Please use this identifier to cite or link to this item:
Title: Avaluació i intervenció neuropsicològica a un infant amb diagnòstic de trastorn per dèficit d’atenció amb hiperactivitat (TDAH), de presentació combinada, comòrbid amb un trastorn específic de l’aprenentatge amb dificultats en la lectura i en l’expressió escrita i talentós verbalment
Author: Rosell Álvarez, Marta
Tutor: Gómez Pulido, Maria Almudena
Keywords: ADHD,
child neuropsychology
executive dysfunction
multidisciplinary child neuropsychological rehabilitation
Issue Date: Jun-2022
Publisher: Universitat Oberta de Catalunya (UOC)
Abstract: This study exposes the case of 8-year and 10-month-old child with attention deficit hyperactivity disorder (ADHD), combined presentation, comorbid with a specific learning disorder with reading and writing difficulties and also verbally talented. According to DSM-5, ADHD is a neurodevelopmental disorder that affects 5% of the child-youth population. It manifests itself with a persistent pattern of inattention and/or hyperactivityimpulsivity that interferes with the patient functioning in the different contexts in which he interacts. Its pathogenesis is multifactorial and genetic, neurochemicals, neuroanatomics and environmental factors are interrelated. More than 60% of the ADHD childhood cases have other associated psychiatric disorders. Neuropsychological examination shows how the patient has a good cognitive capacity. He stands out in verbal aptitudes, motor control and has a creative potential developed. On the contrary, an altered attentional process and an executive dysfunction are detected which interfere with learning abilities and self-esteem is also affected. The aim of the intervention is to minimize the impact of cognitive, behavioural and emotional symptoms of the child, by stimulating the functions affected, providing external support and promoting his self-esteem. The treatment that provides strong support for the efficacy in ADHD includes parents training, psychopedagogical reeducation with child, methodological adaptations at school and pharmacological treatment. After the intervention throughout an academic year, the child is expected to improve his emotional skills and to dispose of more resources to compensate his difficulties and that parents have more tools in order to deal with contingencies.
Language: Catalan
Appears in Collections:Bachelor thesis, research projects, etc.

Files in This Item:
File Description SizeFormat 
TFM COMPLET_Repositori.docx.pdfMemòria del TFM7,81 MBAdobe PDFThumbnail
View statistics

This item is licensed under aCreative Commons License Creative Commons