Cognitive and school performance in children with attention deficit hyperactivity disorder (ADHD)

• Autor(a) principal: Simão, Adriana Nobre de Paula
• Data de Publicação: 2012
• Outros Autores: Ciasca, Sylvia Maria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Debates em Psiquiatria (Online)
• DOI: 10.25118/2763-9037.2012.v2.1008
• Texto Completo: https://revistardp.org.br/revista/article/view/1008
• topic: atenção; cognição; avaliação; avaliação de desempenho; TDAH; attention; cognition; evaluation; performance evaluation; ADHD; atención; cognición; evaluación; evaluación del desempeño; TDAH

Attention Deficit Hyperactivity Disorder is a disorder of conduct is chronic, with a very important biological substrate, not due to a single cause, has a strong genetic basis and is formed by a heterogeneous group of children. It includes children with normal intelligence, who have significant difficulties in conforming, in terms of behavior and/or learning, to the norms expected for their age. Being divided into three subtypes called as Inattentive Subtype, Hyperactive/Impulsive Subtype and Combined Subtype. The objective of this work was to characterize cognitive performance, higher cortical functions and school performance. Using the WISC III, TLN-Ce TDE as an evaluation instrument. Thirteen children were evaluated, with a mean age of 9 years, most of them male, attending elementary school in the published network in the region of Campinas. As a result, the group presents cognitive performance within the average, with better results in the factorial indices of perceptual organization and verbal comprehension. In the evaluation of cortical functions had worse performance in academic areas, pace and tactile ability. In the evaluation of school performance, he presented difficulty in writing, arithmetic and reading.