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English, Spanish

ID: <

oai:doaj.org/article:6430be8367c24b5d851b89115a6846bc

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TDAH y Dificultades de Aprendizaje en escritura: comorbilidad en base a la Atención y Memoria Operativa ADHD and Writing learning disabilities: comorbidity in basis of attention and working memory.

Abstract

En esta investigación, se pretende conocer las diferencias entre alumnos con TDAH y dificultades de aprendizaje en escritura en una evaluación de atención, memoria operativa y estilos cognitivos. Se parte de una muestra de alumnos diagnosticados con TDAH, con edades relativas a prácticamente toda la etapa escolar obligatoria. Para, posteriormente, realizar una distinción entre alumnos TDAH con DA en escritura (DAE), TDAH sin DAE. Estas dos condiciones, se complementan con otro grupo de alumnos con DAE exclusivamente y un grupo control. Estos cuatro grupos, 59 alumnos con TDAH y DAE, 40 sólo con TDAH, 115 con DAE, y 124 en el grupo control. Forman una muestra de 339 sujetos, emparejados en cuanto a edad, género, CI y otras características educativas. Observando los resultados comparados por grupos de todas las medidas independientemente. Se concluye, que puede existir, un patrón de resultados más deficitario en pruebas de atención y memoria operativa en los niños con TDAH y DAE. Destacando una relación de comorbilidad entre ambos trastornos, descartando la hipótesis de fenocopia y corroborando otros estudios de DA en lectura y matemáticas. Se concluye con algunas consideraciones acerca del grado de dificultad de las tareas y su incidencia en el TDAH.Palabras clave: TDAH, dificultades de aprendizaje, atención, memoria operativa. The aim of this study was to compare the differences between children with ADHD both with and without writing LD (WLD) and those with WLD, in the measurements of different constructs related to ADHD (selective and sustained attention, working memory and cognitive styles). Our sample comprised 339 students from 3rd year of Primary school to 4th year of Secondary School and consisted of four groups: 59 students diagnosed with ADHD and WLD, 40 with ADHD without WLD, 115 with WLD and/or low achievement (LA), and 124 normally achieving students formed the control group. All of the students ranged between eight and sixteen years old, matched in age and educational level. The results were observed independently between the groups in all the previously mentioned aspects. In conclusion, lower results were found in children suffering from ADHD and WLD as regards the attention and memory evaluation. Considering these results, we conclude by making a few remarks on the difficulty of the tasks and its effects on ADHD. Emphasizing comorbidity relation among both disorders, rejecting fenocopy hypothesis and corroborating other studies in reading and math.Key words: ADHD, learning disabilities, attention, working memory.

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