A pupil with ADHD is constantly getting new impulses and is unable to focus and remain concentration on their task at school. When the pupil loses concentration he or she can often be loud and thereby disturbing all the other pupils in the classroom. One of the reasons for losing their concentration is that these pupils got poor working memory. A recently study shows that working memory can be improved by playing and practice music. A theory that all people have a multiple intelligence that emerges from learning is a part of this study because school should encourage all children and ensure their individual learning. Multiple intelligences means that each person learns in different ways, for example through the musical intelligence that this essay partly focuses on. Pupils with musical intelligence are absorbing information and learn through songs, rhythms and melodies. Then they associate their knowledge through this. In this essay, I interviewed two special education teachers and asked them how and if they use music in their special education with pupils that got ADHD. The result is that they are not using the music to a greater extent, but they would like to. Two music teachers were also interviewed to get a picture of what teachers with interest in music would like to do in school to make use of the music for the pupils that struggles. / ADHD är en diagnos som gör att eleven och till viss del alla omkring eleven får det jobbigt. En elev med ADHD får ständigt nya impulser och har svårt att rikta sin koncentration till samma ställe. Detta gör att det blir svårt för eleven att ta in instruktioner om en skoluppgift samt att bibehålla fokus och koncentration på uppgiften. När eleven tappar koncentrationen kan hon eller han ofta bli högljudd och därmed störa alla andra elever i klassrummet. Att eleverna tappar koncentrationen beror till viss del på svagt arbetsminne, vilket går att träna upp. En studie har visat att man genom musik, i detta fall instrumentalt genom övning, kan träna upp sitt arbetsminne. Teorier om att alla människor har en multipel intelligens som framträder vid inlärning är en del i denna uppsats då skolan ska främja alla barn och se till individen och dess lärande. Multipla intelligenser innebär att varje människa lär sig på olika sätt, exempelvis genom den musikaliska intelligensen som denna uppsats till viss del riktar in sig på. Genom musikalisk intelligens tar eleven till sig information och lär sig genom sånger, rytmer och melodier och associerar sedan sin kunskap genom detta. Till denna undersökning har jag intervjuat två specialpedagoger om hur och om de använder musiken i deras specialundervisning med elever med ADHD. Resultatet är dock att de inte använder musiken i större utsträckning, men att de vill veta mer. Två musiklärare intervjuades också för att få en bild om vad lärare med musikintresse tycker att man ska göra i skolan för att använda sig av musiken.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-01-26T17:43:38Z No. of bitstreams: 0 / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-01-29T10:59:19Z (GMT) No. of bitstreams: 0 / Made available in DSpace on 2018-01-29T10:59:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2017-03-29 / O estudo investigou a influência de variáveis cognitivas e do Transtorno de Déficit de Atenção e Hiperatividade (TDAH) na leitura de crianças do 2° ao 7° anos do Ensino Fundamental. Participaram 70 crianças, divididas em dois grupos: TDAH e controle. Foram aplicadas tarefas de habilidade fonológica (consciência fonológica e memória de trabalho fonológica), nomeação seriada rápida, vocabulário, QI, atenção, flexibilidade cognitiva e leitura (precisão, fluência e compreensão). Análises de regressão linear múltipla indicaram que, ao controlar idade e QI, a nomeação seriada rápida e a consciência fonológica contribuíram fortemente para precisão, fluência e compreensão de leitura; o TDAH influenciou somente na compreensão. O TDAH parece influenciar negativamente na compreensão de leitura, visto que os componentes da função executiva, monitoramento, planejamento e inibição de resposta, provavelmente, interferem na compreensão. / The study investigated the influence of cognitive variables and the influence of the Attention Deficit Hyperactivity Disorder (ADHD) on reading. Seventy children from second to 7th grade took part in this study. These children were divided into two groups: ADHD and control. Tasks of phonological ability (phonological awareness and phonological work memory), rapid automatized naming, vocabulary, IQ, attention, cognitive flexibility and reading (accuracy, fluency and comprehension) were applied. Multiple linear regression analyzes indicated that, when controlling for age, IQ and ADHD, rapid automatized naming and phonological awareness strongly contributed to reading accuracy, reading fluency and reading comprehension. ADHD was negatively related to reading comprehension, probably because components of executive function as monitoring, planning, and response inhibition are likely to be important for comprehension.

L’objectif principal de cette thèse était d’obtenir, via l’électrophysiologie cognitive, des indices de fonctionnement post-traumatisme craniocérébral léger (TCCL) pour différents niveaux de traitement de l’information, soit l’attention sélective, les processus décisionnels visuoattentionnels et les processus associés à l’exécution d’une réponse volontaire. L’hypothèse centrale était que les mécanismes de production des lésions de même que la pathophysiologie caractérisant le TCCL engendrent des dysfonctions visuoattentionnelles, du moins pendant la période aiguë suivant le TCCL (i.e. entre 1 et 3 mois post-accident), telles que mesurées à l’aide d’un nouveau paradigme électrophysiologique conçu à cet effet. Cette thèse présente deux articles qui décrivent le travail effectué afin de rencontrer ces objectifs et ainsi vérifier les hypothèses émises. Le premier article présente la démarche réalisée afin de créer une nouvelle tâche d’attention visuospatiale permettant d’obtenir les indices électrophysiologiques (amplitude, latence) et comportementaux (temps de réaction) liés aux processus de traitement visuel et attentionnel précoce (P1, N1, N2-nogo, P2, Ptc) à l’attention visuelle sélective (N2pc, SPCN) et aux processus décisionnels (P3b, P3a) chez un groupe de participants sains (i.e. sans atteinte neurologique). Le deuxième article présente l’étude des effets persistants d’un TCCL sur les fonctions visuoattentionelles via l’obtention des indices électrophysiologiques ciblés (amplitude, latence) et de données comportementales (temps de réaction à la tâche et résultats aux tests neuropsychologiques) chez deux cohortes d’individus TCCL symptomatiques, l’une en phase subaigüe (3 premiers mois post-accident), l’autre en phase chronique (6 mois à 1 an post-accident), en comparaison à un groupe de participants témoins sains. Les résultats des articles présentés dans cette thèse montrent qu’il a été possible de créer une tâche simple qui permet d’étudier de façon rapide et peu coûteuse les différents niveaux de traitement de l’information impliqués dans le déploiement de l’attention visuospatiale. Par la suite, l’utilisation de cette tâche auprès d’individus atteints d’un TCCL testés en phase sub-aiguë ou en phase chronique a permis d’objectiver des profils d’atteintes et de récupération différentiels pour chacune des composantes étudiées. En effet, alors que les composantes associées au traitement précoce de l’information visuelle (P1, N1, N2) étaient intactes, certaines composantes attentionnelles (P2) et cognitivo-attentionnelles (P3a, P3b) étaient altérées, suggérant une dysfonction au niveau des dynamiques spatio-temporelles de l’attention, de l’orientation de l’attention et de la mémoire de travail, à court et/ou à long terme après le TCCL, ceci en présence de déficits neuropsychologiques en phase subaiguë surtout et d’une symptomatologie post-TCCL persistante. Cette thèse souligne l’importance de développer des outils diagnostics sensibles et exhaustifs permettant d’objectiver les divers processus et sous-processus cognitifs susceptible d’être atteints après un TCCL. / The main objective of this thesis was to obtain, using cognitive electrophysiology, biomarkers of mild traumatic brain injury (TBI) for different levels of information processing such as selective attention, visuo-attentional decision making and processes associated with the execution of a deliberate response. The fundamental assumption was that the lesion-producing mechanisms as well as the pathophysiology associated with mTBI leads to visuo-attentional dysfunctions, at least during the sub-acute period following the mTBI (i.e. between 1 and 3 months post-trauma), as measured by a novel electrophysiological paradigm developed for this purpose. This thesis presents two articles describing the work accomplished to meet these objectives, and verify the underlying assumptions. The first article presents the approach used to create a novel visuo-spatial attention task enabling the identification of electrophysiological (amplitude, latency) and behavioural (reaction time) indexes related to early visual and attentional processing (P1, N1, N2-nogo, P2, Ptc), selective visual attention (N2pc, SPCN) and decision-making processes (P3b, P3a) in a group of normal participants (i.e. without neurological injury). The second article presents a study of the persisting effects of a mTBI on visuo-attentional functions through the identification of targeted electrophysiological markers (amplitude, latency), and from behavioural data (task-related reaction time and neuropsychological tests results) in two cohorts of symptomatic mTBI individuals, one during the sub-acute phase (3 first months post-injury), the other during the chronic phase (6 months to 1 year post-injury), in comparison to a group of normal control participants. The results presented in this thesis indicate that it was has been possible to create a simple, rapid and low-cost task enabling the study of the various levels of information processing involved in the deployment of visuospatial attention. Subsequently, the use of this task in patients with mTBI tested during the sub-acute phase or the chronic phase allowed to identify differential impairment and recovery profiles for each of the components studied. Indeed, while the early components associated with early visual information processing (P1, N1, N2) were intact, certain attentional (P2) and cognitive-attentionnal (the P3a, P3b) components were affected, suggesting dysfunction in the spatio-temporal dynamics of attention, orientation of attention, and working memory, in the short- and/or long-term following mTBI, this is the presence of neuropsychological deficits mostly in the sub-acute phase and of persisting post-mTBI symptomatology. This thesis emphasizes the importance of developing sensitive and comprehensive diagnostic tools allowing to objectively identify the various cognitive processes and sub-processes that are likely to be affected after a mTBI.