000032417 001__ 32417 000032417 005__ 20170327111052.0 000032417 0247_ $$2doi$$a10.1016/j.ejeps.2015.07.001 000032417 0248_ $$2sideral$$a92171 000032417 037__ $$aART-2015-92171 000032417 041__ $$aeng 000032417 100__ $$0(orcid)0000-0003-4252-9546$$aCardoso-Moreno, María Jesús$$uUniversidad de Zaragoza 000032417 245__ $$aSocio-emotional intervention in attention deficit hyperactive disorder 000032417 260__ $$c2015 000032417 5060_ $$aAccess copy available to the general public$$fUnrestricted 000032417 5203_ $$aAttention-deficit-hyperactivity disorder (ADHD) is a common neuro-behavioural disorder with onset in childhood. These children have impaired emotional self-control, self- regulation of drive and motivation. Numerous studies have reported cognitive disabilities in memory, executive functions, spatial abilities and language skills. The main objective of this work is to determine whether a socio-emotional intervention programme could improve execu- tive functions in children with Attention Deficit Hyperactivity Disorder. The sample of this study consisted of 25 children (8 female and 17 male) aged between 8 and 12 years, diagnosed with ADHD and who were not taking any psychopharmacological treatment at the time of the study, and had not taken medication previously. Executive functioning was assessed through the Zoo Map test and Tower of Hanoi puzzle in pre-/post-test design. A socio-emotional intervention programme was implemented. The training consisted of 8 one-hour weekly sessions, on an indi- vidual basis. Results indicate that such a programme does lead to improved performance in the execution of tasks that evaluate executive functions. After the intervention, the children took less time to resolve the Zoo Map test. Results for the Hanoi Tower puzzle were also improved after intervention. The children needed a lower number of movements to complete the task. 000032417 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/ 000032417 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000032417 700__ $$0(orcid)0000-0003-1917-6906$$aTomás-Aragonés, Lucía$$uUniversidad de Zaragoza 000032417 700__ $$aRodriguez-Ledo, César 000032417 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDepartamento de Psicología y Sociología$$cPsicología Evolutiva y de la Educación 000032417 773__ $$g8, 2 (2015), 53-59$$pEur. j. educ. psychol.$$tEuropean Journal of Education and Psychology$$x1888-8992 000032417 8564_ $$s670586$$uhttps://zaguan.unizar.es/record/32417/files/texto_completo.pdf$$yVersión publicada 000032417 8564_ $$s88059$$uhttps://zaguan.unizar.es/record/32417/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000032417 909CO $$ooai:zaguan.unizar.es:32417$$particulos$$pdriver 000032417 951__ $$a2016-02-23-08:19:49 000032417 980__ $$aARTICLE