Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales

Este libro expone el efecto de la implementación de un programa de intervención dirigida a población infantil, que presenta un conjunto de dificultades comportamentales, y que pertenecen a sectores sociales vulnerables de la ciudad de Neiva. La obra se fundamenta en el contexto de las investigacione...

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Autores:: Bonilla Santos, Jasmin
González Hernández, Alfredis
Bonilla Santos, Gisella
Cala Martínez, Dorian Yisela
Padilla García, Leidy Tatiana
Muñoz Bernal, Luisa Fernanda
Castaño Baquero, Leidy Marcela
Villanueva Bonilla, Cristian Fabian

Tipo de recurso:: Book

Fecha de publicación:: 2020

Institución:: Universidad Cooperativa de Colombia

Repositorio:: Repositorio UCC

Idioma:

id	COOPER2_cb14dfae69c5461844c008bf2f5ee692
oai_identifier_str	oai:repository.ucc.edu.co:20.500.12494/33686
network_acronym_str	COOPER2
network_name_str	Repositorio UCC
repository_id_str
dc.title.spa.fl_str_mv	Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales
title	Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales
spellingShingle	Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales Cognición social Teoría de la mente Estimulación neurocognitiva Trastornos disocial de la conducta Trastorno por déficit de atención e hiperactividad Social cognition Theory of mind Cognitive stimulation Conduct disorder Attention deficit hyperactivity disorder
title_short	Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales
title_full	Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales
title_fullStr	Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales
title_full_unstemmed	Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales
title_sort	Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales
dc.creator.fl_str_mv	Bonilla Santos, Jasmin González Hernández, Alfredis Bonilla Santos, Gisella Cala Martínez, Dorian Yisela Padilla García, Leidy Tatiana Muñoz Bernal, Luisa Fernanda Castaño Baquero, Leidy Marcela Villanueva Bonilla, Cristian Fabian
dc.contributor.author.none.fl_str_mv	Bonilla Santos, Jasmin González Hernández, Alfredis Bonilla Santos, Gisella Cala Martínez, Dorian Yisela Padilla García, Leidy Tatiana Muñoz Bernal, Luisa Fernanda Castaño Baquero, Leidy Marcela Villanueva Bonilla, Cristian Fabian
dc.subject.spa.fl_str_mv	Cognición social Teoría de la mente Estimulación neurocognitiva Trastornos disocial de la conducta Trastorno por déficit de atención e hiperactividad
topic	Cognición social Teoría de la mente Estimulación neurocognitiva Trastornos disocial de la conducta Trastorno por déficit de atención e hiperactividad Social cognition Theory of mind Cognitive stimulation Conduct disorder Attention deficit hyperactivity disorder
dc.subject.other.spa.fl_str_mv	Social cognition Theory of mind Cognitive stimulation Conduct disorder Attention deficit hyperactivity disorder
description	Este libro expone el efecto de la implementación de un programa de intervención dirigida a población infantil, que presenta un conjunto de dificultades comportamentales, y que pertenecen a sectores sociales vulnerables de la ciudad de Neiva. La obra se fundamenta en el contexto de las investigaciones realizadas a nivel mundial, latinoamericano y nacional sobre programas de evaluación e intervención enfocados en disminuir déficits comportamentales, que permitan una mejor adaptación de los niños a los diferentes ámbitos de su vida cotidiana. En este sentido, uno de los constructos más estudiados en relación con las dificultades del comportamiento es la cognición social, principalmente el dominio de la Teoría de la Mente (ToM) que, explica desde el punto de vista cognitivo, las deficiencias emocionales y comunicativas en situaciones sociales y las dificultades manifiestas en población con diagnóstico de trastornos asociados a sintomatología comportamental, como el trastorno disocial de la conducta (tdc) y el trastorno por déficit de atención e hiperactividad (tdah). El libro comienza con la presentación del desarrollo histórico y la conceptualización de los trastornos en cuestión; posteriormente, se describen las características familiares, clínicas, adaptativas; así como, el funcionamiento ejecutivo y de la cognición social en niños y niñas participantes del programa de intervención. Finalmente, se presentan los resultados y contribuciones del estudio al conocimiento y a la práctica en el área.
publishDate	2020
dc.date.issued.none.fl_str_mv	2020-11
dc.date.accessioned.none.fl_str_mv	2021-03-19T21:17:46Z
dc.date.available.none.fl_str_mv	2021-03-19T21:17:46Z 2026-11-15
dc.type.none.fl_str_mv	Libro resultado de investigación
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_2f33
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/book
format	http://purl.org/coar/resource_type/c_2f33
status_str	publishedVersion
dc.identifier.isbn.spa.fl_str_mv	978-958-760-250-0
dc.identifier.uri.spa.fl_str_mv	DOI: https://doi.org/10.16925/9789587602517
dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/20.500.12494/33686
dc.identifier.bibliographicCitation.spa.fl_str_mv	González Hernández, A., Bonilla Santos, J. y Bonilla Santos, G. (Eds.) (2020). Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales. Bogotá: Ediciones Universidad Cooperativa de Colombia
identifier_str_mv	978-958-760-250-0 DOI: https://doi.org/10.16925/9789587602517 González Hernández, A., Bonilla Santos, J. y Bonilla Santos, G. (Eds.) (2020). Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales. Bogotá: Ediciones Universidad Cooperativa de Colombia
url	https://hdl.handle.net/20.500.12494/33686
dc.relation.isversionof.spa.fl_str_mv	https://ediciones.ucc.edu.co/index.php/ucc/catalog/book/62
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S., Vinogradov, S., Rumsey, J., Sherrill, J. y Wagner, A. (2014). Cognitive Training in Mental Disorders: Update and Future Directions. The American Journal of Psychiatry, 171(5), 510–522. https://doi.org/10.1176/appi. ajp.2013.13081075 Kühn, S., Schmiedek, F., Noack, H., Wenger, E., Bodammer, N. C., Lindenberger, U. y Lövden, M. (2012). The Dynamics of Change in Striatal Activity Following Updating Training. Human Brain Mapping, 34(7), 1530-1541. https://doi. org/10.1002/hbm.22007 Leigh Leasure, J. (2013). Neural Plasticity and Cognitive Development: Insights from Children with Perinatal Brain Injury. Archives of Clinical Neuropsychology, 28(4), 389-390. https://doi.org/10.1093/arclin/act025 Limond, J., Adlam, A.-L. R., y Cormack, M. (2014). A Model for Pediatric Neurocognitive Interventions: Considering the Role of Development and Maturation in Rehabilitation Planning. The Clinical Neuropsychologist, 28(2), 181-198. https://doi.org/10.1080/13854046.2013.873083 Lindhiem, O., Bennett, C. B., Hipwell, A. E., y Pardini, D. A. (2015). Beyond Symptom Counts for Diagnosing Oppositional Defiant Disorder and Conduct Disorder? Journal of Abnormal Child Psychology, 43(7), 1379-1387. https://doi. org/10.1007/s10802-015-0007-x Londoño, M. P. G., Pérez, J. A. S. y Hernández, A. G. (2009). Evaluación de la eficacia de un programa de estimulación de las funciones ejecutivas en niños escolares diagnosticados con TDAH. Entornos, 2(21), 77–84. Lopatina, O. L., Komleva, Y. K., Gorina, Y. V, Higashida, H., y Salmina, A. B. (2018). Neurobiological Aspects of Face Recognition: The Role of Oxytocin. Frontiers in Behavioral Neuroscience, 12, 195. https://doi.org/10.3389/fnbeh.2018.00195 Maire, J., Galera, C., Roux, S., Bioulac, S., Bouvard, M. y Michel, G. (2018). Facial Emotion Recognition in Children with or without Attention Deficit/Hyperactivity Disorder: Impact of comorbidity. L’Encéphale, 45(2), 114-120. https://doi. org/10.1016/J.ENCEP.2018.01.006 Martin-Key, N. A., Graf, E. W., Adams, W. J. y Fairchild, G. (2017). Facial Emotion Recognition and Eye Movement Behaviour in Conduct Disorder. Journal of Child Psychology and Psychiatry, 59(3), https://doi.org/10.1111/jcpp.12795 Meehan, K. B., De Panfilis, C., Cain, N. M., Antonucci, C., Soliani, A., Clarkin, J. F., y Sambataro, F. (2017). Facial Emotion Recognition and Borderline Personality Pathology. Psychiatry Research, 255, 347-354. Miller, M., Hanford, R. B., Fassbender, C., Duke, M., y Schweitzer, J. B. (2010). Affect Recognition in Adults with ADHD. Journal of Attention Disorders, 15(6), 452-460. https://doi.org/10.1177/1087054710368636 Mundkur, N. (2005). Neuroplasticity in Children. Indian Journal of Pediatrics, 72(10), 855-857. 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spelling	Bonilla Santos, JasminGonzález Hernández, AlfredisBonilla Santos, GisellaCala Martínez, Dorian Yisela Padilla García, Leidy TatianaMuñoz Bernal, Luisa FernandaCastaño Baquero, Leidy MarcelaVillanueva Bonilla, Cristian Fabian 2021-03-19T21:17:46Z2026-11-152021-03-19T21:17:46Z2020-11978-958-760-250-0DOI: https://doi.org/10.16925/9789587602517https://hdl.handle.net/20.500.12494/33686González Hernández, A., Bonilla Santos, J. y Bonilla Santos, G. (Eds.) (2020). Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales. Bogotá: Ediciones Universidad Cooperativa de ColombiaEste libro expone el efecto de la implementación de un programa de intervención dirigida a población infantil, que presenta un conjunto de dificultades comportamentales, y que pertenecen a sectores sociales vulnerables de la ciudad de Neiva. La obra se fundamenta en el contexto de las investigaciones realizadas a nivel mundial, latinoamericano y nacional sobre programas de evaluación e intervención enfocados en disminuir déficits comportamentales, que permitan una mejor adaptación de los niños a los diferentes ámbitos de su vida cotidiana. En este sentido, uno de los constructos más estudiados en relación con las dificultades del comportamiento es la cognición social, principalmente el dominio de la Teoría de la Mente (ToM) que, explica desde el punto de vista cognitivo, las deficiencias emocionales y comunicativas en situaciones sociales y las dificultades manifiestas en población con diagnóstico de trastornos asociados a sintomatología comportamental, como el trastorno disocial de la conducta (tdc) y el trastorno por déficit de atención e hiperactividad (tdah). El libro comienza con la presentación del desarrollo histórico y la conceptualización de los trastornos en cuestión; posteriormente, se describen las características familiares, clínicas, adaptativas; así como, el funcionamiento ejecutivo y de la cognición social en niños y niñas participantes del programa de intervención. Finalmente, se presentan los resultados y contribuciones del estudio al conocimiento y a la práctica en el área.This book aims at exposing the effect of the implementation of an intervention program aimed at children with behavioral difficulties belonging to vulnerable social sectors in the city of Neiva. This document is based on the context of investigations conducted worldwide, in Latin American and nationally on evaluation and intervention programs focused on reducing behavioral deficits, which allow a better adaptation of children to different areas of their daily lives. Having in mind this, one of the most studied development in relation to behavioral difficulties is social cognition, mainly the domain of the Theory of Mind (ToM), which explains from the cognitive point of view, emotional and communicative deficiencies in social situations, problems that are evident in a population diagnosed with disorders associated with behavioral symptoms, such as conduct disorder and attention deficit hyperactivity disorder (adhd). The book begins by presenting the historical development and conceptualization of disorders; subsequently, family, clinical, adaptive characteristics are described; as well as the executive functioning and social cognition in children who take part in the intervention program, ending with the results and contributions of the study to the knowledge.http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001016628https://orcid.org/0000-0003-3382-2687https://sba.minciencias.gov.co/Buscador_Grupos/busqueda?q=PSICOSABERES%20&pagenum=1&start=0&type=load&inmeta=COD_ID_GRUPO_s!COL0066829jasmin.bonillas@campusucc.edu.cohttps://scholar.google.es/citations?user=-n4q0yUAAAAJ&hl=es165 p.Universidad Cooperativa de Colombia, Facultad de Ciencias Sociales, Psicología, NeivaPsicologíaNeivahttps://ediciones.ucc.edu.co/index.php/ucc/catalog/book/62Adolphs, R. (2002). Neural Systems for Recognizing Emotion. Current Opinion in Neurobiology, 12(2), 169-177.Alvis Rizzo, A., Arana Medina, M. y Restreoi Botero, J. (2014). Propuesta de rehabilitación neuropsicológica de la atención, las funciones ejecutivas y empatía en personas con diagnóstico de trastorno antisocial de la personalidad, desvinculadas del conflicto armado colombiano. Revista virtual Universidad Católica del Norte, 2(42), 138-153.Amiri, S., Sadeghi-Bazargani, H., Nazari, S. y Abdi, S. (2017). Attention Deficit/ Hyperactivity Disorder and Risk of Injuries: A Systematic Review and Meta-Analysis. J Inj Violence Res, 9(2), 95-105.Anastassiou-Hadjicharalambous, X., y Warden, D. (2008). Cognitive and Affective Perspective-Taking in Conduct-Disordered Children High and Low on Callous-Unemotional Traits. Child and Adolescent Psychiatry and Mental Health, 2(1), 16. https://doi.org/10.1186/1753-2000-2-16Andrews, J. (1996). Theory and Practice in Speech-Language Pathology: A Review of Systemic Principles. Seminars in Speech and Language, 17(02), 97-106. https://doi.org/10.1055/s-2008-1064090American Psychiatric Association –apa–. (2002). DSM-IV-TR : manual diagnóstico y estadístico de los trastornos mentales. Barcelona: Masson. Recuperado de: https://bit.ly/2XztREWArango Lasprilla, J. C. y Márquez Orta, E. (2006). Rehabilitación neuropsicológica. Ciudad de México: Manual Moderno.Arango, O. E., Montoya, P. A., Puerta, I. C., y Sánchez, J. W. (2014a). Teoría de la mente y empatía como predictores de conductas disociales en la adolescencia. Escritos de Psicología, 7(1), 20-30. https://doi.org/10.5231/psy.writ.2013.2810Aspan, N., Bozsik, C., Gadoros, J., Nagy, P., Inantsy-Pap, J., Vida, P. y Halasz, J. (2014). Emotion Recognition Pattern in Adolescent Boys with Attention-Deficit/ Hyperactivity Disorder. BioMed Research International, 2014, 761340. https:// doi.org/10.1155/2014/761340Astle, D. E., Barnes, J. J., Baker, K., Colclough, G. L. y Woolrich, M. W. (2015). Cognitive Training Enhances Intrinsic Brain Connectivity in Childhood. The Journal of Neuroscience , 35(16), 6277-6283. https://doi.org/10.1523/ JNEUROSCI.4517-14.2015Atkinson, A. P. y Adolphs, R. (2011). The Neuropsychology of Face Perception: Beyond Simple Dissociations and Functional Selectivity. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 366(1571), 1726- 1738. https://doi.org/10.1098/rstb.2010.0349Steiner, N. J., Frenette, E. C., Rene, K. M., Brennan, R. T. y Perrin, E. C. (2014). Neurofeedback and Cognitive Attention Training for Children with Attention-Deficit Hyperactivity Disorder in Schools. Journal of Developmental & Behavioral Pediatrics, 35(1), 18–27. https://doi.org/10.1097/DBP.0000000000000009Swami, S. (2013). Executive Functions and Decision Making: A Managerial Review. IIMB Management Review, 25(4), 203-212. https://doi.org/10.1016/J. IIMB.2013.07.005Swanson, J. y Nolan, W. y Pelham, W. (1982). The SNAP Rating Scale. Educational Resources Information Center (ERIC).Szentiványi, D. y Balázs, J. (2018). Quality of Life in Children and Adolescents with Symptoms or Diagnosis of Conduct Disorder or Oppositional Defiant Disorder. Mental Health & Prevention, 10, 1-8. https://doi.org/https://doi. org/10.1016/j.mhp.2018.02.001Taya, F., Sun, Y., Babiloni, F., Thakor, N., y Bezerianos, A. (2015). Brain Enhancement Through Cognitive Training: A New Insight from Brain Connectome. Frontiers in Systems Neuroscience, 9, 44. https://doi.org/10.3389/fnsys.2015.00044Todorov, A. (2012). The Role of the Amygdala in Face Perception and Evaluation. Motivation and Emotion, 36(1), 16-26. https://doi.org/10.1007/s11031-011-9238-5Tortajada, E. R. y Villalba, S. (2014). Estimulación cognitiva: una revisión neuropsicológica. Therapeía: Estudios y propuestas en ciencias de la salud, (6), 73-94.Trentacosta, C. J. y Fine, S. E. (2010). Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-Analytic Review. Social Development, 19(1), 1-29. https://doi.org/10.1111/j.1467-9507.2009.00543.xVales, L., Mora, B., Martinez, J., Gomez, C., Lungo, R. y Figoli, I. (2016). Teoría de la mente e Impulsividad Cognitiva en niños en situación de vulnerabilidad social. ¿Están relacionadas funcionalmente? Cuadernos de Neuropsicología, 10(3).van der Donk, M., Hiemstra-Beernink, A.-C., Tjeenk-Kalff, A., van der Leij, A., y 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. https://doi.org/10.3389/ fpsyg.2015.01081Battagliese, G., Caccetta, M., Luppino, O., Baglioni, C., Cardi, V., Mancini, F. y Buonanno, C. (2015). Cognitive-Behavioral Therapy for Externalizing Disorders: A Meta-Analysis of Treatment Effectiveness, Behavior Research Therapy, 75, 60-71. https://doi.org/10.1016/j.brat.2015.10.008Vite Sierra, A., Alfaro Belmont, J. N., Pérez Pérez, A. D. y Miranda García, D. (2015). Intervención interactiva en los problemas de comportamiento infantil. Acta Colombiana de Psicología, 18(1), 149-157Wallace, G. L., White, S. F., Robustelli, B., Sinclair, S., Hwang, S., Martin, A. y Blair, R. J. R. (2014). Cortical and Subcortical Abnormalities in Youths with Conduct Disorder and Elevated Callous-Unemotional Traits. Journal of the American Academy of Child and Adolescent Psychiatry, 53(4), 456-65.e1. https://doi. org/10.1016/j.jaac.2013.12.008Wehmeier, P. M., Schacht, A., y Barkley, R. A. (2010). Social and Emotional Impairment in Children and Adolescents with ADHD and the Impact on Quality of Life. 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Brain Topography, 25(3), 332–344. https://doi.org/10.1007/s10548-012-0221-6Cognición socialTeoría de la menteEstimulación neurocognitivaTrastornos disocial de la conductaTrastorno por déficit de atención e hiperactividadSocial cognitionTheory of mindCognitive stimulationConduct disorderAttention deficit hyperactivity disorderEvaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentalesLibro resultado de investigacióninfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_2f33http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/bookAtribucióninfo:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbPublicationORIGINAL2020_intervencin_neurocognitiva.pdf2020_intervencin_neurocognitiva.pdfArtículoapplication/pdf1417506https://repository.ucc.edu.co/bitstreams/5179edaa-76de-4ddb-9d58-be7cf2acc85b/download781ef1421b41214a80e927f761b72613MD51LICENSElicense.txtlicense.txttext/plain; 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Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales

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