注意缺陷多动障碍及其亚型的执行功能障碍

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa Pub Date : 2014-06-01 DOI:10.1016/j.pse.2014.05.003

Trinidad García, Paloma González-Castro, Celestino Rodríguez Pérez, Marisol Cueli, David Álvarez García y Luis Álvarez

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引用次数: 9

摘要

目前对ADHD亚型的研究是从不同的角度进行的。本研究的目的是从执行功能的角度来描述和比较这些亚型，通过对其父母形式的BRIEF量表的管理。样本包括109名参与者(平均年龄= 10.6岁)，分为四组:三组对应多动症的三种亚型，另一组为对照组。在本研究中，行为调节指数，特别是抑制，确定了组合型和主要多动/冲动亚型与对照组之间的差异，反过来，主要注意力不集中的组，而元认知指数区分了主要注意力不集中和组合型亚型与对照组之间的差异。这些结果支持BRIEF量表在ADHD及其亚型研究中的实用性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Alteraciones del funcionamiento ejecutivo en el trastorno por déficit de atención con hiperactividad y sus subtipos

The study of the subtypes of ADHD is made today from different perspectives. The aim of this study was to describe and compare these subtypes from the point of view of the executive functioning through the administration of the BRIEF scale in its parents form. The sample consisted of 109 participants (mean age = 10.6 years) assigned to four groups: three corresponded to the three subtypes of ADHD and a control group. In this study the Behavior Regulation Index, and especially inhibition, established differences between combined and predominantly hyperactive/impulsive subtypes and controls and, in turn, the group predominantly inattentive, while the Metacognition Index differentiated between predominantly inattentive and combined subtypes and controls. These results support the utility of the BRIEF scale in the study of ADHD and its subtypes.

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.