EDUCATIONAL NEUROSCIENCE: CLINICAL AND PEDAGOGICAL SIGNIFICANCE OF NEUROFEEDBACK TRAINING AND READING PROGRAM INTERVENTION IN STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER

Catia Giaconi, Simone Aparacida Capellini, Isabela Pires Metzner, Gabriela Franco dos Santos Liporaci, Aldo Caldarelli, Noemi Del Bianco, Ilaria D'Angelo

Abstract


The paper investigates the role of multisensoriality between educational neuroscience and didactic practices in the processes of taking care of students with attention and hyperactivity disorders. The survey presented in this article was designed and conducted by a multidisciplinary team in order to test clinical and pedagogical potential in the integration of neurofeedback training and specific reading interventions for students with attention and hyperactivity disorders. The research shows important results obtained from the synergy of interventions that revolve around the core category of multisensory and that allow to understand fundamental operational dimensions for the Quality of Life of people with attention and hyperactivity disorders.


Parole chiave


Pedagogia Speciale, Inclusione, Didattica

Full Text

PDF

Riferimenti bibliografici


References

Barkley, R. A., & Murphy, K. R. (2014). Attention-deficit hyperactivity disorder: A clinical workbook. Guilford Press.

Breteler, M. H., Arns, M., Peters, S., Giepmans, I., & Verhoeven, L. (2010). Improvements in spelling after QEEG-based neurofeedback in dyslexia: A randomized controlled treatment study. Applied psychophysiology and biofeedback, 35(1), 5-11. Disponível em: https://link.springer.com/article/10.1007/s10484-009-9105-2

Brock, S. E., & Knapp, P. K. (1996). Reading comprehension abilities of children with attention-deficit/hyperactivity disorder. Journal of Attention Disorders, 1(3), 173-185. Disponível em: doi.org/10.1177/108705479600100305

Capellini, S. A., Silva, C. & Smythe, S. I. (2012). Protocolo de avaliação de habilidades cognitivo-linguísticas. Livro do profissional e do professor. Marília: Fundepe.

Cardo, E., Servera, M., Vidal, C., De Azua, B., Redondo, M., & Riutort, L. (2011). Influencia de los diferentes criterios diagnósticos y la cultura en la prevalencia del trastorno por déficit de atención/hiperactividad. Revista de Neurología, 52(1), 109-17. Disponível em: https://www.researchgate.net/profile/Mateu_Servera/publication/221942026_The_influence_of_different_diagnostic_criteria_and_the_culture_on_the_prevalence_of_attention_deficit_hyperactivity_disorder/links/0fcfd50eaf1d70d977000000.pdf

Casas, A. M., Castellar, R. G., & Ferrer, M. S. (2005). Habilidad narrativa de los niños con trastorno por déficit de atención con hiperactividad. Psicothema, 17(2), 227-232. Disponível em: www.redalyc.org/articulo.oa?id=72717207

Cerqueira, S., Arns, M., Buitrago, E., Gutiérrez, R., & Freund, J. (2012). Nonlinear dynamics measures applied to EEG recordings of patients with attention deficit/hyperactivity disorder: quantifying the effects of a neurofeedback treatment. 34th Annual International Conference of the IEEE EMB. San Diego, Califórnia.

Chang, S. H., & Yu, N. Y. (2013). Handwriting movement analyses comparing first and second graders with normal or dysgraphic characteristics. Research in developmental disabilities, 34(9), 2433-2441. Disponível em: doi.org/10.1016/j.ridd.2013.02.028

Clay, M. M., The early detection of reading difficulties. (1985). Oxford: Ed. Heinemann Educational.

Cunha, V. L. O., Silva, C. D., Lourencetti, M. D., Padula, N. A. D. M. R., & Capellini, S. A. (2013). Desempenho de escolares com transtorno de déficit de atenção e hiperatividade em tarefas metalinguísticas e de leitura. Revista CEFAC, 15(1), 40-50. Disponível em: doi.org/10.1590/S1516-1846201200500000

Da Silva, C., Orlandi, V., & Capellini, S. (2011). Performance cognitive-linguistic and reading of students with attention deficit and hyperactivity disorder. Journal of Human Growth and Development, 21(3), 849-858. Disponível em: pdfs.semanticscholar.org/c817/b913c6e61a23085e8704b2b6f4e5bcaabcf7.pdf

DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the classroom: Effective intervention strategies. Theory into practice, 50(1), 35-42. Disponível em: doi.org/10.1080/00405841.2011.534935

Duric, N. S., Assmus, J., Gundersen, D., & Elgen, I. B. (2012). Neurofeedback for the treatment of children and adolescents with ADHD: a randomized and controlled clinical trial using parental reports. BMC psychiatry, 12(1), 107. Disponível em: //bmcpsychiatry.biomedcentral.com/articles/10.1186/1471-244X-12-107.

Enriquez-Geppert, S., Smit, D., Pimenta, M.G., Arns, M. (2019). Neurofeedback as a Treatment Intervention in ADHD: Current Evidence and Practice. Currents Psychiatric. Reports, 21(46), 46, 2-7. doi.org/10.1007/s11920-019-1021-4

Giaconi C. (2015), Adulti con disabilità e Qualità di Vita, FrancoAngeli, Milano.

Giaconi, Del Bianco (Eds.) (2018), In-Azione, FrancoAngeli, Milano.

Giaconi C., S.A. Capellini (2015), Conoscere per includere, FrancoAngeli, Milano.

Gräf, C., Hoffmann, I., Diefenbach, C., König, J., Schmidt, M. F., Schnick-Vollmer, K., ... & Urschitz, M. S. (2019). Mental health problems and school performance in first graders: results of the prospective cohort study ikidS. European child & adolescent psychiatry, 28(10), 1341-1352. Disponível em: link.springer.com/article/10.1007/s00787-019-01296-7

Granzotti, R. B. G., Furlan, S. A., Domenis, D. R., & Fukuda, M. T. H. (2013). Memória de trabalho fonológica e consciência fonológica em crianças com dificuldade de aprendizagem. Distúrbios da Comunicação, 25(2), 241-252. Disponível em: http://200.144.145.24/dic/article/view/16477/12374

Hamadicharef, B., Zhang, H., Guan, C., Wang, C., Phua, K. S., Tee, K. P., & Ang, K. K. (2009). Learning EEG-based spectral-spatial patterns for attention level measurement. IEEE International Symposium on Circuits and Systems. 1465-1468

Jacobson, N. S & Truax, P. (1991). Clinical significance: A statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59, 12-19. Disponível em: doi.org/10.1037/10109-042

Miranda, J. A., & Soriano, M. (2011). Investigación sobre Dificultades en el Aprendizaje en los Trastornos por Déficit de Atención con Hiperactividad en España. Revista electrónica de dificultades de aprendizaje, 1(1).

Mulas, F., Etchepareborda, M. C., Abad-Mas, L., Díaz-Lucero, A., Hernández, S., la Osa-Langreo, D., & Ruiz-Andrés, R. (2006). Trastornos neuropsicológicos de los adolescentes afectos de trastorno por déficit de atención con hiperactividad. Revista de Neurología, 43( 1), 71-81. Disponível em: https://medes.com/publication/35261

Nazari, M. A., Mosanezhad, E., Hashemi, T., & Jahan, A. (2012). The effectiveness of neurofeedback training on EEG coherence and neuropsychological functions in children with reading disability. Clinical EEG and neuroscience, 43(4), 315-322. Disponível em: doi.org/10.1177/1550059412451880

Silva, A. P. D. C., & Capellini, S. A. (2011). Programa de remediação fonológica em escolares com dificuldades de aprendizagem. Jornal da Sociedade Brasileira de Fonoaudiologia, 23(1), 13-20. Disponível em: doi.org/10.1590/S2179-64912011000100006

Silva, C., & CAPELLINI, S. (2011). Programa de remediação fonológica: proposta de intervenção fonológica para Dislexia e transtornos de aprendizagem. São José dos Campos, SP: Pulso Editorial.

Van De Voorde, S., Roeyers, H., & Wiersema, J. R. (2010). Error monitoring in children with ADHD or reading disorder: An event-related potential study. Biological Psychology, 84(2), 176-185. Disponível em: doi.org/10.1016/j.biopsycho.2010.01.011




DOI: https://doi.org/10.32043/gsd.v5i3.410

Refback

  • Non ci sono refbacks, per ora.


Copyright (c) 2021 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.