Metacognitive interventions in text production and working memory in students with ADHD
Psicol. reflex. crit
; 31: 5, 2018. tab, graf
Artigo
em Inglês
| LILACS, Index Psicologia - Periódicos
| ID: biblio-895870
Biblioteca responsável:
BR574.2
ABSTRACT
Abstract This study compared the effects of two metacognitive interventions on writing, working memory (WM), and behavioral symptoms of students with attention-deficit/hyperactivity disorder (ADHD). The disorder was clinically diagnosed by a multidisciplinary team according to DSM-IV criteria. The first approach consisted of a combined intervention in text production and WM while the second focused only on WM. Participants were 47 students from the fifth to ninth grades of two public elementary schools in Porto Alegre (Brazil), randomized to one of the two interventions groups. Writing and WM were assessed before, immediately after, and 3 months after the interventions. The results suggest that both interventions contributed to improving behavior and school performance, whereas only the combined intervention increased the overall quality of narrative text, organization of paragraphs, and denouement.
Texto completo:
Disponível
Coleções:
Bases de dados internacionais
Base de dados:
Index Psicologia - Periódicos
/
LILACS
Assunto principal:
Transtorno do Deficit de Atenção com Hiperatividade
/
Metacognição
/
Escrita Manual
/
Memória de Curto Prazo
Tipo de estudo:
Ensaio clínico controlado
Limite:
Adolescente
/
Feminino
/
Humanos
/
Masculino
Idioma:
Inglês
Revista:
Psicol. reflex. crit
Assunto da revista:
Psicologia
Ano de publicação:
2018
Tipo de documento:
Artigo
País de afiliação:
Brasil
Instituição/País de afiliação:
Hospital de Clinicas de Porto Alegre/BR
/
Universidade Estadual Ponta Grossa/BR
/
Universidade Federal Rio Grande do Sul/BR
/
Universidade Regional Integrada do Alto Uruguai e das Missões/BR