Rehabilitación neuropsicológica en niños con TDAH. ¿Qué dice la evidencia sobre el entrenamiento neurocognitivo?

Los programas de entrenamiento cerebral para niños son cada vez más populares. El objetivo general del estudio fue hacer una revisión sistemática sobre el entrenamiento cognitivo en niños con TDAH, para lo cual se llevó a cabo una búsqueda en PubMed, Web of Science, Ebsco, Elsevier, ERIC, Scielo, Re...

Full description

Autores:: Fernández Daza, Martha Patricia

Tipo de recurso:: Article of investigation

Fecha de publicación:: 2019

Institución:: Universidad Cooperativa de Colombia

Repositorio:: Repositorio UCC

Idioma:

id	COOPER2_3f4804e59eaf63f56340fe1a8308bf44
oai_identifier_str	oai:repository.ucc.edu.co:20.500.12494/32846
network_acronym_str	COOPER2
network_name_str	Repositorio UCC
repository_id_str
dc.title.spa.fl_str_mv	Rehabilitación neuropsicológica en niños con TDAH. ¿Qué dice la evidencia sobre el entrenamiento neurocognitivo?
title	Rehabilitación neuropsicológica en niños con TDAH. ¿Qué dice la evidencia sobre el entrenamiento neurocognitivo?
spellingShingle	Rehabilitación neuropsicológica en niños con TDAH. ¿Qué dice la evidencia sobre el entrenamiento neurocognitivo? Entrenamiento neurocognitivo TDAH Niños Neurocognitive training ADHD children
title_short	Rehabilitación neuropsicológica en niños con TDAH. ¿Qué dice la evidencia sobre el entrenamiento neurocognitivo?
title_full	Rehabilitación neuropsicológica en niños con TDAH. ¿Qué dice la evidencia sobre el entrenamiento neurocognitivo?
title_fullStr	Rehabilitación neuropsicológica en niños con TDAH. ¿Qué dice la evidencia sobre el entrenamiento neurocognitivo?
title_full_unstemmed	Rehabilitación neuropsicológica en niños con TDAH. ¿Qué dice la evidencia sobre el entrenamiento neurocognitivo?
title_sort	Rehabilitación neuropsicológica en niños con TDAH. ¿Qué dice la evidencia sobre el entrenamiento neurocognitivo?
dc.creator.fl_str_mv	Fernández Daza, Martha Patricia
dc.contributor.author.none.fl_str_mv	Fernández Daza, Martha Patricia
dc.subject.spa.fl_str_mv	Entrenamiento neurocognitivo TDAH Niños
topic	Entrenamiento neurocognitivo TDAH Niños Neurocognitive training ADHD children
dc.subject.other.spa.fl_str_mv	Neurocognitive training ADHD children
description	Los programas de entrenamiento cerebral para niños son cada vez más populares. El objetivo general del estudio fue hacer una revisión sistemática sobre el entrenamiento cognitivo en niños con TDAH, para lo cual se llevó a cabo una búsqueda en PubMed, Web of Science, Ebsco, Elsevier, ERIC, Scielo, Redalyc, Psycinfo, Medline, DOAJ, Latindex y Dialnet y en buscadores como Google Académico. Los documentos debían estar publicados entre 2013 y el 2018. Por cada programa de entrenamiento neurocognitivo se acordó un tope de 50 estudios y la población objeto de estudio fueron niños y adolescentes con TDAH. La mayoría de los estudios sobre entrenamiento neurocognitivo informan que el Cogmed, Lumosity, Learning Rx, CogniFit, TDAH Kids Trainer, BrainHQ, Captain’s Log Mind Power Builder, Engage, ETAM, Jungle Memory, MeMotiva Junior y TEAMS son de gran utilidad. De ellos los cinco primeros son los más empleados y seis se dirigen al entrenamiento neurocognitivo de niños con TDAH. Hace falta evidencia científica que respalde la utilidad de los programas de entrenamiento neurocognitivo en niños con TDAH.
publishDate	2019
dc.date.issued.none.fl_str_mv	2019-05-05
dc.date.accessioned.none.fl_str_mv	2021-01-25T22:25:44Z
dc.date.available.none.fl_str_mv	2021-01-25T22:25:44Z
dc.type.none.fl_str_mv	Artículos Científicos
dc.type.hasVersion.none.fl_str_mv	info:eu-repo/semantics/publishedVersion
dc.type.coar.none.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coarversion.none.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/article
format	http://purl.org/coar/resource_type/c_2df8fbb1
status_str	publishedVersion
dc.identifier.issn.spa.fl_str_mv	1794-192X
dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/20.500.12494/32846
dc.identifier.bibliographicCitation.spa.fl_str_mv	Fernández Daza, M. P. (2019). Rehabilitación neuropsicológica en niños con TDAH. ¿Qué dice la evidencia sobre el entrenamiento neurocognitivo? Rev. Guillermo de Ockham, 17(1), 65-76. doi: https://doi.org/10.21500/22563202.3958
identifier_str_mv	1794-192X Fernández Daza, M. P. (2019). Rehabilitación neuropsicológica en niños con TDAH. ¿Qué dice la evidencia sobre el entrenamiento neurocognitivo? Rev. Guillermo de Ockham, 17(1), 65-76. doi: https://doi.org/10.21500/22563202.3958
url	https://hdl.handle.net/20.500.12494/32846
dc.relation.isversionof.spa.fl_str_mv	https://www.revistas.usb.edu.co/index.php/GuillermoOckham/article/view/3958/3340
dc.relation.ispartofjournal.spa.fl_str_mv	Revista Guillermo de Ockham
dc.relation.references.spa.fl_str_mv	Ahmadi, A., Mitrovic, A., Najmi, B., & Rucklidge, J. (2014). TARLAN: a Simulation Game to Improve Social Problem-Solving Skills of ADHD Childrenn (tesis doctoral). Uni-versidad de Canterbury, Reino Unido. Recuperado de http://ir.canterbury.ac.nz/bitstream/ handle/10092/10693/Thesis_fulltext.pdf?seAquence=1&isAllowed=y Bashiri, A., & Ghazisaeedi, M. (2017). The effectiveness of mHealth apps in the rehabilitation of children with attention-deficit hyperactivity disorder. Iranian journal of public health, 47(1), 140-142 Bergman-Nutley, S., & Klingberg, T. (2014). Effect of working memory training on working memory, arithmetic and fol-lowing instructions. Psychological Research, 78(6), 869- 877. doi: 10.1007/s00426-014-0614-0 Bigorra Gualba, A. (2016). Entrenamiento cognitivo en memoria de trabajo para niños con TDAH: ensayo clínico aleatorizado (tesis de doctorado). Universidad Autónoma de Barcelona, Barcelona, España Bigorra, A., Garolera, M., Guijarro, S., & Hervás, A. (2016). Long-term fartransfer effects of working memory training in children with ADHD: A randomized controlled trial. European child & adolescent psychiatry, 25(8), 853-867 BrainTrain. (2018). Captain’s Log MindPower Builder. Dispo-nible en https://www.braintrain.com/Bul, K. (2016). Design and Effectiveness of a serious Game for Children with ADHD (). Erasmus University Rotterdam. Plan It commander Bul, K. C., Franken, I. H., Van der Oord, S., Kato, P. M., Danckaerts, M., Vreeke, L. J., . & Maras, A. (2015). De-velopment and user satisfaction of “Plan-It Commander,” a serious game for children with ADHD. Games for health journal, 4(6), 502-512. Burns, M. (2014). Auditory Processing Disorders and Atten-tion Deficit Disorders: Interventions to Increase Academic Success. Disponible en http://www.osspeac.org/wp-content/uploads/2014/07/08-APD-ADHD.OCT_.2014.pdf Burns, M. (2014). Moving on up to Executive Functions. Disponible en http://www.osspeac.org/wp-content/uploads/2014/07/06-ExFunct.10.14.pdf Carvajal-Castrillón, J. & Restrepo P., A. (2013). Fundamentos teóricos y estrategias de intervención en la rehabilitación neuropsicológica en adultos con daño cerebral adquirido. Revista CES Psicología, 6(2). 135-148 Chacko, A., Bedard, A. C., Marks, D. J., Feirsen, N., Uderman, J. Z., Chimiklis, A., & Ramon, M. (2014). A randomized clinical trial of Cogmed working memory training in school‐age children with ADHD: A replication in a diverse sample using a control condition. Journal of Child Psychology and Psychiatry, 55(3), 247-255 Cognifit. (2019). TDAH infantil. Disponible en https://www.cognifit.com/es/tdah Dahlin, K. I. E. (2013). Working memory training and the effect on mathematical achievement in children with at-tention deficits and special needs. Journal of Education and Learning. 2, 118. doi: 10.5539/jel.v2n1p118 De la Peña, C. (2017). Neurotecnología: neuropsicología + tecnología educativa aplicada a las dificultades de aprendi-zaje y TDAH. En Núñez, J., Pérez-Fuentes, del C., Molero, M., Gázquez, J., Barragán, A, Simón, M., Martos, A & Hernández-Garre, C. Perspectivas psicológica y educativa de las Necesidades Educativas Especiales. España: Sinfoper. Dion, C. (2018). Entrainement de la mémoire de travail chez des élèves du premier cycle du primaire: effets sur la mémoire de travail et les habiletés en lectura (tesis doctoral). Université de Sherbrooke. Janvier, Canadá Egeland, J., Aarlien, A. K., & Saunes, B. K. (2013). Few effects of far transfer of working memory training in ADHD: a randomized controlled trial. PloS one, 8(10), e75660 Farias, A. C., Cordeiro, M. L., Felden, A. P. G., Bara, T. S., Benko, C. R., Coutinho, D., et al. (2017). Attention-mem-ory training yields behavioral and academic improvements in children diagnosed with attention-deficit hyperactivity disorder comorbid with a learning disorder. Neuropsychiatric Disease and Treatment, 13, 1761-1769 Federal Trade Commission. (2016). Lumosity to Pay $2 Million to Settle FTC Deceptive Advertising Charges for Its “Brain Training” Program. Retrieved May 1, 2016, from https://www.ftc.gov/news-events/press-releases/2016/01/lumosity-pay2-million-settle-ftc-deceptive-advertising-charges Halperin, J. M., Bédard, A. C. V., & Curchack-Lichtin, J. T. (2012). Preventive interventions for ADHD: a neurode-velopmental perspective. Neurotherapeutics, 9(3), 531-54 Halperin, J.M., Marks, D.J., Bédard, A.V., Chacko, A., Cur-chak, J.T., Yoon, C.A., & Healey, D.M. (2013). Training Executive, Attention, and Motor Skills: A Proof-of-Concept Study in Preschool Children with ADHD. Journal of Atten-tion Disorders, 17(8), 711-721 Hannesdottir, D. K., Ingvarsdottir, E., & Bjornsson, A. (2017). The OutSMARTers program for children with ADHD: A pilot study on the effects of social skills, self-regulation, and executive function training. Journal of attention disor-ders, 21(4), 353-364 Healey DM, Halperin JM. (2012). Enhancing neurocognitive growth with the aid of games and exercise (ENGAGE): a novel early intervention fostering the development of pre-schoolers’ selfcontrol. (under review). 9, 531-541 Horowitz-Kraus, T. (2013). Differential effect of cognitive train-ing on executive functions and reading abilities in children with ADHD and in children with ADHD comorbid with reading difficulties. Journal of Attention Disorders. Advance online publication. doi: 10.1177/1087054713502079 Hovik KT, Saunes B-K, Aarlien AK, Egeland J. (2013). RCT of Working Memory Training in ADHD: Long-Term Near-Transfer Effects. PLoS ONE, 8(12), e80561. doi:10.1371/journal.pone.0080561 Hyman, K. N. (2017). Is Lumosity an Effective Brain Training Program?: A Meta-analysis of the Existing Research (doctoral dissertation), Western Carolina University, NC. Jedlicka, E. (2017). LearningRx cognitive training for children and adolescents ages 5-18: effects on academic skills, be-havior, and cognition. Frontiers in Education, 2(62), 1-13 Jungle memory (2019). Working Memory ADHD, Dyslexia, etc. Disponible en https://junglememory.com/pages/gene-ral_content_area?content_area_id=25 La Marca, J. P., & O’Connor, R. E. (2016). Neurofeedback as an intervention to improve reading achievement in students with attention-deficit/hyperactivity disorder, inat-tentive subtype. NeuroRegulation, 3(2), 55-77. http://dx.doi.org/10.15540 /nr.3.2.55 Markomichali. P. (2915). Learning to wait: the development and initial evaluation of a training intervention designed to help impulsive preschool children at risk for ADHD learn to wait for rewards (thesis of doctor). University of Southampton. Southampton, Inglaterra, Reino Unido. McDonnell, A., Agius, M., & Zaytseva, Y. (2017). Is there an optimal cognitive application to be used for cognitive remediation in clinical psychiatric practice? Psychiatria Danubina, 29(Suppl 3), 292-299. McLaughlin, B. E. (2016). A meta-analysis on the efficacy of cogmed working memory training (doctoral dissertation), Western Carolina University, NC. Melby-Lervåg, M., & Hulme, C. (2013). Is Working Memory Training Effective? A Meta-Analytic Review. Developmental Psychology, 49 (2), 270-291 Moore, A. L., Carpenter, D. M., Ledbetter, C., & Miller, T. M. (2018). Clinician-delivered cognitive training for children with attention problems: effects on cognition and behavior from the Thinkrx randomized controlled trial. Neuropsychia-tric disease and treatment, 14, 1671-1683. Moore, A.L., Carpenter, D.M., Miller, T.M. et al. (2018). Comparing Two Methods of Delivering ThinkRx Cognitive Training to Children Ages 8-14: a Randomized Controlled Trial of Equivalency. Journal of Cognitive Enhancement. 1-10. https://doi.org/10.1007/s41465-018-0094-z Muñoz Sánchez, D. (2015). Aplicación para entrenamiento de la memoria en niños con TDAH (trabajo de grado). Universidad de Castilla La Mancha, Castilla La Mancha, España Palacios, M. (2016). TDAH y Lectura (trabajo fin de grado). Universidad Pontificia de Salamanca, Salamanca, España Pearson Education (2016). CogMed. [Software para trein-amento cognitivo on-line]. United States. Pérez, M. A., Molina, D., & Gómez, M. (2016). La Intervención Neuropsicológica en el Tratamiento Interdisciplinar para el TDAH. Neuropsicología, 1(2), 2. Porras, M. R. P. (2016). TDAH y Lectura. Universidad Pontificia de Salamanca (trabajo fin de grado). Salamanca, España Portellano, J. A., & García, J. (2014). Principios de rehabilitación neuropsicológica. En J. A. Portellano & J. García (Eds.), Neuropsicologia de la atención, las funciones ejecutivas y la memoria. España: Síntesis Posit Sciences (2018). Brain HQ. [Software para treinamento cognitivo on-line). SanFrancisco, CA: U.S. Ramos, D. K., & de Melo, H. M. (2016). Jogos digitais e des-envolvimento cognitivo: um estudo com crianças do Ensino Fundamental. Neuropsicologia Latinoamericana, 8(3), 22-32 Raposo-Rivas, M., & Rodríguez, A. B. S. (2017). Estudio sobre la intervención con Software educativo en un caso de TDAH. Revista de Educación Inclusiva, 8(2), 121-138 Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical psychology review, 33(8), 1237-1252 Rossignoli, T., Pérez-Hernández, E & González-Marqués, J. (2018). Brain Training in children and adolescents: Is it scientifically valid?. Frontiers in Psychology, 9, 565 Rute-Pérez, S. (2018). Intervención neuropsicológica basada en nuevas tecnologías para personas con daño cerebral adquirido en fase crónica y para mayores (tesis doctoral). Universidad de Granada, Granada, España. Solis, V., & Quijano, M. C. (2014). Rehabilitación neuropsico-lógica en un caso de TDAH con predominio impulsivo. Re-vista chilena de neuropsicología, 9(2), 67-71 Stevens, T., Peng, L., & Barnard-Brak, L. (2016). The co-morbidity of ADHD in children diagnosed with autism spectrum disorder. Research in Autism Spectrum Disorders, 31, 11-18 Tamm, L., Nakonnezny, P.A., y Hughes, C.W. (2014). An Open Trial of a Metacognitive Executive Function Train-ing for Young Children with ADHD. Journal of Attention Disorders, 18(6) 551-559 van der Donk, M., Hiemstra-Beernink, A. C., Tjeenk-Kalff, A., Van Der Leij, A., & Lindauer, R. (2015). Cognitive training for children with ADHD: a randomized controlled trial of cogmed working memory training and ‘paying attention in class’. Frontiers in psychology, 6, 1081 van Dongen-Boomsma, M., Vollebregt, M. A., Buitelaar, J. K., & Slaats-Willemse, D. (2014). Working memory training in young children with ADHD: a randomized placebo-controlled trial. Journal of Child Psychology and Psychiatry, 55, 886-896. doi: 0.1111/jcpp.12218 Vibholm, H. A., Pedersen, J., Faltinsen, E., Marcussen, M. H., Gluud, C., & Storebø, O. J. (2018). Training, executive, attention and motor skills (TEAMS) training versus stan-dard treatment for preschool children with attention deficit hyperactivity disorder: a randomised clinical trial. BMC research notes, 11(1), 366 Vibholm, H. A., Pedersen, J., Holm, A., & Krue, S. (2014). A multicenter, randomized, controlled study of Training Executive, Attention, and Motor Skills (TEAMS) in Dan-ish preschool children with attention-deficit/hyperactivity disorder: Rationale and description of the intervention and study protocol. Scandinavian Journal of Child and Adolescent Psychiatry and Psychology, 2(1), 2-10 Wilson, J. E., Collar, E. M., Kiehl, A. L., Lee, H., Merzenich, M., Ely, E. W., ... & Returning to Everyday Tasks Us-ing Rehabilitation Networks-Computerized Cognitive Rehabilitation (RETURN-CCR) Investigators. (2018). Computerized Cognitive Rehabilitation in ICU Survivors: RETURN-CCR Pilot Investigation. Annals of the American Thoracic Society, (ja). Yáñez, M y Prieto, D. (2016). Trastorno por déficit de aten-ción/hiperactividad. En Yáñez, M. (Eds.), Neuropsicología de los trastornos del neurodesarrollo: Diagnóstico, evaluación e intervención (pp. 1-160). México, D. F. : Editorial El Manual Moderno Yazdanbakhsh, K., Aivazy, S., & Moradi, A. (2018). The Ef-fectiveness of Response Inhibition Cognitive Rehabilitation in Improving the Quality of Sleep and Behavioral Symptoms of Children with Attention-Deficit/Hyperactivity Disorder. Journal of Kermanshah University of Medical Sciences, 22(2) Yepes, N., Molinares, N., Fuentes, F., & De los Reyes, C. (2016). Rehabilitación neuropsicológica infantil: de la teoría a la práctica clínica. Archivos de Medicina (Manizales), 16(2), 455-466 Yglesias, A. N. (2015). An Investigation of the Changes on Working Memory and Processing Speed in Children En-rolled at LearningRX. Disponible en: http://www.gibson-researchinstitute.org/wp-content/uploads/2014/05/2014-learningrx-results-report.pdf
dc.rights.license.none.fl_str_mv	Atribución
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/closedAccess
dc.rights.coar.none.fl_str_mv	http://purl.org/coar/access_right/c_14cb
rights_invalid_str_mv	Atribución http://purl.org/coar/access_right/c_14cb
eu_rights_str_mv	closedAccess
dc.format.extent.spa.fl_str_mv	p. 65-76
dc.coverage.temporal.spa.fl_str_mv	17
dc.publisher.spa.fl_str_mv	Universidad Cooperativa de Colombia, Facultad de Ciencias Sociales, Psicología, Santa Marta
dc.publisher.program.spa.fl_str_mv	Psicología
dc.publisher.place.spa.fl_str_mv	Santa Marta
institution	Universidad Cooperativa de Colombia
bitstream.url.fl_str_mv	https://repository.ucc.edu.co/bitstreams/b8ed38b4-ad27-42d4-9879-1860b463db64/download https://repository.ucc.edu.co/bitstreams/cfa7472c-631c-41a6-a7a2-3994192cb204/download https://repository.ucc.edu.co/bitstreams/b9371ca7-409e-4914-b7a0-22189c276369/download https://repository.ucc.edu.co/bitstreams/bb73d724-c534-4a2f-bc7c-1e2c3ff6ce7a/download https://repository.ucc.edu.co/bitstreams/70cfc665-825e-4aa2-aa2a-ab54f3223921/download https://repository.ucc.edu.co/bitstreams/527de499-a90c-46b6-b307-c4497ddd6093/download https://repository.ucc.edu.co/bitstreams/b6bce03f-eedf-475d-8e08-4c37d8a4b6a0/download
bitstream.checksum.fl_str_mv	3bce4f7ab09dfc588f126e1e36e98a45 b61677e5f138cfcc742f5e1d15763cbb 60a5fca7328e097f298f23498aacd97f c2fc69858b4d764864b778d016001677 01828f2ef0c10ad4c3276176bde5e2e0 2a6e034572d14978aa6c32ee7a32ad7f 6251fef5d2c7eeae6be8a58ab23ddd70
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Institucional Universidad Cooperativa de Colombia
repository.mail.fl_str_mv	bdigital@metabiblioteca.com
_version_	1811565139333218304
spelling	Fernández Daza, Martha Patricia172021-01-25T22:25:44Z2021-01-25T22:25:44Z2019-05-051794-192Xhttps://hdl.handle.net/20.500.12494/32846Fernández Daza, M. P. (2019). Rehabilitación neuropsicológica en niños con TDAH. ¿Qué dice la evidencia sobre el entrenamiento neurocognitivo? Rev. Guillermo de Ockham, 17(1), 65-76. doi: https://doi.org/10.21500/22563202.3958Los programas de entrenamiento cerebral para niños son cada vez más populares. El objetivo general del estudio fue hacer una revisión sistemática sobre el entrenamiento cognitivo en niños con TDAH, para lo cual se llevó a cabo una búsqueda en PubMed, Web of Science, Ebsco, Elsevier, ERIC, Scielo, Redalyc, Psycinfo, Medline, DOAJ, Latindex y Dialnet y en buscadores como Google Académico. Los documentos debían estar publicados entre 2013 y el 2018. Por cada programa de entrenamiento neurocognitivo se acordó un tope de 50 estudios y la población objeto de estudio fueron niños y adolescentes con TDAH. La mayoría de los estudios sobre entrenamiento neurocognitivo informan que el Cogmed, Lumosity, Learning Rx, CogniFit, TDAH Kids Trainer, BrainHQ, Captain’s Log Mind Power Builder, Engage, ETAM, Jungle Memory, MeMotiva Junior y TEAMS son de gran utilidad. De ellos los cinco primeros son los más empleados y seis se dirigen al entrenamiento neurocognitivo de niños con TDAH. Hace falta evidencia científica que respalde la utilidad de los programas de entrenamiento neurocognitivo en niños con TDAH.Brain training programs are increasingly popular among children. The general objective of the study was to conduct a systematic review of cognitive training in children with ADHD. A search was carried out in PubMed, Web of Science, EBSCO, ELSEVIER, ERIC, SciELO, Redalyc, PsycINFO, MEDLINE, DOAJ, Latindex and Dialnet. Also in search engines like Google Scholar. The documents had to be published between 2013 and 2018. For each neurocognitive training program, a maximum of 50 studies was agreed and the population under study was children and adolescents with ADHD. Most studies on neurocognitive training report that Cogmed, Lumosity, Learning Rx, CogniFit, TDAH Kids Trainer, BrainHQ, Captain’s Log Mind Power Builder, Engage, ETAM, Jungle Memory, MeMotiva Junior and TEAMS are very useful, the first five being the most used, six of which are aimed at the neurocognitive training of children with ADHD. Scientific evidence is needed to support the usefulness of neurocognitive training programs in children with ADHD.https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=00015934470000-0002-8145-0286https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000007548martha.fernandezd@campusucc.edu.cohttps://scholar.google.es/citations?user=35O3L_sAAAAJ&hl=esp. 65-76Universidad Cooperativa de Colombia, Facultad de Ciencias Sociales, Psicología, Santa MartaPsicologíaSanta Martahttps://www.revistas.usb.edu.co/index.php/GuillermoOckham/article/view/3958/3340Revista Guillermo de OckhamAhmadi, A., Mitrovic, A., Najmi, B., & Rucklidge, J. (2014). TARLAN: a Simulation Game to Improve Social Problem-Solving Skills of ADHD Childrenn (tesis doctoral). Uni-versidad de Canterbury, Reino Unido. Recuperado de http://ir.canterbury.ac.nz/bitstream/ handle/10092/10693/Thesis_fulltext.pdf?seAquence=1&isAllowed=yBashiri, A., & Ghazisaeedi, M. (2017). The effectiveness of mHealth apps in the rehabilitation of children with attention-deficit hyperactivity disorder. Iranian journal of public health, 47(1), 140-142Bergman-Nutley, S., & Klingberg, T. (2014). Effect of working memory training on working memory, arithmetic and fol-lowing instructions. Psychological Research, 78(6), 869- 877. doi: 10.1007/s00426-014-0614-0Bigorra Gualba, A. (2016). Entrenamiento cognitivo en memoria de trabajo para niños con TDAH: ensayo clínico aleatorizado (tesis de doctorado). Universidad Autónoma de Barcelona, Barcelona, EspañaBigorra, A., Garolera, M., Guijarro, S., & Hervás, A. (2016). Long-term fartransfer effects of working memory training in children with ADHD: A randomized controlled trial. European child & adolescent psychiatry, 25(8), 853-867BrainTrain. (2018). Captain’s Log MindPower Builder. Dispo-nible en https://www.braintrain.com/Bul, K. (2016). Design and Effectiveness of a serious Game for Children with ADHD (). Erasmus University Rotterdam. Plan It commanderBul, K. C., Franken, I. H., Van der Oord, S., Kato, P. M., Danckaerts, M., Vreeke, L. J., . & Maras, A. (2015). De-velopment and user satisfaction of “Plan-It Commander,” a serious game for children with ADHD. Games for health journal, 4(6), 502-512.Burns, M. (2014). Auditory Processing Disorders and Atten-tion Deficit Disorders: Interventions to Increase Academic Success. Disponible en http://www.osspeac.org/wp-content/uploads/2014/07/08-APD-ADHD.OCT_.2014.pdfBurns, M. (2014). Moving on up to Executive Functions. Disponible en http://www.osspeac.org/wp-content/uploads/2014/07/06-ExFunct.10.14.pdfCarvajal-Castrillón, J. & Restrepo P., A. (2013). Fundamentos teóricos y estrategias de intervención en la rehabilitación neuropsicológica en adultos con daño cerebral adquirido. Revista CES Psicología, 6(2). 135-148Chacko, A., Bedard, A. C., Marks, D. J., Feirsen, N., Uderman, J. Z., Chimiklis, A., & Ramon, M. (2014). A randomized clinical trial of Cogmed working memory training in school‐age children with ADHD: A replication in a diverse sample using a control condition. Journal of Child Psychology and Psychiatry, 55(3), 247-255Cognifit. (2019). TDAH infantil. Disponible en https://www.cognifit.com/es/tdahDahlin, K. I. E. (2013). Working memory training and the effect on mathematical achievement in children with at-tention deficits and special needs. Journal of Education and Learning. 2, 118. doi: 10.5539/jel.v2n1p118De la Peña, C. (2017). Neurotecnología: neuropsicología + tecnología educativa aplicada a las dificultades de aprendi-zaje y TDAH. En Núñez, J., Pérez-Fuentes, del C., Molero, M., Gázquez, J., Barragán, A, Simón, M., Martos, A & Hernández-Garre, C. Perspectivas psicológica y educativa de las Necesidades Educativas Especiales. España: Sinfoper.Dion, C. (2018). Entrainement de la mémoire de travail chez des élèves du premier cycle du primaire: effets sur la mémoire de travail et les habiletés en lectura (tesis doctoral). Université de Sherbrooke. Janvier, CanadáEgeland, J., Aarlien, A. K., & Saunes, B. K. (2013). Few effects of far transfer of working memory training in ADHD: a randomized controlled trial. PloS one, 8(10), e75660Farias, A. C., Cordeiro, M. L., Felden, A. P. G., Bara, T. S., Benko, C. R., Coutinho, D., et al. (2017). Attention-mem-ory training yields behavioral and academic improvements in children diagnosed with attention-deficit hyperactivity disorder comorbid with a learning disorder. Neuropsychiatric Disease and Treatment, 13, 1761-1769Federal Trade Commission. (2016). Lumosity to Pay $2 Million to Settle FTC Deceptive Advertising Charges for Its “Brain Training” Program. Retrieved May 1, 2016, from https://www.ftc.gov/news-events/press-releases/2016/01/lumosity-pay2-million-settle-ftc-deceptive-advertising-chargesHalperin, J. M., Bédard, A. C. V., & Curchack-Lichtin, J. T. (2012). Preventive interventions for ADHD: a neurode-velopmental perspective. Neurotherapeutics, 9(3), 531-54Halperin, J.M., Marks, D.J., Bédard, A.V., Chacko, A., Cur-chak, J.T., Yoon, C.A., & Healey, D.M. (2013). Training Executive, Attention, and Motor Skills: A Proof-of-Concept Study in Preschool Children with ADHD. Journal of Atten-tion Disorders, 17(8), 711-721Hannesdottir, D. K., Ingvarsdottir, E., & Bjornsson, A. (2017). The OutSMARTers program for children with ADHD: A pilot study on the effects of social skills, self-regulation, and executive function training. Journal of attention disor-ders, 21(4), 353-364Healey DM, Halperin JM. (2012). Enhancing neurocognitive growth with the aid of games and exercise (ENGAGE): a novel early intervention fostering the development of pre-schoolers’ selfcontrol. (under review). 9, 531-541Horowitz-Kraus, T. (2013). Differential effect of cognitive train-ing on executive functions and reading abilities in children with ADHD and in children with ADHD comorbid with reading difficulties. Journal of Attention Disorders. Advance online publication. doi: 10.1177/1087054713502079Hovik KT, Saunes B-K, Aarlien AK, Egeland J. (2013). RCT of Working Memory Training in ADHD: Long-Term Near-Transfer Effects. PLoS ONE, 8(12), e80561. doi:10.1371/journal.pone.0080561Hyman, K. N. (2017). Is Lumosity an Effective Brain Training Program?: A Meta-analysis of the Existing Research (doctoral dissertation), Western Carolina University, NC.Jedlicka, E. (2017). LearningRx cognitive training for children and adolescents ages 5-18: effects on academic skills, be-havior, and cognition. Frontiers in Education, 2(62), 1-13Jungle memory (2019). Working Memory ADHD, Dyslexia, etc. Disponible en https://junglememory.com/pages/gene-ral_content_area?content_area_id=25La Marca, J. P., & O’Connor, R. E. (2016). Neurofeedback as an intervention to improve reading achievement in students with attention-deficit/hyperactivity disorder, inat-tentive subtype. NeuroRegulation, 3(2), 55-77. http://dx.doi.org/10.15540 /nr.3.2.55Markomichali. P. (2915). Learning to wait: the development and initial evaluation of a training intervention designed to help impulsive preschool children at risk for ADHD learn to wait for rewards (thesis of doctor). University of Southampton. Southampton, Inglaterra, Reino Unido.McDonnell, A., Agius, M., & Zaytseva, Y. (2017). Is there an optimal cognitive application to be used for cognitive remediation in clinical psychiatric practice? Psychiatria Danubina, 29(Suppl 3), 292-299.McLaughlin, B. E. (2016). A meta-analysis on the efficacy of cogmed working memory training (doctoral dissertation), Western Carolina University, NC.Melby-Lervåg, M., & Hulme, C. (2013). Is Working Memory Training Effective? A Meta-Analytic Review. Developmental Psychology, 49 (2), 270-291Moore, A. L., Carpenter, D. M., Ledbetter, C., & Miller, T. M. (2018). Clinician-delivered cognitive training for children with attention problems: effects on cognition and behavior from the Thinkrx randomized controlled trial. Neuropsychia-tric disease and treatment, 14, 1671-1683.Moore, A.L., Carpenter, D.M., Miller, T.M. et al. (2018). Comparing Two Methods of Delivering ThinkRx Cognitive Training to Children Ages 8-14: a Randomized Controlled Trial of Equivalency. Journal of Cognitive Enhancement. 1-10. https://doi.org/10.1007/s41465-018-0094-zMuñoz Sánchez, D. (2015). Aplicación para entrenamiento de la memoria en niños con TDAH (trabajo de grado). Universidad de Castilla La Mancha, Castilla La Mancha, EspañaPalacios, M. (2016). TDAH y Lectura (trabajo fin de grado). Universidad Pontificia de Salamanca, Salamanca, EspañaPearson Education (2016). CogMed. [Software para trein-amento cognitivo on-line]. United States.Pérez, M. A., Molina, D., & Gómez, M. (2016). La Intervención Neuropsicológica en el Tratamiento Interdisciplinar para el TDAH. Neuropsicología, 1(2), 2.Porras, M. R. P. (2016). TDAH y Lectura. Universidad Pontificia de Salamanca (trabajo fin de grado). Salamanca, EspañaPortellano, J. A., & García, J. (2014). Principios de rehabilitación neuropsicológica. En J. A. Portellano & J. García (Eds.), Neuropsicologia de la atención, las funciones ejecutivas y la memoria. España: SíntesisPosit Sciences (2018). Brain HQ. [Software para treinamento cognitivo on-line). SanFrancisco, CA: U.S.Ramos, D. K., & de Melo, H. M. (2016). Jogos digitais e des-envolvimento cognitivo: um estudo com crianças do Ensino Fundamental. Neuropsicologia Latinoamericana, 8(3), 22-32Raposo-Rivas, M., & Rodríguez, A. B. S. (2017). Estudio sobre la intervención con Software educativo en un caso de TDAH. Revista de Educación Inclusiva, 8(2), 121-138Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical psychology review, 33(8), 1237-1252Rossignoli, T., Pérez-Hernández, E & González-Marqués, J. (2018). Brain Training in children and adolescents: Is it scientifically valid?. Frontiers in Psychology, 9, 565Rute-Pérez, S. (2018). Intervención neuropsicológica basada en nuevas tecnologías para personas con daño cerebral adquirido en fase crónica y para mayores (tesis doctoral). Universidad de Granada, Granada, España.Solis, V., & Quijano, M. C. (2014). Rehabilitación neuropsico-lógica en un caso de TDAH con predominio impulsivo. Re-vista chilena de neuropsicología, 9(2), 67-71Stevens, T., Peng, L., & Barnard-Brak, L. (2016). The co-morbidity of ADHD in children diagnosed with autism spectrum disorder. Research in Autism Spectrum Disorders, 31, 11-18Tamm, L., Nakonnezny, P.A., y Hughes, C.W. (2014). An Open Trial of a Metacognitive Executive Function Train-ing for Young Children with ADHD. Journal of Attention Disorders, 18(6) 551-559van der Donk, M., Hiemstra-Beernink, A. C., Tjeenk-Kalff, A., Van Der Leij, A., & Lindauer, R. (2015). Cognitive training for children with ADHD: a randomized controlled trial of cogmed working memory training and ‘paying attention in class’. Frontiers in psychology, 6, 1081van Dongen-Boomsma, M., Vollebregt, M. A., Buitelaar, J. K., & Slaats-Willemse, D. (2014). Working memory training in young children with ADHD: a randomized placebo-controlled trial. Journal of Child Psychology and Psychiatry, 55, 886-896. doi: 0.1111/jcpp.12218Vibholm, H. A., Pedersen, J., Faltinsen, E., Marcussen, M. H., Gluud, C., & Storebø, O. J. (2018). Training, executive, attention and motor skills (TEAMS) training versus stan-dard treatment for preschool children with attention deficit hyperactivity disorder: a randomised clinical trial. BMC research notes, 11(1), 366Vibholm, H. A., Pedersen, J., Holm, A., & Krue, S. (2014). A multicenter, randomized, controlled study of Training Executive, Attention, and Motor Skills (TEAMS) in Dan-ish preschool children with attention-deficit/hyperactivity disorder: Rationale and description of the intervention and study protocol. Scandinavian Journal of Child and Adolescent Psychiatry and Psychology, 2(1), 2-10Wilson, J. E., Collar, E. M., Kiehl, A. L., Lee, H., Merzenich, M., Ely, E. W., ... & Returning to Everyday Tasks Us-ing Rehabilitation Networks-Computerized Cognitive Rehabilitation (RETURN-CCR) Investigators. (2018). Computerized Cognitive Rehabilitation in ICU Survivors: RETURN-CCR Pilot Investigation. Annals of the American Thoracic Society, (ja).Yáñez, M y Prieto, D. (2016). Trastorno por déficit de aten-ción/hiperactividad. En Yáñez, M. (Eds.), Neuropsicología de los trastornos del neurodesarrollo: Diagnóstico, evaluación e intervención (pp. 1-160). México, D. F. : Editorial El Manual ModernoYazdanbakhsh, K., Aivazy, S., & Moradi, A. (2018). The Ef-fectiveness of Response Inhibition Cognitive Rehabilitation in Improving the Quality of Sleep and Behavioral Symptoms of Children with Attention-Deficit/Hyperactivity Disorder. Journal of Kermanshah University of Medical Sciences, 22(2)Yepes, N., Molinares, N., Fuentes, F., & De los Reyes, C. (2016). Rehabilitación neuropsicológica infantil: de la teoría a la práctica clínica. Archivos de Medicina (Manizales), 16(2), 455-466Yglesias, A. N. (2015). An Investigation of the Changes on Working Memory and Processing Speed in Children En-rolled at LearningRX. Disponible en: http://www.gibson-researchinstitute.org/wp-content/uploads/2014/05/2014-learningrx-results-report.pdfEntrenamiento neurocognitivoTDAHNiñosNeurocognitive trainingADHDchildrenRehabilitación neuropsicológica en niños con TDAH. ¿Qué dice la evidencia sobre el entrenamiento neurocognitivo?Artículos Científicosinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleAtribucióninfo:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbPublicationLICENSElicense.txtlicense.txttext/plain; charset=utf-84334https://repository.ucc.edu.co/bitstreams/b8ed38b4-ad27-42d4-9879-1860b463db64/download3bce4f7ab09dfc588f126e1e36e98a45MD53ORIGINAL2019-Fernandez_rehabilitacion_neuropsicologica_ninos.pdf2019-Fernandez_rehabilitacion_neuropsicologica_ninos.pdfArtículoapplication/pdf211366https://repository.ucc.edu.co/bitstreams/cfa7472c-631c-41a6-a7a2-3994192cb204/downloadb61677e5f138cfcc742f5e1d15763cbbMD512019-Fernandez_rehabilitacion_neuropsicologica_ninos-LicenciaUso.pdf2019-Fernandez_rehabilitacion_neuropsicologica_ninos-LicenciaUso.pdfLicencia de usoapplication/pdf179781https://repository.ucc.edu.co/bitstreams/b9371ca7-409e-4914-b7a0-22189c276369/download60a5fca7328e097f298f23498aacd97fMD52THUMBNAIL2019-Fernandez_rehabilitacion_neuropsicologica_ninos.pdf.jpg2019-Fernandez_rehabilitacion_neuropsicologica_ninos.pdf.jpgGenerated Thumbnailimage/jpeg4938https://repository.ucc.edu.co/bitstreams/bb73d724-c534-4a2f-bc7c-1e2c3ff6ce7a/downloadc2fc69858b4d764864b778d016001677MD542019-Fernandez_rehabilitacion_neuropsicologica_ninos-LicenciaUso.pdf.jpg2019-Fernandez_rehabilitacion_neuropsicologica_ninos-LicenciaUso.pdf.jpgGenerated Thumbnailimage/jpeg5372https://repository.ucc.edu.co/bitstreams/70cfc665-825e-4aa2-aa2a-ab54f3223921/download01828f2ef0c10ad4c3276176bde5e2e0MD55TEXT2019-Fernandez_rehabilitacion_neuropsicologica_ninos.pdf.txt2019-Fernandez_rehabilitacion_neuropsicologica_ninos.pdf.txtExtracted texttext/plain55717https://repository.ucc.edu.co/bitstreams/527de499-a90c-46b6-b307-c4497ddd6093/download2a6e034572d14978aa6c32ee7a32ad7fMD562019-Fernandez_rehabilitacion_neuropsicologica_ninos-LicenciaUso.pdf.txt2019-Fernandez_rehabilitacion_neuropsicologica_ninos-LicenciaUso.pdf.txtExtracted texttext/plain5540https://repository.ucc.edu.co/bitstreams/b6bce03f-eedf-475d-8e08-4c37d8a4b6a0/download6251fef5d2c7eeae6be8a58ab23ddd70MD5720.500.12494/32846oai:repository.ucc.edu.co:20.500.12494/328462024-08-10 09:35:26.043restrictedhttps://repository.ucc.edu.coRepositorio Institucional Universidad Cooperativa de Colombiabdigital@metabiblioteca.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

Rehabilitación neuropsicológica en niños con TDAH. ¿Qué dice la evidencia sobre el entrenamiento neurocognitivo?

Publicaciones similares