A Handbook of Attention Deficit Hyperactivity Disorder (ADHD) in the Interdisciplinary Perspective


by

Simone Aparecida Capellini, Fábio Henrique Pinheiro, Giseli Donadon Germano

DOI: 10.2174/97816810815191160101
eISBN: 978-1-68108-151-9, 2016
ISBN: 978-1-68108-152-6



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Attention Deficit Hyperactivity Disorder (ADHD) is a genetic and neurological condition that compromises the academic performance of c...[view complete introduction]

Table of Contents

Summary of eBook

- Pp. i

Simone Aparecida Capellini, Fábio Henrique Pinheiro and Giseli Donadon Germano

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Foreword

- Pp. iii

Rubens Wajnsztejn

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Preface

- Pp. v

Simone Aparecida Capellini, Fábio Henrique Pinheiro and Giseli Donadon Germano

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Contributors

- Pp. vii-viii (2)

Simone Aparecida Capellini, Fábio Henrique Pinheiro and Giseli Donadon Germano

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Genetics Findings in Attention Deficit Hyperactivity Disorder

- Pp. 3-17 (15)

Lucilene Arilho Ribeiro-Bicudo

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Characterization of Cognitive-Linguistic Profile and Neuroimaging in Attention Deficit Hyperactivity Disorder

- Pp. 19-29 (11)

Giseli Donadon Germano and Simone Aparecida Capellini

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Reading Processes in Students with Attention Deficit Disorder with Hyperactivity

- Pp. 31-40 (10)

Monique Herrera Cardoso and Adriana Marques de Oliveira

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Comparison of the Performance of Students with Attention Deficit Hyperactivity Disorder in Phonological Tasks and Reading with Good Readers

- Pp. 41-55 (15)

Vera Lúcia Orlandi Cunha and Cláudia da Silva

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Visual Perception of Students with Attention Deficit and Hyperactivity Disorder

- Pp. 57-69 (13)

Paola Matiko Martins Okuda and Giseli Donadon Germano

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Developmental Coordination Disorders

- Pp. 71-80 (10)

Amanda Kirby

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Orthographic Performance of Students with Attention Deficit Hyperactivity Disorder According to the Error Semiology

- Pp. 81-95 (15)

Simone Aparecida Capellini and Andrea Oliveira Batista

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Multidisciplinary Intervention for Student with Attention Deficit Hyperactivity Disorder

- Pp. 97-111 (15)

Cláudia da Silva, Maria Dalva Lourenceti and Fábio Henrique Pinheiro

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Long Latency Auditory Evoked Potential in Children with Attention Deficit Hyperactivity Disorder

- Pp. 113-120 (8)

Ana Carla Leite Romero, Simone Aparecida Capellini and Ana Claúdia Figueiredo Frizzo

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Guide for Parents and Teachers of Students with Attention Deficit Hyperactivity Disorder

- Pp. 121-128 (8)

Fábio Henrique Pinheiro, Vera Lucia Orlandi Cunha and Cláudia da Silva

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Subject Index

- Pp. 129-132 (4)

Simone Aparecida Capellini, Fábio Henrique Pinheiro and Giseli Donadon Germano

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Foreword

The twenty-first century began with big expectations of discoveries; especially by scientists who allied to new technologies have access to advanced instruments to unravel many challenges to the health sector. On the other hand, we still live with many myths that sustain themselves in different cultures, determining questions about science itself, but serving as a counterpoint to further stimulate researchers to seek more consistent responses, both for their hypothesis and for the findings already available. Neurosciences represent areas that can benefit from these advances to make their discoveries, always seeking to reinforce or modify existing concepts. One of the points that causes huge discussion refers to the Attention Deficit Hyperactivity Disorder approach, since most professionals involved in this task try to follow the scientific evidence from official publications. Thus, if a child shows signs and symptoms above those expected for her/his stage of development, fitting into the pathophysiological model of the disorder; she/he should be instructed to undertake an overall treatment program. These considerations reinforce the need for a diagnosis, as detailed as possible, for the existence or not of this disorder, and these procedures must necessarily pass by a multidisciplinary team with critical insight from all areas, allied to the essential information provided by the educators.

This work begins with the genetic basis for the understanding of ADHD, in particular, two cardinal points which are language and learning, which has a large intersection with attention disorders. According to Nicolelis, “the brain is a symphony orchestra in which the instruments are changing as they are being touched”. This shows the importance of the integration of different brain areas, which were discussed in the following chapters, because the neurotransmitters involved in the etiology of ADHD work in various functions and the concept of neuronal plasticity is directly related to learning, promoted by stimulation of neuronal circuits. At this point, a flawless condition is created so that authors can discuss interventions for individuals with ADHD, always guided by the multidisciplinary vision.

In the current concept of intervention, the effectiveness of actions is greater when all participants are involved, creating the concept of psychoeducation for the treatment of ADHD, which is discussed in the last chapter with guidelines for parents and teachers involved with these children and adolescents.

I cannot forget to congratulate the authors not only by the scientific nature they dealt with the topic, but also due to the importance attributed to the multidisciplinary approach, because we live in a period of contextualization of development disorders, and we need to precise whether they correspond to transitional difficulties or brain disorders reversible or not of the cognitive functions.

Rubens Wajnsztejn
ABC Medical School
Brazil


Preface

Understanding the issues that affect the students in the literacy process is not an easy task for health professionals and education professionals, either to accept the challenge of organizing an ebook that addresses the issues involved and that permeate academic learning.

The Attention Deficit Hyperactivity Disorder (ADHD) is a genetic and neurological condition that compromises the academic performance since the early literacy. This information should be discussed in an educational context, due to the impact of the lack of knowledge about the cognitive-linguistic difficulties these students generate the commitment in the academic and social quality life of them.

The aim of this e-book is presented in ten chapters with the interdisciplinary perspective of Attention Deficit Hyperactivity Disorder (ADHD). Therefore, in organizing this e-book, we think about how it would be possible, through our experience with the care of students along with attention and learning disorders complaints in the Investigation Learning Disabilities Laboratory at the Speech and Hearing Sciences Department – São Paulo State University “Júlio de Mesquita Filho” – UNESP – Marília - São Paulo – Brazil, to assist educators and health and education professional to broaden their knowledge of the clinical and educational characteristics of students with ADHD.

So we hope you will enjoy and can apply the knowledge acquired or expanded through each chapter in your professional practice, because we believe that the reader of this book is one of us, who does not believe in the “no learning” without trying to contribute to make the learning occurs

Simone Aparecida Capellini Fábio Henrique Pinheiro

&

Giseli Donadon Germano

Investigation Learning Disabilities Laboratory
Speech and Hearing Sciences Department
São Paulo State University “Júlio de Mesquita Filho”
UNESP – Marília
São Paulo
Brazil

List of Contributors

Editor(s):
Simone Aparecida Capellini


Fábio Henrique Pinheiro


Giseli Donadon Germano




Contributor(s):
Simone Aparecida Capellini
Investigation Learning Disabilities Laboratory, Speech and Hearing
Sciences Department, São Paulo State University “Júlio de Mesquita
Filho”, UNESP, Marília
São Paulo
Brazil


Fábio Henrique Pinheiro
Investigation Learning Disabilities Laboratory, Speech and Hearing
Sciences Department, São Paulo State University “Júlio de Mesquita
Filho”, UNESP, Marília
São Paulo
Brazil


Giseli Donadon Germano
Investigation Learning Disabilities Laboratory, Speech and Hearing
Sciences Department, São Paulo State University “Júlio de Mesquita
Filho”, UNESP, Marília
São Paulo
Brazil


Adriana Marques de Oliveira
Investigation Learning Disabilities Laboratory, Speech and Hearing
Sciences Department, São Paulo State University “Júlio de Mesquita
Filho”, UNESP, Marília
São Paulo
Brazil


Amanda Kirby
The Dyscovery Centre
University of South Wales
Caerleon
Wales
UK


Ana Carla Leite Romero
Laboratory of Objective Assessment of Hearing at the Speech and Hearing Sciences Department
São Paulo State University “Júlio de Mesquita Filho”
UNESP - Marília- São Paulo
Brazil


Ana Cláudia Figueiredo Frizzo
São Paulo State University “Júlio de Mesquita Filho”
UNESP - Marília- São Paulo
Brazil


Andrea Oliveira Batista
Investigation Learning Disabilities Laboratory, Speech and Hearing
Sciences Department, São Paulo State University “Júlio de Mesquita
Filho”, UNESP, Marília
São Paulo
Brazil
/
Fluminense
Federal University – UFF, Nova Friburgo, Rio de Janeiro Brazil and Learning Disorder Ambulatory of Clinical Hospital
Medical School at São Paulo State University “Júlio de Mesquita Filho”
UUNESP, Botucatu, São Paulo
Brazil


Lucilene Arilho Ribeiro-Bicudo
Craniofacial Anomalies Rehabilitation Hospital, São Paulo
São Paulo- Brazil

/
Institute of Bioscience
Genetics Department, Federal University of Goias
Goiania, Brazil



Maria Dalva Lorencetti
Learning Disorder Ambulatory of Clinical Hospital
Medical School at São Paulo State University “Júlio de Mesquita Filho”, UNESP
Botucatu, São Paulo
Brazil


Monique Herrera Cardoso
Investigation Learning Disabilities Laboratory, Speech and Hearing
Sciences Department, São Paulo State University “Júlio de Mesquita
Filho”, UNESP, Marília
São Paulo
Brazil


Paola Matiko Martins Okuda
Investigation Learning Disabilities Laboratory, Speech and Hearing
Sciences Department, São Paulo State University “Júlio de Mesquita
Filho”, UNESP, Marília
São Paulo
Brazil


Vera Lúcia Orlandi Cunha
Investigation Learning Disabilities Laboratory, Speech and Hearing
Sciences Department, São Paulo State University “Júlio de Mesquita
Filho”, UNESP, Marília
São Paulo
Brazil




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