Effects of a psychosocial intervention on the executive functioning in children with ADHD
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Scholar |
Otros documentos de la autoría: Miranda Casas, Ana; Presentación, M. Jesús; Siegenthaler, Rebeca; Jara Jiménez, Pilar
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Mostrar el registro completo del ítemcomunitat-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 |
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Título
Effects of a psychosocial intervention on the executive functioning in children with ADHDFecha de publicación
2013Editor
Hammill Institute on Disabilities; SAGEISSN
0022-2194Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://ldx.sagepub.com/content/early/2011/11/04/0022219411427349Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
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. [-]
Publicado en
Journal of Learning Disabilities, 2013, 46, 4Derechos de acceso
© Hammill Institute on Disabilities 2011
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http://rightsstatements.org/vocab/InC/1.0/
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