Validez de las pruebas de atención para el diagnóstico diferencial de TDAH infantil y Trastornos del Aprendizaje

  1. Alava Sordo, Silvia 1
  2. Garrido Hernansaiz, Helena 2
  3. García, María Cantero 3
  4. Sánchez Iglesias, Ivan 4
  5. González Moreno, Jesús 5
  6. Santacreu, José 6
  1. 1 Centro Álava Reyes
  2. 2 Departamento de Educación y Psicología. Centro Universitario Cardenal Cisneros.
  3. 3 Universidad Europea de Madrid. Facultad de Ciencias Biomédicas y de la Salud & Universidad Internacional de Valencia. Área salud
  4. 4 Psychobiology & Behavioral Sciences Methods. Universidad Complutense de Madrid.
  5. 5 Universidad Internacional de Valencia. Área salud
  6. 6 Facultad de Psicología. Universidad Autónoma de Madrid.
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Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2021

Volumen: 19

Número: 54

Páginas: 437-464

Tipo: Artículo

DOI: 10.25115/EJREP.V19I54.3868 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Electronic journal of research in educational psychology

Resumen

Introduction.There are different tests that assess attention and can help to make a differential diagnosis between ADHD and Learning Disabilities(LD), but there appears to be little researchonthe convergent and predictive validity of these tests. The aim of this study was to analyze the convergent validity of the EMAV, Caras, d2, AGL, CPT-II and CSAT attention tests and to assess their usefulness for identifying people diagnosed with ADHDascompared to people with LD, based on DSM-5 criteria. Method.Convergent validity of the instruments was studied via non-parametric correlations, and their predictive validity through binary logistic regression.A clinical sample composed of 437 children was used (234 had an ADHD diagnosis and 203 an LD diagnosis with ADHD ruled out). Results.The results indicate that selective attention measures showed weak correlations be-tween themselves, as was also the case with sustained attention measures.Moreover, correlations between measures of the contrastingtypes of attention were of similar magnitude, whichcasts doubt on whether they measure what they claim to measure. The best predictor of ADHDvs. LD differential diagnosis was the confidence index of the CPT-II, in all ages. In addition, forchildren between the ages of 6 and 16, their percentile in correct answers on the Caras test was quite informative, and for children from 8 to 17, the d2concentration index.

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