Does attention training differentiate ADHD subtypes?
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Debates em Psiquiatria (Online) |
Texto Completo: | https://revistardp.org.br/revista/article/view/980 |
Resumo: | Objective: To compare the subtypes of ADHD proposed by the DSM-IV (1994), regarding the response to attention training. Method: Forty subjects diagnosed with ADHD made up the Study Groups, subdivided into: ADHD-D - Predominantly Inattentive Type and ADHD-C Combined Type, mean age of 9 years and 8 months, both genders, attending between 1st and 6th years of elementary education in public schools in Campinas and region, with 23 children being referred to DISAPRE/FCM-UNICAME; and 17 children selected from a Municipal School in Campinas. The Control Group consisted of 30 children with no impairment. The ADHD diagnosis was performed by the DISAPRE interdisciplinary team. The Attention Training was elaborated by the researchers according to the model proposed in the literature, consisting of auditory and visual activities, applied in 12 individual sessions with 20 subjects from the Study Group. Results: Subjects with the ADHD-D subtype had more difficulty in activities involving auditory sustained attention and visual selective attention, and problem-solving and self-monitoring strategies were better employed than by subjects diagnosed with ADHD-C. These showed delay in tasks involving visual sustained attention, auditory selective attention and auditory and visual alternating attention, showing greater impairment in response inhibition and self-control. Conclusion: Significant attentional differences were outlined for each subtype. In addition to raising the importance of using attentional training in the rehabilitation of children with ADHD. |
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Does attention training differentiate ADHD subtypes?¿El entrenamiento de la atención diferencia los subtipos de TDAH?Treino de atenção diferencia subtipos de TDAH?Subtipos de TDAHReabilitação CognitivaAtençãoTreino de AtençãoNeuropsicologiaTDAHsubtypes of ADHDADHDcognitive rehabilitationattentionattention trainingneuropsychologyTDAHsubtipos de TDAHrehabilitación cognitivatrastorno de atenciónneuropsicologíaatenciónObjective: To compare the subtypes of ADHD proposed by the DSM-IV (1994), regarding the response to attention training. Method: Forty subjects diagnosed with ADHD made up the Study Groups, subdivided into: ADHD-D - Predominantly Inattentive Type and ADHD-C Combined Type, mean age of 9 years and 8 months, both genders, attending between 1st and 6th years of elementary education in public schools in Campinas and region, with 23 children being referred to DISAPRE/FCM-UNICAME; and 17 children selected from a Municipal School in Campinas. The Control Group consisted of 30 children with no impairment. The ADHD diagnosis was performed by the DISAPRE interdisciplinary team. The Attention Training was elaborated by the researchers according to the model proposed in the literature, consisting of auditory and visual activities, applied in 12 individual sessions with 20 subjects from the Study Group. Results: Subjects with the ADHD-D subtype had more difficulty in activities involving auditory sustained attention and visual selective attention, and problem-solving and self-monitoring strategies were better employed than by subjects diagnosed with ADHD-C. These showed delay in tasks involving visual sustained attention, auditory selective attention and auditory and visual alternating attention, showing greater impairment in response inhibition and self-control. Conclusion: Significant attentional differences were outlined for each subtype. In addition to raising the importance of using attentional training in the rehabilitation of children with ADHD.Objetivo: Comparar los subtipos de TDAH propuestos por el DSM-IV (1994), en cuanto a la respuesta al entrenamiento de la atención. Método: Cuarenta sujetos diagnosticados con TDAH integraron los Grupos de Estudio, subdivididos en: TDAH-D - Tipo Predominantemente Inatento y TDAH-C Tipo Combinado, edad media de 9 años y 8 meses, ambos sexos, cursando entre 1° y 6° año de primaria educación en escuelas públicas de Campinas y región, con 23 niños encaminados a la DISAPRE/FCM-UNICAM; y 17 niños seleccionados de una Escuela Municipal de Campinas. El grupo de control constaba de 30 niños sin discapacidad. El diagnóstico de TDAH fue realizado por el equipo interdisciplinario DISAPRE. El Entrenamiento de la Atención fue elaborado por los investigadores según el modelo propuesto en la literatura, consistente en actividades auditivas y visuales, aplicadas en 12 sesiones individuales con 20 sujetos del Grupo de Estudio. Resultados: Los sujetos con el subtipo TDAH-D tuvieron más dificultad en actividades que involucraban atención sostenida auditiva y atención selectiva visual, y las estrategias de resolución de problemas y autocontrol fueron mejor empleadas que los sujetos diagnosticados con TDAH-C. Estos mostraron retraso en tareas de atención sostenida visual, atención selectiva auditiva y atención alternada auditiva y visual, mostrando mayor deterioro en la inhibición de la respuesta y el autocontrol. Conclusión: se describieron diferencias atencionales significativas para cada subtipo. Además de plantear la importancia de utilizar el entrenamiento atencional en la rehabilitación de niños con TDAH.Objetivo: Comparar os subtipos de TDAH propostos pelo DSM-IV (1994), quanto a resposta ao treino de atenção. Método: Quarenta sujeitos diagnosticados como TDAH compuseram os Grupos de Estudo, subdivididos em: TDAH-D -Tipo Predominantemente Desatento e TDAH-C Tipo Combinado, média etária de 9 anos e 8 meses, ambos os sexos, cursando entre 1º e 6º anos do ensino fundamental de escolas públicas de Campinas e região, sendo que 23 crianças foram encaminhadas ao DISAPRE/FCM-UNICAME; e 17 crianças selecionadas em uma Escola Municipal de Campinas. O Grupo Controle foi composto por 30 crianças sem comprometimento. O diagnóstico de TDAH foi realizado pela equipe interdisciplinar do DISAPRE. O Treino de Atenção foi elaborado pelos pesquisadores segundo modelo proposto na literatura, constando de atividades auditivas e visuais, aplicadas em 12 sessões individuais com 20 sujeitos do Grupo de Estudo. Resultados: Os sujeitos com o subtipo TDAH-D apresentaram mais dificuldade nas atividades que envolviam atenção sustentada auditiva e atenção seletiva visual, e as estratégias de solução de problemas e automonitoramento foram mais bem empregadas que pelos sujeitos diagnosticados como TDAH-C. Estes apresentaram defasagem nas tarefas que envolviam atenção sustentada visual, atenção seletiva auditiva e atenção alternada auditiva e visual, evidenciando comprometimento maior na inibição de respostas e autocontrole. Conclusão: Diferenças atencionais significativas foram delineadas para cada subtipo. Além de levantar a importância do uso de treino atencional na reabilitação de crianças com TDAH.Associação Brasileira de Psiquiatria2012-02-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer-ReviewedRevisado por ParesAvaliado Pelos Paresapplication/pdfhttps://revistardp.org.br/revista/article/view/98010.25118/2763-9037.2012.v2.980Debates in Psychiatry; Vol. 2 No. 1 (2012); 12-19Debates em Psiquiatria; Vol. 2 Núm. 1 (2012); 12-19Debates em Psiquiatria; v. 2 n. 1 (2012); 12-192763-90372236-918Xreponame:Debates em Psiquiatria (Online)instname:Associação Brasileira de Psiquiatria (ABP)instacron:ABPporhttps://revistardp.org.br/revista/article/view/980/783Copyright (c) 2012 Márcia Maria Toledo, Sylvia Maria Ciascahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessToledo, Márcia MariaCiasca, Sylvia Maria2023-09-09T17:46:31Zoai:ojs.emnuvens.com.br:article/980Revistahttps://revistardp.org.br/revista/oaiPUBhttps://revistardp.org.br/revista/oairdp@abp.org.br2763-90372236-918Xopendoar:2023-09-09T17:46:31Debates em Psiquiatria (Online) - Associação Brasileira de Psiquiatria (ABP)false |
dc.title.none.fl_str_mv |
Does attention training differentiate ADHD subtypes? ¿El entrenamiento de la atención diferencia los subtipos de TDAH? Treino de atenção diferencia subtipos de TDAH? |
title |
Does attention training differentiate ADHD subtypes? |
spellingShingle |
Does attention training differentiate ADHD subtypes? Toledo, Márcia Maria Subtipos de TDAH Reabilitação Cognitiva Atenção Treino de Atenção Neuropsicologia TDAH subtypes of ADHD ADHD cognitive rehabilitation attention attention training neuropsychology TDAH subtipos de TDAH rehabilitación cognitiva trastorno de atención neuropsicología atención |
title_short |
Does attention training differentiate ADHD subtypes? |
title_full |
Does attention training differentiate ADHD subtypes? |
title_fullStr |
Does attention training differentiate ADHD subtypes? |
title_full_unstemmed |
Does attention training differentiate ADHD subtypes? |
title_sort |
Does attention training differentiate ADHD subtypes? |
author |
Toledo, Márcia Maria |
author_facet |
Toledo, Márcia Maria Ciasca, Sylvia Maria |
author_role |
author |
author2 |
Ciasca, Sylvia Maria |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Toledo, Márcia Maria Ciasca, Sylvia Maria |
dc.subject.por.fl_str_mv |
Subtipos de TDAH Reabilitação Cognitiva Atenção Treino de Atenção Neuropsicologia TDAH subtypes of ADHD ADHD cognitive rehabilitation attention attention training neuropsychology TDAH subtipos de TDAH rehabilitación cognitiva trastorno de atención neuropsicología atención |
topic |
Subtipos de TDAH Reabilitação Cognitiva Atenção Treino de Atenção Neuropsicologia TDAH subtypes of ADHD ADHD cognitive rehabilitation attention attention training neuropsychology TDAH subtipos de TDAH rehabilitación cognitiva trastorno de atención neuropsicología atención |
description |
Objective: To compare the subtypes of ADHD proposed by the DSM-IV (1994), regarding the response to attention training. Method: Forty subjects diagnosed with ADHD made up the Study Groups, subdivided into: ADHD-D - Predominantly Inattentive Type and ADHD-C Combined Type, mean age of 9 years and 8 months, both genders, attending between 1st and 6th years of elementary education in public schools in Campinas and region, with 23 children being referred to DISAPRE/FCM-UNICAME; and 17 children selected from a Municipal School in Campinas. The Control Group consisted of 30 children with no impairment. The ADHD diagnosis was performed by the DISAPRE interdisciplinary team. The Attention Training was elaborated by the researchers according to the model proposed in the literature, consisting of auditory and visual activities, applied in 12 individual sessions with 20 subjects from the Study Group. Results: Subjects with the ADHD-D subtype had more difficulty in activities involving auditory sustained attention and visual selective attention, and problem-solving and self-monitoring strategies were better employed than by subjects diagnosed with ADHD-C. These showed delay in tasks involving visual sustained attention, auditory selective attention and auditory and visual alternating attention, showing greater impairment in response inhibition and self-control. Conclusion: Significant attentional differences were outlined for each subtype. In addition to raising the importance of using attentional training in the rehabilitation of children with ADHD. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-02-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-Reviewed Revisado por Pares Avaliado Pelos Pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistardp.org.br/revista/article/view/980 10.25118/2763-9037.2012.v2.980 |
url |
https://revistardp.org.br/revista/article/view/980 |
identifier_str_mv |
10.25118/2763-9037.2012.v2.980 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistardp.org.br/revista/article/view/980/783 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2012 Márcia Maria Toledo, Sylvia Maria Ciasca https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2012 Márcia Maria Toledo, Sylvia Maria Ciasca https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Psiquiatria |
publisher.none.fl_str_mv |
Associação Brasileira de Psiquiatria |
dc.source.none.fl_str_mv |
Debates in Psychiatry; Vol. 2 No. 1 (2012); 12-19 Debates em Psiquiatria; Vol. 2 Núm. 1 (2012); 12-19 Debates em Psiquiatria; v. 2 n. 1 (2012); 12-19 2763-9037 2236-918X reponame:Debates em Psiquiatria (Online) instname:Associação Brasileira de Psiquiatria (ABP) instacron:ABP |
instname_str |
Associação Brasileira de Psiquiatria (ABP) |
instacron_str |
ABP |
institution |
ABP |
reponame_str |
Debates em Psiquiatria (Online) |
collection |
Debates em Psiquiatria (Online) |
repository.name.fl_str_mv |
Debates em Psiquiatria (Online) - Associação Brasileira de Psiquiatria (ABP) |
repository.mail.fl_str_mv |
rdp@abp.org.br |
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1796798366145839104 |