The effects of computerized cognitive testing on the performance of children with and without Attention Deficit/Hyperactivity Disorder symptoms

Mariana  Braga Fialho; Elisa  Rodrigues de Souza; Marcela  Mansur-Alves

doi:10.22235/cp.v15i2.2393

Autores/as

Mariana Braga Fialho Psychology Department, Federal University of Minas Gerais https://orcid.org/0000-0002-2445-5945
Elisa Rodrigues de Souza Psychology Department, Pontifical Catholic University of Minas Gerais https://orcid.org/0000-0002-7783-6944
Marcela Mansur-Alves Psychology Department, Federal University of Minas Gerais https://orcid.org/0000-0002-3961-3475

DOI:

https://doi.org/10.22235/cp.v15i2.2393

Palabras clave:

evaluación cognitiva, prueba digital, trastorno por déficit de atención e hiperactividad

Resumen

El objetivo fue evaluar el impacto del formato digital de prueba en la evaluación de las funciones cognitivas de los niños con síntomas de TDAH, junto con los impactos diferenciales en comparación con los grupos típicamente desarrollados. La muestra consistió en 99 niños de 7 a 9 años (M = 7.99, DE = 0.802), siendo 52 en el grupo clínico. Todos los participantes fueron evaluados con baterías emparejadas de pruebas digitales y tradicionales. Hubo diferencias significativas entre los grupos evaluados en construcciones comprometidas conocidas para niños con TDAH (d= -0.027 a -0.617), el más alto en las tareas digitales. Sin embargo, no hubo diferencias significativas en el rendimiento al comparar los resultados dentro de los grupos de acuerdo con sus puntajes de medición basados en computadora y en papel y lápiz. Los resultados sugieren que el formato digital no perjudica la evaluación de los niños con síntomas de TDAH, no genera impactos significativamente diferentes entre los grupos clínicos y de comparación. Se discutirán las limitaciones y posibles implicaciones de estos resultados.

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