ResumoO objetivo deste estudo é apresentar o processo de desenvolvimento e validação de conteúdo do Instrumento de Avaliação Neuropsicológica Breve Infantil NEUPSILIN-INF, que avalia, de modo breve, componentes de oito funções neuropsicológicas em crianças em idade escolar: orientação, atenção, percepção visual, memória, habilidades aritméticas, linguagem, habilidades visuoconstrutivas e funções executivas. O processo envolveu: 1) análise do instrumento original NEUPSILIN e definição das funções e tarefas a serem adaptadas para avaliação neuropsicológica infantil; 2) desenvolvimento de novas tarefas consideradas fundamentais para a avaliação na infância; 3) estudo piloto 1 com a versão preliminar do instrumento; 4) análise de juízes especialistas; 5) estudos piloto 2 e 3, nova reformulação de tarefas do instrumento e elaboração de sua versão final. O instrumento apresentou adequada validade aparente e de conteúdo. Palavras-chave: Criança, Testes neuropsicológicos, Neuropsicologia, Cognição, Psicometria. Development of the Child Brief Neuropsychological Assessment Battery NEUPSILIN-INF AbstractThe aim of this study is to present the development process and content validation of Child Brief Neuropsychological Assessment Battery NEUPSILIN-INF, which briefly assesses the components of eight neuropsychological functions in school-aged children: orientation, attention, visual perception, memory, arithmetic abilities, language, visuoconstructive abilities and executive functions. The process comprised: 1) the analysis of the original NEUPSILIN instrument and definition of the functions and tasks to be adapted for the child neuropsychological assessment; 2) the development of new tasks considered as fundamental for the assessment in children; 3) pilot study 1 with the preliminary version of the instrument; 4) analysis by specialist judges; 5) pilot studies 2 and 3, new reformulation of the instrument's tasks and preparation of its final version. The instrument presented appropriate face and content validity.
This study investigated the performance of children with attention deficit hyperactivity disorder (ADHD) and dyslexia using Conners' Continuous Performance Test (CCPT). The clinical groups were composed of 52 children with ADHD and 32 children with dyslexia. Performance in the CCPT was evaluated using ANCOVA to compare the clinical groups with the normative Brazilian sample. The ADHD group performed worse than the normative sample in almost all of the measurements, except for reaction time and response style. The dyslexia group scored higher on commissions, variability, perseverations and inconsistency in the reaction time over the six time blocks (Hit SE Block Change) than the children in the normative Brazilian sample. The ADHD and dyslexia groups differed in omission measurements, Hit RT SE, variability, perseverations, Hit RT Interstimulus Intervals (ISI) Change and Hit SE ISI Change. We thus found that the dyslexia group had specific deficit patterns, with greater response to non-target stimuli, greater perseveration and response variability, and difficulties in hit reaction time as the test progressed.Key words: Conners' Continuous Performance Test, child development, attention deficit/hyperactivity disorder, learning disorders, dyslexia. REsumo O presente estudo investigou o desempenho de crianças com transtorno do déficit de atenção e hiperatividade (TDAH) e dislexia no Teste de Desempenho Contínuo de Conner (do inglês Conners' Continnuous Performance Test).Foram considerados dois grupos clínicos: 52 crianças com TDAH e 32 com dislexia. O desempenho no CCPT foi analisado por meio do teste ANCOVA, comparando os grupos clínicos com a amostra de normatização brasileira. O grupo TDAH teve pior desempenho que os controles em quase todas as medidas, exceto em medidas de tempo de reação e estilo de resposta. Já o grupo dislexia teve maiores escores em comissões, variabilidade, perseverações e inconsistência nas mudanças de tempo de reação no decorrer dos seis blocos de tempo (Hit SE Block Change). Os grupos TDAH e disléxicos diferiram entre si nas medidas de omissões, variabilidade do tempo de reação, perseverações, mudança de tempo de reação por intervalos interstimulus. Verificou-se assim que as crianças com dislexia apresentam padrões específicos de déficits, com maior resposta aos estímulos não alvos, maior perseveração e variabilidade de respostas, assim como dificuldades no tempo de reação conforme o desenvolvimento do teste.Palavras-Chave: Teste de Desempenho Contínuo de Conner, desenvolvimento infantil, transtorno do déficit de atenção e hiperatividade, transtornos de aprendizagem, dislexia.
This study aimed to verify whether children with dyslexia have difficulties in executive functions (shifting, working memory, inhibition). Methods: A sample of 47 children (ages 8-13 years) participated in the study: 24 who were dyslexic and 23 controls with typical development. A battery of neuropsychological tests was used. Results: Results revealed executive function difficulties among the dyslexic children when compared with controls, encompassing selective attention modulation processes, shifting, and inhibitory control. These difficulties appeared to be affected by phonological working memory deficits, typically associated with dyslexia. Conclusion: Our findings support the consensus among scholars regarding the central involvement of phonological skill dysfunctions in dyslexia.
One of the most usual flaws that lead to literacy disability regards cognitive difficulties and alterations some children present in the literacy process. Many studies have found alterations in phonological processing, more specifically in phonological working memory (PWM) and phonological awareness (PA). Therefore, our aim was to identify alterations in skills of phonological working memory, phonological awareness and language (semantic, syntactic and phonological aspects) of Brazilian children with literacy disabilities (age 7-8). They were divided into two groups: (1) Group of Normal Literacy (NL); and (2) Group With Literacy Disabilities (LD). The evaluation comprised tests that assessed general cognitive functions and the skills at stake. The LD presented a poorer performance than the NL in the skills of PWM, PA and language aspects. The factor analysis showed that these skills prevailed in differentiating the groups. Thus, children with literacy disabilities presented deficits in phonological processing and language. These deficits seem to be a result of alterations of the phonological representations and poor language skills that are prior to the literacy period. Consequently, we believe that the early identification of these alterations can be very useful for the prevention of future literacy problems.
The aim of this study was to identify the neuropsychological characteristics of dyslexic children. Seventy-three children underwent neuropsychological assessment and were divided into two groups: a group with dyslexia (DG; n=39) and a control group (CG; n= 34). A general linear model showed a signifi cant difference between the groups regarding the following abilities: reading, writing and mathematics; forward and backward digit span tasks; semantic and phonological fl uency; number of completed categories and total number of cards in the Wisconsin Cards Sorting Test; as well as right and left discrimination on self and on other. These results suggest impairment in executive functions, phonological working memory and semantic memory among dyslexic children, rather than impairment of just phonological abilities, as suggested in previous studies. Keywords: Dyslexia, Wisconsin test, neuropsychological characteristics. ResumoO objetivo deste trabalho foi identifi car as características neuropsicológicas de crianças com dislexia. Foram incluídas 73 crianças divididas em dois grupos: um grupo composto por crianças disléxicas (GD; n=39), e um grupo controle (GC; n= 34). A análise de modelo linear geral mostrou diferença signifi cativa entre os grupos nas habilidades de leitura, escrita, matemática, dígitos ordem direta, dígitos ordem inversa, fl uência semântica e fonológica, número de categorias e total de cartas do Teste de Classifi cação de Cartas de Wisconsin, discriminação direita e esquerda em si e no outro. Esses resultados demonstram que podem existir défi cits nas funções executivas, memória operacional fonológica e memória semântica e não apenas nas habilidades fonológicas. Palavras-chave: Dislexia, Wisconsin Teste, características neuropsicológicas.
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