Skip to main navigation menu Skip to main content Skip to site footer

Articles/Articoli

Vol. 12 No. 1 (2021): Pedagogia Speciale tra Formazione e Ricerca ai tempi della pandemia

Perceptual-visual-motor measures, reading and properties of eye movements of students with attention deficit hyperactivity disorder

DOI
https://doi.org/10.3280/ess1-2021oa11927
Submitted
maggio 19, 2021
Published
2021-06-28

Abstract

This study is aimed to compare and relate the performance of students with Attention Deficit Hyperactivity Disorder (ADHD) and with good academic performance in the perceptual-visual-motor and reading processes, and to verify the eye movements’ pattern of students with ADHD during reading. Twenty students from primary school, both male and female, and aged between eight and twelve years old, participated in this study. They were divided into two groups: Group I (GI): composed of 20 students with an interdisciplinary diagnosis of ADHD, and Group II (GII): composed of 20 students with an equal good academic performance according to gender, age group and education with GI. All students were submitted to the Reading Processes Assessment protocol (PROLEC), Developmental Test of Visual Perception 3 (DTVP 3). PROLEC text reading test was administered to the students, also through the computer support. During this activity, the Gazepoint GP3 Eye Tracker equipment was used, which records the eye movements and analyses their properties by using the Gazepoint Analysis UX Edition Software for capturing eye movement during reading. These procedures were applied individually with students from both groups. The results were statistically analyzed, and revealed that the difficulties of students with ADHD in the reading processes could be justified by the perceptual-visual-motor deficit, and the shorter fixing time for capturing the information of each word read. This compromises the ability to identify and decode words, leading to difficulty in accessing meaning at the level of words and texts.

References

  1. American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-V). 5th ed. Arlington: American Psychiatric Association.
  2. Arnold L. E., Hodgkins P., Kahle J., Madhoo M. and Kewley G. (2020). Long-term outcomes of ADHD: academic achievement and performance. Journal of attention disorders, 24(1): 73-85.
  3. Bölte S., Mahdi, S. Coghill, D. Gau, S. S. F, Granlund, M Holtmann and M.Selb (2018). Standardized assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD. European child and adolescent psychiatry, 27(10): 1261-1281.
  4. Capellini S. A and M. I. Pires (2020). Transtorno do déficit de atenção e hiperatividade e as manifestações em leitura, em escrita ortográfica e em escrita manual: Revisão da literatura. In: Benczik, Edyleine Bellini Peroni. TDAH (Transtorno do Déficit de Atenção Hiperatividade). Desafios, possibilidades e perspectivas interdisciplinares. Belo Horizonte: Artesã, pp. 255-265.
  5. Capellini S. A, Oliveira A. M., Cuentos F.. (2010). PROLEC: Provas de avaliação dos processos de leitura. São Paulo (SP): Casa do Psicólogo.
  6. Cortez M. T.,De Souza L. K., Pinheiro Â. M. V. (2019). É mesmo (só) Transtorno de Déficit de Atenção/Hiperatividade (TDAH)? Avaliando TDAH e encontrando dislexia. Psico, 50(3): 1-17.
  7. Del Bianco N. (2019). Autodeterminazione nelle persone con disabilità intellettive. Studi, ricerche e questioni di pedagogia speciale. Milano: FrancoAngeli.
  8. Giaconi C. (2015). Qualità della Vita e adulti con disabilità. Percorsi di ricerca e prospettive inclusive. Milano: FrancoAngeli.
  9. Giaconi C. and Capellini S. A. (2015). Conoscere per includere. Riflessioni e linee operative. Milano: FrancoAngeli.
  10. Giaconi C., Capellini S. A., Del Bianco N., Taddei A. and D’Angelo I. (2019). Study Empowerment for inclusion. Education Sciences and Society-Open Access, 9(2): 166-183.
  11. Gräf C., Hoffmann I., Diefenbach C., König J., Schmidt M. F., Schnick-Vollmer K., and Urschitz M. S. (2019). Mental health problems and school performance in first graders: results of the prospective cohort study ikidS. European child & adolescent psychiatry, 28(10): 1341-1352.
  12. Hammill D., Pearson N., Voress J. (1993). TPV developmental test of visual perception. Austin, TX: Pro-ed. Traduzione italiana. TPV test di percezione visiva. Trento: Erickson, 1994.
  13. Huberle E., Driver J., Karnath H.O. (2010). Retinal versus physical stimulus size as determinants of visual perception in simultanagnosia. Neuropsychologia, 48(6): 1677-82.
  14. Huettig F., and Brouwer S. (2015). Delayed anticipatory spoken language processing in adults with dyslexia – evidence from eye‐tracking. Dyslexia, 21(2): 97-122.
  15. Jung H., Woo Y. J., Kang J. W., Choi Y. W., and Kim K. M. (2014). Visual perception of ADHD children with sensory processing disorder. Psychiatry investigation, 11(2): 119-123.
  16. Lev A., Braw Y., Elbaum T., Wagner M., and Rassovsky Y. (2020). Eye Tracking During a Continuous Performance Test: Utility for Assessing ADHD Patients. Journal of Attention Disorders, doi: 10.1177/1087054720972786.
  17. Levantini V., Muratori P., Inguaggiato E., Masi G., Milone A., Valente E., and Billeci L. (2020). EYES are the window to the mind: Eye-tracking technology as a novel approach to study clinical characteristics of ADHD. Psychiatry Research, 290, 113135.
  18. Nguyen P. T., and Hinshaw S. P. (2020). Understanding the Stigma Associated with ADHD: Hope for the Future?. The ADHD Report, 28(5): 1-10.
  19. Okuda P. M. M., Lourencetti M. D., Santos L. C. A. D., Padula N. A. D. M. R., and Capellini S. A. (2011). Coordenação motora fina de escolares com dislexia e transtorno do déficit de atenção e hiperatividade. Revista Cefac, 13(5): 876-885.
  20. Oliveira A. M., Cardoso M. H., Pinheiro F.H, Germano G. D., Capellini S. A. (2011). Performance of students with dyslexia and attention deficit disorder with hyperactivity in the reading assessment processes. Rev Bras Crescimento Desenvolvimento Hum, 21(2): 344-355.
  21. Oliveira A. M., Cardoso M. H., Padula N. A. D. M. R., Lourencetti M. D., dos Santos L. C. A., and Capellini S. A. (2017). Processos de leitura em escolares com Transtorno de Déficit de Atenção/Hiperatividade. Psicología Argumento, 31(72): 35-44.
  22. Oliveira A. M. D., Cardoso M. H., Pinheiro F. H., Germano G. D., and Capellini S. A. (2011). Desempenho de escolares com dislexia e transtorno do déficit de atenção e hiperatividade nos processos de leitura. Revista Brasileira de Crescimento e Desenvolvimento Humano, 21(2): 344-355.
  23. Prabha A. J., and Bhargavi R. (2020). Predictive model for dyslexia from fixations and saccadic eye movement events. Computer Methods and Programs in Biomedicine, 195, doi: 10.1016/j.cmpb.2020.105538.
  24. Pinheiro F. H., Lourenceti M. D., Santos L. C. A. (2010). Transtorno do déficit de atenção e hiperatividade: critérios diagnósticos. Transtornos de aprendizagem e transtornos da atenção (da Avaliação à Intervenção). São José dos Campos: Editora Pulso, pp 21-33.
  25. Quintero J., Morales I., Vera R., Zuluaga P., and Fernández A. (2019). The impact of adult ADHD in the quality of life profile. Journal of attention disorders, 23(9): 1007-1016.
  26. Raney G. E., Campbell Spencer J., Bovee Joanna C. (2014). Using eye movements to evaluate the cognitive processes involved in text comprehension. Journal of Visualized Experiments, 83, doi: 10.3791/50780.
  27. Rayner K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological bulletin, 124(3): 372-422.
  28. Rivero-Contreras M., Engelhardt P. E., and Saldaña D. (2021). An experimental eye-tracking study of text adaptation for readers with dyslexia: effects of visual support and word frequency. Annals of Dyslexia, 71: 170-187.
  29. Robertson E. K., and Gallant J. E. (2019). Eye tracking reveals subtle spoken sentence comprehension problems in children with dyslexia. Lingua, 228, 102708.
  30. Shea B., and Wiener J. (2003). Social exile: The cycle of peer victmization for boys with ADHD. Canadian Journal of School Psychology, 18(1-2): 55-90.
  31. Siqueiros Sanchez M., Falck‐Ytter T., Kennedy D. P., Bölte S., Lichtenstein P., D’Onofrio B. M., and Pettersson E. (2020). Volitional eye movement control and ADHD traits: a twin study. Journal of Child Psychology and Psychiatry, 61(12): 1309-1316.
  32. Zou Kelly H., Tuncali K., Silverman S. G (2003). Correlation and simple linear regression. Radiology, 227(3): 617-628.

Metrics

Metrics Loading ...

Most read articles by the same author(s)

1 2 3 > >>