2026-04-15T22:11:50Zhttps://repository.ucc.edu.co/server/oai/request

oai:repository.ucc.edu.co:20.500.12494/336862024-08-10T14:40:05Zcom_20.500.12494_9col_20.500.12494_29

Bonilla Santos, Jasmin González Hernández, Alfredis Bonilla Santos, Gisella Cala Martínez, Dorian Yisela Padilla García, Leidy Tatiana Muñoz Bernal, Luisa Fernanda Castaño Baquero, Leidy Marcela Villanueva Bonilla, Cristian Fabian 2021-03-19T21:17:46Z 2026-11-15 2021-03-19T21:17:46Z 2020-11 978-958-760-250-0 DOI: https://doi.org/10.16925/9789587602517 https://hdl.handle.net/20.500.12494/33686 González Hernández, A., Bonilla Santos, J. y Bonilla Santos, G. (Eds.) (2020). Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales. Bogotá: Ediciones Universidad Cooperativa de Colombia Este libro expone el efecto de la implementación de un programa de intervención dirigida a población infantil, que presenta un conjunto de dificultades comportamentales, y que pertenecen a sectores sociales vulnerables de la ciudad de Neiva. La obra se fundamenta en el contexto de las investigaciones realizadas a nivel mundial, latinoamericano y nacional sobre programas de evaluación e intervención enfocados en disminuir déficits comportamentales, que permitan una mejor adaptación de los niños a los diferentes ámbitos de su vida cotidiana. En este sentido, uno de los constructos más estudiados en relación con las dificultades del comportamiento es la cognición social, principalmente el dominio de la Teoría de la Mente (ToM) que, explica desde el punto de vista cognitivo, las deficiencias emocionales y comunicativas en situaciones sociales y las dificultades manifiestas en población con diagnóstico de trastornos asociados a sintomatología comportamental, como el trastorno disocial de la conducta (tdc) y el trastorno por déficit de atención e hiperactividad (tdah). El libro comienza con la presentación del desarrollo histórico y la conceptualización de los trastornos en cuestión; posteriormente, se describen las características familiares, clínicas, adaptativas; así como, el funcionamiento ejecutivo y de la cognición social en niños y niñas participantes del programa de intervención. Finalmente, se presentan los resultados y contribuciones del estudio al conocimiento y a la práctica en el área. This book aims at exposing the effect of the implementation of an intervention program aimed at children with behavioral difficulties belonging to vulnerable social sectors in the city of Neiva. This document is based on the context of investigations conducted worldwide, in Latin American and nationally on evaluation and intervention programs focused on reducing behavioral deficits, which allow a better adaptation of children to different areas of their daily lives. Having in mind this, one of the most studied development in relation to behavioral difficulties is social cognition, mainly the domain of the Theory of Mind (ToM), which explains from the cognitive point of view, emotional and communicative deficiencies in social situations, problems that are evident in a population diagnosed with disorders associated with behavioral symptoms, such as conduct disorder and attention deficit hyperactivity disorder (adhd). The book begins by presenting the historical development and conceptualization of disorders; subsequently, family, clinical, adaptive characteristics are described; as well as the executive functioning and social cognition in children who take part in the intervention program, ending with the results and contributions of the study to the knowledge. http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001016628 https://orcid.org/0000-0003-3382-2687 https://sba.minciencias.gov.co/Buscador_Grupos/busqueda?q=PSICOSABERES%20&pagenum=1&start=0&type=load&inmeta=COD_ID_GRUPO_s!COL0066829 jasmin.bonillas@campusucc.edu.co https://scholar.google.es/citations?user=-n4q0yUAAAAJ&hl=es 165 p. Universidad Cooperativa de Colombia, Facultad de Ciencias Sociales, Psicología, Neiva Psicología Neiva https://ediciones.ucc.edu.co/index.php/ucc/catalog/book/62 Adolphs, R. (2002). Neural Systems for Recognizing Emotion. Current Opinion in Neurobiology, 12(2), 169-177. Alvis Rizzo, A., Arana Medina, M. y Restreoi Botero, J. (2014). Propuesta de rehabilitación neuropsicológica de la atención, las funciones ejecutivas y empatía en personas con diagnóstico de trastorno antisocial de la personalidad, desvinculadas del conflicto armado colombiano. Revista virtual Universidad Católica del Norte, 2(42), 138-153. Amiri, S., Sadeghi-Bazargani, H., Nazari, S. y Abdi, S. (2017). Attention Deficit/ Hyperactivity Disorder and Risk of Injuries: A Systematic Review and Meta-Analysis. J Inj Violence Res, 9(2), 95-105. Anastassiou-Hadjicharalambous, X., y Warden, D. (2008). Cognitive and Affective Perspective-Taking in Conduct-Disordered Children High and Low on Callous-Unemotional Traits. Child and Adolescent Psychiatry and Mental Health, 2(1), 16. https://doi.org/10.1186/1753-2000-2-16 Andrews, J. (1996). Theory and Practice in Speech-Language Pathology: A Review of Systemic Principles. Seminars in Speech and Language, 17(02), 97-106. https://doi.org/10.1055/s-2008-1064090 American Psychiatric Association –apa–. (2002). DSM-IV-TR : manual diagnóstico y estadístico de los trastornos mentales. Barcelona: Masson. Recuperado de: https://bit.ly/2XztREW Arango Lasprilla, J. C. y Márquez Orta, E. (2006). Rehabilitación neuropsicológica. Ciudad de México: Manual Moderno. Arango, O. E., Montoya, P. A., Puerta, I. C., y Sánchez, J. W. (2014a). Teoría de la mente y empatía como predictores de conductas disociales en la adolescencia. Escritos de Psicología, 7(1), 20-30. https://doi.org/10.5231/psy.writ.2013.2810 Aspan, N., Bozsik, C., Gadoros, J., Nagy, P., Inantsy-Pap, J., Vida, P. y Halasz, J. (2014). Emotion Recognition Pattern in Adolescent Boys with Attention-Deficit/ Hyperactivity Disorder. BioMed Research International, 2014, 761340. https:// doi.org/10.1155/2014/761340 Astle, D. E., Barnes, J. J., Baker, K., Colclough, G. L. y Woolrich, M. W. (2015). Cognitive Training Enhances Intrinsic Brain Connectivity in Childhood. The Journal of Neuroscience , 35(16), 6277-6283. https://doi.org/10.1523/ JNEUROSCI.4517-14.2015 Atkinson, A. P. y Adolphs, R. (2011). The Neuropsychology of Face Perception: Beyond Simple Dissociations and Functional Selectivity. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 366(1571), 1726- 1738. https://doi.org/10.1098/rstb.2010.0349 Steiner, N. J., Frenette, E. C., Rene, K. M., Brennan, R. T. y Perrin, E. C. (2014). Neurofeedback and Cognitive Attention Training for Children with Attention-Deficit Hyperactivity Disorder in Schools. Journal of Developmental & Behavioral Pediatrics, 35(1), 18–27. https://doi.org/10.1097/DBP.0000000000000009 Swami, S. (2013). Executive Functions and Decision Making: A Managerial Review. IIMB Management Review, 25(4), 203-212. https://doi.org/10.1016/J. IIMB.2013.07.005 Swanson, J. y Nolan, W. y Pelham, W. (1982). The SNAP Rating Scale. Educational Resources Information Center (ERIC). Szentiványi, D. y Balázs, J. (2018). Quality of Life in Children and Adolescents with Symptoms or Diagnosis of Conduct Disorder or Oppositional Defiant Disorder. Mental Health & Prevention, 10, 1-8. https://doi.org/https://doi. org/10.1016/j.mhp.2018.02.001 Taya, F., Sun, Y., Babiloni, F., Thakor, N., y Bezerianos, A. (2015). Brain Enhancement Through Cognitive Training: A New Insight from Brain Connectome. Frontiers in Systems Neuroscience, 9, 44. https://doi.org/10.3389/fnsys.2015.00044 Todorov, A. (2012). The Role of the Amygdala in Face Perception and Evaluation. Motivation and Emotion, 36(1), 16-26. https://doi.org/10.1007/s11031-011-9238-5 Tortajada, E. R. y Villalba, S. (2014). Estimulación cognitiva: una revisión neuropsicológica. Therapeía: Estudios y propuestas en ciencias de la salud, (6), 73-94. Trentacosta, C. J. y Fine, S. E. (2010). Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-Analytic Review. Social Development, 19(1), 1-29. https://doi.org/10.1111/j.1467-9507.2009.00543.x Vales, L., Mora, B., Martinez, J., Gomez, C., Lungo, R. y Figoli, I. (2016). Teoría de la mente e Impulsividad Cognitiva en niños en situación de vulnerabilidad social. ¿Están relacionadas funcionalmente? Cuadernos de Neuropsicología, 10(3). van der Donk, M., Hiemstra-Beernink, A.-C., Tjeenk-Kalff, A., van der Leij, A., y Lindauer, R. (2015). Cognitive Training for Children with ADHD: A Randomized Controlled Trial of Cogmed Working Memory Training and ‘Paying Attention in Class’. Frontiers in Psychology, 6, 1081. https://doi.org/10.3389/ fpsyg.2015.01081 Battagliese, G., Caccetta, M., Luppino, O., Baglioni, C., Cardi, V., Mancini, F. y Buonanno, C. (2015). Cognitive-Behavioral Therapy for Externalizing Disorders: A Meta-Analysis of Treatment Effectiveness, Behavior Research Therapy, 75, 60-71. https://doi.org/10.1016/j.brat.2015.10.008 Vite Sierra, A., Alfaro Belmont, J. N., Pérez Pérez, A. D. y Miranda García, D. (2015). Intervención interactiva en los problemas de comportamiento infantil. Acta Colombiana de Psicología, 18(1), 149-157 Wallace, G. L., White, S. F., Robustelli, B., Sinclair, S., Hwang, S., Martin, A. y Blair, R. J. R. (2014). Cortical and Subcortical Abnormalities in Youths with Conduct Disorder and Elevated Callous-Unemotional Traits. Journal of the American Academy of Child and Adolescent Psychiatry, 53(4), 456-65.e1. https://doi. org/10.1016/j.jaac.2013.12.008 Wehmeier, P. M., Schacht, A., y Barkley, R. A. (2010). Social and Emotional Impairment in Children and Adolescents with ADHD and the Impact on Quality of Life. The Journal of Adolescent Health , 46(3), 209-217. https://doi.org/10.1016/j. jadohealth.2009.09.009 Weissenberger, S., Ptacek, R., Klicperova-Baker, M., Erman, A., Schonova, K., Raboch, J., y Goetz, M. (2017). ADHD, Lifestyles and Comorbidities: A Call for an Holistic Perspective - from Medical to Societal Intervening Factors. Frontiers in Psychology, 8, 454. https://doi.org/10.3389/fpsyg.2017.00454 Wilhelm, O., Hildebrandt, A., Manske, K., Schacht, A., y Sommer, W. (2014). Test Battery for Measuring the Perception and Recognition of Facial Expressions of Emotion. Frontiers in Psychology, 5, 404. https://doi.org/10.3389/ fpsyg.2014.00404 Willis, S. L. y Schaie, K. W. (2009). Cognitive Training and Plasticity: Theoretical Perspective and Methodological Consequences. Restorative Neurology and Neuroscience, 27(5), 375–389. https://doi.org/10.3233/RNN-2009-0527 Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J. y Pinderhughes, E. (2010). The Effects of a Multiyear Universal Social–Emotional Learning Program: The Role of Student and School Characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156-168. https://doi.org/10.1037/a0018607 Bikic, A., Leckman, J. F., Lindschou, J., Christensen, T. Ø. y Dalsgaard, S. (2015). Cognitive Computer Training in Children with Attention Deficit Hyperactivity Disorder (adhd) Versus No Intervention: Study Protocol for a Randomized Controlled Trial. Trials, 16, 480. https://doi.org/10.1186/s13063-015-0975-8 Blair, R. J. R., Veroude, K., y Buitelaar, J. K. (2018). Neuro-Cognitive System Dysfunction and Symptoms Sets: A Review of fMRI Studies in Youth with Conduct Problems. Neuroscience and Biobehavioral Reviews, 91, 69-90. https://doi. org/10.1016/j.neubiorev.2016.10.022 Bonilla, J., Gonzalez Hernandez, A., Bonilla-Santos, G., Muñoz-Bernal, L. F. y Baldovino-Pérez, I. E. (2017). Toma de decisiones en menores con factores de riesgo para el Trastorno Disocial de la Conducta. Revista Médica de Risaralda, 23(1), 13-16. Bora, E. y Pantelis, C. (2016). Meta-Analysis of Social Cognition in Attention-Deficit/ Hyperactivity Disorder (ADHD): Comparison with Healthy Controls and Autistic Spectrum Disorder. Psychological Medicine, 46(04), 699-716. https:// doi.org/10.1017/S0033291715002573 Bourke, C., Douglas, K. y Porter, R. (2010). Processing of Facial Emotion Expression in Major Depression: A Review. Australian & New Zealand Journal of Psychiatry, 44(8), 681-696. https://doi.org/10.3109/00048674.2010.496359 Bouton, M. E. (2014). Why Behavior Change is Difficult to Sustain Preventive Medicine, 68, 29-36. https://doi.org/10.1016/j.ypmed.2014.06.010 Broche-Pérez, Y., Herrera Jiménez, L. F. y Omar-Martínez, E. (2016). Bases neurales de la toma de decisiones. Neurología, 31(5), 319-325. https://doi.org/10.1016/J. NRL.2015.03.001 Bronfenbrenner, U. (1979). The Ecology of Human Development : Experiments by Nature and Design. Harvard: Harvard University Press. Bussing, R., Fernandez, M., Harwood, M., Hou, W., Garvan, C. W., Eyberg, S. M. y Swanson, J. M. (2008). Parent and Teacher SNAP-IV Ratings of Attention Deficit Hyperactivity Disorder Symptoms: Psychometric Properties and Normative Ratings from a School District Sample. Assessment, 15(3), 317- 328. https://doi.org/10.1177/1073191107313888 Caro Gabalda, I. (2009). Manual teórico-práctico de psicoterapias cognitivas. Madrid: Desclée de Brouwer. Carpenter, D. M., Ledbetter, C., y Moore, A. L. (2016). LearningRx Cognitive Training Effects in Children Ages 8-14: A Randomized Controlled Trial. Applied Cognitive Psychology, 30(5), 815-826. https://doi.org/10.1002/acp.3257 Chronaki, G., Hadwin, J. A., Garner, M., Maurage, P. y Sonuga-Barke, E. J. S. (2014). The Development of Emotion Recognition from Facial Expressions and Non-Linguistic Vocalizations during Childhood. British Journal of Developmental Psychology, 33(2), 218-236. https://doi.org/10.1111/bjdp.12075 Coelho, L. F., Barbosa, D. L. F., Rizzutti, S., Muszkat, M., Bueno, O. F. A., y Miranda, M. C. (2015). Use of Cognitive Behavioral Therapy and Token Economy to Alleviate Dysfunctional Behavior in Children with Attention-Deficit Hyperactivity Disorder. Frontiers in Psychiatry, 6, 167. https://doi.org/10.3389/ fpsyt.2015.00167 Collins, J. A. y Olson, I. R. (2014). Beyond the FFA: The Role of the Ventral Anterior Temporal Lobes in Face Processing. Neuropsychologia, 61, 65-79. https://doi. org/10.1016/J.NEUROPSYCHOLOGIA.2014.06.005 Colom, R., Karama, S., Jung, R. E. y Haier, R. J. (2010). Human Intelligence and Brain Networks. Dialogues in Clinical Neuroscience, 12(4), 489-501. Cortese, S., Ferrin, M., Brandeis, D., Buitelaar, J., Daley, D., Dittmann, R. W., … Sonuga-Barke, E. (2015). Cognitive Training for Attention-Deficit/Hyperactivity Disorder: Meta-Analysis of Clinical and Neuropsychological Outcomes from Randomized Controlled Trials. Journal of the American Academy of Child and Adolescent Psychiatry, 54(3), 164–174. https://doi.org/10.1016/j. jaac.2014.12.010 Cramer, S. C., Sur, M., Dobkin, B. H., O’Brien, C., Sanger, T. D., … Vinogradov, S. (2011). Harnessing Neuroplasticity for Clinical Applications. Brain, 134(6), 1591-1609. https://doi.org/10.1093/brain/awr039 D’Zurilla, T. J. y Goldfried, M. R. (1971). Problem Solving and Behavior Modification. Journal of Abnormal Psychology, 78(1), 107-126. Daigre, C., Terán, A., García-Vincent, V. y Roncero, C. (2013). Trastorno por déficit de atención con hiperactividad y dependencia de sustancias depresoras. Una revisión. Adicciones, 25(2), 171-186. De Boo, G. y Prins, P. (2007). Social Incompetence in Children with ADHD: Possible Moderators and Mediators in Social-Skills Training. Clinical Psychology Review, 27(1), 78-97. https://doi.org/10.1016/j.cpr.2006.03.006 de la Osa, N., Granero, R., Domenech, J. M., Shamay-Tsoory, S. y Ezpeleta, L. (2016). Cognitive and Affective Components of Theory of Mind in Preschoolers with Oppositional Defiance Disorder: Clinical Evidence. Psychiatry Research, 241, 128-134. https://doi.org/10.1016/j.psychres.2016.04.082 Dekkers, T. J., Popma, A., Agelink van Rentergem, J. A., Bexkens, A., y Huizenga, H. M. (2016). Risky Decision Making in Attention-Deficit/Hyperactivity Disorder: A Meta-Regression Analysis. Clinical Psychology Review, 45, 1-16. https://doi. org/10.1016/j.cpr.2016.03.001 Del Missier, F., Mäntylä, T. y de Bruin, W. B. (2012). Decision-Making Competence, Executive Functioning, and General Cognitive Abilities. Journal of Behavioral Decision Making, 25(4), 331–351. https://doi.org/10.1002/bdm.731 Dennis, M., Spiegler, B. J., Juranek, J. J., Bigler, E. D., Snead, O. C. y Fletcher, J. M. (2013). Age, Plasticity, and Homeostasis in Childhood Brain Disorders. Neuroscience and Biobehavioral Reviews, 37(10 Pt 2), 2760-2773. https://doi. org/10.1016/j.neubiorev.2013.09.010 Domenech, P. y Koechlin, E. (2015). Executive control and decision-making in the prefrontal cortex. Current Opinion in Behavioral Sciences, 1, 101-106. https:// doi.org/10.1016/J.COBEHA.2014.10.007 English, L. H., Wisener, M., y Bailey, H. N. (2018). Childhood Emotional Maltreatment, Anxiety, Attachment, and Mindfulness: Associations with Facial Emotion Recognition. Child Abuse & Neglect, 80, 146-160. https://doi.org/10.1016/J. CHIABU.2018.02.006 Farrant, B. M., Fletcher, J. y Maybery, M. T. (2014). Cognitive Flexibility, Theory of Mind, and Hyperactivity/Inattention. Child Development Research, 2014, 1-10. https://doi.org/10.1155/2014/741543 Feliks Kania, B., Wrońska, D. y Zięba, D. (2017). Introduction to Neural Plasticity Mechanism. Journal of Behavioral and Brain Science, 7(7), 41-49. https://doi. org/10.4236/jbbs.2017.72005 Frith, C. D. y Frith, U. (2012). Mechanisms of Social Cognition. Annual Review of Psychology, 63(1), 287-313. https://doi.org/10.1146/annurev-psych-120710-100449 Fussell, J. J., Macias, M. M. y Saylor, C. F. (2005). Social Skills and Behavior Problems in Children with Disabilities with and without Siblings. Child Psychiatry and Human Development, 36(2), 227-241. https://doi.org/10.1007/ s10578-005-4185-6 Gaesser, B., Keeler, K., y Young, L. (2018). Moral Imagination: Facilitating Prosocial Decision-Making Through Scene Imagery and Theory Of Mind. Cognition, 171, 180-193. https://doi.org/10.1016/J.COGNITION.2017.11.004 Gardner, H. (2011). Inteligencias múltiples. Barcelona: Paidós. Gerrig, R. J. y Zimbardo, P. G. (2005). Psicología y vida. Ciudad de México: Pearson Educación. González Hernández, A., Bonilla Santos, J., Amaya Vargas, E. y Cala Martinez, D. Y. (2016). Lenguaje y funciones ejecutivas en niños con factores de riesgo para el trastorno disocial. Revista mexicana de neurociencia, 17(6), 31-41. Gordillo, F., Ángel Pérez, M., Mestas, L., Salvador, J., Arana, J. M., y López, R. M. (2015). Diferencias en el Reconocimiento de las Emociones en Niños de 6 a 11 Años. Acta de Investigación Psicológica, 5(1), 1846-1859. Grañana, N., Richaudeau, A., Gorriti, C., O’Flaherty, M., Scotti, M., Sixto, L., … Fejerman, N. (2011). Evaluación de déficit de atención con hiperactividad: La escala SNAP IV adaptada a la Argentina. Revista Panamericana de Salud Pública, 29(5), 344-349. https://doi.org/10.1590/S1020-49892011000500007 Hahn-Markowitz, J., Berger, I., Manor, I., y Maeir, A. (2018). Cognitive-Functional (Cog-Fun) Dyadic Intervention for Children with ADHD and Their Parents: Impact on Parenting Self-Efficacy. Physical & Occupational Therapy in Pediatrics, 2638, 444-456. https://doi.org/10.1080/01942638.2018.1441939 Havighurst, S. S., Duncombe, M., Frankling, E., Holland, K., Kehoe, C. y Stargatt, R. (2015). An Emotion-Focused Early Intervention for Children with Emerging Conduct Problems. Journal of Abnormal Child Psychology, 43(4), 749-760. https://doi.org/10.1007/s10802-014-9944-z Hernández Lira, N. A. y Sánchez Sánchez, J. de la C. (2007). Manual de psicoterapia cognitivo-conductual para trastornos de la salud. LibrosEnRed. Herrero, M. J. P., Hierro, R. S., Jiménez, P. J. y Casas, A. M. (2010). Seguimiento de los efectos de una intervención psicosocial sobre la adaptación académica, emocional y social de niños con TDAH. Psicothema, 22(4), 778-783. Hofmann, S. G., Doan, S. N., Sprung, M., Wilson, A., … Harris, P. L. (2016). Training Children’s Theory of Mind: A Meta-Analysis Of Controlled Studies. Cognition, 150, 200-212. https://doi.org/10.1016/j.cognition.2016.01.006 Hoza, B., Mrug, S., Gerdes, A. C., Hinshaw, S. P., Bukowski, W. M., … Arnold, L. E. (2005). What Aspects of Peer Relationships Are Impaired in Children With Attention-Deficit/Hyperactivity Disorder? Journal of Consulting and Clinical Psychology, 73(3), 411-423. https://doi.org/10.1037/0022-006X.73.3.411 Inguaggiato, E., Sgandurra, G. y Cioni, G. (2017). Brain Plasticity and Early Development: Implications for Early Intervention in Neurodevelopmental Disorders. Neuropsychiatrie de l’Enfance et de l’Adolescence, 65(5), 299-306. https://doi. org/10.1016/j.neurenf.2017.03.009 Ivy, J. W., Meindl, J. N., Overley, E., y Robson, K. M. (2017). Token Economy: A Systematic Review of Procedural Descriptions. Behavior Modification, 41(5), 708-737. https://doi.org/10.1177/0145445517699559 Izard, C. E. (2001). Emotional Intelligence or Adaptive Emotions? Emotion, 1(3), 249-257 Jarque, S., Miranda Casas, A., Uribe, L. y Gil Llario, M. (2003). Evaluación e intervención en niños preescolares con manifestaciones de trastorno por déficit de atención con hiperactividad y conducta disruptiva. Rev Neurol, 36(1), 85-94. Johnstone, S. J., Roodenrys, S., Blackman, R., Johnston, E., Loveday, K., Mantz, S. y Barratt, M. F. (2012). Neurocognitive Training for Children with and Without ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 4(1), 11-23. https://doi.org/10.1007/s12402-011-0069-8 Jolles, D. D. y Crone, E. A. (2012). Training the Developing Brain: A Neurocognitive Perspective. Frontiers in Human Neuroscience, 6, 76. https://doi.org/10.3389/ fnhum.2012.00076 Kanwisher, N. y Yovel, G. (2006). The Fusiform Face Area: A Cortical Region Specialized for the Perception of Faces. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 361(1476), 2109-2128. https:// doi.org/10.1098/rstb.2006.1934 Kays, J. L., Hurley, R. A., y Taber, K. H. (2012). The Dynamic Brain: Neuroplasticity and Mental Health. The Journal of Neuropsychiatry and Clinical Neurosciences, 24(2), 118-124. Keshavan, M. S., Vinogradov, S., Rumsey, J., Sherrill, J. y Wagner, A. (2014). Cognitive Training in Mental Disorders: Update and Future Directions. The American Journal of Psychiatry, 171(5), 510–522. https://doi.org/10.1176/appi. ajp.2013.13081075 Kühn, S., Schmiedek, F., Noack, H., Wenger, E., Bodammer, N. C., Lindenberger, U. y Lövden, M. (2012). The Dynamics of Change in Striatal Activity Following Updating Training. Human Brain Mapping, 34(7), 1530-1541. https://doi. org/10.1002/hbm.22007 Leigh Leasure, J. (2013). Neural Plasticity and Cognitive Development: Insights from Children with Perinatal Brain Injury. Archives of Clinical Neuropsychology, 28(4), 389-390. https://doi.org/10.1093/arclin/act025 Limond, J., Adlam, A.-L. R., y Cormack, M. (2014). A Model for Pediatric Neurocognitive Interventions: Considering the Role of Development and Maturation in Rehabilitation Planning. The Clinical Neuropsychologist, 28(2), 181-198. https://doi.org/10.1080/13854046.2013.873083 Lindhiem, O., Bennett, C. B., Hipwell, A. E., y Pardini, D. A. (2015). Beyond Symptom Counts for Diagnosing Oppositional Defiant Disorder and Conduct Disorder? Journal of Abnormal Child Psychology, 43(7), 1379-1387. https://doi. org/10.1007/s10802-015-0007-x Londoño, M. P. G., Pérez, J. A. S. y Hernández, A. G. (2009). Evaluación de la eficacia de un programa de estimulación de las funciones ejecutivas en niños escolares diagnosticados con TDAH. Entornos, 2(21), 77–84. Lopatina, O. L., Komleva, Y. K., Gorina, Y. V, Higashida, H., y Salmina, A. B. (2018). Neurobiological Aspects of Face Recognition: The Role of Oxytocin. Frontiers in Behavioral Neuroscience, 12, 195. https://doi.org/10.3389/fnbeh.2018.00195 Maire, J., Galera, C., Roux, S., Bioulac, S., Bouvard, M. y Michel, G. (2018). Facial Emotion Recognition in Children with or without Attention Deficit/Hyperactivity Disorder: Impact of comorbidity. L’Encéphale, 45(2), 114-120. https://doi. org/10.1016/J.ENCEP.2018.01.006 Martin-Key, N. A., Graf, E. W., Adams, W. J. y Fairchild, G. (2017). Facial Emotion Recognition and Eye Movement Behaviour in Conduct Disorder. Journal of Child Psychology and Psychiatry, 59(3), https://doi.org/10.1111/jcpp.12795 Meehan, K. B., De Panfilis, C., Cain, N. M., Antonucci, C., Soliani, A., Clarkin, J. F., y Sambataro, F. (2017). Facial Emotion Recognition and Borderline Personality Pathology. Psychiatry Research, 255, 347-354. Miller, M., Hanford, R. B., Fassbender, C., Duke, M., y Schweitzer, J. B. (2010). Affect Recognition in Adults with ADHD. Journal of Attention Disorders, 15(6), 452-460. https://doi.org/10.1177/1087054710368636 Mundkur, N. (2005). Neuroplasticity in Children. Indian Journal of Pediatrics, 72(10), 855-857. Recuperado de http://medind.nic.in/icb/t05/i10/icbt05i10p855.pdf Muñoz Marrón, E., Blázquez Alisente, J. L., y Galpasoro Izaguirre, Nekane González Rodríguez, B. (2011). Estimulación cognitiva y rehabilitación neuropsicológica. UOC. O’Doherty, J. P. (2012). Beyond Simple Reinforcement Learning: The Computational Neurobiology of Reward-Learning and Valuation. European Journal of Neuroscience, 35(7), 987-990. https://doi.org/10.1111/j.1460-9568.2012.08074.x Pichardo Martínez, M., Justicia-Arráez, A., Alba Corredor, G. y Fernández Cabezas, M. (2016). Desarrollo de la competencia social y prevención de problemas de conducta en el aula infantil. Pensamiento Psicológico, 14(1), 21–31. https:// doi.org/10.11144/javerianacali.ppsi14-1.dcsp Pilling, S., Gould, N., Whittington, C., Taylor, C. y Scott, S. (2013). Recognition, Intervention, and Management of Antisocial Behaviour and Conduct Disorders in Children and Young People: Summary of NICE-SCIE Guidance. BMJ, 346(mar27 1), f1298–f1298. https://doi.org/10.1136/bmj.f1298 Pineda-Alhucema, W., Aristizabal, E., Escudero-Cabarcas, J., Acosta-López, J. E., y Vélez, J. I. (2018). Executive Function and Theory of Mind in Children with ADHD: A Systematic Review. Neuropsychology Review, 28(3), 341-358. https://doi.org/10.1007/s11065-018-9381-9 Protzko, J., Aronson, J., y Blair, C. (2013). How to Make a Young Child Smarter. Perspectives on Psychological Science, 8(1), 25-40. https://doi. org/10.1177/1745691612462585 Puerta, I. C. (2004). Instrumentos para evaluar las alteraciones de la conducta. Revista de Neurología, 38(3), 271-276. Ramos Linares, V., Piqueras Rodríguez, J. A., Martínez González, A. E., y Oblitas Guadalupe, L. A. (2009). Emoción y Cognición: implicaciones para el tratamiento. Terapia Psicológica, 27(2), 227-237. Robinson, M. D., Watkins, E. y Harmon-Jones, E. (2013). Handbook of Cognition and Emotion. Nueva York: Guilford Press. Roelofs, R. L., Wingbermühle, E., Egger, J. I. M., y Kessels, R. P. C. (2017). Social Cognitive Interventions in Neuropsychiatric Patients: A Meta-Analysis. Brain Impairment, 18(01), 138-173. https://doi.org/10.1017/BrImp.2016.31 Rolon-Arroyo, B., Arnold, D. H., Breaux, R. P. y Harvey, E. A. (2018). Reciprocal Relations Between Parenting Behaviors and Conduct Disorder Symptoms in Preschool Children. Child Psychiatry & Human Development, 49, 786-799. https://doi.org/10.1007/s10578-018-0794-8 Ros, R. y Graziano, P. A. (2018). Social Functioning in Children With or At Risk for Attention Deficit/Hyperactivity Disorder: A Meta-Analytic Review. Journal of Clinical Child & Adolescent Psychology, 47(2), 213-235. https://doi.org/10.1 080/15374416.2016.1266644 Rosenbloom, M. H., Schmahmann, J. D. y Price, B. H. (2012). The Functional Neuroanatomy of Decision-Making. The Journal of Neuropsychiatry and Clinical Neurosciences, 24, 266-277 Rubiales, J., Bakker, L. y Delgado, I. D. (2011). Organización y planificación en niños con tdah: evaluación y propuesta de un programa de estimulación. Panamerican Journal of Neuropsychology, 5(2), 145-161. Rutledge, K. J., van den Bos, W., McClure, S. M., y Schweitzer, J. B. (2012). Training Cognition in ADHD: Current Findings, Borrowed Concepts, and Future Directions. Neurotherapeutics : The Journal of the American Society for Experimental NeuroTherapeutics, 9(3), 542-558. https://doi.org/10.1007/ s13311-012-0134-9 Saeedi, M. T., Noorazar, S. G., Bafandeh, H., Taheri, M. y Farhang, S. (2014). Theory of Mind in Children with Attention Deficit Hyperactivity Disorder Compared to Controls. Journal of Analytical Research in Clinical Medicine, 2(3), 99–104. https://doi.org/10.5681/jarcm.2014.017 Sanchiz Ruiz, M. L. (2009). Modelos de orientación e intervención psicopedagógica. Universitat Jaume I. Servei de Comunicació i Publicacions. Sarmiento-Rivera, L. F. y Ríos-Flórez, J. A. (2017). Bases neurales de la toma de decisiones e implicación de las emociones en el proceso. Rev. Chil. Neuropsicol, 12(2), 32-37. Sasot-Llevadot, J., Ibáñez-Bordas, R. M., Soto-López, A., Montañés-Rada, F., Gastaminza-Pérez, X., Alda-Díez, J. A., … Grupo de Especial Interés en el Trastorno por Déficit de Atención/Hiperactividad (GEITDAH). (2015). Consenso del GEITDAH sobre los trastornos de conducta en niños y adolescentes. Revista de Neurología, 61(4), 167-182. Schiff, R. y Joshi, R. M. (2016). Interventions in Learning Disabilities: a Handbook on Systematic Training Programs for Individuals with Learning Disabilities. Nueva York: Springer Shaw, P., Stringaris, A., Nigg, J. y Leibenluft, E. (2014). Emotion Dysregulation in Attention Deficit Hyperactivity Disorder. The American Journal of Psychiatry, 171(3), 276-293. https://doi.org/10.1176/appi.ajp.2013.13070966 Shearer, C. B. y Karanian, J. M. (2017). The Neuroscience of Intelligence: Empirical Support for the Theory of Multiple Intelligences? Trends in Neuroscience and Education, 6, 211-223. https://doi.org/10.1016/J.TINE.2017.02.002 Shin, D., Lee, S. J., Kim, B., Park, Y. y Lim, S. (2008). Visual Attention Deficits Contribute to Impaired Facial Emotion Recognition in Boys with Attention-Deficit/Hyperactivity Disorder. Neuropediatrics, 39(06), 323-327. https://doi. org/10.1055/s-0029-1202286 Sidlauskaite, J., González-Madruga, K., Smaragdi, A., Riccelli, R., … Fairchild, G. (2018). Sex Differences in Risk-Based Decision Making in Adolescents with Conduct Disorder. European Child & Adolescent Psychiatry, 27(9), 1133-1142. https://doi.org/10.1007/s00787-017-1024-9 Siniatchkin, M., Glatthaar, N., von Müller, G. G., Prehn-Kristensen, A., … Gerber, W. D. (2012). Behavioural Treatment Increases Activity in the Cognitive Neuronal Networks in Children with Attention Deficit/Hyperactivity Disorder. Brain Topography, 25(3), 332–344. https://doi.org/10.1007/s10548-012-0221-6 Cognición social Teoría de la mente Estimulación neurocognitiva Trastornos disocial de la conducta Trastorno por déficit de atención e hiperactividad Social cognition Theory of mind Cognitive stimulation Conduct disorder Attention deficit hyperactivity disorder Evaluación e intervención neurocognitiva en niños y niñas con dificultades comportamentales Libro resultado de investigación info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_2f33 http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/book Atribución info:eu-repo/semantics/closedAccess http://purl.org/coar/access_right/c_14cb Publicationrestricted