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Attention deficit hyperactivity disorder is the most common neuropsychological disorder in childhood and adolescence, affecting the basic psychological processes involved in learning, social adaptation and affective adjustment. From previous research, the disorder is linked to problems in different areas of development, with deficiencies in psychological processes leading to the development of the most common characteristics of the disorder such as inattention, excess of activity and lack of inhibitory control. As for the diagnosis, in spite of being a very frequent disorder, there are multiple controversies about which tools are the most suitable for evaluation. One of the most widespread tools in the professional field is behavior inventories such as the Strengths and Difficulties Questionnaires for Parents and Teachers or the ADHD Rating Scale-V. The main disadvantage of these assessment tools is that they do not provide an objective observation. For this reason, there are different studies focused on recording objective measures of the subjects’ movement, since hyperkinesia is one of the most characteristic symptoms of this disorder. In this sense, we have developed an application that, using a Kinect device, is capable of measuring the movement of the different parts of the body of up to six subjects in the classroom, being a natural context for the student. The main objective of this work is twofold, on the one hand, to investigate whether there are correlations between excessive movement and high scores in the inventories for the diagnosis of ADHD, Rating Scale-V and Strengths and Difficulties Questionnaire (SDQ) and, on the other hand, to determine which sections of the body present the most significant mobility in subjects diagnosed with ADHD. Results show that the control group, composed of neurotypical subjects, presents less kinaesthetic activity than the clinical group diagnosed with ADHD. This indicates that the experimental group presents one of the main characteristics of the disorder. In addition, results also show that practically all the measured body parts present significant differences, being higher in the clinical group, highlighting the head as the joint with the highest effect size.
Mireia Sempere-Tortosa; Francisco Fernández-Carrasco; Ignasi Navarro-Soria; Carlos Rizo-Maestre. Movement Patterns in Students Diagnosed with ADHD, Objective Measurement in a Natural Learning Environment. International Journal of Environmental Research and Public Health 2021, 18, 3870 .
AMA StyleMireia Sempere-Tortosa, Francisco Fernández-Carrasco, Ignasi Navarro-Soria, Carlos Rizo-Maestre. Movement Patterns in Students Diagnosed with ADHD, Objective Measurement in a Natural Learning Environment. International Journal of Environmental Research and Public Health. 2021; 18 (8):3870.
Chicago/Turabian StyleMireia Sempere-Tortosa; Francisco Fernández-Carrasco; Ignasi Navarro-Soria; Carlos Rizo-Maestre. 2021. "Movement Patterns in Students Diagnosed with ADHD, Objective Measurement in a Natural Learning Environment." International Journal of Environmental Research and Public Health 18, no. 8: 3870.
The term Attention Deficit Hyperactivity Disorder (ADHD) has a long history of problems behind it. The origin of all these problems lies in the lack of agreement in the assessment procedures and evaluation instruments. The diagnosis is clinical and is determined by the observation and information provided by parents and teachers. So, this is highly subjective and leads to disparate results. Therefore, on the one hand the inaccuracy of the diagnosis of ADHD, which has been based on subjective criteria, together with the fact that hyperactivity is one of the main symptoms of this disorder, implies that several studies (with limitations) have been carried out to record objective measures of movement in subjects in at least the last ten years. In order to solve some of this derived problems and limitations of previous studies, a computer program has been developed to objectively record the amount of movement of subjects. The main objective of this study is threefold: first to register the amount of movement of both experimental group and control group, then to compare them with the movement registered by observers and finally to determine the validity of the software developed as a tool to support the diagnosis of ADHD. Results show that there are significant differences in the amount of objective movement between a clinical group of subjects with ADHD and a control group, obtaining a higher average of movement the experimental group. In addition, results also demonstrate that the developed software is a valid tool for the evaluation of movement that solves the limitations of previous studies. The proposed tool is developed from different aspects to give it a multidisciplinary character.
Mireia Sempere-Tortosa; Francisco Fernández-Carrasco; Francisco Mora-Lizán; Carlos Rizo-Maestre. Objective Analysis of Movement in Subjects with ADHD. Multidisciplinary Control Tool for Students in the Classroom. International Journal of Environmental Research and Public Health 2020, 17, 5620 .
AMA StyleMireia Sempere-Tortosa, Francisco Fernández-Carrasco, Francisco Mora-Lizán, Carlos Rizo-Maestre. Objective Analysis of Movement in Subjects with ADHD. Multidisciplinary Control Tool for Students in the Classroom. International Journal of Environmental Research and Public Health. 2020; 17 (15):5620.
Chicago/Turabian StyleMireia Sempere-Tortosa; Francisco Fernández-Carrasco; Francisco Mora-Lizán; Carlos Rizo-Maestre. 2020. "Objective Analysis of Movement in Subjects with ADHD. Multidisciplinary Control Tool for Students in the Classroom." International Journal of Environmental Research and Public Health 17, no. 15: 5620.
ICERI2018 Proceedings, with ISBN 978-84-09-05948-5 at IATED Digital Library
Francisco Fernández-Carrasco. ICERI2018 Proceedings. ICERI2018 Proceedings 2018, 1 .
AMA StyleFrancisco Fernández-Carrasco. ICERI2018 Proceedings. ICERI2018 Proceedings. 2018; ():1.
Chicago/Turabian StyleFrancisco Fernández-Carrasco. 2018. "ICERI2018 Proceedings." ICERI2018 Proceedings , no. : 1.
For this study, 148 students were recruited, and they consisted of two experimental groups and one control group. Both experimental groups were instructed in the development of conceptual maps using the CmapTools software, while the students in the control group freely chose which study strategies they would use to acquire the knowledge that would be evaluated. The difference between the two experimental groups was that one of the experimental groups followed the guidelines of a cooperative activity, developing a conceptual map in work teams (4 students to each team) using CmapCloud, while in the other experimental group, each student developed the contents of a conceptual map in CmapTools on an individual level. The objective was to detect whether there would be any statistically significant differences between the three groups at the level of academic performance. For this purpose, the same sample was tested by means of the same type of knowledge acquisition test. The data obtained reveal that the scores are higher in the experimental groups than in the control group, and in turn, the experimental group that included cooperative work obtained a better level of performance than the experimental group that worked at the individual level. Therefore, we conclude that simple modifications in the pedagogical strategy (introducing an effective learning strategy and cooperative work), would significantly improve the teaching-learning process and, consequently, would significantly improve the average performance of the students.
Ignasi Navarro Soria; Carlota González Gómez; Fernando López Becerra; Francisco Fernández-Carrasco; Jorge Heliz Llopis. Using Cmap Cloud in the cooperative development of interactive concept maps to improve academic performance. INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 2018, 9, 1474 -1479.
AMA StyleIgnasi Navarro Soria, Carlota González Gómez, Fernando López Becerra, Francisco Fernández-Carrasco, Jorge Heliz Llopis. Using Cmap Cloud in the cooperative development of interactive concept maps to improve academic performance. INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY. 2018; 9 ():1474-1479.
Chicago/Turabian StyleIgnasi Navarro Soria; Carlota González Gómez; Fernando López Becerra; Francisco Fernández-Carrasco; Jorge Heliz Llopis. 2018. "Using Cmap Cloud in the cooperative development of interactive concept maps to improve academic performance." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 9, no. : 1474-1479.
Al no existir ninguna condición que determine de forma inequívoca la existencia del TDAH, el diagnóstico es clínico, y se determina por la observación y la información facilitada por padres y maestros. Esto resulta altamente subjetivo e induce a resultados dispares, en buena medida, por la falta de acuerdo en los instrumentos y procedimientos de evaluación. De esta forma, la imprecisión del diagnóstico del TDAH, basado en criterios subjetivos, unida a que la hiperactividad es uno de los síntomas troncales de este trastorno conllevan que, desde hace más de una década se vengan realizando estudios para registrar medidas objetivas de movimiento en los sujetos. Este artículo revisa las diferentes tecnologías existentes en el mercado que permiten el registro y medición del movimiento de un cuerpo humano para facilitar la obtención de una medida objetiva de movimiento que apoye el diagnóstico del TDAH. Se revisan tres tecnologías diferentes: sistemas de video; sistemas de captura de movimiento basados en sensores o marcadores; y sistemas de detección de mapas de profundidad, describiendo las ventajas e inconvenientes de cada una de ellas para el apoyo al diagnóstico del TDAH.
Mireia Luisa Sempere Tortosa; Francisco Fernández Carrasco; José Manuel García-Fernández; Tomás J. Cantó Díez. Herramientas tecnológicas para la medición y registro de movimiento objetivo de la hiperactividad. Revista de Discapacidad, Clínica y Neurociencias 2018, 5, 82 -98.
AMA StyleMireia Luisa Sempere Tortosa, Francisco Fernández Carrasco, José Manuel García-Fernández, Tomás J. Cantó Díez. Herramientas tecnológicas para la medición y registro de movimiento objetivo de la hiperactividad. Revista de Discapacidad, Clínica y Neurociencias. 2018; 5 (1):82-98.
Chicago/Turabian StyleMireia Luisa Sempere Tortosa; Francisco Fernández Carrasco; José Manuel García-Fernández; Tomás J. Cantó Díez. 2018. "Herramientas tecnológicas para la medición y registro de movimiento objetivo de la hiperactividad." Revista de Discapacidad, Clínica y Neurociencias 5, no. 1: 82-98.
Resumen OPTIMIZATION STRATEGIES FOR STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER ADHDThe ADHD is a disorder of biological origin with neurological basis that greatly affects the behavior, attention, learning and that is often associated with impulsivity and/or hyperactivity. It is a developmental disorder that involves a behavioral alteration whose main symptom is neglect, a greater risk of school failure, behavior problems and difficulties in social and family relationships. Its prevalence is high, it is estimated between 3 and 7% of the school population (DSM-IV-TR, 2001) .The diagnosis must be made by a physician with training and experience in the diagnosis of the ADHD and its comorbidities. The psycho-educational evaluation is essential, because it can assess the relational difficulties, emotional, academic, i.e. the psycho-educational needs arising, in order to establish goals of psycho-educational intervention that deaden the characteristic symptoms of the disorder. The most effective intervention, the most comprehensive assessment and diagnosis more accurate, in most cases, is the product of the cooperative work of a team of professionals of a multidisciplinary nature, in a close collaboration with the family of the child affected by ADHD. From the psycho-educative approach, intervention should be framed within the family context-social and educational.Keywords: Strategies, optimization, disorder of attention, hyperactivity.Resumen.El TDA-H es un trastorno de origen biológico con base neurológica que afecta en gran medida al comportamiento, la atención, el aprendizaje y que se asocia con frecuencia a impulsividad y/o hiperactividad. Se trata de un trastorno del desarrollo que conlleva una alteración conductual cuyo síntoma principal es la desatención, un mayor riesgo de fracaso escolar, problemas de comportamiento y dificultades en las relaciones sociales y familiares. Su prevalencia es elevada, se estima entre un 3 y un 7% de la población escolar (DSM-IV-TR, 2001). Su diagnóstico debe realizarse por un facultativo con entrenamiento y experiencia en el diagnóstico del TDA-H y sus comorbilidades. La evaluación psicopedagógica es imprescindible, puesto que con ella se puede valorar las dificultades relacionales, afectivas, académicas, es decir, las necesidades psicoeducativas derivadas, con el fin de establecer objetivos de intervención psicoeducativa que amortigüen los síntomas característicos del trastorno. La intervención más eficaz, la evaluación más completa y el diagnóstico más acertado, en la mayoría de los casos, es el producto del trabajo cooperativo de un equipo de profesionales de carácter multidisciplinar, en una estrecha colaboración con la familia del menor afectado por TDA-H. Desde el enfoque psicoeducativo, la intervención debe encuadrarse dentro del contexto familiar-social y educativo.Palabras clave: estrategias, optimización, trastorno de atención, hiperactividad.
Carla González Gómez; Ignasi Navarro Soria; Salvador Grau Company; Ana Galipienso Rico; Francisco Fernández Carrasco. ESTRATEGIAS DE OPTIMIZACIÓN DE ALUMNADO CON TRASTORNO POR DÉFICIT DE ATENCIÓN E HIPERACTIVIDAD TDA-H. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 2017, 7, 85 .
AMA StyleCarla González Gómez, Ignasi Navarro Soria, Salvador Grau Company, Ana Galipienso Rico, Francisco Fernández Carrasco. ESTRATEGIAS DE OPTIMIZACIÓN DE ALUMNADO CON TRASTORNO POR DÉFICIT DE ATENCIÓN E HIPERACTIVIDAD TDA-H. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology.. 2017; 7 (1):85.
Chicago/Turabian StyleCarla González Gómez; Ignasi Navarro Soria; Salvador Grau Company; Ana Galipienso Rico; Francisco Fernández Carrasco. 2017. "ESTRATEGIAS DE OPTIMIZACIÓN DE ALUMNADO CON TRASTORNO POR DÉFICIT DE ATENCIÓN E HIPERACTIVIDAD TDA-H." Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 7, no. 1: 85.
Resumen DETECTING LEARNING DIFFICULTIES AND INVOLVEMENT OF FAMILIES IN THE INTERVENTIONThe academic difficulties do not appear suddenly but they are developed throughout all the process of education-learning. From the first passages of a child, differences in the level of progress of their different capacities begin to occur and although in the majority of the cases the individuals compensate these aptitudinales deficits during their development, is observed a large number of cases in which these difficulties prevent them from acquiring, in a time considered like reasonable, certain fundamental initial learning’s in the construction of the rest of knowledge. We consider that a preventive action serious would be one that detects the problem before it appears like so, and facilitates to apply preventive measures that correct possible difficulties. These measures, in most cases do not reach their highest level of effectiveness if it does not work in all of the student system. Therefore, at this point, should be initiated cooperative work between teachers and families, which will enhance the joint efforts for the benefit of the intervention with students. To do this, from the schools promote the continuing education of mothers and fathers from the beginning of schooling of their children, thus obtaining a higher level involvement of families in the educational community to which they belong and involving them in what it is a common training task.Keywords: learning difficulties, deficits aptitude, strategies for prevention, integrate training.Resumen.Partimos de la certeza de que las dificultades académicas no aparecen de repente, sino que se van gestando a lo largo de todo el proceso de enseñanza-aprendizaje. Desde los primeros pasos de un niño, empiezan a darse diferencias en el nivel de progreso de sus distintas capacidades y aunque en la mayoría de los casos los individuos compensan estos déficits aptitudinales durante su desarrollo, se observa un número elevado de casos en los que estas dificultades les impide adquirir, en un tiempo estimado como razonable, ciertos aprendizajes iniciales, fundamentales en la construcción del resto de conocimientos. Asumimos que una acción preventiva sería aquella que detecte el problema antes de que se presente como tal, y facilite la aplicación de medidas que subsanen posibles dificultades. Estas medidas, en la mayoría de los casos, no alcanzan su mayor nivel de efectividad si no se trabajan en la totalidad del sistema del alumno. Por tanto, en este punto, debe iniciarse un trabajo cooperativo entre docentes y familias, que potenciará el aunar esfuerzos en beneficio de la intervención con el alumnado. Para ello, desde los centros educativos promovemos la formación continua de madres y padres desde el inicio de la escolarización de sus hijos, obteniendo así un nivel más elevado de implicación de las familias en la comunidad educativa a la que pertenecen y haciéndoles partícipes de lo que es una tarea formativa común.Palabras clave: dificultades de aprendizaje, déficits aptitudinales, estrategias de prevención, formación integral.
Ignasi Navarro Soria; Carla González Gómez; José Daniel Álvarez Teruel; Francisco Fernández Carrasco; Jorge Heliz Llopis. DETECCIÓN DE DIFICULTADES DE APRENDIZAJE E IMPLICACIÓN DE LAS FAMILIAS EN LA INTERVENCIÓN. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 2017, 7, 73 .
AMA StyleIgnasi Navarro Soria, Carla González Gómez, José Daniel Álvarez Teruel, Francisco Fernández Carrasco, Jorge Heliz Llopis. DETECCIÓN DE DIFICULTADES DE APRENDIZAJE E IMPLICACIÓN DE LAS FAMILIAS EN LA INTERVENCIÓN. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology.. 2017; 7 (1):73.
Chicago/Turabian StyleIgnasi Navarro Soria; Carla González Gómez; José Daniel Álvarez Teruel; Francisco Fernández Carrasco; Jorge Heliz Llopis. 2017. "DETECCIÓN DE DIFICULTADES DE APRENDIZAJE E IMPLICACIÓN DE LAS FAMILIAS EN LA INTERVENCIÓN." Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 7, no. 1: 73.
Francisco Fernández-Carrasco. Herramientas tecnológicas para la medición y registro de movimiento objetivo de la hiperactividad. 2021, 1 .
AMA StyleFrancisco Fernández-Carrasco. Herramientas tecnológicas para la medición y registro de movimiento objetivo de la hiperactividad. . 2021; ():1.
Chicago/Turabian StyleFrancisco Fernández-Carrasco. 2021. "Herramientas tecnológicas para la medición y registro de movimiento objetivo de la hiperactividad." , no. : 1.