Rocío Lavigne Cerván

University of Málaga

Comorbid ADHD: Multidisciplinary Evaluation and Intervention Protocols. Case Studies: "P" and "D".

Participants: Sara Gamboa Ternero1; Marta Romero González1; Marta Sánchez Muñoz de León1; Rocío Juárez Ruiz de Mier1; Joshua Collado Valero1 and Juan Antonio Ruiz Moreno2

1University of Málaga; 2Neuropsipe

Symposium Summary

Neurodevelopmental Disorders define a series of disorders and learning difficulties related to the maturation of the nervous system and, consequently, share similar symptoms in the early years of life. This explains the high complexity of differential diagnosis, as well as the importance of carrying out an exhaustive evaluation that allows a flexible diagnosis, pending to evaluate the effects of a psychoeducational intervention focused on the child's symptoms and difficulties. Attention Deficit Hyperactivity Disorder (ADHD, hereinafter) is characterized by the alteration of the psychological processes and functions of Executive System that may result in the emergence of emotional, social and school problems, which could be developed with a high prevalence in childhood and adolescence, manifesting itself as comorbid disorders with two or more Neurodevelopmental Disorders in 50% of the cases of children diagnosed with ADHD. Among these, the Oppositional Defiant Disorder and the Difficulties in Reading Learning stand out.

In this symposium, two unique cases of comorbid ADHD are analysed, the first with an Oppositional Defiant Disorder and the second with Specific Difficulties in Reading Learning. Evaluation and intervention protocols developed in each case, their evolution and their results after two years of psychoeducational therapy will be presented. In both cases, we consider especially important to have multidisciplinary and multidimensional intervention protocols that integrate evaluation and treatment instruments - quantitative and qualitative - cognitive, behavioural, learning, socio-emotional and contextual.

Short CV

She obtained the degree in Psychopedagogy from the UMA in 1999. Doctoral Programme: research and intervention in development contexts at the UMA in 2001. Degree Thesis at the UMA in 2001. She is Doctor in Psychopedagogy and she won the Extraordinary Doctorate Award at the UMA on 2009.

Currently, she has been Professor of the Department of Developmental and Educational Psychology at the UMA since 2001. Master of Early Care “Dr Miguel de Linares Pezzi”, UMA, 2000. She has been Professor of the Master of Early Care “Dr Miguel de Linares Pezzi” at the UMA since 2003.

She is the coordinator of the Official Master's Degree in Psychopedagogy of the UMA, and co-director of the master’s degree in Early Care from 0 to 6 years (UST-UMA).

She is a researcher at the HUM-347 Research Group "Specific Needs for Educational Support in Children and Adolescents with Neurodevelopmental Disorders", funded by the Ministry of Education and Science of the Junta de Andalucía, from October 1997 until now.

She was a researcher in the Project “Reception and support adults with a handicap in vocational reconversion, with mental health problems (code 2011-1-FR1-LOO04-24184)”, funded by the European Union, from October 2011 to October 2013. Moreover, she was a researcher in the Project “The effect of audiological advances in the development and learning of deaf students. Applications for education”, funded by the Ministry of Science and Innovation, from 2011 to 2014.

She has taken part with various contributions in National and International Congresses, in scientific journals and books.


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