The scientific literature has increasingly highlighted the significant role that temporal processing plays in the etiology of Attention Deficit Hyperactivity Disorder (ADHD). Despite the clear correlations between temporal processing abilities and the functional deficits associated with ADHD, there is currently a lack of standardized test batteries capable of scientifically evaluating this interdependence. Methodically demonstrating this connection could also provide valuable insights for diagnostic processes and the development of therapeutic strategies within clinical practice. This research aims to address some of these knowledge gaps by developing and standardizing a battery of tests and questionnaires, utilizing a multi-method and multi-informant approach, designed to assess temporal processing abilities in primary school children. The study involves both group and individual testing sessions, employing self-reported measures, quantitative assessments, and computerized tasks to evaluate explicit time estimation skills. The sample, which is still under construction at the time of writing this thesis, includes a large cohort of typically developing children and a clinical group of children with an ADHD diagnosis, allowing for an in-depth examination of temporal cognition in relation to daily organizational challenges, executive functions, and attentional capacities in children with ADHD traits. The results and conclusions, based on the data available thus far, focus on the correlations between various fundamental aspects of temporal abilities and ADHD symptomatology, with particular attention to time discrimination and reproduction skills.
La letteratura scientifica ha sempre più evidenziato il ruolo significativo che l’elaborazione temporale gioca nell’eziologia del Disturbo da Deficit di Attenzione e Iperattività (ADHD). Nonostante le chiare correlazioni tra le abilità di elaborazione temporale e i deficit funzionali associati all'ADHD, attualmente manca una batteria di test standardizzati in grado di valutare scientificamente questa interdipendenza. Dimostrare metodicamente questa connessione potrebbe inoltre fornire preziose intuizioni per i processi diagnostici e lo sviluppo di strategie terapeutiche all'interno della pratica clinica. La presente ricerca si propone di contribuire a colmare alcune lacune conoscitive sviluppando e standardizzando una batteria di test e questionari, multi-metodo e multi-informant, progettati per valutare le capacità di elaborazione temporale in bambini della scuola primaria. Lo studio prevede sessioni di test sia collettive che individuali, utilizzando misure auto-riferite, valutazioni quantitative e compiti computerizzati per valutare le capacità di stima esplicita del tempo. Il campione, ancora in costruzione al momento della scrittura della tesi, comprende un ampio campione di bambini a sviluppo tipico e un gruppo clinico bambini con certificazione ADHD, permettendo un esame approfondito della cognizione temporale in relazione alle sfide organizzative quotidiane, alle funzioni esecutive e alle capacità attentive nei bambini con tratti di ADHD. I risultati e le conclusioni, basati sui dati finora disponibili, si concentrano sulle correlazioni tra diversi aspetti di base delle abilità temporali e la sintomatologia ADHD, con particolare attenzione alle abilità di discriminazione e riproduzione temporale.
COME SCORRE IL TUO TEMPO? La percezione del Tempo in bambini della scuola primaria con tratto ADHD: il progetto pilota
TELLATIN, STEFANIA
2023/2024
Abstract
The scientific literature has increasingly highlighted the significant role that temporal processing plays in the etiology of Attention Deficit Hyperactivity Disorder (ADHD). Despite the clear correlations between temporal processing abilities and the functional deficits associated with ADHD, there is currently a lack of standardized test batteries capable of scientifically evaluating this interdependence. Methodically demonstrating this connection could also provide valuable insights for diagnostic processes and the development of therapeutic strategies within clinical practice. This research aims to address some of these knowledge gaps by developing and standardizing a battery of tests and questionnaires, utilizing a multi-method and multi-informant approach, designed to assess temporal processing abilities in primary school children. The study involves both group and individual testing sessions, employing self-reported measures, quantitative assessments, and computerized tasks to evaluate explicit time estimation skills. The sample, which is still under construction at the time of writing this thesis, includes a large cohort of typically developing children and a clinical group of children with an ADHD diagnosis, allowing for an in-depth examination of temporal cognition in relation to daily organizational challenges, executive functions, and attentional capacities in children with ADHD traits. The results and conclusions, based on the data available thus far, focus on the correlations between various fundamental aspects of temporal abilities and ADHD symptomatology, with particular attention to time discrimination and reproduction skills.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/79583