Revisión del modelo de alerta e intervención psicolingüística en el trastorno por déficit de atención e hiperactividad

Abstract

Introduction. In every class in our schools, teachers are faced with one or two children with attention deficit hyperactivity disorder (ADHD), a neurobiological disorder with three main clinical axes: lack of attention, hyperactivity and impulsiveness. Generally speaking, these children develop poorer psycholinguistic skills, although over 50% of these problems remain undetected because they are concealed by the child's behaviour. Most of the children will see some kind of adverse effect on their academic performance, chiefly in areas concerning reading and writing. Development. The language disorders in ADHD are mainly related to the areas of semantics and pragmatics and, to a lesser extent, to phonetic-phonological aspects. They are discernible from the earliest months of life, during the preverbal stage, which is the time when the infant's character is being shaped. In this case, our experience shows that the character can be classed as difficult or inflexible and explosive in 56.5% of children diagnosed with ADHD. Moreover, we know that many children with this disorder find it difficult to engage in play, and 30% of them have retarded language development. A rather undefined percentage of children can have similar problems to those of children with autism spectrum disorders, which makes the differential diagnosis even more complicated. Conclusions. The mixed model of intervention in ADHD includes language work within the context of cognitivebehavioural programmes and the development of narrative skills and social competencies through a literary creativity workshop. This study offers a review of the psycholinguistic problems affecting children with ADHD in the light of our own experience, together with other clinical evidence.

Desempenho de escolares com transtorno de déficit de atenção e hiperatividade em tarefas metalinguisticas e de leitura

“…Deve-se, portanto, considerar que esse transtorno tem uma base neurobiológica ocasionando alterações em mecanismos cognitivos que estão associados com a aprendizagem, tais como atenção sustentada, funções executivas, déficit de inibição motora, entre outros [4][5][6]9,11,16,17 . Além disso, levando-se em conta que as aquisições posteriores, como a aquisição da leitura e da escrita em um sistema de base alfabético, depende de aspectos subjacentes à linguagem oral como um bom desenvolvimento das habilidades metalinguísticas na fase pré-escolar, pode ser esperado que os déficits em linguagem apresentado por tais crianças têm forte relação com os déficits acadêmicos 4,14,18,19 .…”

Função motora fina, sensorial e perceptiva de escolares com transtorno do déficit de atenção com hiperatividade

“…ADHD, for present changes in the functions responsible for praxis-productive performance of fine motor skills, sensory and perceptual, exacerbate by the characteristic neurological deficit of ADHD (7,8) , may present a significant loss in their academic performance and social impairment, due to the acquisition and learning of written language (4) .…”

“…National (3,18) and international (7,8) studies indicate that 10 to 34% of school-age children are not prepared for the use of efficient performance in fine motor, sensory and perceptual function for the development of writing activities in the school context. Thus, it is necessary the development of fine motor and psychomotor activities in these students, in order to minimize the negative impacts of changes in fine motor academic context.…”

“…According to the literature (7)(8)(9)(10) , students with ADHD have motor disorders related to hyperactivity, lack of attention, executive dysfunction and alterations in working memory and planning, responsible functions for praxis-productive performance of motor skills, which may damage most refined fine motor activities, such as writing.…”

EL TRASTORNO POR DÉFICIT DE ATENCiÓN E HIPERACTIVIDAD (TDAH), DIFERENCIAS ENTRE LOS DIFERENTES SUBTIPOS EN LA COMPOSICiÓN ESCRITA

“…Como puede verse, los problemas atencionales son los que más diferencian a los alumnos en base a diferentes medidas de composición escrita u otras, lo cual es esperable por lo que sabemos al respecto. Es ampliamente conocido el hecho de que el subtipo inatento es más probable que tenga problemas escolares, mientras que el hiperactivo-impulsivo lo tenga en relación con la conducta (Miranda, Presentación, & Jarque, 1999;Moreno & Lora, 2006;Presentación, Miranda, & Amado, 1999;Vaquerizo-Madrid, Estevez-Diaz F, & Diaz-Maillo, 2006).…”