Understanding Discipline in Families of Children with Attention-Deficit/Hyperactivity Disorder: A Structural Equation Model

Miranda, Ana; Grau, Dolores; Rosel, Jesús; Meliá, Amanda

doi:10.1017/s1138741600001876

Cited by 15 publications

(12 citation statements)

References 39 publications

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“…O pais de filhos com desenvolvimento típico mostraram menor índice geral de estresse, confirmando os estudos encontrados na literatura sobre o estresse desencadeado pela presença de um membro na família com alguma necessidade especial, seja ela uma doença crônica, emocional ou deficiência física, intelectual ou sensorial (PEREIRA-SILVA; DESSEN, 2004DESSEN, , 2006CHERUBINI;BOSA;BANDEIRA, 2008;MIRANDA et al, 2009). Para esses autores, o nível de estresse desses pais de filhos com necessidades especiais é muito mais alto do que os demais, consolidando o que foi identificado nesta pesquisa.…”

Section: Discussionunclassified

Práticas educativas e estresse parental de pais de crianças pequenas com desenvolvimento típico e atípico

et al. 2012

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By assuming the parental role, parents face the challenge of educating. One of the adversities which can affect the family system is the birth of a child with intellectual disabilities. When it happens, it is natural for the family to question the education plan. Therefore, the objective of this research was to identify the educational practices used by parents of 3 to 6 year old children with typical and atypical development (intellectual disabilities and Down's syndrome) and the parental stress level. The method includes descriptive and inferential analysis. 61 parents participated in this research, whose results confirmed the hypothesis that different parental practices are chosen by different groups of parents, and that parents of children with intellectual disabilities are more stressed than the other parents. The hypothesis that the age of the children influences the parental practices was contradicted. This research concluded that parents of children with intellectual disabilities need a support network to guide their educational practices. New researches and programs to deal with these families should be done in order to minimize the stress level and support efficient educational practices.

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Section: Discussionunclassified

Práticas educativas e estresse parental de pais de crianças pequenas com desenvolvimento típico e atípico

et al. 2012

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“…An important fact displayed in the results is related to family risk factors, involving parental stress (80%) and other risk factors in the post-natal period (93.3%). The literature highlights how specific interpersonal characteristics of parents as potential risk factors, which may directly affect child development, including depression, parenting practices, literacy and educational levels, social interactions, the marital relationship, among others (Lamb & Billings, 1997;Shapiro et al, 1998;Pereira-Silva & Dessen, 2004, 2006Cherubini, Bosa, & Bandeira, 2008;Miranda et al, 2009;Minetto & Crepaldi, 2010;Bridges et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Risk Factors for Development of Children with Down Syndrome in Brazil

Correa¹,

Minetto²,

Cappellaro-Kobren³

et al. 2015

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The study of risk factors that affect the development of children with Down syndrome (DS) has been the main subject of several studies. In the Brazilian context, the development of instruments to identify such risks is still a challenge. The current study had the objective of examining the characteristics of a diagnostic organizer instrument which detects risk factors for development. The study was conducted in a clinic that offers services to children with DS in a Public Hospital in Curitiba, Brazil-and 15 parents of children from 0-8 years with DS that use the ambulatory service were interviewed, while the children's medical records were also consulted. With the use of the Organization Diagnostic for Early Intervention (ODAP (GAT, 2008)), current and past conditions of child development as well as risk factors were evaluated. The research provided an organization of diagnostic, identifying cumulative risks factors for child development with emphasis on biological and environmental factors, and revealed vulnerabilities. The study provided a comprehensive understanding about the influence of the risk factors to development, as well as informing the development of strategies for intervention to enhance protective factors and promote positive child development and higher quality in family and social relationships.

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“…The main result of this research was the confirmation of a close relationship between ADHD and the components of comprehension and metacognition that form part of RD. On another note, the repeated finding that there is strong comorbidity between the two disorders (August & Garfinkel, 1990;Semrud-Clikeman et al, 1992;Willcutt, Pennington, Olson, Chhabildas, & Hulslander, 2005) makes it necessary to investigate the nature of this relationship that, according to recent studies, denotes an influential genetic component (Miranda, Grau, Rosel, & Meliá, 2009;Pennington et al, 2009;Willcutt, Pennington, Olson, & DeFries, 2007), calling into question the thesis that the two disorders have different cognitive and behavioral profiles, a notion that is defended by developmental psychologists (Bonafina, Newcon, McKay, Koda, & Halperin, 2000;Felton, & Wood, 1989). According to Pennington, Groisser, and Welsh (1993), the phonological processing of children with RD is affected, while their executive functions remain intact.…”

Section: Discussionmentioning

confidence: 99%

Evaluating Reading and Metacognitive Deficits in Children and Adolescents with Attention Deficit Hyperactivity Disorder

et al. 2011

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The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The sample was comprised of 187 Argentine schoolchildren aged 9 to 13 years old. 94 constituted the control group and the clinical group consisted of 93 schoolchildren diagnosed with ADHD. The metacognitive assessment was made up of two metacognitive tests, the Reading Awareness Scale (ESCOLA; acronym in Spanish) and a Spanish adaptation of Metacognitive Awareness of Reading Strategies Inventory (MARSI), and one test of reading comprehension, the Evaluation of Reading Processes for Secondary Education Students (PROLEC-SE; acronym in Spanish). Students with ADHD had lower achievement on tests of reading comprehension compared to the control group. Nevertheless, our results suggest their difficulties did not stem from reading comprehension problems, but rather from alterations in their Executive Functions, because when subjects' reading comprehension was equalized, students with ADHD still exhibited a lower level of Metacognition, particularly when it came to planning.

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Understanding Discipline in Families of Children with Attention-Deficit/Hyperactivity Disorder: A Structural Equation Model

Cited by 15 publications

References 39 publications

Práticas educativas e estresse parental de pais de crianças pequenas com desenvolvimento típico e atípico

Práticas educativas e estresse parental de pais de crianças pequenas com desenvolvimento típico e atípico

Risk Factors for Development of Children with Down Syndrome in Brazil

Evaluating Reading and Metacognitive Deficits in Children and Adolescents with Attention Deficit Hyperactivity Disorder

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