Hiperatividade: o que acontece na sala de aula?

Hyperactivity has been frequently discussed, researched and monitored, but it is important to investigate the student, the interrelationships that exist in the classroom and everything that happens in that context, what are the difficulties, facilities and behaviors. The intention of this work contribute to the education, seeking answers to the questions about hyperactivity and what happens in the classroom, or that was the object of study: classroom and its dynamics. This is a field study aimed to analyze the educational aspects and inter-personal relationship student-student and studentteacher in an inclusive classroom where there is a student with hyperactivity properly diagnosed. It was proposed to draw a profile of the hyperactive student, since it constitutes a case study. The research subject was a student of 3rd year of elementary school to public school, clinically diagnosed as hyperactive and who is backed by family, school and doctor. For data collection was developed an observation protocol, completed daily. The student was observed for two months on alternate days and times, totaling 18 classes. Interviews were conducted with the teacher and the student's mother in order to profile the student participant. After compiling the data, we can find the answers of the questions that motivated this research, it is possible to identify the unpreparedness of teachers to deal with hyperactive students in the classroom, the spread of behaviors, considering many students as hyperactive, but no diagnosis; need to adapt the content, but properly and not just recreational; lack of dialogue between school and family

O transtorno de déficit de atenção/hiperatividade no âmbito educacional

The purpose of this research is to study and explain the characteristics of Learning Disorders, especially Attention Deficit Disorder / Hyperactivity Disorder (ADHD). This will be done a literature search focusing on books that address the topic. It is considered that these disorders are characterized as one of the most common problems in education, especially in the early years of elementary education, may affect in different ways the students' performance. Thus, many students may not be following the school curriculum as a result of these disorders

Discuntindo as concepções de professores do segundo ano do ensino fundamental sobre transtorno de déficit de atenção e hiperatividade (TDAH)

Researches show high rates of school failure on the part of students who are unable to learn, referring to them as the idea of an incapable individual and intended not to achieve the goals proposed during the school year. Among the most varied problems posed by teachers and that are instilled in students in order to justify the poor performance of the same, we find Disorder Attention Deficit Hyperactivity Disorder (ADHD). Faced with this problem the objective was to investigate teachers‟ conception of the second year of primary education on ADHD, knowing well the mechanisms of identification, confirmation and referral of these cases, as well as the appropriate treatment and teaching practices suggested. To achieve the proposed objective a literature search was performed supplemented by an empirical study in which we used two instruments to collect data: interviews and observation. The study included empirical two teachers from a state school and two teachers from a private school, all of a midsize city in São Paulo. The interviews showed that teachers of second grade of elementary school consider ADHD a neurological problem in order to be addressed, however, chose not to speak about the treatment carried out by drugs. The observations revealed that the discourse of these teachers are away from their practices, it is worth noting that the differences in these two situations studied - state and private network - are so disparate and interfere in this important teaching practice

O conceito de TDAF: concepções e práticas de profissionais da saúde e educação

Pós-graduação em Saúde Coletiva - FMB

A psicopatologização da infância no contemporâneo: um estudo sobre a expansão do diagnóstico de transtorno de déficit de atenção e hiperatividade

The expansion of psychiatric labeling does not reach only the adult population, but also the problematic related to childhood have been captured by the speeches and practices of the medical-psychiatric knowledge and turned into psychopathologies which tend to be treated with the main resource made available by psychiatrics in the present times: the psychotropic drugs. This work presents a critical thinking on the expansion of the diagnoses of “attention deficit disorder and hyperactivity” (ADHD) both in children and teenagers and on the conduction of drug therapies. It follows that the processes of childhood psycho-pathologization and the trivializing of psychotropic drug prescription are related to the overvaluation of the biological conception of psychic suffering and to the economic interests of the great pharmaceutical laboratories which by means of several strategies influence the medical practices, factors that lead to exposure of these patients to possible side effects and the risks of stigmatization that must be considered.

Como os sintomas de transtornos mentais e comportamentais influenciam a memória operacional de universitários?

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Crianças desatentas ou práticas pedagógicas sem sentido? Relações entre motivo, sentido pessoal e atenção

The objective of this paper is to analyze the role of pedagogical activity in the formation of attention. first, we present critically the concept of adhd analyzing the criteria used for its diagnosis. analyze, then, the process of constitution of attention as higher psychological function by examining their relationship with the structure of pedagogical activity. finally, we focus on the relationships between the motives of activity and the formacion of attention, presenting the concept of actions that generate motives for learning as an important theoretical tool that can put the teacher in the active role of producer new motives to bring students to develop psychological functions superiors, including attention. as conclusion, we criticize the medicalization process, bringing the challenge of to develop attention for its real locus, school education.

Relação entre as habilidades metalinguísticas, leitura e compreensão leitora em escolares com Transtorno do Déficit de Atenção com Hiperatividade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Discriminating Different Classes of Biological Networks by Analyzing the Graphs Spectra Distribution

The brain's structural and functional systems, protein-protein interaction, and gene networks are examples of biological systems that share some features of complex networks, such as highly connected nodes, modularity, and small-world topology. Recent studies indicate that some pathologies present topological network alterations relative to norms seen in the general population. Therefore, methods to discriminate the processes that generate the different classes of networks (e. g., normal and disease) might be crucial for the diagnosis, prognosis, and treatment of the disease. It is known that several topological properties of a network (graph) can be described by the distribution of the spectrum of its adjacency matrix. Moreover, large networks generated by the same random process have the same spectrum distribution, allowing us to use it as a "fingerprint". Based on this relationship, we introduce and propose the entropy of a graph spectrum to measure the "uncertainty" of a random graph and the Kullback-Leibler and Jensen-Shannon divergences between graph spectra to compare networks. We also introduce general methods for model selection and network model parameter estimation, as well as a statistical procedure to test the nullity of divergence between two classes of complex networks. Finally, we demonstrate the usefulness of the proposed methods by applying them to (1) protein-protein interaction networks of different species and (2) on networks derived from children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and typically developing children. We conclude that scale-free networks best describe all the protein-protein interactions. Also, we show that our proposed measures succeeded in the identification of topological changes in the network while other commonly used measures (number of edges, clustering coefficient, average path length) failed.

Prescribed use of methylphenidate hydrochloride and its correlates among Brazilian college students

Background: The prevalence of prescribed use of methylphenidate (MPH) and its correlates are not well-known in Brazil. Objective: To estimate the prevalence of prescribed use of MPH and its correlates in a sample of Brazilian college students. Methods: Twelve-thousand seven hundred and eleven college students filled out a drug use questionnaire. They were divided into two groups based on the lifetime use of MPH: MPH users (MPHU) and MPH non-users (MPHNU). Quasi-binomial regression models were carried out in order to evaluate the correlation among MPHU and other variables. Results: A lifetime use of MPH was reported from 0.9% of college students (MPHU). Being from the Midwest (PR = 4.8, p < 0.01) and South (PR = 5.2, p < 0.05), living in students housing (PR = 5.8, p < 0.001), prescribed use of amphetamines (PR = 8.9, p < 0.001) and benzodiazepines (< 3 weeks: PR = 4.4, p < 0.001; >= 3 weeks: PR = 6.7, p < 0.001), and harmful use of alcohol (PR = 4.0, p < 0.05) were correlated with MPHU. Discussion: The association of alcohol and drug use with prescribed use of MPH among college students suggests the importance of screening drinking patterns and use of other drugs among students with ADHD symptoms. Cesar ELR, et al. / Rev Psiq Clin. 2012; 39(6):183-8

Sociedade Tarja Preta: uma crítica à medicalização de crianças e adolescentes

Como breve análise do livro "Medicalização de crianças e adolescentes: conflitos silenciados pela redução de questões sociais a doenças de indivíduos", esta resenha contextualiza a importância da publicação na crítica contemporânea à invenção de (psico)patologias e tratamentos a elas destinados. O livro logra, de forma extremamente rigorosa, desconstruir as "bases científicas" que sustentam o transtorno de déficit de atenção e hiperatividade (TDAH), mostrando como a indústria farmacêutica vem ocultando sistematicamente os profundos efeitos colaterais do princípio ativo destinado a tratá-lo (o metilfenidato, presente na Ritalina® e Concerta®). Com textos de profissionais vinculados à saúde e educação, nas mais diferentes áreas do conhecimento, o livro representa uma notável coalizão de esforços em benefício da promoção dos direitos de crianças e adolescentes.

Comparison of child self-reports and parent proxy-reports on quality of life of children with attention deficit hyperactivity disorder

Abstract Background Attention deficit hyperactivity disorder (ADHD) is a neurobiological condition that affects 3%–7% of the pediatric population and significantly compromises the quality of life (QoL) of these individuals. The aim of the current study was to compare child self-reports and parent proxy reports on the QoL of children with ADHD. Methods Forty-five children with ADHD, combined type, aged 8–12 years without comorbidities, were compared with 43 typically developing children. PedsQL™ 4.0 (Pediatric QoL Inventory™) Generic Core Scales (physical, emotional, social, and school functioning) were completed by families and children self-reporting their health-related QoL. Results Children with ADHD reported themselves significantly lowered their PedsQL™ scores on all dimensions in comparison to typically developing children. Statistically significant differences were observed in social functioning (p = 0.010), school functioning (p <0.001), psychosocial health (p <0.001), and total score (p = 0.002). The physical functioning and emotional functioning dimensions did not differ significantly between groups, with p = 0.841 and p = 0.070, respectively. Parents of children with ADHD also reported lower PedsQL™ scores, with statistically significant differences in all dimensions. The relationship between child self-reports and parent proxy reports indicated that there is greater agreement among children with ADHD, except for the school functioning. Conclusions This suggests that children with the disorder and their parents have a perception of the functional limitations the disorder brings. It is therefore important to undertake studies to verify the QoL in children with ADHD that aim to provide and measure the scope of the well-being of these children.

From nature versus nurture, via nature and nurture, to gene x environment interaction in mental disorders

It is now generally accepted that complex mental disorders are the results of interplay between genetic and environmental factors. This holds out the prospect that by studying G x E interplay we can explain individual variation in vulnerability and resilience to environmental hazards in the development of mental disorders. Furthermore studying G x E findings may give insights in neurobiological mechanisms of psychiatric disorder and so improve individualized treatment and potentially prevention. In this paper, we provide an overview of the state of field with regard to G x E in mental disorders. Strategies for G x E research are introduced. G x E findings from selected mental disorders with onset in childhood or adolescence are reviewed [such as depressive disorders, attention-deficit/hyperactivity disorder (ADHD), obesity, schizophrenia and substance use disorders]. Early seminal studies provided evidence for G x E in the pathogenesis of depression implicating 5-HTTLPR, and conduct problems implicating MAOA. Since then G x E effects have been seen across a wide range of mental disorders (e.g., ADHD, anxiety, schizophrenia, substance abuse disorder) implicating a wide range of measured genes and measured environments (e.g., pre-, peri- and postnatal influences of both a physical and a social nature). To date few of these G x E effects have been sufficiently replicated. Indeed meta-analyses have raised doubts about the robustness of even the most well studied findings. In future we need larger, sufficiently powered studies that include a detailed and sophisticated characterization of both phenotype and the environmental risk.

Genome-wide association study in German patients with attention deficit/hyperactivity disorder

The heritability of attention deficit hyperactivity disorder (ADHD) is approximately 0.8. Despite several larger scale attempts, genome-wide association studies (GWAS) have not led to the identification of significant results. We performed a GWAS based on 495 German young patients with ADHD (according to DSM-IV criteria; Human660W-Quadv1; Illumina, San Diego, CA) and on 1,300 population-based adult controls (HumanHap550v3; Illumina). Some genes neighboring the single nucleotide polymorphisms (SNPs) with the lowest P-values (best P-value: 8.38 × 10(-7)) have potential relevance for ADHD (e.g., glutamate receptor, metabotropic 5 gene, GRM5). After quality control, the 30 independent SNPs with the lowest P-values (P-values ≤ 7.57 × 10(-5) ) were chosen for confirmation. Genotyping of these SNPs in up to 320 independent German families comprising at least one child with ADHD revealed directionally consistent effect-size point estimates for 19 (10 not consistent) of the SNPs. In silico analyses of the 30 SNPs in the largest meta-analysis so far (2,064 trios, 896 cases, and 2,455 controls) revealed directionally consistent effect-size point estimates for 16 SNPs (11 not consistent). None of the combined analyses revealed a genome-wide significant result. SNPs in previously described autosomal candidate genes did not show significantly lower P-values compared to SNPs within random sets of genes of the same size. We did not find genome-wide significant results in a GWAS of German children with ADHD compared to controls. The second best SNP is located in an intron of GRM5, a gene located within a recently described region with an infrequent copy number variation in patients with ADHD.

Pathways to vicimization. Lessons learned from research in kindergarten

During the last decade interest in bully/victim problems has grown tremendously and still, studies addressing this issue in the years preceding elementary school areextremely rare. Despite obvious methodological challenges, the study of bullying and victimization in settings such as kindergarten opens up unique opportunities to understand early processes in the pathways to victimization, and to investigate different social and individual risk factors and their interactions in the very beginnings of bullying patterns. In this presentation, key findings that shed light on early vulnerability factors for victimization and factors that may maintain bullying patterns will be addressed. First, results from our and others’ studies in kindergarten are generally consistent with results in school. Second, our studies show that patterns of reactions when children witness victimization are already present in kindergarten settings. Third, all findings confirm that bully-victims must be regarded as being distinct from passive victims and other aggressive children (i.e. bullies) already at kindergarten age. Our studies indicate that bully-victims have significantly more problems associated with ADHD or with a lack of behavioral regulation than all their peers and that they clearly differ from bullies in terms of the type of aggression they display. Furthermore, our longitudinal data show different pathways to victimization for victims and bully-victims. This knowledge of early risk factors and pathways mustbe taken into consideration in future research and may contribute to the improvement of prevention programs.