• 作者：Simone Aparecida Capellini^a ; ^{sacap@uol.com.br} ; Natá ; lia Fusco^a ; Andrea Oliveira Batista^a ; Niura Aparecida de Moura Ribeiro Padula^b ; Maria Dalva Lourencetti^b ; Lara Cristina Antunes dos Santos^b ; José ; Francisco Cervera-Mé ; rida^c ; Amparo Ygual-Ferná ; ndez^d
• 关键词：Evaluació ; n ; Ortografí ; a ; Aprendizaje ; Logopedia ; Trastorno por dé ; ficit de atenció ; n con hiperactividad ; Neuroimagen
• 刊名：Revista de Logopedia ; Foniatr铆a y Audiolog铆a
• 出版年：2011
• 期刊代码：pca394_02144603
• 类别：psy
• 出版时间：October-December 2011
• 卷：31
• 期：4
• 页码：219-227
• 文件大小：183 K

Aim

To characterize, compare and classify the performance of students with attention deficit-hyperactivity disorder (ADHD) according to the semiology of errors and to describe the neuroimaging findings in these students.

Methods

We evaluated 36 primary school boys and girls aged between 8 and 11 years old in the 3^rd to 5^th grades. The children were divided in two groups. Group I consisted of 18 students with an interdisciplinary diagnosis of ADHD (60%boys and 40%girls). Group II consisted of 18 children with good academic performance, paired by gender, age and grade with children in group I. The collective and individual versions of the Pro-ortografia spelling tests were applied.

Results

Statistically significant differences were found in almost all the tests of the individual and collective versions of the spelling evaluation, with children with ADHD showing a higher average number of errors. Neuroimaging examinations indicated that 81%of the students in GI showed hypoperfusion in the frontal lobe, 7%had hypoperfusion of the thalamus and basal ganglia, 6%showed hypoperfusion in the basal ganglia only and 6%showed hypoperfusion in the left and right frontal lobes.

Conclusions

Children with ADHD demonstrated poorer knowledge of the use of spelling rules in Brazilian Portuguese, which could be related to changes in blood flow in the frontal lobe, parietal lobe, thalamus and basal ganglia. These changes could cause a lack of attention, affecting phonological working memory and the planning of writing.