ArticlePsicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS2018
Metacognitive interventions in text production and working memory in students with ADHD.
Article in Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 2 of them syntheses that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed, 2 syntheses or guidelines pooled it, 14 citations in OpenAlex.
- The science of child and adolescent mental health in Brazil: a nationwide systematic review and compendium of evidence-based resources.BMJ global health · 2026Pooled it
- Efficacy of school-based interventions for mental health problems in children and adolescents in low and middle-income countries: A systematic review and meta-analysis.Frontiers in psychiatry · 2022Pooled it
- Non-pharmacological executive function interventions for children and adolescents with neurodevelopmental disorders: a systematic review and network meta-analysis.EClinicalMedicine · 2026Article
- The Impact of ADHD on Children's Language Development.Children (Basel, Switzerland) · 2026Review
- Training of Awareness in ADHD: Leveraging Metacognition.Journal of psychiatry and brain science · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors at 4 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study compared the effects of two metacognitive interventions on writing, working memory (WM), and behavioral symptoms of students with attention-deficit/hyperactivity disorder (ADHD). The disorder was clinically diagnosed by a multidisciplinary team according to DSM-IV criteria. The first approach consisted of a combined intervention in text production and WM while the second focused only on WM. Participants were 47 students from the fifth to ninth grades of two public elementary schools in Porto Alegre (Brazil), randomized to one of the two interventions groups. Writing and WM were assessed before, immediately after, and 3 months after the interventions. The results suggest that both interventions contributed to improving behavior and school performance, whereas only the combined intervention increased the overall quality of narrative text, organization of paragraphs, and denouement.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.