TDAH, funciones ejecutivas y atención

Este documento presenta las características del trastorno por déficit de atención con hiperactividad (TDAH), los síntomas y conductas alteradas asociadas al trastorno y los problemas más comunes de las personas con TDAH. También se describe el concepto de las funciones ejecutivas (FE), las relaciones entre TDAH y FE y algunas estrategias e instrumentos útiles para la evaluación de las FE

Assessment of executive function in ADHD adolescents: contribution of performance tests and rating scales

This study aimed to analyze performance on measures of neuropsychological and behavioral executive functions (EF) in adolescents with attention deficit hyperactivity disorder (ADHD), and to evaluate the utility of performance-based tests for predicting scores on behavioral EF ratings. One hundred eighteen adolescents (75 ADHD and 43 controls) aged 12-16 years performed neuropsychological tests and completed a behavior rating scale of EF. The ADHD group presented significantly lower scores than controls on Full Scale IQ (FSIQ) and all indexes of the WISC-IV, except the verbal comprehension index (VCI). The ADHD group had significantly lower scores on performance-based tests of working memory, planning and inhibition, and on EF rating scales. Scores on the cognitive EF working memory, planning and flexibility modestly predicted performance on behavioral EF. The results suggest that the combined use of performance-based tests and rating scales provides valuable complementary information that can improve the assessment of executive domains in ADHD

Interrater agreement on behavioral executive function measures in adolescents with Attention Deficit Hyperactivity Disorder.

Though most children with Attention Deficit Hyperactivity Disorder (ADHD) show difficulties in behavioral measures of executive functions (EF), few studies have examined interrater agreement in these measures.Objective: To analyze the agreement between parents, teachers and self-reports of behavioral EF in adolescents with ADHD and controls. Method: A sample of 118 adolescents (75 with ADHD and 43 controls) was rated by parents, teachers and the adolescents themselves using the Comprehensive Executive Function Inventory. The intraclass correlation coefficient (ICC) and Bland and Altman methods were used to evaluate agreement. Results: The ICC between parents, teachers and self-report was poor or moderate in the group with ADHD; in the control group the agreement was fair to good. The Bland and Altman graphs show that, in the control group, most of the scores are below to the clinical cut-off point, while in the group with ADHD they are above. Conclusions: Agreement between all raters was low. Parents, teachers and adolescents agreed on the absence of deficits in behavioral EF in the control group, and on the presence of deficits in the group with ADHD, although they did not agree on the frequency of these deficits

Executive functions, Personality traits and ADHD symptoms in adolescents: A mediation analysis

Certain personality traits and cognitive domains of executive functions (EF) are differentially related to attention deficit hyperactivity disorder (ADHD) symptoms in adolescents. This study aimed to analyze the five-factor model (FFM) personality characteristics in adolescents with ADHD, and to examine whether EF mediate the relationships between FFM personality traits and ADHD symptoms. A comprehensive diagnostic assessment, including ADHD clinical interviews, ADHD rating scales, neuropsychological EF testing (i.e., working memory, flexibility and inhibition) and a personality assessment was carried out in a sample of 118 adolescents (75 ADHD and 43 control participants, 68% males), aged 12 to 16 years, and their parents and teachers. Adolescents with ADHD had lower scores than control participants on Conscientiousness and Agreeableness, and higher scores on Neuroticism. Structural equation models (SEM) showed that Conscientiousness directly influenced inattentive and hyperactive-impulsive symptoms, while Neuroticism, Agreeableness, and Extraversion directly affected hyperactive-impulsive symptoms. Only Conscientiousness exerted indirect effects on inattention, but not on hyperactivity-impulsivity symptoms, via EF; higher scores on Conscientiousness were related to higher scores on EF, which in turn were related to lower scores on inattentive symptoms. These findings corroborate the relationships between ADHD symptoms, FFM personality traits and EF and indicate the mediating effect of EF on the relationship between Conscientiousness and inattention

Ethics and artificial intelligence in psychological assessment

Artificial intelligence (AI) applications underwent exponential growth in the second decade of the 21st century. Currently, many AI applications can be used in the fields of psychological assessment, intervention and research. This paper addresses the use of AI in psychological assessment and intervention, and also discusses some ideas related to AI bias and the implications for psychological assessment and intervention, issues concerning training for future psychology professionals and modifications and adaptations required in codes of ethics for psychologists

Ética e inteligencia artificial en evaluación psicológica

Las aplicaciones de la inteligencia artificial (IA) han experimentado un crecimiento exponencial durante la segunda década del siglo XXI. Actualmente existen muchas aplicaciones de la IA que se pueden utilizar en los ámbitos de la evaluación, intervención e investigación en Psicología. En este documento se presenta el uso de la IA para la evaluación, e intervención en Psicología. También se recogen algunas ideas relacionadas con los sesgos de la IA, y sus implicaciones para la evaluación e intervención psicológica, algunas consideraciones sobre el entrenamiento de los futuros profesionales de la Psicología y la necesaria modificación y adaptación del Código deontológico del Psicólogo

Ètica i Intel·ligència Artificial en Avaluació Psicològica

Les aplicacions de la intel·ligència artificial (IA) han experimentat un creixement exponencial durant la segona dècada del segle XXI. Actualment existeixen moltes aplicacions de la IA que es poden utilitzar en els àmbits de l'avaluació, intervenció i recerca en Psicologia. En aquest document es presenta l'ús de la IA per a l'avaluació i intervenció en Psicologia. També es recullen algunes idees relacionades amb els biaixos de la IA, i les seves implicacions per a l'avaluació i intervenció psicològica, algunes consideracions sobre l'entrenament dels futurs professionals de la Psicologia i la necessària modificació i adaptació del Codi deontològic del Psicòleg

Detrended Fluctuation Analysis of Systolic Blood Pressure Control Loop

We use detrended fluctuation analysis (DFA) to study the dynamics of blood pressure oscillations and its feedback control in rats by analyzing systolic pressure time series before and after a surgical procedure that interrupts its control loop. We found, for each situation, a crossover between two scaling regions characterized by exponents that reflect the nature of the feedback control and its range of operation. In addition, we found evidences of adaptation in the dynamics of blood pressure regulation a few days after surgical disruption of its main feedback circuit. Based on the paradigm of antagonistic, bipartite (vagal and sympathetic) action of the central nerve system, we propose a simple model for pressure homeostasis as the balance between two nonlinear opposing forces, successfully reproducing the crossover observed in the DFA of actual pressure signals

Rethinking Equality in the Global Society

The future of affirmative action, especially in the area of American higher education, has been called into question by the 1996 decision of the U.S. Court of Appeals for the Fifth Circuit in Hopwood v. State of Texas, requiring race-blind admission to state universities in Texas, and the passage of Proposition 209 in California. The seemingly endless American debate on this issue almost entirely has ignored the fact that other countries faced with comparable problems of remedying the effects of past discrimination have developed programs and acquired experience from which Americans might learn. Further, the legal debate has not been adequately informed by the social science disciplines. This conference was intended to expand discussion at a critical moment by introducing these missing perspectives