@bachelorthesis{10336/20599,
author = {Neuta González, Lizeth Alejandra},
year = {2019},
url = {https://repository.urosario.edu.co/handle/10336/20599},
abstract = {INTRODUCTION: Writing is a linguistic manifestation that shares the features of intentionality and contextuality so that it is executed, it is necessary to properly handle graphic signs (graphemes), spelling, punctuation, text planning, writing and textual composition. The executive functions are adapted, tasks are executed, a behavior is obtained and carried out socially, it is accepted, it is related to the school, work performance and it is committed all the aspects of the life of the people. Attention deficit hyperactivity disorder (ADHD) can present difficulties in executive functions and impact on writing skills. OBJECTIVE: To identify the relationship between writing skills and executive functions in children with Attention Deficit Hyperactivity Disorder through systematic information METHODOLOGY: A review of the literature was made in search engines and databases Medline, ClinicalKey, Scopus and PubMed, which contributed to the solution of the question, taking into account the levels of age, language, year to include the articles, Subsequently the results are reviewed and analyzed. RESULTS: According to the review, evidence of executive functions such as attention, sustained attention and operational memory are related to difficulties in writing. CONCLUSIONS: Children diagnosed with ADHD can see difficulties in writing on aspects of written composition, written recovery, spelling and handwriting, communication and attention sustained.},
keywords = {Escritura},
keywords = {Funciones ejecutivas},
keywords = {TDAH},
title = {Relación entre la escritura y las funciones ejecutivas en el trastorno por déficit de atención e hiperactividad TDAH},
publisher = {Universidad del Rosario},
keywords = {Writing},
keywords = {Executive functions},
keywords = {ADHD},
}