Nuestros investigadores

Sara Magallón Recalde

Departamento
Aprendizaje y Curriculum
Facultad de Educación y Psicología. Universidad de Navarra
Líneas de investigación
Dificultades de aprendizaje y trastronos del neurodesarrollo, Trastorno de aprendizaje procedimental, Trastorno del desarrollo de la coordinación, Trastorno por déficit de atención e hiperactividad
Índice H
4, (WoS, 20/09/2018)
5, (Scopus, 20/09/2018)
7, (Google Scholar, 03/10/2018)

Publicaciones científicas más recientes (desde 2010)

Autores: Ruiz-Goikoetxea, M.; Cortese, S.; Magallón Recalde, Sara; et al.
Revista: SCIENTIFIC REPORTS
ISSN 2045-2322  Vol. 8  2018  págs. 7584
Poisoning, a subtype of physical injury, is an important hazard in children and youth. Individuals with ADHD may be at higher risk of poisoning. Here, we conducted a systematic review and meta-analysis to quantify this risk. Furthermore, since physical injuries, likely share causal mechanisms with those of poisoning, we compared the relative risk of poisoning and injuries pooling studies reporting both. As per our pre-registered protocol (PROSPERO ID CRD42017079911), we searched 114 databases through November 2017. From a pool of 826 potentially relevant references, screened independently by two researchers, nine studies (84,756 individuals with and 1,398,946 without the disorder) were retained. We pooled hazard and odds ratios using Robust Variance Estimation, a meta-analytic method aimed to deal with non-independence of outcomes. We found that ADHD is associated with a significantly higher risk of poisoning (Relative Risk = 3.14, 95% Confidence Interval = 2.23 to 4.42). Results also indicated that the relative risk of poisoning is significantly higher than that of physical injuries when comparing individuals with and without ADHD (Beta coefficient = 0.686, 95% Confidence Interval = 0.166 to 1.206). These findings should inform clinical guidelines and public health programs aimed to reduce physical risks in children/adolescents with ADHD.
Autores: Ruiz-Goikoetxea, Maite; Cortese, Samuele; Aznárez Sanado, Maite; et al.
Revista: NEUROSCIENCE AND BIOBEHAVIORAL REVIEWS
ISSN 0149-7634  Vol. 84  2018  págs. 63-71
A systematic review with meta-analyses was performed to: 1) quantify the association between ADHD and risk of unintentional physical injuries in children/adolescents ("risk analysis"); 2) assess the effect of ADHD medications on this risk ("medication analysis"). We searched 114 databases through June 2017. For the risk analysis, studies reporting sex-controlled odds ratios (ORs) or hazard ratios (HRs) estimating the association between ADHD and injuries were combined. Pooled ORs (28 studies, 4,055,620 individuals without and 350,938 with ADHD) and HRs (4 studies, 901,891 individuals without and 20,363 with ADHD) were 1.53 (95% CI=1.40,1.67) and 1.39 (95% CI=1.06,1.83), respectively. For the medication analysis, we meta-analysed studies that avoided the confounding-by-indication bias [four studies with a self-controlled methodology and another comparing risk over time and groups (a "difference in differences" methodology)]. The pooled effect size was 0.879 (95% CI=0.838,0.922) (13,254 individuals with ADHD). ADHD is significantly associated with an increased risk of unintentional injuries and ADHD medications have a protective effect, at least in the short term, as indicated by self-controlled studie
Autores: Preston, Nick; Magallón Recalde, Sara; Hill, Liam; et al.
Revista: CLINICAL REHABILITATION
ISSN 0269-2155  Vol. 31  Nº 7  2017  págs. 857-870
Autores: Ruiz-Goikoetxea, M.; Cortese, S.; Aznárez Sanado, Maite; et al.
Revista: BMJ OPEN
ISSN 2044-6055  Vol. 7  Nº 9  2017  págs. e018027
Attention-deficit hyperactivity disorder (ADHD) has been related to increased rates of unintentional injuries. However, the magnitude of the effect and to which extent variables such as sex, age or comorbidity can influence this relationship is unknown. Additionally, and importantly, it is unclear if, and to which degree, ADHD medications can decrease the number of unintentional injuries. Due to the amount of economic and social resources invested in the treatment of injuries, filling these gaps in the literature is highly relevant from a public health standpoint. Here, we present a protocol for a systematic review and meta-analysis to estimate the relationship between ADHD and unintentional injuries and assess the impact of pharmacological treatment for ADHD METHODS AND ANALYSIS: We will combine results from 114 bibliographic databases for studies relating ADHD and risk of injuries. Bibliographic searches and data extraction will be carried out independently by two researchers. The studies' risk of bias will be assessed using the Newcastle-Ottawa Scale. Articles reporting ORs or HRs of suffering an injury in ADHD compared with controls (or enough data to calculate them) will be combined using Robust Variance Estimation, a method that permits to include multiple non-independent outcomes in the analysis. All analyses will be carried out in Stata. Age, sex and comorbid conduct disorders will be considered as potential causes of variance and their effect analysed through meta-re
Autores: Gambra Echeverria, Leyre; Magallón Recalde, Sara; Crespo Eguilaz, Nerea
Revista: REVISTA DE ESTUDIOS E INVESTIGACION EN PSICOLOGIA Y EDUCACION
ISSN 2386-7418  Vol. Extr.  Nº 11  2017  págs. 16-19
El TAP es una afectación poco conocida. Ha sido denominado de múltiples formas según los diferentes autores. Se diagnostica con menos frecuencia que otros trastornos del aprendizaje/neurodesarrollo debido a que los síntomas se confunden con frecuencia con los de otras patologías. Se caracteriza especialmente por una perturbación de la coordinación motora, aunque la causa explicativa del mismo reside en la dificultad para el desarrollo de ciertas habilidades perceptivo-motoras y de rutinas cognitivas. Actualmente hay una gran variedad de enfoques de intervención (sobre todo en el ámbito motor), con diverso grado de evidencia científica.
Autores: Gambra Echeverria, Leyre; Crespo Eguilaz, Nerea; Magallón Recalde, Sara
Revista: REVISTA DE ESTUDIOS E INVESTIGACION EN PSICOLOGIA Y EDUCACION
ISSN 2386-7418  Vol. Extra  Nº 9  2017  págs. 10-12
La coherencia central puede definirse como la tendencia que tiene el sistema cognitivo a integrar la información en representaciones de alto nivel con significado. El término coherencia central ha sido utilizado en la mayoría de las investigaciones centrándose en los aspectos perceptivos y visuales y no tanto en la parte verbal. Trastornos del neurodesarrollo como el Trastorno de aprendizaje procedimental (TAP) o el Trastorno del espectro del autismo (TEA) tienen esta afectación. Además, hay pocas herramientas de diagnóstico y escasos métodos y estrategias de intervención psicoeducativa.
Autores: Crespo Eguilaz, Nerea; Magallón Recalde, Sara; Sánchez-Carpintero Abad, Rocío; et al.
Revista: REVISTA DE NEUROLOGIA
ISSN 0210-0010  Vol. 62  Nº Supl. 1  2016  págs. S49-S57
Autores: Magallón Recalde, Sara; Narbona García, Juan; Crespo Eguilaz, Nerea
Revista: PLOS MEDICINE
ISSN 1549-1277  Vol. 11  Nº 7  2016  págs. e0158684
Background Procedural memory allows acquisition, consolidation and use of motor skills and cognitive routines. Automation of procedures is achieved through repeated practice. In children, improvement in procedural skills is a consequence of natural neurobiological development and experience. Methods The aim of the present research was to make a preliminary evaluation and description of repetition-based improvement of procedures in typically developing children (TDC). Ninety TDC children aged 6-12 years were asked to perform two procedural learning tasks. In an assembly learning task, which requires predominantly motor skills, we measured the number of assembled pieces in 60 seconds. In a mirror drawing learning task, which requires more cognitive functions, we measured time spent and efficiency. Participants were tested four times for each task: three trials were consecutive and the fourth trial was performed after a 10-minute nonverbal interference task. The influence of repeated practice on performance was evaluated by means of the analysis of variance with repeated measures and the paired-sample test. Correlation coefficients and simple linear regression test were used to examine the relationship between age and performance. Results TDC achieved higher scores in both tasks through repetition. Older children fitted more pieces than younger ones in assembling learning and they were faster and more efficient at the mirror drawing learning task. Conclusions These findings ...
Autores: Magallón Recalde, Sara; Crespo Eguilaz, Nerea; Narbona García, Juan
Revista: JOURNAL OF CHILD NEUROLOGY
ISSN 0883-0738  Vol. 30  Nº 11  2015  págs. 1496-506
The aim is to assess repetition-based learning of procedures in children with developmental coordination disorder (DCD), reading disorder (RD) and attention-deficit hyperactivity disorder (ADHD). Participants included 187 children, studied in 4 groups: (a) DCD comorbid with RD and ADHD (DCD+RD+ADHD) (n = 30); (b) RD comorbid with ADHD (RD+ADHD) (n = 48); (c) ADHD (n = 19); and typically developing children (control group) (n = 90). Two procedural learning tasks were used: Assembly learning and Mirror drawing. Children were tested on 4 occasions for each task: 3 trials were consecutive and the fourth trial was performed after an interference task. Task performance by DCD+RD+ADHD children improved with training (P < .05); however, the improvement was significantly lower than that achieved by the other groups (RD+ADHD, ADHD and controls) (P < .05). In conclusion, children with DCD+RD+ADHD improve in their use of cognitive-motor procedures over a short training period. Aims of intervention in DCD+RD+ADHD should be based on individual learning abilities.
Autores: Crespo Eguilaz, Nerea; Magallón Recalde, Sara; Narbona García, Juan
Revista: FRONTIERS IN HUMAN NEUROSCIENCE
ISSN 1662-5161  Vol. 8  2014  págs. 449
Autores: Arbues Radigales, Elena; Ibarrola García, Sara; Magallón Recalde, Sara
Revista: MAGISTER. REVISTA DE EDUCACION
ISSN 0212-6796  Vol. 26  Nº 1  2014  págs. 34-42
En la sociedad del conocimiento y en el marco actual del Espacio Europeo de Educación Superior, el enfoque de las competencias ha traído consigo una serie de cambios que afectan al proceso de enseñanza-aprendizaje y muy particularmente a la metodología empleada, clave en los nuevos modelos de formación del profesorado. Se requiere contribuir a la mejora de la preparación del futuro profesor para integrar la enseñanza en competencias y colaborar en alguna medida en la determinación de una metodología adecuada. Para ello, es fundamental la reflexión común y compartida de los docentes impulsando la coordinación metodológica. En esta línea, se describe un proyecto de innovación llevado a cabo desde algunas didácticas específicas del grado de Educación Primaria, en el que se propone abordar esta cuestión a través de una metodología transversal. Se recogen los resultados de la experiencia, así como las percepciones de los alumnos implicados.
Autores: Crespo Eguilaz, Nerea; Narbona García, Juan; Magallón Recalde, Sara
Revista: REVISTA DE NEUROLOGIA
ISSN 0210-0010  Vol. 55  Nº 9  2012  págs. 513-519
Introduction. Children with coordination disorder-non verbal learning disorder, procedural learning disorder (PLD)-have difficulties in understanding complex simultaneous visual information. Aim. Validation of two different visual tasks to measure central coherence function of children with PLD. Subjects and methods. A chimeric image and a complex visual story are showed to 200 schoolchildren: 20 of them have PLD, 60 have PLD plus attention deficit/hyperactivity disorder (PLD + ADHD), 60 have non comorbid ADHD, and 60 subjects are typical control children. A chi square test and a discriminant analysis are used to study the performances of the different groups in verbal description of both images. Results. Performance is lower in children with PLD and PLD + ADHD than in those with non-comorbid ADHD or controls. Moreover 93% and 92% of children with poor performance in, respectively, chimeric and complex images, have PLD or PLD + ADHD. Eighty seven per cent of subjects with PLD + ADHD fail in some of the tasks and, by contrast only 15% of children with ADHD do. Conclusions. Children with PLD have disability in quick understanding of simultaneous complex information and central coherence. The two tasks used in this research are useful to detect these difficulties, with high sensibility and specificity.
Autores: Magallón Recalde, Sara
Libro:  Alumnos con trastornos del neurodesarrollo: pautas para su orientación educativa y vocacional desde la pedagogía hospitalaria
2016  págs. 81-104
Autores: Arbues Radigales, Elena; Ibarrola García, Sara; Magallón Recalde, Sara
Libro:  Experiencias en docencia superior
2014  págs. 67-88
Autores: Arbues Radigales, Elena; Ibarrola García, Sara; Magallón Recalde, Sara
Libro:  Case Studies in Higher Education
2014  págs. 35-50
Autores: Arbues Radigales, Elena; Ibarrola García, Sara; Magallón Recalde, Sara
Libro:  Experiencias de docencia no ensino superior
2014  págs. 35-43
Autores: Narbona García, Juan; Crespo Eguilaz, Nerea; Magallón Recalde, Sara
Libro:  Trastornos del neurodesarrollo
2011  págs. 427-449
Autores: Lizasoain Rumeu, Olga (Coordinador); Ochoa Linacero, Belén (Coordinador); Arellano Torres, Araceli (Coordinador); et al.
2016 

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