RESUMO
INTRODUCTION: Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) present difficulties in adaptive functioning and learning, possibly associated with failures in executive functioning characteristic of both disorders. AIM: To analyze the impact of executive functioning in the adaptive behaviors of socialization and daily life and in learning behaviors in children with ASD and children with ADHD. SUBJECTS AND METHODS: The participants were 124 children matched in age and intellectual quotient: 37 children with typical development, 52 children with ASD and 35 children with ADHD. Parents reported on their children's adaptive behaviors, while teachers provided information on learning behaviors and executive functioning in daily life. RESULTS: There are significant differences between the groups with ASD and ADHD with the typical development group in all domains evaluated. In addition, the group with ASD had worse socialization skills while persistence in learning was more affected in children with ADHD. Finally, the metacognitive index of executive functioning predicted the socialization and persistence of children with ASD. On the other hand, the index of behavioral regulation and the educational level of the parents predicted the socialization skills in children with ADHD. CONCLUSIONS: The results highlight the need to include differentiated executive strategies in the intervention of children with ASD and children with ADHD.
TITLE: Conducta adaptativa y aprendizaje en niños con trastornos del neurodesarrollo (trastornos del espectro autista y trastorno por deficit de atencion/hiperactividad). Efectos del funcionamiento ejecutivo.Introduccion. El trastorno del espectro autista (TEA) y el trastorno por deficit de atencion/hiperactividad (TDAH) presentan dificultades en el funcionamiento adaptativo y en el aprendizaje, que posiblemente estan asociadas a fallos en el funcionamiento ejecutivo caracteristicos de ambos trastornos. Objetivo. Analizar el impacto del funcionamiento ejecutivo en las conductas adaptativas de socializacion y de la vida diaria y en conductas de aprendizaje en niños con TEA y niños con TDAH. Sujetos y metodos. Los participantes fueron 124 niños igualados en edad y cociente intelectual: 37 con desarrollo tipico, 52 con TEA y 35 niños con TDAH. Los padres informaron sobre las conductas adaptativas, y los profesores, sobre las conductas de aprendizaje y del funcionamiento ejecutivo en la vida diaria. Resultados. Existen diferencias significativas entre los grupos con TEA y con TDAH y el grupo con desarrollo tipico en los dominios evaluados. Ademas, el grupo con TEA tenia peores habilidades de socializacion, pero la persistencia en el aprendizaje estaba mas afectada en los niños con TDAH. Por ultimo, el indice metacognitivo de funcionamiento ejecutivo predijo la socializacion y la persistencia de los niños con TEA, mientras que el indice de regulacion comportamental y el nivel educativo de los padres predijo las habilidades de socializacion en los niños con TDAH. Conclusiones. Los resultados sugieren la necesidad de incluir estrategias ejecutivas en la intervencion de niños con TEA y niños con TDAH.
Assuntos
Transtorno do Deficit de Atenção com Hiperatividade/psicologia , Transtorno do Espectro Autista/psicologia , Função Executiva , Atividades Cotidianas , Adaptação Psicológica , Criança , Comportamento Infantil , Escolaridade , Feminino , Humanos , Deficiências da Aprendizagem/psicologia , Masculino , Metacognição , Pais , Comportamento SocialRESUMO
INTRODUCTION: The difficulties encountered when it comes to social communication are one of the core disorders experienced by persons with autism spectrum disorders (ASD). This problem leads to feelings of loneliness and social exclusion, which negatively affect the quality of life. AIMS: To review the characteristics of the main interventions in this field in high-functioning ASD. DEVELOPMENT: Strategies employed include social stories, comic-strip conversations or videomodelling, and interventions mediated by peers and multicomponent treatments. CONCLUSIONS: The design of the programmes used today has evolved towards more ecological approaches that take the family, teachers and companions into account in the treatment. The most recent literature reviews have found evidence of significant improvements following their implementation, which has been reflected in better social competence and lesser feelings of loneliness. The social communication intervention must combine individualised instruction with consideration of the child's environment and the motivation towards communicative interaction.
TITLE: Intervenciones para promover la comunicacion social en niños con trastornos del espectro autista.Introduccion. Las dificultades en la comunicacion social constituyen una de las alteraciones nucleares que experimentan las personas con trastorno del espectro autista (TEA). Esta problematica provoca sentimientos de soledad y exclusion social, que repercuten negativamente en la calidad de vida. Objetivo. Revisar las caracteristicas de las principales intervenciones en este ambito en el TEA de alto funcionamiento. Desarrollo. Se sintetizan estrategias como las historias sociales, comic-strip conversations o videomodelaje, e intervenciones mediadas por pares y tratamientos multicomponente. Conclusiones. El diseño de los actuales programas ha evolucionado hacia enfoques mas ecologicos, considerandose a la familia, a los profesores y a los compañeros en el tratamiento. Las ultimas sintesis de la bibliografia han evidenciado mejoras significativas tras su implementacion, lo que se ha manifestado en una mejor competencia social y un menor sentimiento de soledad. La intervencion en comunicacion social debe combinar la instruccion individualizada con la consideracion del entorno del niño y de la motivacion hacia la interaccion comunicativa.
Assuntos
Transtorno do Espectro Autista/terapia , Relações Interpessoais , Criança , Comunicação , Humanos , Teoria da MenteRESUMO
INTRODUCTION: Executive functions and theory of mind (ToM) deficits are present in children with attention deficit hyperactivity disorder (ADHD). Identifying the magnitude of the association between executive functions and ToM is important for understanding the disorder. AIMS: This study adopts a naturalistic evaluation approach to analyze the executive functions versus ToM ability to discriminate between children with ADHD and typically developing children and to identify the degree of association between deficits in the components of executive functions (behavioral regulation and metacognitive) and ToM. SUBJECTS AND METHODS: Thirty-five children with ADHD and 37 typically developing children-7 to 11 years old, matched in age and intelligence quotient, participated in this study. Parents assessed ToM skills and teachers estimated the executive functions. RESULTS AND CONCLUSIONS: The percentage of children with ADHD classified correctly was higher in the discriminant analysis where the executive functions components were introduced as an independent variable than in the discriminant analysis performed with the ToM. However, a high percentage of children with executive functions deficits had also problems in ToM. Interventions focused on the development of a broad range of executive processes are reviewed.
TITLE: Poder de discriminacion del funcionamiento ejecutivo y de la teoria de la mente en el trastorno por deficit de atencion/hiperactividad. Fundamentos para la intervencion.Introduccion. Los deficits en funcionamiento ejecutivo y en teoria de la mente (ToM) estan presentes en los niños con trastorno por deficit de atencion/hiperactividad (TDAH). Identificar la magnitud de la asociacion entre funcionamiento ejecutivo y ToM resulta primordial para la comprension del trastorno. Objetivos. Adoptando un enfoque de evaluacion naturalista, se analiza la capacidad del funcionamiento ejecutivo frente a la ToM para discriminar entre niños con TDAH y con desarrollo tipico, y se identifica el grado de asociacion entre deficits en los componentes de funcionamiento ejecutivo (regulacion conductual y metacognitivos) y de la ToM. Sujetos y metodos. Participaron un grupo de 35 niños con TDAH y otro de 37 niños con desarrollo tipico entre 7 y 11 años, igualados en edad y capacidad intelectual. Los padres evaluaron las habilidades de ToM y los profesores estimaron las funciones ejecutivas. Resultados y conclusiones. El porcentaje de niños con TDAH clasificados correctamente fue superior en el analisis discriminante al introducir los componentes de funcionamiento ejecutivo como variable independiente, que en el analisis discriminante realizado con la ToM. No obstante, un elevado porcentaje de niños con deficits en funcionamiento ejecutivo tambien tenian problemas en ToM. Se revisan intervenciones enfocadas en el desarrollo de un rango amplio de procesos ejecutivos.
Assuntos
Transtorno do Deficit de Atenção com Hiperatividade/psicologia , Função Executiva , Teoria da Mente , Transtorno do Deficit de Atenção com Hiperatividade/terapia , Criança , Humanos , Testes PsicológicosRESUMO
INTRODUCTION: Children with attention deficit hyperactivity disorder (ADHD) experience social difficulties affecting their personal and academic functioning. AIM: To review the research addressing the influence of cognitive/affective abilities involved in their social adaptation, from the perspective of an integrative model that includes executive functioning, theory of mind and pragmatic language. DEVELOPMENT: Research shows an association between executive functioning (working memory, inhibition, planning), pragmatic abilities, performance in theory of mind tasks, and the social problems experienced by individuals with ADHD. CONCLUSIONS: Although literature supports a relationship between these constructs, deficits observed in theory of mind tasks or language use, seem rather to reflect a procedural deficit than a conceptual impairment.
TITLE: Modelo integrador de la adaptacion social de niños con trastorno por deficit de atencion/hiperactividad.Introduccion. Los niños con trastorno por deficit de atencion/hiperactividad (TDAH) experimentan dificultades sociales que afectan a su funcionamiento personal y academico. Objetivo. Revisar los estudios que han abordado la influencia de las habilidades cognitivas y afectivas implicadas en su adaptacion social, desde la perspectiva de un modelo integrador que incluye el funcionamiento ejecutivo, las habilidades mentalistas y el lenguaje pragmatico. Desarrollo. Las investigaciones revisadas constatan una asociacion entre funcionamiento ejecutivo (memoria de trabajo, inhibicion, planificacion), habilidad pragmatica y rendimiento en tareas mentalistas, con la problematica social que experimentan las personas con TDAH. Conclusiones. Aunque la bibliografia respalda una relacion entre estos constructos, los deficits observados en la ejecucion de tareas de teoria de la mente o en el uso del lenguaje parecen responder mas bien a un deficit de caracter procedimental y no tanto a dificultades de indole conceptual.
Assuntos
Transtorno do Deficit de Atenção com Hiperatividade/psicologia , Ajustamento Social , Criança , Emoções , Função Executiva , Humanos , Modelos Psicológicos , Transtornos do Comportamento SocialRESUMO
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)
Assuntos
Humanos , Criança , Aconselhamento/métodos , Transtorno do Deficit de Atenção com Hiperatividade , Saúde da FamíliaRESUMO
INTRODUCTION: Although attention deficit hyperactivity disorder (ADHD) is usually associated with language disorders, there are few studies of phonological processing and the efficacy of psychostimulants (methylphenidate) on this. OBJECTIVE: 1. To find whether there are differences in the development of phonological processing, evaluated using linguistic segmentation tests and tests of lexical fluency with a phonetic mediator, between children with ADHD and normal children; and 2. To analyze the effects of methylphenidate on the phonological processing of children with ADHD. PATIENTS AND METHODS: For the first objective, 37 children with ADHD and 37 normal children aged between 5 and 12 years were studied. Twenty were boys and 16 girls of lower middle class. Of these children, 18 of the ADHD and 18 of the normal group were studied for the second objective, 15 boys and 3 girls. Three different tests were used to evaluate aspects of phonological processing: induced phonological register, linguistic follow up and lexical fluency with phonetic mediation. RESULTS: Significant differences were found between the experimental and control groups when carrying out all types of phonological processing tasks. In the experimental group, with or without methylphenidate, improvement was seen in lexical fluency tasks whereas linguistic segmentation test improvement was limited. CONCLUSIONS: These results show the importance of evaluating phonological processing in children with ADHD since this affects learning to read and write.
Assuntos
Transtorno do Deficit de Atenção com Hiperatividade/tratamento farmacológico , Transtorno do Deficit de Atenção com Hiperatividade/fisiopatologia , Estimulantes do Sistema Nervoso Central/uso terapêutico , Transtornos do Desenvolvimento da Linguagem/fisiopatologia , Metilfenidato/uso terapêutico , Fonética , Criança , Pré-Escolar , Feminino , Humanos , Masculino , Testes NeuropsicológicosRESUMO
The present study examines the viability of an intervention model intended to develop cognitive and metacognitive strategies, by sel-instructional procedures. Furthermore the results of programs that explore the efficiency of this model in the interventions for students with learning disabilities (LD) are discussed. Finally, a number of guidelines for the future research in this area are included, underlining the importance of contextualizing the programs aimed in teaching to thinking.