Metacognitive interventions in text production and working memory in students with ADHD
| Autor: | Beatriz Vargas Dorneles, Yasmini Lais Spindler Sperafico, Nelba Maria Teixeira Pisacco, Jacqueline Raquel Bianchi Enricone, Luis Augusto Rohde, Luciano Santos Pinto Guimarães |
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| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Psychometrics
lcsh:BF1-990 education Psychological intervention Metacognition Intervention Intervention (counseling) Metacognição medicine Attention deficit hyperactivity disorder 0501 psychology and cognitive sciences Working memory Brasil Psychological research Research 05 social sciences 050301 education Transtorno do déficit de atenção com hiperatividade medicine.disease Text production Health psychology lcsh:Psychology Memória de curto prazo Attention-deficit hyperactivity disorder Psychology 0503 education Agrafia 050104 developmental & child psychology Clinical psychology |
| Zdroj: | Psicologia, Reflexão e Crítica : revista semestral do Departamento de Psicologia da UFRGS Psicologia: Reflexão e Crítica, Volume: 31, Article number: 5, Published: 15 MAR 2018 Psicologia: Reflexão e Crítica v.31 2018 Psicologia (Universidade Federal do Rio Grande do Sul. Online) Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS Repositório Institucional da UFRGS Psicologia: Reflexão e Crítica, Vol 31, Iss 1, Pp 1-15 (2018) |
| ISSN: | 1678-7153 0102-7972 |
| Popis: | This study compared the effects of two metacognitive interventions on writing, working memory (WM), and behavioral symptoms of students with attention-deficit/hyperactivity disorder (ADHD). The disorder was clinically diagnosed by a multidisciplinary team according to DSM-IV criteria. The first approach consisted of a combined intervention in text production and WM while the second focused only on WM. Participants were 47 students from the fifth to ninth grades of two public elementary schools in Porto Alegre (Brazil), randomized to one of the two interventions groups. Writing and WM were assessed before, immediately after, and 3 months after the interventions. The results suggest that both interventions contributed to improving behavior and school performance, whereas only the combined intervention increased the overall quality of narrative text, organization of paragraphs, and denouement. |
| Databáze: | OpenAIRE |
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