Abstract
The aim of this study was to analyze ADHD diagnosed children´s process of copy, organization strategies and recall phase of Rey-Osterrieth Complex Figure. This study corresponds to an ex post facto retrospective design with two groups, one quasi control. Seventy children between 8 and 14 years old were evaluated; 35 with ADHD and 35 without these diagnoses, paired by sex, age and instruction level. To reach the proposed objective, the process of copying, organizational strategies and memory of the Rey- Osterrieth Complex Figure were evaluated. The Rey-Osterrieth Complex Figure is a test which consists of copying phase and posterior playing back memory phase of a complex geometric pattern. Results showed a lower yield for the group with ADHD both in copy and memory process, with greater use of C and D types of copy reproduction, being the use of type D expected for younger children. These results allow further analysis of the performance of children with ADHD regarding organizational strategies providing expertise in the conceptualization, evaluation and treatment of the disorder.
Highlights
Estrategias de organización en la Figura Compleja de Rey en niños con TDAH
Thereby it is noted that the studies which analyze the performance of children with Attention Deficit Hyperactivity Disorder (ADHD) in the recall phase do not result conclusive, and while there has been research that analyzed strategies of copy (Da Silva, 2006; Watanabe et al, 2005), these have not been performed in children with ADHD, the aim of the study was to analyze the process of copy, strategies of organization and the memory phase in the development of the Rey-Osterrieth Complex Figure in children diagnosed with ADHD
The aim of this study was to analyze the process of copy, strategies of organization and memory phase in the Rey-Osterrieth Complex Figure in children diagnosed with ADHD
Summary
El objetivo del presente estudio fue analizar el proceso de copia, las estrategias de organización y la fase de memoria en el desarrollo de la Figura Compleja de Rey en niños con diagnóstico de TDAH. ADHD is currently defined as a persistent pattern of symptoms of inattention and/or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals with a similar degree of development (American Psychiatric Association, 2013) It is a complex and heterogeneous syndrome, with wide and varied symptomatic characteristics, whose symptoms have a major impact on the development of the individual and interfere with their social, emotional and cognitive functioning, affecting the child and the peer group and their family (Cardo & Servera, 2008, Cardo et al, 2011; Fernández-Jaén et al, 2016). The low performance in memory tasks would be based in the inadequate executive function that children with ADHD present (Caballo & Simon, 2000)
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call