Palabras clave
programa neuropsicológico
entrenamiento asincrónico
estrés parental
TDAH
Cómo citar
Resumen
El objetivo principal de este estudio piloto fue evaluar la viabilidad y aceptabilidad de un programa de entrenamiento conductual y neuropsicológico en línea para padres de niños con TDAH. El programa tenía como propósito reducir el estrés parental y mejorar los problemas de comportamiento y los síntomas nucleares del TDAH en los niños. El estudio constó de dos fases. En la primera, 10 padres de niños con TDAH participaron en un programa en línea de cinco módulos que abarcaban psicoeducación sobre el TDAH, estrés parental, manejo de problemas de comportamiento infantil y desarrollo de habilidades ejecutivas. Los participantes fueron evaluados antes y después de la intervención en las dimensiones de estrés parental, problemas de comportamiento infantil y síntomas centrales del TDAH. En la segunda fase, los padres participaron en un grupo focal para evaluar la aceptabilidad del programa. Los resultados cuantitativos mostraron mejoras en los problemas de comportamiento infantil, aunque los resultados relacionados con el estrés parental y los síntomas de TDAH fueron mixtos. Los hallazgos cualitativos revelaron que los padres experimentaron mejoras en las tres áreas y consideraron que el programa era útil y efectivo para desarrollar habilidades para manejar los problemas y las habilidades cognitivas de sus hijos. Estos resultados prometedores sugieren la posibilidad de ampliar esta intervención en un estudio a mayor escala dirigido a familias en un contexto latinoamericano.
Abidin, R.R. (1995). Parenting Stress Index (PSI) manual (3rd ed.). Pediatric Psychology Press.
Ayano, G., Demelash, S., Gizachew, Y., Tsegay, L., & Alati, R. (2023). The global prevalence of attention deficit hyperactivity disorder in children and adolescents: An umbrella review of meta-analyses. Journal of Affective Disorders, 339, 860–866. https://doi.org/10.1016/ j.jad.2023.07.071
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE Publication.
Bussing, R., Fernandez, M., Harwood, M., Hou, W., Garvan, C. W., Eyberg, S. M., & 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
Chacko, A., Bedard, A. C., Marks, D., Gopalan, G., Feirsen, N., Uderman, J., ... & Ramon, M. (2018). Sequenced neurocognitive and behavioral parent training for the treatment of ADHD in school-age children. Child Neuropsychology, 24(4), 427-450. https://doi.org/ 10.1080/09297049.2017.1282450
Chronis-Tuscano, A., O'Brien, K., & Danko, C. M. (2020). Supporting caregivers of children with ADHD: An integrated parenting program, Therapist Guide. Oxford University Press.
Craig, F., Savino, R., Fanizza, I., Lucarelli, E., Russo, L., & Trabacca, A. (2020). A systematic review of coping strategies in parents of children with attention deficit hyperactivity disorder (ADHD). Research in Developmental Disabilities, 98, 103571. https://doi.org/ 10.1016/j.ridd.2020.103571
Dahl, V., Ramakrishnan, A., Spears, A. P., Jorge, A., Lu, J., Bigio, N. A., & Chacko, A. (2020). Psychoeducation interventions for parents and teachers of children and adolescents with ADHD: A systematic review of the literature. Journal of Developmental and Physical Disabilities, 32(2), 257–292. https://doi.org/10.1007/s10882-019-09691-3
De la Barra, F., Vicente, B., Saldivia, S. & Melipillan, R. (2015). Epidemiología del TDAH en niños y adolescentes chilenos. Revista Chilena de Psiquiatría y Neurología de la Infancia y Adolescencia, 26(1), 34–46. https://doi.org/10.1007/s12402-012-0090-6
Dekkers, T. J., Hornstra, R., van der Oord, S., Luman, M., Hoekstra, P. J., Groenman, A. P., & van den Hoofdakker, B. J. (2022). Meta-analysis: Which components of parent training work for children with attention-deficit/hyperactivity disorder? Journal of the American Academy of Child and Adolescent Psychiatry, 61(4), 478–494. https://doi.org/10.1016/ j.jaac.2021.06.015
Doffer, D. P., Dekkers, T. J., Hornstra, R., Van der Oord, S., Luman, M., Leijten, P., ... & Groenman, A. P. (2023). Sustained improvements by behavioural parent training for children with attention‐deficit/hyperactivity disorder: A meta‐analytic review of longer‐term child and parental outcomes. JCPP Advances, 3(3), e12196. https://doi.org/10.1002/ jcv2.12196
Drechsler, R., Brem, S., Brandeis, D., Grünblatt, E., Berger, G., & Walitza, S. (2020). ADHD: Current concepts and treatments in children and adolescents. Neuropediatrics, 51(5), 315–335. https://doi.org/10.1055/s-0040-1701658
Dwyer, P. (2022). The neurodiversity approach(es): What are they and what do they mean for researchers? Human Development, 66(2), 73–92. https://doi.org/10.1159/000523723
Fernández de Pinedo, R. (1998). Spanish version of ECBI (Eyberg Child Behavior Inventory): measurement of validity. Atención Primaria, 21(2), 65-74.
Fleitlich-Bilyk, B., & Goodman, R. (2004). Prevalence of child and adolescent psychiatric disorders in southeast Brazil. Journal of the American Academy of Child & Adolescent Psychiatry, 43(6), 727-734. https://doi.org/10.1097/01.chi.0000120021.14101.ca
Frigerio, A., & Montali, L. (2016). An ethnographic-discursive approach to parental self-help groups: The case of ADHD. Qualitative Health Research, 26(7), 935–950. https://doi.org/10.1177/1049732315586553
Gallardo-Saavedra, G., Martínez-Wbaldo, M. & Padrón-García, A. (2019) Prevalencia de TDAH en escolares mexicanos a través de un cribado con las escalas de Conners 3. Actas Españolas de Psiquiatría, 47(2), 45–53. https://actaspsiquiatria.es/index.php/actas/ article/download/207/273/282
Garbacz, A., Godfrey, E., Rowe, D. A., & Kittelman, A. (2022). Increasing parent collaboration in the implementation of effective practices. Teaching Exceptional Children, 54(5), 324–327. https://doi.org/10.1177/00400599221096974
Galvin, E., Gavin, B., Kilbride, K., Desselle, S., McNicholas, F., Cullinan, S., & Hayden, J. (2024). The use of telehealth in attention-deficit/hyperactivity disorder: A survey of parents and caregivers. European Child & Adolescent Psychiatry, 33(12), 4247-4257. https://doi.org/10.1007/s00787-024-02466-y
Gerdes, A. C., Kapke, T. L., Grace, M., & Castro, A. (2021). Feasibility, acceptability, and preliminary outcomes of a culturally adapted evidence-based treatment for Latino youth with ADHD. Journal of Attention Disorders, 25(3), 432–447. https://doi.org/10.1177/ 1087054718821729
Gerdes, A. C., Kapke, T. L., Lawton, K. E., Grace, M., & Dieguez Hurtado, G. (2015). Culturally adapting parent training for Latino youth with ADHD: Development and pilot. Journal of Latina/o Psychology, 3(2), 71. https://doi.org/10.1037/lat0000032
Grañana, N., Richaudeau, A., Gorriti, C. R., O'Flaherty, M., Scotti, M. E., 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, 344-349. https://doi.org/10.1590/S1020-49892011000400011
Hornstra, R., Groenman, A. P., Van der Oord, S., Luman, M., Dekkers, T. J., van der Veen‐Mulders, L., ... & van den Hoofdakker, B. J. (2023). Which components of behavioral parent and teacher training work for children with ADHD? A metaregression analysis on child behavioral outcomes. Child and Adolescent Mental Health, 28(2), 258-268. https://doi.org/10.1111/camh.12560
Jacobson, N. S., & Truax, P. (1991). Clinical significance: A statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59, 12–19. https://doi.org/10.1037/0022-006X.59.1.12
Klein, O., Walker, C., Aumann, K., Anjos, K., & Terry, J. (2019). Peer support groups for parent-carers of children with attention deficit hyperactivity disorder: The importance of solidarity as care. Disability & Society, 34(9–10), 1445–1461. https://doi.org/10.1080/ 09687599.2019.1584090
Kofler, M. J., Sarver, D. E., Austin, K. E., Schaefer, H. S., Holland, E., Aduen, P. A., ... & Lonigan, C. J. (2018). Can working memory training work for ADHD? Development of central executive training and comparison with behavioral parent training. Journal of Consulting and Clinical Psychology, 86, 964. https://doi.org/10.1037/ccp0000322
Lambek, R., Sonuga-Barke, E. J., Lange, A. M., Carroll, D. J., Daley, D., & Thomsen, P. H. (2023). Parent training for ADHD: No generalization of effects from clinical to neuropsychological outcomes in a randomized controlled trial. Journal of Attention Disorders, 27(1), 98-107. https://doi.org/10.1177/10870547221086490
Landínez-Martínez, M., Sánchez-Avendaño, A., Rodríguez-Cano, A. M., & Gantiva, C. (2025). Academic and neuropsychological performance in Colombian children with ADHD. Preprints, 2025040114. https://doi.org/10.20944/preprints202504.0114.v1
Leitch, S., Sciberras, E., Post, B., Gerner, B., Rinehart, N., Nicholson, J. M., & Evans, S. (2019). Experience of stress in parents of children with ADHD: A qualitative study. International Journal of Qualitative Studies on Health and Well-Being, 14(1), 1690091. https://doi.org/10.1080/17482631.2019.1690091
Lu, S. V., Leung, B. M. Y., Bruton, A. M., Millington, E., Alexander, E., Camden, K., Hatsu, I., Johnstone, J. M., & Arnold, L. E. (2022). Parents’ priorities and preferences for treatment of children with ADHD: Qualitative inquiry in the MADDY study. Child: Care, Health and Development, 48(5), 852–861. https://doi.org/10.1111/cch.12995
Marquet-Doleac, J., Biotteau, M., & Chaix, Y. (2024). Behavioral parent training for school-aged children with ADHD: A systematic review of randomized control trials. Journal of Attention Disorders, 28(3), 377-393. https://doi.org/10.1177/10870547211049877
Mazzeschi, C., Buratta, L., Germani, A., Cavallina, C., Ghignoni, R., Margheriti, M., & Pazzagli, C. (2019). Parental reflective functioning in mothers and fathers of children with ADHD: Issues regarding assessment and implications for intervention. Frontiers in Public Health, 7, 263. https://doi.org/10.3389/fpubh.2019.00263
McAleavey, A. A. (2024). When (not) to rely on the reliable change index: A critical appraisal and alternatives to consider in clinical psychology. Clinical Psychology: Science and Practice, 31(3), 351–366. https://doi.org/10.1037/cps0000203
McAloon, J., & de la Poer Beresford, K. (2023). Online behavioral parenting interventions for disruptive behavioral disorders: A PRISMA based systematic review of clinical trials. Child Psychiatry and Human Development, 54(2), 379–396. https://doi.org/10.1007/ s10578-021-01253-z
McMahon, R. J., & Forehand, R. L. (2003). Helping the noncompliant child: Family-based treatment for oppositional behavior. Guilford Press.
Michanie, C., Kunst, G., Margulies, D. S., & Yakhkind, A. (2007). Symptom prevalence of ADHD and ODD in a pediatric population in Argentina. Journal of Attention Disorders, 11(3), 363-367. https://doi.org/10.1177/1087054707299
Njardvik, U., Wergeland, G. J., Riise, E. N., Hannesdottir, D. K., & Öst, L. G. (2025). Psychiatric comorbidity in children and adolescents with ADHD: A systematic review and meta-analysis. Clinical Psychology Review, 102571. https://doi.org/10.1016/ j.cpr.2025.102571
Pfiffner, L. J., Villodas, M., Kaiser, N., Rooney, M., & McBurnett, K. (2013). Educational outcomes of a collaborative school–home behavioral intervention for ADHD. School Psychology Quarterly, 28(1), 25–36. https://doi.org/10.1037/spq0000016
Paiva, G. C. D. C., de Paula, J. J., Costa, D. D. S., Alvim-Soares, A., Santos, D. A. F. E., Jales, J. S., ... & Miranda, D. M. D. (2024). Parent training for disruptive behavior symptoms in attention deficit hyperactivity disorder: A randomized clinical trial. Frontiers in Psychology, 15, 1293244. https://doi.org/10.3389/fpsyg.2024.1293244
Pineda, A., Lopera, F., Henao, C., Palacio, D., Castellanos, X. & Fundema, I. (2001). Confirmación de la alta prevalencia del trastorno por déficit de atención en una comunidad colombiana. Revista de Neurologia, 32, 217–222. http://www.neurologia.com /pdf/Web/3203/k030217.pdf
Rich, B. A., & Eyberg, S. M. (2001). Accuracy of assessment: The discriminative and predictive power of the Eyberg Child Behavior Inventory. Ambulatory Child Health, 7, 249–257. https://doi.org/10.1046/j.1467-0658.2001.00137.x
Rivas, G. R., Arruabarrena, I., & de Paúl, J. (2021). Parenting stress index-short form: Psychometric properties of the Spanish version in mothers of children aged 0 to 8 years. Psychosocial Intervention, 30(1), 27-34. https://doi.org/10.5093/pi2021a1
Salari, N., Ghasemi, H., Abdoli, N., Rahmani, A., Shiri, M. H., Hashemian, A. H., ... & Mohammadi, M. (2023). The global prevalence of ADHD in children and adolescents: A systematic review and meta-analysis. Italian Journal of Pediatrics, 49(1), 48. https://doi.org/10.1186/s13052-023-01456-1
Sibley, M. H., Bruton, A. M., Zhao, X., Johnstone, J. M., Mitchell, J., Hatsu, I., ... & Torres, G. (2023). Non-pharmacological interventions for attention-deficit hyperactivity disorder in children and adolescents. The Lancet Child & Adolescent Health, 7(6), 415-428. https://doi.org/10.1016/S2352-4642(22)00381-9
Smith, T. E., Holmes, S. R., Romero, M. E., & Sheridan, S. M. (2022). Evaluating the effects of family–school engagement interventions on parent–teacher relationships: A meta-analysis. School Mental Health, 14(2), 278–293. https://doi.org/10.1007/s12310-022-09510-9
Tai, R. H., Bentley, L. R., Xia, X., Sitt, J. M., Fankhauser, S. C., Chicas-Mosier, A. M., & Monteith, B. G. (2024). An examination of the use of large language models to aid analysis of textual data. International Journal of Qualitative Methods, 23, 16094069241231168. https://doi.org/10.1177/16094069241231168
Thongseiratch, T., Leijten, P., & Melendez-Torres, G. J. (2020). Online parent programs for children’s behavioral problems: A meta-analytic review. European Child & Adolescent Psychiatry, 29(11), 1555-1568. https://doi.org/10.1007/s00787-019-01329-4
Unda Villafuerte, F. S., Durán Agudelo, N. E., Juca Pañega, M. E., Aguirre-Vargas, I. C., & Vásconez Campos, M. E. (2023). Elementos para el debate crítico sobre inclusión, decolonialidad y educación para la salud. Ciencia Latina Revista Científica Multidisciplinar, 7(4), 3079-3094. https://doi.org/10.37811/cl_rcm.v7i4.7158
van der Oord, S., & Tripp, G. (2020). How to improve behavioral parent and teacher training for children with ADHD: Integrating empirical research on learning and motivation into treatment. Clinical Child and Family Psychology Review, 23(4), 577–604. https://doi.org/10.1007/s10567-020-00327-z
Van Manen, M. (2023). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Routledge.
Vélez‐Calvo, X., Tárraga‐Mínguez, R., Roa‐López, H. M., & Peñaherrera‐Vélez, M. J. (2024). Prevalence of attention deficit hyperactivity disorder symptomatology in Ecuadorian schoolchildren (aged 6–11). Journal of Research in Special Educational Needs, 24(2), 429-438. https://doi.org/10.1111/1471-3802.12642
Wachinger, J., Bärnighausen, K., Schäfer, L. N., Scott, K., & McMahon, S. A. (2024). Prompts, pearls, imperfections: Comparing ChatGPT and a human researcher in qualitative data analysis. Qualitative Health Research, 10497323241244669. https://doi.org/10.1177/ 10497323241244669
Wang, C., Hou, L., Zhou, H., Wang, Q., Yan, H., Lang, Y., ... & Liu, J. (2025). The evolving global burden of ADHD: A comprehensive analysis and future projections (1990-2046). Journal of Affective Disorders, 391, 120037. https://doi.org/10.1016/j.jad.2025.120037
Whittingham, K., & Coyne, L. (2019). Acceptance and commitment therapy: The clinician's guide for supporting parents. Academic Press.
Wilens, T. E., Stone, M., Lanni, S., Berger, A., Wilson, R. L., Lydston, M., & Surman, C. B. (2024). Treating executive function in youth with attention deficit hyperactivity disorder: A review of pharmacological and non-pharmacological interventions. Journal of Attention Disorders, 28(5), 751-790. https://doi.org/10.1177/10870547231218925
Zelazo, P. D. (2020). Executive function and psychopathology: A neurodevelopmental perspective. Annual Review of Clinical Psychology, 16(1), 431-454. https://doi.org/ 10.1146/annurev-clinpsy-072319-024242
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Derechos de autor 2026 Yors Garcia, Adriana Martinez, Luisa Martinez