Estado del arte de la Economía Solidaria en Bogotá

Introducción: dificultades comportamentales, condiciones que trascienden la infancia e influyen en el curso de vida

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Capítulo 1. Antecedentes históricos del Trastorno por Déficit de Atención e Hiperactividad y el Trastorno Disocial de la Conducta

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Pardini, D. A., Frick, P. J., y Moffitt, T. E. (2010). Building an Evidence Base for DSM-5 Conceptualizations of Oppositional Defiant Disorder and Conduct Disorder: Introduction to the Special Section. Journal of Abnormal Psychology, 119(4), 683-688. https://doi.org/10.1037/a0021441

Patterson, G. R., y Reid, J. B. (1982). A Social Learning Approach to Family Intervention. Castalia Pub. Co.

Penado, M., Andreu, J. M., y Peña, E. (2014). Agresividad reactiva, proactiva y mixta: análisis de los factores de riesgo individual. Anuario de Psicología Jurídica, 24, 37-42. https://doi.org/10.1016/j.apj.2014.07.012

Polanczyk, G. V., Willcutt, E. G., Salum, G. A., Kieling, C. y Rohde, L. A. (2014). ADHD Prevalence Estimates Across Three Decades: An Updated Systematic Review and Meta-Regression Analysis. International Journal of Epidemiology, 43(2), 434-442. https://doi.org/10.1093/ije/dyt261

Ptacek, R., Kuzelova, H. y Stefano, G. (2011). Genetics in Psychiatry. Up-To-Date Review. Neuro Endocrinol Lett, 32(4), 389-399.

Punja, S., Shamseer, L., Hartling, L., Urichuk, L., Vandermeer, B., Nikles, C. J. y Vohra, S. (2012). Amphetamines for Attention Deficit Hyperactivity Disorder (ADHD) in Children and Adolescents. En S. Vohra (Ed.), Cochrane Database of Systematic Reviews. Chichester,: John Wiley y Sons. https://doi.org/10.1002/14651858.CD009996

Quintero, J. y Castaño de la Mota, C. (2014). Introducción y etiopatogenia del trastorno por déficit de atención e hiperactividad (TDAH). Pediatría Integral, 9, 600-608. Recuperado de https://bit.ly/3ac2hQV

Rafalovich, A. (2001). The Conceptual History of Attention Deficit Hyperactivity Disorder: Idiocy, Imbecility, Encephalitis and the Child Deviant, 1877-1929. Deviant Behavior, 22(2), 93–115. https://doi.org/10.1080/016396201750065009

Robins, L. N. (1999). A 70-year History of Conduct Disorder: Variations in Definition, Prevalence, and Correlates. En Historical and Geographical Influences on Psychopathology. (pp. 37–56). Mahwah: Lawrence Erlbaum Associates Publishers.

Rosch, K. S., Crocetti, D., Hirabayashi, K., Denckla, M. B., Mostofsky, S. H. y Mahone, E. M. (2018). Reduced Subcortical Volumes Among Preschool-Age Girls and Boys with ADHD. Psychiatry Research, 271, 67-74. https://doi.org/10.1016/j.pscychresns.2017.10.013

Sabroso Cetina, A., Jiménez Alegre, D. y Lledó Carreres, A. (2011). Problemas familiares generadores de conductas disruptivas en alumnos. International Journal of Developmental and Educational Psychology, 2(1), 423–432.

Salvatore, J. E., y Dick, D. M. (2016). Genetic Influences on Conduct Disorder. Neuroscience and Biobehavioral Reviews. https://doi.org/10.1016/j.neubiorev.2016.06.034

Sarkar, S., Dell’Acqua, F., Froudist Walsh, S., Blackwood, N., … Murphy, D. G. M. (2016). A Whole-Brain Investigation of White Matter Microstructure in Adolescents with Conduct Disorder. PloS One, 11(6), e0155475. https://doi.org/10.1371/journal.pone.0155475

Shaw, P., Stringaris, A., Nigg, J., y Leibenluft, E. (2014). Emotion Dysregulation in Attention Deficit Hyperactivity Disorder. The American Journal of Psychiatry, 171(3), 276-293. https://doi.org/10.1176/appi.ajp.2013.13070966

Shoemaker, D. J. (2009). Juvenile Delinquency. Lanham: Rowman y Littlefield Publishers.

Sholevar, G. P. (1995). Conduct Disorders in Children and Adolescents. American Psychiatric Press.

Skinner, B. F. y Cruz Feliu, J. (1985). Aprendizaje y comportamiento: una antología. Barcelona: Martínez Roca.

Soutullo Esperón, C. y Díez Suárez, A. (2007). Manual de diagnóstico y tratamiento del TDAH. Bogotá: Editorial Médica Panamericana.

Spitzer, R. L., Davies, M. y Barkley, R. A. (1990). The DSM-III-R Field Trial of Disruptive Behavior Disorders. Journal of the American Academy of Child y Adolescent Psychiatry, 29(5), 690-697. https://doi.org/10.1097/00004583-199009000-00003

Sun, H., Yuan, F., Shen, X., Xiong, G. y Wu, J. (2014). Role of COMT in ADHD: a Systematic Meta-Analysis. Molecular Neurobiology, 49(1), 251-261. https://doi.org/10.1007/s12035-013-8516-5

Tannock, R. (2013). Rethinking ADHD and LD in DSM-5: Proposed Changes in Diagnostic Criteria. Journal of Learning Disabilities, 46(1), 5-25. https://doi.org/10.1177/0022219412464341

Taylor, E. (2011). Antecedents of ADHD: A Historical Account of Diagnostic Concepts. ADHD Attention Deficit and Hyperactivity Disorders, 3(2), 69-75. https://doi.org/10.1007/s12402-010-0051-x

Trucco, E. M., Cope, L. M., Burmeister, M., Zucker, R. A., y Heitzeg, M. M. (2018). Pathways to Youth Behavior: The Role of Genetic, Neural, and Behavioral Markers. Journal of Research on Adolescence, 28(1), https://doi.org/10.1111/jora.12341

Tucker, S. G., Weller, R. A., Petersen, C. L. y Weller, E. B. (2007). Do Some Children Diagnosed with Oppositional Defiant Disorder Develop Querulous Disorder? Current Psychiatry Reports, 9(2), 99–105. https://doi.org/10.1007/s11920-007-0078-7

Vélez-Álvarez, C. y Vidarte Claros, J. (2012). Trastorno por déficit de atención e hiperactividad (TDAH), una problemática a abordar en la política pública de primera infancia en Colombia. Revista de Salud Pública, 14(2s), 113-128. https://doi.org/10.1590/S0124-00642012000800010

Vélez van Meerbeke, A., Talero Gutiérrez, C., González Reyes, R. y Ibáñez Pinilla, M. (2008). Prevalencia de trastorno por déficit de atención con hiperactividad en Bogotá. Recuperado de https://www.acnweb.org/acta/2008_24_1_6.pdf

Viding, E., Fontaine, N. M. G., y McCrory, E. J. (2012). Antisocial Behaviour in Children with and without Callous-Unemotional Traits. Journal of the Royal Society of Medicine, 105(5), 195–200.

Vieira de Melo, B. B., Trigueiro, M. J. y Rodrigues, P. P. (2018). Systematic Overview of Neuroanatomical Differences in ADHD: Definitive Evidence. Developmental Neuropsychology, 43(1), 52-68. https://doi.org/10.1080/87565641.2017.1414821

Vite Sierra, A., Alfaro Belmont, J. N., Pérez Pérez, A. D. y Miranda García, D. (2015). Intervención interactiva en los problemas de comportamiento infantil. Acta Colombiana de Psicología, 18(1), 149-157.

Volkmar, F. R. (2003). Changing Perspectives on ADHD. American Journal of Psychiatry, 160(6), 1025-1027. https://doi.org/10.1176/appi.ajp.160.6.1025

Wallace, G. L., White, S. F., Robustelli, B., Sinclair, S., Hwang, S., Martin, A. y Blair, R. J. R. (2014). Cortical and Subcortical Abnormalities in Youths with Conduct Disorder and Elevated Callous-Unemotional Traits. Journal of the American Academy of Child and Adolescent Psychiatry, 53(4), 456-65.e1. https://doi.org/10.1016/j.jaac.2013.12.008

Weissenberger, S., Ptacek, R., Klicperova-Baker, M., Erman, A., Schonova, K., Raboch, J. y Goetz, M. (2017). ADHD, Lifestyles and Comorbidities: A Call for an Holistic Perspective - from Medical to Societal Intervening Factors. Frontiers in Psychology, 8, 454. https://doi.org/10.3389/fpsyg.2017.00454

Yuan, F. F., Gu, X., Huang, X., Hou, Y. W., Zhong, Y., Lin, J. y Wu, J. (2017). Attention-Deficit/Hyperactivity Disorder Associated with KChIP1 rs1541665 in Kv Channels Accessory Proteins. PloS One, 12(11), e0188678. https://doi.org/10.1371/journal.pone.0188678

Zhang, L., Chang, S., Li, Z., Zhang, K., Du, Y., Ott, J. y Wang, J. (2012). ADHD Gene: A Genetic Database for Attention Deficit Hyperactivity Disorder. Nucleic Acids Research, 40(D1), D1003-9. https://doi.org/10.1093/nar/gkr992

Zielinski, D. S. y Bradshaw, C. P. (2006). Ecological Influences on the Sequelae of Child Maltreatment: A Review of the Literature. Child Maltreatment, 11(1), 49-62. https://doi.org/10.1177/1077559505283591

Zisser, A. y Eyberg, S. M. (2010). Parent-Child Interaction Therapy and the Treatment of Disruptive Behavior Disorders. En J. R. Weisz y A. E. Kazdin (Ed.), Evidence-Based Psychotherapies for Children and Adolescents (pp. 179–193). Nueva York: The Guilford Press.

Zuluaga-Valencia, J. B. y Fandiño-Tabares, C. (2017). Comorbilidades asociadas al déficit de atención con hiperactividad. Rev. Fac. Med, 65(1), 61-66. https://doi.org/10.15446/revfacmed.v65n1.57031

Capítulo 2. Caracterización familiar, adaptativa y clínica en niños y niñas con criterios diagnósticos de TDAH y TDC

Baker, K. (2016). Conduct Disorders in Children and Adolescents. Paediatrics and Child Health, 26(12), 534-539. https://doi.org/10.1016/j.paed.2016.08.009

Balboni, G., Incognito, O., Belacchi, C., Bonichini, S. y Cubelli, R. (2017). Vineland-II Adaptive Behavior Profile of Children with Attention-Deficit/Hyperactivity Disorder or Specific Learning Disorders. Research in Developmental Disabilities, 61, 55-65. https://doi.org/10.1016/j.ridd.2016.12.003

Betts, K. S., Williams, G. M., Najman, J. M. y Alati, R. (2015). The Relationship between Maternal Depressive, Anxious, and Stress Symptoms During Pregnancy and Adult Offspring Behavioral and Emotional Problems. Depression and Anxiety, 32(2), 82-90. https://doi.org/10.1002/da.22272

Boat, B. W., Pearl, E., Barnes, J. E., Richey, L., Crouch, D., Barzman, D. y Putnam, F. W. (2011). Childhood Cruelty to Animals: Psychiatric and Demographic Correlates. Journal of Aggression, Maltreatment & Trauma, 20(7), 812-819. https://doi.org/10.1080/10926771.2011.610773

Boat, T. F., Wu, J. T., et al. (2015). Clinical Characteristics of Attention Deficit Hyperactivity Disorder. Washington: National Academies Press. Recuperado de: https://www.ncbi.nlm.nih.gov/books/NBK332879/?report=printable

Bonilla-Santos, J., González-Hernández, A. y Bonilla-Santos, G. (2017). Características neuroendocrinas del trauma temprano y su relación con el bullying. Revista Ecuatoriana de Neurología, 26(3), 258-265. Recuperado de http://scielo.senescyt.gob.ec/pdf/rneuro/v26n3/2631-2581-rneuro-26-03-00258.pdf

Crocker, N., Vaurio, L., Riley, E. P., y Mattson, S. N. (2009). Comparison of Adaptive Behavior in Children with Heavy Prenatal Alcohol Exposure or Attention-Deficit/Hyperactivity Disorder. Alcoholism: Clinical and Experimental Research, 33(11), 2015-2023. https://doi.org/10.1111/j.1530-0277.2009.01040.x

Daviss, W. B. (2008). A Review of Co-Morbid Depression in pediatric ADHD: Etiology, Phenomenology, and Treatment. Journal of Child and Adolescent Psychopharmacology, 18(6), 565-571. https://doi.org/10.1089/cap.2008.032

DeSocio, J. E. (2018). Epigenetics, Maternal Prenatal Psychosocial Stress, and Infant Mental Health. Archives of Psychiatric Nursing, 32(6), 901-906. https://doi.org/10.1016/j.apnu.2018.09.001

Flouri, E., Narayanan, M. K. y Midouhas, E. (2015). The Cross-Lagged Relationship between Father Absence and Child Problem Behaviour in the Early Years. Child: Care, Health and Development, 41(6), 1090-1097. https://doi.org/10.1111/cch.12236

Frick, P. J. (2015). Current Research on Conduct Disorder in Children and Adolescents. South African Journal of Psychology, 46(2), 160-174. https://doi.org/10.1177/0081246316628455

Joseph, C. I., Evans, S., Youssef, G., Silk, T., Anderson, V., Efron, D. y Sciberras, E. (2019). Characterisation of Depressive Symptoms in Young Children With and Without Attention Deficit Hyperactivity Disorder. European Child & Adolescent Psychiatry, 28, 1183-1192. https://doi.org/10.1007/s00787-018-01274-5

Kang, J. y Cohen, P. N. (2017). Extended Kin and Children’s Behavioral Functioning: Family Structure and Parental Immigrant Status. Social Science and Medicine, 186, 61-69. https://doi.org/10.1016/j.socscimed.2017.04.033

King, S. y Waschbusch, D. A. (2010). Aggression in Children with Attention-Deficit/Hyperactivity Disorder. Expert Review of Neurotherapeutics, 10(10), 1581-1594. https://doi.org/10.1586/ern.10.146

LaFave, D. y Thomas, D. (2017). Extended Families and Child Well-Being. Journal of Development Economics, 126, 52-65. https://doi.org/10.1016/j.jdeveco.2016.11.006

Longobardi, C. y Badenes-Ribera, L. (2018). The Relationship Between Animal Cruelty in Children and Adolescent and Interpersonal Violence: A Systematic Review. Aggression and Violent Behavior, 46, 201-211. https://doi.org/10.1016/j.avb.2018.09.001

MacKinnon, N., Kingsbury, M., Mahedy, L., Evans, J. y Colman, I. (2018). The Association Between Prenatal Stress and Externalizing Symptoms in Childhood: Evidence From the Avon Longitudinal Study of Parents and Children. Biological Psychiatry, 83(2), 100-108. https://doi.org/10.1016/j.biopsych.2017.07.010

Magnuson, K. y Berger, L. M. (2009). Family Structure States and Transitions: Associations with Children’s Wellbeing During Middle Childhood. Journal of Marriage and the Family, 71(3), 575-591. https://doi.org/10.1111/j.1741-3737.2009.00620.x

McLanahan, S., Tach, L. y Schneider, D. (2013). The Causal Effects of Father Absence. Annual Review of Sociology, 39, 399-427. https://doi.org/10.1146/annurev-soc-071312-145704

McPhedran, S. (2009). Animal Abuse, Family Violence, and Child Wellbeing: A Review. Journal of Family Violence, 24(1), 41-52. https://doi.org/10.1007/s10896-008-9206-3

Molenaar, N. M., Tiemeier, H., van Rossum, E. F. C., Hillegers, M. H. J., … y Marroun, H. (2019). Psychoneuroendocrinology Prenatal Maternal Psychopathology and Stress and Offspring HPA Axis Function at 6 Years. Psychoneuroendocrinology, 99, 120-127. https://doi.org/10.1016/j.psyneuen.2018.09.003

Mulraney, M., Zendarski, N., Mensah, F., Hiscock, H. y Sciberras, E. (2017). Do Early Internalizing and Externalizing Problems Predict Later Irritability in Adolescents with Attention-Deficit/Hyperactivity Disorder? Australian and New Zealand Journal of Psychiatry, 51(4), 393-402. https://doi.org/10.1177/0004867416659365

Nardi Rodríguez, A. (2014). Un caso de desobediencia infantil en el contexto de los nuevos modelos familiares. Revista de psicología clínica con niños y adolescentes, 1(2), 165-171.

Oliva Gómez, E. y Villa Guardiola, V. J. (2014). Hacia un concepto interdisciplinario de la familia en la globalización Justicia Juris, 10(1), 11-20. Recuperado de http://www.scielo.org.co/pdf/jusju/v10n1/v10n1a02.pdf

Pineda, D., Kamphaus, R., Mora, O., Restrepo, M., … Holguín, J. (1999). Sistema de evaluación multidimensional de la conducta. Escala para padres de niños de 6 a 11 años, versión Colombiana. Revista de Neurología, 28(7), 672-681.

Poirier, M., Déry, M., Temcheff, C. E., Toupin, J., Verlaan, P. y Lemelin, J. P. (2016). Longitudinal Associations between Conduct Problems and Depressive Symptoms Among Girls and Boys with Early Conduct Problems. European Child & Adolescent Psychiatry, 25(7), 743-754. https://doi.org/10.1007/s00787-015-0796-z

Puerta, I. C. (2004). Instrumentos para evaluar las alteraciones de la conducta. Revista de Neurología, 38(3), 271-276.

Uriel, F., Scheinsohn, M. J., Becerra, L., y D’Anna, A. (2012). Entrevista a Padres para la Evaluación Diagnóstica Infantil (EPED-I). Buenos Aires: Departamento de Publicaciones, Facultad de Psicología, UBA.

Van den Bergh, B. R. H., van den Heuvel, M. I., Lahti, M., Braeken, M., … Schwab, M. (2017). Prenatal Developmental Origins of Behavior and Mental Health: The Influence of Maternal Stress in Pregnancy. Neuroscience and Biobehavioral Reviews. https://doi.org/10.1016/j.neubiorev.2017.07.003

Walters, G. D. (2019). Animal Cruelty and Bullying: Behavioral Markers of Delinquency Risk or Causal Antecedents of Delinquent Behavior? International Journal of Law and Psychiatry, 62, 77-84. https://doi.org/10.1016/J.IJLP.2018.11.008

Wang, H. Y., Huang, T. H. y Lo, S. K. (2011). Motor Ability and Adaptive Function in Children with Attention Deficit Hyperactivity Disorder. The Kaohsiung Journal of Medical Sciences, 27(10), 446-452. https://doi.org/10.1016/J.KJMS.2011.06.004

Xia, W., Shen, L. y Zhang, J. (2015). Comorbid Anxiety and Depression in School-Aged Children with Attention Deficit Hyperactivity Disorder (ADHD) and Selfreported Symptoms of ADHD, Anxiety, and Depression Among Parents of School-Aged Children With and Without ADHD. Shanghai Archives of Psychiatry, 27(6), 356-367.

Capítulo 3. Funciones ejecutivas en niños, niñas y adolescentes con criterios diagnósticos para TDC y TDAH

Aïte, A., Cassotti, M., Linzarini, A., Osmont, A., Houdé, O. y Borst, G. (2016). Adolescents’ Inhibitory Control: Keep It Cool or Lose Control. Developmental Science, 21(1), e12491. https://doi.org/10.1111/desc.12491

Amorim, W. N. y Marques, S. C. (2018). Inhibitory Control and Cognitive Flexibility in Children with Attention-Deficit/Hyperactivity Disorder. Psychology & Neuroscience, 11(4), 364-374. https://doi.org/10.1037/pne0000156

Antonini, T. N., Becker, S. P., Tamm, L. y Epstein, J. N. (2015). Hot and Cool Executive Functions in Children with Attention-Deficit/Hyperactivity Disorder and Comorbid Oppositional Defiant Disorder. Journal of the International Neuropsychological Society, 21(8), 584-595. https://doi.org/10.1017/S1355617715000752

Araujo Jiménez, E. A., Jané Ballabriga, M. C., Bonillo Martin, A., y Capdevilla i Brophy, C. (2014). Desórdenes en funciones ejecutivas y síntomas de desorden de comportamiento adaptativo en niños preescolares. Universitas Psychologica, 13(4), 1267-1277. https://doi.org/10.11144/Javeriana.UPSY13-4.efds

Baddeley, A. (2000). The Episodic Buffer: A New Component of Working Memory? Trends in Cognitive Sciences, 4(11), 417-423, https://doi.org/10.1016/S1364-6613(00)01538-2

Baddeley, A. y Hitch, G. J. (2019). The Phonological Loop as a Buffer Store: An Update. Cortex, 122, 91-106, https://doi.org/10.1016/j.cortex.2018.05.015

Barkley, R. A. (1997). Behavioral Inhibition, Sustained Attention, and Executive Functions: Constructing a Unifying Theory Of ADHD. Psychological Bulletin, 121(1), 65-94, https://doi.org/10.1037/0033-2909.121.1.65

Betancur-Caro, M. L., Molina, D. A. y Cañizales-Romaña, L. Y. (2016). Entrenamiento cognitivo de las funciones ejecutivas en la edad escolar. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14(1), 359-368.

Bigorra, A., Garolera, M., Guijarro, S. y Hervás, A. (2016). Impact of Working Memory Training on Hot Executive Functions (Decision-Making and Theory Of Mind) in Children With ADHD: A Randomized Controlled Trial. Neuropsychiatry, 6(5), 251-263. https://doi.org/10.4172/Neuropsychiatry.1000147

Buttelmann, F. y Karbach, J. (2017). Development and Plasticity of Cognitive Flexibility in Early and Middle Childhood. Frontiers in Psychology, 8, 1040. https://doi.org/10.3389/fpsyg.2017.01040

Carlson, S. M., Claxton, L. J. y Moses, L. J. (2015). The Relation Between Executive Function and Theory of Mind is More Than Skin Deep. Journal of Cognition and Development, 16(1), 186-197. https://doi.org/10.1080/15248372.2013.824883

Carter Leno, V., Chandler, S., White, P., Pickles, A., Baird, G., Hobson, C., … Simonoff, E. (2018). Testing the Specificity of Executive Functioning Impairments in Adolescents with ADHD, ODD/CD and ASD. European Child & Adolescent Psychiatry, 1-10. https://doi.org/10.1007/s00787-017-1089-5

Chávez-Oliveros, M., Rodríguez-Agudelo, Y., Acosta-Castillo, I., García-Ramírez, N., Rojas de la Torre, G. y Sosa-Ortiz, A. L. (2015). Fluidez verbal-semántica en adultos mayores mexicanos: valores normativos. Neurología, 30(4), 189-194. https://doi.org/10.1016/J.NRL.2013.12.013

Chmielewski, W. X., Tiedt, A., Bluschke, A., Dippel, G., Roessner, V. y Beste, C. (2018). Effects of Multisensory Stimuli on Inhibitory Control in Adolescent ADHD: It is the Content of Information that Matters. NeuroImage: Clinical, 19, 527-537. https://doi.org/10.1016/J.NICL.2018.05.019

Chua, E. F. y Ahmed, R. (2016). Electrical Stimulation of the Dorsolateral Prefrontal Cortex Improves Memory Monitoring. Neuropsychologia, 85, 74-79. https://doi.org/10.1016/j.neuropsychologia.2016.03.008

Chua, E. F., Schacter, D. L., Rand-Giovannetti, E. y Sperling, R. A. (2006). Understanding Metamemory: Neural Correlates of the Cognitive Process and Subjective Level of Confidence in Recognition Memory. NeuroImage, 29(4), 1150-1160. https://doi.org/10.1016/j.neuroimage.2005.09.058

Cortese, S. (2012). The Neurobiology and Genetics of Attention-Deficit/Hyperactivity Disorder (ADHD): What Every Clinician Should Know. European Journal of Paediatric Neurology, 16(5), 422-433. https://doi.org/10.1016/j.ejpn.2012.01.009

Dajani, D. R. y Uddin, L. Q. (2015). Demystifying Cognitive Flexibility: Implications for Clinical and Developmental Neuroscience. Trends in Neurosciences, 38(9), 571-578. https://doi.org/10.1016/j.tins.2015.07.003

Damasio, A. R. (1996). El error de Descartes: la emoción, la razón y el cerebro humano. Barcelona: Crítica.

Del Missier, F., Mäntylä, T. y de Bruin, W. B. (2012). Decision-Making Competence, Executive Functioning, and General Cognitive Abilities. Journal of Behavioral Decision Making, 25(4), 331–351. https://doi.org/10.1002/bdm.731

Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750

Ellis, M. L., Weiss, B. y Lochman, J. E. (2009). Executive Functions in Children: Associations with Aggressive Behavior and Appraisal Processing. Journal of Abnormal Child Psychology, 37(7), 945-956. https://doi.org/10.1007/s10802-009-9321-5

Elosúa, M. R., Del Olmo, S. y Contreras, M. J. (2017). Differences in Executive Functioning in Children with Attention Deficit and Hyperactivity Disorder (ADHD). Frontiers in Psychology, 8, 976. https://doi.org/10.3389/fpsyg.2017.00976

Fleming, S. M. y Dolan, R. J. (2012). The Neural Basis of Metacognitive Ability. Philosophical Transactions of the Royal Society of London, series B, Biological Sciences, 367(1594), 1338-1349. https://doi.org/10.1098/rstb.2011.0417

Flores, J. C., Castillo-Preciado, R. E. y Jiménez-Miramonte, N. A. (2014). Desarrollo de funciones ejecutivas, de la niñez a la juventud. Anales de Psicología, 30(2), 463-473. https://doi.org/10.6018/analesps.30.2.155471

Flores, J. C., Tinajero Carrasco, B. y Castro Ruiz, B. (2011). Influencia del nivel y de la actividad escolar en las funciones ejecutivas. Revista Interamericana de Psicología, 45(2), 281-292.

García, E., Rodríguez, C., Martín, R., Jiménez, J. E., Hernández, S. y Díaz, A. (2012). Test de fluidez verbal: datos normativos y desarrollo evolutivo en el alumnado de primaria. European Journal of Education and Psychology, 5(1), 53-64.

Garrison, J. (2014). Dissociable Neural Networks Supporting Metacognition for Memory and Perception. The Journal of Neuroscience , 34(8), 2765-2767. https://doi.org/10.1523/JNEUROSCI.5232-13.2014

Gathercole, S. E., Pickering, S. J., Ambridge, B. y Wearing, H. (2004). The Structure of Working Memory From 4 to 15 Years of Age. Developmental Psychology, 40(2), 177-190. https://doi.org/10.1037/0012-1649.40.2.177

Gómez, C. M., Barriga-Paulino, C. I., Rodríguez-Martínez, E. I., Rojas-Benjumea, M. Á., Arjona, A. y Gómez-González, J. (2017). The Neurophysiology of Working Memory Development: From Childhood to Adolescence and Young Adulthood. Reviews in the Neurosciences, 29(3), 261-282. https://doi.org/10.1515/revneuro-2017-0073

Hobson, C. W., Scott, S. y Rubia, K. (2011). Investigation of Cool and Hot Executive Function in ODD/CD Independently of ADHD. Journal of Child Psychology and Psychiatry, 52(10), 1035-1043. https://doi.org/10.1111/j.1469-7610.2011.02454.x

Hrbáková, K., Hladík, J. y Vávrová, S. (2012). The Relationship Between Locus of Control, Metacognition, and Academic Success. Procedia-Social and Behavioral Sciences, 69, 1805-1811. https://doi.org/10.1016/j.sbspro.2012.12.130

Huizinga, M., Dolan, C. V., y van der Molen, M. W. (2006). Age-Related Change in Executive Function: Developmental Trends and a Latent Variable Analysis. Neuropsychologia, 44(11), 2017-2036.

Katzev, M., Tuscher, O., Hennig, J., Weiller, C. y Kaller, C. P. (2013). Revisiting the Functional Specialization of Left Inferior Frontal Gyrus in Phonological and Semantic Fluency: The Crucial Role of Task Demands and Individual Ability. Journal of Neuroscience, 33(18), 7837-7845.

Lázaro, F., César, J., Shejet, O. y Gutiérrez, L. (2012). BANFE – 2. Batería neuropsicológica de funciones ejecutivas y lóbulos frontales. Ciudad de México: Manual Moderno.

Lecce, S., Demicheli, P., Zocchi, S. y Palladino, P. (2015). The Origins of Children’s Metamemory: The Role of Theory of Mind. Journal of Experimental Child Psychology, 131, 56-72. https://doi.org/10.1016/J.JECP.2014.11.005

Lezak, M. D. (1982). The Problem of Assessing Executive Functions. International Journal of Psychology, 17(1–4), 281-297.

Lozano Gutiérrez, A. y Ostrosky Solís, F. (2011). Desarrollo de las funciones ejecutivas y de la corteza prefrontal. Revista Neuropsicología, Neuropsiquiatría y Neurociencias, 11(1), 159-172.

McKinnon, M. C. y Moscovitch, M. (2007). Domain-General Contributions to Social Reasoning: Theory of Mind and Deontic Reasoning Re-Explored. Cognition, 102(2), 179-218. https://doi.org/10.1016/j.cognition.2005.12.011

Morasch, K. C. y Bell, M. A. (2011). The Role of Inhibitory Control in Behavioral and Physiological Expressions of Toddler Executive Function. Journal of Experimental Child Psychology, 108(3), 593-606. https://doi.org/10.1016/j.jecp.2010.07.003

Moritz, S. y Lysaker, P. H. (2018). Metacognition–What did James H. Flavell Really Say and the Implications for the Conceptualization and Design of Metacognitive Interventions. Schizophrenia Research, 201, 20-26. https://doi.org/10.1016/j.schres.2018.06.001

Müller, V. I., Langner, R., Cieslik, E. C., Rottschy, C. y Eickhoff, S. B. (2015). Interindividual Differences in Cognitive Flexibility: Influence of Gray Matter Volume, Functional Connectivity and Trait Impulsivity. Brain Structure and Function, 220(4), 2401-2414. https://doi.org/10.1007/s00429-014-0797-6

Noordermeer, S. D. S., Luman, M., y Oosterlaan, J. (2016). A Systematic Review and Meta-analysis of Neuroimaging in Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) Taking Attention-Deficit Hyperactivity Disorder (ADHD) Into Account. Neuropsychology Review, 26(1), 44-72. https://doi.org/10.1007/s11065-015-9315-8

Otero, T. M. y Barker, L. A. (2014). The Frontal Lobes and Executive Functioning. En S. Goldstein y Naglieri, J (Eds.), Handbook of Executive Functioning (pp. 29–44). Nueva York: Springer. https://doi.org/10.1007/978-1-4614-8106-5_3

Owens, M. M., Duda, B., Sweet, L. H. y MacKillop, J. (2018). Distinct Functional and Structural Neural Underpinnings of Working Memory. NeuroImage, 174, 463-471. https://doi.org/10.1016/J.NEUROIMAGE.2018.03.022

Pineda-Alhucema, W., Aristizabal, E., Escudero-Cabarcas, J., Acosta-López, J. E. y Vélez, J. I. (2018). Executive Function and Theory of Mind in Children with ADHD: a Systematic Review. Neuropsychology Review, 28(3), 341-358. https://doi.org/10.1007/s11065-018-9381-9

Poon, K. (2017). Hot and Cool Executive Functions in Adolescence: Development and Contributions to Important Developmental Outcomes. Frontiers in Psychology, 8, 2311. https://doi.org/10.3389/fpsyg.2017.02311

Qian, Y., Chen, M., Shuai, L., Cao, Q. J., Yang, L. y Wang, Y. F. (2017). Effect of an Ecological Executive Skill Training Program for School-aged Children with Attention Deficit Hyperactivity Disorder: A Randomized Controlled Clinical Trial. Chinese Medical Journal, 130(13), 1513-1520. https://doi.org/10.4103/0366-6999.208236

Qiu, L., Su, J., Ni, Y., Bai, Y., Zhang, X., Li, X., y Wan, X. (2018). The Neural System of Metacognition Accompanying Decision-Making in the Prefrontal Cortex. Plos Biology, 16(4), e2004037. https://doi.org/10.1371/journal.pbio.2004037

Rohlf, H. L., Holl, A. K., Kirsch, F., Krahé, B. y Elsner, B. (2018). Longitudinal Links between Executive Function, Anger, and Aggression in Middle Childhood. Frontiers in Behavioral Neuroscience, 12, 27. https://doi.org/10.3389/fnbeh.2018.00027

Sanfey, A. G. (2007). Social Decision-Making: Insights from Game Theory and Neuroscience. Science, 318(5850), 598-602. https://doi.org/10.1126/science.1142996

Santa-Cruz, C. y Rosas, R. (2017). Cartografía de las funciones ejecutivas. Estudios de Psicología, 38(2), 284-310. https://doi.org/10.1080/02109395.2017.1311459

Sierra-Fitzgerald, O. (2010). Memoria y metamemoria: relaciones funcionales y estabilidad de las mismas. Universitas Psychologica., 9(1), 213-227.

Schoorl, J., van Rijn, S., de Wied, M., van Goozen, S. y Swaab, H. (2018). Boys with Oppositional Defiant Disorder/Conduct Disorder Show Impaired Adaptation During Stress: An Executive Functioning Study. Child Psychiatry & Human Development, 49(2), 298-307. https://doi.org/10.1007/s10578-017-0749-5

Schreiber, J. E., Possin, K. L., Girard, J. M. y Rey-Casserly, C. (2014). Executive Function in Children with Attention Deficit/Hyperactivity Disorder: The NIH EXAMINER Battery. Journal of the International Neuropsychological Society, 20(1), 41-51. https://doi.org/10.1017/S1355617713001100

Shao, Z., Janse, E., Visser, K. y Meyer, A. S. (2014). What Do Verbal Fluency Tasks Measure? Predictors of Verbal Fluency Performance in Older Adults. Frontiers in Psychology, 5, https://doi.org/10.3389/fpsyg.2014.00772

Shimamura, A. P. (2000). Toward a Cognitive Neuroscience of Metacognition. Consciousness and Cognition, 9(2), 313-323. https://doi.org/10.1006/ccog.2000.0450

Shuai, L. y Wang, Y. (2007). Executive Function Characteristic in Boys with Attention Deficit Hyperactivity Disorder Comorbid Disruptive Behavior Disorders. Journal of Peking University. Health Sciences, 39(3), 241-246.

Skogli, E. W., Andersen, P. N., Hovik, K. T. y Øie, M. (2014). Development of Hot and Cold Executive Function in Boys and Girls With ADHD. Journal of Attention Disorders, 21(4), 305-315. https://doi.org/10.1177/1087054714524984

Swami, S. (2013). Executive Functions and Decision Making: A Managerial Review. IIMB Management Review, 25(4), 203-212. https://doi.org/10.1016/J.IIMB.2013.07.005

Tamnes, C. K., Walhovd, K. B., Grydeland, H., Holland, D., Østby, Y., Dale, A. M. y Fjell, A. M. (2013). Longitudinal Working Memory Development Is Related to Structural Maturation of Frontal and Parietal Cortices. Journal of Cognitive Neuroscience, 25(10), 1611-1623. https://doi.org/10.1162/jocn_a_00434

Tirapu-Ustárroz, J. y Muñoz-Céspedes, J. M. (2005). Memoria y funciones ejecutivas. Revisión Rev Neurol, 41(8), 475-484.

Tsukiura, T., Fujii, T., Takahashi, T., Xiao, R., Inase, M., Iijima, T., … Okuda, J. (2001). Neuroanatomical Discrimination Between Manipulating and Maintaining Processes Involved in Verbal Working Memory; A Functional MRI Study. Cognitive Brain Research, 11(1), 13-21. https://doi.org/10.1016/S0926-6410(00)00059-8

Tupak, S. V., Badewien, M., Dresler, T., Hahn, T., Ernst, L. H., Herrmann, M. J., … Ehlis, A.C. (2012). Differential Prefrontal and Frontotemporal Oxygenation Patterns During Phonemic and Semantic Verbal Fluency. Neuropsychologia, 50(7), 1565-1569. https://doi.org/10.1016/J.NEUROPSYCHOLOGIA.2012.03.009

Urazán-Torres, G. R., Puche-Cabrera, M. J., Caballero-Forero, M. y Rey-Anacona, C. A. (2013). Funciones cognitivas y ejecutivas en escolares colombianos con trastorno disocial: diferencias por sexo. Revista Colombiana de Psiquiatría, 42(4), 324-332. https://doi.org/10.1016/S0034-7450(13)70029-5

Valk, S. L., Bernhardt, B. C., Böckler, A., Kanske, P. y Singer, T. (2016). Substrates of Metacognition on Perception and Metacognition on Higher-Order Cognition Relate to Different Subsystems of the Mentalizing Network. Human Brain Mapping, 37(10), 3388-3399. https://doi.org/10.1002/hbm.23247

Vélez-van-Meerbeke, A., Zamora, I. P., Guzmán, G., Figueroa, B., López Cabra, C. A. y Talero-Gutiérrez, C. (2013). Evaluación de la función ejecutiva en una población escolar con síntomas de déficit de atención e hiperactividad. Neurología, 28(6), 348-355. https://doi.org/10.1016/J.NRL.2012.06.011

Vetter, N. (2012). Theory of Mind Development in Adolescence and its (Neuro)cognitive Mechanisms. Dresden: Technische Universität Dresden.

Yeh, Z.-T., Tsai, M. C., Tsai, M. D., Lo, C. Y. y Wang, K. C. (2017). The Relationship Between Theory of Mind and the Executive Functions: Evidence from Patients with Frontal Lobe Damage. Applied Neuropsychology: Adult, 24(4), 342-349. https://doi.org/10.1080/23279095.2016.1185425

Zelazo, P. D. y Carlson, S. M. (2012). Hot and Cool Executive Function in Childhood and Adolescence: Development and Plasticity. Child Development Perspectives, 6(4), 1-7. https://doi.org/10.1111/j.1750-8606.2012.00246.x

Zhang, H. F., Shuai, L., Zhang, J. S., Wang, Y. F., Lu, T. F., Tan, X., … Shen, L. X. (2018). Neuropsychological Profile Related with Executive Function of Chinese Preschoolers with Attention-Deficit/Hyperactivity Disorder: Neuropsychological Measures and Behavior Rating Scale of Executive Function-Preschool Version. Chinese Medical Journal, 131(6), 648-656. https://doi.org/10.4103/0366-6999.226893

Capítulo 4. Componente Teoría de la Mente en niños y niñas con criterios diagnóstico para TDC y TDAH

Ahmed, S. P., Bittencourt-Hewitt, A. y Sebastian, C. L. (2015). Neurocognitive bases of Emotion Regulation Development in Adolescence. Developmental Cognitive Neuroscience, 15, 11–25. https://doi.org/10.1016/j.dcn.2015.07.006

Albert, J., López-Martín, S., Fernández-Jaén, A. y Carretié, L. (2008). Emotional Alterations in Attention Deficit Hyperactivity Disorder: Existing Data and Open Questions. Revista de Neurología, 47(1), 39-45.

Arango, O. E., Montoya, P. A., Puerta, I. C., y Sánchez, J. W. (2014). Teoría de la mente y empatía como predictores de conductas disociales en la adolescencia. Escritos de Psicología, 7(1), 20-30. https://doi.org/10.5231/psy.writ.2013.2810

Arango, O. E., Olivera, A., Restrepo, V. y Puerta, I. C. (2017). Empathic Skills and Theory of Mind in Female Adolescents with Conduct Disorder. Revista Brasileira de Psiquiatria, 40(1), 78-82. https://doi.org/10.1590/1516-4446-2016-2092

Arce, R., Fariña, F. y Vázquez, M. J. (2011). Grado de competencia social y comportamientos antisociales, delictivos y no delictivos en adolescentes. Revista Latinoamericana de Psicología, 43(3), 473-486.

Aspan, N., Bozsik, C., Gadoros, J., Nagy, P., Inantsy-Pap, J., Vida, P. y Halasz, J. (2014). Emotion Recognition Pattern in Adolescent Boys with Attention-Deficit/Hyperactivity Disorder. BioMed Research International, 2014, 761340. https://doi.org/10.1155/2014/761340

Baez, S., Herrera, E., Villarin, L., Theil, D., Gonzalez-Gadea, M. L., Gomez, P., … Ibañez, A. M. (2013). Contextual Social Cognition Impairments in Schizophrenia and Bipolar Disorder. Plos One, 8(3), e57664. https://doi.org/10.1371/journal.pone.0057664

Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y. y Plumb, I. (2001). The Reading the Mind in the Eyes Test Revised Version: A Study with Normal Adults, and Adults with Asperger Syndrome or High-Functioning Autism. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 42(2), 241-251.

Baron-Cohen, S., Riordan, M. O., Stone, V., Jones, R. y Plaisted, K. (1999). A New Test of Social Sensitivity : Detection of Faux Pas in Normal Children and Children With Asperger Syndrome. Journal of Autism and Developmental Disorders, 29, 407-418.

Baron-Cohen, S., Jolliffe, T., Mortimore, C. y Robertson, M. (1997). Another Advanced Test of Theory of Mind: Evidence from Very High Functioning Adults with Autism or Asperger Syndrome. Journal of Child Psychology and Psychiatry and Allied Disciplines, 38(7), 813-822.

Beer, J. S., y Ochsner, K. N. (2006). Social Cognition: A Multi-Level Analysis. Brain Research, 1079(1), 98-105. https://doi.org/10.1016/J.BRAINRES.2006.01.002

Bora, E. y Pantelis, C. (2016). Meta-Analysis of Social Cognition in Attention-Deficit/Hyperactivity Disorder (ADHD): Comparison with Healthy Controls and Autistic Spectrum Disorder. Psychological Medicine, 46(04), 699-716. https://doi.org/10.1017/S0033291715002573

Borhani, K. y Nejati, V. (2018). Emotional Face Recognition in Individuals with Attention-Deficit/Hyperactivity Disorder: A Review Article. Developmental Neuropsychology, 43(3), 256-277. https://doi.org/10.1080/87565641.2018.1440295

Brüne, M. y Brüne-Cohrs, U. (2006). Theory of Mind—Evolution, Ontogeny, Brain Mechanisms and Psychopathology. Neuroscience & Biobehavioral Reviews, 30(4), 437-455. https://doi.org/10.1016/j.neubiorev.2005.08.001

Caillies, S., Bertot, V., Motte, J., Raynaud, C. y Abely, M. (2014). Social Cognition in ADHD: Irony Understanding and Recursive Theory of Mind. Research in Developmental Disabilities, 35(11), 3191-3198. https://doi.org/10.1016/j.ridd.2014.08.002

Dadds, M. R., Kimonis, E. R., Schollar-Root, O., Moul, C. y Hawes, D. J. (2018). Are Impairments in Emotion Recognition a Core Feature of Callous–Unemotional Traits? Testing the Primary versus Secondary Variants Model in Children. Development and Psychopathology, 30(01), 67-77. https://doi.org/10.1017/S0954579417000475

de la Osa, N., Granero, R., Domenech, J. M., Shamay-Tsoory, S. y Ezpeleta, L. (2016). Cognitive and Affective Components of Theory of Mind in Preschoolers with Oppositional Defiance Disorder: Clinical Evidence. Psychiatry Research, 241, 128-134. https://doi.org/10.1016/j.psychres.2016.04.082

Decety, J., Michalska, K. J., Akitsuki, Y. y Lahey, B. B. (2009). Atypical Empathic Responses in Adolescents with Aggressive Conduct Disorder: A Functional MRI Investigation. Biological Psychology, 80(2), 203-211. https://doi.org/10.1016/j.biopsycho.2008.09.004

Demirci, E. y Erdogan, A. (2016). ¿Is Emotion Recognition the Only Problem in ADHD? Effects of Pharmacotherapy on Face and Emotion Recognition in Children with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 8(4), 197-204. https://doi.org/10.1007/s12402-016-0201-x

Duclos, H., Desgranges, B., Eustache, F. y Laisney, M. (2018). Impairment of Social Cognition in Neurological Diseases. Revue Neurologique, 174(4), 190-198. https://doi.org/10.1016/j.neurol.2018.03.003

Fairchild, G., Van Goozen, S. H. M., Calder, A. J., Stollery, S. J. y Goodyer, I. M. (2009). Deficits in Facial Expression Recognition in Male Adolescents with Early-Onset or Adolescence-Onset Conduct Disorder. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 50(5), 627-636.

Frith, C. D. y Frith, U. (2012). Mechanisms of Social Cognition. Annual Review of Psychology, 63(1), 287-313. https://doi.org/10.1146/annurev-psych-120710-100449

Frith, U. (2001). Mind Blindness and the Brain in Autism. Neuron, 32(6), 969-979.

Gómez Botero, M., Tobón, E. A., González, D. M. y Barceló, E. (2010). Características de la teoría en el trastorno disocial de la conducta. Psicología desde el Caribe, (26),103-118.

Happé, F. G. (1993). Communicative Competence and Theory of Mind in Autism: A Test of Relevance Theory. Cognition, 48(2), 101-119.

Henry, J. D., von Hippel, W., Molenberghs, P., Lee, T. y Sachdev, P. S. (2016). Clinical Assessment of Social Cognitive Function in Neurological Disorders. Nature Reviews Neurology, 12(1), 28-39. https://doi.org/10.1038/nrneurol.2015.229

Javdani, S., Sadeh, N., Donenberg, G. R., Emerson, E., Houck, C. y Brown, L. K. (2017). Affect Recognition Among Adolescents in Therapeutic Schools: Relationships with Posttraumatic Stress Disorder and Conduct Disorder Symptoms. Child and Adolescent Mental Health, 22(1), 42-48. https://doi.org/10.1111/camh.12198

Lecce, S., Bianco, F., Devine, R. T. y Hughes, C. (2017). Relations Between Theory of Mind and Executive Function in Middle Childhood: A Short-Term Longitudinal Study. Journal of Experimental Child Psychology, 163, 69-86. https://doi.org/10.1016/J.JECP.2017.06.011

Martin-Key, N. A., Graf, E. W., Adams, W. J. y Fairchild, G. (2017). Facial Emotion Recognition and Eye Movement Behaviour in Conduct Disorder. Journal of Child Psychology and Psychiatry, 59(3), https://doi.org/10.1111/jcpp.12795

Özbaran, B., Kalyoncu, T. y Köse, S. (2018). Theory of Mind and Emotion Regulation Difficulties in Children with ADHD. Psychiatry Research, 270, 117-122. https://doi.org/10.1016/J.PSYCHRES.2018.09.034

Pichardo Martínez, M., Justicia-Arráez, A., Alba Corredor, G. y Fernández Cabezas, M. (2016). Desarrollo de la competencia social y prevención de problemas de conducta en el aula infantil. Pensamiento Psicológico, 14(1), 21–31. https://doi.org/10.11144/javerianacali.ppsi14-1.dcsp

Premack, D. y Woodruff, G. (1978). Does the Chimpanzee have a Theory of Mind? Behavioral and Brain Sciences, 1(4), 515-526. https://doi.org/10.1017/S0140525X00076512

Rasuli M. y Chubdari A. (2015). Effectiveness of Theory of Mind Training in Social Cognition in Children with Attention Deficit Hyperactive Disorder. International Journal of School and Cognitive Psychology, 2(4), 156.

Roelofs, R. L., Wingbermühle, E., Egger, J. I. M. y Kessels, R. P. C. (2017). Social Cognitive Interventions in Neuropsychiatric Patients: A Meta-Analysis. Brain Impairment, 18(01), 138-173. https://doi.org/10.1017/BrImp.2016.31

Ros, R. y Graziano, P. A. (2018). Social Functioning in Children With or At Risk for Attention Deficit/Hyperactivity Disorder: A Meta-Analytic Review. Journal of Clinical Child and Adolescent Psychology, 47(2), 213-235. https://doi.org/10.1080/15374416.2016.1266644

Schug, J., Takagishi, H., Benech, C. y Okada, H. (2016). The Development of Theory of Mind and Positive and Negative Reciprocity in Preschool Children. Frontiers in Psychology, 7, 888. https://doi.org/10.3389/fpsyg.2016.00888

Sharp, C. (2008). Theory of Mind and Conduct Problems in Children: Deficits in Reading the “Emotions of the Eyes.” Cognition and Emotion, 22(6), 1149-1158. https://doi.org/10.1080/02699930701667586

Téllez-Vargas, J. (2006). Teoría de la mente: evolución, ontogenia, neurobiología y psicopatología. Avances en Psiquiatría Biológica, 7, 7-25.

Tirapu-Ustárroz, J., Pérez-Sayes, G., Erekatxo-Bilbao, M., y Pelegrín-Valero, C. (2007). ¿Qué es la teoría de la mente? Rev. Neurol., 44(8), 479-489.

Van Overwalle, F. (2009). Social Cognition and the Brain: A Meta-Analysis. Human Brain Mapping, 30(3), 829-858. https://doi.org/10.1002/hbm.20547

Vite Sierra, A., Alfaro Belmont, J. N., Pérez Pérez, A. D. y Miranda García, D. (2015). Intervención interactiva en los problemas de comportamiento infantil. Acta Colombiana de Psicología, 18(1), 149-157.

Wimmer, H. y Perner, J. (1983). Beliefs About Beliefs: Representation and Constraining Function of Wrong Beliefs in Young Children’s Understanding of Deception. Cognition, 13(1), 103-128. https://doi.org/10.1016/0010-0277(83)90004-5

Zuluaga, J., Marín, L. y Becerra, A. (2018). Teoría de la mente y empatía en niños y niñas con diagnóstico de Síndrome de Asperger. Psicogente, 21(39), 88-101. https://doi.org/10.17081/psico.21.39.2824

Campítulo 5. Evaluación y procesos de intervención en niños y niñas con Trastorno con déficit de atención e hiperactividad y Trastorno disocial de la conducta

Adolphs, R. (2002). Neural Systems for Recognizing Emotion. Current Opinion in Neurobiology, 12(2), 169-177.

Alvis Rizzo, A., Arana Medina, M. y Restreoi Botero, J. (2014). Propuesta de rehabilitación neuropsicológica de la atención, las funciones ejecutivas y empatía en personas con diagnóstico de trastorno antisocial de la personalidad, desvinculadas del conflicto armado colombiano. Revista virtual Universidad Católica del Norte, 2(42), 138-153.

Amiri, S., Sadeghi-Bazargani, H., Nazari, S. y Abdi, S. (2017). Attention Deficit/Hyperactivity Disorder and Risk of Injuries: A Systematic Review and Meta-Analysis. J Inj Violence Res, 9(2), 95-105.

Anastassiou-Hadjicharalambous, X., y Warden, D. (2008). Cognitive and Affective Perspective-Taking in Conduct-Disordered Children High and Low on Callous-Unemotional Traits. Child and Adolescent Psychiatry and Mental Health, 2(1), 16. https://doi.org/10.1186/1753-2000-2-16

Andrews, J. (1996). Theory and Practice in Speech-Language Pathology: A Review of Systemic Principles. Seminars in Speech and Language, 17(02), 97-106. https://doi.org/10.1055/s-2008-1064090

American Psychiatric Association –APA–. (2002). DSM-IV-TR : manual diagnóstico y estadístico de los trastornos mentales. Barcelona: Masson. Recuperado de: https://bit.ly/2XztREW

Arango Lasprilla, J. C. y Márquez Orta, E. (2006). Rehabilitación neuropsicológica. Ciudad de México: Manual Moderno.

Arango, O. E., Montoya, P. A., Puerta, I. C., y Sánchez, J. W. (2014a). Teoría de la mente y empatía como predictores de conductas disociales en la adolescencia. Escritos de Psicología, 7(1), 20-30. https://doi.org/10.5231/psy.writ.2013.2810

Aspan, N., Bozsik, C., Gadoros, J., Nagy, P., Inantsy-Pap, J., Vida, P. y Halasz, J. (2014). Emotion Recognition Pattern in Adolescent Boys with Attention-Deficit/Hyperactivity Disorder. BioMed Research International, 2014, 761340. https://doi.org/10.1155/2014/761340

Astle, D. E., Barnes, J. J., Baker, K., Colclough, G. L. y Woolrich, M. W. (2015). Cognitive Training Enhances Intrinsic Brain Connectivity in Childhood. The Journal of Neuroscience , 35(16), 6277-6283. https://doi.org/10.1523/JNEUROSCI.4517-14.2015

Atkinson, A. P. y Adolphs, R. (2011). The Neuropsychology of Face Perception: Beyond Simple Dissociations and Functional Selectivity. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 366(1571), 1726-1738. https://doi.org/10.1098/rstb.2010.0349

Battagliese, G., Caccetta, M., Luppino, O., Baglioni, C., Cardi, V., Mancini, F. y Buonanno, C. (2015). Cognitive-Behavioral Therapy for Externalizing Disorders: A Meta-Analysis of Treatment Effectiveness, Behavior Research Therapy, 75, 60-71. https://doi.org/10.1016/j.brat.2015.10.008

Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J. y Pinderhughes, E. (2010). The Effects of a Multiyear Universal Social–Emotional Learning Program: The Role of Student and School Characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156-168. https://doi.org/10.1037/a0018607

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