Cognitive Modification in Students with Reading Problems and ADHD-CT
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Publicado
Dec 5, 2018
Resumen
In this exploratory study, the PASS Reading Enhancement Program (PREP) was implemented individually as a cognitive modification program on five Puerto Rican children between 7 and 9 years old with reading difficulties and Attention Deficit Disorder and Hyperactivity - Combined Type. The PREP is based on the Planning, Attention, Simultaneous and Successive processing (PASS) theory and its purpose is to improve reading achievement. Results suggest that cognitive modification was possible, even in children with attention and hyperactivity problems. There was improvement in successive processing, and its relationship with decoding skills was evidenced. The PREP also contributed to optimize children’s performance in comprehension skills. The results of this study may improve the academic performance of students with these or similar characteristics and increase their overall academic achievement. This in turn may contribute to advance collaboration between researchers and educators to reduce the gap between scientific research and educational practices.
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References
Aaron, P., Joshi, R., Gooden, R., & Bentum, K. (2008). Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading: An Alternative to the Discrepancy Model of LD. Journal of Learning Disabilities, 41(1), 67-84. Retreived from ERIC database.
Ahmadi, N., Mohammadi, M. R., Araghi, S. M., & Zarafshan, H. (2014). Neurocognitive Profile of Children with Attention Deficit Hyperactivity Disorders (ADHD): A comparison between subtypes. Iranian Journal of Psychiatry, 9(4), 197–202.
American Psychiatric Association (APA). (2013). Diagnostic and Statistical Manual of Mental Disorders - Fifth Edition. Arlington, VA: American Psychiatric Association.
American Psychiatry Association (APA). (2000). Diagnostic and statistical manual of mental disorder. (4th ed. Text Revision). Washington, DC, USA: Author.
Báez Reyes, M. M. (2005). Estudio exploratorio para evaluar la posibilidad de modificación cognoscitiva en niños y niñas con dificultades en la lectura: aplicación del modelo neuropsicológico PASS. Disertación doctoral no publicada, Universidad de Puerto Rico, Rio Piedras, Puerto Rico.
Barkley, R. A. (2011). The important role of executive functioning and self-regulation in ADHD. Journal of Child Neuropsychology, 113(21), pp. 41-56.
Boden, C. & Kirby, J. R. (1995). Successive processing, phonological coding, and the remediation of reading. Journal of Cognitive Education, 4(2 & 3), 19-32.
Carlson, J. & Das, J. P. (1997). A process approach to remediating word-decoding deficiencies in Chapter 1 children. Learning Disability Quarterly, 20, 93-102.
Churches, M., Skuy, M. & Das, J. P. (2002). Identification and remediation of reading difficulties based on successive processing deficits and delay in general reading. Psychological Reports, 91(3), 813-825.
Canino, G., Shrout, P., Rubio-Stipec, M., Bird, H., Bravo, M., Ramírez, R., Chávez, L., Alegría, M., Bauermeister, J., Hohmann, A., Ribera, J., García, P., Martínez-Taboas, A. (2004). The DSM-IV rates of child and adolescent disorders in Puerto Rico: Prevalence, correlates, service use, and the effects of impairment. Archives of General Psychiatry, 61, 85 –93.
Cortiella, C. & Horowitz, S. H. (2014). The State of Learning Disabilities: Facts, Trends and Emerging Issues. New York: National Center for Learning Disabilities.
Hendren, R. L., Haft, S. L., Black, J. M., White, N. C., & Hoeft, F. (2018). Recognizing psychiatric comorbidity with reading disorders. Frontiers in Psychiatry, 9(101), 1-10. http://doi.org/10.3389/fpsyt.2018.00101
D'Amico, A., Cardaci, M., Di Nuovo, S. & Naglieri, J. A. (2012). Differences in achievement not in intelligence in the north and south of Italy: Comments on Lynn (2010a, 2010b). Learning and Individual Differences, 22(1), 128-132.
Das, J. P. (1999). PASS Reading Enhancement Program. Deal, New Jersey, USA: Sarka Educational Resources.
Das, J. P. (2000). PREP: A cognitive remediation program in theory and practice. Developmental Disabilities Bulletin, 28(2), 83-96.
Das, J. P., Mishra, R. K., & Pool, J. E. (1995). An experiment on cognitive remediation or word-reading difficulty. Journal of Learning Disabilities, 28(2), 66-79.
Das, J. P., Naglieri, J. A. & Kirby, J. R. (1994). Assessment of cognitive processing. Massachusetts, USA: Allyn & Bacon.
Dash, M. & Dash, U. N. (2011). Cognitive processing strategies in reading. Journal of Education and Practice, 2(4), 79-86.
Deng, C., Liu, M., Wei, W., Chan, R. K., & Das, J. P. (2011). Latent factor structure of the Das-Naglieri Cognitive Assessment System: A confirmatory factor analysis in a Chinese setting. Research in Developmental Disabilities, 32(5), 1988-1997. doi:10.1016/j.ridd.2011.04.005
Ennis, R., Reddon, J., Das, J., & Boudreau, A. (2008). Measuring executive functions in female delinquents using the Cognitive Assessment System. Journal of Offender Rehabilitation, 47(1/2), 3-23. Retrieved from Education Research Complete database.
Garrido Laparte, M. (1999). Programa PREP-PRDA: traducción – adaptación, validación y primera experiencia. In J. P. Das, M. A. Garrido, M. González, C. Timoneda, F. Pérez-Álvarez (Eds.). Dislexia y dificultades de lectura (pp. 211-239). Spain: Editorial Paidós.
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2010). Metodología de la investigación. México, DF: McGraw-Hill Interamericana Editores, S.A de C.V.
Humphreys, K. L., Miron, D., McLaughlin, K. A., Sheridan, M. A., Nelson, C. A., Fox, N. A. and Zeanah, C. H. (2018). Foster care promotes adaptive functioning in early adolescence among children who experienced severe, early deprivation. Journal of Child Psychology and Psychiatry, 45(4), 441–450.
Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004)
Iseman, J. S. & Naglieri, J. A. (2011). A Cognitive Strategy Instruction to Improve Math Calculation for Children with ADHD and LD: A Randomized Controlled Study. Journal of Learning Disabilities, 44(2), 184 – 195.
Janzen, T. (2000). Assessment and remediation using the PASS theory with Canadian Natives. Disertación doctoral no publicada, University of Alberta, Canada.
Lee, Y.S. & Jonson-Reid, M. (2016). The Role of Self-Efficacy in Reading Achievement of Young Children in Urban Schools. Child and Adolescent Social Work Journal, 33(1), 79–89. https://doi.org/10.1007/s10560-015-0404-6
Lehman, E. B., Naglieri, J. A. & Aquilino, S. A. (2009). A National Study on the Development of Visual Attention Using the Cognitive Assessment System. Journal of Attention Disorders, 14(1), 15 – 24.
Li, Q., Guo, L., Huang, X., Yang, C., Guo, T. & Sun, J. (2008). Analysis on neuropsychological characteristics of subtypes of attention deficit hyperactivity disorder. Chinese Journal of Pediatrics, 46, 64-68.
Luria, A. R. (1973). The working brain. New York: Basic Books.
Mahapatra, S. (2016). Reading Disabilities and PASS Reading Enhancement Programme. Journal of Literature, Languages and Linguistics, 18, 75-79.
Mahapatra, S., Das, J.P., Stack-Cutler, H. & Parrila, R. (2010). Remediating reading comprehension difficulties: A cognitive
processing approach. Reading Psychology, 31(5), 428 – 453.
Meltzer, L. (2018) Executive function in education: From theory to practice (2nd.ed). New York: Guilford Press.
Molina, S., Garrido, M. A., & Das, J. P. (1997). Process-based enhancement reading: An empirical study. Developmental Disabilities Bulletin, 25(1), 68-76.
Moreno Torres, M. A. (2003). Propiedades discriminantes de la Escala de Inteligencia Wechsler para Niños-Revisada para Puerto Rico y el Cognitive Assessment System en la evaluación del Trastorno por Déficit de Atención e Hiperactividad. Disertación doctoral no publicada, Universidad de Puerto Rico, Rio Piedras, Puerto Rico.
Naglieri, J. A. & Otero, T. M. (2017). Essentials of CAS2 assessment. Canada: John Wiley & Sons.
Naglieri, J. & Das, J. P. (1997). Cognitive Assessment System (CAS). Itasca, Illinois, EE.UU.: Riverside Publishing.
Naglieri, J., Otero, T., DeLauder, B., & Matto, H. (2007). Bilingual Hispanic Children's Performance on the English and Spanish Versions of the Cognitive Assessment System. School Psychology Quarterly, 22(3), 432-448.
Naglieri, J. & Pickering, E. (2010). Helping Children Learn: Intervention Handouts for Use in School and at Home - 2nd edition. US: Paul H Brookes Pub Co.
Naglieri, J. A., Rojahn, J., & Matto, H. (2007). Hispanic and non-Hispanic children's performance on PASS cognitive processes and achievement. Intelligence, 35(6), 568-579. doi:10.1016/j.intell.2006.11.001
Naglieri, J. A., Taddei, S., & Williams, K. M. (2013). Multigroup confirmatory factor analysis of U.S. and Italian children's performance on the PASS theory of intelligence as measured by the Cognitive Assessment System. Psychological Assessment, 25(1), 157-166.
Parrilla, R., Das, J. P., Kendrick, M., Papadopoulos, T., & Kirby, J. (1999). Efficacy of a cognitive reading remediation program for at-risk children in grade 1. Developmental Disabilities Bulletin, 27(2), 1-38.
Rodríguez Arocho, W. (2015). Reflexividad histórica, problematización e indagación dialógica como herramientas para repensar el concepto vygotskiano de zona de desarrollo próximo. Revista Puertorriqueña de Psicología, 26(1), 10-24.
Rodríguez Arocho, W.C. & Bernal, G. (2016). Psicología, educación y contextos de práctica: Una introducción al número especial. Revista Puertorriqueña de Psicología, 27(2), 200-204. Disponible en http://www.repsasppr.net/index.php/reps/issue/view/34/showToc
Sharma, N., Classen, J., & Cohen, L. G. (2013). Neural plasticity and its contribution to functional recovery. Handbook of Clinical Neurology, 110, 3–12.
Tannock, R. (2012). Rethinking ADHD and LD in DSM-5: Proposed Changes in Diagnostic Criteria. Journal of Learning Disabilities, 46(1), 5 – 25.
Tresco, K. E., Lefler, E. K., & Power, T. J. (2010). Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder. Mind & Brain: The Journal of Psychiatry, 1(2), 69–74.
U.S. Department of Education (USDE). (2017). 39th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act-2017.Retrieved from https://www2.ed.gov/about/reports/annual/osep/2017/parts-b-c/39th-arc-for-idea.pdf
Van Luit, J., Kroesbergen, E., & Naglieri, J. (2005). Utility of the PASS Theory and Cognitive Assessment System for Dutch Children with and without ADHD. Journal of Learning Disabilities, 38(5), 434-439.
Vygotski, L.S. (1931/1991). El significado histórico de la crisis en la psicología. In L. S. Vygotski: Obras Escogidas (Volume I; pp. 257-407). Madrid: Aprendizaje Visor.
Vygotski, L.S. (1934/1993). Pensamiento y lenguaje. In Lev S. Vygotsky: Obras Escogidas (Volume II; pp. 9-348). Madrid: Aprendizaje Visor.
Willcutt, E. G., Nigg, J. T., Pennington, B. F., Solanto, M. V., Rohde, L. A., Tannock, R., … Lahey, B. B. (2012). Validity of DSM-IV attention–deficit/hyperactivity disorder symptom dimensions and subtypes. Journal of Abnormal Psychology, 121(4), 991–1010. http://doi.org/10.1037/a0027347
Woodcock, R. W. & Muñoz Sandoval, A. F. (1996). Batería Woodcock-Muñoz-Revisada (BATERÍA-R). Itasca, Illinois, USA: Riverside Publishing.
Yazan, B. (2015). Three Approaches to Case Study Methods in Education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152. Retrieved from https://nsuworks.nova.edu/tqr/vol20/iss2/12
Ahmadi, N., Mohammadi, M. R., Araghi, S. M., & Zarafshan, H. (2014). Neurocognitive Profile of Children with Attention Deficit Hyperactivity Disorders (ADHD): A comparison between subtypes. Iranian Journal of Psychiatry, 9(4), 197–202.
American Psychiatric Association (APA). (2013). Diagnostic and Statistical Manual of Mental Disorders - Fifth Edition. Arlington, VA: American Psychiatric Association.
American Psychiatry Association (APA). (2000). Diagnostic and statistical manual of mental disorder. (4th ed. Text Revision). Washington, DC, USA: Author.
Báez Reyes, M. M. (2005). Estudio exploratorio para evaluar la posibilidad de modificación cognoscitiva en niños y niñas con dificultades en la lectura: aplicación del modelo neuropsicológico PASS. Disertación doctoral no publicada, Universidad de Puerto Rico, Rio Piedras, Puerto Rico.
Barkley, R. A. (2011). The important role of executive functioning and self-regulation in ADHD. Journal of Child Neuropsychology, 113(21), pp. 41-56.
Boden, C. & Kirby, J. R. (1995). Successive processing, phonological coding, and the remediation of reading. Journal of Cognitive Education, 4(2 & 3), 19-32.
Carlson, J. & Das, J. P. (1997). A process approach to remediating word-decoding deficiencies in Chapter 1 children. Learning Disability Quarterly, 20, 93-102.
Churches, M., Skuy, M. & Das, J. P. (2002). Identification and remediation of reading difficulties based on successive processing deficits and delay in general reading. Psychological Reports, 91(3), 813-825.
Canino, G., Shrout, P., Rubio-Stipec, M., Bird, H., Bravo, M., Ramírez, R., Chávez, L., Alegría, M., Bauermeister, J., Hohmann, A., Ribera, J., García, P., Martínez-Taboas, A. (2004). The DSM-IV rates of child and adolescent disorders in Puerto Rico: Prevalence, correlates, service use, and the effects of impairment. Archives of General Psychiatry, 61, 85 –93.
Cortiella, C. & Horowitz, S. H. (2014). The State of Learning Disabilities: Facts, Trends and Emerging Issues. New York: National Center for Learning Disabilities.
Hendren, R. L., Haft, S. L., Black, J. M., White, N. C., & Hoeft, F. (2018). Recognizing psychiatric comorbidity with reading disorders. Frontiers in Psychiatry, 9(101), 1-10. http://doi.org/10.3389/fpsyt.2018.00101
D'Amico, A., Cardaci, M., Di Nuovo, S. & Naglieri, J. A. (2012). Differences in achievement not in intelligence in the north and south of Italy: Comments on Lynn (2010a, 2010b). Learning and Individual Differences, 22(1), 128-132.
Das, J. P. (1999). PASS Reading Enhancement Program. Deal, New Jersey, USA: Sarka Educational Resources.
Das, J. P. (2000). PREP: A cognitive remediation program in theory and practice. Developmental Disabilities Bulletin, 28(2), 83-96.
Das, J. P., Mishra, R. K., & Pool, J. E. (1995). An experiment on cognitive remediation or word-reading difficulty. Journal of Learning Disabilities, 28(2), 66-79.
Das, J. P., Naglieri, J. A. & Kirby, J. R. (1994). Assessment of cognitive processing. Massachusetts, USA: Allyn & Bacon.
Dash, M. & Dash, U. N. (2011). Cognitive processing strategies in reading. Journal of Education and Practice, 2(4), 79-86.
Deng, C., Liu, M., Wei, W., Chan, R. K., & Das, J. P. (2011). Latent factor structure of the Das-Naglieri Cognitive Assessment System: A confirmatory factor analysis in a Chinese setting. Research in Developmental Disabilities, 32(5), 1988-1997. doi:10.1016/j.ridd.2011.04.005
Ennis, R., Reddon, J., Das, J., & Boudreau, A. (2008). Measuring executive functions in female delinquents using the Cognitive Assessment System. Journal of Offender Rehabilitation, 47(1/2), 3-23. Retrieved from Education Research Complete database.
Garrido Laparte, M. (1999). Programa PREP-PRDA: traducción – adaptación, validación y primera experiencia. In J. P. Das, M. A. Garrido, M. González, C. Timoneda, F. Pérez-Álvarez (Eds.). Dislexia y dificultades de lectura (pp. 211-239). Spain: Editorial Paidós.
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2010). Metodología de la investigación. México, DF: McGraw-Hill Interamericana Editores, S.A de C.V.
Humphreys, K. L., Miron, D., McLaughlin, K. A., Sheridan, M. A., Nelson, C. A., Fox, N. A. and Zeanah, C. H. (2018). Foster care promotes adaptive functioning in early adolescence among children who experienced severe, early deprivation. Journal of Child Psychology and Psychiatry, 45(4), 441–450.
Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004)
Iseman, J. S. & Naglieri, J. A. (2011). A Cognitive Strategy Instruction to Improve Math Calculation for Children with ADHD and LD: A Randomized Controlled Study. Journal of Learning Disabilities, 44(2), 184 – 195.
Janzen, T. (2000). Assessment and remediation using the PASS theory with Canadian Natives. Disertación doctoral no publicada, University of Alberta, Canada.
Lee, Y.S. & Jonson-Reid, M. (2016). The Role of Self-Efficacy in Reading Achievement of Young Children in Urban Schools. Child and Adolescent Social Work Journal, 33(1), 79–89. https://doi.org/10.1007/s10560-015-0404-6
Lehman, E. B., Naglieri, J. A. & Aquilino, S. A. (2009). A National Study on the Development of Visual Attention Using the Cognitive Assessment System. Journal of Attention Disorders, 14(1), 15 – 24.
Li, Q., Guo, L., Huang, X., Yang, C., Guo, T. & Sun, J. (2008). Analysis on neuropsychological characteristics of subtypes of attention deficit hyperactivity disorder. Chinese Journal of Pediatrics, 46, 64-68.
Luria, A. R. (1973). The working brain. New York: Basic Books.
Mahapatra, S. (2016). Reading Disabilities and PASS Reading Enhancement Programme. Journal of Literature, Languages and Linguistics, 18, 75-79.
Mahapatra, S., Das, J.P., Stack-Cutler, H. & Parrila, R. (2010). Remediating reading comprehension difficulties: A cognitive
processing approach. Reading Psychology, 31(5), 428 – 453.
Meltzer, L. (2018) Executive function in education: From theory to practice (2nd.ed). New York: Guilford Press.
Molina, S., Garrido, M. A., & Das, J. P. (1997). Process-based enhancement reading: An empirical study. Developmental Disabilities Bulletin, 25(1), 68-76.
Moreno Torres, M. A. (2003). Propiedades discriminantes de la Escala de Inteligencia Wechsler para Niños-Revisada para Puerto Rico y el Cognitive Assessment System en la evaluación del Trastorno por Déficit de Atención e Hiperactividad. Disertación doctoral no publicada, Universidad de Puerto Rico, Rio Piedras, Puerto Rico.
Naglieri, J. A. & Otero, T. M. (2017). Essentials of CAS2 assessment. Canada: John Wiley & Sons.
Naglieri, J. & Das, J. P. (1997). Cognitive Assessment System (CAS). Itasca, Illinois, EE.UU.: Riverside Publishing.
Naglieri, J., Otero, T., DeLauder, B., & Matto, H. (2007). Bilingual Hispanic Children's Performance on the English and Spanish Versions of the Cognitive Assessment System. School Psychology Quarterly, 22(3), 432-448.
Naglieri, J. & Pickering, E. (2010). Helping Children Learn: Intervention Handouts for Use in School and at Home - 2nd edition. US: Paul H Brookes Pub Co.
Naglieri, J. A., Rojahn, J., & Matto, H. (2007). Hispanic and non-Hispanic children's performance on PASS cognitive processes and achievement. Intelligence, 35(6), 568-579. doi:10.1016/j.intell.2006.11.001
Naglieri, J. A., Taddei, S., & Williams, K. M. (2013). Multigroup confirmatory factor analysis of U.S. and Italian children's performance on the PASS theory of intelligence as measured by the Cognitive Assessment System. Psychological Assessment, 25(1), 157-166.
Parrilla, R., Das, J. P., Kendrick, M., Papadopoulos, T., & Kirby, J. (1999). Efficacy of a cognitive reading remediation program for at-risk children in grade 1. Developmental Disabilities Bulletin, 27(2), 1-38.
Rodríguez Arocho, W. (2015). Reflexividad histórica, problematización e indagación dialógica como herramientas para repensar el concepto vygotskiano de zona de desarrollo próximo. Revista Puertorriqueña de Psicología, 26(1), 10-24.
Rodríguez Arocho, W.C. & Bernal, G. (2016). Psicología, educación y contextos de práctica: Una introducción al número especial. Revista Puertorriqueña de Psicología, 27(2), 200-204. Disponible en http://www.repsasppr.net/index.php/reps/issue/view/34/showToc
Sharma, N., Classen, J., & Cohen, L. G. (2013). Neural plasticity and its contribution to functional recovery. Handbook of Clinical Neurology, 110, 3–12.
Tannock, R. (2012). Rethinking ADHD and LD in DSM-5: Proposed Changes in Diagnostic Criteria. Journal of Learning Disabilities, 46(1), 5 – 25.
Tresco, K. E., Lefler, E. K., & Power, T. J. (2010). Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder. Mind & Brain: The Journal of Psychiatry, 1(2), 69–74.
U.S. Department of Education (USDE). (2017). 39th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act-2017.Retrieved from https://www2.ed.gov/about/reports/annual/osep/2017/parts-b-c/39th-arc-for-idea.pdf
Van Luit, J., Kroesbergen, E., & Naglieri, J. (2005). Utility of the PASS Theory and Cognitive Assessment System for Dutch Children with and without ADHD. Journal of Learning Disabilities, 38(5), 434-439.
Vygotski, L.S. (1931/1991). El significado histórico de la crisis en la psicología. In L. S. Vygotski: Obras Escogidas (Volume I; pp. 257-407). Madrid: Aprendizaje Visor.
Vygotski, L.S. (1934/1993). Pensamiento y lenguaje. In Lev S. Vygotsky: Obras Escogidas (Volume II; pp. 9-348). Madrid: Aprendizaje Visor.
Willcutt, E. G., Nigg, J. T., Pennington, B. F., Solanto, M. V., Rohde, L. A., Tannock, R., … Lahey, B. B. (2012). Validity of DSM-IV attention–deficit/hyperactivity disorder symptom dimensions and subtypes. Journal of Abnormal Psychology, 121(4), 991–1010. http://doi.org/10.1037/a0027347
Woodcock, R. W. & Muñoz Sandoval, A. F. (1996). Batería Woodcock-Muñoz-Revisada (BATERÍA-R). Itasca, Illinois, USA: Riverside Publishing.
Yazan, B. (2015). Three Approaches to Case Study Methods in Education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152. Retrieved from https://nsuworks.nova.edu/tqr/vol20/iss2/12
Cómo citar
Cognitive Modification in Students with Reading Problems and ADHD-CT. (2018). Revista Puertorriqueña De Psicologia, 29(2), 302-315. https://repsasppr.net/index.php/reps/article/view/433
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Cómo citar
Cognitive Modification in Students with Reading Problems and ADHD-CT. (2018). Revista Puertorriqueña De Psicologia, 29(2), 302-315. https://repsasppr.net/index.php/reps/article/view/433