R Garcia Castellar

Publications (2)1.3 Total impact

• Article: [Reading comprehension of students with attention deficit hyperactivity disorder: what is the role of executive functions?].

  A Miranda-Casas, M I Fernández, P Robledo, R García-Castellar
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  ABSTRACT: Deficits in reading comprehension of children with attention deficit hyperactivity disorder (ADHD) have received scarce attention. However, to establish the underlying cognitive processes of ADHD and deficits in reading comprehension association could be essential for deeply understanding neurobiological bases of reading comprehension. To examine the contribution of verbal fluency, reading fluency, and executive functions (working memory, attention and suppression mechanism) in predicting mental processes of texts comprehension. The participants in the study were 42 students, 12 to 16 year old, with a clinical diagnosis of ADHD. A battery of tests was administered to measure cognitive processes and reading processes. Stepwise regression analysis carried out showed that the score in verbal fluency was the best single predictor of reading comprehension. Furthermore executive functions, but not reading fluency, made a significant contribution to reading comprehension. These findings underline the need for consideration of the role of executive functions in assessment and treatment of reading comprehension deficits of students with ADHD.
  Revista de neurologia 03/2010; 50 Suppl 3:S135-42. · 0.65 Impact Factor
• Article: [Further contributions to the knowledge about attention deficit hyperactivity disorder. From research to practice].

  A Miranda Casas, R Garcia Castellar, A Melia de Alba, R Marco Taverner
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  ABSTRACT: INTRODUCTION AND DEVELOPMENT: This work is a compendium of the research conducted in recent years by a team from the University of Valencia on attention deficit hyperactivity disorder (ADHD). It describes three large areas of study: the progress made in the differential characterisation of the subtypes of ADHD, as well as its comorbidity profiles, the discriminative capacity of neuropsychological tasks in the evaluation of children with ADHD, and the analysis of how effective multicomponent and multicontextual interventions are in children with ADHD. CONCLUSIONS: The joint analysis of the findings from these studies establishes a series of reflections and guidelines that undoubtedly offer benefits both in delimiting the distinct subtypes of ADHD and in improving intervention procedures.
  Revista de neurologia 03/2004; 38 Suppl 1:S156-63. · 0.65 Impact Factor