Neurodivergent students. A continuum of skills with an emphasis on creativity and executive functions.

IF 1.4 4区 心理学 Q4 CLINICAL NEUROLOGY Applied Neuropsychology: Child Pub Date : 2024-09-25 DOI:10.1080/21622965.2024.2406914
Tania Pasarín-Lavín, Trinidad García, Amanda Abín, Celestino Rodríguez
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Abstract

This study analyses Executive Functions (EF) and Creativity among neurodivergent students -including students with Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, Intellectual Disability (ID), Giftedness-, and a group with Neurotypical development. A sample of 181 secondary school students participated in the study. Creativity was assessed by using the PIC-J test, focusing on verbal and figural components of divergent thinking, while EF were evaluated through Nesplora Ice-Cream, a virtual reality tool assessing flexibility, working memory, and inhibition. Results showed statistically significant differences in Verbal Creativity, especially in Originality: students with ADHD outperformed their Neurotypical peers, while those with ID showed the lowest scores. Although no statistically significant differences emerged in Figural Creativity, students with ADHD showed the lowest scores in Elaboration or Figural details, whereas those with Dyslexia exhibited high levels of Figural Originality, similar to their Neurotypical peers. Concerning EF, students with ID had the highest scores in Interference and Perseveration, indicating poorer Flexibility. In contrast, Gifted students performed better than the other groups in Working Memory, while students with ADHD did not exhibit special difficulties in EF. These findings emphasize the importance of personalized interventions for Neurodivergent students, that recognize and capitalize on their unique strengths while addressing specific challenges.

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神经差异学生。连续技能,强调创造力和执行功能。
本研究分析了神经发育异常学生(包括注意力缺陷多动障碍(ADHD)、阅读障碍、智力障碍(ID)和资优学生)的执行功能(EF)和创造力,以及神经发育异常学生群体的执行功能和创造力。181 名中学生参与了这项研究。创造力通过 PIC-J 测试进行评估,重点是发散思维中的言语和形象思维部分,而 EF 则通过 Nesplora Ice-Cream 进行评估,这是一种虚拟现实工具,用于评估灵活性、工作记忆和抑制能力。结果表明,在口头创造力,尤其是独创性方面存在明显的统计学差异:多动症学生的表现优于神经典型学生,而智障学生的得分最低。虽然在形象创造力方面没有出现统计学意义上的显著差异,但多动症学生在阐释或形象细节方面得分最低,而阅读障碍学生在形象独创性方面表现出较高水平,与神经典型学生相似。在EF方面,智障学生在干扰和毅力方面得分最高,这表明他们的灵活性较差。相比之下,资优学生在工作记忆方面的表现优于其他组别,而多动症学生在情商方面并没有表现出特别的困难。这些研究结果强调了对神经发育迟缓学生进行个性化干预的重要性,既要承认和利用他们的独特优势,又要解决他们面临的具体挑战。
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来源期刊
Applied Neuropsychology: Child
Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY
CiteScore
4.00
自引率
5.90%
发文量
47
期刊介绍: Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.
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