000075897 001__ 75897 000075897 005__ 20201217140621.0 000075897 0247_ $$2doi$$a10.4172/Neuropsychiatry.1000474 000075897 0248_ $$2sideral$$a107146 000075897 037__ $$aART-2018-107146 000075897 041__ $$aeng 000075897 100__ $$0(orcid)0000-0003-4252-9546$$aCardoso Moreno, María Jesús$$uUniversidad de Zaragoza 000075897 245__ $$aIntervention Programme Based on Executive Functions in Children with ADHD 000075897 260__ $$c2018 000075897 5060_ $$aAccess copy available to the general public$$fUnrestricted 000075897 5203_ $$aAttention-deficit-hyperactivity disorder (ADHD) is a common neurobehavioral disorder with onset in childhood. Children with ADHD have been found to show impairment in emotional self-control, self-regulation and motivation. Numerous studies have reported cognitive disabilities in memory, executive functions, spatial abilities and language skills. The main objective of this research was to determine if the executive function intervention programme implemented could improve attention process and executive functions in children with Attention Deficit Hyperactivity Disorder. The sample consisted of 50 children (14 female and 36 male) aged between 8 and 12 years, diagnosed with ADHD and who were not under any psychopharmacological treatment at the time of the study, and had not taken medication to mitigate such disorder. Executive functioning was assessed through the Zoo Map Test and attention was evaluated by the “D2 Test of Attention” in a pretest-postest cuasi experimental design. The executive functioning intervention programme implemented was designed and tested for this research and consisted of 12 one-hour weekly sessions and the participants were trained individually. The data indicated that the intervention 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, and the results in the “D2 Test of Attention” also improved after the training. Therefore, data showed that such executive functioning intervention programme could improve attention processes and executive functions in children with Attention Deficit Hyperactivity Disorder. Therefore, the programme used becomes effective intervention as well as the data found links the nature of the problem to a specific treatment management by objectives. 000075897 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/ 000075897 592__ $$a0.153$$b2018 000075897 593__ $$aPsychiatry and Mental Health$$c2018$$dQ4 000075897 593__ $$aNeurology (clinical)$$c2018$$dQ4 000075897 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000075897 700__ $$0(orcid)0000-0001-6492-2248$$aOrejudo Hernandez, Santos$$uUniversidad de Zaragoza 000075897 700__ $$0(orcid)0000-0002-0102-6064$$aRodriguez Ledo, Cesar 000075897 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac 000075897 773__ $$g8, 4 (2018), 1433-1438$$pNeuropsychiatry$$tNeuropsychiatry$$x1758-2008 000075897 8564_ $$s131236$$uhttps://zaguan.unizar.es/record/75897/files/texto_completo.pdf$$yVersión publicada 000075897 8564_ $$s102492$$uhttps://zaguan.unizar.es/record/75897/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000075897 909CO $$ooai:zaguan.unizar.es:75897$$particulos$$pdriver 000075897 951__ $$a2020-12-17-14:04:55 000075897 980__ $$aARTICLE