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Avaliação da perturbação de hiperatividade e défice de atenção na adolescência
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Abstract(s)
A elevada prevalência da Perturbação de Hiperatividade e Défice de Atenção (PHDA)
junto da população escolar justifica o desenvolvimento de estudos no domínio da
avaliação. O objetivo desta dissertação é estudar a avaliação de sintomas de PHDA
através de três fontes distintas, pais, professores e adolescentes. Participaram no estudo
realizado 369 alunos de duas escolas públicas, com idades entre os 12 e os 17 anos.
Numa primeira fase, foi aplicada uma escala de avaliação de sintomas de PHDA, com
base nos critérios do DSM-IV, a pais e professores e foi aplicada a escala de Conners
(CADS-A) aos adolescentes. Numa segunda fase, aplicou-se um teste de atenção, um
questionário de bem-estar subjetivo e um questionário de procrastinação, a 56 alunos
que reuniram indicadores da PHDA e a 63 alunos que não reuniram indicadores da
PHDA e que apresentaram bom rendimento escolar. A frequência de PHDA encontrada
foi 15%, com a proporção entre adolescentes masculinos e femininos de 53,6% e
46,4%, respetivamente. O subtipo desatento foi o mais predominante, seguido do
hiperativo-impulsivo e do combinado. Observou-se uma elevada taxa de concordância
entre o relato de informantes para sintomas de PHDA. Os sintomas de desatenção e de
hiperatividade-impulsividade estão inversamente correlacionados com o rendimento
escolar, capacidade de atenção e bem-estar subjetivo e associados a comportamentos
procrastinatórios. A escala CADS-A aparenta ser um indicador pouco sensível na
avaliação da PHDA, na adolescência. Por seu lado, a avaliação de pais e professores
mostrou ser mais eficaz na identificação de alunos cujo conjunto de sintomas de PHDA
identificados compromete o seu rendimento escolar e o seu bem-estar. A validade do
autorrelato para a identificação de sintomas de PHDA na adolescência parece ser menor
quando comparada com a avaliação de terceiros.
The high prevalence of the Attention deficit hyperactivity disorder (ADHD) in students justifies the study of new methods to evaluate its symptoms. The focus of this work is to study the evaluation of ADHD symptoms using three distinct sources: parents, teachers and teenagers. This study was based on 369 students from two public schools, with ages between 12 and 17 years. Initially, an evaluation scale of ADHD symptoms, based on DSM-IV criteria, was applied to parents and teachers. The Conners scale (CADS-A) was applied to teenagers. Afterwards, we tested the attention span and surveyed the subjective well-being and procrastination levels of 56 students that had sufficient indicators of ADHD, as well as 63 students that did not have sufficient indicators and had a positive school performance. We concluded that the frequency of ADHD was 15% of the sample, where 53,6% were male and the remaining 46,4% were female. The most prominent subtype was the inattentive type, followed by the hyperactive/impulsive and the combined types. We observed a high degree of agreement between the various accounts of ADHD symptoms given by informants. The symptoms of absentmindedness and hyperactivity/impulsivity are inversely correlated with that of school performance, a high attention span and subjective well-being, but are, however, connected to procrastinatory behaviour. The CADS-A scale seems to be an imprecise indicator for the evaluation of ADHD in adolescence. On the other hand, evaluations conducted by parents and teachers were shown to be much more effective in the identification of students with a set of ADHD symptoms that compromise their school performance and well-being. There appears to be less validity in self-reports for the identification of ADHD symptoms in adolescence when compared to evaluations made by others.
The high prevalence of the Attention deficit hyperactivity disorder (ADHD) in students justifies the study of new methods to evaluate its symptoms. The focus of this work is to study the evaluation of ADHD symptoms using three distinct sources: parents, teachers and teenagers. This study was based on 369 students from two public schools, with ages between 12 and 17 years. Initially, an evaluation scale of ADHD symptoms, based on DSM-IV criteria, was applied to parents and teachers. The Conners scale (CADS-A) was applied to teenagers. Afterwards, we tested the attention span and surveyed the subjective well-being and procrastination levels of 56 students that had sufficient indicators of ADHD, as well as 63 students that did not have sufficient indicators and had a positive school performance. We concluded that the frequency of ADHD was 15% of the sample, where 53,6% were male and the remaining 46,4% were female. The most prominent subtype was the inattentive type, followed by the hyperactive/impulsive and the combined types. We observed a high degree of agreement between the various accounts of ADHD symptoms given by informants. The symptoms of absentmindedness and hyperactivity/impulsivity are inversely correlated with that of school performance, a high attention span and subjective well-being, but are, however, connected to procrastinatory behaviour. The CADS-A scale seems to be an imprecise indicator for the evaluation of ADHD in adolescence. On the other hand, evaluations conducted by parents and teachers were shown to be much more effective in the identification of students with a set of ADHD symptoms that compromise their school performance and well-being. There appears to be less validity in self-reports for the identification of ADHD symptoms in adolescence when compared to evaluations made by others.
Description
Keywords
Attention-deficit/hyperactivity disorder Evaluation Conners scale (CADS-A) Perturbação de Hiperatividade e Défice de Atenção Avaliação Adolescência Escala de Conners (CADS-A)