O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é o diagnóstico dado a indivíduos que apresentem quadros de desatenção, hiperatividade e impulsividade. As crianças diagnosticadas com TDAH apresentam uma população heterogênea, com graus variáveis e com a possibilidade de outros transtornos ocorrerem em associação. Existe uma correlação importante entre o diagnóstico de TDAH e a ocorrência de baixo rendimento escolar, distúrbios de aprendizagem e distúrbios de linguagem. Vários trabalhos vêm confirmando dificuldades psicolinguísticas e linguísticas em crianças com TDAH, sendo elas consideradas de risco para alterações de linguagem. Este trabalho investigou as características linguísticas de crianças com TDAH, comparando esta população com seus pares sem alteração quanto ao vocabulário receptivo, compreensão verbal e habilidades pragmáticas, e ainda, comparando as classificações dos resultados dos testes de vocabulário receptivo e compreensão verbal dos indivíduos com TDAH e com desenvolvimento tipico de Linguagem (DTL). Foram selecionados 40 sujeitos, em idade escolar, cuja faixa etária varia entre 7 e 10 anos e 11 meses, de ambos os sexos, sendo 20 deles com diagnóstico interdisciplinar de TDAH (Grupo Experimental GE) e 20 com DTL (Grupo Controle GC), que foram pareados quanto a idade cronológica, gênero e nível de escolaridade. Foram aplicados o TVF-usp, Token Test e Protocolo de Avaliação das Habilidades Pragmáticas. Foi encontrado diferença estatística significante do desempenho de crianças com TDAH quando comparadas aos seus pares (DTL) em relação ao vocabulário receptivo, compreensão verbal e habilidades pragmáticas. Nos testes que possibilitaram uma classificação, TVF-usp e Token Test (avaliação do vocabulário e compreensão verbal, respectivamente) há uma diferença estatisticamente significante nos resultados obtidos, mas metade das crianças do GE apresentou desempenho dentro da média para o vocabulário receptivo. Nas habilidades pragmáticas encontramos que as crianças do GE fazem turnos simples com a mesma frequência do que as do GC, porém apresentam dificuldades na narrativa, com alterações de coesão e coerência. Desta forma, o estudo aponta que crianças com TDAH apresentam maiores dificuldades linguísticas, e que a avaliação de linguagem deve ser sempre realizada. Concluindo, as crianças com TDAH evidenciaram vocabulário receptivo mais limitado, dificuldades de compreensão verbal e pragmáticas nos procedimentos aplicados, apresentando pior desempenho quando comparado com seus pares normais em todas as habilidades testadas. Por outro lado, a comparação das classificações dos testes de vocabulário receptivo e compreensão verbal evidenciou que o desempenho de metade das crianças com TDAH do grupo estudado foi dentro da média, sugerindo que quando as crianças são comparadas uma a uma com seus pares podem mostrar maior defasagem que não é confirmada quando a amostra de crianças normais é maior. / Attention Deficit Hyperactivity Disorder (ADHD) is the diagnostic given to individuals that present a profile of lack of attention, hyperactivity and impulsiveness. Children diagnosed with ADHD constitute a heterogeneous group, with variable degrees and the possibility that other disorders may be present in association. There is an important correlation between the ADHD diagnosis and the occurrence of low scholar performance, learning disorders, and language disorder. Scientific studies point evidences that determine failure in cognitive function, what may explain on high scale the low scholar performance of ADHD children compared to regular children. Given the presented context, this work seeks to investigate the language characteristics of children with ADHD by comparing this population with their unaltered pairs, regarding receptive vocabulary, verbal comprehension, and pragmatic abilities, and by comparing the classification of results of tests regarding receptive vocabulary and verbal comprehension on ADHD individuals and the control group. On this study 40 subjects were selected on scholar age, between 7 years and 10 years and 11 months, from both genders, of which 20 had been interdisciplinary diagnosed for ADHD (experimental group GE) and 20 with TLD (control group GC), that were paired according to chronological age, gender and scholar level. TVF-usp, Token Test, and Protocol of Evaluation of Pragmatic Abilities were employed. Based on the results, we found a considerable statistical difference on the performance of ADHD children compared to their pairs (TLD) related to receptive vocabulary, verbal comprehension, and pragmatic comprehension. On tests that make classification possible, TVF-usp and Token Test (evaluation of vocabulary and verbal comprehension, respectively) there is statistically considerable difference on observed results, where half the children from the GE demonstrated average performance for receptive vocabulary. On pragmatic resting we found that children from the GE make simple turns with the same frequency of children from the GC, however presented hardships on the narrative, with cohesion and coherency alterations. This way it becomes evident that children with ADHD present more linguistic difficulties, and that language evaluation must be always performed. In conclusion, children with ADHD showed more limited receptive vocabulary and verbal comprehension evidenced that the performance of half the children with ADHD from the studied group was within an average, suggesting that when the children are compared one by one to their pairs, they may present higher deficit that is not confirmed when the sample group of TLD children is larger.

Orientador: Sylvia Maria Ciasca / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-18T18:49:30Z (GMT). No. of bitstreams: 1 Ferreira_TaisdeLima_M.pdf: 2792845 bytes, checksum: aa6f1474dfc54e6caa8a0b66266f9de9 (MD5) Previous issue date: 2011 / Resumo: O objetivo geral deste estudo foi avaliar os componentes da memória de trabalho para material auditivo e visual em crianças com o diagnóstico de Transtorno do Déficit de Atenção e Hiperatividade (TDAH). Os objetivos específicos foram: comparar o desempenho das crianças com TDAH com o de crianças sem dificuldades de aprendizagem na prova de memória de trabalho, relacionar os dados na prova de memória de trabalho com as crianças com TDAH e com as crianças sem dificuldades de aprendizagem e atencional. Participaram deste estudo 60 crianças de ambos os sexos, freqüentadoras do ensino fundamental, as quais foram subdivididas em dois grupos, sendo grupo experimental (GE) composto por 30 crianças com TDAH e grupo controle (GC) composto por 30 crianças sem alterações no processo de aprendizagem e atencional. As crianças de ambos os grupos foram submetidas à avaliação fonoaudiológica e à aplicação do Protocolo de Memória de Trabalho. Os resultados evidenciaram desempenho aquém do esperado do GE em relação ao GC na avaliação fonoaudiológica e na avaliação da memória de trabalho, melhor desempenho em memória de trabalho auditiva pelo GE, melhor desempenho em memória de trabalho visual pelo GC. O desempenho dos dois grupos sofreu interferência dos efeitos de similaridade fonológica e semântica, além do efeito temporal sobre a habilidade avaliada, porém com maior prejuízo para o GE / Abstract: The general objective of this study was to evaluate the working memory components for auditory and visual material in children diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD). The specific objectives were: to compare the performance of children with ADHD to that of children who do not present learning and attention difficulty in tests of working memory, and to relate the data in the children with ADHD working memory test to the performance of children with no learning difficulty. Sixty (60) elementary school children of both sexes participated in this study. They were divided in two groups: the experimental group (EG) composed by 30 children with ADHD, and the control group (CG), composed by 30 children with no alterations in the learning and attentional difficulty. The children of both groups were subjected to speech language evaluation and to the application of the Working Memory Protocol. The results showed a EG performance that was beneath the expectations, in relation to the CG in the speech language and in the working memory evaluation, a better EG auditory working memory and a better CG visual working memory. Both groups performance suffered interference from the effects of the phonological and semantic similarities, besides de temporal effect on the evaluated capability, but with a greater loss for the EG / Mestrado / Ciencias Biomedicas / Mestre em Ciências Médicas

Orientador: Maria Francisca Colella dos Santos / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-24T13:02:59Z (GMT). No. of bitstreams: 1 Madruga_CamilaColussi_M.pdf: 995989 bytes, checksum: 549d0e5d3cefeb84742b5084fb052922 (MD5) Previous issue date: 2014 / Resumo: A audição é fundamental na aquisição e desenvolvimento da linguagem. Com isso, a integridade auditiva é fundamental no sistema sensorial humano, contribuindo efetivamente para o processo ensino-aprendizagem. O déficit de processamento auditivo é um distúrbio que pode coexistir com outras doenças como o Transtorno de Déficit de Atenção e Hiperatividade (TDAH). A avaliação do Processamento Auditivo (PA) pode ser realizada por meio de testes comportamentais e eletrofisiológicos, sendo que o P300 pode ser uma ferramenta útil no monitoramento das mudanças ocorridas no sistema nervoso auditivo central após o treinamento auditivo. O objetivo deste estudo foi analisar os resultados dos testes dicótico não-verbal (TDNV), teste dicótico de dígitos (TDD), SSI em português, teste padrão de duração (TPD) e GIN, além dos testes eletrofisiológicos (PEATE e P300) de crianças e adolescentes com diagnóstico de TDAH pré e pós-treinamento auditivo. O grupo de estudo foi composto por 14 sujeitos com diagnóstico de TDAH realizado pelo DISAPRE/HC/UNICAMP, na faixa etária de oito a 14 anos. Desses, apenas seis realizaram treinamento auditivo e foram reavaliados em seguida. Os dados do grupo de estudo foram comparados com o grupo controle. Os resultados mostraram que as crianças e adolescentes com TDAH apresentaram diferenças estatisticamente significantes nos testes de processamento auditivo e no P300, quando comparados com o grupo controle. Na comparação do desempenho de crianças e adolescentes do grupo de estudo pré e pós-treinamento auditivo foram observadas mudanças estatisticamente significativas nos resultados dos testes TDD, SSI, TPD e GIN. Concluímos que há uma relação entre os sintomas apresentados pelos indivíduos com TDAH e os resultados dos testes de PA e que após a realização do treinamento auditivo houve melhora nas habilidades auditivas, sendo as medidas eletrofisiológicas um importante instrumento no monitoramento da terapia / Abstract: Listening is a key ability during the acquisition and development of language. With this, the auditory integrity is fundamental in human sensory system, effectively contributing to the teaching-learning process. The auditory processing deficit (APD) is a disorder that can coexist with other disorders such as Attention Deficit Disorder and Hyperactivity Disorder (ADHD). The assessment of the APD can be accomplished by means of behavioral and electrophysiological tests. In addition to that, the P300 can also be a useful tool in monitoring changes in the central auditory system after auditory training. The objective of this study was to analyze the results of nonverbal dichotic, dichotic digits, SSI in Portuguese, duration pattern, and GIN tests, in addition to electrophysiological tests (ABR and P300), of children diagnosed with ADHD, pre and post auditory training. The study group consisted of 14 subjects diagnosed with ADHD by DISAPRE / HC / UNICAMP, aged eight to 14 years. Among these, only six underwent auditory training and were then reassessed. The data of the study group were compared with the control group. The results showed that children with ADHD presented statistically significant differences in auditory processing and P300 when compared with the control group. In comparing the performance of children in the study group pre and post auditory training, statistically significant changes in test results were observed. We conclude that there is a relationship between ADHD and the results of the APD and that, after the hearing training, there was an improvement in hearing skills. In addition to that, electrophysiological measures proved to be an important tool for monitoring the therapy results / Mestrado / Saude da Criança e do Adolescente / Mestra em Ciências

Orientador: Cintia Alves Salgado Azoni / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-28T03:56:06Z (GMT). No. of bitstreams: 1 Carvalho_MarianaCoelho_M.pdf: 4326973 bytes, checksum: 9e3d420b0e1ceeb561a2e2992442bd99 (MD5) Previous issue date: 2015 / Resumo: Este estudo teve como objetivo verificar a eficácia de um programa de intervenção psicomotora em crianças com Transtorno do Déficit de Atenção e Hiperatividade (TDAH). Especificamente o estudo comparou o desempenho psicomotor e cognitivo (atenção e funções executivas), pré e pós testagem, em crianças com TDAH submetidas ao programa de intervenção psicomotora; comparou o desempenho psicomotor e cognitivo (atenção e funções executivas), pré e pós testagem, em crianças com TDAH não submetidas ao programa de intervenção psicomotora; além da comparação do desempenho psicomotor e cognitivo de crianças com TDAH e crianças controle na avaliação pré e pós-testagem. Participaram do estudo 26 crianças do gênero masculino, sendo 14 com TDAH, divididas em grupo experimental I e II (GEI e GEII) e 12 com desenvolvimento típico agrupados no grupo controle (GC), com idade cronológica entre 07 e 11 anos (M=9,00) e cursando do 2º ao 6º ano do ensino fundamental de escolas públicas e particulares. As crianças passaram por avaliação psicomotora e cognitiva. Os resultados deste estudo foram organizados em dois artigos, o primeiro referente ao desempenho psicomotor de crianças com TDAH e o segundo apresentando o efeito de um programa de intervenção psicomotora em crianças com TDAH. Os dados apresentados no primeiro artigo mostrou que as crianças com TDAH foram classificadas como "Eupráxico" 2(42,9%), 7(50%) "Dispráxico" e 1(7,1%) "Deficitário". Enquanto no grupo controle 11(91,7%) crianças foram classificadas como "Bom" e 1(8,3%) como "Superior". O desempenho psicomotor dos sujeitos com TDAH foi pior que do grupo controle em todas as áreas avaliadas. Os resultados sugerem que meninos com TDAH apresentam dificuldades psicomotoras que podem estar associadas a características do próprio quadro. A avaliação psicomotora pode favorecer o processo diagnóstico e de intervenção no TDAH. Os resultados apresentados no segundo artigo sugerem que a intervenção psicomotora foi eficiente para o tratamento de crianças com TDAH, uma vez que houve diferenças estatisticamente significativas nos escores de classificação do perfil psicomotor e nos testes de atenção e funções executivas. Além disso, houve melhora qualitativa, indicada pelo aumento das médias das funções de noção de corpo, equilibração, estruturação espaço temporal, praxia fina, lateralidade e tonicidade, respectivamente / Abstract: This study aimed to determine the effectiveness of a psychomotor intervention program for children with ADHD. Specifically, the study compared the psychomotor and cognitive performance (attention and executive functions), pre and post testing in children with ADHD, subject to psychomotor intervention program; He compared the psychomotor and cognitive performance (attention and executive functions), pre and post testing in children with ADHD not subject to psychomotor intervention program; beyond comparison psychomotor and cognitive performance of children with ADHD and control children in pre- and post-testing. The study included 26 male children, 14 with Attention Deficit Disorder and Hyperactivity Disorder (ADHD), divided into experimental group I and II (GEI and GEII) and 12 with typical development grouped in the control group (CG), aged chronological between 7:11 years (M = 9.00) and attending the 2nd to 6th grade of elementary school of public and private schools. The children underwent cognitive psychomotor assessment and pre and post-intervention. The results of this study were divided into two articles, the first referring to the psychomotor performance of children with ADHD and the second showing the effect of a psychomotor intervention program for children with ADHD. The data presented in the first article showed that children with ADHD were classified as "Eupráxico" 2 (42.9%), 7 (50%) "dyspraxic" and 1 (7.1%) "Underfunded". While in the control group 11 (91.7%) children were classified as "good" and 1 (8.3%) and "Superior". Psychomotor performance of subjects with ADHD was worse than the control group in all areas assessed. The results suggest that children with ADHD have psychomotor problems that may be associated with the frame itself features. Psychomotor assessment may favor the diagnosis and intervention process in ADHD. The results presented in the second article suggested that psychomotor intervention is effective for treating children with ADHD, since there were statistically significant differences in scores of psychomotor profile classification and tests of attention and executive functions. In addition, there was a qualitative improvement, indicated by the increase in average body notion of functions, balancing, timeline structure, fine praxis, laterality and tone respectively / Mestrado / Ciencias Biomedicas / Mestra em Ciências Médicas

An overview of Attention Deficit Disorders is given along with a description of attribution theory and issues facing MSWs in CPS type settings. A questionnaire was administered to Masters of Social Workers (MSWs) employed by the Department of Children's Services, San Bernardino, California to test the hypothesis that Master of Social Work (MSW) workers attitudes towards children with Attention Deficit Disorders (ADD/ADHD) are affected by the perceived cause of the disorders.

Bakgrund: ADHD är en neuropsykiatrisk störning där symtomen kännetecknas av ouppmärksamhet, impulsivitet och hyperaktivitet. ADHD är en av de vanligaste diagnoserna bland barn och många barn som diagnostiseras har problem med utbildning och fungera socialt. Barnets symtom påverkar familjelivet och familjer med ett barn med ADHD visade sig ha mer utmaningar än andra familjer Syfte: Syftet med denna litteraturstudie var att beskriva föräldrars erfarenheter av att leva med ett barn som har diagnosen ADHD Metod: En beskrivande litteraturstudie. Totalt 10 kvalitativa vetenskapliga artiklar inkluderades. Artiklarna söktes i databaserna Cinahl och Medline via PubMed. Huvudresultat: I resultatet framkom att föräldrar som levde med ett barn med ADHD upplevde utmaningar som väckte många olika känslor i dem. Föräldrar fick inte alltid ihop livspusslet samtidigt som de skulle hantera barnets symtom, vilket resulterade i höga nivåer av stress. Föräldrar upplevde stigmatiserande attityder och ett missnöje mot vården och samhället. Föräldrar var överens om att det fanns en oförståelse kring ADHD och uppfattade vägen till en diagnos som en svår, ensam och lång process. Slutsats: Att vara förälder till ett barn med ADHD visade sig vara tufft och utmanande. Resultatet visade att det behövs mer resurser, utbildning och forskning för att kunna ge familjer hjälpen de behöver. Okunskap kan leda till skador, både för familjerna i hemmet, inom vården och framförallt barnen som lider av denna funktionsnedsättning. Med rätt professionell hjälp kan familjerna få en fungerande vardag. För att sjuksköterskor ska kunna ge den bästa möjliga omvårdnad krävs rätt förutsättningar och verktyg som sedan kan föras vidare till familjerna. / Background: ADHD is a neuropsychiatric disorder in which the symptoms are characterized by inattention, impulsivity and hyperactivity. ADHD is one of the most common diagnoses among children and many children who diagnosed have problems with education and function socially. The child's symptoms affect family life and families with a child with ADHD were found to have more challenges than other families. Aim: The aim of this literature study was to describe parents' experiences of living with a child diagnosed with ADHD. Method: A descriptive literature study. A total of 10 qualitative scientific articles were included. The articles were searched in the Cinahl and Medline databases via PubMed. Main findings: The results showed that parents who lived with a child with ADHD experienced challenges that aroused many different emotions in them. Parents did not always get the puzzle of life together while dealing with the child's symptoms, which resulted in high levels of stress. Parents experienced stigmatizing attitudes and dissatisfaction with care and society. Parents agreed that there was a misunderstanding about ADHD and perceived the path to a diagnosis as a difficult, lonely and long process. Conclusion: Being the parent of a child with ADHD proved to be tough and challenging. The results showed that more resources, education and research are needed to be able to give families the help they need. Ignorance can lead to injuries, both for the families at home, in care and especially the children who suffer from this disability. With the right professional help, families can have a functioning everyday life. In order for nurses to be able to provide the best possible care, the right conditions and tools are required, which can then be passed on to the families.

Objective: Childhood loss of control (LOC) eating and attention-deficit/hyperactivity disorder (ADHD) are highly comorbid conditions and present with disordered eating behaviors, such as overeating. This study sought to delineate shared and specific abnormalities in physiological, cognitive-motivational, and behavioral components of food-specific impulsivity in children with LOC eating and ADHD. Specifically, children’s reactivity and habituation to food and eating in the absence of hunger were examined. Methods: Within this community-based study, four groups of 8-13 year old children with LOC eating (n=24), ADHD (n=32), comorbid LOC eating/ADHD (n=9), and matched controls (n=34) received a standard laboratory test meal to establish satiety and were then exposed to their favorite snack food in a cue exposure/reactivity trial, while salivation and desire to eat were repeatedly assessed. Subsequently, they were offered a variety of snack foods ad libitum. Results: Children with LOC eating, ADHD, and LOC/ADHD did not differ from controls in salivary reactivity and habituation to food cues. Children with LOC eating and ADHD showed greater cue reactivity of the desire to eat than controls, but groups did not differ in its longer-term increments. At free access, only children with LOC/ADHD consumed significantly more energy than controls. Longer-term increments of desire to eat predicted greater energy intake beyond LOC/ADHD group status. Discussion: Desire to eat among children with comorbid LOC eating and ADHD was associated with overeating in the absence of hunger, which may contribute to excess weight gain. Delineation of the specific features of childhood LOC eating versus ADHD warrants further study.

The goal of this study was to determine the extent, motivations, and justifications of nonmedical prescription stimulant use among the population at a large public university in the North Texas region. Participants consisted of 526 undergraduate students enrolled at the studied university during the spring and summer 2014 semesters. The findings of the study suggest that the nonmedical use by students was higher than the findings in much of the current literature, but was within the parameters established in the literature. The primary motivation for nonmedical use was academic in nature and was justified by moderation of nonmedical use to strategic academic times.

This study examines student's nonmedical prescription drug (NMPD) and marijuana use and whether anxiety, depression, ADD or ADHD symptoms are associated with their use and if students are self-medicating to alleviate symptoms. The method of obtaining this information was provided by a total of 278 college students who voluntarily and anonymously completed a Web-based survey. This study fills in the gaps of previous research and reveals the most frequent NMPD's used by students and their overall perceptions of their intended effects of the drug and answers why students do not seek professional help for their anxiety, depression and impulsivity symptoms. Results from the survey indicate that students who report NMPD use self- reported higher symptoms of anxiety, depression and impulsivity. NMPD users reported higher percentages of other substance abuse compared to nonusers. The most prominent NMPD's used by students are Adderall and Vicoden or Codeine. Data also indicates student's primary reasons for their NMPD use are related to academic purposes; as opposed to nonacademic. This analysis is further supported by the fact that the majority of NMPD users did not use before they began college and do not use while classes are not is session. Furthermore, students perceive their overall intended effects of their NMPD use to be beneficial, despite the known risks associated with their drug use. By examining college student's current NMPD use we can provide alternative solutions to students who are self-medicating as a coping mechanism for underlying issues or mental health disorders. Also, we can provide them with the necessary services in order to address their problems professionally.

Text in Afrikaans / Hierdie studie ondersoek die moontlikheid dat aandagtekort versteuring met hiperaktiwiteit(ATHV/H) verband hou met probleme met voortgesette aandag, terwyl aandagtekort versteuring sander hiperaktiwiteit(ATHV/SO) verband hou met probleme met gefokusde aandag. Neurosielkundige toetse waarmee voortgesette- en gefokusde aandag gemeet word, word gebruik om drie groepe, naamlik ATHV/H(n=24), ATHV/SO(n=l5) en 'n kontrole groep(n=21), met mekaar te vergelyk. Resul tate dui daarop dat die groep ATHV/SO beduidend swakker presteer as die ander twee groepe op sommige van die toetse van gefokusde aandag, en ook neig om swakker te presteer op die toets van voortgesette aandag. Die groep ATHV/SO se probleme blyk gekoppel te wees aan 'n stadiger spoed van kognitiewe prosessering en 'n toestand van hipoopwekking. Die groep ATHV/H presteer nie beduidend swakker as die ander twee groepe op die toets van voortgesette aandag nie, maar presteer wel swakker as die kontrole groep op die Stroop Colour-Word Test waar inhibisie van ontoepaslike response vereis word. Die groep ATHV /H se probleme blyk verband te hou met frontale disfunksie wat manifesteer as 'n neighing tot impulsiwiteit en gebrekkige gedragsregulering. / This study examined the possibility that attention deficit disorder with hyperactivity(ADHD/H) is related to problems with sustained attention, while attention deficit disorder without hyperactivity (ADHD/WO) is related to problems with focussed attention. The performance of three groups: ADHD/H (n=24), ADHD/WO(n=15) and a control group(n=21) were compared. Results indicated that the ADHD/WO group performed significantly poorer than the other two groups on some of the tests of focussed attention and also tended to perform poorer on the test assessing sustained attention. This groups' symtoms appear to be related to a slowed speed of processing and a state of hypo-arousal. The ADHD/H group did not perform poorer than the other two groups on the test assessing sustained attention. The ADHD/H groups' symptoms appear to be related to frontal dysfunction resulting in impulsivity and poor behavioural control. / Psychology / M.A. (Sielkunde)