ABSTRACT
INTRODUCTION: Early identification of the factors involved in the development of learning difficulties in mathematics is essential to be able to understand their origin and implement successful interventions. This study analyses the capacity of executive functioning and of variables from the motivational belief system to differentiate and classify preschool children with and without risk of having difficulties in mathematics. SUBJECTS AND METHODS: A total of 146 subjects from the third year of preschool education took part in the study, divided into risk/no risk according to the score obtained on the operations subtest of the TEDI-MATH test. Working memory (verbal and visuospatial) and inhibition (with auditory and visual stimuli) neuropsychological tasks were applied. Teachers filled in a questionnaire on the children's motivation with regard to learning. RESULTS AND CONCLUSIONS: Significant differences were found between the two groups on the working memory and inhibition-auditory factors, as well as on all the motivation variables. The results also show a similar power of classification, with percentages above 80%, for both groups of variables. The implications of these findings for educational practice are discussed.
TITLE: Funcionamiento ejecutivo y motivacion en niños de educacion infantil con riesgo de dificultades en el aprendizaje de las matematicas.Introduccion. La identificacion temprana de los factores implicados en el desarrollo de las dificultades de aprendizaje de las matematicas es esencial para comprender su origen e intervenir con garantias de exito. Este estudio analiza la capacidad del funcionamiento ejecutivo y de variables del sistema motivacional de creencias para diferenciar y clasificar a niños de educacion infantil con y sin riesgo de dificultades en matematicas. Sujetos y metodos. Participaron 146 sujetos de tercer curso de educacion infantil divididos en riesgo/no riesgo en funcion de la puntuacion obtenida en los subtest de operaciones de la prueba TEDI-MATH. Se aplicaron tareas neuropsicologicas de memoria de trabajo (verbal y visuoespacial) e inhibicion (con estimulos auditivos y visuales). Los profesores cumplimentaron un cuestionario de motivacion de los niños hacia el aprendizaje. Resultados y conclusiones. Se encontraron diferencias significativas entre ambos grupos en los factores de memoria de trabajo e inhibicion-auditiva, asi como en todas las variables de motivacion. Los resultados muestran, igualmente, un poder de clasificacion similar, con porcentajes superiores al 80%, de ambos grupos de variables. Se comentan las implicaciones para la practica educativa de estos hallazgos.
Subject(s)
Executive Function/physiology , Learning Disabilities/diagnosis , Mathematics , Motivation , Child , Child, Preschool , Female , Humans , Learning Disabilities/epidemiology , Male , Risk AssessmentABSTRACT
Introducción. La identificación temprana de los factores implicados en el desarrollo de las dificultades de aprendizaje de las matemáticas es esencial para comprender su origen e intervenir con garantías de éxito. Este estudio analiza la capacidad del funcionamiento ejecutivo y de variables del sistema motivacional de creencias para diferenciar y clasificar a niños de educación infantil con y sin riesgo de dificultades en matemáticas.Sujetos y métodos. Participaron 146 sujetos de tercer curso de educación infantil divididos en riesgo/no riesgo en función de la puntuación obtenida en los subtest de operaciones de la prueba TEDI-MATH. Se aplicaron tareas neuropsicológicas de memoria de trabajo (verbal y visuoespacial) e inhibición (con estímulos auditivos y visuales). Los profesores cumplimentaron un cuestionario de motivación de los niños hacia el aprendizaje. Resultados y conclusiones. Se encontraron diferencias significativas entre ambos grupos en los factores de memoria de trabajo e inhibición-auditiva, así como en todas las variables de motivación. Los resultados muestran, igualmente, un poder de clasificación similar, con porcentajes superiores al 80%, de ambos grupos de variables. Se comentan las implicaciones para la práctica educativa de estos hallazgos (AU)
Introduction. Early identification of the factors involved in the development of learning difficulties in mathematics is essential to be able to understand their origin and implement successful interventions. This study analyses the capacity of executive functioning and of variables from the motivational belief system to differentiate and classify preschool children with and without risk of having difficulties in mathematics. Subjects and methods. A total of 146 subjects from the third year of preschool education took part in the study, divided into risk/no risk according to the score obtained on the operations subtest of the TEDI-MATH test. Working memory (verbal and visuospatial) and inhibition (with auditory and visual stimuli) neuropsychological tasks were applied. Teachers filled in a questionnaire on the childrens motivation with regard to learning. Results and conclusions. Significant differences were found between the two groups on the working memory and inhibition-auditory factors, as well as on all the motivation variables. The results also show a similar power of classification, with percentages above 80%, for both groups of variables. The implications of these findings for educational practice are discussed (AU)
Subject(s)
Humans , Male , Female , Child , Learning Disabilities/complications , Learning Disabilities/genetics , Mathematics/education , Primary Health Care/methods , Learning Disabilities/psychology , Learning Disabilities/therapy , Mathematics/methods , Primary Health Care , 35172ABSTRACT
INTRODUCTION: Deficit in the executive functions has been widely studied in attention deficit hyperactivity disorder (ADHD). The interest in its neurophysiological correlates has led to an improvement in the identification of the symptoms, the characteristics and the treatment of the disorder. AIMS: The objective of this study was to analyse the correlation between latency and amplitude of the P300 component and an ecological measure of working memory in a sample of adolescents. PATIENTS AND METHODS: The sample consisted of 24 boys and 7 girls aged between 12 and 18 years. P300 cognitive evoked potentials in auditory mode at Cz were registered and analysed. Furthermore, the parents filled in an executive behaviour home rating scale (BRIEF), which the working memory index was extracted from. RESULTS: Significant correlations were found between the P300 amplitude and the working memory index of the BRIEF-P. CONCLUSIONS: Results underline the usefulness of the P300 component for the study of its executive correlates, as well as the need to conduct further studies involving larger samples and greater complexity.
TITLE: El componente P300 como correlato neurofisiologico de la memoria de trabajo conductual en adolescentes con trastorno por deficit de atencion/hiperactividad.Introduccion. El deficit en funciones ejecutivas ha sido ampliamente estudiado en el trastorno por deficit de atencion/hiperactividad (TDAH). El interes por sus correlatos neurofisiologicos apunta a una mejora en la identificacion de los sintomas, las caracteristicas y los tratamientos para el trastorno. Objetivo. Analizar, en una muestra de adolescentes con TDAH, la correlacion entre la latencia y amplitud del componente P300 y una medida ecologica de memoria de trabajo. Pacientes y metodos. La muestra estuvo compuesta por 24 chicos y 7 chicas de 12 a 18 anos. Se realizo un registro y analisis de potenciales evocados cognitivos P300 en modalidad auditiva en Cz. Ademas, los padres cumplimentaron una escala de comportamiento ejecutivo en el hogar (BRIEF), de la que se extrajo el indice de memoria de trabajo. Resultados. Se hallaron correlaciones significativas entre la amplitud del P300 y el indice de memoria de trabajo del BRIEF-P. Conclusion. Los resultados enfatizan la utilidad del componente P300 para el estudio de sus correlatos ejecutivos, y la necesidad de ampliar con estudios que aporten mayores muestras y mayor complejidad.
Subject(s)
Attention Deficit Disorder with Hyperactivity/physiopathology , Event-Related Potentials, P300/physiology , Memory Disorders/physiopathology , Memory, Short-Term/physiology , Acoustic Stimulation , Adolescent , Attention Deficit Disorder with Hyperactivity/psychology , Child , Executive Function/physiology , Female , Humans , Male , Memory Disorders/etiology , Reaction Time , Severity of Illness IndexABSTRACT
Introducción. El déficit en funciones ejecutivas ha sido ampliamente estudiado en el trastorno por déficit de atención/hiperactividad (TDAH). El interés por sus correlatos neurofisiológicos apunta a una mejora en la identificación de los síntomas, las características y los tratamientos para el trastorno. Objetivo. Analizar, en una muestra de adolescentes con TDAH, la correlación entre la latencia y amplitud del componente P300 y una medida ecológica de memoria de trabajo. Pacientes y métodos. La muestra estuvo compuesta por 24 chicos y 7 chicas de 12 a 18 años. Se realizó un registro y análisis de potenciales evocados cognitivos P300 en modalidad auditiva en Cz. Además, los padres cumplimentaron una escala de comportamiento ejecutivo en el hogar (BRIEF), de la que se extrajo el índice de memoria de trabajo. Resultados. Se hallaron correlaciones significativas entre la amplitud del P300 y el índice de memoria de trabajo del BRIEF-P. Conclusión. Los resultados enfatizan la utilidad del componente P300 para el estudio de sus correlatos ejecutivos, y la necesidad de ampliar con estudios que aporten mayores muestras y mayor complejidad (AU)
Introduction. Deficit in the executive functions has been widely studied in attention deficit hyperactivity disorder (ADHD). The interest in its neurophysiological correlates has led to an improvement in the identification of the symptoms, the characteristics and the treatment of the disorder. Aims. The objective of this study was to analyse the correlation between latency and amplitude of the P300 component and an ecological measure of working memory in a sample of adolescents. Patients and methods. The sample consisted of 24 boys and 7 girls aged between 12 and 18 years. P300 cognitive evoked potentials in auditory mode at Cz were registered and analysed. Furthermore, the parents filled in an executive behavior home rating scale (BRIEF), which the working memory index was extracted from. Results. Significant correlations were found between the P300 amplitude and the working memory index of the BRIEF-P. Conclusions. Results underline the usefulness of the P300 component for the study of its executive correlates, as well as the need to conduct further studies involving larger samples and greater complexity (AU)
Subject(s)
Humans , Male , Female , Adolescent , E1A-Associated p300 Protein/analysis , Attention Deficit Disorder with Hyperactivity/physiopathology , Memory, Short-Term/physiology , Evoked Potentials , Cognition/physiology , Executive FunctionABSTRACT
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
INTRODUCTION: Cognitive evoked potentials (P300) have been core of interest in attention deficit hyperactivity disorder (ADHD) research. The identification of its relationship with the most ecological aspects of executive dysfunction involves a link between neurophysiological and functional frames for a better treatment approach and monitoring of the evolution of the disorder. AIMS: To explore the differences in latency and amplitude of P300 component in Cz, Fz and Pz, between ADHD and no-ADHD children, and to analyze the correlations between variables of P300 and indexes of a measurement of executive functioning at home. SUBJECTS AND METHODS: Two groups were performed: an ADHD group of 16 children with a diagnosis of combined ADHD; and a group of 8 children without ADHD. Cognitive event-related potentials (P300) were registered and analyzed in an auditory and a visual modality. In addition, fathers fulfilled an executive behavior scale -Behavior Rating Inventory for Executive Function (BRIEF)-. RESULTS. The differences between the ADHD and the control group were significant, in visual and auditory latencies and in visual amplitudes. Significant correlations were found between some variables of P300 component and the BRIEF subscales. CONCLUSION: These results remark the utility of cognitive evoked potentials for the executive dysfunction in ADHD research, and emphasize the necessity of keeping the clinical assessment in diagnosis and monitoring of these children.
Subject(s)
Attention Deficit Disorder with Hyperactivity/physiopathology , Event-Related Potentials, P300 , Executive Function , Acoustic Stimulation , Attention Deficit Disorder with Hyperactivity/psychology , Child , Child Behavior , Event-Related Potentials, P300/physiology , Evoked Potentials, Auditory/physiology , Evoked Potentials, Visual/physiology , Female , Humans , Interview, Psychological , Male , Neuropsychological Tests , Parents/psychology , Personality Inventory , Photic Stimulation , Reaction TimeABSTRACT
Introducción. Los potenciales evocados cognitivos (P300) han sido centro de interés en el estudio del trastorno por déficit de atención/hiperactividad (TDAH). Identificar su relación con los aspectos más ecológicos del déficit ejecutivo supone una conexión entre el ámbito neurofisiológico y funcional para un mejor abordaje del tratamiento y seguimiento de la evolución del trastorno. Objetivos. Explorar las diferencias en latencia y amplitud del componente P300 entre un grupo de niños con TDAH y un grupo de controles sin TDAH, y examinar las correlaciones entre las variables del P300 y los índices de una medida de funcionamiento ejecutivo en el hogar. Sujetos y métodos. Participaron dos grupos: un grupo experimental (TDAH), formado por 16 niños y niñas con diagnóstico de TDAH subtipo combinado, y un grupo control (sin TDAH), formado por 8 niños y niñas. Se realizó un registro y análisis de potenciales evocados cognitivos P300 en las modalidades auditiva y visual Cz. Además, los padres cumplimentaron una escala de comportamiento ejecutivo en el hogar -Behavior Rating Inventory for Executive Function (BRIEF)-. Resultados. Las diferencias resultaron significativas entre el grupo con TDAH y el grupo control, en las latencias visual y auditiva y en la amplitud visual del P300. Se hallaron correlaciones significativas entre algunas variables del P300 y los índices del BRIEF. Conclusión. Estos resultados ponen de manifiesto la utilidad de los potenciales evocados cognitivos para el estudio de la disfunción ejecutiva en el TDAH, y se enfatiza la necesidad de mantener la valoración clínica en el diagnóstico y seguimiento de estos niños (AU)
Introduction. Cognitive evoked potentials (P300) have been core of interest in attention deficit hyperactivity disorder (ADHD) research. The identification of its relationship with the most ecological aspects of executive dysfunction involves a link between neurophysiological and functional frames for a better treatment approach and monitoring of the evolution of the disorder. Aims. To explore the differences in latency and amplitude of P300 component in Cz, Fz and Pz, between ADHD and no-ADHD children, and to analyze the correlations between variables of P300 and indexes of a measurement of executive functioning at home. Subjects and methods. Two groups were performed: an ADHD group of 16 children with a diagnosis of combined ADHD;and a group of 8 children without ADHD. Cognitive event-related potentials (P300) were registered and analyzed in an auditory and a visual modality. In addition, fathers fulfilled an executive behavior scale -Behavior Rating Inventory for Executive Function (BRIEF)-. Results. The differences between the ADHD and the control group were significant, in visual and auditory latencies and in visual amplitudes. Significant correlations were found between some variables of P300 component and the BRIEF subscales. Conclusion. These results remark the utility of cognitive evoked potentials for the executive dysfunction in ADHD research, and emphasize the necessity of keeping the clinical assessment in diagnosis and monitoring of these children (AU)
Subject(s)
Humans , Male , Female , Child , Adolescent , Evoked Potentials , Attention Deficit Disorder with Hyperactivity/diagnosis , Executive Function/physiology , Task Performance and AnalysisABSTRACT
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
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.
Subject(s)
Attention Deficit Disorder with Hyperactivity/psychology , Personal Satisfaction , Quality of Life , Adolescent , Attention Deficit Disorder with Hyperactivity/epidemiology , Behavior/physiology , Child , Female , Humans , Male , Risk Factors , Self Concept , Surveys and QuestionnairesABSTRACT
Introducción. La psicología positiva ha potenciado el interés en el estudio de indicadores adaptativos, entre los que se incluye la satisfacción con la vida. Objetivo. Analizar las relaciones de las percepciones de satisfacción con la vida de niños con trastorno por déficit de atención/ hiperactividad (TDAH) y de sus padres con variables conductuales de riesgo y de protección, y determinar el poder predictivo de estas variables. Pacientes y métodos. 56 padres y sus hijos con TDAH cumplimentaron cuestionarios de satisfacción con la vida, autoconcepto, coherencia, cualidades de adaptación y escalas de estimación conductual. Resultados. Los problemas de conducta mantienen una relación negativa y significativa con la satisfacción con la vida; las relaciones de la satisfacción con la vida con el autoconcepto y con cualidades de adaptación son positivas. Los problemas sociales y el control se mantienen en los modelos de predicción para padres, mientras que el autoconcepto fue el factor con más poder predictivo en los modelos de predicción de satisfacción con la vida de los niños. Conclusiones. Es importante incluir la identificación de factores relacionados con la satisfacción con la vida en la evaluación e intervención en personas con TDAH (AU)
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, selfconcept, 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 (AU)
Subject(s)
Humans , Male , Female , Child , Personal Satisfaction , Attention Deficit Disorder with Hyperactivity/psychology , Adaptation, Psychological , Risk Factors , Quality of Life , Self Concept , Mental Disorders/psychologyABSTRACT
The aim of this investigation was to analyze the maintenance of the effects, one year after its conclusion, of an intervention that integrated three coordinated programs, implemented with 27 children with ADHD, aged between 7 and 10 years, their parents and teachers. The intervention lasted 10 weeks and included behavior-modification and cognitive-behavioral techniques, academic adaptations and social skills. We evaluated the effects on academic, emotional and social adjustment from the information provided by parents, teachers and classmates. The results confirm the maintenance in the follow-up evaluation of the improvements experienced after the treatment, especially in the academic and social areas, in which these children displayed the greatest difficulties.
Subject(s)
Attention Deficit Disorder with Hyperactivity/psychology , Behavior Therapy , Cognitive Behavioral Therapy , Early Intervention, Educational , Educational Status , Emotions , Programmed Instructions as Topic , Social Adjustment , Aggression , Attention Deficit Disorder with Hyperactivity/therapy , Child , Child Behavior Disorders/prevention & control , Child Behavior Disorders/psychology , Child Behavior Disorders/therapy , Faculty , Follow-Up Studies , Friends/psychology , Humans , Interpersonal Relations , Parents/psychology , Program EvaluationABSTRACT
El objetivo de esta investigación ha sido analizar el mantenimiento de los efectos, tras un año de su finalización, de una intervención que integró 3 programas coordinados implementados con 27 niños con TDAH de 7 a 10 años, sus padres y sus profesores. La intervención tuvo una duración de 10 semanas e incluyó modificación de conducta, técnicas cognitivo-conductuales, adaptaciones académicas y habilidades sociales. Se valoraron los efectos sobre la adaptación académica, emocional y social a partir de informaciones aportadas por los padres, profesores y compañeros. Los resultados confirman el mantenimiento en la evaluación de seguimiento de las mejoras experimentadas tras el tratamiento, especialmente en las áreas académica y social, en las que estos niños presentaban las mayores dificultades (AU)
The aim of this investigation was to analyze the maintenance of the effects, one year after its conclusion, of an intervention that integrated three coordinated programs, implemented with 27 children with ADHD, aged between 7 and 10 years, their parents and teachers. The intervention lasted 10 weeks and included behavior-modification and cognitive-behavioral techniques, academic adaptations and social skills. We evaluated the effects on academic, emotional and social adjustment from the information provided by parents, teachers and classmates. The results confirm the maintenance in the follow-up evaluation of the improvements experienced after the treatment, especially in the academic and social areas, in which these children displayed the greatest difficulties (AU)
