[Diagnostic stability of children with autism spectrum disorder in adolescence (ASD). Executive, socio-adaptive and behavioral functioning].

The characteristics of individuals with persistent ASD (ASD-P) and remittent ASD (ASD-R) are little known. This longitudinal study had three objectives 1) To determine the persistence and recovery in children with autism spectrum disorder diagnosis in adolescence: 2) To compare executive functioning (EF), socio-adaptive and behavioral manifestations of ASD-P and ASD-R adolescents; and 3) to identify the percentage of normalized individuals in ADS-P and ADS-R groups in EF, socio-adaptive and behavioral manifestation in childhood and adolescence. The sample at T1 was comprised of 45 children with ASD (aged 7-11), maintaining 32 ASD diagnosis five years later.

Pragmatic competence of children with autism spectrum disorder. Impact of theory of mind, verbal working memory, ADHD symptoms, and structural language.

The primary aim of this study is to increase the existing knowledge about the pragmatic skills of children with autism spectrum disorders (ASD). Specifically, the study has two objectives. The first is to provide a profile of characteristics based on The Children's Communication Checklist (CCC-2) pragmatics scales (inappropriate initiation, stereotyped language, use of context, nonverbal communication, and general pragmatics) and narrative task indicators.

ADHD Symptoms and peer problems: Mediation of executive function and theory of mind.

Background: The social maladjustment suffered by many children with attention deficit hyperactivity disorder (ADHD) is maintained over time, increasing the risk of subsequent adverse outcomes. The objectives of the study were to explore the mechanisms that operate between ADHD symptoms and social problems with peers, considering the mediation of FE and ToM.

Method: 35 children with ADHD and 37 with typical development matched in age and IQ were compared.

[Executive functioning and motivation in preschool children at risk for learning difficulties in mathematics].

Introduction: Early identification of the factors involved in the development of learning difficulties in mathematics is essential to be able to understand their origin and implement successful interventions. This study analyses the capacity of executive functioning and of variables from the motivational belief system to differentiate and classify preschool children with and without risk of having difficulties in mathematics.

Subjects And Methods: A total of 146 subjects from the third year of preschool education took part in the study, divided into risk/no risk according to the score obtained on the operations subtest of the TEDI-MATH test.

[Comorbidity of autism spectrum disorder and attention deficit with hyperactivity. A review study].

Introduction: The high presence of attention deficit hyperactivity disorder (ADHD) in autism spectrum disorder (ASD) has been acknowledged in the Diagnostic and statistical manual of mental disorders, fifth edition, thus allowing the diagnosis of both disorders.

Aims: The purpose of this study is to review the research published between 2010 and 2014 on the cognitive and social characteristics of the concurrence of ASD and ADHD.

Development: A review of the 33 studies that were identified showed evidence that the prevalence of symptoms of ADHD in children with ASD was 33-37%.

[The P300 component as a neurophysiological correlate of behavioural working memory in adolescents with attention deficit hyperactivity disorder].

Introduction: Deficit in the executive functions has been widely studied in attention deficit hyperactivity disorder (ADHD). The interest in its neurophysiological correlates has led to an improvement in the identification of the symptoms, the characteristics and the treatment of the disorder.

Aims: The objective of this study was to analyse the correlation between latency and amplitude of the P300 component and an ecological measure of working memory in a sample of adolescents.

[Discipline styles and co-morbid disorders of adolescents with attention deficit hyperactivity disorder: a longitudinal study].

Introduction: Problems in cognitive functioning, social and educational development of children with attention deficit hyperactivity disorder (ADHD) continue to be present in adolescence and adulthood. Although the literature shows a significant relationship between the use of dysfunctional discipline methods and severity in the course of ADHD, follow-up studies have been rare.

Aims: To analyze parenting style and ADHD symptomatology assessed in childhood (time 1) to predict the oppositional behavior and cognitive problems in early adolescence (time 2), and to study, depending on the use of dysfunctional parenting style, the course of oppositional behavior and cognitive problems.

[Autism and attention deficit hyperactivity disorder: similarities and differences in executive functioning and theory of mind].

Introduction: Although the DSM-IV-TR diagnostic criteria do not overlap, the presence of attention deficit hyperactivity disorder (ADHD) symptoms in individuals with a clinical diagnosis of autism is quite high. At the same time, children with ADHD can have autistic traits, the most prevalent being social and communication difficulties. The analysis of the combination of executive functions and theory of mind (ToM) deficits could help to explain the overlap and differentiation between the two disorders.

[Moderators of psychosocial intervention in preschoolers with attention deficit hyperactivity disorder].

INTRODUCTION. Although the diagnosis of attention deficit hyperactivity disorder in preschoolers is increasingly common, relatively little is known about the treatment in this developmental period. Some side effects of pharmacological intervention discourage its use as first-line intervention at this age.

[Cognitive evoked potentials and executive functions in children with attention deficit hyperactivity disorder].

Introduction: Cognitive evoked potentials (P300) have been core of interest in attention deficit hyperactivity disorder (ADHD) research. The identification of its relationship with the most ecological aspects of executive dysfunction involves a link between neurophysiological and functional frames for a better treatment approach and monitoring of the evolution of the disorder.

Aims: To explore the differences in latency and amplitude of P300 component in Cz, Fz and Pz, between ADHD and no-ADHD children, and to analyze the correlations between variables of P300 and indexes of a measurement of executive functioning at home.

[Executive functions and stressful characteristics of children with attention-deficit hyperactivity disorder: influence on behavioral problems during adolescence].

Introduction: The identification of possible factors that are influencing the course of attention-deficit hyperactivity disorder (ADHD) will allow the development of more effective early intervention strategies. AIMS. This research, which used a longitudinal and correlational design, set out to examine the temporal consistency of the primary symptoms and ADHD associated problems.

[Language and executive functioning skills of students with attention deficit/hyperactivity disorder (ADHD), and in reading comprehension difficulties (RCD)].

The aim of this work was to study the specificity of deficits in linguistic and executive functioning of students with ADHD and with RCD and to determine the profile of deficits in the comorbid group (ADHD+RCD). Participants in the study were 84 students, ages 12-16 years divided into four groups with an equal number of subjects (N= 21): ADHD, RCD, ADHD+RCD and comparison group (without ADHD and without RCD). We measured vocabulary, oral comprehension, lexical access, verbal and visual working memory, inhibition and attention.

[Satisfaction with life of children with attention deficit hyperactivity disorder: a study of possible protection and risk factors].

Introduction: Positive psychology has boosted interest about the study of factors of adjustment, among which is included satisfaction with life.

Aim: To analyze the relationship between satisfaction with life of children with attention deficit hyperactivity disorder (ADHD) and their parents with behavioral risk and protective variables, and to determine the predictive power of these variables.

Patients And Methods: 56 parents and their children with ADHD filled out questionnaires of satisfaction with life, self-concept, sense of coherence, success attributes and behavioral rating scales.

[Psychosocial intervention follow-up in children with ADHD: effects on academic, emotional and social functioning].

The aim of this investigation was to analyze the maintenance of the effects, one year after its conclusion, of an intervention that integrated three coordinated programs, implemented with 27 children with ADHD, aged between 7 and 10 years, their parents and teachers. The intervention lasted 10 weeks and included behavior-modification and cognitive-behavioral techniques, academic adaptations and social skills. We evaluated the effects on academic, emotional and social adjustment from the information provided by parents, teachers and classmates.

[Mathematical abilities and executive function in children with attention deficit hyperactivity disorder and learning disabilities in mathematics].

Mathematical abilities and executive function in children with attention deficit hyperactivity disorder and learning disabilities in mathematics. Even though 26% of children with attention deficit hyperactivity disorder (ADHD) show a specific mathematic learning difficulty (MLD), the studies have been scarce. The present study had the following goals: 1) to study the profile related to cognitive and metacognitive skills implied in calculation and problem-solving in children with ADHD+MLD, and to compare them in children with ADHD, children with MLD, and children without problems; 2) to study the severity of the deficit in executive function (EF) in children with ADHD+MLD.

[Teachers' knowledge, misconceptions, and lacks concerning Attention Deficit Hyperactivity Disorder].

This study was designed to analyze the knowledge, misconceptions, and lacks about Attention Deficit Hyperactivity Disorder (ADHD) in a sample of 193 teachers, as a replication of the study carried by Sciutto, Terjesen and Bender in 2000. Teachers completed the Knowledge of Attention Deficit Hyperactivity Disorder (KADDS) (Spanish version), adapted by the authors of this research, to measure knowledge of ADHD in three content areas: general knowledge, symptoms/diagnosis, and treatment. Results indicated an average of correct responses of 31.

Mathematics education and learning disabilities in Spain.

In the first part of this article, we describe the basic objectives of the math curriculum in Spain as well as the basic contents, teacher resources, and obstacles perceived in mathematics instruction. Second, we briefly describe the concept of learning disabilities (LD) as they are currently defined in Spain. As stated in the recent educational reform, a student with LD is any student with special educational needs.