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  Adaptive development and executive functioning in children with diagnosis of conduct disorder and attention-deficit/hyperactivity disorder hyperactive/impulsive type.  Adaptive development allows the subject emotional control, disposition towards new challenges and the expected socio-cognitive adjustment contextually, facilitating learning and executive and social functioning. The objective of the study was to determine executive-adaptive development in children with diagnostic criteria or conduct disorder (CD) or attention deficit hyperactive-impulsive type disorder (ADHD-I). With clinical instruments to identify diagnostic criteria for each nosology, 80 children were classified in control group (30), CD (34) or ADHD-I (16). Based on multinomial logistic regression, Kruskal Wallis, and χ2 tests, we found that an appropriate sleep, persistence in tasks, and academic achievement seem to act as protective factors for the clinical samples. Difficulties were observed in sequential planning, where the CD group presented better metacognitive control than ADHD-I. It was concluded that school environment provides factors to improve clinical symptomatology. Keywords:  Adaptive factors; executive functions; attention deficit/hyperactivity disorder; conduct disorder; adaptive development. Resumen:  El desarrollo adaptativo permite al sujeto el control emocional, la disposicion hacia nuevos retos y el ajuste socio-cognitivo esperado contextualmente, facilitando el aprendizaje, funcionamiento ejecutivo y social. El objetivo del estudio fue determinar el desarrollo adaptativo-ejecutivo en ninos con criterios diagnosticos para trastorno disocial (TD) o trastorno de deficit de atencion/hiperactividad con predominio hiperactivo-impulsivo (TDAH-I). Con los instrumentos clinicos para identificar criterios diagnosticos de cada nosologia, se seleccionaron 80 ninos clasificados en el grupo de control (30), TD (34) o TDAH-I (16). Basandonos en pruebas de regresion logistica multinomial, Kruskal Wallis, y χ2, encontramos que el sueno adecuado, la persistencia en las tareas y el logro academico parecian actuar como factores protectores para las muestras clinicas. Se observaron dificultades en planeacion secuencial, donde el grupo TD presento mejor control metacognitivo que el TDAH-I. Se concluyo que el ambiente escolar provee factores para mejorar la sintomatologia clinica. Palabras clave:  Factores adaptativos; funciones ejecutivas; trastorno de deficit de atencion/hiperactividad; trastorno disocial; desarrollo adaptativo.

revista de psicopatología y psicología clínica/revista de psicopatología y psicología clínica

Desarrollo adaptativo y funcionamiento ejecutivo en niños con diagnóstico de trastorno disocial y trastorno de déficit de atención/hiperactividad tipo hiperactivo-impulsivo