Made available in DSpace on 2016-03-15T19:41:13Z (GMT). No. of bitstreams: 1 Marcos Vinicius de Araujo.pdf: 2207447 bytes, checksum: 0cac9ac58d73322d49f6f7c799eac0ac (MD5) Previous issue date: 2012-02-01 / Fundo Mackenzie de Pesquisa / Attention Deficit Hyperactivity Disorder (ADHD) is described, according to DSM-IV TR, as a persistent pattern of inattention and/or hyperactivity that is more frequently displayed and is more severe than observed in individuals of the same age. Such condition often impairs the individual‟s educational process. This research aimed at developing and implementing behavioral management procedures in classroom context and assessing their effects in ADHD students. To do so, we resorted to the theory of Behavior Analysis. To assess the behavioral profile of participants, specific inventories were used (CBCL/6-18 for parents and TRF/6-18 and Benczik scale for teachers), as well as classroom observation based on a protocol elaborated by the researcher himself. Eight children participated in the study. All of them are Elementary School students from São Paulo and have been diagnosed with ADHD. A training program for teachers was elaborated to classroom behavioral management on the form of a Guide, which was used with four of the children (Experimental Group EG). Results were subsequently compared to Control Group (CG), formed by remaining four children. The Guide was based on the use of stimulus control strategies and reinforcers. The results show that observation sessions added by parents and teachers reports are significantly useful for establishing the participants‟ behavioral profile. When comparing EG and CG it was verified that most EG students had a decrease of the frequency of inattention and hyperactivity behaviors, which are incompatible with learning process at school; on the other hand, CG presented an increase in the frequency of such behaviors. These results indicate the efficiency of the Guide through simple changes in classroom procedures. After the implementation of these procedures it was verified, along the weeks, a gradual increase of its use by the teacher. We conclude that the application of the Guide, in the cases described in this work, has proved feasible and effective for the management of several behaviors related to inattention and hyperactivity, as well as of other behavioral problems commonly associated to ADHD. / O Transtorno do Déficit de Atenção e Hiperatividade (TDAH) é descrito, segundo o DSM-IV TR, como um padrão persistente de desatenção e/ou hiperatividade mais frequente e grave do que o observado em indivíduos de mesma faixa etária. Tal condição, muitas vezes, pode prejudicar o processo educacional dessas pessoas. O presente trabalho teve como objetivo desenvolver e implementar procedimentos de manejo comportamental no contexto de sala de aula e avaliar seus efeitos em alunos com TDAH. Para isso, foi utilizado o referencial teórico da Análise do Comportamento. Para avaliar o perfil comportamental dos participantes, foram utilizados inventários específicos (CBCL/6-18, para pais e TRF/6-18 e Escala Benczik de TDAH para professores), além de observação em sala de aula, a partir de um protocolo elaborado pelo próprio pesquisador. Participaram do estudo oito crianças do Ensino Fundamental da cidade de São Paulo diagnosticadas com TDAH. Foi elaborado um programa de treinamento com os professores para manejo comportamental em sala de aula, sob a forma de um Guia que foi aplicado em quatro dessas crianças (Grupo Experimental - GE). Os resultados foram posteriormente comparados ao grupo controle (GC), formado pelas outras quatro crianças. O Guia baseou-se na utilização de estratégias de controle de estímulos e de reforçadores. Como resultado, verificou-se que a realização de sessões de observação, somada aos relatos de pais e professores, trouxe grande contribuição para o estabelecimento do perfil comportamental dos participantes deste estudo. Ao se comparar o GE com o GC, verificou-se, na maioria dos alunos do GE, diminuição da frequência de comportamentos relacionados à desatenção e à hiperatividade, considerados incompatíveis com o processo de aprendizagem na escola; em contrapartida, no GC verificou-se aumento da frequência desses comportamentos. Tais resultados indicam a eficácia do Guia, mediante mudanças simples em procedimentos em sala de aula. Após a implementação desses procedimentos verificou-se, no decorrer das semanas, um aumento gradual na sua utilização pelo professor. Conclui-se que a aplicação do Guia, nos casos descritos neste trabalho, se mostrou viável e eficaz no manejo de diversos comportamentos relacionados à desatenção e à hiperatividade, assim como de outros problemas de comportamento comumente associados ao TDAH.

Made available in DSpace on 2016-03-15T19:41:24Z (GMT). No. of bitstreams: 1 Bruna Tonietti Trevisan.pdf: 1685175 bytes, checksum: 3d54561a68385e42dc74a06a665b60f9 (MD5) Previous issue date: 2014-08-12 / Fundação de Amparo a Pesquisa do Estado de São Paulo / The attention deficit hyperactivity disorder (ADHD) affects about 3-5% of school-age children. In spite of many evidences of cognitive impairments in this disorder, the diagnosis is still predominantly clinical. Many relevant neuropsychological abilities have been implicated in ADHD, including deficits in executive functions (EF) of the regulatory state and delay aversion. However, it remains unclear if these three factors are independent pathways for explanation of ADHD, or even how to derive the relationships between such factors and ADHD. In addition to the investigation of the aforementioned subjects, it is necessary to explore the functional implications of symptoms and neuropsychological deficits in ADHD, to establish appropriate interventions for the disorder. Furthermore, in Brazil there are no studies that have sought to develop valid and accurate measures for evaluating state regulation and delay aversion in children, as well as ecological measures of EF. The objectives of this project are to translate, adapt and develop tools for evaluation of children and adolescents with ADHD; examine the neuropsychological performance in terms of different aspects of EF, regulation and delay aversion; and to investigate the relationship between symptoms, neuropsychological performance, and academic skills. Based on these relationships, three studies were conducted: Study 1 - Translate, adapt and seek evidence of validity and accuracy of Chexi while ecological measure of FE; Task of Regulation, as a measure of state regulation; and the Delay Aversion (TAD) test for assessment of aversion to delay. Participants 408 children, ages 4 to 7 years of Child Education students and first year of elementary school of public schools in São Paulo, as well as their teachers and parents. Study 2 - Develop a new task aversion to delay another state regulation and an inventory covering different facets of FE, to be answered by parents and teachers. Participated in a total of 332 children and adolescents between 5 and 14 years of age, of both sexes, students from 1st to 9th grade at a public school and two private schools in São Paulo. Study 3 - verify the heterogeneity of ADHD, both in terms of neuropsychological performance as compared to academic and behavioral performance in 62 children and adolescents (50% diagnosed with ADHD and 50% matched controls in terms of age, sex and education) between 7 and 14 years of age, of both sexes, students from public and private schools. Results: Study 1: Internal consistency of Chexi were excellent (Cronbach's alpha of 0.94 and 0.98 for the father answered by teachers; Spearman-Brown coefficient was 0.92 and 0.96 for parents and teachers , respectively). Exploratory factor analysis (EFA) revealed two factors for CHEXI (an EF general factor and a factor representing self-regulation and inhibitory control). Thus, the CHEXI factorial structure did not found the structured we desired. Thus, we performed a Study 2: All the three new developed measures achieved excellent internal consistency indices and EFA for IFERI yielded the five desired dimensions (working memory, cognitive flexibility, inhibitory control, delay aversion and state regulation). Study 3: Mann-Whitney Analyzes revealed differences between clinical and control groups in most of the measures and Spearman correlation analysis indicated the relationship between neuropsychological, functional, symptomatic and functional performance, highlighting the importance of the characterization of ADHD under dimensional point of view. / O TDAH é um distúrbio que atinge de 3 a 5% de crianças em idade escolar. Apesar de evidências de comprometimento cognitivo em tal transtorno, seu diagnóstico ainda é predominantemente clínico. Importantes processos neuropsicológicos têm sido implicados no TDAH, incluindo déficits de funções executivas (FE), de regulação do estado e aversão à demora. No entanto, ainda não foi esclarecido se estes três fatores constituem vias independentes para explicação do TDAH ou, ainda, como se estabelece a relação entre tais fatores e o TDAH. Além da investigação de tais relações, se faz necessário verificar quais são as implicações funcionais da presença dos sintomas e dos déficits neuropsicológicos, visto que intervenções adequadas podem ser convenientemente conduzidas. Contudo, não há no Brasil estudos que buscaram desenvolver instrumentos válidos e precisos com o objetivo de avaliar regulação do estado e aversão à demora em crianças, bem como medidas mais ecológicas de FE. Os objetivos do presente projeto são traduzir, adaptar e desenvolver instrumentos para avaliação de crianças e adolescentes com TDAH; analisar o perfil neuropsicológico em termos de funções executivas, regulação e aversão à demora; bem como investigar a relação entre o transtorno, o perfil neuropsicológico, a sintomatologia, o desempenho acadêmico e o desempenho comportamental. Para tanto, o presente projeto foi desenvolvido por meio de três estudos: Estudo 1 Traduzir, adaptar e buscar evidências de validade e precisão do CHEXI, enquanto medida ecológica de FE; da Tarefa de Regulação, como medida de regulação do estado; e do Teste de Aversão à Demora (TAD), para avaliação de aversão à demora. Participaram 408 crianças, dos 4 aos 7 anos, estudantes do Ensino Infantil e primeiro ano do Ensino Fundamental de escolas municipais da Grande São Paulo, bem como seus professores e pais. Estudo 2 desenvolver uma nova tarefa de aversão à demora, outra de regulação do estado e um inventário que abrangesse diferentes facetas de FE (IFERI), para serem respondidas pelos pais e professores. Participaram um total de 332 crianças e adolescentes, entre 5 e 14 anos de idade, de ambos os sexos, estudantes do 1º ao 9º ano de uma escola pública e duas escolas particulares de São Paulo. Estudo 3 - verificar a heterogeneidade do TDAH, tanto em termos de desempenho neuropsicológico quanto em relação a desempenho acadêmico e comportamental, em 62 crianças e adolescentes (50% com diagnóstico de TDAH e 50% controles pareados em termos de idade, sexo e escolaridade), entre 7 e 14 anos de idade, de ambos os sexos, estudantes de escolas públicas e particulares. Resultados do estudo 1:Os índices de consistência interna da CHEXI foram excelentes (alfa de Cronbach de 0,94 respondidos pelo pai e 0,98 pelos professores; coeficiente de Spearman-Brown foi de 0,92 e 0,96 para pais e professores, respectivamente). A análise fatorial exploratória revelou dois fatores para a CHEXI (fator geral para FE e outro representando autorregulação e controle inibitório). Assim, a validade fatorial não foi a inicialmente almejada. Deste modo, realizou-se um Estudo 2: todas as três novas medidas alcançaram excelentes índices consistência interna e a análise fatorial exploratória da IFERI revelou as cinco dimensões desejadas (memória de trabalho, flexibilidade cognitiva, controle inibitório, aversão à demora e regulação do estado). Resultados do estudo 3: Análises U de Mann- Whitney revelaram diferenças entre os grupos clínico e controle na maior parte da medidas e Análises de Correlação de Spearman indicaram relação entre o desempenho neuropsicológico, funcional, sintomatológico e funcional, evidenciando a importância da caracterização do TDAH sob ponto de vista dimensional.

O objetivo deste trabalho é analisar os sentidos e significações atribuídos por professores de escolas particulares (de elite) ao Transtorno de Déficit de Atenção e Hiperatividade (TDAH). Muito já foi escrito a respeito da psicopatologização das questões escolares sob o nome de TDAH. Entretanto, poucas são as pesquisas e os estudos dirigidos especificamente à repercussão deste fato na prática dos professores e menos ainda dos professores de escolas de elite do Ensino Fundamental 1 e à compreensão dos sentidos conferidos por eles a este fenômeno. O modelo utilizado é o da pesquisa qualitativa em Psicanálise, e o trabalho está dividido em dois momentos: revisão bibliográfica sobre o tema, discutida criticamente, e a pesquisa de campo por meio de entrevistas semidirigidas. A condução das entrevistas e a análise dos resultados foram psicanaliticamente orientadas pelo referencial teórico freudlacaniano. Primeiramente, levantamos elementos do espaço social e epistêmico que revestem este controverso diagnóstico e quais seus efeitos sobre a subjetividade das crianças. Discutimos a diversidade clínica envolvida nesta nomenclatura, que reduz manifestações subjetivas e sociais à categoria de transtorno. Trouxemos uma reflexão do trajeto organicista do quadro de TDAH e apresentamos um contraponto entre a noção de transtorno e o entendimento de sintoma para Psicanálise como tratamento ao real da angústia. Num segundo momento, analisamos as entrevistas com as professoras e as dividimos em categorias. Constatamos que o discurso do capitalista, aliado ao cientificismo do discurso da ciência, vem trazendo uma série de consequências ao sujeito, entre as quais: transforma a educação em mais uma mercadoria a ser consumida, legitima a transferência da responsabilidade de certos valores educativos próprios às famílias para as mãos da escola, desresponsabiliza aqueles envolvidos com a educação da criança, inclusive ela própria, e subjuga o mal-estar do sujeito a alterações neuroquímicas. Analisando esses aspectos, o trabalho busca evidenciar a permeabilidade do discurso pedagógico ao discurso médico científico hegemônico. Observamos que essa epidemia de TDAH acaba sendo, em grande parte, engendrada por uma sociedade capitalista, calcada no consumo e no lucro e tendo como representante o poder da indústria farmacêutica. Em uma perspectiva contrária às regularidades discursivas dos ditos especialistas, as professoras entrevistadas apresentam particularidades nas condições de enfrentamento dos impasses escolares, inventando, dia após dia, estratégias para lidar com seus alunos. Assim, este trabalho pretende, também, contribuir com um espaço de reflexão ética, visando propiciar práticas educacionais mais críticas / The objective of this work is to analyze the senses and the significances assigned by teachers in private schools (elite group) to Attention Deficit Hyperactivity Disorder (ADHD). Much has been written about the issues of school psychopathology under the name of ADHD, however, there are few researches and studies directed specifically to the impact of this fact on teachers practice - and even less on elite schools teachers of elementary school and the insight of the meanings conferred by them to this phenomenon. The model used is the qualitative research in psychoanalysis and the work is divided into two stages: bibliographic review on the subject, critically discussed, and field research through semi-structured interviews. The conduct of the interviews and analysis of the results were psychoanalytically oriented through Freud-Lacan theoretical framework. First, we raised elements of social and epistemic space lining this controversial diagnosis and its effects on children subjectivity. We discussed the clinical diversity involved in that nomenclature which reduces subjective and social events to the category of a disorder. We have brought a reflection of the organicist path box ADHD and present a counterpoint between the notion of disorder and the understanding of symptom for Psychoanalysis as a treatment to the real of the angst. In a second stage, we analyzed the interviews with the teachers and divided them into categories. We noticed that the capitalist discourse, allied to the scientificism of the science discourse has brought a number of consequences to the subject including: turned education into a commodity to be consumed, legitimized the transfer of responsibility for certain families own educational values to the hands of the school, didnt blame those involved with the child\'s education, including herself, and subdued the malaise of the subject to neurochemical changes. Analyzing these aspects, this work seeks to demonstrate the permeability of pedagogic discourse to the hegemonic scientific medical discourse. We observed that this \"epidemy of ADHD\" ends up being largely engendered by a capitalist society grounded in consumption and income, having for major elective representantive the power of the pharmaceutical industry. On a counter perspective to the discursive regularities of said experts, the teachers who were interviewed show some particularities in terms of confrontation school impasses, \"inventing\" day after day, strategies for dealing with their students. This study also aims to contribute to an area of ethical reflection to provide more critical educational practices

Trata-se de um trabalho que apresenta elaborações teóricas e pesquisa de campo, na modalidade de pesquisa qualitativa, e que teve como objetivo investigar os sentidos e significados atribuídos ao diagnóstico de Transtorno de Déficit de Atenção e Hiperatividade (TDAH) por adultos clinicamente avaliados como portadores do transtorno na infância. Utilizou-se na pesquisa de campo o instrumento de entrevistas semi-dirigidas, ao qual se buscou engajar o espectro da história oral como suporte para esse instrumental. A condução das entrevistas e posterior análise dos resultados foram psicanaliticamente orientadas através do referencial teórico freud-lacaniano. Com o estudo teórico e a revisão da literatura, analisamos as configurações psíquicas que tais fenômenos, como o TDAH, suscitam e seus efeitos no estabelecimento do laço social. Constatou-se, também, que os modos de organização da vida social na atualidade, evidenciam determinadas formas de pensar e agir, dentre as quais se incluem fenômenos como a desatenção, a hiperatividade e a impulsividade. Na pesquisa de campo, dispôs-se um espaço de encontro com os entrevistados, convocando-os a falar sobre o conjunto de sintomas agenciado pelo transtorno, destacando-se suas implicações nos âmbitos da vida familiar, afetiva, do trabalho e na construção da identidade subjetiva. Buscou-se, também, reforçar a pertinência da psicanálise nos casos que colocam em perspectiva certos impasses no processo de alteridade e identidade e que revelam a ação (acting) como forma privilegiada de expressão do mal-estar. Através do ato psicanalítico, torna-se possível propiciar ao sujeito um momento de subversão que possibilita a ruptura com o ponto de apoio que estabelece com o saber construído a seu respeito, para que então se crie algo novo, abrindo espaço para aquilo que escapa à realidade biológica e faz emergir a dimensão simbólica dos processos psíquicos e corporais, a partir da forma singular com que o sujeito pode, então, nomear aquilo que lhe afeta / It is a work that presents theoretical elaborations and a qualitative field research, aimed to investigate the meanings attributed to the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) by adults clinically assessed as carriers of the disorder in childhood. In the field research, it was used the instrument of the semi-directed interviews, which engaged the spectrum of oral history as support for this instrumental. Interviews conduction and subsequent result analysis were psychoanalytically oriented through the Freudian-Lacanian theoretical framework. With the theoretical study and the literature review , we analyze the psychic configurations such phenomena, as ADHD, raise and their effects on establishment of social ties. It was found that modes of organization of social life nowadays highlight certain ways of acting and thinking including phenomena such as inattention, hyperactivity and impulsivity. In the field research, interviewees were stimulated to talk about symptoms intermediated by the disorder, highlighting its implications in the areas of family, love life, work and the construction of subjective identity. It was also sought to strengthen the relevance of psychoanalysis in cases that put into perspective some of the impasses of otherness and identity process and show the action (acting) as a privileged form of malaise expression. Through the psychoanalytic act, it becomes possible to provide the subject a subversion moment that allows the break with the foothold established with the knowledge built about him, so he can create something new, making room for what escapes biological and brings out the symbolic dimension of psychic and bodily processes, from the singular way in which the subject can, then, nominate what affects himself

Submitted by Rodrigo Bombonati de Souza Moraes (robombonati@gmail.com) on 2012-07-07T21:20:52Z No. of bitstreams: 1 como se fosse lógico_considerações críticas da medicalização do corpo infantil pelo TDAH na perspectiva da sociedade normalizadora_Rodrigo Bombonati.pdf: 2595873 bytes, checksum: 553b4323a4ee87def27ec9a2f2b806a4 (MD5) / Approved for entry into archive by Suzinei Teles Garcia Garcia (suzinei.garcia@fgv.br) on 2012-07-10T13:28:24Z (GMT) No. of bitstreams: 1 como se fosse lógico_considerações críticas da medicalização do corpo infantil pelo TDAH na perspectiva da sociedade normalizadora_Rodrigo Bombonati.pdf: 2595873 bytes, checksum: 553b4323a4ee87def27ec9a2f2b806a4 (MD5) / Made available in DSpace on 2012-07-10T13:34:37Z (GMT). No. of bitstreams: 1 como se fosse lógico_considerações críticas da medicalização do corpo infantil pelo TDAH na perspectiva da sociedade normalizadora_Rodrigo Bombonati.pdf: 2595873 bytes, checksum: 553b4323a4ee87def27ec9a2f2b806a4 (MD5) Previous issue date: 2012-06-19 / Esta pesquisa insere-se no debate que considera estarmos vivendo na era da medicalização, dos transtornos ou das patologizações (CONRAD, 1992; ROSE, 2001; VICENTIN, 2010). Com efeito, nas últimas décadas, tem crescido o número de doenças mentais diagnosticadas em crianças, especificamente, que consideraríamos normais pela perspectiva de Canguilhem (2010), mas que o olhar médico-científico as considera portadoras de doenças mentais. Assim, discursos ou dispositivos de poder psiquiátricos são constituídos para transformar comportamentos diferentes em patologias de modo que possam agir sobre os corpos, autorizadamente. Dentre eles, está o Transtorno do Déficit de Atenção e Hiperatividade (TDAH), analisado como objeto empírico nesta pesquisa, que se constitui num campo discursivo mais amplo denominado medicalização (CONRAD, 1992; ROSE, 2001; FOUCAULT, 1988; ILLICH, 1975), composta por diversas instituições como: psiquiatria, indústrias farmacêuticas, escolas, família, leis, associações de portadores do transtorno e mídias não especializadas. Esta constituição ocorre pelo deslocamento analítico de um comportamento do âmbito sociocultural para o campo médico que passa a ser diagnosticado e tratado como se fosse patológico. Para levantar as informações a respeito do TDAH, analisamos as falas de 5 psiquiatras, obtida por meio de entrevistas semiestruturadas, 114 reportagens do jornal Folha de São Paulo, publicadas no período compreendido entre 1997 e 2011, o site da Associação Brasileira de Déficit de Atenção (ABDA) e algumas de suas produções (congressos, materiais informativos e textos de seus membros) e, finalmente, os Projetos de Lei (PL’s) em tramitação nas casas legislativas da cidade e do estado de São Paulo e da Federação. Valendo-nos de importantes conceituações pertinentes à Genealogia do Poder e à Arqueologia do Saber (FOUCAULT, 2007; VEYNE, 2011), bem como à Teoria do Discurso (HOWARTH, 2000), procuramos compreender de que modo o discurso medicalizante produz efeitos de poder sobre os corpos, transformando a falta de atenção e o excesso de atividade da criança em transtorno mental. Percebemos que isto é feito, dentre outras finalidades, para ampliar a performance ou o desempenho dos indivíduos, exigido tanto pelas escolas quanto pela economia de nossa sociedade. Tal exigência constitui-se na sociedade denominada normalizada (FOUCAULT, 2006), de risco (BAUMAN, 2008; BECK, 2010) ou de controle (DELEUZE, 1992), em que os possíveis prejuízos para o indivíduo e para a sociedade devem ser contidos por meio do controle dos corpos. Para tanto, a ciência, baseada nos conhecimentos da genética e da neurologia, disseca o corpo em suas partes doentes, constituindo uma nova forma de sujeição (DELEUZE; GUATTARI, 1996), o anormal. A anormalidade se apresenta na fronteira entre os comportamentos esperados e os desviantes, na medida em que estes últimos surgem como embaraço à sociabilidade e, principalmente, à produtividade. Normalizar seria então a função tanto do poder disciplinar quanto do biopoder, poderes sobre a vida (FOUCAULT, 1988) que agem sobre os corpos e a população, respectivamente, sintetizados nesta pesquisa com o nome crítico de medicalização. Além disso, ao constituirmos este campo discursivo, percebemos que, embora haja resistências, a medicalização da criança por meio do TDAH no Brasil tem triunfado em suas pretensões, tendo, na promulgação das leis e na identificação do transtorno apropriada pelo senso comum, as derradeiras fronteiras do poder sobre os corpos. / This research shows us that we are living in the era of medicalization, of the disorders, and pathologies (CONRAD, 1992; ROSE, 2001; VICENTIN, 2010). In the last decade the number of mental diseases diagnosed, specifically in children, who we consider normal from Canguilhem’s (2010) perspective, but the medical-scientific eye consider mental disorder has grown. This way discourses or mechanisms, which allows the psychiatric community to change different behaviors in pathology in a way that they can act on the bodies authoritatively. Amongst them is the Attention Deficit Hyperactivity Disorder (ADHD), analyzed as an empirical object of this research, which is a broader discursive field identified as medicalization (CONRAD, 1992; ROSE, 2001; FOUCAULT, 1988; ILLICH, 1975), composed of various institutions such as: psychiatry, pharmaceutical companies, schools, families, justice system, associations of people with the disorder, and non-specialized media. This happens when there is an analytic displacement of a socio-cultural behavior into a medical field to be diagnosed and then treated as if it was pathologic. To collect information about ADHD, we examined the discourse of five psychiatrists, gathered thought previously given interviews, 114 reports from the newspaper ‘Folha de São Paulo’, published during the period between 1997 and 2011, the site of the Association of Attention Deficit (ABDA) and some of its productions (meetings, informative materials and texts of its members), and finally, the Bills (PL's) in progress in the legislative house in the city, the state of Sao Paulo and the Brazilian Federation. Making use of important concepts which we considered relevant to the Genealogy of Power and the Archaeology of Knowledge (FOUCAULT, 2007, VEYNE 2011), and the Theory of Discourse (HOWARTH, 2000), we are seeking to understand how the medicalizalization discourse produce effects on the bodies, transforming the lack of attention and the over activity present in a child in a mental disorder. We noticed that it is done, amongst other reasons, to enhance or to improve the performance of individuals, a demand made not only by the schools, but by the economy of our society. This demand appears to be identified in society as normalized (FOUCAULT, 2006), in risk (BAUMAN, 2008; BECK, 2010), or controlled (DELEUZE, 1992), where to avoid possible harm to the individual and to society, the bodies must to be kept under control. That is why science, based in knowledge of genetics and neurology, dissects the body in illnesses, establishing a new form of subjection (DELEUZE; GUATTARI, 1996), the abnormal. The abnormality appears at the border between the expected behavior and deviating, to the extent that the latter appears as embarrassment to sociability, and especially to productivity. To normalize would then be not only a function of the disciplinary power, it would be also part of the biopower, the power over life (FOUCAULT, 1988) which acts over the bodies and the population, respectively, synthesized in this research critically named as medication. Moreover, when we opened this field of discourse, we realized that although there is resistance, the medicalization of children due to ADHD in Brazil has succeeded in its ambitions, and in the promulgation of laws and the proper identification of the disorder by common sense, the ultimate boundaries of power over the bodies.

Do you think we can concentrate in noisy situations? I bet most of us would spontaneously answer “no” to this apparent simple question. Although we admit it is intuitively the best answer to give, this thesis aims to evidence that it is not always true and that, under certain circumstances, noise can be beneficial.<p><p>To appropriately discuss this question, it is necessary to answer others, such as: what is concentrating, paying attention? And, what is noise? Everyone has an idea of what attention is, and can give examples of situations in which it is required: school, work, driving, listening to our parents’ requests and so forth. But who could say that we can fully control attention like if we had a button to press, switching on and off according to the context? When we were little, my father used to say to my brothers and me: “Ok, you did not do this on purpose, but, please, pay attention to your attention”. Well, I can say now that it is not that easy and certainly not for everyone. In the population, around five percent of children and adults meet serious difficulties to pay attention. These people, more than others, often express their deficit with excessive distraction and/or hyperactivity as well as impulsivity. These multiple symptoms, for the individual who lives these behavioral excesses, represent an issue for his/her everyday-life: at school, at work, driving, trying to listen to his/her parents’ requests, etc.<p><p>Such symptoms refer to a syndrome called attention-deficit/hyperactivity disorder (ADHD). Although the definition of this syndrome has changed across the course of History, the first descriptions of ADHD go back to 1798. Since, a lot has been written about this disorder, which we do not fully understand yet. Beyond these simple words, “inattention, impulsivity, hyperactivity”, a consequent number of etiologies (environmental, genetic, psychosocial), subtypes, comorbidities, and outcomes reflect the enormous heterogeneity of the phenotypes that are found in this syndrome. The main treatment offered to individuals with ADHD is a psychostimulant drug called methylphenidate. This medication, acting mainly on dopaminergic brain functioning, has proven efficacy regarding ADHD symptoms. However, it has several limitations. For instance, its use remains controversial in the society; it causes side effects and around 30% of individuals with ADHD do not respond to this treatment. These mentioned limitations, among others, highlight the necessity to find alternative ways to reduce ADHD symptoms.<p><p>This is the main objective of this thesis. To do so, we will investigate a counterintuitive phenomenon. In certain situations, what can be called noise might improve cognition and, consequently, potentially reduce the symptoms associated with ADHD. As mentioned in the beginning of this preamble, one could think that everything unnecessary in our direct environment is a potential distraction. Intuitively, a sensible person would suggest that individuals prone to distraction, as those with ADHD, would benefit from a stimulation- free environment to improve attention and reduce impulsivity as well as hyperactivity. However, already in the 1970’s, authors such as Zentall (1975) developed a theory supported by empirical data, i.e. the optimal stimulation theory, showing that adding stimulation in the environment (with pictures, posters, music, colors, etc.) might improve symptoms of children with ADHD. Successively, many theories and findings were developed and related to the observation that the environmental context affects attention, hyperactivity and impulsivity. For instance, the delay aversion theory (Sonuga-Barke, Taylor, Sembi, & Smith, 1992) suggests that, as children with ADHD are motivated to discount delay, the inattentive, overactive and impulsive behaviors are the expression of such aversion when they cannot avoid the delay. Related to this theory, adding stimulation in the environment has evidenced hyperactivity and impulsive choice reduction (Antrop, Roeyers, Van Oost, & Buysse, 2000; Antrop et al. 2006). Another theory advocates that the ADHD-related symptoms are explained in terms of energetic dysfunction (Sergeant, 2000). For instance, children with ADHD would meet difficulties to adjust their internal state (e.g. their arousal) required for a task. Accordingly, Sergeant (2000) suggested that performance is influenced not only by cognitive capacity but also by environmentally determined levels of arousal and showed the extent to which variations in these energetic factors can be managed to ensure optimal performance. A recent theory, called the Moderate Brain Arousal model (Sikstrom & Soderlund, 2007), particularly caught our interest. This theory postulates that white noise has beneficial effect on cognition. The first study of these authors (Soderlund, Sikstrom, & Smart, 2007) supported their hypothesis, showing that children with ADHD improved their episodic memory performance when they were exposed to white noise. This is, to our knowledge, the first study that evidenced such improvement with white noise, considered as extra-task stimulation, in children with ADHD.<p><p>The objective of this thesis is to investigate the potential beneficial effect of noise in individuals with and without ADHD regarding attentional and executive functioning. We will first review, in the first chapter of this Introduction, the general aspects of ADHD: definition criteria, prevalence, etiologies, treatments and outcomes. In the second chapter, we will present the main theories and findings related to this syndrome and to our main objective.<p>After the Introduction, we will describe the different experimental studies that we have carried out in the context of this thesis. Hereunder, we propose a short overview of these studies.<p>The first study of this thesis is a pilot study, aimed to validate the relevance to use event- related potentials (ERPs) in children with and without ADHD to further investigate noise effect. Accordingly, the second study investigated noise effect on behavioral and ERPs aspects in children with and without ADHD. To do so, children performed a visual cued Go/Nogo. They were also submitted to a neuropsychological assessment. Afterwards, in a third study, we used the same paradigm in adults with and without ADHD. Here, we also added a music condition to investigate another stimulation than noise.<p><p>In the fourth study, we decided to explore the effect of noise in a more ecological environment. To do so, we used a virtual reality tool that allowed to immerse the children in a virtual classroom environment. Children with and without ADHD were then assessed, being immersed in a classroom, with a continuous performance task (CPT) presented on the blackboard while several auditory and visual realistic distracters emerged during the test. Children performed the task with and without white noise exposure as well as a neuropsychological assessment. In the fifth study, we used the virtual classroom to investigate noise effect on interference control. Children with and without ADHD were submitted to a bimodal virtual reality Stroop (with auditory and visual target stimuli) and to a neuropsychological assessment. Finally, in a last study, we explored the effect of noise in consecutive young adults. Immersed in the virtual classroom, they were submitted to the CPT task with and without white noise. ADHD questionnaires and a neuropsychological assessment were also undertaken.<p><p>To end this thesis, we will discuss to what extent our studies allowed going one step further in the investigation of “on what, with whom, when and where” noise can be beneficial. We will discuss all our studies and results in the light of the theories and findings exposed in the Introduction. Finally, we will comment the clinical validation of these results.<p><p><p> / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é a doença do neurodesenvolvimento mais comum na infância, afetando cerca de 5,8% de crianças e adolescentes no mundo. Muitos estudos vêm tentando investigar a suscetibilidade genética em TDAH, mas sem muito sucesso. Este estudo teve como objetivo analisar variantes raras e comuns contribuindo para a arquitetura genética do TDAH. Foram gerados os primeiros dados de exoma de TDAH de 30 trios brasileiros em que o filho foi diagnosticado com TDAH esporádico. Foram analisados tanto variações de único nucleotídeo (ou SNVs, single-nucleotide variants) quanto variações de número de cópias (ou CNVs, copy-number variants), tanto nesses trios quanto em outros conjuntos de dados, incluindo uma amostra brasileira de 503 crianças/adolescentes controles, bem como resultados previamente publicados em quatro estudos com variação de número de cópias e uma meta-análise de estudos de associação ao longo do genoma. Tanto os trios quanto os controles fazem parte da Coorte de Escolares de Alto Risco para o desenvolvimento de Psicopatologia e Resiliência na Infância do Instituto Nacional de Psiquiatria do Desenvolvimento (INPD). Os resultados de trios brasileiros mostraram três padrões marcantes: casos com variações herdadas e somente SNVs de novo ou CNVs de novo, e casos somente com variações herdadas. Embora o tamanho amostral seja pequeno, pudemos ver que diferentes comorbidades são mais frequentes em casos somente com variações herdadas. Após explorarmos a composição de variações nos probandos brasileiros, foram selecionados genes recorrentes entre amostras do nosso estudo ou em bancos de dados públicos. Além disso, usando somente genes expressos no cérebro (amostras pós-mortem dos projetos Brain Atlas e Genotype-Tissue Expression), construímos uma rede de interação proteína-proteína \"in silico\" com interações físicas confirmadas por pelo menos duas fontes. Análises topológicas e funcionais dos genes da rede mostraram genes relacionados a sinapse, adesão celular, vias glutamatérgicas e serotonérgicas, o que confirma achados de trabalhos independentes na literatura indicando ainda novos genes e variantes genéticas nessas vias. / Attention-Deficit/Hyperactivity Disorder (ADHD) is the most common neuro-developmental disorder in children, affecting 5.8% of children and adolescents in the world. Many studies have attempted to investigate the genetic susceptibility of ADHD without much success. The present study aimed to analyze rare and common variants contributing to the genetic architecture of ADHD. We generated exome data from 30 Brazilian trios where the children were diagnosed with sporadic ADHD. We analyzed both single-nucleotide variants (SNVs) and copy-number variants (CNVs) in these trios and across multiple datasets, including a Brazilian sample of 503 children/adolescent controls from the High Risk Cohort Study for the Development of Childhood Psychiatric Disorders, and also previously published results of four CNV studies of ADHD involving children/adolescent Caucasian samples. The results from the Brazilian trios showed 3 major patterns: cases with inherited variations and de novo SNVs or de novo CNVs and cases with only inherited variations. Although the sample size is small, we could see that various comorbidities are more frequent in cases with only inherited variants. After exploring the rare variant composition in our 30 cases we selected genes with variations (SNVs or located in CNV regions) in our trio analysis that are recurrent in the families analyzed or in public data sets. Moreover, using only genes expressed in brain (post-mortem samples from Brain Atlas and The Genotype-Tissue Expression project), we constructed an in silico protein-protein interaction (PPI) network, with physical interactions confirmed by at least two sources. Topological and functional analyses of genes in this network uncovered genes related to synapse, cell adhesion, glutamatergic and serotoninergic pathways, both confirming findings of previous studies and capturing new genes and genetic variants in these pathways.

Este trabajo de tesis ha tenido un largo desarrollo temporal, que ha permitido abordar campos de aplicación de contextos tradicionalmente muy distantes, permitiendo tener una visión más amplia y fortaleciendo el trabajo realizado. Un agente inteligente es una entidad que actúa de manera racional intentando lograr un objetivo, para ello percibe su entorno, procesa estas percepciones y responde en su entorno. Pero la resolución de un problema complejo presenta grandes dificultades y restricciones, tanto de tiempo como de recursos, así como necesita gran cantidad de conocimiento. Esto hace que la dificultad de resolución de los problemas aumente o las haga inviables para un agente trabajando individualmente. En los sistemas multiagente un grupo de agentes colaborarán, combinando sus habilidades y su conocimiento, permitiendo la resolución del problema de manera conjunta. Los sistemas multiagente son cada vez más demandados y utilizados. Su aplicación la podremos encontrar en un amplio número de campos como robótica, Big Data, aplicaciones de transporte y logística, sistemas de información geográfica, balanceo de redes y móviles, diagnóstico médico, aplicaciones gráficas, juegos, así como en muchos otros campos. A lo largo de los años se ha trabajado mucho para facilitar el diseño y la construcción de sistemas multiagente, han aparecido diversas arquitecturas, metodologías y herramientas, incluso se ha creado un estándar, el estándar IEEE-FIPA (Foundation for Intelligent Physical Agents). Pero se ha dejado la implementación a bajo nivel en manos de los equipos de desarrollo, los cuales han ido creando soluciones adhoc para cada uno de sus problemas. En esta tesis se presenta una arquitectura versátil que permita avanzar en el diseño y construcción de sistemas multiagente. Para ello proponemos una arquitectura híbrida multinivel y una metodología que nos facilita la creación de estos sistemas de una manera rápida, con bajo coste y de alta calidad. Para validar la arquitectura y demostrar su versatilidad la hemos aplicado a tres contextos de diferentes: • Edificios inteligentes: en sistema multiagente para mejorar el ahorro energético en un hotel, donde podremos observar una de las ventajas de la arquitectura: la integración de elementos de bajo nivel a través de la integración de elementos IoT (Internet of Things). • Robótica: en sistema de enjambre robótico para la detección de señales de radiofrecuencia, que demostrará la flexibilidad, escalabilidad y robustez de la arquitectura al aplicarse en un contexto de múltiples robots y de simulación. • Sistemas biomédicos: en una herramienta tecnológica para medir y registrar movimiento de hiperactividad (ADHD), donde podemos observar la versatilidad de la arquitectura a través de un contexto totalmente diferente, el de diagnósticos en salud.

Problématique : Le diagnostic de trouble déficitaire d'attention avec et sans hyperactivité (TDAH) figure parmi le trouble psychiatrique le plus répandu chez les enfants d'âge scolaire. Son incidence a augmenté significativement au cours des cinquante dernières années. Il s'accompagne souvent d'un traitement médicamenteux avec un psychostimulant. Quoique le phénomène ait été largement étudié dans différents domaines, notamment le monde de la santé et de l'éducation, il existe peu donnée probante auprès de la population francophone en situation linguistique minoritaire (FSLM). -- Objectifs : Cette étude doctorale s'inscrit dans le domaine de la santé publique et santé communautaire, plus spécifiquement dans la pratique infirmière en santé mentale en milieu scolaire. Le but de cette thèse est d'explorer l'expérience des parents ayant un enfant atteint du TDAH et fréquentant une école de la minorité francophone de l'est de l'Ontario. Cinq objectifs spécifiques ont été poursuivis, à savoir :1) cerner les caractéristiques et les variables sociodémographiques des parents ; 2) Explorer les points de vue des parents par rapport au TDAH et son traitement médicamenteux ; 3) Identifier l'influence induite par les facteurs individuels, familiaux et socio-environnementaux sur le processus de l'identification, du diagnostic et du traitement de l'enfant ; 4) Décrire les stratégies déployées par les parents pour promouvoir la santé mentale et le bien-être de leur enfant et des leurs et enfin 5) examiner la nature du soutien que les parents ont reçu des ressources formelles et informelles pour répondre aux besoins de leur enfant et des leurs. -- Méthodologie : La présente recherche a été inspirée d'un devis qualitatif descriptif et exploratoire et d'une perspective constructiviste. La collecte des données a été faite à l'aide d'entrevues individuelles semi-structurées via la plateforme Zoom. Les entrevues menées en profondeur ont été réalisées auprès de huit volontaires qui ont été délibérément sélectionnés en fonction de leurs vécus et de leurs expertises. L'échantillon était composé de cinq parents (n=5) et de trois intervenantes du milieu communautaire et scolaire (n=3) de l'est de l'Ontario. Les entrevues ont été enregistrées et transcrites à la main. L'analyse des propos des parents a été effectuée un par un en décrivant leurs récits. De plus, une analyse transversale est utilisée sur l'ensemble des matériels empiriques narratifs des parents ainsi que des intervenantes. -- Résultats : Les résultats de l'étude suggèrent que les expériences des participants sont très similaires. Cependant, leurs récits narratifs témoignent de la complexité de la maladie et de ses impacts sur leur vie, celle de leur enfant ainsi que l'évolution du rôle parental durant le développement de l'enfant. La stigmatisation joue un rôle central dans les vécus des parents immigrants/des communautés noires. De plus, tous les répondants ont soutenu que les ressources communautaires sont très limitées ou non existantes en ce qui concerne les services sociaux et de soins en santé mentale en français. -- Conclusion : Les résultats de cette étude doctorale offrent une perspective différente sur un sujet bien souvent médiatisé à outrance et en même temps sensible, et/ou les points de vue des parents face à leur vécu sont peu pris en compte dans les publications actuelles. Donc, cette étude a donné la voix et la parole à un groupe des parents vivant dans un contexte linguistique particulier. De plus, bien que les confusions autour de la définition de l'étiologie, le diagnostic et le traitement du TDAH chez les enfants demeurent des éléments qui exercent une influence sur la prise des décisions des parents. La majorité des parents caucasienne adhèrent à la conception biomédicale du trouble et de sa médication. Alors qu'il ressort des témoignages des intervenantes que les parents immigrants et/ou des communautés noires associent les comportements extériorisés de l'enfant à plusieurs autres facteurs. Il s'agit, en autres, des aspects individuels, familiaux, sociaux, politiques, raciales, ethniques et culturelles. Les résultats de cette recherche proposent de voir au-delà du regard biomédical traditionnel pour comprendre les comportements de l'enfant, mais aussi des parents. -- Recommandations : Plusieurs pistes de réflexion et d'interventions sont présentées pour la formation, la pratique infirmière et la recherche. Des recherches supplémentaires sont recommandées pour reproduire la présente étude dans d'autres communautés auprès de la population francophone en situation linguistique minoritaire.

Thèse de doctorat présenté en vue de l'obtention du doctorat en psychologie - recherche intervention, option neuropsychologie clinique (Ph.D) / Les personnes qui ont un trouble de déficit de l’attention avec/sans hyperactivité (TDAH) seraient particulièrement créatives. Toutefois, dans la littérature scientifique, cette croyance ne fait pas consensus. Bien que les personnes qui ont un TDAH présentent une grande créativité autorapportée, des résultats variables sont trouvés aux épreuves formelles de créativité (de potentiel créatif), même lorsque des variables confondantes, comme la nature hétéroclite de ces épreuves, sont prises en compte. En introduction de cette thèse, un tour d’horizon théorique sur la créativité et le TDAH est effectué et permet d’identifier un facteur de variabilité important qui a été négligé en recherche et qui pourrait masquer un lien entre la créativité et le TDAH : l’hétérogénéité du TDAH. En effet, le TDAH se découpe en différentes présentations caractérisées par des symptômes dominants (l’inattention, l’hyperactivité/l’impulsivité ou une combinaison des deux). Chacun des corrélats neurocognitifs qui sous-tendent ces symptômes contribuerait à la créativité de façons bien spécifiques, suggérant que celle-ci pourrait différer entre les présentations du TDAH. Or, bien souvent, dans les études portant sur le TDAH et la créativité, le TDAH est considéré comme un trouble homogène. L’introduction de cette thèse amène également l’idée que la relation entre la créativité et le TDAH ne devrait pas être exclusivement étudiée en recherche. Alors que la science tarde à élucider l’existence d’une telle relation, la créativité dans le TDAH pourrait potentiellement être évaluée en contexte clinique, sur une base individuelle, à l’aide de tests de créativité. Avec l’arrivée de la mouvance de la neurodiversité, il est bien possible que les personnes qui ont un TDAH soient de plus en plus intéressées à être informées au sujet des forces sur lesquelles ils peuvent prendre appui pour se réaliser comme individus. Cependant, les tests de créativité sont souvent longs à administrer ainsi qu’à corriger, faisant en sorte qu’ils s’insèrent difficilement dans un protocole d’évaluation cognitive. Même en recherche, ces tests présentent plusieurs lacunes, surtout en ce qui a trait à la mesure de l’originalité des réponses. Des méthodes de cotation populaires, comme le calcul de la rareté statistique, impliquent la prise de plusieurs décisions subjectives et nécessitent la formation de larges échantillons pour être suffisamment précises. Pour leur part, les systèmes d’accord interjuges nécessitent un grand travail de correction. Ainsi, les principaux objectifs de cette thèse sont de mieux comprendre la relation entre la créativité et le TDAH en considérant les différentes présentations de ce trouble ainsi que d’introduire et de prévalider une mesure de l’originalité qui permettrait de contourner certaines critiques des tests de créativité en recherche. Ce test pourrait aussi rendre la mesure de la créativité plus compatible aux réalités de la clinique et faciliter l’identification de forces chez les personnes qui ont un TDAH. Dans une première étude, nous voulions vérifier si la créativité varie entre les présentations les plus communes du TDAH : la présentation avec prédominance de symptômes d’inattention (TDAH-I) et la présentation combinée (TDAH-C). Nous voulions aussi explorer la relation entre la créativité, les symptômes du TDAH ainsi que l’inhibition. Les participants (n = 83, 20 hommes) étaient âgés de 18 à 51 ans (M = 26.66, É-T = 8.73) et avaient un diagnostic de TDAH-I (n = 21), de TDAH-C (n = 19) ou pas de diagnostic de TDAH (n = 43). La créativité a été évaluée à l’aide d’une mesure de l’autoperception des habilités créatives et d’un test de pensée divergente. Les résultats révèlent que le groupe TDAH-C a produit des réponses plus originales et abstraites au test de pensée divergente que le groupe contrôle. En comparaison aux autres groupes, le groupe TDAH-C a rapporté une plus grande créativité auto perçue dans le domaine de la performance. Ce score était associé aux symptômes d’hyperactivité. Ces résultats suggèrent que la créativité varie entre les présentations du TDAH et que certains symptômes seraient associés à une plus grande créativité dans des domaines spécifiques. Dans une deuxième étude, qui se voulait exploratoire, nous avons développé un nouveau test de créativité : Creo. Les réponses à Creo sont évaluées en fonction de leur niveau de nouveauté personnelle. Ce faisant, la cotation ne repose pas sur la rareté statistique dans un groupe, mais plutôt sur un calcul novateur permettant d’estimer la taille des transformations effectuées dans les réponses. Quarante-sept hommes/femmes de 16-51 ans ont participé à l’étude de prévalidation. La validité de construit a été mesurée à l’aide de tâches de pensée divergente, d’autoperception des habilités créatives, de fonctions exécutives, de fluence graphique et d’intelligence non verbale. Creo présente certaines évidences de validité de construit. Le score de nouveauté personnelle à Creo apparait conceptuellement proche de celui de l’originalité en pensée divergente. Au terme de ce travail, il apparait essentiel de considérer les différentes présentations du TDAH en recherche, car celles-ci ne présentent pas les mêmes forces créatives. Ensuite, la mesure de la nouveauté personnelle pourrait être une alternative viable aux méthodes populaires de cotation de l’originalité dans la pensée divergente. En plus d’être un test intéressant en recherche, Creo pourrait être une tâche qui s’insère facilement dans un protocole d’évaluation cognitive en clinique et comporte des attributs qui pourraient le rendre particulièrement intéressant pour l’évaluation de la créativité dans le TDAH. Les implications théoriques et cliniques de l’ensemble de nos résultats sont discutées. / People who have attention-deficit/hyperactivity disorder (ADHD) would be particularly creative. However, in the scientific literature, there is no consensus on this belief. Although people with ADHD shows high self-reported creativity, variable results are found on formal tests of creativity (tests of creative potential), even when confounding variables, such as the heterogeneous nature of these tests, are considered. In the introduction to this thesis, a theoretical overview of creativity and ADHD is carried out and identifies an important variability factor, which has been neglected in research and could mask a link between creativity and ADHD: the heterogeneity of ADHD itself. Indeed, ADHD is divided into different presentations characterized by dominant symptoms (inattention, hyperactivity/impulsivity, or a combination of both). Each of the neurocognitive correlates that underlie these symptoms may contribute to creativity in very specific ways, suggesting that it may differ between ADHD presentations. However, in studies of ADHD and creativity, ADHD is often considered to be a homogeneous disorder. The introduction of this thesis also brings the idea that the relationship between creativity and ADHD should not be exclusively studied in research. While science is slow to elucidate the existence of such a relationship, creativity in ADHD could potentially be assessed in a clinical context, on an individual basis, using creativity tests. With the arrival of the neurodiversity movement, it is quite possible that people with ADHD will be more and more interested in being informed about the strengths on which they can rely to achieve their individual fulfillment. However, creativity tests are often long to administer and correct, making them difficult to fit into a cognitive assessment protocol. Even in research, these tests have several shortcomings, especially in terms of measuring the originality of responses. Popular scoring methods, such as the calculation of statistical rarity, involve making several subjective decisions and require large samples to be sufficiently accurate. For their part, inter-rater agreement systems require a great deal of correction work. Thus, the main objectives of this thesis are to better understand the relationship between creativity and ADHD by considering the different presentations of this disorder as well as to introduce and prevalidate a measure of originality that would alleviate certain criticisms of creativity testing in research. This test could also make the measurement of creativity more compatible with clinical work and facilitate the identification of strengths in individuals with ADHD. In a first study, we wanted to verify whether creativity varies between the most common presentations of ADHD: the presentation with predominant symptoms of inattention (ADHD-I) and the combined presentation (ADHD-C). We also wanted to explore the relationship between creativity, ADHD symptoms and inhibition. Participants (n = 83, 20 men) were 18-51 years old (M = 26.66, SD = 8.73) and diagnosed with ADHD-I (n = 21), ADHD-C (n = 19) or no diagnosis of ADHD (n = 43). Creativity was assessed using a measure of self-perception of creative abilities and a divergent thinking test. The results reveal that the ADHD-C group produced more original and abstract responses to the divergent thinking test than the control group. Compared to the other groups, the ADHD-C group reported greater self-perceived creativity in the domain of performance. This score was associated with symptoms of hyperactivity. These results suggest that creativity varies between ADHD presentations and that certain symptoms may be associated with greater creativity in specific domains. In a second study, which was exploratory, we developed a new creativity test: Creo. Responses to Creo are evaluated based on their level of personal novelty. In doing so, the scoring is not based on statistical rarity in a group, but rather on an innovative calculation to estimate the size of the transformations performed in the responses produced by the participants. Forty-seven men/women aged 16-51 participated in the prevalidation study. Construct validity was measured using tasks of divergent thinking, self-perception of creative abilities, executive functions, graphic fluency, and nonverbal intelligence. Creo presents some evidence of construct validity. The personal novelty score in Creo appears conceptually close to that of originality in divergent thinking. At the end of this work, it appears essential to consider the different presentations of ADHD in research, because they do not present the same creative strengths. Second, measuring personal novelty could be a viable alternative to popular originality scoring methods in divergent thinking. In addition to being an interesting test in research, Creo could be a task that fits easily into a clinical cognitive assessment protocol and has attributes that could make it particularly interesting for the assessment of creativity in ADHD. The theoretical and clinical implications of all our results are discussed.