A new study conducted by Lydia Muñoz Manzano and Antonio Fernández Parra, published in the RPCNA, has focused on understanding altered behavioral patterns in students with attention and disruptive behavior disorders. It has been concluded that the deficit in the executive function of response inhibition may be related to problems in rule generation rather than instructional monitoring.
The research, which used the Door Opening Task (TAP) to assess 62 primary school students, revealed that those with disruptive behavior showed response perseveration and difficulties in rule generation, while there were no significant differences in rule monitoring between the studied groups.
These findings shed light on possible intervention approaches to help improve the behavior of these students.
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