Componentes de las pruebas de atención y función ejecutiva en niños con trastorno por déficit de atención/hiperactividad

Gx, López-Campo; La, G.; Dc, Aguirre-Acevedo; Ic, Puerta; Da, Pineda

doi:10.33588/rn.4006.2004368

Cited by 10 publications

(8 citation statements)

References 38 publications

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“…Overall, our results are in agreement with previous studies that assume a multi-dimensional construct among both child (Brocki & Bohlin, 2004; Huizinga et al, 2006; Klenberg et al, 2001; Lehto et al, 2003; Levin et al, 1991; López-Campo et al, 2005; Pineda et al, 1998; Welsh et al, 1991) and adult populations (Fisk & Sharp, 2004; Miyake et al, 2000; Pineda et al, 2000). Moreover, both the number of factors identified and their terminology are consistent with what reported by Diamond (2006), Lehto et al (2003) and Miyake et al (2000).…”

Section: Discussionsupporting

confidence: 93%

“…According to the authors, this data actually support the hypothesis of executive dysfunction in children with ADHD. Nevertheless, in a later study, Lopez-Campo et al (2005) noted that EF components in children with ADHD and controls are similar (i.e., three factors), so they concluded that the differences between both groups would be mainly quantitative. In turn, some studies that examined the EF factor structure in children with cerebral injuries ascertained a structure constituted by four and five factors.…”

mentioning

confidence: 95%

“…Regarding the EF components in different child populations, previous studies have analyzed the factor structure of EFs in children with Attention Deficit Hyperactivity Disorder (ADHD) (López-Campo, Gómez-Betancur, Aguirre-Acevedo, Puerta, & Pineda, 2005; Pineda et al, 1998) and among head-injured children (Brookshire, Levin, Song, & Zhang, 2004; Levin et al, 1996). As for the factor structure of EFs in children with ADHD the results are not definitive.…”

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confidence: 99%

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Structure and Invariance of Executive Functioning Tasks across Socioeconomic Status: Evidence from Spanish-Speaking Children

Filippetti

2013

Span. J. Psychol.

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The aim of the present study was to analyze the latent structure of executive functions (EFs) in Spanish-speaking children and to test measurement invariance across socioeconomic status (SES). We sampled 248 children, aged 8 to 12, who were divided into two groups: 124 children from a medium socioeconomic status (MSS) and 124 children from a low socioeconomic status (LSS). We applied a neuropsychological battery consisting of various EF tasks and performed confirmatory factor analysis (CFA) and multi-group CFA (MGCFA). CFA showed best fit for the three factor solution: (a) Working memory, (b) Cognitive flexibility, and (c) Inhibition. Moreover, the MGCFA revealed that the three-factor solution was invariant (configural, metric, and structural) across SES, allowing valid comparison between the groups (MSS and LSS) of factors. Finally, bifactorial MANOVA revealed a significant effect of SES and group age but not for the interaction between the two in the three EF dimensions indicative of quantitative group differences. Results are discussed in terms of the dimensional nature of the EF construct and the effects of SES on executive functioning.

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Section: Discussionsupporting

confidence: 93%

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confidence: 95%

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confidence: 99%

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Structure and Invariance of Executive Functioning Tasks across Socioeconomic Status: Evidence from Spanish-Speaking Children

Filippetti

2013

Span. J. Psychol.

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“…Es el caso de la fluidez verbal, para la que se requiere del recobro del vocabulario conocido, pero estructurado en criterios semánticos y fonémicos, de la fluidez gráfica no semántica, la ejecución de la figura de Rey y la realización del dibujo de la figura humana que implican planeación, atención, memoria de trabajo, programación de la ejecución de diseños y copias complejas, y en aquellas tareas que implican cambios de criterio, procesos inhibitorios y flexibilidad cognitiva. Vale la pena mencionar el trabajo de Lopez Campos, en el cual se encontró que la estructura factorial que mejor explicaba la variancia, tanto en los niños con TDAH como en el grupo control, estaba compuesta por los siguientes factores: categorización, fluidez verbal y atención sostenida y flexibilidad cognitiva, los cuales se encuentran alterados en los pacientes evaluados en el presente estudio 25 incapacidad para mantener la atención niños con TDAH presentaban déficits en las pruebas de control de impulsos, inhibición, planeación y fluidez verbal 9 . Sin embargo, estas diferencias desaparecieron cuando se controlaron por edad y género.…”

Section: Discussionunclassified

Evaluating executive function in schoolchildren with symptoms of attention deficit hyperactivity disorder

Vélez-van-Meerbeke

Zamora

Guzmán

et al. 2013

Neurología (English Edition)

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Attention; Attention deficit hyperactivity disorder; Executive functions; Behavioral assessment system for children; Neuropsychological assessment of children; Weschler inteligence scale for children-revised Evaluating executive function in schoolchildren with symptoms of attention deficit hyperactivity disorder AbstractObjective: To identify impairment of executive functions (EF) in children with attention deficit hyperactivity disorder (ADHD). Subjects and methods:A case-control study was performed on a sample of schoolchildren with low socioeconomic levels in Bogota, Colombia. ADHD was diagnosed using the DSM IV checklist and the Behavior Assessment System for Children scale. Children with cognitive deficits were excluded. We evaluated scores from six measurements of executive function (EF). We conducted a bivariate statistical analysis to compare the variables, a multivariate study controlled by sex and age, and a logistic regression analysis. Results:The study sample included 119 children with ADHD and 85 controls, all aged between 6 and 12 years. Controlling by sex, age, and type of school showed that EF measurements in children with ADHD were significantly more impaired than in controls, especially for measurements of verbal and graphic fluency, Rey-Osterrieth Complex Figure, and cognitive flexibility. Comparison of ADHD subgroups showed that results in children with multiple deficits were similar to those in the global ADHD group. Graphic fluency impairment was the sole impairment in cases with only attention deficit or only hyperactivity-impulsivity manifestations.Conclusions: EF measures in children with ADHD revealed more problems, particularly those having to do within planning, inhibition, working memory and cognitive control. Age and sex may affect the degree of EF impairment.

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“…Con relación a la Neuropsicología del síndrome en general, Etchepareborda, Paiva-Barón y Abad (2009), Arán y Mías (2009) y Galindo y Valera (2014), refieren deficiencias principalmente en la atención selectiva y sostenida y en las funciones ejecutivas. López-Campo, Gómez-Betancur, Aguirre-Acevedo, Puerta y Pineda (2005), concluyen en su estudio alteraciones en el esfuerzo cognitivo, vigilancia continua y la organización verbal fonológica y semántica. Además, se encuentran disfunciones en las tareas de secuencia gráfica, con Ríos-Flórez, J., López-Gutiérrez, C. intrusiones y perseveraciones (Solovieva, Lázaro y Quintanar, 2008;Román, 2014).…”

Section: Funcionamiento Neuropsicológico En El Tdahunclassified

El rol de la neuropsicología y la interdisciplinariedad en la etiología y neurofuncionalidad del Déficit de Atención e Hiperactividad

Ríos-Flórez

López-Gutiérrez²

2018

Psicoespacios

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El déficit de atención con hiperactividad es un trastorno caracterizado por la desatención y desinhibición conductual; así, puede tomar predominio desatento, hiperactivo-impulsivo y combinado o mixto, siendo la última la más frecuente. Son suficientes los estudios que confirman la presencia de signos biológicos en dicho síndrome, los genes transportadores y receptores de dopamina son los más implicados, igualmente se toma en cuenta el factor de heredabilidad. Para su diagnóstico se requiere exámenes neurológicos, así como la aplicación de pruebas neuropsicológicas y la utilización de otros métodos en psicología. En cuanto a la neuropsicología del TDAH en general, se presentan alteraciones en la atención selectiva y sostenida, en las funciones ejecutivas y en la memoria, con diferencias en los predominios. El déficit de atención con hiperactividad es de inicio temprano, y en algunos casos, persiste en la edad adulta, aunque con distintas manifestaciones. Por las áreas afectadas, el tratamiento para pacientes con TDAH debe ser multimodal, en la que se integre intervenciones neuropsicológicas, farmacológicas, psicosociales y psicopedagógicas, con el acompañamiento de sus familiares. Debe destacarse la intervención con programas de neuropsicología orientados a minimizar los compromisos funcionales de la actividad cerebral derivados del síndrome, abordándose de esta manera y no como un cuadro conductual de tipo trastorno.

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Componentes de las pruebas de atención y función ejecutiva en niños con trastorno por déficit de atención/hiperactividad

Cited by 10 publications

References 38 publications

Structure and Invariance of Executive Functioning Tasks across Socioeconomic Status: Evidence from Spanish-Speaking Children

Structure and Invariance of Executive Functioning Tasks across Socioeconomic Status: Evidence from Spanish-Speaking Children

Evaluating executive function in schoolchildren with symptoms of attention deficit hyperactivity disorder

El rol de la neuropsicología y la interdisciplinariedad en la etiología y neurofuncionalidad del Déficit de Atención e Hiperactividad

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