TDAH, leitura e escrita: modelos neuropsicológicos e de invariâncias

Detalhes bibliográficos
Autor(a) principal: Lúcio, Patrícia Silva [UNIFESP]
Data de Publicação: 2016
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UNIFESP
Texto Completo: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=3786149
http://repositorio.unifesp.br/handle/11600/46149
Resumo: An important research question focuses on the study of comorbidity among mental disorders. Different models have been developed to clarify this interrelation. Furthermore, the findings of studies that determine the prevalence of disorders in different populations generally use direct comparisons between the individuals that compose these populations. This study uses a neuropsychological model to demonstrate a predictive relationship between ADHD symptoms and difficulties of learning to read. In addition, it attests to the validity of the comparisons between subjects with and without ADHD through measurement invariance analysis. Thus, this dissertation is composed of two separate studies, both performed from a community sample of children and adolescents with normal estimated IQ (?70) belonging to 66 public schools of São Paulo and Porto Alegre. Participants (n = 1857; 6-15 years; 47% female) were evaluated in reading, spelling, working memory (visuospatial and verbal), and a forced choice task BIP (2C-RT). ADHD symptoms were evaluated by the DAWBA. Study 1 aimed to investigate the mediation effect of a measure of stimulus discriminability (mean drift) in the relationship between the symptoms of ADHD and reading skills. Sex, socioeconomic status, and memory (verbal and visuospatial) were covariates, and age was the moderator. In a moderated-mediation model, the stimulus discriminability mediated the effect of ADHD symptoms on reading and this indirect effect was moderated by age (the effect was greater among younger children). The findings support the hypothesis that ADHD and reading skills are linked, in young children, for a neuropsychological deficit related to stimulus discrimination capacity. Study 2 aimed to evaluate the invariance of reading and spelling measures between subpopulations of ADHD and typically developing children. The study included 1,935 children with and without ADHD diagnosis (47% girls; 11% ADHD). The invariance of the measurement was investigated by factor analysis for multiple groups (MGCFA) and differential item functioning (DIF) via MIMIC models. Through both methods, the invariance of the reading and spelling measures was certified, demonstrating the comparability of groups of children with and without ADHD in these tasks. The impact of this study for future research on the relationship between reading and spelling skills and the symptoms of ADHD is discussed.
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spelling TDAH, leitura e escrita: modelos neuropsicológicos e de invariânciasADHD, reading, and spelling: neuropsychological models and invarianceADHDReadingSpellingBasic processing informationModerated-mediationMeasurement invarianceTDAHLeituraEscritaModeração medianaInvariânciaAn important research question focuses on the study of comorbidity among mental disorders. Different models have been developed to clarify this interrelation. Furthermore, the findings of studies that determine the prevalence of disorders in different populations generally use direct comparisons between the individuals that compose these populations. This study uses a neuropsychological model to demonstrate a predictive relationship between ADHD symptoms and difficulties of learning to read. In addition, it attests to the validity of the comparisons between subjects with and without ADHD through measurement invariance analysis. Thus, this dissertation is composed of two separate studies, both performed from a community sample of children and adolescents with normal estimated IQ (?70) belonging to 66 public schools of São Paulo and Porto Alegre. Participants (n = 1857; 6-15 years; 47% female) were evaluated in reading, spelling, working memory (visuospatial and verbal), and a forced choice task BIP (2C-RT). ADHD symptoms were evaluated by the DAWBA. Study 1 aimed to investigate the mediation effect of a measure of stimulus discriminability (mean drift) in the relationship between the symptoms of ADHD and reading skills. Sex, socioeconomic status, and memory (verbal and visuospatial) were covariates, and age was the moderator. In a moderated-mediation model, the stimulus discriminability mediated the effect of ADHD symptoms on reading and this indirect effect was moderated by age (the effect was greater among younger children). The findings support the hypothesis that ADHD and reading skills are linked, in young children, for a neuropsychological deficit related to stimulus discrimination capacity. Study 2 aimed to evaluate the invariance of reading and spelling measures between subpopulations of ADHD and typically developing children. The study included 1,935 children with and without ADHD diagnosis (47% girls; 11% ADHD). The invariance of the measurement was investigated by factor analysis for multiple groups (MGCFA) and differential item functioning (DIF) via MIMIC models. Through both methods, the invariance of the reading and spelling measures was certified, demonstrating the comparability of groups of children with and without ADHD in these tasks. The impact of this study for future research on the relationship between reading and spelling skills and the symptoms of ADHD is discussed.Uma importante questão de pesquisa centra-se no estudo das comorbidades entre transtornos mentais. Diversos tipos de modelos têm sido desenvolvidos para esclarecer esta interrelação. Além disso, os achados de estudos que determinam a prevalência de transtornos em diferentes populações geralmente fazem uso de comparações diretas entre os indivíduos que compõem essas populações. O presente estudo utiliza um modelo neuropsicológico para demonstrar uma relação preditiva entre os sintomas de TDAH e as dificuldades da aprendizagem da leitura. Também atesta para a validade das comparações entre sujeitos com e sem TDAH a partir da análise de invariância entre medidas. Sendo assim, esta tese é composta por dois estudos distintos, ambos realizados a partir de uma amostra comunitária de crianças e adolescentes com QI estimado normal (?70) pertencentes a 66 escolas públicas de São Paulo e Porto Alegre. Os participantes (n = 1857; 6-15 anos; 47% meninas) foram avaliados quanto à leitura, escrita, memória de trabalho (visoespacial e verbal) e uma tarefa de escolha forçada de BIP (2C-RT). Os sintomas de TDAH foram avaliados por meio do DAWBA. O Estudo 1 teve por objetivo investigar o feito mediador de uma medida de discriminação do estímulo (mean drift) nas relações entre os sintomas de TDAH e as habilidade de leitura. O sexo, o nível socioeconômico e a memória (verbal e visoespacial) foram covariáveis e a idade foi moderadora da relação. Em um modelo de moderação moderada, a capacidade de discriminação do estímulo mediou o efeito dos sintomas de TDAH na leitura e esse efeito indireto foi moderado pela idade (o efeito foi maior entre as crianças menores). Os achados dão suporte à hipótese de que o TDAH e a habilidade de leitura estão ligados, nas crianças jovens, por um déficit neuropsicológico relacionado à capacidade de discriminação do estímulo. O Estudo 2 objetivou avaliar a invariância de medidas de leitura e de escrita entre subpopulações de crianças com TDAH e com desenvolvimento típico. Participaram do estudo 1.935 crianças com e sem diagnóstico de TDAH (47% meninas; 11% TDAH). A invariância da mensuração foi investigada por meio de análises fatoriais confirmatórias para múltiplos grupos (MGCFA) e por funcionamento diferencial de itens (DIF) por meio de modelos MIMIC. Por meio de ambos os métodos, a invariância das medidas de leitura e de escrita foi atestada, demonstrando a comparabilidade de grupos de crianças com e sem TDAH nessas tarefas. As repercussões dos estudos para investigações futuras sobre as relações entre as habilidades de leitura e de escrita e os sintomas de TDAH são discutidas.Dados abertos - Sucupira - Teses e dissertações (2013 a 2016)Fundação Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Universidade Federal de São Paulo (UNIFESP)Moreira, Hugo Cogo [UNIFESP]http://lattes.cnpq.br/3049836001727444http://lattes.cnpq.br/1034049862664412Universidade Federal de São Paulo (UNIFESP)Lúcio, Patrícia Silva [UNIFESP]2018-07-27T15:49:36Z2018-07-27T15:49:36Z2016-10-20info:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/publishedVersion95 f.application/pdfhttps://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=3786149LUCIO, Patricia Silva. Tdah, leitura e escrita: modelos neuropsicológicos e de invariâncias. 2016. Tese (Doutorado em Psiquiatria e Psicologia Médica) - Escola Paulista de Medicina, Universidade Federal de São Paulo (UNIFESP), São Paulo, 2016.Patrícia Silva Lúcio - PDF A.pdfhttp://repositorio.unifesp.br/handle/11600/46149porSão Pauloinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESP2024-08-11T04:29:26Zoai:repositorio.unifesp.br/:11600/46149Repositório InstitucionalPUBhttp://www.repositorio.unifesp.br/oai/requestbiblioteca.csp@unifesp.bropendoar:34652024-08-11T04:29:26Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)false
dc.title.none.fl_str_mv TDAH, leitura e escrita: modelos neuropsicológicos e de invariâncias
ADHD, reading, and spelling: neuropsychological models and invariance
title TDAH, leitura e escrita: modelos neuropsicológicos e de invariâncias
spellingShingle TDAH, leitura e escrita: modelos neuropsicológicos e de invariâncias
Lúcio, Patrícia Silva [UNIFESP]
ADHD
Reading
Spelling
Basic processing information
Moderated-mediation
Measurement invariance
TDAH
Leitura
Escrita
Moderação mediana
Invariância
title_short TDAH, leitura e escrita: modelos neuropsicológicos e de invariâncias
title_full TDAH, leitura e escrita: modelos neuropsicológicos e de invariâncias
title_fullStr TDAH, leitura e escrita: modelos neuropsicológicos e de invariâncias
title_full_unstemmed TDAH, leitura e escrita: modelos neuropsicológicos e de invariâncias
title_sort TDAH, leitura e escrita: modelos neuropsicológicos e de invariâncias
author Lúcio, Patrícia Silva [UNIFESP]
author_facet Lúcio, Patrícia Silva [UNIFESP]
author_role author
dc.contributor.none.fl_str_mv Moreira, Hugo Cogo [UNIFESP]
http://lattes.cnpq.br/3049836001727444
http://lattes.cnpq.br/1034049862664412
Universidade Federal de São Paulo (UNIFESP)
dc.contributor.author.fl_str_mv Lúcio, Patrícia Silva [UNIFESP]
dc.subject.por.fl_str_mv ADHD
Reading
Spelling
Basic processing information
Moderated-mediation
Measurement invariance
TDAH
Leitura
Escrita
Moderação mediana
Invariância
topic ADHD
Reading
Spelling
Basic processing information
Moderated-mediation
Measurement invariance
TDAH
Leitura
Escrita
Moderação mediana
Invariância
description An important research question focuses on the study of comorbidity among mental disorders. Different models have been developed to clarify this interrelation. Furthermore, the findings of studies that determine the prevalence of disorders in different populations generally use direct comparisons between the individuals that compose these populations. This study uses a neuropsychological model to demonstrate a predictive relationship between ADHD symptoms and difficulties of learning to read. In addition, it attests to the validity of the comparisons between subjects with and without ADHD through measurement invariance analysis. Thus, this dissertation is composed of two separate studies, both performed from a community sample of children and adolescents with normal estimated IQ (?70) belonging to 66 public schools of São Paulo and Porto Alegre. Participants (n = 1857; 6-15 years; 47% female) were evaluated in reading, spelling, working memory (visuospatial and verbal), and a forced choice task BIP (2C-RT). ADHD symptoms were evaluated by the DAWBA. Study 1 aimed to investigate the mediation effect of a measure of stimulus discriminability (mean drift) in the relationship between the symptoms of ADHD and reading skills. Sex, socioeconomic status, and memory (verbal and visuospatial) were covariates, and age was the moderator. In a moderated-mediation model, the stimulus discriminability mediated the effect of ADHD symptoms on reading and this indirect effect was moderated by age (the effect was greater among younger children). The findings support the hypothesis that ADHD and reading skills are linked, in young children, for a neuropsychological deficit related to stimulus discrimination capacity. Study 2 aimed to evaluate the invariance of reading and spelling measures between subpopulations of ADHD and typically developing children. The study included 1,935 children with and without ADHD diagnosis (47% girls; 11% ADHD). The invariance of the measurement was investigated by factor analysis for multiple groups (MGCFA) and differential item functioning (DIF) via MIMIC models. Through both methods, the invariance of the reading and spelling measures was certified, demonstrating the comparability of groups of children with and without ADHD in these tasks. The impact of this study for future research on the relationship between reading and spelling skills and the symptoms of ADHD is discussed.
publishDate 2016
dc.date.none.fl_str_mv 2016-10-20
2018-07-27T15:49:36Z
2018-07-27T15:49:36Z
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format doctoralThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=3786149
LUCIO, Patricia Silva. Tdah, leitura e escrita: modelos neuropsicológicos e de invariâncias. 2016. Tese (Doutorado em Psiquiatria e Psicologia Médica) - Escola Paulista de Medicina, Universidade Federal de São Paulo (UNIFESP), São Paulo, 2016.
Patrícia Silva Lúcio - PDF A.pdf
http://repositorio.unifesp.br/handle/11600/46149
url https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=3786149
http://repositorio.unifesp.br/handle/11600/46149
identifier_str_mv LUCIO, Patricia Silva. Tdah, leitura e escrita: modelos neuropsicológicos e de invariâncias. 2016. Tese (Doutorado em Psiquiatria e Psicologia Médica) - Escola Paulista de Medicina, Universidade Federal de São Paulo (UNIFESP), São Paulo, 2016.
Patrícia Silva Lúcio - PDF A.pdf
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 95 f.
application/pdf
dc.coverage.none.fl_str_mv São Paulo
dc.publisher.none.fl_str_mv Universidade Federal de São Paulo (UNIFESP)
publisher.none.fl_str_mv Universidade Federal de São Paulo (UNIFESP)
dc.source.none.fl_str_mv reponame:Repositório Institucional da UNIFESP
instname:Universidade Federal de São Paulo (UNIFESP)
instacron:UNIFESP
instname_str Universidade Federal de São Paulo (UNIFESP)
instacron_str UNIFESP
institution UNIFESP
reponame_str Repositório Institucional da UNIFESP
collection Repositório Institucional da UNIFESP
repository.name.fl_str_mv Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)
repository.mail.fl_str_mv biblioteca.csp@unifesp.br
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