Cognitive behaviour therapy and inattentive subtype of attention deficit hyperactivity disorder: A non explored area

Mesquita, Cíntia Machado de; Porto, Patrícia; Rangé, Bernard; Ventura, Paula

doi:10.5935/1808-5687.20090004

Cited by 4 publications

(17 citation statements)

References 26 publications

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“…267 Palacios-Cruz et al, 2013); and three were case studies (Hogue, Bobek, & Evans, 2014;Levine & Anshel, 2011;Mesquita et al, 2009). In general, studies with an experimental design and case studies consist of ADHD psychoeducational interventions for family members of children or adolescents with ADHD.…”

Section: Resultsmentioning

confidence: 99%

“…Searches in the Brazilian databases identifi ed only three papers using the combined descriptors. Of these, only one was incorporated into the fi nal sample (Mesquita, Porto, Rangé, & Ventura, 2009), since the other two were duplicates or unavailable. The remaining 501 articles were retrieved from international databases, in which two judges read the abstracts in order to delimit the sample of papers.…”

Section: Methodsmentioning

confidence: 99%

“…Most studies have developed psychoeducation aimed at family members of children and adolescents with ADHD (Anderson & Guthery, 2015;Bai et al, 2015;Coletti et al, 2012;Ferrin et al, 2014;Hernández & Gutiérrez 2014;Hill, 2015;Hogue et al, 2014;Janssen et al, 2014;Kądziela-Olech, 2012;Korzeniowsk & Ison, 2008;Levine & Anshel, 2011;Long et al, 1993;McCarty et al, 2015;McCleary & Ridley, 1999;Montoya et al, 2011;Montoya et al, 2014;Myers et al, 2010;Nussey et al, 2013), or of adults with ADHD (Hirvikoski et al, 2015). One study was conducted with children with ADHD (Levine & Anshel, 2011), four with adolescents with ADHD (Asherson, 2012;Bussing et al, 2012;Hogue et al, 2014;Murphy, 2005), and eight with adults with ADHD (Altin et al, 2016;Asherson, 2012;Hirvikoski et al, 2015;Knouse et al, 2008;Mesquita et al, 2009;Murphy, 2005;Vidal et al, 2013;Young, 1999). The other studies addressed psychoeducation of ADHD for teachers (Aguiar et al, 2014;Hernández & Gutiérrez 2014;Hill, 2015;Kądziela-Olech, 20...…”

Section: Target Populationmentioning

confidence: 99%

“…In the sample analyzed, the focus of psychoeducation addressed the disorder itself and treatment options. In particular, the psychoeducation about the disorder itself involved the following aspects: (a) symptoms of the disorder (Aguiar et al, 2014;Bai et al, 2015;Coletti et al, 2012;Hernández & Gutiérrez 2014;Hirvikoski et al, 2015;Hogue et al, 2014;Kądziela-Olech, 2012;Levine & Anshel, 2011;Mesquita et al, 2009;Montoya et al, 2014;Murphy, 2005;Nussey et al, 2013;Vidal et al, 2013), (b) causes (Aguiar et al, 2014;Bai et al, 2015;Hernández & Gutiér-rez 2014;Hill, 2015;McCarty et al, 2015;Montoya et al, 2014;Myers et al, 2010;Vidal et al, 2013;Young, 1999), (c) impairments due to the disorder (Bai et al, 2015;Hill, 2015;Hirvikoski et al, 2015;Hogue et al, 2014;Kądziela-Olech, 2012;McCarty et al, 2015;McCleary & Ridley, 1999;Murphy, 2005;Vidal et al, 2013), and (d) existing comorbidities (Hill, 2015;McCarty et al, 2015;Mesquita et al, 2009;Montoya et al, 2011;Montoya et al, 2014). Psychoeducation regarding ADHD addressed topics such as medication (Asherson, 201...…”

Section: Focus Of Adhd Psychoeducationmentioning

confidence: 99%

“…Psychoeducational intervention assesses perceptions of the disorder and treatment (Bussing et al, 2012;Young, 1999), and then provides information about ADHD and coping strategies in a systematic and didactic way (Bai et al, 2015;Ferrin, et al, 2014;Hogue et al, 2014;Montoya et al, 2011). Its goal is to help patients and others involved to understand the disorder, its consequences and treatment goals (Altin et al, 2016;Hernández & Gutiérrez 2014;Kądziela-Olech, 2012;Levine & Anshel, 2011;McCarty et al, 2015;Mesquita et al, 2009;Vidal et al, 2013;Young, 1999) as well as empower patients (Hirvikoski et al, 2015) and their relatives in dealing with problems associated with the disorder (Levine & Anshel, 2011;McCleary & Ridley, 1999;Mesquita et al, 2009). Furthermore, bibliotherapy is an alternative that consists of reading as a therapeutic technique, since self-help manuals can be an effective tool for a variety of problems (Long et al, 1993).…”

Section: Concept Of Psychoeducationmentioning

confidence: 99%

See 4 more Smart Citations

Psychoeducation for Attention Deﬁ cit/Hyperactivity Disorder: What, How and Who Shall We Inform?

Oliveira¹,

Dias²

2018

Temas Psicol.

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The aim of this study was to review scientifi c publications about Attention Defi cit/Hyperactivity Disorder (ADHD) psychoeducation. A systematic review of literature was performed in eight national and international databases (Scielo Brazil, Index Psi, Pepsic, Lilacs, ScienceDirect, PsycINFO, Medline, and Scopus) using the combination of ADHD and psychoeducation as keywords. In total, 504 studies were found, although only 29 met the inclusion criteria. Afterwards, the information was organized into categories: the concept of psychoeducation, target population, focus of ADHD psychoeducation, variables related to ADHD psychoeducation, and the characteristics of intervention on ADHD psychoeducation. Results show that not all studies present the concept of psychoeducation adopted by the authors. In general, psychoeducation has focused on the relatives of people with ADHD and carried out as group sessions, lectures, and manuals. ADHD psychoeducation contributes to a better understanding of the disorder, treatment adherence, quality of life, and decreased symptoms of ADHD.Keywords: Attention defi cit disorder with hyperactivity, psychoeducation, literature review. Psicoeducação do Transtorno do Défi cit de Atenção/Hiperatividade: O Que, Como e Para Quem Informar?Resumo O objetivo deste estudo foi caracterizar as publicações científi cas sobre psicoeducação do Transtorno do Défi cit de Atenção/Hiperatividade (TDAH). Foi realizada uma revisão sistemática da literatura em oito bases de dados nacionais e internacionais. Utilizou-se a combinação das palavras-chave TDAH e psicoeducação. No total, foram encontrados 504 trabalhos completos, mas apenas 29 preencheram os critérios de inclusão para análise na íntegra. As informações foram organizadas nas categorias: conceito de psicoeducação, público-alvo, foco da psicoeducação do TDAH, variáveis relacionadas à psicoeducação do TDAH, e características das intervenções em psicoeducação do TDAH. Verifi cou-se que nem todas as

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Target Populationmentioning

confidence: 99%

Section: Focus Of Adhd Psychoeducationmentioning

confidence: 99%

Section: Concept Of Psychoeducationmentioning

confidence: 99%

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Psychoeducation for Attention Deﬁ cit/Hyperactivity Disorder: What, How and Who Shall We Inform?

Oliveira¹,

Dias²

2018

Temas Psicol.

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Effect of a psychomotor intervention program for children with ADHD

Fernandes

Ciasca

Capelatto

et al. 2020

Estud. psicol. (Natal)

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This study verified the effectiveness of a psychomotor intervention program for children with ADHD. The study compared the psychomotor and cognitive performance of children with ADHD submitted and not submitted to psychomotor intervention. Twenty-six male children, 14 with ADHD, divided into experimental group I and II (GE I / GE II), and 12 with typical development grouped into the control group (CG) participated in the study. The children of the GE performed psychomotor and cognitive evaluation at both moments, pre-and post-intervention, and were compared to the CG in the evaluation after the intervention. There were statistically significant differences in the classification scores of the psychomotor profile and in the attention tests and executive functions. It was observed a tendency of improvement indicated by the increase of the means of the functions of body notion, equilibration, temporal space structure, fine praxis, laterality and tonicity, respectively. The results suggest that psychomotor intervention was effective for the treatment of children with ADHD in this study.

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Análise De Conceitos Para Criação De Um Modelo Conceitual Para O Uso De Gamificação Como Auxílio Ao Desenvolvimento Cognitivo De Crianças Com Tdah

Oliveira¹

2015

Anais Do 15º ERGODESIGN USIHC

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RESUMOO Transtorno do Déficit de Atenção e Hiperatividade (TDAH) é uma doença de alta prevalência em crianças na fase escolar. O TDAH é reconhecido como uma condição importante, pelo forte impacto funcional e sendo caracterizado pela persistência de sintomas, superior a seis meses e observado em pelo menos dois contextos, casa e escola. Este artigo se propôs a realizar uma investigação sobre o TDAH, Terapia Cognitivo-Comportamental (TCC) e como a utilizar a mecânica a Gamificação para criar uma metodologia docente diferenciada, centrada nas características específicas das crianças com este déficit, agindo como modelo para auxiliar o desenvolvimento cognitivo de seus portadores.Palavras chaves: Gamificação, TDAH, Jogos, Desenvolvimento Cognitivo. ABSTRACT The Attention Deficit Hyperactivity Disorder (ADHD) is a highly prevalent in school-age disease. ADHD is recognized as an important condition for strong functional impact and being characterized by

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Cognitive behaviour therapy and inattentive subtype of attention deficit hyperactivity disorder: A non explored area

Cited by 4 publications

References 26 publications

Psychoeducation for Attention Deﬁ cit/Hyperactivity Disorder: What, How and Who Shall We Inform?

Psychoeducation for Attention Deﬁ cit/Hyperactivity Disorder: What, How and Who Shall We Inform?

Effect of a psychomotor intervention program for children with ADHD

Análise De Conceitos Para Criação De Um Modelo Conceitual Para O Uso De Gamificação Como Auxílio Ao Desenvolvimento Cognitivo De Crianças Com Tdah

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