Metacognitive interventions in text production and working memory in students with ADHD
Psicol. reflex. crit
;
31: 5, 2018. tab, graf
Artículo
en Inglés
| LILACS, INDEXPSI
| ID: biblio-895870
ABSTRACT
Abstract This study compared the effects of two metacognitive interventions on writing, working memory (WM), and behavioral symptoms of students with attention-deficit/hyperactivity disorder (ADHD). The disorder was clinically diagnosed by a multidisciplinary team according to DSM-IV criteria. The first approach consisted of a combined intervention in text production and WM while the second focused only on WM. Participants were 47 students from the fifth to ninth grades of two public elementary schools in Porto Alegre (Brazil), randomized to one of the two interventions groups. Writing and WM were assessed before, immediately after, and 3 months after the interventions. The results suggest that both interventions contributed to improving behavior and school performance, whereas only the combined intervention increased the overall quality of narrative text, organization of paragraphs, and denouement.
Texto completo:
Disponible
Índice:
LILACS (Américas)
Asunto principal:
Trastorno por Déficit de Atención con Hiperactividad
/
Metacognición
/
Escritura Manual
/
Memoria a Corto Plazo
Tipo de estudio:
Ensayo Clínico Controlado
Límite:
Adolescente
/
Femenino
/
Humanos
/
Masculino
Idioma:
Inglés
Revista:
Psicol. reflex. crit
Asunto de la revista:
Psicologia
Año:
2018
Tipo del documento:
Artículo
País de afiliación:
Brasil
Institución/País de afiliación:
Hospital de Clinicas de Porto Alegre/BR
/
Universidade Estadual Ponta Grossa/BR
/
Universidade Federal Rio Grande do Sul/BR
/
Universidade Regional Integrada do Alto Uruguai e das Missões/BR
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