ABSTRACT
The primary aim of this study is to increase the existing knowledge about the pragmatic skills of children with autism spectrum disorders (ASD). Specifically, the study has two objectives. The first is to provide a profile of characteristics based on The Children's Communication Checklist (CCC-2) pragmatics scales (inappropriate initiation, stereotyped language, use of context, nonverbal communication, and general pragmatics) and narrative task indicators. To this end, children with ASD will be compared to children with typical development (TD), controlling the effects of sex and structural language (speech, syntax, semantics, coherence). The second objective is to analyze whether theory of mind (ToM), verbal working memory, ADHD symptoms, and structural language can predict pragmatic competence in children with ASD without intellectual disability (ID). The results showed worse performance in the group with ASD on the majority of the pragmatic aspects evaluated. In addition, the application of ToM skills and structural language were significant predictors of the pragmatic skills of the children with ASD. These findings reinforce the importance of focusing intervention programs on mentalist abilities through experiences in real social scenarios, along with strengthening structural language components.
Subject(s)
Attention Deficit Disorder with Hyperactivity/physiopathology , Autism Spectrum Disorder/physiopathology , Language Development Disorders/physiopathology , Memory, Short-Term/physiology , Social Communication Disorder/physiopathology , Theory of Mind/physiology , Verbal Learning/physiology , Attention Deficit Disorder with Hyperactivity/etiology , Autism Spectrum Disorder/complications , Child , Child, Preschool , Female , Humans , Language Development Disorders/etiology , Male , Social Communication Disorder/etiologyABSTRACT
Introducción. El programa 'More than Words' pretende capacitar a los padres para aprovechar las situaciones cotidianas como entornos de aprendizaje de la comunicación, a través de la instrucción en estrategias de interacción de tipo responsivo. Objetivo. Describir los efectos de este programa en las habilidades de comunicación de un niño con trastorno del espectro autista y en el lenguaje que sus padres le dirigen. Pacientes y métodos. Se siguió un diseño de tres fases (preintervención, intervención y postintervención), en el que se midieron las intervenciones responsivas de los padres y los actos comunicativos del niño. Resultados. La intervención puede modificar el estilo comunicativo de los padres, particularmente cuando la familia recibe las orientaciones de la logopeda. Sin embargo, el carácter responsivo de la comunicación de los padres tiende a disminuir cuando finaliza la intervención. Por su parte, los actos comunicativos del niño se incrementan, con un tamaño medio del efecto del tratamiento. Conclusiones. El programa 'More than Words' puede ser un buen punto de partida para que los padres conozcan estrategias que promuevan la comunicación con sus hijos con trastorno del espectro autista (AU)
Introduction. The 'More than Words' programme aims to enable parents to take advantage of day-to-day situations as communication learning settings, through the use of instruction in responsive-type interaction strategies. Aim. To describe the effects of this programme on the communication skills of a child with autism spectrum disorder and on the language the parents use to address him. Patients and methods. A three-phase design (pre-intervention, intervention and post-intervention) was employed, in which the responsive interactions of the parents and the child's communicative acts were measured. Results. The intervention can modify the parents' communicative style, especially when the family receives guidance from a speech therapist. Nevertheless, the responsive nature of the parents' communication tends to diminish when the intervention finishes. Conversely, the childs communicative acts increase, with a medium-sized effect of the treatment. Conclusions. The 'More than Words' programme can be a good starting point for parents to become familiar with strategies that foster communication with their children who have autism spectrum disorder (AU)
Subject(s)
Humans , Male , Child, Preschool , Autism Spectrum Disorder/therapy , Communication Disorders/therapy , Evaluation of Results of Therapeutic Interventions , Language Therapy/methods , Family TherapyABSTRACT
In recent years, teachers in Western countries have developed beliefs and attitudes related to working with students with specific learning disabilities (LD) that may be critical in shaping their educational practices with them; however, their beliefs and attitudes differ across political and geographical contexts and may be influenced by specific contextual circumstances and national legislation. This study examines these issues by comparing beliefs and attitudes among 557 primary school teachers from specific areas of three countries (Italy, Spain, and the United States). Results from this study support the hypothesis that, in general, teachers in these areas are sufficiently well informed about students with LD and are in favor of policies supporting these students' needs. However, substantial differences emerge among countries about the etiology of LD; teachers' and specialists' roles in managing LD students; intervention planning, inclusion, and compensatory provisions; and the range of emotional attitudes that teachers exhibit. These differences have implications for intervention and suggest that efforts should be made to increase collaboration and promotion of common policies across countries.
Subject(s)
Cross-Cultural Comparison , Health Knowledge, Attitudes, Practice , Learning Disabilities/ethnology , School Teachers/psychology , Adult , Child , Female , Humans , Italy/ethnology , Male , Middle Aged , Spain/ethnology , United States/ethnologyABSTRACT
Background: The social maladjustment suffered by many children with attention deficit hyperactivity disorder (ADHD) is maintained over time, increasing the risk of subsequent adverse outcomes. The objectives of the study were to explore the mechanisms that operate between ADHD symptoms and social problems with peers, considering the mediation of FE and ToM. Method: 35 children with ADHD and 37 with typical development matched in age and IQ were compared. Parents assessed ToM skills and relationships with peers, and teachers provided EF ratings. Results: The analyses showed statistically significant indirect mediation effects of EF in the relationship between ADHD symptoms and problems in relationships with peers, whereas ToM did not show these effects. Conclusions: EF impairments contribute to the social difficulties of children with ADHD (AU)
Antecedentes: el desajuste social de muchos niños con Trastorno por Déficit de Atención con Hiperactividad (TDAH) se mantiene con el tiempo, aumentando el riesgo de resultados adversos. Los objetivos del estudio fueron explorar los mecanismos que operan entre los síntomas del TDAH y los problemas sociales con los compañeros, teniendo en cuenta el papel de FE y ToM. Método: se compararon 35 niños con TDAH y 37 con desarrollo típico de edad y QI. Los padres evaluaron las habilidades y las relaciones con los compañeros, y los maestros proporcionaron calificaciones EF. Resultados: los análisis mostraron efectos de mediación indirecta estadísticamente significativos de EF en la relación entre los síntomas del TDAH y los problemas en las relaciones con los compañeros, mientras que ToM no mostró estos efectos. Conclusiones: los déficits en EF contribuyen a las dificultades sociales de los niños con TDAH (AU)
Subject(s)
Humans , Male , Female , Child , Theory of Mind , Attention Deficit Disorder with Hyperactivity/psychology , Executive Function , Adjustment Disorders/psychology , Interpersonal Relations , Social Behavior , Social Skills , Psychometrics/instrumentationABSTRACT
BACKGROUND: The social maladjustment suffered by many children with attention deficit hyperactivity disorder (ADHD) is maintained over time, increasing the risk of subsequent adverse outcomes. The objectives of the study were to explore the mechanisms that operate between ADHD symptoms and social problems with peers, considering the mediation of FE and ToM. METHOD: 35 children with ADHD and 37 with typical development matched in age and IQ were compared. Parents assessed ToM skills and relationships with peers, and teachers provided EF ratings. RESULTS: The analyses showed statistically significant indirect mediation effects of EF in the relationship between ADHD symptoms and problems in relationships with peers, whereas ToM did not show these effects. CONCLUSIONS: EF impairments contribute to the social difficulties of children with ADHD.
Subject(s)
Attention Deficit Disorder with Hyperactivity/diagnosis , Attention Deficit Disorder with Hyperactivity/psychology , Executive Function , Social Problems , Theory of Mind , Child , Cross-Sectional Studies , Female , Humans , Male , Peer GroupABSTRACT
Introducción. Los déficits en funcionamiento ejecutivo y en teoría de la mente (ToM) están presentes en los niños con trastorno por déficit de atención/hiperactividad (TDAH). Identificar la magnitud de la asociación entre funcionamiento ejecutivo y ToM resulta primordial para la comprensión del trastorno. Objetivos. Adoptando un enfoque de evaluación naturalista, se analiza la capacidad del funcionamiento ejecutivo frente a la ToM para discriminar entre niños con TDAH y con desarrollo típico, y se identifica el grado de asociación entre déficits en los componentes de funcionamiento ejecutivo (regulación conductual y metacognitivos) y de la ToM. Sujetos y métodos. Participaron un grupo de 35 niños con TDAH y otro de 37 niños con desarrollo típico 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 análisis discriminante al introducir los componentes de funcionamiento ejecutivo como variable independiente, que en el análisis discriminante realizado con la ToM. No obstante, un elevado porcentaje de niños con déficits en funcionamiento ejecutivo también tenían problemas en ToM. Se revisan intervenciones enfocadas en el desarrollo de un rango amplio de procesos ejecutivos (AU)
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 (AU)
Subject(s)
Humans , Child , Attention Deficit Disorder with Hyperactivity/diagnosis , Attention Deficit Disorder with Hyperactivity/therapy , Theory of Mind/physiology , Speech Discrimination Tests/methods , Aptitude/physiology , Education of Intellectually Disabled/trends , Intellectual Disability/diagnosis , Intellectual Disability/therapy , Social Support , Central Nervous System Stimulants/therapeutic use , Surveys and QuestionnairesABSTRACT
Introducción. Las dificultades en la comunicación social constituyen una de las alteraciones nucleares que experimentan las personas con trastorno del espectro autista (TEA). Esta problemática provoca sentimientos de soledad y exclusión social, que repercuten negativamente en la calidad de vida. Objetivo. Revisar las características de las principales intervenciones en este ámbito 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 más ecológicos, considerándose a la familia, a los profesores y a los compañeros en el tratamiento. Las últimas síntesis de la bibliografía han evidenciado mejoras significativas tras su implementación, lo que se ha manifestado en una mejor competencia social y un menor sentimiento de soledad. La intervención en comunicación social debe combinar la instrucción individualizada con la consideración del entorno del niño y de la motivación hacia la interacción comunicativa (AU)
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 childs environment and the motivation towards communicative interaction (AU)
Subject(s)
Child , Humans , 35249 , Autism Spectrum Disorder/epidemiology , Autism Spectrum Disorder/psychology , Quality of Life , Early Intervention, Educational/trends , Aptitude/physiology , EnvironmentABSTRACT
INTRODUCTION: The rate of comorbidity between language disorders and behavioural, emotional and social problems is high. AIM: To review the literature on the social and emotional difficulties of children with specific language impairment from a developmental perspective. DEVELOPMENT: In early childhood, findings concerning this kind of difficulties in children with delayed language development are not conclusive. Yet, as of the period of preschool education, research points to a greater occurrence of difficulties in the social and emotional area. The longitudinal studies that have made it possible to determine the psychosocial adjustment of teenagers suggest a greater risk of presenting experiences involving victimisation and bullying or of developing anxiety and depression in the long term, although some studies offer a more promising scenario. CONCLUSIONS: Disorders involving comprehension and the pragmatic component of language are an important predictor in the manifestation of socio-emotional alterations. In mixed comprehension-expression disorders, general difficulty in processing could at least partially account for this association. In turn, these limitations in the development of social cognition are likely to help explain, at least up to a point, the difficulties experienced by persons with pragmatic disorders, although the research conducted to date is not consistent in this sense.
TITLE: Relaciones entre trastornos del lenguaje y competencia socioemocional.Introduccion. Existe una comorbilidad elevada entre los trastornos del lenguaje y los problemas conductuales, emocionales y sociales. Objetivo. Revisar la bibliografia existente sobre las dificultades sociales y emocionales de los niños con trastorno especifico del lenguaje desde una perspectiva evolutiva. Desarrollo. En la infancia temprana, los resultados acerca de este tipo de dificultades en niños con un retraso del lenguaje no son concluyentes. Sin embargo, desde el periodo de educacion infantil, la investigacion advierte de una mayor ocurrencia de alteraciones en el area social y emocional. Los estudios longitudinales que han permitido determinar el ajuste psicosocial en la adolescencia indican un mayor riesgo de presentar experiencias de victimizacion y bullying o de desarrollar ansiedad y depresion a largo plazo, aunque algunos trabajos ofrecen una panoramica mas alentadora. Conclusiones. La afectacion de la comprension y del componente pragmatico del lenguaje es un predictor importante en la manifestacion de alteraciones socioemocionales. En los trastornos mixtos comprensivos-expresivos, una dificultad de procesamiento general podria justificar, al menos parcialmente, esta asociacion. A su vez, es probable que limitaciones en el desarrollo de la cognicion social contribuyan a explicar, en cierta medida, las dificultades de las personas con trastornos pragmaticos, si bien no existe una consistencia en la investigacion en este sentido.
Subject(s)
Emotions , Language Disorders/psychology , Social Skills , Adolescent , Child , HumansABSTRACT
Introducción. Existe una comorbilidad elevada entre los trastornos del lenguaje y los problemas conductuales, emocionales y sociales. Objetivo. Revisar la bibliografía existente sobre las dificultades sociales y emocionales de los niños con trastorno específico del lenguaje desde una perspectiva evolutiva. Desarrollo. En la infancia temprana, los resultados acerca de este tipo de dificultades en niños con un retraso del lenguaje no son concluyentes. Sin embargo, desde el período de educación infantil, la investigación advierte de una mayor ocurrencia e alteraciones en el área social y emocional. Los estudios longitudinales que han permitido determinar el ajuste psicosocial en la adolescencia indican un mayor riesgo de presentar experiencias de victimización y bullying o de desarrollar ansiedad y depresión a largo plazo, aunque algunos trabajos ofrecen una panorámica más alentadora. Conclusiones. La afectación de la comprensión y del componente pragmático del lenguaje es un predictor importante en la manifestación de alteraciones socioemocionales. En los trastornos mixtos comprensivos-expresivos, una dificultad de procesamiento general podría justificar, al menos parcialmente, esta asociación. A su vez, es probable que limitaciones en el desarrollo de la cognición social contribuyan a explicar, en cierta medida, las dificultades de las personas con trastornos pragmáticos, si bien no existe una consistencia en la investigación en este sentido (AU)
Introduction. The rate of comorbidity between language disorders and behavioural, emotional and social problems is high. Aim. To review the literature on the social and emotional difficulties of children with specific language impairment from a developmental perspective. Development. In early childhood, findings concerning this kind of difficulties in children with delayed language development are not conclusive. Yet, as of the period of preschool education, research points to a greater occurrence of difficulties in the social and emotional area. The longitudinal studies that have made it possible to determine the psychosocial adjustment of teenagers suggest a greater risk of presenting experiences involving victimisation and bullying or of developing anxiety and depression in the long term, although some studies offer a more promising scenario. Conclusions. Disorders involving comprehension and the pragmatic component of language are an important predictor in the manifestation of socio-emotional alterations. In mixed comprehension-expression disorders, general difficulty in processing could at least partially account for this association. In turn, these limitations in the development of social cognition are likely to help explain, at least up to a point, the difficulties experienced by persons with pragmatic disorders, although the research conducted to date is not consistent in this sense (AU)
Subject(s)
Humans , Male , Female , Child , Language Disorders/complications , Language Disorders/genetics , Emotional Intelligence/physiology , Social Problems/psychology , Comorbidity , Language Disorders/metabolism , Language Disorders/therapy , Emotional Intelligence/genetics , Social Problems/prevention & controlABSTRACT
INTRODUCTION: Problems in cognitive functioning, social and educational development of children with attention deficit hyperactivity disorder (ADHD) continue to be present in adolescence and adulthood. Although the literature shows a significant relationship between the use of dysfunctional discipline methods and severity in the course of ADHD, follow-up studies have been rare. AIMS: To analyze parenting style and ADHD symptomatology assessed in childhood (time 1) to predict the oppositional behavior and cognitive problems in early adolescence (time 2), and to study, depending on the use of dysfunctional parenting style, the course of oppositional behavior and cognitive problems. PATIENTS AND METHODS: Forty-five children with ADHD-combined presentation were assessed in two different moments: time 1 (ages: 6-13) and time 2 (ages: 8-16). RESULTS: Oppositionism and cognitive problems in the follow-up were predicted by dysfunctional discipline styles and ADHD severity (assessed in time 1). Oppositional behavior increased between time 1 and time 2 in children with a dysfunctional parenting, whereas a decrease on oppositional symptoms was observed in the functional parenting group (time x discipline interaction effect). CONCLUSIONS: Dysfunctional parenting practices in childhood predicted cognitive and behavioral problems associated in adolescence. The findings have implications for the planning of interventions.
TITLE: Estilos de disciplina y trastornos comorbidos de adolescentes con trastorno por deficit de atencion/hiperactividad. Un estudio longitudinal.Introduccion. Los problemas en el funcionamiento cognitivo, social y educativo de los niños con trastorno por deficit de atencion/hiperactividad (TDAH) continuan estando presentes en la adolescencia y edad adulta. A pesar de que la bibliografia evidencia una relacion significativa entre la utilizacion de metodos de disciplina disfuncional y la gravedad en la evolucion del TDAH, las investigaciones de seguimiento han sido escasas. Objetivos. Analizar el poder del estilo de disciplina y de la sintomatologia de TDAH evaluados en la niñez (tiempo 1) para predecir el oposicionismo y los problemas cognitivos en la temprana adolescencia (tiempo 2), y estudiar, en funcion del uso de un estilo de disciplina disfuncional, la evolucion del oposicionismo y de los problemas cognitivos. Pacientes y metodos. Se evaluo a 45 niños con TDAH subtipo combinado en dos momentos temporales: tiempo 1 (6-13 años) y tiempo 2 (8-16 años). Resultados. La gravedad del TDAH y el estilo de crianza disfuncional predijeron tanto el oposicionismo como los problemas cognitivos estimados en el tiempo 2. Se encontro un aumento del oposicionismo entre el tiempo 1 y el tiempo 2 en el grupo de disciplina disfuncional, mientras que el efecto contrario se observo en el grupo de disciplina funcional (efecto de interaccion tiempo x estilo de disciplina). Conclusiones. El empleo de un estilo de disciplina disfuncional por parte de los padres en la niñez predice problemas cognitivos y de conducta en la adolescencia. Los hallazgos tienen implicaciones en la planificacion de las intervenciones.
Subject(s)
Attention Deficit Disorder with Hyperactivity/epidemiology , Attention Deficit and Disruptive Behavior Disorders/epidemiology , Child Rearing , Cognition Disorders/epidemiology , Adolescent , Attention Deficit Disorder with Hyperactivity/psychology , Attention Deficit and Disruptive Behavior Disorders/etiology , Attention Deficit and Disruptive Behavior Disorders/psychology , Authoritarianism , Child , Cognition Disorders/etiology , Cognition Disorders/psychology , Comorbidity , Female , Follow-Up Studies , Humans , Male , Parent-Child Relations , Parents/psychology , Permissiveness , Punishment , Stress, Psychological , Surveys and Questionnaires , Verbal BehaviorABSTRACT
Introducción. Los problemas en el funcionamiento cognitivo, social y educativo de los niños con trastorno por déficit de atención/hiperactividad (TDAH) continúan estando presentes en la adolescencia y edad adulta. A pesar de que la bibliografía evidencia una relación significativa entre la utilización de métodos de disciplina disfuncional y la gravedad en la evolución del TDAH, las investigaciones de seguimiento han sido escasas. Objetivos. Analizar el poder del estilo de disciplina y de la sintomatología de TDAH evaluados en la niñez (tiempo 1) para predecir el oposicionismo y los problemas cognitivos en la temprana adolescencia (tiempo 2), y estudiar, en función del uso de un estilo de disciplina disfuncional, la evolución del oposicionismo y de los problemas cognitivos. Pacientes y métodos. Se evaluó a 45 niños con TDAH subtipo combinado en dos momentos temporales: tiempo 1 (6-13 años) y tiempo 2 (8-16 años). Resultados. La gravedad del TDAH y el estilo de crianza disfuncional predijeron tanto el oposicionismo como los problemas cognitivos estimados en el tiempo 2. Se encontró un aumento del oposicionismo entre el tiempo 1 y el tiempo 2 en el grupo de disciplina disfuncional, mientras que el efecto contrario se observó en el grupo de disciplina funcional (efecto de interacción tiempo × estilo de disciplina). Conclusiones. El empleo de un estilo de disciplina disfuncional por parte de los padres en la niñez predice problemas cognitivos y de conducta en la adolescencia. Los hallazgos tienen implicaciones en la planificación de las intervenciones (AU)
Introduction. Problems in cognitive functioning, social and educational development of children with attention deficit hyperactivity disorder (ADHD) continue to be present in adolescence and adulthood. Although the literature shows a significant relationship between the use of dysfunctional discipline methods and severity in the course of ADHD, follow-up studies have been rare. Aims. To analyze parenting style and ADHD symptomatology assessed in childhood (time 1) to predict the oppositional behavior and cognitive problems in early adolescence (time 2), and to study, depending on the use of dysfunctional parenting style, the course of oppositional behavior and cognitive problems. Patients and methods. Forty-five children with ADHD-combined presentation were assessed in two different moments: time 1 (ages: 6-13) and time 2 (ages: 8-16). Results. Oppositionism and cognitive problems in the follow-up were predicted by dysfunctional discipline styles and ADHD severity (assessed in time 1). Oppositional behavior increased between time 1 and time 2 in children with a dysfunctional parenting, whereas a decrease on oppositional symptoms was observed in the functional parenting group (time × discipline interaction effect). Conclusions. Dysfunctional parenting practices in childhood predicted cognitive and behavioral problems associated in adolescence. The findings have implications for the planning of interventions (AU)
Subject(s)
Humans , Male , Female , Adolescent , Attention Deficit Disorder with Hyperactivity/psychology , Education, Nonprofessional/psychology , Conduct Disorder/psychology , Parent-Child Relations , Adolescent Behavior/psychology , Cognition Disorders/psychology , ComorbidityABSTRACT
Introducción. Aunque los criterios diagnósticos del autismo y del trastorno por déficit de atención/hiperactividad (TDAH) en el DSM-IV-TR no se solapan, la presencia de síntomas de TDAH en individuos con un diagnóstico clínico de autismo es muy elevada. A su vez, los niños con TDAH pueden tener rasgos autistas, aunque los más prevalentes son las dificultades sociales y de comunicación. El análisis del perfil en las funciones ejecutivas y en la teoría de la mente (ToM) podría ayudar a explicar el solapamiento y la diferenciación entre ambos trastornos. Objetivo. Revisar los hallazgos de estudios empíricos en los que se ha comparado a niños con TDAH y con autismo en indicadores de funcionamiento ejecutivo y ToM. Desarrollo. La revisión de las investigaciones sugiere la existencia de patrones distintos en el trastorno del espectro autista (TEA) y en el TDAH cuando el funcionamiento ejecutivo se segmenta en componentes. Los niños con TDAH experimentan déficit en el control inhibitorio mientras que los niños con TEA tienen más problemas en flexibilidad cognitiva y en planificación. En cuanto al dominio de las habilidades mentales se producen diferencias evolutivas, así como en su gravedad. Los niños más pequeños con TEA experimentan mayores deficiencias en la ToM en comparación con los niños con TDAH y un déficit primario en la orientación social. Conclusiones. Aunque los avances son importantes, quedan asuntos pendientes por aclarar, entre los que destaca el aná- lisis de cómo afecta un pobre desarrollo de las funciones ejecutivas al desarrollo de la ToM, con estudios longitudinales que analicen las trayectorias evolutivas de niños con TEA y niños con TDAH (AU)
Introduction. Although the DSM-IV-TR diagnostic criteria do not overlap, the presence of attention deficit hyperactivity disorder (ADHD) symptoms in individuals with a clinical diagnosis of autism is quite high. At the same time, children with ADHD can have autistic traits, the most prevalent being social and communication difficulties. The analysis of the combination of executive functions and theory of mind (ToM) deficits could help to explain the overlap and differentiation between the two disorders. Aim. To review the findings of empirical studies in which children with ADHD and autism have been compared on indicators of executive functions and ToM. Development. The literature review suggests the existence of distinct patterns in autism spectrum disorders (ASD) and ADHD when the executive functioning is segmented by components. Children with ADHD experience deficits in inhibitory control, while children with ASD have problems with cognitive flexibility and planning. Regarding the domain of the mentalist skills, there are developmental differences, as well as differences in their severity. Younger children with ASD have greater deficiencies in the ToM compared to children with ADHD, and a primary deficit in social orientation. Conclusion. Although important progress has been made, some issues remain to be clarified, among which we can highlight the analysis of how ToM development affects poor executive functions development, using longitudinal studies that analyze the developmental paths of children with ASD and children with ADHD (AU)
Subject(s)
Humans , Child , Adolescent , Attention Deficit Disorder with Hyperactivity/psychology , Child Development Disorders, Pervasive/psychology , Executive Function , Theory of Mind , Attention , Symptom Assessment , Neuropsychological Tests , Models, Psychological , Models, Neurological , Memory, Short-Term , Inhibition, PsychologicalABSTRACT
INTRODUCTION: Although the DSM-IV-TR diagnostic criteria do not overlap, the presence of attention deficit hyperactivity disorder (ADHD) symptoms in individuals with a clinical diagnosis of autism is quite high. At the same time, children with ADHD can have autistic traits, the most prevalent being social and communication difficulties. The analysis of the combination of executive functions and theory of mind (ToM) deficits could help to explain the overlap and differentiation between the two disorders. AIM: To review the findings of empirical studies in which children with ADHD and autism have been compared on indicators of executive functions and ToM. DEVELOPMENT: The literature review suggests the existence of distinct patterns in autism spectrum disorders (ASD) and ADHD when the executive functioning is segmented by components. Children with ADHD experience deficits in inhibitory control, while children with ASD have problems with cognitive flexibility and planning. Regarding the domain of the mentalist skills, there are developmental differences, as well as differences in their severity. Younger children with ASD have greater deficiencies in the ToM compared to children with ADHD, and a primary deficit in social orientation. CONCLUSION: Although important progress has been made, some issues remain to be clarified, among which we can highlight the analysis of how ToM development affects poor executive functions development, using longitudinal studies that analyze the developmental paths of children with ASD and children with ADHD.
TITLE: Autismo y trastorno por deficit de atencion/hiperactividad: convergencias y divergencias en el funcionamiento ejecutivo y la teoria de la mente.Introduccion. Aunque los criterios diagnosticos del autismo y del trastorno por deficit de atencion/hiperactividad (TDAH) en el DSM-IV-TR no se solapan, la presencia de sintomas de TDAH en individuos con un diagnostico clinico de autismo es muy elevada. A su vez, los niños con TDAH pueden tener rasgos autistas, aunque los mas prevalentes son las dificultades sociales y de comunicacion. El analisis del perfil en las funciones ejecutivas y en la teoria de la mente (ToM) podria ayudar a explicar el solapamiento y la diferenciacion entre ambos trastornos. Objetivo. Revisar los hallazgos de estudios empiricos en los que se ha comparado a niños con TDAH y con autismo en indicadores de funcionamiento ejecutivo y ToM. Desarrollo. La revision de las investigaciones sugiere la existencia de patrones distintos en el trastorno del espectro autista (TEA) y en el TDAH cuando el funcionamiento ejecutivo se segmenta en componentes. Los niños con TDAH experimentan deficit en el control inhibitorio mientras que los niños con TEA tienen mas problemas en flexibilidad cognitiva y en planificacion. En cuanto al dominio de las habilidades mentales se producen diferencias evolutivas, asi como en su gravedad. Los niños mas pequeños con TEA experimentan mayores deficiencias en la ToM en comparacion con los niños con TDAH y un deficit primario en la orientacion social. Conclusiones. Aunque los avances son importantes, quedan asuntos pendientes por aclarar, entre los que destaca el analisis de como afecta un pobre desarrollo de las funciones ejecutivas al desarrollo de la ToM, con estudios longitudinales que analicen las trayectorias evolutivas de niños con TEA y niños con TDAH.
Subject(s)
Attention Deficit Disorder with Hyperactivity/psychology , Child Development Disorders, Pervasive/psychology , Executive Function , Theory of Mind , Adolescent , Attention , Child , Humans , Inhibition, Psychological , Memory, Short-Term , Models, Neurological , Models, Psychological , Neuropsychological Tests , Symptom AssessmentABSTRACT
INTRODUCTION. Although the diagnosis of attention deficit hyperactivity disorder in preschoolers is increasingly common, relatively little is known about the treatment in this developmental period. Some side effects of pharmacological intervention discourage its use as first-line intervention at this age. AIM. To analyze the effectiveness of psychosocial interventions designed to respond to the needs presented by these children, especially those based on cognitive-behavioral and socio-constructivist models. DEVELOPMENT. The review highlights the effectiveness of parent training programs, alone or combined with interventions at school and with the children. Communication between parents and teachers has been shown to be a determinant of their success. Another aspect that seems to favor the efficacy of treatment in this stage of education is the inclusion in the school curriculum of mediated activities aimed at developing self-regulation. CONCLUSIONS. In preschoolers with attention deficit hyperactivity disorder, preventive action based on these models, increasing the intensity of the intervention depending on the student's response, can help to avoid future problems.
Subject(s)
Attention Deficit Disorder with Hyperactivity/psychology , Attention Deficit Disorder with Hyperactivity/therapy , Child, Preschool , Humans , Psychotherapy/methodsABSTRACT
Introducción. Aunque el diagnóstico del trastorno por déficit de atención/hiperactividad (TDAH) en preescolares es cadavez más frecuente, se sabe relativamente poco acerca de su tratamiento en este período evolutivo. Algunos efectos adversos de la intervención farmacológica no aconsejan su uso como primera opción de intervención en estas edades. Objetivo. Analizar la eficacia de las intervenciones psicosociales para responder tempranamente a las necesidades de niños con TDAH, especialmente las enmarcadas en los modelos cognitivoconductuales y socioconstructivistas. Desarrollo. La revisión de las investigaciones realizadas en los últimos años en relación con este tema destaca la eficacia de los programas de entrenamiento a padres, solos o combinados con intervenciones en la escuela y con los propios niños. La comunicación entre padres y profesores se ha mostrado como factor determinante del éxito de dichos programas. Otro aspecto que parece propiciar la eficacia del tratamiento en esta etapa educativa es la inclusión dentro del currículo escolar de actividades mediadas encaminadas a desarrollar la autorregulación. Conclusiones. En preescolares con TDAH, una actuación preventiva basada en estos modelos, que incremente la intensidad de la intervención en función de la respuesta del alumno, podrá evitar problemas futuros (AU)
Introduction. Although the diagnosis of attention deficit hyperactivity disorder in preschoolers is increasingly common, relatively little is known about the treatment in this developmental period. Some side effects of pharmacological intervention discourage its use as first-line intervention at this age. Aim. To analyze the effectiveness of psychosocial interventions designed to respond to the needs presented by these children, especially those based on cognitive-behavioral and socio-constructivist models. Development. The review highlights the effectiveness of parent training programs, alone or combined with interventions at school and with the children. Communication between parents and teachers has been shown to be a determinant of their success. Another aspect that seems to favor the efficacy of treatment in this stage of education is the inclusion in the school curriculum of mediated activities aimed at developing self-regulation. Conclusions. In preschoolers with attention deficit hyperactivity disorder, preventive action based on these models, increasing the intensity of the intervention depending on the students response, can help to avoid future problems (AU)
Subject(s)
Humans , Male , Female , Child, Preschool , Attention Deficit Disorder with Hyperactivity/therapy , Cognitive Behavioral Therapy/methods , Evaluation of the Efficacy-Effectiveness of Interventions , Social Support , Evaluation of Results of Preventive ActionsABSTRACT
INTRODUCTION: The identification of possible factors that are influencing the course of attention-deficit hyperactivity disorder (ADHD) will allow the development of more effective early intervention strategies. AIMS. This research, which used a longitudinal and correlational design, set out to examine the temporal consistency of the primary symptoms and ADHD associated problems. In addition, the relationships and predictive power of working memory, inhibition and stressful characteristics of children with ADHD on the disorder symptoms and behavioral problems in adolescence was analyzed. SUBJECTS AND METHODS: This study included 65 families with children diagnosed with ADHD. In phase 1 children performed verbal working memory, visuo-spatial and inhibition tests, and information from parents about stressful characteristics of children was collected. In phase 1 and in the follow-up phase, which took place three years later, parents and teachers reported on the primary symptoms of ADHD and behavioral problems. RESULTS: Inattention symptoms as well as most behavioral problems were stable over time, while hyperactivity/impulsivity symptoms decreased. Moreover, neither working memory nor inhibition showed power to predict the central manifestations of ADHD or behavioral problems, while stressful characteristics of demandingness, low adaptability and negative mood had a moderate predictive capacity. CONCLUSION: These results confirm the role of stressful child characteristics as a risk factor in the course of ADHD.
Subject(s)
Adolescent Behavior , Attention Deficit Disorder with Hyperactivity/psychology , Executive Function , Mental Disorders/etiology , Stress, Psychological/etiology , Adaptation, Psychological , Adolescent , Adult , Age of Onset , Anxiety/etiology , Attention Deficit Disorder with Hyperactivity/complications , Child , Diagnostic and Statistical Manual of Mental Disorders , Faculty , Female , Follow-Up Studies , Humans , Intelligence , Learning Disabilities/etiology , Learning Disabilities/psychology , Male , Memory Disorders/etiology , Mental Disorders/psychology , Neuropsychological Tests , Parents/psychology , Personality , Quality of Life , Stress, Psychological/psychologyABSTRACT
Introducción. La identificación de posibles factores que estén influyendo en el curso del trastorno por déficit de atención/ hiperactividad (TDAH) permitirá desarrollar estrategias de intervención temprana más efectivas. Objetivos. Esta investigación, en la que se utilizó un diseño longitudinal y correlacional, se propuso examinar la consistencia temporal de los síntomas primarios y de problemas asociados al TDAH. Además, se analizó el poder de predicción de la memoria de trabajo, la inhibición y las características estresantes de niños con TDAH sobre los síntomas del trastorno y los problemas conductuales en la adolescencia. Sujetos y métodos. Participaron 65 familias con hijos diagnosticados con TDAH. En la fase 1, los niños realizaron tests de memoria de trabajo verbal, visuoespacial e inhibición, y se recogió información de los padres sobre características estresantes de los hijos. Tanto en la fase 1 como en la fase de seguimiento, que se desarrolló tres años después, los padres y los profesores informaron sobre los síntomas primarios del TDAH y problemas conductuales. Resultados. Las manifestaciones de inatención, así como la mayoría de los problemas conductuales, se mostraron estables en el tiempo, mientras que los síntomas de hiperactividad/impulsividad disminuyeron. Por otra parte, ni la memoria de trabajo ni la inhibición mostraron poder para predecir las manifestaciones centrales del TDAH o los problemas conductuales; sin embargo, las características estresantes de exigencia, baja adaptación y humor negativo tuvieron una capacidad predictiva moderada. Conclusión. Estos resultados confirman el papel que desempeñan las características estresantes del niño como factor de riesgo en el curso del TDAH (AU)
Introduction. The identification of possible factors that are influencing the course of attention-deficit hyperactivity disorder (ADHD) will allow the development of more effective early intervention strategies. Aims. This research, which used a longitudinal and correlational design, set out to examine the temporal consistency ofthe primary symptoms and ADHD associated problems. In addition, the relationships and predictive power of working memory, inhibition and stressful characteristics of children with ADHD on the disorder symptoms and behavioral problems in adolescence was analyzed. Subjects and methods. This study included 65 families with children diagnosed with ADHD. In phase 1 children performed verbal working memory, visuo-spatial and inhibition tests, and information from parents about stressful characteristics of children was collected. In phase 1 and in the follow-up phase, which took place three years later, parents and teachers reported on the primary symptoms of ADHD and behavioral problems. Results. Inattention symptoms as well as most behavioral problems were stable over time, while hyperactivity/impulsivity symptoms decreased. Moreover, neither working memory nor inhibition showed power to predict the central manifestations of ADHD or behavioral problems, while stressful characteristics of demandingness, low adaptability and negative mood had a moderate predictive capacity. Conclusion. These results confirm the role of stressful child characteristics as a risk factor in the course of ADHD (AU)
Subject(s)
Humans , Male , Female , Child , Executive Function , Attention Deficit Disorder with Hyperactivity/psychology , Stress, Psychological , Risk Factors , ComorbidityABSTRACT
El objetivo de este trabajo fue estudiar la posible especificidad de déficits en el funcionamiento lingüístico y ejecutivo de estudiantes con TDAH y con DCL y conocer el perfil de déficits del grupo comórbido (TDAH+DCL). Participaron en el estudio 84 chicos entre 12 a 16 años divididos en cuatro grupos con un número igual de sujetos (N= 21): TDAH, DCL, TDAH +DCL, y grupo de comparación (sin TDAH y sin DCL). Se midió el vocabulario, comprensión oral, acceso al léxico, memoria verbal y espacial, atención e inhibición. Los resultados indican que el grupo TDAH+DCL presenta los déficits lingüísticos más importantes seguido del grupo con DCL. Por otro lado, los tres grupos con problemas muestran peor rendimiento en memoria de trabajo que el grupo de comparación, mientras que los dos grupos con TDAH experimentan más problemas en atención e inhibición. Esto sugiere una cierta disociación de los déficits lingüísticos y ejecutivos que afectan en mayor grado al grupo con DCL y al grupo con TDAH, respectivamente. Finalmente, el grupo comórbido experimenta déficits tanto en habilidades del lenguaje como ejecutivas. Se comentan las implicaciones de estos hallazgos en el terreno práctico (AU)
The aim of this work was to study the specificity of deficits in linguistic and executive functioning of students with ADHD and with RCD and to determine the profile of deficits in the comorbid group (ADHD+RCD). Participants in the study were 84 students, ages 12-16 years divided into four groups with an equal number of subjects (N= 21): ADHD, RCD, ADHD+RCD and comparison group (without ADHD and without RCD). We measured vocabulary, oral comprehension, lexical access, verbal and visual working memory, inhibition and attention. The results show that the ADHD+RCD group presents the most important linguistic deficits, followed by the RCD group. On the other hand, the three clinical groups (ADHD, RCD and ADHD+RCD) display greater performance problems in working memory than the comparison group, whereas the two groups with ADHD had more problems in attention and inhibition. These results suggest the dissociation of linguistic and executive deficits that affect the RCD group and ADHD group to a greater extent, respectively. Lastly, the comorbid group showed deficits both in language and in executive skills. We discuss the implications of these findings for designing interventions (AU)
Subject(s)
Humans , Male , Female , Adolescent , Adolescent Behavior/psychology , Comorbidity , Linguistics/methods , Linguistics/trends , Language Tests , Comprehension/physiology , Mental Competency/psychologyABSTRACT
The aim of this work was to study the specificity of deficits in linguistic and executive functioning of students with ADHD and with RCD and to determine the profile of deficits in the comorbid group (ADHD+RCD). Participants in the study were 84 students, ages 12-16 years divided into four groups with an equal number of subjects (N= 21): ADHD, RCD, ADHD+RCD and comparison group (without ADHD and without RCD). We measured vocabulary, oral comprehension, lexical access, verbal and visual working memory, inhibition and attention. The results show that the ADHD+RCD group presents the most important linguistic deficits, followed by the RCD group. On the other hand, the three clinical groups (ADHD, RCD and ADHD+RCD) display greater performance problems in working memory than the comparison group, whereas the two groups with ADHD had more problems in attention and inhibition. These results suggest the dissociation of linguistic and executive deficits that affect the RCD group and ADHD group to a greater extent, respectively. Lastly, the comorbid group showed deficits both in language and in executive skills. We discuss the implications of these findings for designing interventions.
Subject(s)
Attention Deficit Disorder with Hyperactivity/psychology , Comprehension , Dyslexia/psychology , Executive Function , Language , Reading , Adolescent , Child , Female , Humans , MaleABSTRACT
INTRODUCTION: Positive psychology has boosted interest about the study of factors of adjustment, among which is included satisfaction with life. AIM: To analyze the relationship between satisfaction with life of children with attention deficit hyperactivity disorder (ADHD) and their parents with behavioral risk and protective variables, and to determine the predictive power of these variables. PATIENTS AND METHODS: 56 parents and their children with ADHD filled out questionnaires of satisfaction with life, self-concept, sense of coherence, success attributes and behavioral rating scales. RESULTS: Behavioral problems have a significant negative relationship with satisfaction with life perceived by parents and by children while the relationships with the self-concept and success attributes have a positive value. The most predictive factors were social problems, oppositional behavior, self-concept, self-awareness and social support. CONCLUSIONS: The identification of factors that put at risk or enhance satisfaction with life of people with ADHD will improve the functionality of evaluation and intervention processes.
