TDAH y el solapamiento con las Dificultades de Aprendizaje en escritura
- Rodríguez Pérez, Celestino 1
- García Sánchez, Jesús Nicasio
- González Castro, Paloma 1
- Álvarez García, David 1
- González-Pienda García, Julio Antonio 1
- Bernardo Gutiérrez, Ana Belén 1
- Cerezo Menéndez, Rebeca 1
- Álvarez Pérez, Luis 1
-
1
Universidad de Oviedo
info
ISSN: 1699-9517
Argitalpen urtea: 2011
Alea: 1
Zenbakia: 6
Orrialdeak: 37-55
Mota: Artikulua
Beste argitalpen batzuk: Revista de Psicología y Educación
Erreferentzia bibliografikoak
- Adi-Japha, E., Landau, Y.E., Fenkel, L., Teicher, M., Gross-Tsur, V., & Shalev, R.S. (2007). ADHD and dysgraphia: underlying mechanisms. Cortex; A journal Devoted to the Study Of the Nervous System and Behavior, 43(6), 700-709.
- American Psychiatric Association. (2002). DSM-IV-TR. Manual diagnóstico y estadístico de los trastornos mentales. Barcelona: Masson (Edición original, 2000).
- Airaksinen, E.M., Michelsson, K., & Jokela, V. (2004). The occurrence of inattention, hyperactivity, impulsivity and coexisting symptoms in a population study of 471 6-8 year old children based on the FTF questionnaire. European Child y Adolescent Psychiatry, 13(Sup.3), 23-30.
- Barkley, R.A., Fischer, M., Smallish L., & Fletcher, K. (2006). Young Adult Outcome of Hiperactive Children Adaptive Functioning in Major Life Activities. Journal of the American Academy of Child y Adolescent Psychiatry, 45(2), 192-202.
- Berthiaume, K.S. (2006). Story comprehension and Academic Deficits in Children With ADHD: What is the Connection?. School Psychology Review, 35(2), 309-323.
- Biederman, J., Faraone, S.V., Monuteaux, M. C., Plunkett, E. A., Gifford J., & Spencer, T. (2003). Growth deficits and attention-deficit/hyperactivity disorder revisited: impact of gender, development, and treatment. Pediatrics, 111, 952-960.
- Bruce, B., Thernlund G., & Nettelbladt, U. (2006). ADHD and language impairment. A Study of the parent questionnaire FTF (Five to Fifteen). European Child y Adolescent Psychiatry, 15(1), 53-60.
- Chu S. (2003). ADHD part two: evaluationan intervention. International Journal of Therapy and Rehabilitation, 10(6), 254-263.
- De la Paz, S. (2001). Stop and Dare: A persuasive writing Strategy. Intervention in School and Clinic, 36(4), 234-243.
- DeShazo T., Lyman R.D., & Grofer L. (2002). Academic Underachievement and ADHD: The Negative impact of Sympton Severity on School Performance. Journal of School Psychology, 40(3), 259-283.
- Dickerson, S. & Calhoun, S. L. (2006). Frecuency of reading, math, and writing disabilities in children with clinical disorders. Learning and Individual Differences, 16, 145-157.
- Fletcher, J.M. (2005). Predicting Math Outcomes: Reading predictors and Comorbidity. Journal of Learning Disabilities, 38(4), 308-312.
- García, J. N., y Rodríguez, C. (2007). Influencia del intervalo de registro y del organizador gráfico en el proceso-producto de la escritura y en otras variables psicológicas. Psicothema, 19 (2), 198-205.
- García, J.N., Marbán, J. M., Rodríguez, C., de Caso, A.M., Fidalgo, R., Arias-Gundín, O., González, L., Martínez-Cocó, B., Pacheco, D. I., Robledo, P., Díez, C., y Álvarez, M. L. (2008). Datos descriptivos sobre solapamiento de problemas atencionales y de hiperactividad e impulsividad en base a la escritura en alumnos con dificultades de aprendizaje. Boletín de Psicología, 91, 7-26.
- García, J.N., Rodríguez, C., de Caso, A.M., Fidalgo, R., Arias-Gundín, O., González, L., y Martínez-Cocó, B. (2007). El trastorno por déficit de atención en hiperactividad (TDAH), diferencias entre los diversos subtipos en la composición escrita. Análisis y Modificación de Conducta, 33(149), 369-390.
- García, J.N., Rodriguez-Pérez, C., de Caso, A., Fidalgo, R., Arias-Gundín, O., Gonzalez L., Martinez-Cocó, B., Pina, M. J., y López-Campelo, B. (2004). ¿Es posible diferenciar los problemas atencionales y de hiperactividad e impulsividad en base a los niveles de composición escrita?. IV Congreso Internacional de Psicología y Educación: Calidad Educativa. Universidad de Almería.
- Gázquez, J.J., Pérez, M.C., Ruiz, M.I., Miras, F., y Vicente, F. (2006). Estrategias de aprendizaje en estudiantes de enseñanza secundaria obligatoria y su relación con la autoestima. International Journal of Psychology and Psychological Therapy, 6(1), 51- 62.
- Gillbert, C., Gillbert, I.C., Rasmusssen, P., Kadesjö, B., Södeström, H., Rastam, M., Johnson, M., Rothenberger, A., & Niklasson, L. (2004). Co-existing disorders in ADHD – implications for diagnosis and intervention. European Child y Adolescent Psychiatry, 13(1), 80-92.
- Gregg, N., Coleman, C., Stennett, R.B., & Davis, M. (2002). Discourse Complexity of College Writers with and Without Disabilities: A Multidimensional Analysis. Journal of Learning Disabilities. 35(1), 23-38.
- Harder, L.L. (2007). The relation between executive functions and written expression in college students with attention deficit hyperactivity disorder. Dissertation Abstract International Section A: Humanities and Social Sciences, 68(1), 82-92.
- Hooper, S.R., Swartz, C.W., Wakely, M.B., De Kruif, R.E.L. & Montgomery, J.W. (2002). Executive Functions in Elementary School Children With and Without Problems in Written Expression. Journal of Learning Disabilities, 35(1), 57-69.
- Imhof, M. (2004). Effects of color stimulation on handwriting performance of children with ADHD Without and with additional learning disabilities. European Child y Adolescent Psychiatry, 13(3), 191-198.
- Jakobson, A. & Kikas, E. (2007). Attention-Deficit/Hyperactivity Disorder With and Without Comorbid Learning Disabilities. Journal of Learning Disabilities, 40(3), 194-202.
- Kadesjö, B., Janols, L.O., Korkman, M., Mickelsson, K., Strand, G., Trillingsgaard, A. & Gillbert, C. (2004). The FTF (Five to Fifteen): the development of a parent questionnaire for the assessment of ADHD and comorbid conditions. European Child y Adolescent Psychiatry, 13(3), 3-13.
- Kaplan, B.J., Dewey, D.M., Crawford, S.G., & Wilson, B.N. (2001). The Term Comorbidity Is Of Questionable Value in Reference to Developmental Disorders: Data and Theory. Journal of Learning Disabilities, 34(6), 555-565.
- Lange, K. W., Tucha, L., Walitza, S., Gerlach, M., Linder, M., & Tucha, O. (2007). Interaction of attention and graphomotor functions in children with attention deficit hyperactivity disorder. Journal of Neural Transmission, 72(1), 249-259.
- Marzocchi, G.M., Lucangeli, D., De Meo, T., Fini, F., & Cornoldi, C. (2002). The disturbing effect of irrelevant information on arithmetic problem solving in inattentive children. Developmental Neuropsychology, 21, 73-92.
- Mayes, S.D., Calhoun, S.L., & Crowell, E.W. (2000). Learning Disabilities and ADHD: Overlapping Spectrum Disorders. Journal of Learning Disabilities, 33(5).
- Miranda, A., Jarque, S., & Tárraga, R. (2006). Interventions in School settings for Students With ADHD. Exceptionality, 14(1), 35-52.
- Miranda, A., Meliá-de Alba, A., Marco-Taverner, R., Roselló, B., y Mulas, F. (2006). Dificultades de aprendizaje de matemáticas en niños con trastorno por déficit de atención e hiperactividad. Revista de Neurología, 42(supl. 2), 163-170.
- Miranda, A., Soriano, M., & García, R. (2006). Reading Comprehension and Written Composition problems of children with ADHD: Discussion of Research and Methodological considerations. Advances in Learning and Behavioral Disabilities, 19, 237-256.
- Re, A. M., Pedron, M., & Cornoldi, C. (2007). Expresive Writing Difficulties in Children Described as Exhibiting ADHD Symptoms. Journal of Learning Disabilities, 40(3), 244-255.
- Reid, R., & Lienemann, T.O. (2006). Self-Regulated Strategy Development for Written Expression With Students With Attention Deficit/Hyperactivity Disorder. Exceptional Children, 73(1), 53-68.
- Reid, R., Trout, A L., & Schartz, M. (2005). Self-Regulation Interventions for Children With Attention Deficit/Hiperactivity Disorder. Exceptional Children, 71(4), 361-377.
- Resta, P. S., y Elliot, J. (1994). Written expression in boys with attention deficit disorder. Perceptual and Motor Skills, 79, 1131-1138.
- Riccio, C., Homack, S. Jarratt, K.P., & Wolfe, M. (2006). Differences in academic and executive function domains among children with ADHD Predominantly Inattentive and Combined Types. Archives of Clinical Neuropsychology, 21, 657-667.
- Rodríguez-Pérez, C., y García, J.N. (2008). Validación y utilización empírica de un instrumento de diagnóstico en una muestra de niños con el Trastorno por Déficit de Atención con y sin Hiperactividad (TDAH). El cuestionario Five to Fifteen (FTF). Revista de Psicología INFAD, Internacional Journal of Developmental and Educational Psychology, 1(3).
- Ross, P.A., Poidevan, J.M., & Miner, C.U. (1995). Curriculum-based assessment of writing fluency in children with ADHD and normal children. Reading and Writing Quarterly: Overcoming Learning Difficulties, 11, 201-208.
- Shimabukuro, S.M., Prater, M.A., Jenkins, A., & Edelen-Smith, P. (1999). The effects of SelfMonitoring of Academic Performance on Students with Learning Disabilities an ADD/ADHD. Education and Treatment of Children, 22(4), 397-414.
- Tabassam W. & Grainger J. (2002). Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder. Learning Disability Quarterly, 25, 141-151.
- Tucha, O. & Klaus W.L. (2004). Handwriting and attention in children and adults with attention deficit hyperactivity disorder. Motor control, 8(4), 461-471.