Publication: Estudio longitudinal de la escritura en estudiantes con
Trastorno por Déficit de Atención con Hiperactividad (TDAH)
Authors
Sanz Domínguez, Eva ; Martín-Lobo, Pilar ; Urchaga Litago, José David ; Irurtia Muñiz, María Jesús
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Publisher
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DOI
https://doi.org/10.47553/rifop.v34i3.81879
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info:eu-repo/semantics/article
Description
Abstract
En la presente investigación se ha realizado una evaluación de
la escritura en estudiantes con diagnóstico de Trastorno por
Déficit de Atención con Hiperactividad (TDAH). Para ello, se
analizan las diferencias en el desarrollo de la escritura en
sujetos con TDAH a lo largo de 5 años, comparándolas con
otros estudiantes sin diagnóstico de TDAH. Los participantes
son 24 sujetos clasificados en dos grupos, con y sin TDAH,
siendo evaluados a través de subpruebas del Test de Análisis
de lectura y escritura (TALE) en el año 2014 y 5 años después,
2019. Los resultados muestran, en aquellos participantes sin
TDAH, que a medida que mantienen la escolarización su
grafismo tiende a mejorar. Por otra parte, aquellos estudiantes
con TDAH muestran mejoría únicamente en el tamaño de las
letras y en la interlineación. Por lo tanto, se evidencia que, 5
años después, este colectivo mejora menos en el grafismo y,
resulta necesario realizar algún programa de intervención
rehabilitadora en esta población
In the present investigation, we have been carry out an evaluation of the writing in students with a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). For this, we have been analysed the differences in the development of writing in students with ADHD, 5 years later, comparing them with other students without a diagnosis of ADHD. The participants are 24 children classified in two groups, with and without ADHD, they have been evaluated through subtests of the Reading and Writing Analysis Test (Spanish: TALE) in 2014 and 5 years later, 2019. The results show, in those participants without ADHD, that as they maintain schooling their graphics of the letters tend to improve. On the other hand, those students with ADHD show improvement only in the size of the letters and in the line spacing. Therefore, it's evident that, 5 years later, this group improves less on the graphics of the letters and, it's necessary to carry out some rehabilitation intervention program with them
In the present investigation, we have been carry out an evaluation of the writing in students with a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). For this, we have been analysed the differences in the development of writing in students with ADHD, 5 years later, comparing them with other students without a diagnosis of ADHD. The participants are 24 children classified in two groups, with and without ADHD, they have been evaluated through subtests of the Reading and Writing Analysis Test (Spanish: TALE) in 2014 and 5 years later, 2019. The results show, in those participants without ADHD, that as they maintain schooling their graphics of the letters tend to improve. On the other hand, those students with ADHD show improvement only in the size of the letters and in the line spacing. Therefore, it's evident that, 5 years later, this group improves less on the graphics of the letters and, it's necessary to carry out some rehabilitation intervention program with them
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Citation
Revista interuniversitaria de formación del profesorado, V. 34, N. 95 (3), 2020
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