TDAH, leitura e escrita: modelos neuropsicológicos e de invariâncias

• Ano de defesa: 2016
• Autor(a) principal: Lúcio, Patrícia Silva [UNIFESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: ADHD; Reading; Spelling; Basic processing information; Moderated-mediation; Measurement invariance; TDAH; Leitura; Escrita; Moderação mediana; Invariância
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=3786149; http://repositorio.unifesp.br/handle/11600/46149

An important research question focuses on the study of comorbidity among mental disorders. Different models have been developed to clarify this interrelation. Furthermore, the findings of studies that determine the prevalence of disorders in different populations generally use direct comparisons between the individuals that compose these populations. This study uses a neuropsychological model to demonstrate a predictive relationship between ADHD symptoms and difficulties of learning to read. In addition, it attests to the validity of the comparisons between subjects with and without ADHD through measurement invariance analysis. Thus, this dissertation is composed of two separate studies, both performed from a community sample of children and adolescents with normal estimated IQ (?70) belonging to 66 public schools of São Paulo and Porto Alegre. Participants (n = 1857; 6-15 years; 47% female) were evaluated in reading, spelling, working memory (visuospatial and verbal), and a forced choice task BIP (2C-RT). ADHD symptoms were evaluated by the DAWBA. Study 1 aimed to investigate the mediation effect of a measure of stimulus discriminability (mean drift) in the relationship between the symptoms of ADHD and reading skills. Sex, socioeconomic status, and memory (verbal and visuospatial) were covariates, and age was the moderator. In a moderated-mediation model, the stimulus discriminability mediated the effect of ADHD symptoms on reading and this indirect effect was moderated by age (the effect was greater among younger children). The findings support the hypothesis that ADHD and reading skills are linked, in young children, for a neuropsychological deficit related to stimulus discrimination capacity. Study 2 aimed to evaluate the invariance of reading and spelling measures between subpopulations of ADHD and typically developing children. The study included 1,935 children with and without ADHD diagnosis (47% girls; 11% ADHD). The invariance of the measurement was investigated by factor analysis for multiple groups (MGCFA) and differential item functioning (DIF) via MIMIC models. Through both methods, the invariance of the reading and spelling measures was certified, demonstrating the comparability of groups of children with and without ADHD in these tasks. The impact of this study for future research on the relationship between reading and spelling skills and the symptoms of ADHD is discussed.