| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 988.72 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
No DSM-IV, afirma-se que, a fim de estabelecer o diagnóstico de PHDA, algumas das
alterações causadas pelos sintomas (desatenção, hiperactividade e impulsividade) devem
ocorrer em dois ou mais contextos (por exemplo, em casa e na escola), por isso, o uso de
diferentes fontes de informação (pais e professores) é útil e indispensável no processo de
diagnóstico. O uso combinado de escalas de avaliação permite avaliar a frequência e a
intensidade dos sintomas, proporcionando valores de referência normativos, que facilitam o
diagnóstico e o acompanhamento de forma objectiva.
O estudo desenvolvido tem como principais objectivos gerais analisar a convergência da
avaliação da PHDA entre diferentes fontes, nomeadamente a partir da avaliação
comportamental (através das CRS-R para pais e professores) e da avaliação cognitiva (através
da WISC-III) em crianças do 1º ciclo com suspeita de PHDA. A amostra incluída na investigação
perfez uma totalidade de 60 crianças (42 rapazes e 18 raparigas) com idades compreendidas
entre os 6 e os 10 anos, acompanhadas no CHCB e no HAL por suspeita de PHDA. Os
instrumentos utilizados foram as Conners’ Rating Scales – Revised (Long Version) (CRS-R) para
pais e professores e a Escala de Inteligência de Wechsler para crianças – Terceira Edição
(WISC-III).
Os principais resultados/conclusões por nós obtidos foram: 1) quando consideradas as
subescalas e índices das CRS-R, a concordância entre pais e professores é mais elevada
quando se avaliam comportamentos externalizantes; 2) quando avaliada a convergência na
sinalização de sintomas de PHDA, apurou-se que existe consonância quando identificados
sintomas de hiperactividade-impulsividade, não havendo convergência relativamente aos
sintomas de desatenção; 3) quando associadas a WISC-III e as CRS-R, conclui-se que o Índice
de Velocidade de Processamento é o melhor preditor na avaliação da PHDA, tanto de tipo
Hiperactivo/Impulsivo como de tipo Combinado, quando o informador é o professor; 4)
quando relacionadas a WISC-III e os sintomas de PHDA, tanto os sintomas de desatenção como
os de hiperactividade-impulsividade estão associados com provas verbais da WISC-III; e 5)
segundo os professores existem diferenças de género para o Índice de Sintomas do DSM-IV e
para as subescalas que o integram, com valores mais elevados nas raparigas; na perspectiva
dos pais apuramos que existem diferenças de género na Subescala de Sintomas de
Desatenção, sendo o género feminino a pontuar valores mais altos.
DSM states, that in order to establish the diagnosis of ADHD, some of the changes caused by the symptoms (inattention, hyperactivity and impulsivity) must occur in two or more settings (eg, at home and at school) therefore, the use of different information sources (parents and teachers) is useful and necessary in the diagnostic process. The combined use of rating scales allows us to evaluate the frequency and intensity of symptoms, providing normative reference values, which facilitate the diagnosis and monitoring objectively. The study developed had as main objectives to analyze the convergence of the general assessment of ADHD among different sources, including from the behavioral assessment (through the CRS-R to parents and teachers) and cognitive assessment (using the WISC-III) in children 1st cycle with suspected ADHD. The research sample included a total of 60 children (42 boys and 18 girls) aged 6 to 10 years followed at CHCB and HAL for suspected ADHD. The instruments used were the Conners’ Rating Scales – Revised (Long Version) (CRS-R) for parents and teachers and the Wechsler Intelligence Scale for Children – Third Edition (WISC-III). The main findings/conclusions we obtained were: 1) when considering the subscales and indices of CRS-R, the correlation between parents and teachers is higher when assessing externalizing behaviors, 2) when evaluated in signaling the convergence of ADHD symptoms, it was found that there is concordance when identified symptoms of hyperactivity-impulsivity, although there is no convergence towards the symptoms of inattention, 3) when associated the WISC-III and the CRS-R, it is concluded that the Processing Speed Index is best predictor in the assessment of ADHD, both type Hyperactive/Impulsive and Combined Type, when the informant is the teacher, 4) when WISC-III and the symptoms of ADHD are associated it was related, symptoms of inattention and the hyperactivity-impulsivity are associated with tests of verbal WISC-III, and 5) according to the teachers, there are gender differences for the Index of Symptoms of DSM-IV subscales, with higher values in girls, from the perspective of parents we found that there are gender differences in symptoms of inattention subscale, with the female gender to score higher values.
DSM states, that in order to establish the diagnosis of ADHD, some of the changes caused by the symptoms (inattention, hyperactivity and impulsivity) must occur in two or more settings (eg, at home and at school) therefore, the use of different information sources (parents and teachers) is useful and necessary in the diagnostic process. The combined use of rating scales allows us to evaluate the frequency and intensity of symptoms, providing normative reference values, which facilitate the diagnosis and monitoring objectively. The study developed had as main objectives to analyze the convergence of the general assessment of ADHD among different sources, including from the behavioral assessment (through the CRS-R to parents and teachers) and cognitive assessment (using the WISC-III) in children 1st cycle with suspected ADHD. The research sample included a total of 60 children (42 boys and 18 girls) aged 6 to 10 years followed at CHCB and HAL for suspected ADHD. The instruments used were the Conners’ Rating Scales – Revised (Long Version) (CRS-R) for parents and teachers and the Wechsler Intelligence Scale for Children – Third Edition (WISC-III). The main findings/conclusions we obtained were: 1) when considering the subscales and indices of CRS-R, the correlation between parents and teachers is higher when assessing externalizing behaviors, 2) when evaluated in signaling the convergence of ADHD symptoms, it was found that there is concordance when identified symptoms of hyperactivity-impulsivity, although there is no convergence towards the symptoms of inattention, 3) when associated the WISC-III and the CRS-R, it is concluded that the Processing Speed Index is best predictor in the assessment of ADHD, both type Hyperactive/Impulsive and Combined Type, when the informant is the teacher, 4) when WISC-III and the symptoms of ADHD are associated it was related, symptoms of inattention and the hyperactivity-impulsivity are associated with tests of verbal WISC-III, and 5) according to the teachers, there are gender differences for the Index of Symptoms of DSM-IV subscales, with higher values in girls, from the perspective of parents we found that there are gender differences in symptoms of inattention subscale, with the female gender to score higher values.
Description
Keywords
Hiperactividade Défice de atenção