Performance of Phonological Processing in Children with Attention Deficit Hiperactivity Disorder

Talita Fernanda Gonçalves-Guedim,Patrícia Abreu Pinheiro Crenitte

doi:10.4236/psych.2015.610130

Talita Fernanda Gonçalves-Guedim, Patrícia Abreu Pinheiro Crenitte

Open Access

https://doi.org/10.4236/psych.2015.610130

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Journal: Psychology	Publication Date: Jan 1, 2015
Citations: 5	License type: CC BY 4.0

Affiliation: Universidade de São Paulo

Abstract

Purpose: The objective of this study was to compare the performance of Phonological Processing (Phonological Awareness, Lexical Acess and Working Memory) between children with ADHD and children with typical development. Methods: Participated in this study, 30 school aged children of both genders aged between 9 - 12 years, divided into 2 groups: Experimental Group (EG), 15 children with ADHD combined type and, Control Group (CG), 15 children with typical development, who attended elementary school in public and private education. The instruments utilized were: Phonological Awareness Test—Sequential Assessment Tool (CONFIAS); Rapid automatic Naming Testd); and Proof of repetition of nonsense words (Kessler, 1997). Results: The results revealed differences between in the instruments used. Conclusion: Regarding the performance of Phonological Processing, the children with ADHD showed lower performance in Phonological Awareness, Access to Lexical and Phonological Memory compared to children with typical development.

Highlights

The Attention Deficit Hyperactivity Disorder (ADHD) is a common neuropsychiatric disorder of childhood (Casella, 2009) and is present among most students (American Academy of Pediatrics, 2000)
The inclusion criterion for the Control Group (CG) was: children diagnosed with ADHD combined, based on the diagnostic criteria of the DSM-IV TR (APA, 2002) with complaints of difficulties in reading and writing
Performance of GE relative to GC in the proof of Phonological Awareness In the PA test, it was observed that the students from Experimental Group (EG) had a lower GC performance, phonemic and syllable subtest, significance was found between groups by means of the t Student test (Table 1)

Summary

Introduction

The Attention Deficit Hyperactivity Disorder (ADHD) is a common neuropsychiatric disorder of childhood (Casella, 2009) and is present among most students (American Academy of Pediatrics, 2000). It is estimated that 3% to 6% of school-aged children have ADHD Performance of Phonological Processing in Children with Attention Deficit Hiperactivity Disorder.

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Methods

Results

Conclusion