Math Competence and Executive Control Skills in Students with Attention Deficit/Hyperactivity Disorder and Mathematics Learning Disabilities // Competencias matemáticas y control ejecutivo en estudiantes con Trastorno por Déficit de Atención con...

Abstract

ResumenEl trastorno por déficit de atención con hiperactividad (TDAH) presenta una elevada comorbilidad con las dificultades de aprendizaje de las matemáticas (DAM). El objetivo de este estudio era analizar qué competencias matemáticas y qué habilidades del ejecutivo central (atención) presentaban 288 estudiantes, clasificados con TDAH+DAM, con TDAH, con DAM y sin dificultades ni TDAH como grupo comparativo. Se planteó un diseño descriptivo ex post facto, con dos instrumentos de evaluación, el TEMA 3 y el TOVA. Los resultados mostraron diferencias significativas en las variables atencionales entre los dos grupos con TDAH y los dos sin este trastorno, presentando dos subconjuntos homogéneos, uno formado por TDAH y TDAH+DAM, y otro por DAM y COM; sin embargo en la competencia matemática, el TDAH y las DAM influyen de forma diferente entre competencias formales e informales. Se concluye que la comorbilidad TDAH+DAM no condiciona la capacidad atencional, pero sí la competencia matemática.Palabras clave: TDAH, DAM, competencia matemática, ejecutivo central. AbstractAttention deficit disorder with hyperactivity (ADHD) shows a high comorbidity with mathematics learning disabilities (MLD).The aim of this study was to analyze what math skills and what skills the central executive (attention) had 288 students classified with ADHD + MLD, with ADHD, with MLD and without disabilities or ADHD as comparison group. A descriptive ex post facto design was raised, and two instruments of assessment, TEMA 3 and TOVA was utilized. The results showed significant differences in attentional variables between the two groups with ADHD and the two without this disorder, presenting two homogeneous subgroups, one formed by ADHD and ADHD + MLD groups, and another by MLD and COM; however and in the mathematical competence, LDM ADHD influence differently between formal and informal competence. We conclude that comorbid ADHD + MLD group does not condition the attentional capacity, but the mathematical competence.Keywords: ADHD, MLD, mathematical competence, central executive.Agradecimientos: Este trabajo ha sido realizado gracias a la financiación concedida a los autores (IP Luis Álvarez) del proyecto I+D+i del Principado de Asturias (Ref.: SV-PA-13-ECOEMP-55).

State, trait anxiety and selective attention differences in Attention Deficit Hyperactivity Disorder (ADHD) subtypes

“…Some researchers note the importance of identifying comorbidity in ADHD cases, as it is an essential determining factor in the course of the disorder ( Bloemsma et al, 2013 , Elia et al, 2009 , Humphreys et al, 2012 , Rodríguez et al, 2014 ). Comorbidity has been reported to be associated with different disorders, such as learning difficulties, depression, oppositional defiant disorder, behavior disorders, as well as anxiety and mood disorders ( González-Castro et al, 2014 , Skirbekk et al, 2011 ). Regarding anxiety, comorbidity with ADHD is estimated at 20-25% ( Bloemsma et al, 2013 ).…”

Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit/Hyperactivity Disorder and Mathematical Learning Difficulties

“…According to Gray et al., (), students with both MLD and ADHD manifest a set of cognitive problems associated with each one of the individual disorders in an additive fashion – hence the high risk of failing in mathematics. During the elementary‐school years, mathematics learning requires sustained attention in class and independent task work, both of which can be difficult for students with ADHD symptoms (DuPaul, Gormley, & Laracy, ).Thus, it is necessary that interventions stimulate mathematical competencies and word problem solving skills in students who have had difficulties ever since their first scholastic years (González‐Castro, Rodríguez, Cueli, Cabeza, & Álvarez, ; Powell & Fuchs, ). Accordingly, the development and evaluation of a computer intervention strategy aimed at improving mathematical competencies and word problem solving skills was the primary goal of the present study.…”

Effects of Sleep on the Academic Performance of Children with Attention Deficit and Hyperactivity Disorder

“…There are multiple comorbid disorders associated with ADHD, such that significant comorbidity with ADHD often hinders its investigation and detection. The most frequent comorbid disorders are affective problems, anxiety, aggressive impulsive behavior, challenging negativist disorder and oppositional defiant attitude, chronic tics or Tourette's syndrome, mood swings with or without bipolar syndrome, language and communication difficulties, motor coordination disorders, a tendency to use alcohol and other drugs, learning difficulties, school failure, driving problems, and antisocial behavior [7].…”