[The sociometric status of children with the combined subtype of attention deficit hyperactivity disorder]. / Estado sociométrico de los niños con trastorno por déficitde atención con hiperactividad subtipo combinado.

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.

[Familial impact of children with the combined subtype of attention deficit hyperactivity disorder: the effects of associated behavioural disorders]. / Impacto familiar de los niños con trastorno por déficit de atención con hiperactividad subtipo combinado: efecto de los problemas de conducta asociados.

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.

[Unsolved problems in research on difficulties of lexical access: a programme for the future]. / Cuestiones pendientes en la investigación sobre dificultades del acceso al léxico: una visión de futuro.

Difficulties of lexical retrieval are a complex syndrome which is hard to delimit. The syndrome implies an unexpected failure in word identification, access to meaning, pronunciation and spelling. It affects individuals with normal intelligence and interferes significantly with academic achievement and with everyday tasks that involve the ability to read. It is estimated that 4% of school age children in the USA suffer from it, compared to 2% in Spain. The chronic nature of dyslexia and the social and emotional problems that it brings about are of considerable concern to education professionals. In this paper we attempt an exhaustive review of recent studies on this topic. We use this review as a basis to reflect on the repercussions of recent findings for the design of effective assessment tasks and intervention techniques.