Дисертації з теми "Déficit de atención e hiperactividad (TDAH)"
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Santana, Amador Zaira del Carmen. "Trastorno por déficit de atención con o sin hiperactividad y ejercicio físico." Doctoral thesis, Universitat Internacional de Catalunya, 2016. http://hdl.handle.net/10803/398405.
ADHD is a pathology that affects between 3-5% of the child population in Spain. The problems posed by this disorder affecting children themselves, at the level of behavior and academic performance and their families. The usual treatment for this condition is usually basically pharmacological, but this method has some problems and side effects that make it a therapy that should be followed with strict medical supervision. Therefore many researchers have considered other treatment options among which is the physical exercise. Physical exercise stimulates the prefrontal cortex and hormones such as dopamine or serotonin, which can regulate attention and impulsivity, important in learning, problem solving and especially for children with ADHD. In order to develop a regulated and formal way and protocolised this form of approach of ADHD, born KineCross program whose main purpose is to achieve, through physical exercise and specific guidelines improve behavior in children with ADHD and executive functions, specifically inhibition and sustained attention. In addition, it has been proven by multile researchs that physical exercise can be an effective and great co-helper for the treatment of ADHD children. With this method, we offer an alternative instrument to medication, wich is usually a treatmen for children with ADHD. The KineCross program has been created by the author of this work. It is based on the SPARK program (2006). The KineCross program is developed in 24 sessions. Two days a week for 1 hour each day. The design of the sessions used in the program KineCross have mostly training methodology by circuits. In order to avoid stress in children and disruptive behavior, the KineCross program uses tools (cards, audiovisual stopwatch) as strategies that children can follow a routine, giving them the confidence to follow an established pattern without obey a random factor. In the research we have two groups previously diagnosed with ADHD. The total subjects studied in both groups, taking medication adjusted for their age and sex. There are 10 children in the experimental group and 13 children in the control group and age range between 8 and 12 years. The obtained results prove that the parents perception in the experimental group is positive, sensing with a specific test (test Connners) there is improvement in behavior after program, and once the KineCross program is applied, it produced significant improvements in areas like attention deficit, behavior, hyperactivity, or academic performance, this improvements are independent or medication change or not during the research.
Calderón, Garrido Caterina. "Trastorno por Déficit de Atención con Hiperactividad. Evaluación y tratamiento psicológico." Doctoral thesis, Universitat de Barcelona, 2003. http://hdl.handle.net/10803/2531.
- Exponer una aproximación teórica -práctica a la problemática del Trastorno por Déficit de Atención con Hiperactividad (TDAH). Con relación a la evolución histórica del trastorno, la definición y la descripción de los síntomas principales y los trastornos asociados, los aspectos biológicos, las técnicas e instrumentos de evaluación y los tratamientos más importantes en el TDAH. Con una extensa revisión bibliográfica y documental que permita precisar un marco teórico para formular con sólidas bases un programa de tratamiento cognitivo-conductual.
- Aplicar un programa de tratamiento cognitivo-conductual a niños con TDAH de entre 8 y 12 años, con la colaboración de un centro del Departamento de Bienestar Social y de diversas escuelas. El programa combina técnicas cognitivas (autoinstrucción, resolución de problemas, moldeamiento, autocontrol y autoevaluación) y técnicas conductuales (refuerzo social y coste de respuesta).
- Analizar los datos tras la aplicación del programa de intervención. Con un diseño de medidas repetidas con tres momentos: pre-tratamiento, post-tratamiento y seguimiento.
A partir de los datos anteriores, se puede concluir que el tratamiento cognitivo -conductual es beneficioso para los niños con TDAH, pero dado la alta heterogeneidad de los síntomas que presentan los niños, y la repercusión que el trastorno ocasiona en el entorno social, familiar y personal del niño, es necesario trabajar desde una perspectiva multimodal, en el que el tratamiento cognitivo-conductual sea un tratamiento más y no la única alternativa.
The mentioned thesis intends:
- To expose an approach theoretical -practice to the problem of the Attention Deficit Hyperactivity Disorder (ADHD). With relationship to the historical evolution of the disorder, the definition and the description of the main symptoms and the associate disorder, the biological aspects, the techniques and evaluation instruments and the most important treatments in the ADHD. With an extensive bibliographical revision that allows to specify a theoretical mark to formulate with solid bases a program of treatment cognitive-behavioral.
- To apply a program of treatment cognitive-behavioral to children with TDAH of between 8 and 12 years, with the collaboration of a center of the Department of Social Well-being and of diverse schools. The program combines technical cognitive (self-instructional, resolution of problems, self modeling, self control and self evaluation) and technical behavioral (self-reinforcement, reward and response cost).
- To analyze the data after the application of the intervention program. With a design of repeated measures with three moments: pre-treatment, post-treatment and pursuit.
Starting from the previous data, you can conclude that the treatment cognitive-behavioral is beneficial for the children with ADHD, but given the high heterogeneity of the symptoms that they present the children, and the repercussion that the disorder causes in the boy's social, family and personal environment, is necessary to work you gives a multimodal treatment, in which the treatment cognitive-behavioral is a treatment more and not the only alternative.
Crockett, Castro Marcelo. "Imagen de sí mismo en niños con trastorno por déficit de atención e hiperactividad." Tesis, Universidad de Chile, 2013. http://www.repositorio.uchile.cl/handle/2250/130007.
Teórica y empíricamente se ha descrito que una de las principales consecuencias asociadas al trastorno por déficit de atención e hiperactividad (TDAH) es el desarrollo de una imagen negativa de sí mismo, sin embargo, este aspecto aún no ha sido desarrollado en profundidad. En consecuencia, la presente investigación, enmarcada dentro del enfoque constructivista evolutivo, tiene por objetivo caracterizar la imagen de sí mismos de niños con TDAH, para lo cual se evaluaron 12 niños entre 8 y 10 años con este trastorno a través del dibujo de sí mismo y una entrevista semiestructurada. Dentro de los resultados se destaca una imagen de sí mismo centrada en la acción y en los aspectos más concretos de la realidad, en donde se incorporan elementos negativos y positivos del sí mismo. Los resultados sugieren una relación directa con las características conductuales del TDAH y los aspectos evolutivos propios de su etapa del desarrollo
Ramírez, Saldierna Carlos Arturo. "Evaluación con la escala WeeFim de niños con transtornos por déficit de atención e hiperactividad 2014." Tesis de Licenciatura, Universidad Autónoma del Estado de México, 2014. http://ri.uaemex.mx/handle/123456789/14834.
Casajús, Lacosta Ángel Mª. "Resolución de problemas aritmético-verbales por alumnos con Déficit de Atención con Hiperactividad (TDAH), La." Doctoral thesis, Universitat de Barcelona, 2005. http://hdl.handle.net/10803/1311.
Después de estudiar el marco teórico, aproximando el Déficit (contextualización, estado actual, los problemas de los alumnos con TDAH en la escuela, estudios de los alumnos con TDAH en el entorno matemático, etc...) y realizando un estudio en el campo de los problemas aritmético-verbales - haciendo especial relevancia en los problemas aditivos - se presenta la investigación realizada. Ésta está estructurada en dos partes: una primera, que compara la realización de este tipo de problemas entre alumnos con y sin TDAH, para conocer las diferencias en diferentes aspectos (corrección, comprensión, número de errores, etc...) y una segunda fase de observación de los alumnos con TDAH cuando resuelven los problemas aritmético-verbales.
La primera parte se realiza partiendo de unas pruebas que fueron diseñadas y pasadas a un total de 103 alumnos entre los dos grupos de estudio (con y sin TDAH) en los Ciclos Inicial, Medio y Superior de Enseñanza Primaria y el Segundo Ciclo de la ESO. La confección de las pruebas se realiza en base a una estructura común, que se intenta mantener en la medida de lo posible a lo largo de la escolaridad obligatoria. Por ello, se incluye en las pruebas, los diferentes tipos de problemas aditivos, multiplicativos (excepto en el Ciclo Inicial de EP, lógicamente) problemas con la incógnita en diferentes lugares del enunciado, entre otros. Para la corrección de las mismas, se tienen en cuenta todos los errores que los alumnos cometen en cada problema, y se confecciona una tipificación de los errores, distinguiendo en los problemas incorrectos aquellos bien y mal planteados mediante códigos que tratan de identificar la gran cantidad de errores cometidos.
Se realizan, tanto análisis cualitativos como cuantitativos, sobre los resultados de nuestras muestras sobre las diferencias a la hora de resolver los problemas aritmético-verbales. Las comparaciones se realizan en cada Ciclo estudiado, desde la corrección de los problemas, el comportamiento resolutor - bien y mal planteados, problemas sin contestar y otros aspectos- la diferencia en el número de errores, y la categorización de los problemas. Esta parte incluye un estudio con una muestra de profesores de alumnos con TDAH sobre sus creencias de base empírica sobre les dificultades que estos alumnos encuentran al solucionar los problemas.
La segunda parte de la investigación estudia las realizaciones "in situ" de 16 alumnos cuando resuelven los problemas propuestos, a la vez que se analizan aspectos recogidos en la primera fase de la investigación, como los aspectos formales que aparecen en la resolución de problemas.
Además esta segunda fase incluye un pequeño estudio implementando un programa de modificación de enunciados con el objetivo de ayudar al alumno en la comprensión de los problemas mediante ayudas textuales en el enunciado.
La Tesis finaliza con las conclusiones de les dos fases de la investigación, las implicaciones pedagógicas, las limitaciones del estudio y las orientaciones a profesores y la familia con el fin de ajustar medidas en el entorno de la especificidad de los alumnos con TDAH en el campo de la resolución de problemas aritmético-verbales.
This Thesis is set in the field of maths didactics, specifically "maths and diversity" through working with ADHD pupils. The thesis main issue focuses on getting to know the ADHD pupils' specific and distinctive features with regard to their non- ADHD classmates concerning the solving of arithmetical-verbal problems in order to find a number of guide lines that help such pupils to improve their output in mathematics.
After studying the theoretical framework by getting closer to the Deficit (context setting, present situation, problems of ADHD pupils at school) and researching in the field of arithmetical-verbal problems, the outcome of the research is put forward. The research consists of two parts: the first compares the solving of such problems between ADHD pupils and non- ADHD pupils in order to know the differences in several aspects such as adjustment, comprehension, number of mistakes and so on. The second consists in watching ADHD pupils while trying to solve arithmetical-verbal problems.
The first part is based on a series of tests taken by 103 pupils, both ADHD and non-ADHD pupils, of all years of Primary Education (EP) as well as 3rd and 4th year of ESO. Both qualitative and quantitative analyses have been made from the results of our samples and the differences when solving the arithmetical-verbal problems. This part includes a study focused on the empirical-based beliefs ADHD pupils' teachers as regards the difficulties that such pupils find in doing the problems.
The second part of the research deals with the carrying out of the problem-solving tasks by such pupils on the spot. Moreover, the second part includes a little study that implements a statement-modifying programme whose aim is to help the pupil understand the problem by adding textual support to the statement / content.
The thesis ends up with the conclusions of the two parts of the research, the pedagogical involvements and orientations for teachers and families in order to adjust measures involving ADHD pupils with distinctive features in the solving of arithmetical-verbal problems.
Morales-Garbin, Mariana. "Salomón: detección temprana en TDAH." Bachelor's thesis, Universidad de Lima, 2015. http://repositorio.ulima.edu.pe/handle/123456789/1082.
Tesis
Siegenthaler, Hierro Rebeca. "Intervención multicontextual y multicomponente en niños con trastorno por déficit de atención con hiperactividad subtipo combinado." Doctoral thesis, Universitat Jaume I, 2009. http://hdl.handle.net/10803/10529.
Barrios-Oneto, Giulia. "La importancia del diagnóstico del TDAH: un estudio de caso." Bachelor's thesis, Universidad de Lima, 2015. http://repositorio.ulima.edu.pe/handle/123456789/1216.
This investigation reports a single case study of an 11 year-old child diagnosed by the neuropediatric involved with the case with the Attention Deficit Hyperactivity Disorder (ADHD). The objectives were to determine the diagnostic features of ADHD, identify the ADHD signs, delimit the possible disorders associated to the ADHD diagnostic, explain the consequences of the symptoms that the child could present and propose an alternative of intervention that adjusts to the child’s needs and contributes to different aspects in his life. A diagnosis is made of the child’s difficulties through a clinical interview with his parents, older sister and school teacher, also with observation instruments and psychological tests related to the surrounding problems to present an interdisciplinary approach.
Tesis
Roca, Rodríguez Patricia. "Trastorno por déficit de atención e hiperactividad (TDAH) y potenciales evocados cognitivos: Relación delcomponente P300 con los perfiles neuropsicológicos." Doctoral thesis, Universitat Jaume I, 2014. http://hdl.handle.net/10803/396624.
The evidence review shows different neuropsychological patterns between ADHD subtypes, although the variability between studies remains unconfirmed. The interest recovered by the techniques of quantitative analysis of electrical profiles in the diagnosis of ADHD put back into interest the analysis of components like P300 in the concept of the disorder. In this doctoral thesis are presented neuropsychological, behavioral and neurophysiological data from a sample of 176 spanish children, (136 in the ADHD group and 40 with typical development-no ADHD). Information from parents (DSM-IV and BRIEF-P), results of neuropsychological tests (WISC-IV, MFFT-20, CPT-AX, Stroop and WCST) was collected, and evoked P300 component was registered and analyzed. Our results confirm some of the published differences and relations between neuropsychological and neurophysiological data are explored.
Borda, Botto Ximena María. "Representaciones de apego y regulación emocional en niños escolares con TDAH." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2016. http://tesis.pucp.edu.pe/repositorio/handle/123456789/7860.
This research aims to explore the relationship between attachment representations and emotion regulation in school children with ADHD. To achieve this purpose, 20 children with ADHD between 6 and 12 years old (M = 7.84, SD = 1.61) who attend a center of therapeutic development participated in the study. As well, we count with the collaboration of the caregivers, whose age oscillate between 28 and 46 (M = 37.88, SD = 4.40) for the mother, and between 32 and 58 (M = 40.88, SD = 6.50) for the father. The children complete the Attachment Style Classification Questionnaire (ASCQ) and the caregivers fill out the Emotion Regulation Cheklist (ERC). The results reflect that the children reveal a middle level of ambivalent attachment, demonstrating certain fear of not being accepted by other kids, although an interest for being in constant interaction with them. Additionally, the caregivers perceive that their children have an appropriate level of emotion regulation, being able to regulate their positive emotions; however, they consider the presence of difficulties when the children have to regulate the expression of negative emotions. Although we didn´t find a relationship between both constructs, this research looks forward to be the commence of future studies, in order to obtain more information of this variables.
Tesis
Lopez, Ortuño Josefa. "Estudio descriptivo del trastorno por déficit de atención con hiperactividad (TDAH): perfil psicoeducativo y comorbilidad en los diferentes subtipos." Doctoral thesis, Universidad de Murcia, 2016. http://hdl.handle.net/10803/371445.
The main aim of this study was to know and to study the psychoeducational traits (cognitive and personality characteristics) and the comorbidity profile (Oppositional Defiant Disorder or ODD) of different subtypes of Attention Deficit Hyperactivity Disorder (ADHD). The sample consisted of 121 adolescents living at the Region of Murcia (Spain), aged between 12 and 18 years (mean age = 13.9 years, SD = 1.7), all enrolled in public and private schools, of which 81.8% were men and 18.2% women. The Kaufman Brief Intelligence Test (K-BIT) and the 16PF Adolescent Personality Questionnaire (APQ) were completed by the adolescent’s sample. In addition, information from family and teachers about ADHD (subtype and comorbidity) was collected through scales based on the DSM-5 diagnostic criteria, with clinical evaluation being completed by a specialist in ADHD. As for the subtypes of ADHD, no cases of hyperactive-impulsive predominance were found. 57% had combined subtype and 43% inattentive subtype. Regarding comorbidities studied, 47.9% showed TND, compared with 52.1% who had not. This disorder was significantly more common in the combined subtype (77.6%) than in the inattentive one (22.4%). No significant differences were founded between the two subtypes in K-BIT scores, nor the presence of comorbid ODD seemed to condition cognitive performance. However, other significant personality differences were detected in some factors of the primary scales (Animation, Sensitivity, Surveillance, Apprehension, and Perfectionism), of the daily difficulties (Discouragement), and of the global dimensions (Independence) of the APQ. The combined subtype showed a personality profile more lively, spontaneous and active (extroverted), and more subjective and focused on their tastes and interests. By contrast, the inattentive subtype was shown to be more confident and adaptable, more carefree, safe with his image and perfectionist, while more dependent. Furthermore, adolescents with ADHD and ODD had significantly lower scores in Emotional Stability, and higher scores in Surveillance and Discouragement. These results are consistent with previous literature, while suggesting the need to continue in this line of research, incorporating, inter alia, the diversity of comorbidities.
Araujo, Jiménez Eva Angelina. "Diferencias de la Función Ejecutiva en el Trastorno por Déficit de Atención con Hiperactividad y en sintomatologías asociadas." Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/97347.
The Attention Deficit with Hyperactivity Disorder (ADHD) is one of the most prevalent disorders in childhood and is characterized by a marked deterioration in Executive Function. Executive Function is a crucial factor for the child to function and adapt to the demands of his/her immediate environment. Deficits in this functioning directly affect school performance, learning and socialization of children with ADHD, and are expressed in an emotional and behavioral dysregulation, difficult to initiate, plan and organize tasks, low cognitive flexibility, and deficits in working memory and in monitoring. Currently there is great controversy over the nosology of ADHD because of the high incidence of overdiagnosis and high comorbidity rates reported in recent years. The study of Sluggish Cognitive Tempo has acquired great importance. It is being studied to be defined and to understand its relationship with ADHD. In addition, authors distinguish and compare ADHD with Oppositional Defiant Disorder (ODD), conduct disorder (CD) and the broad phenotype of Pediatric Bipolar Disorder (PBD). Recent research considered of great importance to knowing the neurocognitive characteristics of ADHD and comorbid disorders to improve their conceptualization and make accurate differential diagnoses. The general objective of this thesis was to study the executive function of children and adolescents with ADHD and other associated symptomatology, from preschool through the characterization of this functioning in adolescents with clinical diagnosis. To this end, three empirical studies were conducted: 1) the association between Executive Function and symptoms of ADHD, ODD and CD, in a Spanish population of 444 children between 3 and 6 years of age; 2) analysis of the direct effect of ADHD symptomatology and its two subtypes and the Sluggish Cognitive Tempo symptoms on Executive Function deficits in a clinical population of 76 children and adolescents; 3) the association between deficits in Executive Function and ADHD symptomatology and broad phenotype of PBD was analyzed through a structural equation model in the same clinical population. Results indicate that the symptoms of ADHD, ODD, and CD are associated with different Executive Function deficits. Thus, it was possible to distinguish the neurocognitive profiles associated with each group of studied symptoms in preschoolers. In the second study, it appeared that the presence of symptoms of Sluggish Cognitive Tempo involves deficits in Executive Function regardless of the symptoms of ADHD. That is, both symptomatologies promote executive impairment in children and adolescents. In the third study, children with ADHD have symptoms of neurocognitive profile different from that of children with symptoms of broad phenotype of PBD. Although both symptomatic groups share problems in behavioral inhibition and in cognitive flexibility, there are other executive difficulties making them different. As a conclusion, the different symptomatologies were associated with different patterns of executive functioning. Children with symptoms of inattention had more problems with Executive Function than other children. This can be observed from early age through adolescence. This information may be an additional contribution to the research concerned with providing an appropriate term to represent the group of symptoms of inattention. Early detection of executive deficits can help in achieving accurate diagnoses, provide guidance in developing appropriate instructional strategies and clinical intervention, and thus prevent the increase of these deficiencies and improve social and emotional skills of children with ADHD.
Daigre, Blanco Constanza. "Relación entre los trastornos por uso de sustancias y el trastorno por déficit de atención con hiperactividad en adultos." Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/283526.
The aim of this doctoral thesis, presented as an aggregation of articles, is to analyze the relationship between substance use disorders (SUD) and adult attention deficit disorder with hyperactivity (ADHD). Indeed are an update of the scientific literature, the study of the ASRS questionnaire psychometric properties and the psychiatric comorbidity analysis of patients with cocaine dependence and ADHD. The first articles focus on the literature reviewed; the first one discusses the characteristics of the comorbidity between ADHD and different SUD. The other one focuses specifically on the relationship between Central Nervous System Depressants dependence and ADHD. It has been reported that ADHD is more frequent in people with substance use disorders than in general population. This comorbidity is characterized by difficulties in diagnosis and treatment. The third article, where the validity of ASRS (Adult ADHD Self-Report Scale) in addicted patients is analyzed, it was observed that the percentage of sensitivity is adequate (87.5 %) and only moderate specificity (68.8 %). It is concluded that the ASRS which has correct properties, is a simple screening tool and on acceptable validity for the identification of ADHD among addicted patients. However, as in the fourth article is described, the complementary use of WURS and ASRS, as a strategy for the evaluation of ADHD symptoms in childhood and adulthood, is very useful in the clinical practice, because the psychometric properties are substantially improved using both scales. The aim of last article of this thesis is to analyze the psychiatric comorbidity and clinical features of cocaine-dependent patients with adult ADHD. We found that a history of behavioral disorder in childhood, a lifetime history of cannabis dependence, and age of first treatment were independently associated with ADHD. Finally, it is concluded that in cocaine-dependent adults, the comorbidity with ADHD is associated with increased psychiatric comorbidity and a greater severity of addiction. Overall, addicted patients with ADHD tend to present higher psychiatric comorbidity and the addiction usually is expressed with greater severity.
Peña, Villanueva Nancy Katterine, and Rodríguez Alison Andrea Pérez. "Comparación del perfil lingüístico de niños diagnosticados con Trastorno por déficit de atención con hiperactividad (TDAH) y Trastorno específico del lenguaje (TEL)." Master's thesis, Pontificia Universidad Católica del Perú, 2020. http://hdl.handle.net/20.500.12404/19617.
The research consisted in comparing the linguistic profile (lexicon semantic, morphosyntactic, phonetic phonological and pragmatic) between children diagnosed with Specific Language Disorder (SLD) and children with Attention Deficit Hyperactivity Disorder (ADHD). To measure the linguistic profile the CELF-4 test was applied, whose purpose is to evaluate the language faculties, detect language disorders and measure the effectiveness of the treatment. |The sample consisted of 10 children between 7 and 9 years of age, 5 diagnosed with Specific Language Disorder and 5 diagnosed with Attention Deficit Hyperactivity Disorder respectively. The results obtained in the investigation show that .there is no significant differences in lexicon semantic, morphosyntactic, phonological and pragmatic level.
Jungbluth, Canales Carolina Lucía. "Relación entre seguridad del apego y representaciones de apego en preescolares con TDAH." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2015. http://tesis.pucp.edu.pe/repositorio/handle/123456789/6533.
This research aims to explore the relantionship between attachment security and attachment representations in children with symptoms of ADHD. In order to acheve this, 24 children between the ages of 4 and 6 years (M = 4.67, DE = .65) were evaluated, as well as their mothers, whose age varied between 26 and 46 years (M= 38.5, DE=5.8). To evaluate that we used the Attachment Q-Set 3.0 (Waters,1995) and the Attachment Story Completion Task (Bretherton, Ridgway y Cassidy, 1990). We found there were not sifniticant relantion between the general constructs, but the study found a positive relation between the Hurt knee story and Proximity to mother. Additionally, the study had specific objetives of compare the attachment security and the attachment representations between preescholar children with ADHD and children without these symptoms, finding that there were any statistically significant differences between them. In addition, we compare the attachment security in children with symptoms of ADHD whose mothers reported to have support in nursing and those whose mothers didn’t have support. The study found that kids whose mothers had support had a better emotional disposition when interacting with their mothers and to follow instructions. These results contribute to the study of attachment in children with ADHD and shed light on how these symptoms affect the attachment development.
Tesis
Trémols, Montoya Virginia. "Efectos de un entrenamiento cognitivo sobre los circuitos cerebrales en niños con trastorno por déficit de atención con hiperactividad a través de resonancia magnética funcional." Doctoral thesis, Universitat Autònoma de Barcelona, 2010. http://hdl.handle.net/10803/5592.
Objetivo: analizar los cambios de activación cerebral y de rendimiento conductual tras la aplicación de un entrenamiento cognitivo intensivo en tareas atencionales en una muestra de niños y adolescentes diagnosticados de TDAH subtipo combinado sin tratamiento farmacológico. Se aplicó un diseño longitudinal de estudio caso-control pre¬post-tratamiento en que se realizó un análisis funcional por fMRI de las áreas cerebrales que variaron su actividad mientras el sujeto realizaba una tarea de atención selectiva dentro del escáner, así como un análisis de los resultados en pruebas neuropsicológicas de atención (CPT y Stroop). El grupo caso recibió un tratamiento de estimulación cognitiva intensiva en procesos atencionales, mientras que el grupo control recibió un entrenamiento neutro. La muestra consistió en 22 sujetos, 13 en el grupo caso (11 niños y 3 niñas, edad: 10,92 ±2,43) y 9 en el grupo control (8 niños y 1 niña, edad: 11,22 ±3,11) para las pruebas neuropsicológicas y un total de 19 sujetos de la muestra inicial para las pruebas de neuroimagen, 10 sujetos para el grupo caso (8 niños y 2 niñas, edad 11,10 ± 1,56) y 9 en el grupo control (8 niños y 1 niña, edad 11,22 ± 3,11). Ambos grupos recibieron sesiones de entrenamiento de 45 minutos durante 10 días consecutivos.
Resultados: en el grupo caso no se observaron diferencias en el rendimiento en las pruebas realizadas fuera del escáner pre y post entrenamiento cognitivo, pero tras recibir entrenamiento cognitivo se observó un decremento significativo en el número de respuestas incorrectas en la tarea de atención selectiva dentro del escáner (pre 5.46 ± 3.82; post 3.92 ± 3.21; T Wilcoxon = 0.04) y en el número de respuestas incorrectas debido a omisión (pre 1.08 ± 1.3; post 0.62 ± 1.12; T Wilcoxon = 0.014). En el grupo control, se observó una peor ejecución significativa post entrenamiento respecto a la ejecución pre entrenamiento en el test CPT (pre-training = 50.09 ± 14.77, post-training = 63.69 ± 19.06, T Wilcoxon = 0.036) pero el rendimiento en el test de Stroop no varió significativamente. En cuanto a la activación cerebral, en el grupo caso, se observó una reducción de actividad en el precuneus bilateral y en el córtex parietal superior derecho, y se incrementó selectivamente la activación neural del cerebelo posterior superior derecho, del vermis cerebeloso, del tegmento mesencefálico, la cabeza del núcleo caudado bilateral y el estriado ventral bilateral (núcleo accumbens). En el grupo control se observó un decremento en el lóbulo cerebelar posterior superior derecho. En cuanto a la correlación entre el rendimiento en la tarea intraescáner de atención selectiva y la actividad cerebral, en el grupo caso se halló una correlación positiva entre el número de errores de omisión y la actividad del precuneus derecho (tras entrenamiento cognitivo, a menor activación del precuneus, menor número de errores por omisión). Se halló una correlación negativa entre el número de respuestas incorrectas y la actividad en mesencéfalo, en el cerebelo posterior superior derecho, el estriado ventral izquierdo y la cabeza del núcleo caudado derecho (se incrementó la actividad en dichas áreas y decreció el número de respuestas incorrectas realizando la tarea de atención selectiva).
Conclusión: Nuestro estudio ha podido confirmar la hipótesis inicial de que el entrenamiento cognitivo intensivo mejora la ejecución conductual en una tarea de atención selectiva y que potencia cambios en la activación cerebral en áreas críticas en la fisiopatología del TDAH.
In ADHD treatment, cognitive training is used for the management of cognitive and motivational symptoms. However, there are no studies known to us devoted to behavioral or neural changes in pediatric ADHD patients following a therapy based on the stimulation of cognitive functions.
Goal: to assess changes in both brain activity and behavioral performance following intensive cognitive training in attentional tasks, in a sample of children and teens with ADHD (combined subtype) when off psychoactive medication. We used a case-control, longitudinal design with pre-post treatment outcome comparison. Cognitive training induced neural changes were estimated by measuring brain activity with functional magnetic resonance imaging (fMRI) while subjects were performing an attention selection task, and by assessment of subjects' performance in neuropsychological attention tests (Continuous Performance Test and Stroop Color and Word Test) Study participants initially included 13 subjects (11 boys and 3 girls, mean age 10.92 ±2.43) who received training in attentional tasks, and a control group of 9 participants (8 boys and 1 girl, mean age 11.22 ±3.11) who received a control training. All of them undertook testing of the neuropsychological test battery and posterior training (45 minutes per session on 10 consecutive days). 10 participants in the case group (8 boys and 2 girls, mean age 11.10 ± 1.56) and 9 in the control group (8 boys and 1 girl, mean age11.22 ± 3.11) undertook the scanning sessions.
Results: In the case group, no differences in test performance pre and post cognitive training were observed outside the scanner. Behavioral data from the scanning showed an increased accuracy, with a significant reduction in the number of wrong answers to the selective attention task (pre 5.46 ± 3.82; post 3.92 ± 3.21; T Wilcoxon = 0.04) and in the number of wrong answers due to omission (pre 1.08 ± 1.3; post 0.62 ± 1.12; T Wilcoxon = 0.014). In the control group, CPT performance after training was significantly poorer. There were no significant differences in Stroop Task performance after training. In the analysis of the imaging results, the case group showed a decreased activity in the bilateral precuneus and the left superior parietal cortex, and a selective increase of the activation after training in the left superior posterior cerebellum, cerebellar vermis, mensencephallic tegment, head of the caudate nucleus bilaterally and bilateral ventral striatum (nucleus accumbens). A decrease in the activity of the left superior-posterior lobe of the cerebellum was observed in the control group. Concerning the correlation between performance in the intrascanner selective attention task and brain activity, we found a positive correlation in the case group between the number of omission errors and activity in the left precuneus (the less activity in the left precuneus, the less omission errors after cognitive training). A negative correlation was found between number of wrong answers and activity in the mesencephallus, right superior-posterior cerebellum, left ventral striatum and head of left caudate nucleus (the more activity in those areas, the less wrong answers to the selective attention task).
Conclusion: The study's results confirm our initial hypothesis that intensive cognitive training improves behavioral performance in a selective attention task and promotes changes in brain activation in critical areas in ADHD physiopathology.
Martínez, Luna Nieves Gudelia. "Comorbilidad psiquiátrica y evolución de pacientes con trastorno por consumo de sustancias y trastorno por déficit de atención con hiperactividad." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/669876.
The prevalence of ADHD in patients with Substance Use Disorder (SUD) is high, with an average of 14%, depending on the frequencies, with the DSM-5 criteria can vary by 9-33%, depending on the country and the diagnostic methods used, much higher figures compared to the presence of ADHD in the general population 1-7.3% (Crunelle, Van Den Brink, et al., 2018; van de Glind, et al., 2014; Van Emmerik-van Oortmerssen et al., 2014). Both the SUD and ADHD, as well as other psychiatric comorbidities very prevalent in this group, are important in the diagnostic process. The objective of this study is to evaluate differences in psychiatric comorbidity and severity of addiction between patients with ADHD and TUS, as well as their evolution. The evolution assessment was based on two variables: abstinence from the substance that was the reason for consultation and the time of follow-up in the outpatient treatment center. Methods: Two studies have been carried out, a first 6-month follow-up study in which the variables of psychiatric comorbidity, severity of consumption, abstinence and follow-up time in an outpatient treatment were evaluated, depending on the presence or not of ADHD. A second study assessed the severity of addiction, ADHD and psychiatric comorbidity in patients diagnosed with ADHD and with cannabis, cocaine or cannabis / cocaine use disorder. Semi-structured questionnaires and interviews will be used to measure the variables, among these are: EuropASI, CAADID, SCID-I and SCID-II; and ASRS, WURS, BIS-11 and FIDI questionnaires were evaluated. Statistical analysis was performed for single and multiple variables, comparison of two or more of two groups (Chi square, Man Whitney U, t-student), as well as multivariate linear regression analysis; for the assessment of evolution, the Kaplan-Meyer survival analysis was considered. Results: Study 1: A total of 406 patients were evaluated in a follow up periedo on 1, 3 and 6 months. The ADHD group reported youngest age, cannabis as the most commonly used drug, earlier age for the beginning of problematic substance use, more prevalence of personality disorders of both cluster A and cluster B, as well as more presence of conduct disorder in childhood. The ADHD group presented less abstinence time and less months of retention or follow-up time in outpatient treatment. ADHD was associated with greater impulsivity at all scales, mainly those related to dysfunctional impulsivity. In study 2, a total of 1538 patients were evaluated, of which 239 fullfielld criteria for ADHD diagnosis; the mean age was 32.9 ± 10 years, mainly men. The combined presentation of ADHD was the most frequent (64.2%). Anxiety disorder throughout life, work skills, consumption of polysubstances and the evolution of substance use throughout life were variables with statistic significance in the multivariate analysis when were compared the groups of patients (cannabis, cannabis / cocaine and cocaine SUD). The most affected groups were those with cannabis use as a common factor. It is concluded that patients with ADHD and SUD, have more seriousness in terms of consumption, more prevalence of psychiatric comorbidity, less abstinence time and less retention in an outpatient treatment; the drug of consumption identified as more prevalent in this group is cannabis. The significant variables in both studies were: Earlier age at start of drug consumption or dependence, worst punctuation on the drug scale in the EuropASI, earlier relapse in consumption and in drop out for ambulatory drug treatment, more prevalence of psychiatric comorbidity; all of these variables inferred high risk for present more severity and worse prognosis in patients with SUD and ADHD. The diagnosis and comprehensive therapeutic approach of SUD and ADHD patients as well as other psychiatric comorbidities is important.
Márquez-Benza, Karen. "Adulto de 49 años con trastorno bipolar tipo II y trastorno por déficit de atención e hiperactividad (TDHA)." Bachelor's thesis, Universidad de Lima, 2016. http://repositorio.ulima.edu.pe/handle/ulima/1563.
This research consists in the exploration of a unique case study of a male subject of 49 years of age, diagnosed with ADHD and bipolar disorder type II. This research allows to identify the ADHD and bipolar disorder type II symptomatology through the patient’s history via the anamnesis. It also describes the subject´s neuropsychological profile to verify his current cognitive performance. After revising the current symptomatology and the neuropsychological profile that were found, a pertinent intervention based on the results is proposed.
Trabajo de investigación
González, Bautista Laura Anahí, and Cosme Arturo Martínez. "Efectividad de un Plan de Ejercicios Psicomotrices en el Equilibrio y Praxia Global, en Niños con Trastorno de Déficit de Atención e Hiperactividad atendidos en el Hospital Psiquiátrico Infantil, Dr. Juan N. Navarro, 2013." Tesis de Licenciatura, Medicina-Quimica, 2014. http://ri.uaemex.mx/handle/123456789/14891.
Maya, Morales Patricia Andra. "EFECTO DEL PROGRAMA DE APRENDIZAJE DE LAS ESTRUCTURAS LÓGICAS EN LA NOCIÓN LÓGICO MATEMÁTICA DE CLASIFICACIÓN EN NIÑOS CON TRASTORNO POR DÉFICIT DE ATENCION CON HIPERACTIVIDAD (TDAH)." Tesis de Licenciatura, Universidad Autónoma del Estado de México, 2015. http://hdl.handle.net/20.500.11799/66502.
Éste estudio conduce hacia el supuesto de que las necesidades de los niños con TDAH requieren de un mayor esfuerzo en el desarrollo del pensamiento lógico matemático, es decir, desarrollar las nociones previas para alcanzar el pensamiento lógico, que les permita conseguir el nivel esperado para su funcionamiento adecuado. En este informe se reporta el efecto del Programa de aprendizaje de las estructuras lógicas en la noción de clasificación en niños con TDAH a través de la aplicación de la evaluación pretest postest en dicha noción. Asimismo, se identifica las características de pensamiento preoperatorio con respecto a las respuestas proporcionadas por seis niños con diagnóstico de TDAH, para ello se entrenó a cuatro registradores para obtener mayor consistencia en los registros.
Universidad Autónoma del Estado de México
Manchego, Meléndez Maria Alejandra. "El Rol del docente que atiende a niños con TDAH de nivel inicial." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2019. http://hdl.handle.net/20.500.12404/19664.
Insa, Pineda Inmaculada. "Análisis de la psicopatología parental de los niños con TDAH." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/670638.
The attention-deficit hyperactivity disorder (ADHD) is the most reviewed children’s psychiatric disorder nowadays. It has aroused great interest in the last two decades due to its high prevalence. This disorder has several forms of levelled appearances during childhood, adolescence and adulthood, with a great impact on the patient, family and society. Its consequences involve a high economical cost due to the essential need of educational, healthcare and social resources that it demands. The international scientific studies support that ADHD is a complex neurodevelopmental disorder with several causes, having genetics as one of the most decisive ones. Nevertheless, to achieve an adequate transversal comprehension of the disorder it is essential to contemplate the biological influences from an interactive perspective, taking into account the important modulating role that the psychosocial environment exerts. The social, family and scholar subsystems where the child develops are going to have a great influence in the progress of the ADHD. In both aspects: its detection and evolution. Previous studies and bibliography suggest that socio- economic status, where the presence of psychopathology in one of the parents and the domestic psycho-social stress; are going to influence the educational attitudes and behavioral patterns of the parents, as well as the delivered parenthood. The study presented in this document, simulates the analyze of the psychopathology in 60 families with ADHD diagnosed children since this might be considered a family matter, appearing in a relationship framework; where all family members are influenced and the presence of mental disease of psychopathology in the parents will influence relevantly in the detection, evolution and appearance of comorbidities. The study has analyzed and compared the presence of general parental psychopathology, as well as the presence of ADHD specific symptomatology in the progenitors of 60 children with that disorder compared to progenitors of 60 children not affected by ADHD. In addition, it has been analyzed the perception of emotional discomfort in the parents of children with and without ADHD. As result of our study, the parents of children with ADHD were found to have higher prevalence of ADHD in childhood (20.33% in mothers and 25% in fathers), history of substance use disorder (6.67%) and, at the limit of significance for postpartum depression (15%). Regarding the active psychopathology, higher current ADHD prevalence was found. The 25.42% of the mothers suffered current ADHD and the 21.43% of the fathers. On the other hand, parents of children with ADHD reported increased emotional discomfort compared to parents of children without ADHD (42.37% in mothers and 26.79% in fathers). In conclusion, parents of children with ADHD have greater psychopathology compared to parents of children without ADHD.
Morais, Nogueira Mariana. "Instrumentos de evaluación y diagnóstico del trastorno por déficit de atención con hiperactividad (TDAH) en adultos: Clínica y estudio de la comorbilidad con los trastornos por uso de sustancias (TUS)." Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/145395.
The present work studies the Attention Deficit Hyperactivity Disorder (ADHD) in adults, a condition characterized by deficits in attention capacity and high hyperactivity and impulsivity behaviours. This disorder, which has an estimated prevalence of 3-4% in the general population, causes a significant impact in academic, work, social and family areas. One of the main difficulties arising from ADHD assessment in adults is the change that occurs in the clinical expression of the disorder in adulthood comparing to childhood. Given the need for valid and reliable instruments for its diagnose, we carried out the validation of the Spanish version of the Conners’ Adult ADHD Diagnostic Interview for DSM-IV (CAADID) (Epstein et al., 1999), a widely used instrument in both clinical and research settings. The analysis of criterion and concurrent validity showed that the Spanish version of CAADID is a valid instrument to ADHD diagnose in adults. Most studies on personality and ADHD focus on personality disorders more than in normal trait personality models. Similarly, the literature on personality characteristics in adults with ADHD is scarce and results vary according to the theoretical approach from which personality is evaluated. The second study of the present work aimed to assess the discriminant and criterion validity of the Zuckerman-Kuhlman Personality Questionnaire (ZKPQ) (Zuckerman, 2002), an instrument used to assess normal personality traits. The results of this study demonstrated that this instrument adequately discriminate subjects with ADHD compared to subjects from the general population, and allows establishing a personality profile in adults with ADHD. One of the most common comorbid disorders in ADHD adults is the Substance Use Disorder (SUD). Likewise, about 20-30% of patients with ADHD have a comorbid SUD. Comorbidity is, in fact, one of the causes contributing to the complexity of adult ADHD diagnosis, and this difficulty increases when SUD is present. The Psychiatry Research Interview for Substance and Mental Disorders (PRISM) (Torrens et al., 2004) allows to simultaneously assess abuse and substance dependence disorders, both current and lifetime, as well as other Axis I and Axis II diagnostic categories (Antisocial and Borderline Personality Disorder). The third study of this work assessed the criterion and concurrent validity of the "Adult ADHD section" of the PRISM. The results showed an adequate ability to classify ADHD subjects and a satisfactory correlation with other instruments valid for assessment of this disorder. As in most psychiatric disorders, the cause of comorbidity with TUS in ADHD patients appears to be caused by the combination of multiple clinical factors, including the severity of the disorder in childhood and the persistence in adulthood, as well as comorbidity with other externalizing conduct disorders (Biederman et al., 2008; Fergusson et al., 2007; Wilens et al., 2011). The last study of the present research analysed together for the first time a large number of childhood and adolescence variables associated with the presence of TUS in ADHD adults. Specifically, externalizing conduct disorders comorbidity, temperament traits, academic and environmental factors and family history. Also, comparing to a clinical sample without ADHD, a greater prevalence of SUD and functional impairment was found in subjects with ADHD. In summary, the main objective of this doctoral thesis is to contribute to the development of assessment and diagnostic measures of ADHD in adults. Moreover, also intended to assess the usefulness of these instruments in daily clinical practice, providing a better definition of the disorder, associated clinical characteristics and comorbidity, and further investigate its association with substance use disorders.
Barahona, Heredia Luciana Macarena. "Relación entre conciencia lectora y procesos semánticos en niños de 4° a 6°grado con y sin TDAH, con y sin dislexia de una institución educativa privada de Lima metropolitana - 2017." Master's thesis, Pontificia Universidad Católica del Perú, 2018. http://hdl.handle.net/20.500.12404/15212.
The objective of the study was to describe the relationship between Reading Consciousness and Semantic Processes in children from 4th to 6th grade with and without ADHD, with and without dyslexia from a private educational institution in Metropolitan Lima. It is a basic, descriptive research developed under a correlational design with a sample of 78 students of the fourth, fifth and sixth grade of a private educational institution. The instrument used for the evaluation of reading consciousness was ESCOLA (Scale of Reading Consciousness) and to evaluate the semantic processes the PROLEC-R (Evaluation of Reading Processes) was applied. The results show that there is a direct and statistically significant relationship between the global reading consciousness and the understanding of sentences as a semantic process of reading in children with ADHD and without dyslexia. Similarly, between the global reading consciousness and the understanding of texts as a semantic process of reading in children without ADHD and with dyslexia, and global reading consciousness and the understanding of texts as a semantic process of reading in children without ADHD and without dyslexia.
Tesis
Amado, Luz Laura. "Eficacia relativa y diferencial de una intervención combinada versus farmacológica para el Trastorno por Déficit de Atención con Hiperactividad en la infancia." Doctoral thesis, Universitat Ramon Llull, 2012. http://hdl.handle.net/10803/83710.
El TDAH es un trastorno neuro-evolutivo de la atención, la actividad y la impulsividad de naturaleza crónica, que afecta a un 4% de la población, asociándose frecuentemente con otros trastornos, como los problemas de conducta y las dificultades de aprendizaje. En la actualidad, hay evidencia empírica sobre su origen genético y biológico, aunque su curso evolutivo y pronóstico están enormemente influidos por factores ambientales. De ahí que un adecuado abordaje del proceso de evaluación e intervención de este trastorno deba contemplar de forma temprana los contextos donde el niño se desenvuelve (escuela, familia y comunidad), contando con un equipo multidisciplinar. En esta línea, las modalidades de intervención que han mostrado ser más efectivas son las medicaciones estimulantes, las intervenciones psicosociales y los tratamientos que combinan ambas opciones terapéuticas. El estimulante más utilizado para el TDAH, el metilfenidato, es el fármaco más prescrito en psiquiatría infantil y se ha constatado reiteradamente su efectividad. Pero se debe administrar con cautela porque presenta limitaciones que en ocasiones no compensan su administración, como sus efectos indeseados; el desconocimiento sobre sus efectos a largo plazo; y los escasos estudios sobre su eficacia y seguridad en niños preescolares. Estos hallazgos nos instan a considerar las intervenciones psicosociales, que son también una buena opción terapéutica. Las intervenciones psicosociales validadas empíricamente son el entrenamiento a padres y a maestros en el manejo del trastorno, y en menor medida el entrenamiento en habilidades socio-emocionales al propio niño. La finalidad de estas terapias es que paralelamente o tras la formación, se implementen intervenciones conductuales, cognitivo-conductuales, escolares y socio-emocionales en los contextos naturales del niño. Sin embargo, a pesar de la eficacia de estas modalidades de intervención de forma aislada, se han mostrado mejoras superiores con los tratamientos combinados o multimodales, que cubren un amplio abanico de dificultades y planos de funcionamiento, permitiendo en ocasiones reducir la dosis de medicación con un mantenimiento de los efectos positivos. Pero desafortunadamente, aún se observa una relativa carencia de estudios que incluyan tratamientos combinados para el TDAH infantil, al menos en España. Y en el mejor de los casos, las intervenciones han sido muy breves e intensivas. Asimismo, no se han publicado estudios sobre la eficacia de estas intervenciones para mejorar variables como el clima escolar y familiar de estos niños. Precisamente, el objetivo de este proyecto es analizar la eficacia relativa y diferencial de un tratamiento combinado (medicación estimulante+entrenamiento a padres y maestros) versus farmacológico, durante un curso escolar, para mejorar diversas variables relacionadas con el niño hiperactivo, sus maestros y sus padres (síntomas, rendimiento académico, clima escolar y familiar, autoeficacia percibida y conocimientos sobre TDAH).
ADHD is a neuro-developmental disorder of attention, impulsivity and activity of a chronic nature, affecting 4% of the population, frequently associated with other disorders such as behavioral problems and learning disabilities. Today, there is empirical evidence on genetic and biological origin, although its clinical course and prognosis are greatly influenced by environmental factors. Hence, an adequate management of the process of assessment and intervention for this disorder should contemplate early contexts where the child develops (school, family and community), with a multidisciplinary team. In this stratum, the interventions that have proven most effective are stimulant medications, psychosocial interventions and treatments that combine both options. The stimulant used for ADHD, methylphenidate, is the most prescribed drug in child psychiatry and has been found repeatedly to be effective. But it should be administered with caution, because it has limitations, like its side effects, the lack of long-term effects, and the few studies on efficacy and safety in preschool children. These findings urge us to consider psychosocial interventions, which are also a good option. Empirically valid psychosocial interventions are parent training and teachers in the management of the disorder, and less training in socio-emotional skills the child itself. The purpose of these therapies is that, - parallel or after the training -, behavioral, cognitive-behavioral, and socio-emotional interventions would be implemented in the child's natural settings. However, despite the effectiveness of these modalities of intervention in isolation, greater improvement has been shown with combined or multimodal treatments covering a wide range of problems, allowing sometimes to reduce the dose of medication, with a maintenance of positive effects. But unfortunately there is still a relative lack of studies involving combined treatments for childhood ADHD, at least in Spain. And in most cases, interventions have been very brief and intensive. Also, there are no published studies on the effectiveness of these interventions to improve variables such as school and family environment of these children. The precise purpose of this project is to analyze the relative and differential efficacy of combined treatment (stimulant medication + training for parents and teachers) versus drug, during a school year, in order to improve various variables related to the hyperactive child, their teachers and their parents (symptoms, academic performance, school and family evironment, self-efficacy and knowledge about ADHD).
Ríos, Fernández Giuliana Lizbeth. "Eficacia de un programa de intervención de comprensión lectora adaptado y específico, del área de comunicación, en un estudiante del 3ero de secundaria con TDAH de un colegio privado del distrito de San Isidro." Master's thesis, Pontificia Universidad Católica del Perú, 2017. http://tesis.pucp.edu.pe/repositorio/handle/123456789/9887.
The present investigation is titled effectiveness of an specific an adapted intervention program of Reading comprehension of 3rd of secondary student with ADHD of a private school in the district of San Isidro. The study is significant, because it guides the pedagogical task at a theoretical and practical level in the treatment of students with ADHD who present difficulties in the reading processes. It´s purpose is to prove the effectiveness of the program and corroborate the need of adapting reading comprehension programs; since students with ADHD manifested difficulties, in most of the cases, in the semantic component. The elaboration of the specific and adapted intervention program, and it´s respective application, evidence the need of the use of metacognitives, cognitives, self – regulated and attentional strategies; with the end of generating activities that allow the achievement of the comprehension levels that the student must develop. It´s worth noting the necessity of the joint work of parents, specialists, teachers and therapists, as be meaningful as long as it is involved with aforementioned agents.
Tesis
Freitas, Claudia Rodrigues de. "Corpos que não param : criança, "TDAH" e escola." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/32310.
Esta pesquisa analisa os discursos que identificam um número expressivo de crianças como hiperativas na Educação Infantil da Rede Municipal de Ensino de Porto Alegre. O discurso escolar produz diagnóstico e encaminha aos consultórios médicos, mas com que intenção? O que muda na organização pedagógica a partir do diagnóstico ou do laudo médico? O que denuncia o corpo? O que anuncia o corpo? As perguntas foram traduzidas de forma a organizar a questão central da pesquisa: O que acontece com o saber e o não saber da educação face aos Corpos Que Não Param? Para dar sustentação às buscas, foram desenvolvidos alguns conceitos fundamentais. O conceito de normalidade, tendo como base o pensamento de Canguilhem e Foucault, associa-se ao pensamento sistêmico de Gregory Bateson. Considerando a contínua articulação entre normal e anormal busca-se a construção do conceito de Transtorno de Déficit de Atenção com Hiperatividade – TDAH, tomando as referências históricas de construção desse conceito e as evidências de que o diagnóstico referente a tais sujeitos se apresenta na forma de epidemia no contexto investigado. Uma análise cartográfica da atenção, conceito também central na tese, dá evidência à Atenção entendida não como condição prévia, mas em seu movimento circular de invenção, como efeito da/na aprendizagem. O trabalho de investigação foi desenvolvido conferindo destaque a bebês e crianças pequenas que integram a Rede Municipal de Ensino de Porto Alegre, por meio da atenção aos discursos das Educadoras Especiais que prestam atendimento a essas crianças e assessoria às escolas. A partir das entrevistas, houve a composição de grupos de argumentação que, em forma de pequenos títulos, são chamados de Nomes-Perguntas: Quando as crianças param? Como essas crianças são referidas? Que palavras, que grupos de argumentações são usados? Como o desamparo se mostra nas crianças, famílias e professoras? Dentre as evidências, uma das mais importantes é a que identifica hiperatividade associada a uma dimensão de desamparo, dirigida não só ao sujeito criança, mas a todos os implicados nessa rede. O desamparo, entendido como uma forma aguda de sofrimento de diversas ordens acaba por produzir uma existência de sofrimento. No entanto, a partir do olhar dirigido ao contexto, foi observado que crianças em estado de desamparo, quando encontraram o cuidado e a atenção personalizada, apresentaram uma mudança que se traduz em possibilidade de convivência e aprendizagem na escola.
This research analyzes the several discourses that identify a significant number of children as hyperactive in Child Education in the Schools of the City of Porto Alegre. The school discourse results in diagnosis and refers to doctor's offices, but with what purpose? What changes in educational organization with the diagnosis or medical report? What does the body denounce? What does the body announce? These questions were translated into a way to organize the focal point of the research: What happens with knowing and not knowing in education vis-à-vis Bodies That Will Not Stop? In order to substantiate the searches, some essential concepts were developed. The concept of normalcy, based on the thinking of Canguilhem and Foucault, is associated to the systemic thinking of Gregory Bateson. Considering the continuous articulation between normal and abnormal, the construction of the concept of Attention Deficit Hyperactivity Disorder - ADHD is pursued, using the historical references to build this concept and the evidence that the diagnosis for such subjects takes the form of epidemics within the investigated context. A cartographic analysis of attention, also an essential concept in this paper, evidences understood Attention not as a condition precedent, but within its circular invention movement, as an effect of and in learning. The investigation work was conducted with focus on babies and small children of the Schools in the City of Porto Alegre, by means of attention to the discourses of Special Educators tending to these children and assisting these schools. Based on the interviews, groups of arguments were formed under small titles, called Question-Names: When do the children stop? How are these children referred? Which words, which groups of arguments are used? How does abandonment show in children, families and teachers? Among the evidences, one of the most important is the one that identifies hyperactivity associated to a dimension of abandonment, focused not only on the subject child but also on all of those affected in this network. Abandonment, understood as an acute form of suffering of several orders, ultimately produces a painful existence. However, by focusing on the context, it was observed that children in an abandonment state, when experiencing personal care and attention, showed a change that translates into the possibility of interacting and learning at school.
Esta investigación analiza los discursos que identifican un número expresivo de niños como hiperactivos en la Educación Infantil de la Red Municipal de Enseñanza de Porto Alegre. El discurso escolar produce diagnóstico y encamina a los consultorios médicos, pero, ¿con qué intención? ¿Qué cambia en la organización pedagógica a partir del diagnóstico o del laudo médico? ¿Qué denuncia el cuerpo? ¿Qué denuncia el cuerpo? Las preguntas se tradujeron para organizar la cuestión central de la investigación: ¿Qué ocurre con el saber y el no saber de la educación de cara a los Cuerpos Que No Paran? Para dar sustentación a las búsquedas, se desarrollaron algunos conceptos fundamentales. El concepto de normalidad, teniendo como base el pensamiento de Canguilhem y Foucault, se asocia al pensamiento sistémico de Gregory Bateson. Considerando la continua articulación entre normal y anormal se busca la construcción del concepto de Trastorno de Déficit de Atención con Hiperactividad – TDAH, tomando las referencias históricas de construcción de ese concepto y las evidencias de que el diagnóstico referente a tales sujetos se presenta en la forma de epidemia en el contexto investigado. Un análisis cartográfico de la atención, concepto también central en la tesis, da evidencia a la Atención entendida no como condición previa, sino en su movimiento circular de invención, como efecto del/en el aprendizaje. El trabajo de investigación fue desarrollado dándole destaque a bebés y a niños pequeños que integran la Red Municipal de Enseñanza de Porto Alegre, por medio de la atención a los discursos de las Educadoras Especiales que prestan atención a esos niños y asesoría a las escuelas. A partir de las entrevistas, hubo la composición de grupos de argumentación que, en forma de pequeños títulos, son llamados de Nombres-Preguntas: ¿Cuándo paran los niños? ¿Cómo se refieren a esos niños? ¿Qué palabras, qué grupos de argumentaciones se usan? ¿Cómo se muestra el desamparo en los niños, familias y profesoras? Entre las evidencias, una de las más importantes es la que identifica hiperactividad asociada a una dimensión de desamparo, dirigida no sólo al sujeto niño, sino a todos los implicados en esa red. El desamparo, entendido como una forma aguda de sufrimiento de diversos órdenes acaba por producir una existencia de sufrimiento. Sin embargo, a partir de la mirada dirigida al contexto, se observó que niños en estado de desamparo, cuando encontraron el cuidado y la atención personalizada, presentaron un cambio que se traduce en posibilidad de convivencia y aprendizaje en la escuela.
Bigorra, Gualba Aitana. "Entrenamiento cognitivo en memoria de trabajo para niños con TDAH: ensayo clínico aleatorizado." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/402403.
Objective: ADHD affects working memory (WM) and other executive functions (EF) which negatively impact school performance, clinical symptoms, and functional impairment. The aims of the present study were to analyse the efficacy of a computerised WM training on other cool and hot EF, learning, clinical symptoms, and functional impairment. Method: 66 children with combined-type ADHD between 7-12 years of age from a Child and Adolescent Psychiatric Unit were included in this randomized, double-blind, placebo-controlled, parallel-group clinical trial. The participants were randomized (1:1) to an experimental group (RoboMemo®, Cogmed Working Memory Training™) (n=36) or a control group (placebo training). Assessments were conducted at baseline (T0), 1-2 weeks (T1), and 6 months post-intervention (T2) with the administration of EF rating scales, performance-based measures of cool and hot EF, measures of academic achievement, and questionnaires regarding clinical symptoms and functional impairment. The participants, their parents, their teachers and professionals who performed the cognitive assessments were blinded. Correlational analysis between WM and hot EFs at baseline were also performed to better clarify the nature of this interrelation. Results: Adjusted multiple linear regression analysis showed significant improvements in cool EF scales, especially at long-term, in performance-based measurements of cool EFs response inhibition and sustained attention at short-term (that persisted at long-term), and in ADHD symptoms and functional impairment in school environment at long-term. Effect sizes were mostly moderate to large. Statistically significant correlations were found between WM and Theory of mind (ToM) measures at baseline, but not between WM and decision-making. Adjusted multiple linear regression analysis showed not significant improvements in hot EFs decision-making or ToM at any point time. Conclusions: WM training had a significant impact on ADHD deficits achieving long-term far-transfer effects on cool EFs, ADHD symptoms, and functional impairment. There was no relationship between WM and decision-making in ADHD. A relationship was found between WM and ToM, but CWMT did not show far-transfer effects on ToM deficits in ADHD.
Portes, Barroso Claudia Cristina. "La experiencia de un programa de yoga y meditación para estudiantes de primaria con TDAH." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/665927.
The purpose of this research is to present the design, implementation and evaluation of a yoga program for children in third grade, looking at students with ADHD (attention-deficit hyperactivity disorder) and exploring the personal experiences of children with respect to said program. The yoga program is a psychoeducational intervention with an inclusive approach and of a secular nature to be applied within the school curriculum. This program presents an inclusive vision with meditations that are intended to strengthen attention in children, especially in children with ADHD. The intervention, yoga and meditation class is 15 minutes twice a week session for 16 weeks. Participants include 125 third grade students, six of them with ADHD diagnosis, attending an elementary school in Barcelona. We used a participatory evaluation (PE) methodology, using a combination of participant observation, interviews, discussion groups, open-ended questionnaires, to explore the experiences and perceptions of students and teachers. And self-report attention test (CARAS) is administered to children before and after the intervention. Results of this study provide evidence that the 3rd grade students participating have experienced states of relaxation and calm throughout the program and have been able to share their perceptions and experiences during the classes. Some of them conveyed that they were able to transfer those techniques to situations in and outside of the school environment. The results of the CARAS test have also shown a group average increase in attention capacity in the five groups of third grade participants, four of the six of children with ADD-ADHD increase their attention capacity at the end of the program. These findings suggest that implementation of yoga is acceptable and feasible in elementary school setting and has the potential of enhancing attention and promoting well-being in children. Limitations and suggestions for future research are discussed.
Labrador, Roca Victor. "La Intervención docente y sus efectos en la conducta del alumnado con TDAH en educación física: un estudio de casos." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/400863.
The purpose of this doctoral thesis is to identify the conduct of pupils with ADHD by differentiating between desirable and non-desirable forms of behaviour; to describe educational interventions on the basis of the use of behaviour modification techniques in response to desirable and non-desirable forms of behaviour among pupils with ADHD; and to analyse the effect after educational intervention on the conduct of pupils with ADHD by assessing whether or not their behaviour changes after such intervention has taken place. The thesis is a multiple case study involving six Physical Education {PE) teachers and six pupils diagnosed with ADHD from the mid grade (4th year) and higher grade (5th and 6th years) of Primary Education throughout one academic year. The researcher adopted the role of non participating observer, using field notes to identify the behaviour of pupils with ADHD, to describe the educational interventions and to analyse the latter's effect on pupils' behaviour. Subsequently, the PE teachers were interviewed in order thus to complete the information gathered from observation. The quantitative data was subjected to descriptive and inferential analysis, and the qualitative data to content analysis of the narrative registers. Among the most striking results was the fact that 19% of forms of conduct were seen to be desirable, whereas the remaining 81% were perceived as non-desirable. Also observed were a total of 16% of educational interventions based on techniques aimed at enhancing or maintaining forms of behaviour (praise, attention, physical contact, rewards and privileges) and 84% of educational interventions based on techniques to diminish or eradicate forms of behaviour (differential reinforcement of low rates of behaviour [DRL], punishment, response cost, time out, directive instructions, interrogative instructions, informative instructions and extinction). The most important conclusions are the following: a) teachers should strive to create situations in which a greater number of instances of desirable behaviour are fostered (avoiding pupils' standing in line when it comes to carrying out an exercise, including explanations while the activity is under way, avoiding prolonged explanations of a new situation, controlling the duration of explanations, allowing pupils either to form part of the explanation, or else form part of the demonstration directed by teachers in class time, physical proximity between teachers and pupils when it comes to giving an explanation and so on); b) more frequent use should be made of techniques to enhance or maintain forms of behaviour; c) techniques of reinforcement or positive techniques (DRL) should be applied more often than punishment, extinction and instructions, since this study shows that they, too, are effective.
Tria, Parareda Núria. "Cursant Concerta. Una aproximació etnogràfica a nens, adolescents i joves diagnosticats de TDAH." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/434476.
A diagnosis of ADHD and treatment with methylphenidate (Ritalin) or atomoxetine (Strattera), combined with cognitive-behavioral therapies (though not always), has emerged in recent decades as the solution that education and health professionals customarily provide to children who are considered not to make adequate progress at school. This “solution” has generated intense debate and produced controversial literature ever since the 1980s when ADHD was included in clinical psychiatric diagnostic manuals, especially in the US, a pioneer in pathologizing this area of children’s and families’ lives. While some maintain that ADHD is an “invented” disease, others point to the “scientific evidence” of its location in the brain and the genetics involved in its presentation. In this study, I aim to explore the social phenomenon of ADHD through ethnographic field- work, specifically by studying a local context comprised by two sites of analysis, both located in Barcelona: a Childhood & Juvenile Mental Health Center (CSMIJ, in Catalan) and my own workplace, a Secondary Education Institute, (IES, in Catalan). I have planned the research to take place in two periods, from two different angles, reflected in the two parts that make up the ethnography. In the first part, in order to better grasp the phenomenon of ADHD in its totality, I approach it as a “global social fact,” using the concepts of “interplay” and “institution” to inquire and describe the processes of construction and institutionalization of the medical classification of ADHD and its management in children, adolescents and young adults at both the CSMIJ (Chapter 1) and the IES (Chapter 2). In the second part (Chapter 3), I approach the personal experience of certains youths who at some point in their lives have been diagnosed with ADHD and medicated. I have listened to their voices and considered what it means to “develop ADHD” by focusing on the processes of subjectivation and internalization of the biomedical taxonomy, as well as what I call the “logics of diagnosis.” The final reflection centers on the configuration of the personhood and identity of these children, adolescents and young adults who have been diagnosed with ADHD and medicated. I understand “identity” as a construction-in-process and in constant dialogue, between institutional interplay[1] and individual biographical particularities. I venture to ask if we could be dealing with “medicalized identities,” and finally, I attempt to explain what the expression “cursant Concerta[2]” (one that I felt charged with meaning on the ground) means to me.
Barrera, Montañez Ana Magaly, Carbajal Ana María Marchinares, and Cardó Karla Milagros Villalobos. "Relación entre la autorregulación del aprendizaje y los procesos semánticos de la lectura en estudiantes con dificultades específicas de aprendizaje con y sin TDAHh de 1º a 4º de secundaria de un colegio especializado del distrito de Santiago de Surco." Master's thesis, Pontificia Universidad Católica del Perú, 2017. http://tesis.pucp.edu.pe/repositorio/handle/123456789/12185.
Tesis
Mancera, Valetts Laura. "Technology-based process for suporting university students with ADHD." Doctoral thesis, Universitat de Girona, 2019. http://hdl.handle.net/10803/667596.
En esta tesis, los Sistemas Hipermedia Adaptativos (SHA) son usados para generar procesos de formación e-Learning que consideran las características de los estudiantes universitarios que sufren del Trastorno por Déficit de Atención e Hiperactividad (TDAH). De manera general, se desarrolló un proceso que va desde la detección de síntomas hasta al apoyo académico. Específicamente, se desarrolló un modelo del estudiante que considera información personal, demográfica, académica, comportamental, histórica y cognitiva para identificar si un estudiante e-Learning puede tener síntomas del TDAH. Después de ello, considerando las preferencias y fortalezas de los estudiantes con TDAH, se integraron dos estrategias didácticas en el proceso académico, una basada en videojuegos y otra en gamificación. Adicionalmente, se desarrolló una tercera estrategia basada en la implementación del Diseño Universal para el Aprendizaje (DUA) considerando su filosofía de contribuir a disminuir las barreras que no permiten procesos de formación de calidad para todos.
Hernaiz, Guijarro Moisés. "Tiempos de respuesta a estímulos visuales: vinculando el comportamiento individual y colectivo a través de las leyes de la Física." Doctoral thesis, Universitat Politècnica de València, 2021. http://hdl.handle.net/10251/168120.
[CA] En la present tesi es construeixen models matemàtics per a l'anàlisi de temps de resposta (TR) a estímuls visuals en experiments informatitzats. És conegut que existeix una correlació estreta entre els temps de reacció i diversos trastorns cognitius, com ara el Trastorn per Dèficit d'Atenció i Hiperactivitat (TDAH). No obstant això, no existeix consens en l'explicació d'aquestes correlacions. Una primera aportació, més pràctica, d'aquest treball, és el desenvolupament d'una metodologia per a la classificació d'un grup coetani de xiquets en edat escolar. La funció ex-Gaussiana, originada per la convolució entre una Gaussiana i una exponencial decreixent, s'utilitza per a representar les funcions de distribució empíriques de temps de resposta. La metodologia de classificació proposada utilitza les distribucions dels paràmetres de la ex-Gaussiana mu, sigma i tau en una mostra de 168 xiquets, així com la distribució de la moda, obtinguda de les distribucions empíriques dels TR. També utilitza diferents definicions de norma del vector de components (mu, sigma, tau), també analitzat en la mostra. Entre els criteris utilitzats per a detectar els xiquets més allunyats d'un comportament normatiu i, per tant, amb major probabilitat de tenir algun trastorn cognitiu, es troba, per exemple, el percentatge mitjà de prevalença mundial de TDAH (7%) i el fet que els xiquets amb alteracions cognitives presenten respostes més lentes o més ràpides però amb un major nombre d'errors. En una segona part de la tesi, amb una marcada aportació teòrica, s'analitzen les correlacions existents entre els temps de resposta dels participants. S'ha aplicat una metodologia pròpia basada en la transformada ràpida de Fourier de les sèries temporals de les respostes dels xiquets al llarg d'estímuls consecutius i una anàlisi de correlacions basat en l'Entropia de Shannon espectral (per freqüència). Els resultats obtinguts són molt nous, ja que, s'evidencia una correlació elevada entre les respostes dels xiquets, tot i que han fet els experiments de manera totalment independent. A partir de l'evidència empírica de l'existència de correlacions entre les sèries temporals de les respostes dels xiquets, la qual cosa apunta cap a l'existència d'una col·lectivitat, es proposa un model inspirat en la Física per a entendre i explicar les correlacions. Específicament, es demostra l'existència d'un paral·lelisme entre les partícules independents d'un gas ideal i els cervells dels xiquets, que serien, en última instància, els que generen les respostes observables. La distribució de Maxwell-Boltzmann, coneguda de la Física per descriure la distribució de velocitats d'un Gas Ideal en equilibri termodinàmic, emergeix de l'anàlisi dels temps de resposta, en termes dels moments de les funcions ex-Gaussianas que els representen. La possibilitat de comptar amb una funció de distribució de probabilitats, que descriga el comportament natural d'una col·lectivitat, ofereix moltes possibilitats d'aplicació en diferents àrees. Una d'elles és la possibilitat de classificar als individus respecte al grup natural al qual pertanyen. Les implicacions de les aportacions conceptuals d'aquesta tesi es discuteixen al final, on es comenta la continuïtat d'aquest treball.
[EN] Mathematical models are built to analyse response time data to visual stimuli in computerized experiments. The actual correlation between reaction times and cognitive disorders, such as Attention Deficit Hyperactivity (ADHD) disorder, is well known in the literature. However, there is no clear consensus about how to explain this correlation. A first practical contribution of this work is a classification methodology of a coetaneous group of school-aged children. The ex-Gaussian function, originated by the convolution of a Gaussian and an exponential decay functions is used to represent the experimental probability distributions of reaction times. The classification methodology proposed in this work utilizes the probability distributions of the ex-Gaussian parameters mu, sigma and tau across a sample of 168 children, as well as the mode of the empirical probability distributions of the reaction times. Also, some definitions of the norm of the vector with components (mu, sigma, tau) are used. The detection of those children who lie furthest from the normative behaviour, and then, are more likely to suffer a cognitive disorder is performed by including the following criteria: the world prevalence percentage of ADHD (7 %) and the fact that children with this disorder show slower and faster responses. In the case of the fast responses, they should be given along with a higher rate of mistakes. In a second part of this work more conceptual contributions are provided. The evidenced correlations between the children's responses along consecutive visual stimuli are analysed by using the fast Fourier transform and the Shannon's Entropy in spectral form (per frequency). The outcome is surprising as correlations among the children are manifested, even when they carry out the experiments independently. This fact strongly suggests the existence of a collective of children. In order to gain insights into this finding, a Physics-inspired model is proposed. Specifically, the results indicate the existence of a parallelism between the independent particles forming an Ideal Gas and the group of individuals. Then, the Maxwell-Boltzmann distribution of the velocities of the particles of an Ideal Gas, emerges here when the moments of the ex-Gaussian distributions are considered across the sample. This opens many possibilities of applications in different fields as a natural distribution of the response times of the collective is available. For instance, the behaviour of an individual in relation to the natural group it belongs to can be known. The potential applications and impact of these developments are included at the end of this work where the continuity of this work is commented.
Hernaiz Guijarro, M. (2021). Tiempos de respuesta a estímulos visuales: vinculando el comportamiento individual y colectivo a través de las leyes de la Física [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/168120
TESIS
Alza, Millie Carmen Paz. "Intervenciones actuales en el trastorno por déficit atencional con/sin Hiperactividad (TDAH) en niños y adolescentes." Tesis, Universidad de Chile, 2013. http://repositorio.uchile.cl/handle/2250/133863.
Este trabajo, tuvo como propósito, obtener información actualizada sobre los tratamientos referidos al Trastorno por Déficit Atencional con/sin Hiperactividad (TDAH). Al efecto, se realizó una revisión documental sistemática retrospectica de los estudios existentes en los últimos 15 años, e indagando las bases de datos especializadas. A partir de la literatura consultada, se pudo determinar que es un tema que ha provocado en los investigadores gran interés por profundizar la problemática del TDAH, fundamentalmente en la identificación y evolución de los diversos tipos de intervención. Las conclusiones de este trabajo comprobaron que el tratamiento multimodal, es el tipo de intervención que reduce de forma más significativa los síntomas nucleares del TDAH. El paciente no sólo recibe atención farmacológica, sino que también se le educa y asiste en su entorno. Este nuevo enfoque permite al niño enfrentar en forma más eficaz el Trastorno. El estudio determinó coincidencias de los autores en la importancia del apoyo económico del Estado, que permita mejorar las condiciones de investigación e intervención del Trastorno. Queda de manifiesto la elevada prevalencia del Trastorno y la importancia de continuar investigando sobre el origen y diagnóstico del mismo, para así obtener alternativas de calidad en el tratamiento a futuro
Calderón, Fort Juan José. "Bienestar psicológico en adultos jóvenes con trastorno por déficit de atención con hiperactividad." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2015. http://tesis.pucp.edu.pe/repositorio/handle/123456789/6538.
The objective of this research was to analyze the way psychological well-being is present, overall and by scales, among people with attention deficit and hyperactivity disorder (ADHD) and the possible differences that can be found when compared to people without ADHD. The study was made among 58 college students between that ages of 18 and 30, where 29 were diagnosed with ADHD and 29 who weren’t. For the comparative group the ASRS v1.1 (Adult ADHD Self-Report Scale versión1) (Kessler et al., 2007) was used for filter purposes. For psychological well-being the participants was assessed the 29 items short version Psychological Well-Being Scale (Diaz et al, 2006). Results found that participants diagnosed with ADHD score lower in the self-acceptance Environment management, purpose in life and personal growth scales and in overall well-being that those who weren’t diagnosed. The research found significant relations among both constructs where people with ADHD show lower psychological well-being that those without ADHD. The present study does not state direct causality, but encourage follow up studies to keep investigating both subjects.
Tesis
Garibo, Murillo Carlos, and Torres Francisco José Urrutia. "“ASOCIACIÓN DEL TRASTORNO DEL DÉFICIT DE ATENCIÓN E HIPERACTIVIDAD EN PACIENTES CON DIAGNÓSTICO DE ASMA”." Tesis de Licenciatura, Medicina-Quimica, 2013. http://ri.uaemex.mx/handle/123456789/14063.
Sánchez, Olivera Carolina. "ESTRUCTURA FAMILIAR EN NIÑOS CON DIAGNÓSTICO DE TRASTORNO POR DÉFICIT DE ATENCIÓN CON O SIN HIPERACTIVIDAD DE LA UNIDAD DE MEDICINA FAMILIAR No. 64; 2012." Tesis de Licenciatura, Medicina-Quimica, 2013. http://ri.uaemex.mx/handle/20.500.11799/13980.
Flores, Cabrera Alicia Carola, and Pajuelo Ana Marissa Montenegro. "Factores de riesgo biológicos asociados a niños con trastorno por déficit de atención e hiperactividad." Universidad Nacional Mayor de San Marcos. Programa Cybertesis PERÚ, 2002. http://www.cybertesis.edu.pe/sisbib/2002/flores_ca/html/index-frames.html.
Carpio, Arias Tannia Valeria. "Aspectos cronobiológicos, emocionales y nutricionales en pacientes con Trastorno de Déficit de Atención e Hiperactividad." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/662728.
Mendoza, Salazar Juan Carlos. "Conocimientos en el trastorno de déficit de atención e hiperactividad en docentes de Lambayeque - 2015." Bachelor's thesis, Universidad Católica Santo Toribio de Mogrovejo, 2018. http://tesis.usat.edu.pe/handle/usat/1008.
Tesis
Montenegro, Pajuelo Ana Marissa, and Cabrera Alicia Carola Flores. "Factores de riesgo biológicos asociados a niños con trastorno por déficit de atención e hiperactividad." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2002. https://hdl.handle.net/20.500.12672/1995.
Tesis de segunda especialidad
Freire, Torres Paula, and San Martín Jennifer Vergara. "Caracterización neuropsicológica del trastorno por déficit atencional con hiperactividad en el adulto." Tesis, Universidad de Chile, 2010. http://www.repositorio.uchile.cl/handle/2250/106288.
Pizarro, Poggini Adonay. "Eficacia de un programa multicomponente de terapia cognitivo-conductal en un contexto de niños chilenos diagnosticados con trastorno por déficit atencional / hiperactividad." Tesis, Universidad de Chile, 2003. http://www.repositorio.uchile.cl/handle/2250/105924.
Toledo, Balderas Leticia Bernarda, and Torres Francisco José Urrutia. "“LA CALIDAD DE VIDA DE LOS NIÑOS CON DÉFICIT DE ATENCIÓN E HIPERACTIVIDAD COMPARADO CON CONTROLES SANOS”." Tesis de Licenciatura, Medicina-Quimica, 2014. http://ri.uaemex.mx/handle/123456789/14711.
Bazay, Dulanto Macarena. "Estrés parental y funcionamiento familiar en padres de niños con trastorno por déficit de atención e hiperactividad." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2020. http://hdl.handle.net/20.500.12404/19570.
The present study investigated the relation between family functioning and parental stress in parents of children diagnosed with ADHD who attends a Mental Health Hospital and an Association that supports families with children with this diagnosis. 87 parents participated answering the Parental Stress Index – Short Form (PSI-SF) to measure perceived parental stress, created by Abidin (1995), and the Family APGAR to measure the family functioning perception through the perception of support received from family members created by Smilkstein (1978). A high level of parental stress was identified, mainly stemming from the parents’ perception regarding the handling of their children’s difficult behavior, and the demands of their role as caregivers. Higher levels of stress were reported in parents with more children, in unemployed parents, in those who had not receives information about the diagnosis, and in those who attended their children with medical check-ups. In addition, it was observed that the parents had a low perception of family functioning. Parent of children who received medication and attended medical check-ups reported less family functioning. Finally, a significant and negative relationship was obtained between the scores of parental stress and the family functioning, where the higher stress, the less family functioning perceived.
Sánchez, Martínez Alberto, Martínez Alberto Sánchez, and González Andres Sánchez. "“ASOCIACIÓN ENTRE SÍNDROME DE RESPIRACIÓN ORAL Y TRASTORNO POR DÉFICIT DE ATENCIÓN E HIPERACTIVIDAD EN PREESCOLAR Y PRIMARIA”." Tesis de Licenciatura, Medicina-Quimica, 2013. http://ri.uaemex.mx/handle/20.500.11799/14439.
Felipe, Julissa, Xiomara Miluska Garcia, Maria Fernanda Gavino, Tercero Anddrea Gutierrez, Ana Meggo, Camila Ramírez, and Gabriela. "Asociación entre hábitos alimentarios y síntomas de déficit de atención e hiperactividad en escolares de 6 a 11 años de colegios privados en Lima, Perú. 2020." Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/656824.
Maurens, Mery Nicole, Peredo Francisca Olivares, and Subiabre Vania Vergara. "Habilidades psicolinguisticas en escolares de entre 6 años y 9 años 11 meses con trastorno por deficit atencional e hiperactividad." Tesis, Universidad de Chile, 2013. http://www.repositorio.uchile.cl/handle/2250/116722.
Attention deficit hyperactive disorder (ADHD) is characterized by a triad of symptoms: impulsiveness, inattention and hyperactivity; it is also the main reason for consultation in psychiatric and child mental health services during school age in our country. Research indicates that the causes of ADHD are mainly due to executive functions problems, essential for the development of psycholinguistic abilities; but the relationship between these skills and ADHD has not been exhaustively studied in the speech language therapy field. For this reason, the purpose of the present study is to characterize a psycholinguistic profile of children with ADHD and compare it with a profile of children without ADHD and typical language development, using the Illinois Test of Psycholinguistic Abilities (ITPA). For that purpose, 17 children of the study group and 17 children of the comparison group, from 6 years to 9 years and 11 months, were evaluated. All children attend regular schools in the Metropolitan Region. The results show that the children of the study group obtained lower results than the comparison group, based on the medians in 5 of the 10 subtests of the ITPA, presenting only significant differences in the auditory association item. In terms of general performance, the ADHD group showed results slightly inferior to the comparison group. It is concluded from this research that psycholinguistic abilities in children with ADHD do not differ greatly from those of children without ADHD and typical language development or the norm set by the ITPA.
Wong, Chen Corina Shumi. "Estilos parentales y evitación experiencial en padres de niños con trastorno por déficit de atención con o sin hiperactividad." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2018. https://hdl.handle.net/20.500.12672/10035.
Tesis