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, Dorneles,Beatriz Vargas
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psicologia (Universidade Federal do Rio Grande do Sul. Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722018000105101
Resumo: Abstract 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 Metacognitive interventions in text production and working memory in students with ADHDMetacognitionInterventionAttention-deficit hyperactivity disorderText productionWorking memoryAbstract 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.Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul2018-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722018000105101Psicologia: Reflexão e Crítica v.31 2018reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS10.1186/s41155-017-0081-9info:eu-repo/semantics/openAccessPisacco,Nelba Maria TeixeiraSperafico,Yasmini Lais SpindlerEnricone,Jacqueline Raquel BianchiGuimarães,Luciano Santos PintoRohde,Luis AugustoDorneles,Beatriz Vargaseng2018-03-12T00:00:00Zoai:scielo:S0102-79722018000105101Revistahttps://www.scielo.br/j/prc/ONGhttps://old.scielo.br/oai/scielo-oai.phpprc@springeropen.com1678-71530102-7972opendoar:2018-03-12T00:00Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.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
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
Dorneles,Beatriz Vargas
author_role author
author2 Sperafico,Yasmini Lais Spindler
Enricone,Jacqueline Raquel Bianchi
Guimarães,Luciano Santos Pinto
Rohde,Luis Augusto
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
Dorneles,Beatriz Vargas
dc.subject.por.fl_str_mv Metacognition
Intervention
Attention-deficit hyperactivity disorder
Text production
Working memory
topic Metacognition
Intervention
Attention-deficit hyperactivity disorder
Text production
Working memory
description Abstract 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.none.fl_str_mv 2018-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722018000105101
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722018000105101
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1186/s41155-017-0081-9
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Psicologia: Reflexão e Crítica v.31 2018
reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Psicologia (Universidade Federal do Rio Grande do Sul. Online)
collection Psicologia (Universidade Federal do Rio Grande do Sul. Online)
repository.name.fl_str_mv Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv prc@springeropen.com
_version_ 1750134866666586112

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