Does attention training differentiate ADHD subtypes?
DOI:
https://doi.org/10.25118/2763-9037.2012.v2.980Keywords:
subtypes of ADHD, ADHD, cognitive rehabilitation, attention, attention training, neuropsychologyAbstract
Objective: To compare the subtypes of ADHD proposed by the DSM-IV (1994), regarding the response to attention training. Method: Forty subjects diagnosed with ADHD made up the Study Groups, subdivided into: ADHD-D - Predominantly Inattentive Type and ADHD-C Combined Type, mean age of 9 years and 8 months, both genders, attending between 1st and 6th years of elementary education in public schools in Campinas and region, with 23 children being referred to DISAPRE/FCM-UNICAME; and 17 children selected from a Municipal School in Campinas. The Control Group consisted of 30 children with no impairment. The ADHD diagnosis was performed by the DISAPRE interdisciplinary team. The Attention Training was elaborated by the researchers according to the model proposed in the literature, consisting of auditory and visual activities, applied in 12 individual sessions with 20 subjects from the Study Group. Results: Subjects with the ADHD-D subtype had more difficulty in activities involving auditory sustained attention and visual selective attention, and problem-solving and self-monitoring strategies were better employed than by subjects diagnosed with ADHD-C. These showed delay in tasks involving visual sustained attention, auditory selective attention and auditory and visual alternating attention, showing greater impairment in response inhibition and self-control. Conclusion: Significant attentional differences were outlined for each subtype. In addition to raising the importance of using attentional training in the rehabilitation of children with ADHD.
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