day relationships with peers and siblings, stress and difficulty in living with their child. Comparisons between the two subgroups of children with ADHD-C did not reveal any significant differences in any of the categories that were analysed, and showed ADHD-C to be the fundamental factor underlying the problems in the family context. Some items, however, suggested that the problem is more serious in the subtype with associated behavioural disorders (AU)
Objetivos. Conocer el impacto familiar que supone un niño con TDAH-C (trastorno por déficit de atención con hiperactividad, subtipo combinado), a partir del análisis de las percepciones de sus padres, y comprobar si los problemas de conducta asociados modulan dicho impacto. Sujetos y métodos. Participaron en el estudio un grupo formado por los padres de 27 niños con TDAH-C y otro por los padres de 27 niños sin TDAH. Los padres del grupo de TDAH-C se dividieron en dos subgrupos según la existencia o no de un trastorno negativista-desafiante y/o un trastorno disocial comórbidos (10 y 17 familias, respectivamente). Resultados y conclusiones. Los análisis realizados evidencian diferencias significativas entre las percepciones de los padres de niños controles y las de los padres de niños con TDAH-C en las categorías de sentimientos y actitudes, vida social, relación matrimonial, convivencia entre iguales y hermanos, estrés y dificultad de vivir con su hijo. Las comparaciones entre ambos subgrupos de niños con TDAH-C no arrojan diferencias significativas en ninguna de las categorías, y muestran el TDAH-C como el factor básico de los problemas en el contexto familiar. No obstante, algunos ítems apuntan una mayor gravedad en el subtipo con trastornos de conducta asociados (AU)
Subject(s)
Child , Adult , Humans , Attention Deficit Disorder with Hyperactivity/psychology , Child Behavior Disorders , Family/psychology , Parent-Child Relations , Case-Control Studies , Attention Deficit Disorder with Hyperactivity/diagnosis , Surveys and QuestionnairesABSTRACT
Introducción. Distintos estudios muestran que entre losproblemas más importantes que lleva asociado el trastorno por déficitde atención con hiperactividad subtipo combinado (TDAH-C)se encuentran sus dificultades para establecer de forma adecuada relaciones sociales con sus compañeros, y en muchos casos éstoslos rechazan. Objetivo. Profundizar en las interacciones de los niñoscon TDAH-C en el contexto escolar; más concretamente en losestados sociométricos que suelen presentar y en las característicasde los niños con TDAH-C rechazados frente a los que obtienen unestado de medio. Sujetos y métodos. Se estudiaron 20 aulas de 2.ºa 5.º de educación primaria de distintos colegios de Castellón, queincluían 23 niños con este trastorno, y se aplicaron pruebas sociométricasy escalas de estimación conductual para padres y profesores.Resultados. Las pruebas sociométricas evidenciaron que losniños con TDAH-C eran mayoritariamente rechazados por sus compañerosy las conductas disruptivas y antisociales fueron las razonesde los rechazos, fundamentalmente. Además, los estudiantescon TDAH-C rechazados no parecían ser conscientes de esta realidad.Conclusión. Nuestros hallazgos pusieron de manifiesto la gravedadde la problemática social que presentan estos niños en elcolegio
Introduction. Different studies show that one of the most important problem associate with ADHD combined subtypeis the difficulty to establish appropriate social relationships, being rejected by their schoolmates. Aim. To study interactions ofchildren with ADHD-C at school; specifically the sociometric status and the features of rejected children compared with nonrejected children. Subjects and methods. 23 ADHD-C children from 20 primary schools (2nd to 5th degree) of Castellón wereexamined, using sociometric tasks and behaviour scales for parents and teachers. Results. Sociometric tasks show that theADHD-C children were preponderantly rejected by their schoolmates, and the reasons of this rejection were disruptive andantisocial behaviour. Furthermore, rejected children werent aware of this fact. Conclusion. Our findings established theseverity of social problems in this children al school
Subject(s)
Male , Female , Child , Humans , Attention Deficit Disorder with Hyperactivity/complications , Sociometric Techniques , Social Isolation/psychology , Social Behavior Disorders , Interpersonal Relations , Attention Deficit and Disruptive Behavior DisordersABSTRACT
El presente estudio examinó las habilidades de procesamiento cognitivo de los niños con Trastorno por Déficit de Atención con Hiperactividad (TDAH) que están implicadas en la narración de historias. Treinta niños con TDAH y 30 niños normales, equilibrados en edad, inteligencia, reconocimiento de palabras y comprensión lectora, realizaron una tarea de recuerdo de un cuento. Los resultados indican que ambos grupos difieren en la producción de narraciones. Los niños con TDAH no sólo narraron historias de menor organización y coherencia, sino que además cometieron más errores en sus narraciones y, por consiguiente, sus historias resultaron confusas y difíciles de seguir. Así, los déficits observados en la producción de narraciones en los niños con TDAH podrían reflejar deficiencias en los procesos ejecutivos, que afectan a la organización de la información
The present study examined the cognitive processing abilities of children with attention deficit hyperactivity disorder (ADHD). A story retelling task was used to assess narrative abilities in 30 children with attention deficit hyperactivity disorder (ADHD) and 30 normally developing children, matched on age, IQ, word retrieval and reading comprehension. Results indicated that the two groups did differ in the production of narratives. The children with ADHD provided stories more poorly organized and less cohesive and contained more inaccuracies. As a result, their stories were often confused and hard to follow. Thus the observed deficits in narrative production in children with ADHD may reflect underlying deficits in executive processes. That may impair organization of information
Subject(s)
Male , Female , Child , Humans , Attention Deficit Disorder with Hyperactivity/psychology , Cognition Disorders/epidemiology , Narration , Aptitude , Early Intervention, Educational/methods , Education, Special/methods , Remedial Teaching/methods , Learning Disabilities/epidemiology , Case-Control StudiesABSTRACT
INTRODUCTION AND DEVELOPMENT: This work is a compendium of the research conducted in recent years by a team from the University of Valencia on attention deficit hyperactivity disorder (ADHD). It describes three large areas of study: the progress made in the differential characterisation of the subtypes of ADHD, as well as its comorbidity profiles, the discriminative capacity of neuropsychological tasks in the evaluation of children with ADHD, and the analysis of how effective multicomponent and multicontextual interventions are in children with ADHD. CONCLUSIONS: The joint analysis of the findings from these studies establishes a series of reflections and guidelines that undoubtedly offer benefits both in delimiting the distinct subtypes of ADHD and in improving intervention procedures.
Subject(s)
Attention Deficit Disorder with Hyperactivity/physiopathology , Attention Deficit Disorder with Hyperactivity/therapy , Attention Deficit Disorder with Hyperactivity/classification , Behavior Therapy , Child , Comorbidity , Humans , Neuropsychological Tests , Problem-Based Learning , ResearchABSTRACT
Introducción y desarrollo. El presente trabajo es un compendio de las investigaciones llevadas a cabo en los últimos años por el equipo de investigación de la Universitat de València sobre el trastorno por déficit de atención con hiperactividad (TDAH). En él se describen tres grandes bloques de estudio: avances sobre la caracterización diferencial de los subtipos del TDAH, así como sus perfiles de comorbilidad, capacidad discriminativa de tareas neuropsicológicas en la evaluación de los niños con TDAH y análisis de la efectividad de las intervenciones multicomponentes y multicontextualizadas en los niños con TDAH. Conclusión. El análisis conjunto de los resultados de estos trabajos plantea reflexiones y directrices que aportan, sin duda, beneficios tanto en la delimitación de los distintos subtipos del TDAH como en la mejora de los procedimientos de intervención (AU)
Introduction and development. This work is a compendium of the research conducted in recent years by a team from the University of Valencia on attention deficit hyperactivity disorder (ADHD). It describes three large areas of study: the progress made in the differential characterisation of the subtypes of ADHD, as well as its comorbidity profiles, the discriminative capacity of neuropsychological tasks in the evaluation of children with ADHD, and the analysis of how effective multicomponent and multicontextual interventions are in children with ADHD. Conclusions. The joint analysis of the findings from these studies establishes a series of reflections and guidelines that undoubtedly offer benefits both in delimiting the distinct subtypes of ADHD and in improving intervention procedures (AU)
Subject(s)
Humans , Child , Attention Deficit Disorder with Hyperactivity/classification , Attention Deficit Disorder with Hyperactivity/physiopathology , Attention Deficit Disorder with Hyperactivity/therapy , Comorbidity , Neuropsychological Tests , Research , Behavior Therapy , Problem-Based LearningABSTRACT
INTRODUCTION: The parents of children with attention deficit hyperactivity disorder (ADHD) undergo high levels of stress, frequent quarrels amongst themselves and limitations in their social life, which are factors that exert an influence on the progress of the disorder and constitute a high priority therapeutic goal. AIMS: 1. To analyse the impact ADHD has on family life: economy, the relations between parents and children and between brothers and sisters, social life, and the feelings and attitudes parents have towards their child. 2. To study possible changes in the use of behavioural modification techniques and in the attributions/expectations of the parents following a programme of counselling. SUBJECTS AND METHODS: In order to accomplish the first objective, 36 couples filled in a questionnaire about family impact, and percentage analyses were carried out. To achieve the second aim, 28 couples, who received counselling in small groups, filled in questionnaires before and after the programme, and comparative analyses were performed using the Wilcoxon interval test. RESULTS: 89% of parents suffer from stress, 64% feel uncomfortable about their child's behaviour, for 68% of them the psychoeducational cost of the child is higher, 50% have quarrels with their partner and 44% report that it makes it more difficult for their brothers and sisters to take part in activities. Significant changes have also been observed in the knowledge parents have about the nature of the disorder and the attributions/expectations they have about their child, together with improvements in the application of behavioural modification techniques. CONCLUSIONS: ADHD exerts a negative effect on the family system; parent counselling has proved to be effective in understanding the pathology and bringing about positive changes in expectations/attributions.
Subject(s)
Attention Deficit Disorder with Hyperactivity/psychology , Child Development , Family Health , Learning , Parents , Attention Deficit Disorder with Hyperactivity/therapy , Child , Female , Humans , Male , Surveys and QuestionnairesABSTRACT
Introducción. Los padres de niños con trastorno por déficit de atención con hiperactividad (TDAH) experimentan altos niveles de estrés, frecuentes enfrentamientos de pareja y limitaciones en su vida social, factores que influyen en la evolución del trastorno y constituyen una meta terapéutica prioritaria. Objetivos. Analizar el impacto del TDAH en el ámbito familiar (economía, relaciones padre-hijo y entre hermanos, vida social y sentimientos y actitudes de los padres hacia su hijo) y estudiar posibles cambios en el uso de técnicas de modificación de conducta y en las atribuciones/expectativas de los padres, tras un programa de asesoramiento. Sujetos y métodos. Para el primer objetivo, 36 parejas rellenaron un cuestionario de impacto familiar, y se realizaron análisis porcentuales. Para el segundo objetivo, 28 parejas que recibieron asesoramiento en pequeños grupos, rellenaron dos cuestionarios antes y después del programa, y se realizaron análisis de comparación mediante la prueba de intervalos de Wilcoxon. Resultados: .Un 89 por ciento de padres experimentan estrés, al 64 por ciento les incomoda el comportamiento de su hijo, para el 68 por ciento el costo psicoeducativo del hijo es superior, el 50 por ciento tienen enfrentamientos de pareja y el 44 por ciento refieren que obstaculiza la participación de sus hermanos en actividades. Se han observado, además, cambios significativos en el conocimiento de los padres sobre la naturaleza del trastorno y en las atribuciones/expectativas que tienen sobre su hijo, junto a mejoras en la aplicación de técnicas de modificación de conducta. Conclusiones. El TDAH ejerce un impacto negativo en el sistema familiar; el asesoramiento a padres se revela eficaz para entender la patología y producir cambios positivos en las expectativas/atribuciones (AU)
Introduction. The parents of children with attention deficit hyperactivity disorder (ADHD) undergo high levels of stress, frequent quarrels amongst themselves and limitations in their social life, which are factors that exert an influence on the progress of the disorder and constitute a high-priority therapeutic goal. Aims. 1. To analyse the impact ADHD has on family life: economy, the relations between parents and children and between brothers and sisters, social life, and the feelings and attitudes parents have towards their child. 2. To study possible changes in the use of behavioural modification techniques and in the attributions/ expectations of the parents following a programme of counselling. Subjects and methods. In order to accomplish the first objective, 36 couples filled in a questionnaire about family impact, and percentage analyses were carried out. To achieve the second aim, 28 couples, who received counselling in small groups, filled in questionnaires before and after the programme, and comparative analyses were performed using the Wilcoxon interval test. Results. 89% of parents suffer from stress, 64% feel uncomfortable about their childs behaviour, for 68% of them the psychoeducational cost of the child is higher, 50% have quarrels with their partner and 44% report that it makes it more difficult for their brothers and sisters to take part in activities. Significant changes have also been observed in the knowledge parents have about the nature of the disorder and the attributions/expectations they have about their child, together with improvements in the application of behavioural modification techniques. Conclusions. ADHD exerts a negative effect on the family system; parent counselling has proved to be effective in understanding the pathology and bringing about positive changes in expectations/attributions (AU)
