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Ponencia en ingl\u00e9s<\/span>\n<\/div>\n[\/et_pb_text][\/et_pb_column][et_pb_column type=\u00bb3_4″ module_class=\u00bbcaja\u00bb _builder_version=\u00bb4.14.7″ background_color=\u00bbrgba(206,230,237,0.5)\u00bb custom_padding=\u00bb40px|60px|40px|60px\u00bb custom_padding_tablet=\u00bb40px|40px|40px|40px|false|false\u00bb custom_padding_phone=\u00bb30px|30px|30px|30px|false|true\u00bb custom_padding_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb padding_phone=\u00bb|40px||40px||true\u00bb padding_last_edited=\u00bbon|phone\u00bb custom_padding__hover=\u00bb|||\u00bb][et_pb_text module_class=\u00bbtext-single\u00bb _builder_version=\u00bb4.14.7″ text_font=\u00bb||||||||\u00bb text_font_size=\u00bb16px\u00bb text_line_height=\u00bb2em\u00bb header_font=\u00bb||||||||\u00bb header_2_font=\u00bbMontserrat|300|||||||\u00bb header_2_font_size=\u00bb40px\u00bb header_2_line_height=\u00bb1.4em\u00bb header_3_font=\u00bbgill-sans|||on|||||\u00bb header_3_text_color=\u00bb#005da1″ header_3_font_size=\u00bb27px\u00bb header_5_font=\u00bb|600||on|||||\u00bb header_5_text_align=\u00bbleft\u00bb header_5_text_color=\u00bb#2dbdef\u00bb header_5_font_size=\u00bb14px\u00bb header_5_line_height=\u00bb2em\u00bb max_width=\u00bb700px\u00bb header_2_font_size_tablet=\u00bb\u00bb header_2_font_size_phone=\u00bb30px\u00bb header_2_font_size_last_edited=\u00bbon|phone\u00bb locked=\u00bboff\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n
STEPHEN BECKER<\/h3>\nUNIVERSIDAD DE CINCINNATI. ESTADOS UNIDOS<\/h5>\n
Stephen P. Becker, PhD, es Profesor de Pediatr\u00eda, Catedr\u00e1tico de la Facultad de Medicina del Hospital Infantil de Cincinnati, Director Asociado de Investigaci\u00f3n y Codirector del Centro para el TDAH en la Divisi\u00f3n de Medicina Conductual y Psicolog\u00eda Cl\u00ednica del Centro M\u00e9dico del Hospital Infantil de Cincinnati y del Departamento de Pediatr\u00eda de la Facultad de Medicina de la Universidad de Cincinnati. Con financiaci\u00f3n del Instituto Nacional de Salud Mental (NIMH) y el Instituto de Ciencias de la Educaci\u00f3n (IES, Departamento de Educaci\u00f3n de EE. UU.), el objetivo general de la investigaci\u00f3n del Dr. Becker es comprender mejor las v\u00edas de desarrollo del TDAH, las psicopatolog\u00edas coexistentes y los deterioros funcionales. Utilizando un marco de psicopatolog\u00eda del desarrollo, est\u00e1 especialmente interesado en el s\u00edndrome de desconexi\u00f3n cognitiva, los problemas de sue\u00f1o y las psicopatolog\u00edas internalizantes que frecuentemente coexisten e interact\u00faan con el TDAH, e impactan en su presentaci\u00f3n y tratamiento a lo largo de la vida.<\/p>\n
El Dr. Becker es autor de m\u00e1s de 250 publicaciones y recientemente edit\u00f3 un libro sobre el TDAH en la adolescencia (Guilford Press). El Dr. Becker tambi\u00e9n est\u00e1 comprometido con la capacitaci\u00f3n y la tutor\u00eda, y con el avance de pr\u00e1cticas inclusivas para apoyar a investigadores, m\u00e9dicos y poblaciones cl\u00ednicas y de investigaci\u00f3n en el estudio y el cuidado del TDAH.<\/p>\n
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S\u00edndrome de desconexi\u00f3n cognitiva: estado de la investigaci\u00f3n e implicaciones cl\u00ednicas (Conferencia)<\/h1>\n
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El s\u00edndrome de desconexi\u00f3n cognitiva (SDC), anteriormente conocido como ritmo cognitivo lento, ha surgido como un conjunto distintivo de s\u00edntomas caracterizados por enso\u00f1aci\u00f3n excesiva, confusi\u00f3n mental e hipoactividad. Considerado en su d\u00eda un subgrupo del trastorno por d\u00e9ficit de atenci\u00f3n e hiperactividad (TDAH), la investigaci\u00f3n de las \u00faltimas d\u00e9cadas ha demostrado que el SDC es emp\u00edricamente separable del TDAH y otras psicopatolog\u00edas, a la vez que predice patrones \u00fanicos de deterioro funcional. Un consenso internacional reciente ha adoptado la terminolog\u00eda del SDC para reflejar con mayor precisi\u00f3n el concepto y reducir el estigma asociado a su denominaci\u00f3n anterior. Esta presentaci\u00f3n sintetiza el estado actual de la ciencia del SDC, bas\u00e1ndose en los hallazgos recientemente resumidos por un grupo de trabajo internacional organizado y dirigido por el Dr. Becker. La evidencia hasta la fecha destaca un s\u00f3lido progreso psicom\u00e9trico en la evaluaci\u00f3n del SDC, con un conjunto de 15 \u00edtems que demuestra consistentemente su validez estructural en diversas poblaciones. El SDC se asocia con dificultades socioemocionales, bajo rendimiento acad\u00e9mico, trastornos del sue\u00f1o y un mayor riesgo de depresi\u00f3n y suicidio, lo que subraya su relevancia cl\u00ednica. Sin embargo, a\u00fan quedan muchas preguntas sin respuesta respecto a su etiolog\u00eda, sus fundamentos neurobiol\u00f3gicos, su trayectoria evolutiva y su ubicaci\u00f3n \u00f3ptima dentro de la nosolog\u00eda psiqui\u00e1trica, ya sea como trastorno, especificador diagn\u00f3stico o dimensi\u00f3n transdiagn\u00f3stica. De cara al futuro, el avance de la investigaci\u00f3n sobre el SDC requiere innovaci\u00f3n metodol\u00f3gica, muestras con diversidad cultural, dise\u00f1os longitudinales y una mayor integraci\u00f3n entre los dominios cognitivo, biol\u00f3gico y psicosocial. Los enfoques participativos que incorporan la experiencia vivida tambi\u00e9n son cruciales para refinar la medici\u00f3n, guiar la intervenci\u00f3n y garantizar que el constructo refleje a las personas m\u00e1s afectadas. Al trazar estas direcciones, el campo puede ir m\u00e1s all\u00e1 de los debates sobre la nomenclatura para establecer una ciencia rigurosa y colaborativa que apoye el reconocimiento del SDC y mejore los resultados para las personas que lo padecen.<\/p>\n
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El sue\u00f1o en ni\u00f1os y adolescentes con trastornos del neurodesarrollo (Simposio)<\/h1>\n
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El sue\u00f1o desempe\u00f1a un papel fundamental en el neurodesarrollo, ya que influye en el funcionamiento cognitivo, emocional y conductual. Las alteraciones del sue\u00f1o y del ritmo circadiano son frecuentes en los trastornos del neurodesarrollo, como el trastorno por d\u00e9ficit de atenci\u00f3n e hiperactividad (TDAH), el trastorno del espectro autista (TEA) y otros trastornos del aprendizaje y de la conducta. Comprender las alteraciones del sue\u00f1o en los trastornos del neurodesarrollo requiere un enfoque multifac\u00e9tico que integre perspectivas multidisciplinarias. Las investigaciones futuras deber\u00edan explorar la intersecci\u00f3n entre los ritmos circadianos, la calidad del sue\u00f1o y los factores ambientales en la configuraci\u00f3n de los resultados del neurodesarrollo, mientras que los ensayos cl\u00ednicos aleatorizados son necesarios para validar la eficacia de las intervenciones. Este simposio pone de relieve la relaci\u00f3n cr\u00edtica entre el sue\u00f1o y los trastornos del neurodesarrollo, con un enfoque en las dificultades del sue\u00f1o en condiciones como el TDAH y el autismo, subrayando la importancia de abordar las alteraciones del sue\u00f1o para mejorar los resultados del desarrollo y el bienestar general.<\/p>\n
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Organiza<\/p>\n
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Patrocina<\/p>\n
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Con el apoyo de<\/p>\n
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Ponente Ponencia en ingl\u00e9s STEPHEN BECKER UNIVERSIDAD DE CINCINNATI. ESTADOS UNIDOS Stephen P. Becker, PhD, es Profesor de Pediatr\u00eda, Catedr\u00e1tico de la Facultad de Medicina del Hospital Infantil de Cincinnati, Director Asociado de Investigaci\u00f3n y Codirector del Centro para el TDAH en la Divisi\u00f3n de Medicina Conductual y Psicolog\u00eda Cl\u00ednica del Centro M\u00e9dico del Hospital […]<\/p>\n","protected":false},"author":4,"featured_media":18438,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"footnotes":""},"class_list":["post-13808","page","type-page","status-publish","has-post-thumbnail","hentry"],"yoast_head":"\n