Estudio de habilidades sociales y funciones ejecutivas en niños y niñas de 6 a 8 años diagnosticados con trastorno por déficit de atención e hiperactividad en el Centro Médico Cognitivo e Investigación de la Ciudad de Barranquilla, Atlántico
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Fecha
2021
Autores
Fontalvo Rodríguez, Auristela
Rudas Mosquera, Beauty Dayana
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias de la Salud
Facultad de Ciencias de la Salud
Resumen
El presente estudio de profundización en el área de la neuropsicología, tuvo como
propósito, realizar una comparación entre las variables: habilidades sociales y funciones
ejecutivas en niños y niñas de 6 a 8 años diagnosticados con trastorno por Déficit de Atención e
Hiperactividad (TDAH). Para el desarrollo de este estudio, se tuvo en cuenta la relación que
existe entre las habilidades sociales y las funciones ejecutivas, a través de dos instrumentos para
la recolección de información: Batería de Funciones Ejecutivas y Lóbulos Frontales ( BANFE),
la cual evalúa el compromiso en el funcionamiento de los lóbulos frontales y la Escala
Multidimensional de las habilidades Sociales parte cognitiva y motora (Caballo, 2007), la cual
tiene como objetivo medir las habilidades sociales de una manera dimensional. Tales
instrumentos evidenciaron que existen relaciones entre ambas variables tanto en niños con
TDAH, como en niños controles, específicamente en la corteza prefrontal, las áreas orbitromedial
y dorsolateral, lo cual indica poca dificultad para respetar límites y seguir reglas, baja actitud
abstracta, evidenciando incapacidad para realizar juicios de predicción de desempeño y a su vez
dificultad para detectar y evitar selecciones de riesgo. Igualmente muestra algunos impedimentos
en las expresiones de sentimientos positivos que influyen en la toma de decisiones e inhibición de
la conducta.
Finalmente, los datos que se presentan a continuación servirán de referencia para otras
investigaciones o interesados en el estudio de esta temática, desde la perspectiva de la
neurociencia y la neuropsicología.
The present detailing study in the Neuropsychology Area was intended to make a comparison between the variables, social skills and executive functions in boys and girls aged 6 to 8 years old diagnosed with Attention Deficit and Hyperactivity Disorder (ADHD). For the development of this study It was taken into consideration the relationship between The social skills and The executive functions, and frontal lobes (BANFE). Which evaluates the compromise in the functioning of the frontal lobes and the multidimensional scale of social skills, The cognitive and motor part (Caballo, 2007), which aims to measure social skills in a dimensional way. Such instruments showed that there are relationships between executive functions and social skills both in children with ADHD and in control children, specifically in the prefrontal cortex, orbitromedial and dorsolateral areas. Which indicates little ability to respect limits and follow rules, low abstract attitude demonstrating difficulties to make predictions and performance judgments and in turn, the difficulty to detect and avoid risk selections. It also shows some impediments expressing positive feelings that influence decision-making and inhibition of behavior. Finally, the data presented below will serve as a reference for other investigations or those interested in the study of this subject, from the perspective of neuroscience and neuropsychology.
The present detailing study in the Neuropsychology Area was intended to make a comparison between the variables, social skills and executive functions in boys and girls aged 6 to 8 years old diagnosed with Attention Deficit and Hyperactivity Disorder (ADHD). For the development of this study It was taken into consideration the relationship between The social skills and The executive functions, and frontal lobes (BANFE). Which evaluates the compromise in the functioning of the frontal lobes and the multidimensional scale of social skills, The cognitive and motor part (Caballo, 2007), which aims to measure social skills in a dimensional way. Such instruments showed that there are relationships between executive functions and social skills both in children with ADHD and in control children, specifically in the prefrontal cortex, orbitromedial and dorsolateral areas. Which indicates little ability to respect limits and follow rules, low abstract attitude demonstrating difficulties to make predictions and performance judgments and in turn, the difficulty to detect and avoid risk selections. It also shows some impediments expressing positive feelings that influence decision-making and inhibition of behavior. Finally, the data presented below will serve as a reference for other investigations or those interested in the study of this subject, from the perspective of neuroscience and neuropsychology.
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Palabras clave
Funciones ejecutivas, Habilidades sociales, Cognición, Conducta, Niños, Executive functions, Social skills, Cognition, Behavior, Children