Metacognitive interventions in text production and working memory in students with ADHD

Detalhes bibliográficos
Autor(a) principal: Pisacco, Nelba Maria Teixeira
Data de Publicação: 2018
Outros Autores: Sperafico, Yasmini Lais Spindler, Enricone, Jacqueline Raquel Bianchi, Guimarães, Luciano Santos Pinto, Rohde, Luis Augusto Paim, Dorneles, Beatriz Vargas
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UFRGS
Texto Completo: http://hdl.handle.net/10183/181883
Resumo: This study compared the effects of two metacognitive interventions on writing, working memory (WM), and behavioral symptoms of students with attention-deficit/hyperactivity disorder (ADHD). The disorder was clinically diagnosed by a multidisciplinary team according to DSM-IV criteria. The first approach consisted of a combined intervention in text production and WM while the second focused only on WM. Participants were 47 students from the fifth to ninth grades of two public elementary schools in Porto Alegre (Brazil), randomized to one of the two interventions groups. Writing and WM were assessed before, immediately after, and 3 months after the interventions. The results suggest that both interventions contributed to improving behavior and school performance, whereas only the combined intervention increased the overall quality of narrative text, organization of paragraphs, and denouement.
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spelling Pisacco, Nelba Maria TeixeiraSperafico, Yasmini Lais SpindlerEnricone, Jacqueline Raquel BianchiGuimarães, Luciano Santos PintoRohde, Luis Augusto PaimDorneles, Beatriz Vargas2018-09-13T02:31:08Z20180102-7972http://hdl.handle.net/10183/181883001074434This study compared the effects of two metacognitive interventions on writing, working memory (WM), and behavioral symptoms of students with attention-deficit/hyperactivity disorder (ADHD). The disorder was clinically diagnosed by a multidisciplinary team according to DSM-IV criteria. The first approach consisted of a combined intervention in text production and WM while the second focused only on WM. Participants were 47 students from the fifth to ninth grades of two public elementary schools in Porto Alegre (Brazil), randomized to one of the two interventions groups. Writing and WM were assessed before, immediately after, and 3 months after the interventions. The results suggest that both interventions contributed to improving behavior and school performance, whereas only the combined intervention increased the overall quality of narrative text, organization of paragraphs, and denouement.application/pdfengPsicologia : reflexão e crítica. Porto Alegre, RS. Vol. 31 (2018), 5, 15 p.Transtorno do déficit de atenção com hiperatividadeMetacogniçãoAgrafiaMemória de curto prazoBrasilMetacognitionInterventionAttention-deficit hyperactivity disorderText productionWorking memoryMetacognitive interventions in text production and working memory in students with ADHDinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/otherinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRGSinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSORIGINAL001074434.pdfTexto completo (inglês)application/pdf993932http://www.lume.ufrgs.br/bitstream/10183/181883/1/001074434.pdfa2fb3d3e3af42d470049a9aaf9867969MD51TEXT001074434.pdf.txt001074434.pdf.txtExtracted Texttext/plain75355http://www.lume.ufrgs.br/bitstream/10183/181883/2/001074434.pdf.txt55df10974a9a0ba09917b1bdfd00c081MD52THUMBNAIL001074434.pdf.jpg001074434.pdf.jpgGenerated Thumbnailimage/jpeg1949http://www.lume.ufrgs.br/bitstream/10183/181883/3/001074434.pdf.jpg1fd1e31cda673f27ae508f84b47901faMD5310183/1818832018-10-05 07:49:46.11oai:www.lume.ufrgs.br:10183/181883Repositório de PublicaçõesPUBhttps://lume.ufrgs.br/oai/requestopendoar:2018-10-05T10:49:46Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.pt_BR.fl_str_mv Metacognitive interventions in text production and working memory in students with ADHD
title Metacognitive interventions in text production and working memory in students with ADHD
spellingShingle Metacognitive interventions in text production and working memory in students with ADHD
Pisacco, Nelba Maria Teixeira
Transtorno do déficit de atenção com hiperatividade
Metacognição
Agrafia
Memória de curto prazo
Brasil
Metacognition
Intervention
Attention-deficit hyperactivity disorder
Text production
Working memory
title_short Metacognitive interventions in text production and working memory in students with ADHD
title_full Metacognitive interventions in text production and working memory in students with ADHD
title_fullStr Metacognitive interventions in text production and working memory in students with ADHD
title_full_unstemmed Metacognitive interventions in text production and working memory in students with ADHD
title_sort Metacognitive interventions in text production and working memory in students with ADHD
author Pisacco, Nelba Maria Teixeira
author_facet Pisacco, Nelba Maria Teixeira
Sperafico, Yasmini Lais Spindler
Enricone, Jacqueline Raquel Bianchi
Guimarães, Luciano Santos Pinto
Rohde, Luis Augusto Paim
Dorneles, Beatriz Vargas
author_role author
author2 Sperafico, Yasmini Lais Spindler
Enricone, Jacqueline Raquel Bianchi
Guimarães, Luciano Santos Pinto
Rohde, Luis Augusto Paim
Dorneles, Beatriz Vargas
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Pisacco, Nelba Maria Teixeira
Sperafico, Yasmini Lais Spindler
Enricone, Jacqueline Raquel Bianchi
Guimarães, Luciano Santos Pinto
Rohde, Luis Augusto Paim
Dorneles, Beatriz Vargas
dc.subject.por.fl_str_mv Transtorno do déficit de atenção com hiperatividade
Metacognição
Agrafia
Memória de curto prazo
Brasil
topic Transtorno do déficit de atenção com hiperatividade
Metacognição
Agrafia
Memória de curto prazo
Brasil
Metacognition
Intervention
Attention-deficit hyperactivity disorder
Text production
Working memory
dc.subject.eng.fl_str_mv Metacognition
Intervention
Attention-deficit hyperactivity disorder
Text production
Working memory
description This study compared the effects of two metacognitive interventions on writing, working memory (WM), and behavioral symptoms of students with attention-deficit/hyperactivity disorder (ADHD). The disorder was clinically diagnosed by a multidisciplinary team according to DSM-IV criteria. The first approach consisted of a combined intervention in text production and WM while the second focused only on WM. Participants were 47 students from the fifth to ninth grades of two public elementary schools in Porto Alegre (Brazil), randomized to one of the two interventions groups. Writing and WM were assessed before, immediately after, and 3 months after the interventions. The results suggest that both interventions contributed to improving behavior and school performance, whereas only the combined intervention increased the overall quality of narrative text, organization of paragraphs, and denouement.
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-09-13T02:31:08Z
dc.date.issued.fl_str_mv 2018
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dc.identifier.uri.fl_str_mv http://hdl.handle.net/10183/181883
dc.identifier.issn.pt_BR.fl_str_mv 0102-7972
dc.identifier.nrb.pt_BR.fl_str_mv 001074434
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dc.language.iso.fl_str_mv eng
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dc.relation.ispartof.pt_BR.fl_str_mv Psicologia : reflexão e crítica. Porto Alegre, RS. Vol. 31 (2018), 5, 15 p.
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eu_rights_str_mv openAccess
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reponame_str Repositório Institucional da UFRGS
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