Biomedical subjects

A Miranda-Casas

Publications and source records attributed to A Miranda-Casas.

8 recordsLinked to original sources

PubMed2006

[The sociometric status of children with the combined subtype of attention deficit hyperactivity disorder].

INTRODUCTION: Different studies show that one of the most important problem associate with ADHD combined subtype is the difficulty to establish appropriate social relationships, being rejected by their schoolmates. AIM: To study interactions of children with ADHD-C at school; specifically the sociometric status and the features of rejected children compared with non rejected children. SUBJECTS AND METHODS: 23 ADHD-C children from 20 primary schools (2nd to 5th degree) of Castellon were examined, using sociometric tasks and behaviour scales for parents and teachers. RESULTS: Sociometric tasks show that the ADHD-C children were preponderantly rejected by their schoolmates, and the reasons of this rejection were disruptive and antisocial behaviour. Furthermore, rejected children weren't aware of this fact. CONCLUSION: Our findings established the severity of social problems in this children al school.

Attention Deficit Disorder with Hyperactivity↗

PubMed2006

[Learning difficulties in mathematics in children with attention deficit hyperactivity disorder].

INTRODUCTION: Attention deficit hyperactivity disorder (ADHD) and learning difficulties are two diagnostic categories of great social importance and impact, and which are associated in around 25-35% of cases. One explanation offered by researchers to account for this overlap is a deficit in executive functioning (EF). AIMS: 1) To compare EF and applied mathematical knowledge in children with ADHD, difficulties in learning mathematics (DLM) or ADHD + DLM, and to identify the deficiencies they experience. 2) To verify whether the phenotype hypothesis is fulfilled in the case of the ADHD + DLM condition. SUBJECTS AND METHODS: The study involved a quasi-experimental 2 x 2 design, with a sample made up of 78 participants (6-13 years old) who were divided into four groups: ADHD (n = 33), DLM (n = 15), ADHD + DLM (n = 15) and a control group (n = 15). Tests aimed at evaluating different cognitive processes as well as applied mathematical knowledge were administered: inhibitory control (go/no go); verbal working (backward digit-recall and counting memory task) and temporal-visual-spatial memory; short-term memory (direct digit-recall); attention (CPT); calculation speed (Canals) and real-life problems. RESULTS AND CONCLUSIONS: Taking the variables age, gender and intelligence quotient as covariables, results showed that the three groups with problems displayed a deficit of attention and in working memory; the DLM group stood out from the other owing to the presence of a specific deficiency affecting the ability to recall temporal-visual-spatial information. In contrast, deficits in inhibitory control were seen to be specific to ADHD. Finally, findings did not support the phenotype hypothesis, and it was therefore an accumulative profile.

Attention Deficit Disorder with Hyperactivity↗

PubMed2005

[New trends in the evaluation of mathematics learning disabilities. The role of metacognition].

INTRODUCTION: The current trends in the evaluation of mathematics learning disabilities (MLD), based on cognitive and empirical models, are oriented towards combining procedures involving the criteria and the evaluation of cognitive and metacognitive processes, associated to performance in mathematical tasks. AIMS: The objective of this study is to analyse the metacognitive skills of prediction and evaluation in performing maths tasks and to compare metacognitive performance among pupils with MLD and younger pupils without MLD, who have the same level of mathematical performance. Likewise, we analyse these pupils' desire to learn. Subjects and methods. We compare a total of 44 pupils from the second cycle of primary education (8-10 years old) with and without mathematics learning disabilities. RESULTS: Significant differences are observed between pupils with and without mathematics learning disabilities in their capacity to predict and assess all of the tasks evaluated. As regards their 'desire to learn', no significant differences were found between pupils with and without MLD, which indicated that those with MLD assess their chances of successfully performing maths tasks in the same way as those without MLD. Finally, the findings reveal a similar metacognitive profile in pupils with MLD and the younger pupils with no mathematics learning disabilities. CONCLUSIONS: In future studies we consider it important to analyse the influence of the socio-affective belief system in the use of metacognitive skills.

Learning Disabilities↗

PubMed2003

[Unsolved problems in research on difficulties of lexical access: a programme for the future].

Difficulties of lexical retrieval are a complex syndrome which is hard to delimit. The syndrome implies an unexpected failure in word identification, access to meaning, pronunciation and spelling. It affects individuals with normal intelligence and interferes significantly with academic achievement and with everyday tasks that involve the ability to read. It is estimated that 4% of school age children in the USA suffer from it, compared to 2% in Spain. The chronic nature of dyslexia and the social and emotional problems that it brings about are of considerable concern to education professionals. In this paper we attempt an exhaustive review of recent studies on this topic. We use this review as a basis to reflect on the repercussions of recent findings for the design of effective assessment tasks and intervention techniques.

Child↗

PubMed2003

[Assessment and intervention of preschool children with attention deficit hyperactivity disorder symptoms and disruptive behavior].

Attention deficit hyperactivity disorder (ADHD) constitutes one of the most common childhood syndromes and its negative outcomes on all the child's functional domains have been consistently reported in the literature. As a result, their early identification is becoming a topic of increasing concern among the researchers from the field. However, given that many of the behaviors of interest are normative behaviors during this period, diagnosis in preschool years is controversial. Specifically, from a developmental perspective, although it is well known that high levels of motor activity, poor self control, and lack of attention are typical during these years, both expression and intensity of these behaviors are markedly higher on the group of ADHD preschool children. Consequently, their negative interference with daily living, produce significant maladjustments in the child's natural settings. All these ideas justify the need of considering and studying the most appropriate assessment techniques to reliably identify the deficits of ADHD in preschool children. On the basis of these statements, this paper offers a theoretical overview of the most recent developments regarding ADHD assessment and intervention techniques directed to the prevention of cognitive deficits as well as the achievement of a better school and social adjustment of ADHD preschool children.

Attention Deficit Disorder with Hyperactivity↗

PubMed2002

[Phonological processing in children with attention deficit hyperactivity disorder: is methylphenidate effective?].

INTRODUCTION: Although attention deficit hyperactivity disorder (ADHD) is usually associated with language disorders, there are few studies of phonological processing and the efficacy of psychostimulants (methylphenidate) on this. OBJECTIVE: 1. To find whether there are differences in the development of phonological processing, evaluated using linguistic segmentation tests and tests of lexical fluency with a phonetic mediator, between children with ADHD and normal children; and 2. To analyze the effects of methylphenidate on the phonological processing of children with ADHD. PATIENTS AND METHODS: For the first objective, 37 children with ADHD and 37 normal children aged between 5 and 12 years were studied. Twenty were boys and 16 girls of lower middle class. Of these children, 18 of the ADHD and 18 of the normal group were studied for the second objective, 15 boys and 3 girls. Three different tests were used to evaluate aspects of phonological processing: induced phonological register, linguistic follow up and lexical fluency with phonetic mediation. RESULTS: Significant differences were found between the experimental and control groups when carrying out all types of phonological processing tasks. In the experimental group, with or without methylphenidate, improvement was seen in lexical fluency tasks whereas linguistic segmentation test improvement was limited. CONCLUSIONS: These results show the importance of evaluating phonological processing in children with ADHD since this affects learning to read and write.

Attention Deficit Disorder with Hyperactivity↗

PubMed1997

[Neurocognitive treatment for learning disabilities].

The present study examines the viability of an intervention model intended to develop cognitive and metacognitive strategies, by sel-instructional procedures. Furthermore the results of programs that explore the efficiency of this model in the interventions for students with learning disabilities (LD) are discussed. Finally, a number of guidelines for the future research in this area are included, underlining the importance of contextualizing the programs aimed in teaching to thinking.

Cognitive Behavioral Therapy↗

PubMedDate not supplied

[Familial impact of children with the combined subtype of attention deficit hyperactivity disorder: the effects of associated behavioural disorders].

AIMS: To determine the impact that children with ADHD-C (attention deficit hyperactivity disorder, combined subtype) have on their family by analysing their parents' perceptions, and to examine whether the presence of associated behavioural disorders affect that impact. SUBJECTS AND METHODS: Participants in the study included one group made up of the parents of 27 children with ADHD-C and another group consisting of the parents of 27 children without ADHD. The parents in the ADHD-C group were divided into two subgroups according to whether or not their children had an oppositional defiant disorder and/or a co-morbid conduct disorder (10 and 17 families, respectively). RESULTS AND CONCLUSIONS: The results of the analyses performed showed significant differences between the perceptions of the parents of the control children and those of the parents of children with ADHD-C in the following categories: feelings and attitudes, social life, matrimonial relationship, day-to-day relationships with peers and siblings, stress and difficulty in living with their child. Comparisons between the two subgroups of children with ADHD-C did not reveal any significant differences in any of the categories that were analysed, and showed ADHD-C to be the fundamental factor underlying the problems in the family context. Some items, however, suggested that the problem is more serious in the subtype with associated behavioural disorders.

Attention Deficit Disorder with Hyperactivity↗