The Diagnostic Utility of Behavioral Checklists in Identifying Children with ADHD and Children with Working Memory Deficits

Alloway, Tracy Packiam; Gathercole, Susan E.; Holmes, Joni; Place, Maurice; Elliott, Julian; Hilton, Kerry A

doi:10.1007/s10578-009-0131-3

Cited by 63 publications

(53 citation statements)

References 35 publications

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“…Respecto a la concordancia entre las mediciones, los resultados obtenidos por este estudio, son similares a los reportados el literatura especializada que han explorado la relación entre medidas computarizadas y escalas para profesores, sin encontrar una relación sistemática entre ambos tipos de medición (Alloway et al 2009;Barkley, 1991;DuPaul et al 1992;Edwards et al 2007;Egeland et al 2009;Kallitsoglou, 2013;McGee et al 2000;Muir-Broaddus et al 2002;Nigg, et al 1996;Naglieri et al 2005 y Weiss y Totten, 2004). Esta falta de concordancia ha generado un debate entre los especialistas sobre cuál de las dos estrategias podría ser más pertinente.…”

Section: Discusión Y Conclusionesunclassified

“…Considerando el argumento sobre el mayor conocimiento del niño que tienen los profesores, este dato no deja de ser importante ya que se vuelve un actor relevante en el proceso no solo del diagnóstico sino también del tratamiento contingente destinado a disminuir el impacto negativo en el niño; lo anterior también puede hacerse extensivo a los padres y a la familia en general (Berger, 2011). No obstante, es relevante considerar el potencial sesgo que conlleva la incorporación de los padres profesores y eventualmente profesionales de la salud no especializados en el diagnóstico del TDAH (Berger y Nevo, 2011), ya que efecto de halo o bien la cercanía afectiva con el menor, podría potenciar el aumento o la disminución de su percepción en torno a la psicopatología (Alloway et al 2009;Gopin, Healey, Castelli, Marks y Halperin, 2010). Considerando lo anterior, aunque el diagnóstico se realice en base a la información de los profesores, se hace recomendable contar adicionalmente con alguna medida de desempeño objetivo.…”

Section: Discusión Y Conclusionesunclassified

“…Así, se observarían correlaciones significativas entre variables sintomáticas del TDAH según escalas para profesores y pruebas computarizadas (Halperin et al 1988;Klee y Garfinkel, 1983y Shapiro y Garfinkel, 1986. Por otra parte se destacan relaciones inconsistentes, bajas o ausentes al comparar diversas pruebas computarizadas y escalas administradas a docentes (Alloway et al 2009;Barkley, 1991;DuPaul, Anastopoulos, Shelton, Guevremont, y Metevia, 1992;Kallitsoglou, 2013 Halperin, 1996) En términos del rol ejercido por los distintos actores del sistema hogar-escuela, se evidencia que si bien los docentes no habrían recibido una capacitación sistemática sobre el tema (Bell, Long, Garvan y Bussing, 2011), poseerían competencias para la identificación del TDAH (Anderson, Watt, Noble y Shanley, 2012), identificando subtipos (Moldavsky, Groenewald, Owen y Sayal, 2013), realizando esta labor mejor incluso que los propios padres (Tripp, Schaughency y Clarke, 2006); esta condición permitiría considerar al cuerpo docente como intérpretes y conocedores de los indicadores del TDAH.…”

Section: Introductionunclassified

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Uso del Test de Rendimiento Continuo de Conners para diferenciar niños normales y con TDAH en Chile

et al. 2017

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Recepción (11 de febrero de 2015) Aceptado (03 de noviembre de 2017) ResumenEl trastorno de déficit atencional con hiperactividad (TDAH) constituye uno de los cuadros de mayor prevalencia durante la niñez. El presente trabajo se focalizó en evaluar si el Test de Rendimiento Continuo de Conners era capaz de discriminar entre niños con y sin TDAH diagnosticados por el docente. Se conformó una muestra no probabilística de 30 niños escolares (15 clínicos y 15 normales) a través de la aplicación del cuestionario de atención. Todos los niños completaron la aplicación del test computarizado de Conners. Se observaron diferencias significativas entre la muestra normal y clínica. Todos los niños seleccionados como normales no encajaron el perfil clínico. Solo el 50% de los casos considerados con TDAH encajaron el perfil clínico. Se analizan las implicancias del sobre/diagnóstico del trastorno. Palabras Clave: TDAH, test de Rendimiento Continuo, diagnóstico, escalas diagnósticas. AbstractAttention-deficit hyperactivity disorder (ADHD) is one of the most prevalent disorder during childhood. The present study aimed to evaluate if the Conners Continous Performance Test was able to discriminate among ADHD and normal children completed the Conners computarized test. Significant differences between normal and clinical sample were found. All children selected as normal did not fit the clinical profile. Only 50% of the children considered as having ADHD fit the clinical profile. Implications for the issue of overdiagnosis of the disorder are discussed.

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Section: Discusión Y Conclusionesunclassified

Section: Introductionunclassified

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Uso del Test de Rendimiento Continuo de Conners para diferenciar niños normales y con TDAH en Chile

et al. 2017

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“…Based upon Alloway et al (2009) findings, teachers typically judged the children with low WMC were highly inattentive and having poor attention spam and high levels of distractibility. These students often made carless mistakes, particularly, in solving problems in every day classroom activities and making high risk of poor academic progress, in particular, in math.…”

Section: Math Attentionmentioning

confidence: 99%

A Psychological Model for Mathematical Problem Solving based on Revised Bloom Taxonomy for High School Girl Students

Hajibaba¹,

Radmehr²,

Ahadi³

2013

Research in Mathematical Education

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“…Correlations have been noted between behaviour in the classroom and working memory (e.g., Alloway, Gathercole, Holmes, Place, Elliot, & Hilton, 2009b). Studies show that WM-capacity is associated with a variety of skills (Alloway et al, 2005).…”

Section: Working Memory and A Variety Of Abilitiesmentioning

confidence: 99%

Does it pay to practice? A quasi-experimental study on working memory training and its effects on reading and basic number skills

Dahlin¹

2013

PsycEXTRA Dataset

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This dissertation is based on results from an intervention study targeting working memory training. A group of 46 boys and 11 girls (aged 10.7) that were attending special units in 16 regular schools participated in the study. The treatment group (n = 42) trained at school every day for 30-40 minutes with an interactive computer program (Cogmed training) for five weeks. The performances of the treatment group on reading related measures and basic number skills are compared to those of a group of students (n =15) that were attending similar special units and received only ordinary special educational instruction. Working memory measures and non-verbal problem solving were compared to students (n = 25) in a control group from a previous study.In Study I, it was found that reading comprehension and working memory measures correlated and improved at post-tests (T2, T3) for the treatment group to a larger extent than for the comparison group.In Study II, it was found that working memory measures and basic number skills were highly related. The performance of the boys in the treatment group improved more than that of the boys in the comparison group on basic number test at both post-tests.In Study III, basic skills assessed three years later (T4) are reported. The treatment group achieved higher scores in reading comprehension compared to pre-tests and compared to the control group.The treatment group seems to have gained from the cognitive training of working memory with the computer assisted program directly after training, after seven months and at the three year follow-up. The gains were observed on visuo-spatial working memory measure (T2, T3), reading comprehension and on basic number skills in boys (T2, T3, T4).The possible mechanisms that may be involved in and may explain the observed improvements of performances are discussed: executive function, attention, memory, motivation, emotions. The study has some methodological limitations and more research is needed to substantiate the efficacy of the program.

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The Diagnostic Utility of Behavioral Checklists in Identifying Children with ADHD and Children with Working Memory Deficits

Cited by 63 publications

References 35 publications

Uso del Test de Rendimiento Continuo de Conners para diferenciar niños normales y con TDAH en Chile

Uso del Test de Rendimiento Continuo de Conners para diferenciar niños normales y con TDAH en Chile

A Psychological Model for Mathematical Problem Solving based on Revised Bloom Taxonomy for High School Girl Students

Does it pay to practice? A quasi-experimental study on working memory training and its effects on reading and basic number skills

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