[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).

[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.