The Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common psychiatric disorders in childhood. This study aims to assess whether two different school integration strategies, Italian special education teacher and Chilean School Integration Program (PIE), can differently affect the efficiency and interactions of attentional systems in children with and without ADHD. Thirty-four Chilean children/adolescents (17 ADHD, 17 Control) and 34 Italian children/adolescents (17 ADHD, 17 Control) aged between 6 and 15 completed the Attentional Network Test for Interaction and Vigilance, which allows evaluating the three attentional components (orienting, alerting, executive) simultaneously. The results showed that ADHD children were slower and less accurate respect to typically developing children. Furthermore, ADHD groups, specifically the Chilean children showed a higher impairment in executive functioning. These finding could be explained by the different education systems that can influence differently executive performance.
Attentional systems in Italians and Chileans children with ADHD: effects of two different education systems / Martella, Diana; Giovannoli, Jasmine; Pitzianti Maria, Bernarda; Pasini, Augusto; Casagrande, Maria. - (2019), pp. 295-295. (Intervento presentato al convegno 21st Conference of the European Society for Cognitive Psychology tenutosi a Tenerife, Spain).
Attentional systems in Italians and Chileans children with ADHD: effects of two different education systems
Martella Diana;GIOVANNOLI, JASMINE;Casagrande Maria
2019
Abstract
The Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common psychiatric disorders in childhood. This study aims to assess whether two different school integration strategies, Italian special education teacher and Chilean School Integration Program (PIE), can differently affect the efficiency and interactions of attentional systems in children with and without ADHD. Thirty-four Chilean children/adolescents (17 ADHD, 17 Control) and 34 Italian children/adolescents (17 ADHD, 17 Control) aged between 6 and 15 completed the Attentional Network Test for Interaction and Vigilance, which allows evaluating the three attentional components (orienting, alerting, executive) simultaneously. The results showed that ADHD children were slower and less accurate respect to typically developing children. Furthermore, ADHD groups, specifically the Chilean children showed a higher impairment in executive functioning. These finding could be explained by the different education systems that can influence differently executive performance.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
