Combined intervention of working memory and arithmetic reasoning in students with ADHD
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UFRGS |
Texto Completo: | http://hdl.handle.net/10183/249728 |
Resumo: | This study compared the effects of a combined intervention of working memory (WM) and arithmetic reasoning (AR) vs WM intervention alone on the arithmetic reasoning performance of students with ADHD. Third- and fourth-grade elementary school students (n = 46) completed measures for AR, mathematical calculations, and WM. Participants were randomised using a minimisation approach taking age and IQ as variables of interest and assigned to one of the two groups: Combined Intervention (CI, n = 24) and Working Memory Intervention (WMI, n = 22). The results using GEE analysis indicated a significant group × time interaction (Waldχ2 = 6.414; gl = 2; p = 0.04) in AR performance in the immediate post-test. CI students showed significantly better performance on AR than WMI students immediately after intervention (pB = 0.042). There was an effect of time on mathematical calculations in the post-test (Waldχ2 = 48.305; gl = 2; p < 0.001). Despite the fact that the results for AR were not maintained in the deferred post-test, a combined intervention of WM and AR seems to be more efficient in improving arithmetic reasoning in ADHD students than a WM intervention alone. Nevertheless, this is not the case with other mathematical issues, such as calculation, where there was no significant difference between groups, but the effects had been maintained in the deferred post-test for both. |
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Pisacco, Nelba Maria TeixeiraCorso, Luciana VellinhoRohde, Luis Augusto PaimDorneles, Beatriz Vargas2022-10-06T04:55:00Z20211465-346Xhttp://hdl.handle.net/10183/249728001108415This study compared the effects of a combined intervention of working memory (WM) and arithmetic reasoning (AR) vs WM intervention alone on the arithmetic reasoning performance of students with ADHD. Third- and fourth-grade elementary school students (n = 46) completed measures for AR, mathematical calculations, and WM. Participants were randomised using a minimisation approach taking age and IQ as variables of interest and assigned to one of the two groups: Combined Intervention (CI, n = 24) and Working Memory Intervention (WMI, n = 22). The results using GEE analysis indicated a significant group × time interaction (Waldχ2 = 6.414; gl = 2; p = 0.04) in AR performance in the immediate post-test. CI students showed significantly better performance on AR than WMI students immediately after intervention (pB = 0.042). There was an effect of time on mathematical calculations in the post-test (Waldχ2 = 48.305; gl = 2; p < 0.001). Despite the fact that the results for AR were not maintained in the deferred post-test, a combined intervention of WM and AR seems to be more efficient in improving arithmetic reasoning in ADHD students than a WM intervention alone. Nevertheless, this is not the case with other mathematical issues, such as calculation, where there was no significant difference between groups, but the effects had been maintained in the deferred post-test for both.application/pdfengInternational Journal of Disability, Development and Education. London. Vol. 68, n. 4 (2021), p. 566–582Arithmetic reasoningCombined interventionInterventionLearning; school performanceWorking memoryCombined intervention of working memory and arithmetic reasoning in students with ADHDEstrangeiroinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRGSinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSTEXT001108415.pdf.txt001108415.pdf.txtExtracted Texttext/plain54235http://www.lume.ufrgs.br/bitstream/10183/249728/2/001108415.pdf.txtbb0233e616736b722ef662f948085baaMD52ORIGINAL001108415.pdfTexto completo (inglês)application/pdf1404330http://www.lume.ufrgs.br/bitstream/10183/249728/1/001108415.pdf11fba02c141e149041044624e77cbbb0MD5110183/2497282022-10-07 04:50:09.899838oai:www.lume.ufrgs.br:10183/249728Repositório de PublicaçõesPUBhttps://lume.ufrgs.br/oai/requestopendoar:2022-10-07T07:50:09Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.pt_BR.fl_str_mv |
Combined intervention of working memory and arithmetic reasoning in students with ADHD |
title |
Combined intervention of working memory and arithmetic reasoning in students with ADHD |
spellingShingle |
Combined intervention of working memory and arithmetic reasoning in students with ADHD Pisacco, Nelba Maria Teixeira Arithmetic reasoning Combined intervention Intervention Learning; school performance Working memory |
title_short |
Combined intervention of working memory and arithmetic reasoning in students with ADHD |
title_full |
Combined intervention of working memory and arithmetic reasoning in students with ADHD |
title_fullStr |
Combined intervention of working memory and arithmetic reasoning in students with ADHD |
title_full_unstemmed |
Combined intervention of working memory and arithmetic reasoning in students with ADHD |
title_sort |
Combined intervention of working memory and arithmetic reasoning in students with ADHD |
author |
Pisacco, Nelba Maria Teixeira |
author_facet |
Pisacco, Nelba Maria Teixeira Corso, Luciana Vellinho Rohde, Luis Augusto Paim Dorneles, Beatriz Vargas |
author_role |
author |
author2 |
Corso, Luciana Vellinho Rohde, Luis Augusto Paim Dorneles, Beatriz Vargas |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Pisacco, Nelba Maria Teixeira Corso, Luciana Vellinho Rohde, Luis Augusto Paim Dorneles, Beatriz Vargas |
dc.subject.eng.fl_str_mv |
Arithmetic reasoning Combined intervention Intervention Learning; school performance Working memory |
topic |
Arithmetic reasoning Combined intervention Intervention Learning; school performance Working memory |
description |
This study compared the effects of a combined intervention of working memory (WM) and arithmetic reasoning (AR) vs WM intervention alone on the arithmetic reasoning performance of students with ADHD. Third- and fourth-grade elementary school students (n = 46) completed measures for AR, mathematical calculations, and WM. Participants were randomised using a minimisation approach taking age and IQ as variables of interest and assigned to one of the two groups: Combined Intervention (CI, n = 24) and Working Memory Intervention (WMI, n = 22). The results using GEE analysis indicated a significant group × time interaction (Waldχ2 = 6.414; gl = 2; p = 0.04) in AR performance in the immediate post-test. CI students showed significantly better performance on AR than WMI students immediately after intervention (pB = 0.042). There was an effect of time on mathematical calculations in the post-test (Waldχ2 = 48.305; gl = 2; p < 0.001). Despite the fact that the results for AR were not maintained in the deferred post-test, a combined intervention of WM and AR seems to be more efficient in improving arithmetic reasoning in ADHD students than a WM intervention alone. Nevertheless, this is not the case with other mathematical issues, such as calculation, where there was no significant difference between groups, but the effects had been maintained in the deferred post-test for both. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021 |
dc.date.accessioned.fl_str_mv |
2022-10-06T04:55:00Z |
dc.type.driver.fl_str_mv |
Estrangeiro info:eu-repo/semantics/article |
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info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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http://hdl.handle.net/10183/249728 |
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1465-346X |
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001108415 |
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http://hdl.handle.net/10183/249728 |
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eng |
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eng |
dc.relation.ispartof.pt_BR.fl_str_mv |
International Journal of Disability, Development and Education. London. Vol. 68, n. 4 (2021), p. 566–582 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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