Effects of a psychosocial intervention on the executive functioning in children with ADHD
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Scholar |
Altres documents de l'autoria: Miranda Casas, Ana; Presentación, M. Jesús; Siegenthaler, Rebeca; Jara Jiménez, Pilar
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Mostra el registre complet de l'elementcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
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http://dx.doi.org/10.1177/0022219411427349 |
Metadades
Títol
Effects of a psychosocial intervention on the executive functioning in children with ADHDData de publicació
2013Editor
Hammill Institute on Disabilities; SAGEISSN
0022-2194Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
http://ldx.sagepub.com/content/early/2011/11/04/0022219411427349Versió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
Resum
The purpose of this study was to analyze the effects of an intensive psychosocial intervention on the executive functioning (EF) in children with ADHD. The treatment was carried out in a coordinated manner over a ... [+]
The purpose of this study was to analyze the effects of an intensive psychosocial intervention on the executive functioning (EF) in children with ADHD. The treatment was carried out in a coordinated manner over a period of 10 weeks with 27 children with ADHD aged 7 to 10, their parents, and their teachers. A battery of neuropsychological tasks was applied to evaluate attention, interference control, verbal and visuospatial working memory, planning ability, and flexibility. The comparative analysis of the treated group of ADHD children and an untreated ADHD group showed significant differences that were especially important in visuospatial memory and planning in favor of the treated children, even when the scores in the pretreatment phase were included as covariables. Likewise, improvements were observed in the parents’ and teachers’ behavioral ratings of hyperactivity or impulsivity and inattention.The conclusion was drawn that psychosocial interventions with children with ADHD can have a positive effect on some executive functions. [-]
Publicat a
Journal of Learning Disabilities, 2013, 46, 4Drets d'accés
© Hammill Institute on Disabilities 2011
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http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/restrictedAccess
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