Revistas
Revista:
NEUROSCIENCE AND BIOBEHAVIORAL REVIEWS
ISSN:
0149-7634
Año:
2022
Vol.:
137
Págs.:
104662
We mapped the evidence on the type and strength of associations between a broad range of mental and physical conditions in children and adolescents, by carrying out an umbrella review, i.e., a quantitative synthesis of previous systematic reviews and meta-analyses. We also assessed to which extent the links between mental and physical conditions vary across disorders or, by contrast, are transdiagnostic. Based on a pre-established protocol, we retained 45 systematic reviews/meta-analyses, encompassing around 12.5 million of participants. In analyses limited to the most rigorous estimates, we found evidence for the following associations: ADHD-asthma, ADHD-obesity, and depression-asthma. A transdiagnostic association was confirmed between asthma and anxiety/ASD/depression/bipolar disorder, between obesity and ADHD/ASD/depression, and between dermatitis and ASD/ADHD. We conclude that obesity and allergic conditions are likely to be associated with mental disorders in children and adolescents. Our results can help clinicians explore potential links between mental and physical conditions in children/adolescent and provide a road map for future studies aimed at shading light on the underlying factors.
Revista:
JOURNAL OF INTELLECTUAL DISABILITY RESEARCH
ISSN:
0964-2633
Año:
2022
Vol.:
66
N°:
1-2
Págs.:
50-67
Background There is certain empirical evidence of, on the one hand, a positive correlation between executive functions (EFs) and intelligence in people with intellectual disability (ID) and, on the other hand, a slower rate of development of EFs in these people relative to people without ID. This evidence is not, however, unequivocal, and further studies are required. Methods We analysed the relationship between development of EFs and both age and intellectual capacity, in a sample of 106 students with either ID or borderline intellectual functioning (BIF) at a special education centre [63 boys and 43 girls, 11-18 years old, mean total intelligence quotient (TIQ) of 59.6]. We applied nine instruments to evaluate both neuropsychological development (working memory, inhibitory control, cognitive flexibility, planning, processing speed and verbal fluency) and behavioural development [teachers' perceptions of the EFs of their students by Behavior Rating Inventory of Executive Function - Second Edition (BRIEF-2) School]. ID and BIF groups were statistically compared in terms of mean performance measures in EF tests. We looked at the correlation between EFs and age, and correlations between EFs and intelligence: TIQ, fluid intelligence [measured by the perceptual reasoning (PR) sub-index of Wechsler Intelligence Scale for Children-IV (WISC-IV)] and crystallised intelligence (measured by the verbal comprehension (VC) sub-index of WISC-IV). Regression models were built for variables with strong correlation. Results In most of the tests used to evaluate EFs, the ID subgroup performed significantly worse than the subgroup with BIF. In general, teachers' thought that participants had 'medium-low' levels of EFs. TIQ, by WISC-IV scale, correlated significantly with scores in all tests for all EFs. The PR sub-index correlated significantly with 14 of the tests for EFs; 35% of the variation in PR can be explained by variation in performance in Picture Span (working memory) and Mazes (planning). The VC sub-index correlated weakly with seven of the EF tests. We found significant correlations in the ID group between age and scores in all tests of working memory and inhibitory control. Age - considering all participants - did not correlate with any of the variables of teachers' perception except for working memory, and this correlation was not strong. Conclusions The results of our study are consistent with descriptions of the typical population: (1) fluid intelligence is more related to EFs than crystallised intelligence is; and (2) working memory capacity is the EF most strongly related with general, fluid and crystallised forms of intelligence. The results suggest that as children and adolescents with ID/BIF get older, their capacities for working memory and inhibitory control increase; development of the other EFs studied was less evident. Teachers' perceptions of the EFs of children with ID or BIF were independent of intellectual capacity and age. More research is needed to delve further into the development of EFs in people with ID/BIF.
Autores:
Shire, K.A; Atkinson, J.; Williams, E.A; et al.
Revista:
JOURNAL OF OCCUPATIONAL THERAPY, SCHOOLS AND EARLY INTERVENTION
ISSN:
1941-1243
Año:
2021
Vol.:
14
N°:
3
Págs.:
274-290
We describe the development of an evidence-based motor intervention and an implementation pilot study in ten primary schools, involving 515 children (4-11 years). `Helping Handwriting SHINE' (HHS) is a novel, school-led, group-based handwriting intervention. Teaching staff delivered HHS and provided feedback through a questionnaire, reporting that: (i) the children found the tasks enjoyable; (ii) the background and booklet instructions were easy to understand, (iii) there was a need for more comprehensive staff training. The teaching staff made recommendations about session duration, group size, resource availability, and age differentiation of tasks. These suggestions are applicable to the development of any school-based group-led motor intervention, and we used this feedback to refine the HHS intervention. This study shows that implementing school-led motor interventions at scale is possible. Moreover, the work provides insights into the factors to consider when developing school-based motor interventions prior to conducting randomized controlled trials (RCT). The process outlined in this manuscript has led to an RCT to test the effectiveness of HHS within primary schools.
Revista:
ADOLESCERE
ISSN:
2695-5474
Año:
2020
Vol.:
8
N°:
1
Págs.:
51-61
Revista:
SCIENTIFIC REPORTS
ISSN:
2045-2322
Año:
2018
Vol.:
8
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.
Revista:
NEUROSCIENCE AND BIOBEHAVIORAL REVIEWS
ISSN:
0149-7634
Año:
2018
Vol.:
84
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
Revista:
CLINICAL REHABILITATION
ISSN:
0269-2155
Año:
2017
Vol.:
31
N°:
7
Págs.:
857-870
Revista:
REVISTA DE ESTUDIOS E INVESTIGACION EN PSICOLOGIA Y EDUCACION
ISSN:
2386-7418
Año:
2017
Vol.:
Extr.
N°:
11
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.
Revista:
BMJ OPEN
ISSN:
2044-6055
Año:
2017
Vol.:
7
N°:
9
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
Revista:
REVISTA DE ESTUDIOS E INVESTIGACION EN PSICOLOGIA Y EDUCACION
ISSN:
2386-7418
Año:
2017
Vol.:
Extra
N°:
9
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.
Revista:
PLOS ONE
ISSN:
1932-6203
Año:
2016
Vol.:
11
N°:
7
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 ...
Revista:
REVISTA DE NEUROLOGIA
ISSN:
0210-0010
Año:
2016
Vol.:
62
N°:
Supl. 1
Págs.:
S49-S57
Revista:
JOURNAL OF CHILD NEUROLOGY
ISSN:
0883-0738
Año:
2015
Vol.:
30
N°:
11
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.
Revista:
MAGISTER. REVISTA DE EDUCACION
ISSN:
0212-6796
Año:
2014
Vol.:
26
N°:
1
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.
Revista:
FRONTIERS IN HUMAN NEUROSCIENCE
ISSN:
1662-5161
Año:
2014
Vol.:
8
Págs.:
449
Revista:
REVISTA DE NEUROLOGIA
ISSN:
0210-0010
Año:
2012
Vol.:
55
N°:
9
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.
Nacionales y Regionales
Título:
Riesgo de lesiones no intencionales en TDAH y el posible efecto protector de la medicación: una revisión sistemática y metaanálisis
Código de expediente:
89/2016
Investigador principal:
Gonzalo Arrondo Ostiz
Financiador:
GOBIERNO DE NAVARRA
Convocatoria:
2016 GN SALUD
Fecha de inicio:
08/12/2016
Fecha fin:
08/06/2018
Importe concedido:
10.264,00€
Otros fondos:
-
Título:
Detección de Escolares de educación primaria con Trastorno del desarrollo de la coordinación/procedimental a partir del instrumento FUNMOVES
Código de expediente:
PID2020-119328GA-I00
Investigador principal:
Sara Magallón Recalde
Financiador:
AGENCIA ESTATAL DE INVESTIGACION
Convocatoria:
2020 AEI PROYECTOS I+D+i (incluye Generación del conocimiento y Retos investigación)
Fecha de inicio:
01/09/2021
Fecha fin:
31/08/2024
Importe concedido:
32.307,00€
Otros fondos:
-
Título:
Devaluación en la toma de decisiones en adultos con TDAH: asociación con estilos de vida y efecto de la medicación
Código de expediente:
PSI2017-86763-P
Financiador:
MINISTERIO DE CIENCIA E INNOVACIÓN
Convocatoria:
2017 MINECO EXCELENCIA
Fecha de inicio:
01/01/2018
Fecha fin:
30/09/2021
Importe concedido:
54.813,00€
Otros fondos:
Fondos FEDER
Otros (PIUNA, fundaciones, contratos…)
Título:
El Deporte Adaptado como Herramienta de Bienestar e Inclusión en Deportistas con Discapacidad Intelectual.
Un estudio sobre el programa "Más que tenis".
Investigador principal:
Apolinar Graña Varela
Financiador:
FUNDACIÓN RAFA NADAL
Convocatoria:
2022 FD RAFA NADAL - Más que tenis
Fecha de inicio:
01/10/2021
Fecha fin:
31/08/2023
Importe concedido:
47.534,30€
Título:
Intervención psicopedagógica en el Trastorno de Aprendizaje Procedimental: entrenamiento en competencias motrices y la función cognitiva de coherencia central
Código de expediente:
2018-11
Financiador:
UNIVERSIDAD DE NAVARRA
Convocatoria:
2020 Convocatoria PIUNA
Fecha de inicio:
01/09/2018
Fecha fin:
31/08/2021
Importe concedido:
7.050,00€