Funciones ejecutivas, comprensión de historias y coherencia narrativa en niños con trastorno por déficit de atención con hiperactividad

  1. Amparo Ygual Fernández
  2. Belén Roselló Miranda
  3. Ana Miranda Casas
Revue:
Revista de logopedia, foniatría y audiología

ISSN: 0214-4603

Année de publication: 2010

Volumen: 30

Número: 3

Pages: 151-161

Type: Article

DOI: 10.1016/S0214-4603(10)70163-7 DIALNET GOOGLE SCHOLAR

D'autres publications dans: Revista de logopedia, foniatría y audiología

Résumé

Previous research indicates that children with attention-deficit hyperactivity disorder (ADHD) have specific difficulties in understanding stories, especially if the narrative task requires planning and formulation time. Their oral narratives are less organized than those of typically developing peers, which might due to the role of executive functions, a central problem in ADHD. The aim of this study was to examine the influence of executive functions on comprehension of stories and narrative coherence in a clinical sample of 26 children with a clinical diagnosis of ADHD. After listening to a complex story with four episodes, the children were asked to retell it. Each episode constituted a content unit in itself and was composed of six components: setting, initiating event, internal response, plan of action, direct consequence and reaction. Assessment of comprehension was carried out using two kinds of questions: literal questions about details and general information, and questions that required an inference to be drawn. The executive functions of organization/planning, working memory, impulsivity, verbal fluency and verbal skills (through the verbal scale of the Wechsler Intelligence Scale for Children-Revised [WISC-R]) were also evaluated. Hierarchical regression analysis showed that, in addition to verbal IQ, executive functions played a predictive role in the story variables analyzed. Planning was an important predictor of narrative coherence, while attention, monitoring, interference control and verbal fluency predicted comprehension of the narrative. These results have implications for understanding and ameliorating the academic and social problems experienced by children with ADHD.

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