Children and adolescents are not indifferent to the dramatic impact of the COVID-19 pandemic, and the need to be forced to live in confinement. The change in life to which they have been abruptly subjected forces us to understand the state of their mental health in order to adequately address both their present and future needs. The present study was carried out with the intention of studying the consequences of confinement on anxiety, sleep routines and executive functioning of 1,028 children and adolescents, aged from 6 to 18 years, residing in Spain to; assess if there are differences regarding these consequences in terms of sex and age; how anxiety affects executive functioning in males and females; and to examine the possible correlations between the measured variables. For this purpose, an online questionnaire containing five sections was designed: the first section gathers information on sociodemographic and health data, while the following sections gather information from different standardized scales which measure anxiety, sleep and executive functions, whose items were adapted in order to be completed by parents, and/or legal guardians. The statistical analyzes carried out highlights significant differences in executive functioning between males and females. In turn, in regards to age, greater difficulties were detected in anxiety in the 9 to 12 age group and greater sleep disturbances between 13 and 18 year olds. On the other hand, significant differences were found in intra-sexual executive functioning depending on whether they presented greater or lesser anxiety, with executive functioning being more tendentiously maladjusted in males than in females, revealing a significantly relevant effect size (p = 0.001; ω² = 0.27 BRIEF-2; ω² = 0.19 BDEFS-CA; 95%). Positive correlations are obtained between state anxiety and sleep and executive functioning alterations. Finally, through Path Analysis, it is verified that state anxiety is the variable with the greatest weight within the model that would explain the alteration in the executive functioning of the present sample.

Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.

Cognitive Profile for Children with ADHD by Using WISC-IV: Subtype Differences? // Detección de perfiles cognitivos mediante WISC-IV en niños diagnosticados de TDAH: ¿Existen diferencias entre subtipos?

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.

The outbreak and the quick expansion of SARS-CoV-2, from December 2019 to today, has forced countries around the world to resolve virus containment measures in order to slow down the contagion curve. Between these measures, the situation of lockdown, and the isolation or limitation of social contact between the citizens, there has been an unknown psychological impact. Certain groups (the elderly, children and teenagers, and the clinical population, for instance) arouse serious fears among professionals due to their greater vulnerability and ignorance regarding the short- and long-term consequences. The main purposes of this work are first of all to evaluate the consequences of the lockdown in children and teenagers diagnosed with attention deficit hyperactivity disorder (ADHD), sleep-related problems, and problems with executive functions. Secondly, we aim to compare the effects produced with respect to the previously mentioned variables with normotypic subjects; that is to say, between a group that was subject to lockdown and another group that was not confined. The findings show that the clinic confined group had high levels of state anxiety and problems with sleep and executive functions; differences could also be seen between the two groups, with the confined ADHD group being more negatively affected in all measured variables.

<!--[if gte mso 9]> <![endif]-->Nuestro principal objetivo ha sido averiguar si métodos docentes alternativos a los tradicionales favorecen en el alumnado un adecuado aprendizaje de los contenidos propios de una disciplina. En un mundo cada vez más interdependiente, cobran especial importancia aquellas competencias relacionadas con el trabajo en equipo que permitan trabajar cooperativamente con profesionales procedentes de distintas disciplinas. Esto supone un reto diario para el docente, ya que se enfrenta a la incertidumbre y a la falta de control propio de la clase magistral. Sin embargo, los resultados de nuestra experiencia parecen avalar los beneficios de este tipo de metodologías emergentes. Así pues, los alumnos que han desarrollado los contenidos mediante un trabajo que les implica en procesos de documentación, investigación y reflexión sobre los contenidos, además de preparar exposiciones y explicar a sus compañeros de equipo multidisciplinar las líneas a seguir, se han comprometido mucho más en el aprendizaje y han demostrado una mayor interiorización del mismo.<!--[if gte mso 9]> Normal 0 21 false false false ES-TRAD X-NONE X-NONE <![endif]--><!--[if gte mso 9]> <![endif]--><!--[if gte mso 10]> <! /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-ansi-language:ES; mso-fareast-language:EN-US;} --> <!--[endif] -->