[Grounds for a multi-component programme for counselling families with children with attention deficit hyperactivity disorder]. / Fundamentación de un programa multicomponencialde asesoramiento a familias con hijos con trastornopor déficit de atención/hiperactividad.

AIM: To analyse the change of perspective in the approach used in counselling programmes for parents of children with attention deficit hyperactivity disorder (ADHD). DEVELOPMENT: Research focused on analysing the familial context of people with ADHD has shown that parents experience higher levels of tension and feelings of low degrees of competence. Furthermore, the stress that occurs in parenting is significantly related to the application of discipline techniques that are inefficient, too lenient or too strict. CONCLUSIONS: We present a parent counselling programme that was designed in accordance with the latest guidelines and includes procedures for managing stress and communicative skills, as well as behavioural modification training.

[The application of new technologies to solving maths problems for students with learning disabilities: the 'underwater school']. / Aplicación de nuevas tecnologías con estudiantescon dificultades de aprendizaje en la solución deproblemas matemáticos: la 'escuela submarina'.

INTRODUCTION: Different procedures have demonstrated efficacy to teach cognitive and metacognitive strategies to problem solving in mathematics. Some studies have used computer-based problem solving instructional programs. AIM: To analyze in students with learning disabilities the efficacy of a cognitive strategies training for problem solving, with three instructional delivery formats: a teacher-directed program (T-D), a computer-assisted instructional (CAI) program, and a combined program (T-D + CAI). SUBJECTS AND METHODS: Forty-four children with mathematics learning disabilities, between 8 and 10 years old participated in this study. The children were randomly assigned to one of the three instructional formats and a control group without cognitive strategies training. In the three instructional conditions which were compared all the students learnt problems solving linguistic and visual cognitive strategies trough the self-instructional procedure. Several types of measurements were used for analysing the possible differential efficacy of the three instructional methods implemented: solving problems tests, marks in mathematics, internal achievement responsibility scale, and school behaviours teacher ratings. RESULTS AND CONCLUSIONS: Our findings show that the T-D training group and the T-D + CAI group improved significantly on math word problem solving and on marks in Maths from pre- to post-testing. In addition, the results indicated that the students of the T-D + CAI group solved more real-life problems and developed more internal attributions compared to both control and CAI groups. Finally, with regard to school behaviours, improvements in school adjustment and learning problems were observed in the students of the group with a combined instructional format (T-D + CAI).

Fundamentación de un programa multicomponencial de asesoramiento a familias con hijos con trastorno por déficit de atención/hiperactividad / Grounds for a multi-component programme for counselling families with children with attention déficit hyperactivity disorder

Objetivo. Analizar el cambio de perspectiva en el planteamiento de los programas de asesoramiento a padres de niños con trastorno por déficit de atención/hiperactividad (TDAH). Desarrollo. Las investigaciones que se han focalizado en el análisis del contexto familiar de personas con TDAH han revelado que los padres experimentan niveles más altos de tensión y sentimientos de baja competencia. Además, el estrés en el ejercicio de la paternidad está significativamente relacionado con la aplicación de técnicas de disciplina ineficaces, demasiado permisivas o impositivas. Conclusiones. Se presenta un programa de asesoramiento a padres siguiendo las directrices más actuales, que incluye, además del entrenamiento en modificación de conducta, procedimientos para el manejo del estrés y de la habilidad de comunicación (AU)

Aim. To analyse the change of perspective in the approach used in counselling programmes for parents of children with attention deficit hyperactivity disorder (ADHD). Development. Research focused on analysing the familial context of people with ADHD has shown that parents experience higher levels of tension and feelings of low degrees of competence. Furthermore, the stress that occurs in parenting is significantly related to the application of discipline techniques that are inefficient, too lenient or too strict. Conclusions. We present a parent counselling programme that was designed in accordance with the latest guidelines and includes procedures for managing stress and communicative skills, as well as behavioural modification training (AU)

Aplicación de nuevas tecnologías con estudiantes con dificultades de aprendizaje en la solución de problemas matemáticos: la ‘escuela submarina’ / The application of new technologies to solving maths problems for students with learning disabilities: The Underwater school

Introducción. Diferentes procedimientos basados en desarrollos informáticos han demostrado ser eficaces para enseñar estrategias cognitivas y metacognitivas para la resolución de problemas en matemáticas. Objetivo. Analizar en estudiantes con dificultades de aprendizaje la eficacia del entrenamiento en estrategias cognitivas, con tres formatos instruccionales: programa de instrucción directa del profesor (T-D), instrucción basada en un programa informático (CAI) y programa combinado (T-D + CAI). Sujetos y métodos. 44 niños con dificultades de aprendizaje en las matemáticas, entre 8 y 10 años de edad, fueron asignados al azar a cada uno de los tres formatos de instrucción, así como a un grupo control sin entrenamiento en estrategias cognitivas. En las tres condiciones que se compararon, los estudiantes aprendieron estrategias lingüísticas y visuales para la solución de problemas con autoinstrucciones. Se utilizaron diferentes tipos de medidas para analizar la posible eficacia diferencial de los tres métodos de instrucción implementados: test de solución de problemas, calificaciones en matemáticas, escala de responsabilidad interna del rendimiento y valoración del profesor de las conductas en la escuela. Resultados y conclusiones. El grupo con entrenamiento T-D y el grupo con T-D + CAI mejoraron significativamente en solución de problemas de texto y en sus calificaciones matemáticas de la pre a la postevaluación. Además, los estudiantes del grupo T-D + CAI resolvieron más problemas de la vida diaria y desarrollaron más atribuciones internas en comparación con el grupo control y el grupo CAI. Finalmente, en relación con las conductas en la escuela, se observaron mejoras en el ajuste escolar y en problemas de aprendizaje en los estudiantes del grupo con instrucción combinada (T-D + CAI) (AU)

Introduction. Different procedures have demonstrated efficacy to teach cognitive and metacognitive strategies to problem solving in mathematics. Some studies have used computer-based problem solving instructional programs. Aim. To analyze in students with learning disabilities the efficacy of a cognitive strategies training for problem solving, with three instructional delivery formats: a teacher-directed program (T-D), a computer-assisted instructional (CAI) program, and a combined program (T-D + CAI). Subjects and methods. Forty-four children with mathematics learning disabilities, between 8 and 10 years old participated in this study. The children were randomly assigned to one of the three instructional formats and a control group without cognitive strategies training. In the three instructional conditions which were compared all the students learnt problems solving linguistic and visual cognitive strategies trough the self-instructional procedure. Several types of measurements were used for analysing the possible differential efficacy of the three instructional methods implemented: solving problems tests, marks in mathematics, internal achievement responsibility scale, and school behaviours teacher ratings. Results and conclusions. Our findings show that the T-D training group and the T-D + CAI group improved significantly on math word problem solving and on marks in Maths from pre- to post-testing. In addition, the results indicated that the students of the T-D + CAI group solved more real-life problems and developed more internal attributions compared to both control and CAI groups. Finally, with regard to school behaviours, improvements in school adjustment and learning problems were observed in the students of the group with a combined instructional format (T-D + CAI) (AU)

[Resilience and risk in children with learning disabilities]. / Resiliencia y riesgo en niños con dificultades de aprendizaje.

AIM: To stress the desirability of considering the resilience approach as a complement to the risk approach in the study and intervention of children with learning disabilities (LD). DEVELOPMENT: Most of the research carried out into LD has used the correlational methodology, which has given rise to chance inferences being made and to considering them as being a risk factor for development in their own right. Yet, the findings from more recent longitudinal studies make it necessary to reconsider the inevitability of negative results in the development of children with LD and to identify the processes and the factors underlying successful development, i.e. personal and social skills (self-efficiency, emotional coping, effective use of help, discrete view of difficulty, unconditional acceptance and support, and so on). CONCLUSIONS: The resilience approach is not an alternative that excludes the risk approach, but rather they complement each other and are both necessary in order to gain an understanding of LD and intervention. Optimising the development of individuals with LD is a task that can be made easier by assuming that resilience is a capacity that is present in all individuals and can also be improved.

Resiliencia y riesgo en niños con dificultades de aprendizaje / Resilence and risk in children with learning disabilities

Objetivo. Enfatizar la conveniencia de considerar el enfoque de resiliencia de forma complementaria al de riesgo en el estudio y la intervención de niños con dificultades de aprendizaje (DA). Desarrollo. La mayor parte de las investigaciones sobre DA ha utilizado la metodología correlacional, que ha llevado a realizar inferencias causales y a considerarlas en sí mismas como un factor de riesgo para el desarrollo. Sin embargo, los resultados de estudios más recientes, de corte longitudinal, obligan a reconsiderar la inevitabilidad de resultados negativos en el desarrollo de niños con DA y a identificar los procesos y los factores que están en la base de un desarrollo exitoso: habilidades personales y sociales (autoeficacia, afrontamiento emocional, uso efectivo de ayuda, visión discreta de la dificultad, aceptación y apoyo incondicional, etc.). Conclusiones. El enfoque de resiliencia no es una alternativa excluyente del de riesgo, sino que ambos son complementarios y necesarios para la comprensión de las DA y la intervención. Optimizar el desarrollo de individuos con DA es una tarea que puede facilitarse si se asume que la resiliencia es una capacidad presente en todo individuo y susceptible de mejora

Aim. To stress the desirability of considering the resilience approach as a complement to the risk approach in the study and intervention of children with learning disabilities (LD). Development. Most of the research carried out into LD has used the correlational methodology, which has given rise to chance inferences being made and to considering them as being a risk factor for development in their own right. Yet, the findings from more recent longitudinal studies make it necessary to reconsider the inevitability of negative results in the development of children with LD and to identify the processes and the factors underlying successful development, i.e. personal and social skills (self-efficiency, emotional coping, effective use of help, discrete view of difficulty, unconditional acceptance and support, and so on). Conclusions. The resilience approach is not an alternative that excludes the risk approach, but rather they complement each other and are both necessary in order to gain an understanding of LD and intervention. Optimising the development of individuals with LD is a task that can be made easier by assuming that resilience is a capacity that is present in all individuals and can also be improved

[Learning difficulties in mathematics in children with attention deficit hyperactivity disorder]. / Dificultades en el aprendizaje de matemáticas en niñoscon trastorno por déficit de atención e hiperactividad.

INTRODUCTION: Attention deficit hyperactivity disorder (ADHD) and learning difficulties are two diagnostic categories of great social importance and impact, and which are associated in around 25-35% of cases. One explanation offered by researchers to account for this overlap is a deficit in executive functioning (EF). AIMS: 1) To compare EF and applied mathematical knowledge in children with ADHD, difficulties in learning mathematics (DLM) or ADHD + DLM, and to identify the deficiencies they experience. 2) To verify whether the phenotype hypothesis is fulfilled in the case of the ADHD + DLM condition. SUBJECTS AND METHODS: The study involved a quasi-experimental 2 x 2 design, with a sample made up of 78 participants (6-13 years old) who were divided into four groups: ADHD (n = 33), DLM (n = 15), ADHD + DLM (n = 15) and a control group (n = 15). Tests aimed at evaluating different cognitive processes as well as applied mathematical knowledge were administered: inhibitory control (go/no go); verbal working (backward digit-recall and counting memory task) and temporal-visual-spatial memory; short-term memory (direct digit-recall); attention (CPT); calculation speed (Canals) and real-life problems. RESULTS AND CONCLUSIONS: Taking the variables age, gender and intelligence quotient as covariables, results showed that the three groups with problems displayed a deficit of attention and in working memory; the DLM group stood out from the other owing to the presence of a specific deficiency affecting the ability to recall temporal-visual-spatial information. In contrast, deficits in inhibitory control were seen to be specific to ADHD. Finally, findings did not support the phenotype hypothesis, and it was therefore an accumulative profile.

Dificultades en el aprendizaje de matemáticas en niños con trastorno por déficit de atención e hiperactividad / Learning difficulties in mathematics in children with attention deficit hyperactivity disorder

Introducción. El trastorno por déficit de atención e hiperactividad(TDAH) y las dificultades del aprendizaje son dos categoríasdiagnósticas de gran relevancia e impacto social, que seencuentran asociadas en torno al 25-35%. Una explicación queofrece la investigación sobre este solapamiento es el déficit en elfuncionamiento ejecutivo (FE). Objetivos. 1) Comparar el FE y elconocimiento matemático aplicado en niños con TDAH, dificultadesdel aprendizaje de las matemáticas (DAM) o TDAH + DAM e identificarlos déficit que experimentan; 2) Comprobar si se cumple lahipótesis de la fenocopia en el caso de la condición TDAH + DAM.Sujetos y métodos. Se planteó un diseño casi experimental 2 × 2,cuya muestra estaba formada por 78 participantes (6-13 años)repartidos en cuatro grupos: TDAH (n = 33), DAM (n = 15), TDAH+ DAM (n = 15) y control (n = 15). Se administraron tests dirigidosa evaluar diferentes procesos cognitivos además del conocimientomatemático aplicado: control inhibitorio (go/no go); memoriade trabajo verbal (dígitos-recuerdo inverso y tarea de memoriade conteo) y temporovisuoespacial (MTVE); memoria a corto plazo(dígitos-recuerdo directo), atención (TEC); velocidad en cálculo(Canals) y problemas de la vida real. Resultados y conclusiones.Considerando las variables edad, género y cociente intelectual comocovariables, los resultados indicaron que los tres grupos conproblemas mostraron déficit de atención y en la memoria de trabajo,y destacaba el grupo con DAM al presentar un déficit específicoen el recuerdo de información temporovisuoespacial. En cambio, eldéficit en el control inhibitorio se mostró específico del TDAH. Finalmente,los resultados no apoyaron la hipótesis de la fenocopia,por lo que se trataba de un perfil acumulativo

Introduction. Attention deficit hyperactivity disorder (ADHD) and learning difficulties are two diagnostic categoriesof great social importance and impact, and which are associated in around 25-35% of cases. One explanation offered byresearchers to account for this overlap is a deficit in executive functioning (EF). Aims. 1) To compare EF and appliedmathematical knowledge in children with ADHD, difficulties in learning mathematics (DLM) or ADHD + DLM, and toidentify the deficiencies they experience. 2) To verify whether the phenotype hypothesis is fulfilled in the case of the ADHD +DLM condition. Subjects and methods. The study involved a quasi-experimental 2 × 2 design, with a sample made up of 78participants (6-13 years old) who were divided into four groups: ADHD (n = 33), DLM (n = 15), ADHD + DLM (n = 15) anda control group (n = 15). Tests aimed at evaluating different cognitive processes as well as applied mathematical knowledgewere administered: inhibitory control (go/no go); verbal working (backward digit-recall and counting memory task) andtemporal-visual-spatial memory; short-term memory (direct digit-recall); attention (CPT); calculation speed (Canals) and reallifeproblems. Results and conclusions. Taking the variables age, gender and intelligence quotient as covariables, resultsshowed that the three groups with problems displayed a deficit of attention and in working memory; the DLM group stood outfrom the other owing to the presence of a specific deficiency affecting the ability to recall temporal-visual-spatial information.In contrast, deficits in inhibitory control were seen to be specific to ADHD. Finally, findings did not support the phenotypehypothesis, and it was therefore an accumulative profile

[Further contributions to the knowledge about attention deficit hyperactivity disorder. From research to practice]. / Aportaciones al conocimiento del trastorno por deficit de atencion con hiperactividad. Desde la investigacion a la practica.

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.

Aportaciones al conocimiento del trastorno por déficit de atención con hiperactividad. Desde la investigación a la práctica / Further contibutions to the knowledge about attention déficit hyperactivity disorder. From research to practice

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)