ABSTRACT
INTRODUCCIÓN: El Trastorno por Déficit de Atención e Hiperactividad (TDAH) es un trastorno de carácter neurobiológico originado en la infancia que implica un patrón de déficit de atención, hiperactividad y/o impulsividad. El TDAH trae consecuencias negativas tanto para los jóvenes que lo padecen. Recientemente se ha propuesto que el Tiempo Cognitivo Lento (TCL) puede ser un trastorno diferente al TDAH, un mismo trastorno o bien que pueden co-existir. OBJETIVO: Realizar una revisión narrativa a partir de la literatura médica sobre la relación entre TCL y TDAH y sus impactos sobre rendimiento académico. Metodología: Se identificaron revisiones de tema, revisiones sistemáticas, metanálisis, ensayos clínicos y estudios de seguimiento en inglés y español sin límite de tiempo, que incluyen aspectos epidemiológicos, clínicos, factores asociados a hiperactividad/impulsividad, déficit de atención, funciones cognitivas y ejecutivas. RESULTADOS: La relación entre TCL y TDAH es muy compleja. Alguna investigación científica indica que es un mismo trastorno o bien que pueden co-existir. También se sugieren que altos niveles de TCL y TDAH podrían formar parte de un nuevo trastorno atencional, sin embargo, se necesitan más investigación para comprobar su asociación con el TADH. CONCLUSIÓN: Pese a los esfuerzos por mejorar la comprensión, la evaluación, el diagnóstico y el tratamiento del TDAH, aún quedan asuntos por resolver, siendo probablemente el de la evaluación y diagnóstico uno de los grandes dilemas.
INTRODUCTION: Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological disorder originating in childhood that implies a pattern of attention deficit, hyperactivity and/or impulsivity. ADHD has negative consequences both for young. Recently been proposed that Slow Cognitive Time (SCT) may be a different disorder than ADHD, the same disorder or that they may co-exist. OBJECTIVE: To perform a narrative review of the medical literature, seeking to collect useful information regarding the relationship between SCT and ADHD, and its impacts on academic performance. METHODOLOGY: Topic reviews, systematic reviews, meta-analyzes, clinical trials, and follow-up studies were identified in English and Spanish with no time limit, including epidemiological and clinical aspects, factors associated with hyperactivity/impulsivity, attention deficit, cognitive and executive functions. RESULTS: The relationship between SCT and ADHD is very complex. Some scientific research indicates that it is the same disorder or that they may co-exist. It is also suggested that high levels of SCT and ADHD could be part of a new attention disorder, however more research is needed to verify its association with ADHD. CONCLUSION: Despite efforts to improve the understanding, evaluation, diagnosis, and treatment of ADHD, there are still issues to be resolved, with evaluation and diagnosis probably being one of the great dilemmas.
Subject(s)
Humans , Child , Attention Deficit Disorder with Hyperactivity , Sluggish Cognitive TempoABSTRACT
Background/objective: Sluggish Cognitive Tempo (SCT) is an attentional disorder characterized by the symptoms of slowness in behavior or thinking, a lack of en.ergy, difficulty initiating and sustaining effort, daydreaming, and drowsiness. The aim of the present study was to investigate the distinctive attentional characteristics of SCT as compared to Attention-Deficit/Hyperactivity Disorder (ADHD). Method: A total of 110 adults were recruited and divided into four groups: SCT+ADHD, SCT, ADHD, and healthy controls. The Revised version of Attention Networks Test was used to investigate each groups attentional profile. Results: The results revealed that the two SCT groups (SCT+ADHD and SCT) showed a significantly weaker orienting network due to the problems of engaging and disengaging attention than the other two groups. Additionally, the two ADHD groups (SCT+ADHD and ADHD) showed a significantly weaker executive control network than the other two groups. Conclusions: The findings demonstrate an attentional distinction between the SCT and the ADHD groups with a greater dysfunction in the orienting network in the SCT group as compared to the ADHD group. Furthermore, a greater executive control dysfunction was observed in the ADHD group as compared to the SCT group. (AU)
Antecedentes/Objetivo: El Tiempo Cognitivo Lento (TCL) es un trastorno atencional caracterizado por síntomas de lentitud en el comportamiento o pensamiento, falta de energía, dificultad para iniciar y mantener el esfuerzo, soñar despierto y somnolencia. El propósito de este estudio es investigar las características únicas de la atención de TCL en comparación con el Trastorno por Déficit de Atención/Hiperactividad (TDAH). Método: Se reclutaron 110 participantes y se dividieron en cuatro grupos: TCL+TDAH, TCL, TDAH y controles sanos. Se empleó la versión revisada del Attention Networks Test para investigar el perfil de atención de cada grupo. Resultados: Los dos grupos de TCL (TCL+TDAH y TCL) mostraron una red de orientación significativamente más débil debido a los problemas de atraer y desconectar la atención que los otros dos grupos. Los grupos de TDAH (TCL+TDAH y TDAH) mostraron una red de control ejecutivo significativamente más débil que los otros dos grupos. Conclusiones: Se demuestra una distinción atencional entre los grupos TCL y TDAH con mayor disfunción en la red de orientación en TCL en comparación con TDAH. Además, se observó una mayor disfunción del control ejecutivo en el grupo TDAH en comparación con el grupo TCL. (AU)
Subject(s)
Humans , Young Adult , Adult , Attention Deficit Disorder with Hyperactivity , Cognition Disorders , Executive Function , Cognitive Dysfunction , Sleepiness , FatigueABSTRACT
We investigate the Depression-Distortion Hypothesis in a sample of 199 school-aged children with ADHD-Predominantly Inattentive presentation (ADHD-I) by examining relations and cross-sectional mediational pathways between parental characteristics (i.e., levels of parental depressive and ADHD symptoms) and parental ratings of child problem behavior (inattention, sluggish cognitive tempo, and functional impairment) via parental cognitive errors. Results demonstrated a positive association between parental factors and parental ratings of inattention, as well as a mediational pathway between parental depressive and ADHD symptoms and parental ratings of inattention via parental cognitive errors. Specifically, higher levels of parental depressive and ADHD symptoms predicted higher levels of cognitive errors, which in turn predicted higher parental ratings of inattention. Findings provide evidence for core tenets of the Depression-Distortion Hypothesis, which state that parents with high rates of psychopathology hold negative schemas for their child's behavior and subsequently, report their child's behavior as more severe.
