Conducta gobernada por reglas y relaciones de equivalencia en niños con problemas atencionales y conductas disruptivas

Rule-governed behavior and equivalence relations in children with attention problems and disruptive behaviors. The aim of this research is to determine whether the rule generation problems of children with attention problems and disruptive behaviour are related to difficulties in establishing equivalence relations. Futhermore, it is intented to stablish wether these difficulties are related to higher and maladaptative levels of response perseverance. From an initial sample of 284 primary school students, 25 participants with attentional and externalizing behavior problems were identified as the disruptive group, and from those students with no behaviour problems, 25 were randomly selected for the control group. A total of 50 students participated (36 boys and 14 girls) between 6 and 12 years old ( M =8.74; SD = 1.76). The Door Opening Task, and the Training and Testing Equivalence Relations were used for direct assessment of the participants . Children with attention problems and disruptive behavior showed significantly higher levels of response perseveration, difficulties in self-generating effective rules and in establishing relations derived from equivalence. Specifically, this group needed significantly more training sessions to establish equivalence relations, with one third of them failing to do so, and making more errors in the test phase.

• Publication year

  2025

• Venue

  Revista de Psicología Clínica con Niños y Adolescentes

• Publication date

  Unknown publication date

• Fields of study

  Not labeled

• Identifiers
  DOI 10.21134/rpcna.2025.12.3.5
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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