Pisacco Nelba Maria Teixeira, Sperafico Yasmini Lais Spindler, Enricone Jacqueline Raquel Bianchi, Guimarães Luciano Santos Pinto, Rohde Luis Augusto, Dorneles Beatriz Vargas
Departamento de Educação, Universidade Estadual Ponta Grossa (UEPG), Praça Santos Andrade 01, Sala 113, CEP, Ponta Grossa, PR, 84010-919, Brazil.
Universidade Federal Rio Grande do Sul (UFRGS), Porto Alegre, Brazil.
Psicol Reflex Crit. 2018 Feb 7;31(1):5. doi: 10.1186/s41155-017-0081-9.
This study compared the effects of two metacognitive interventions on writing, working memory (WM), and behavioral symptoms of students with attention-deficit/hyperactivity disorder (ADHD). The disorder was clinically diagnosed by a multidisciplinary team according to DSM-IV criteria. The first approach consisted of a combined intervention in text production and WM while the second focused only on WM. Participants were 47 students from the fifth to ninth grades of two public elementary schools in Porto Alegre (Brazil), randomized to one of the two interventions groups. Writing and WM were assessed before, immediately after, and 3 months after the interventions. The results suggest that both interventions contributed to improving behavior and school performance, whereas only the combined intervention increased the overall quality of narrative text, organization of paragraphs, and denouement.
本研究比较了两种元认知干预对患有注意力缺陷多动障碍（ADHD）学生的写作、工作记忆（WM）和行为症状的影响。该障碍由多学科团队根据《精神疾病诊断与统计手册》第四版（DSM-IV）标准进行临床诊断。第一种方法包括在文本创作和工作记忆方面的联合干预，而第二种方法仅专注于工作记忆。参与者是来自巴西阿雷格里港两所公立小学五至九年级的47名学生，随机分配到两个干预组之一。在干预前、干预后立即以及干预后3个月对写作和工作记忆进行评估。结果表明，两种干预都有助于改善行为和学校表现，而只有联合干预提高了记叙文的整体质量、段落组织和结局。
