[Comparison between the diagnosis of attention deficit hyperactivity disorder with the DSM-5 and neuropsychological evaluation of the executive functions]. / Comparacion entre el diagnostico del trastorno por deficit de atencion/hiperactividad con el DSM-5 y la valoracion neuropsicologica de las funciones ejecutivas.

INTRODUCTION: The attention deficit-hyperactivity disorder (ADHD) has a prevalence among 3-7% in scholar population and it is associated with learning disabilities and executive dysfunctions. AIM: To study the relationship between the ADHD diagnostic through DSM-5 criteria and the neuropshychology evaluation of executive functions. SUBJECTS AND METHODS: The sample of this study consisted in 50 subjects, 12 females and 38 males, with an age between 8 and 10 years old. To evaluate the inhibitory control, we used the Stroop Test and the Continuous Performance Test (CPT), to evaluate intelligence and working memory we use the Wechsler Intelligence Scale WISC-IV, to evaluate attention we used the CPT and Selective Attention Test. RESULTS: There weren't significant differences between both subtypes of ADHD regarding working memory, on the other hand the female group had better abilities in cognitive flexibility task than males and subjects diagnosed with combined ADHD had more difficulties in inhibitory control. CONCLUSIONS: We can confirm that the definition of ADHD in DSM-5 isn't enough as them are imprecise. Therefore, the disease definition it's performed by a specific evaluation of attention and inhibitory control mechanisms and its necessary a neuropshychological evaluation of these brain functions.

TITLE: Comparacion entre el diagnostico del trastorno por deficit de atencion/hiperactividad con el DSM-5 y la valoracion neuropsicologica de las funciones ejecutivas.Introduccion. El trastorno por deficit de atencion/hiperactividad (TDAH) tiene una prevalencia del 3-7% de la poblacion en edad escolar y cursa con problemas academicos y disfunciones ejecutivas. Objetivo. Estudiar la relacion entre el diagnostico del TDAH por medio de los criterios del Manual diagnostico y estadistico de los trastornos mentales, quinta edicion (DSM-5), y la evaluacion neuropsicologica de las funciones ejecutivas. Sujetos y metodos. Se evaluo a 50 sujetos, 12 mujeres y 38 varones, entre 8 y 10 años. Para evaluar el control inhibitorio se utilizo el Continuous Performance Test (CPT) y el test de Stroop; para la inteligencia y la memoria de trabajo, la escala de inteligencia de Wechsler para niños-IV; y para la atencion, el CPT y el Selective Attention Test. Resultados. No habia diferencias significativas entre ambos subtipos de TDAH en cuanto a la memoria de trabajo. Las niñas presentaban mejores habilidades en la tarea de flexibilidad cognitiva que los niños, y los sujetos diagnosticados de TDAH combinado presentaban mayores dificultades en el control inhibitorio. Conclusiones. Confirmamos que las definiciones del TDAH en el DSM-5 son imprecisas. Son una escasa enumeracion de sintomas clinicos del trastorno, sin definir con claridad criterios propios de el. Por lo tanto, la definicion del trastorno se realiza por la evaluacion especifica de la atencion y de los mecanismos de control inhibitorio y, por ello, es necesaria una evaluacion neuropsicologica de las funciones cerebrales superiores.

[Asperger's syndrome, little teachers: special skills]. / Síndrome de Asperger, los pequeños profesores: habilidades especiales.

INTRODUCTION: Asperger's syndrome (AS) is characterised by its effects on reciprocal social interaction, verbal and non-verbal communication, difficulty in accepting changes, inflexible thinking and reduced fields of interest, but also by the presentation of special skills. DEVELOPMENT: On the occasion of the centenary of the birth of Hans Asperger, we briefly review the history of this researcher and offer a short description of the clinical features of the condition, including social interaction, communication, limited concerns and interests, routines and inflexibility, which are key points when it comes to reaching a diagnosis. Later, we also focus on Savant syndrome, which is a very common subgroup within AS and which is characterised by the patient's outstanding ability is certain special skills, such as hypermnesia, hyperlexia and hypercalculia, in mental feats concerning the perpetual calendar and in several branches of the arts, such as drawing, painting, sculpture and music. We discuss several famous cases of savants and explain some of the theories about its pathophysiology. CONCLUSIONS: Having special skills is a distinguishing mark of AS and identifying and facilitating them would provide us with a potential tool with which to accomplish suitable job opportunities.

Síndrome de Asperger, los pequeños profesores: habilidades especiales / Asperger's syndrome, little teachers: special skills

Introducción. El síndrome de Asperger (SA) se caracteriza por afectar la interacción social recíproca, la comunicación verbal y no verbal, la dificultad para aceptar los cambios, la inflexibilidad del pensamiento y los campos de interés reducidos, pero también por la presentación de habilidades especiales. Desarrollo. Aprovechando el centenario del nacimiento de Hans Asperger, se realiza una breve reseña histórica sobre el científico y una pequeña descripción de las características clínicas del cuadro, como interacción social, comunicación, preocupaciones e intereses limitados, rutinas e inflexibilidad, puntos clave a la hora de realizar un diagnóstico. Luego se hace hincapié en el síndrome savant, un subgrupo muy común dentro del SA, caracterizado por destacarse en ciertas habilidades especiales, como hipermnesia, hiperlexia e hipercalculia, en el manejo del calendario a perpetuidad y en varias ramas del arte, como dibujo, pintura, escultura y música. Se enumeran algunos casos famosos de savant y se explican algunas de las teorías sobre su fisiopatología. Conclusión. Las habilidades especiales son una marca distintiva del SA, y su identificación y facilitación permitirían una herramienta potencial para lograr una salida laboral adecuada

Introduction. Asperger’s syndrome (AS) is characterised by its effects on reciprocal social interaction, verbal and non-verbal communication, difficulty in accepting changes, inflexible thinking and reduced fields of interest, but also by the presentation of special skills. Development. On the occasion of the centenary of the birth of Hans Asperger, we briefly review the history of this researcher and offer a short description of the clinical features of the condition, including social interaction, communication, limited concerns and interests, routines and inflexibility, which are key points when it comes to reaching a diagnosis. Later, we also focus on Savant syndrome, which is a very common subgroup within AS and which is characterised by the patient’s outstanding ability is certain special skills, such as hypermnesia, hyperlexia and hypercalculia, in mental feats concerning the perpetual calendar and in several branches of the arts, such as drawing, painting, sculpture and music. We discuss several famous cases of savants and explain some of the theories about its pathophysiology. Conclusions. Having special skills is a distinguishing mark of AS and identifying and facilitating them would provide us with a potential tool with which to accomplish suitable job opportunities

[Neuropsychological disorders in teenagers with attention deficit hyperactivity disorder]. / Trastornos neuropsicológicos de los adolescentes afectos de trastorno por déficit de atención con hiperactividad.

AIMS: The aim of this study is to report on the neuropsychological aspects of teenage patients with attention deficit hyperactivity disorder (ADHD), namely disorders affecting attention, memory, the executive functions and language. We also discuss how to perform neuropsychological and functional evaluation of the systems involved in attention, by means of haemodynamic (functional magnetic resonance imaging) and neurophysiological (magnetoencephalography) techniques. The comorbidities that most frequently occur in teenage patients with ADHD are also described. DEVELOPMENT: The fundamental symptoms, that is to say, inattention, hyperactivity and impulsiveness, continue to be present in the teenager with ADHD, although with mild variations, and are probably dependent on each individual's own genetic load. The disorders most commonly associated with ADHD are oppositional defiant disorder (33%), conduct disorders (25%), anxiety (25%), learning disabilities (22%) and depression (22%). CONCLUSIONS: During adolescence, patients with ADHD usually suffer disorders that are secondary to their inability to process information efficiently due to the inadequate development of the executive functions. The lack of inhibitory control and a poor capacity to learn from their own mistakes facilitate the appearance of comorbid neuropsychiatric disorders.

Trastornos neuropsicológicos de los adolescentes afectos de trastorno por déficit de atención con hiperactividad / Neuropsychological disorders in teenagers with attention deficit hyperactivity disorder

Objetivo. Presentación de los aspectos neuropsicológicosinvolucrados en los pacientes adolescentes con trastorno por déficitde atención con hiperactividad (TDAH): trastornos de atención, dememoria, de las funciones ejecutivas y del lenguaje. También se presentala forma de evaluación neuropsicológica y funcional de lossistemas atencionales, con técnicas hemodinámicas (resonanciamagnética funcional) y neurofisiológicas (magnetoencefalografía).Descripción de las comorbilidades que se presentan con mayor frecuenciaen los pacientes adolescentes con TDAH. Desarrollo. Lasintomatología de base, desatención, hiperactividad e impulsividad,continúa acompañando al adolescente con TDAH, con variacionesmenores, probablemente con una dependencia de la carga genéticapropia de cada individuo. Los trastornos asociados más frecuentescon el TDAH son la actitud oposicionista desafiante (33%), las alteracionesde la conducta (25%), la ansiedad (25%), los problemas deaprendizaje (22%) y la depresión (22%). Conclusiones. Durante laadolescencia, los pacientes con TDAH suelen padecer trastornossecundarios a la falta de adquisición de procesos de información eficientespor el desarrollo escaso de las funciones ejecutivas. La faltadel control inhibitorio y la capacidad pobre para aprender de suspropios errores facilitan la aparición de trastornos comórbidos neuropsiquiátricos

Aims. The aim of this study is to report on the neuropsychological aspects of teenage patients with attention deficithyperactivity disorder (ADHD), namely disorders affecting attention, memory, the executive functions and language. We alsodiscuss how to perform neuropsychological and functional evaluation of the systems involved in attention, by means ofhaemodynamic (functional magnetic resonance imaging) and neurophysiological (magnetoencephalography) techniques. Thecomorbidities that most frequently occur in teenage patients with ADHD are also described. Development. The fundamentalsymptoms, that is to say, inattention, hyperactivity and impulsiveness, continue to be present in the teenager with ADHD,although with mild variations, and are probably dependent on each individual's own genetic load. The disorders mostcommonly associated with ADHD are oppositional defiant disorder (33%), conduct disorders (25%), anxiety (25%), learningdisabilities (22%) and depression (22%). Conclusions. During adolescence, patients with ADHD usually suffer disorders thatare secondary to their inability to process information efficiently due to the inadequate development of the executive functions.The lack of inhibitory control and a poor capacity to learn from their own mistakes facilitate the appearance of comorbidneuropsychiatric disorders

[Language and neurodevelopmental disorders. A review of their clinical characteristics]. / El lenguaje y los trastornos del neurodesarrollo. Revisión de las características clínicas.

INTRODUCTION: Language is a keystone in the normal social and cognitive development of any group of children and early, fitting interventions can largely reduce the repercussions that the deficit has in this area. The article analyses the definition of language as 'the result of a complex nervous activity that allows individuals to communicate mental states by the production of multi-modal signs that symbolise these states in accordance with a linguistic community's own convention'. Other language-related terms are also dealt with. DEVELOPMENT: Different classifications of language disorders are also discussed and we analyse its characteristics in different neurological disorders, such as motor disorders with a central origin, autistic spectrum, learning disorders, mental retardation, and attention deficit and disruptive behaviour disorders. CONCLUSIONS: Disorders affecting language clearly display semiological heterogeneity, and therefore it is advisable to take into account the classifications and terms related to it. It is also necessary to be familiar with the specific features of each alteration in the different neurological disorders so as to be able to reach an accurate diagnosis that allows the implementation of suitable lines of behaviour and interventions. Additionally, this will also allow timely measures to be taken in order to avoid later complications.

El lenguaje y los trastornos del neurodesarrollo. Revisión de las características clínicas / Language and neurodevelopmental disorders. A review of their clinical characteristics

Introducción. El lenguaje es una piedra fundamental enel desarrollo social y cognitivo normal de cualquier grupo de niños,y las intervenciones tempranas y adecuadas pueden reducir engran escala las repercusiones del déficit en esta área. Se analiza ladefinición del lenguaje como ‘resultado de una actividad nerviosacompleja que permite la comunicación interindividual de estadospsíquicos a través de la materialización de signos multimodalesque simbolizan estos estados de acuerdo con una convención propiade una comunidad lingüística’ y se hace referencia a otros términosrelacionados con el lenguaje. Desarrollo. Se comentan distintasclasificaciones de las alteraciones del lenguaje y se analizanlas características de éste en los diferentes trastornos neurológicos,como los trastornos motores de origen central, espectro autista,alteraciones del aprendizaje, retraso mental y trastornos pordéficit de atención y comportamiento perturbador. Conclusiones.Se pone en evidencia la heterogeneidad semiológica de los trastornosdel lenguaje, por lo que es adecuado tener en cuenta las clasificacionesy términos relacionados con éste, además de conocer lascaracterísticas puntuales de cada alteración en los diferentes trastornosneurológicos a fin de llegar a un diagnóstico preciso quepermita implementar conductas e intervenciones apropiadas y, además,en el momento oportuno, evitar complicaciones posteriores

Introduction. Language is a keystone in the normal social and cognitive development of any group of children andearly, fitting interventions can largely reduce the repercussions that the deficit has in this area. The article analyses thedefinition of language as ‘the result of a complex nervous activity that allows individuals to communicate mental states by theproduction of multi-modal signs that symbolise these states in accordance with a linguistic community’s own convention’.Other language-related terms are also dealt with. Development. Different classifications of language disorders are alsodiscussed and we analyse its characteristics in different neurological disorders, such as motor disorders with a central origin,autistic spectrum, learning disorders, mental retardation, and attention deficit and disruptive behaviour disorders.Conclusions. Disorders affecting language clearly display semiological heterogeneity, and therefore it is advisable to take intoaccount the classifications and terms related to it. It is also necessary to be familiar with the specific features of each alterationin the different neurological disorders so as to be able to reach an accurate diagnosis that allows the implementation of suitablelines of behaviour and interventions. Additionally, this will also allow timely measures to be taken in order to avoid latercomplications