Evaluación de la atención sostenida en niños de alto rendimiento y con trastorno por déficit de atención e hiperactividad (TDAH) en una tarea de vigilancia

Autores/as

  • Mateu Servera (1) Department of Psychology, Research Institute of Health Sciences, University of the Balearic Islands https://orcid.org/0000-0001-9846-3318
  • Belén Sáez (1) Department of Psychology, Research Institute of Health Sciences, University of the Balearic Islands, Palma (Spain). Devpsy, Research Institute of Health Sciences - IUNICS. Dept. of Psychology University of the Balearic Islands. (2) Dept. of Personality, Evaluation and Psychological Treatments, Polibienestar Research Institute, University of Valencia, Valencia (Spain) https://orcid.org/0000-0001-6125-5064
  • Tania Iglesias Rodríguez (3) Department of Psychology, Universidad del Norte, Barranquilla, Colombia and Universidad del Atlántico. Professor at the dance program. Faculty of Fine Arts. Barranquilla (Colombia) https://orcid.org/0000-0001-9259-9011
DOI: https://doi.org/10.6018/analesps.477731
Palabras clave: TDAH, Alto rendimiento, Evaluación, Atención sostenida, Tarea de vigilancia, Neuropsicología

Resumen

El objetivo principal de este estudio fue comparar a niños seleccionados en un contexto comunitario con TDAH, alto rendimiento, y desarrollo normotípico, en una tarea de atención sostenida. Se seleccionaron tres grupos de niños: TDAH (n = 42), alto rendimiento (n = 20) y desarrollo normotípico (n = 28). Se aplicó una tarea breve de vigilancia computarizada (CSAT-R) para comparar la capacidad de atención y el tiempo de reacción. Para analizar la validez clínica, los participantes se dividieron en aquellos con "disfunción atencional" y aquellos con "atención normal”. Los niños con alto rendimiento se diferenciaron claramente de los otros dos grupos, con tamaños del efecto grandes. Las diferencias entre los grupos normotípico y TDAH solo fueron significativas en los errores y en un índice no paramétrico de capacidad de atención, pero con tamaños del efecto pequeños. La CSAT-R mostró una buena especificidad y un valor predictivo positivo aceptable, pero niveles bajos de sensibilidad y un pobre valor predictivo negativo. Por tanto, la atención sostenida podría ser un mecanismo destacado en niños con altas capacidades. La CSAT-R (y probablemente la mayoría de las tareas de atención) sería moderadamente útil en entornos comunitarios para el diagnóstico del TDAH, pero no para descartarlo.

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Publicado
27-04-2023
Cómo citar
Servera, M., Sáez, B., & Iglesias Rodríguez, T. (2023). Evaluación de la atención sostenida en niños de alto rendimiento y con trastorno por déficit de atención e hiperactividad (TDAH) en una tarea de vigilancia. Anales de Psicología / Annals of Psychology, 39(2), 223–230. https://doi.org/10.6018/analesps.477731
Número
Sección
Psicología evolutiva y de la educación