Componentes atencionais e de funções executivas em meninos com TDAH: dados de uma bateria neuropsicológica flexível

Silvestrin

et al. 2016

Psicol. Refl. Crít.

This paper aimed to verify evidences of validity and reliability of Luria-Nebraska Test for Children (TLN-C, in Portuguese). Three hundred eighty-seven students aged 6-13 years old, with learning difficulties, comprised the study. They were assessed with the Wechsler Intelligence Scale for Children (WISC-III) and TLN-C; and effect of age differences, as well as accuracy rating by internal consistency were investigated. Age effects were found for all subtests and in the general score, except for receptive speech subtest, even when total IQ effect was controlled. Reliability analysis had satisfactory results (0.79). The TLN-C showed evidences of validity and reliability. Receptive speech subtest requires revision.

Section: Introductionmentioning

confidence: 99%

Evidences of validity and reliability of the Luria-Nebraska Test for Children

Silvestrin

et al. 2016

Psicol. Refl. Crít.

“…Os testes com paradigma de cancelamento têm essa característica, pois solicitam ao indivíduo a ser avaliado que faça uma varredura visual no estímulo e risque os alvos descritos previamente, entre os diversos tipos de imagens. Com esse tipo simples de tarefa é possível avaliar atenção seletiva e sustentada, velocidade de processamento e percepção visual (Cardoso, Silva, & Fonseca, 2011;Gauthier, Dehaut, & Joanette, 1989;Gonçalves et al, 2013;Silva, Cardoso, & Fonseca, 2012;Wong, 2012).…”

unclassified

Relação entre atenção e desempenho em leitura, escrita e aritmética em crianças

et al. 2017

Self Cite

Este estudo buscou verificar se há relação entre atenção (seletiva e sustentada visual) e o desempenho escolar (leitura, escrita e aritmética). Foram avaliados 258 estudantes do 1º a 9º ano do ensino fundamental de escolas brasileiras públicas e privadas, com idade média de 10,33 anos (DP=2,52). Os estudantes foram avaliados pelo Teste de Cancelamento do Sinos-Versão Infantil (TCS) e pelo Teste de Desempenho Escolar-Segunda Edição (TDE-II). Os escores dos testes foram correlacionados pelo coeficiente de correlação de Pearson, considerando o nível de significância de p≤0,05. Houve correlações significativas positivas de intensidade fraca entre os escores totais do TCS e TDE-II e correlação negativas significativas de intensidade fraca entre os escores de erros e omissões do TCS e escores totais do TDE-II. Foi possível observar relação entre os construtos estudados, porém sugere-se que investigações futuras utilizem diferentes métodos para avaliar outras habilidades relacionadas ao desempenho escolar e processos atencionais. Palavras-chave: atenção; desempenho escolar; leitura; escrita; aritmética. ABSTRACT-Relationship between Attention and Performance in Reading, Writing and Arithmetic in Children This study sought to verify the relationship between attention (selective and sustained visual) and school performance (reading, writing and arithmetic). We evaluated 258 students from the 1st to the 9th year of elementary school in Brazilian public and private schools, with a mean age of 10.33 years (SD=2.52). The students were evaluated by the Bells Test-children's version (BT) and by the School Performance Test-second edition (SPT-II). Test scores were correlated by the Pearson correlation coefficient, considering the level of significance of p<0.05. There were significant positive correlations of weak intensity between BT and SPT-II total scores and significant negative correlation of weak intensity between BT errors and omission scores and total SPT-II scores. An observable relationship between the constructs studied exists; however, it is suggested that future investigations use different methods to evaluate other skills related to school performance and attentional processes.

“…They have also been largely used and researched in Brazil [2][3][4][5][6][7] . These tests are designed to assess verbal fluency, which is one aspect of fluency ability, and are related to the capacity to execute behaviors rapidly, sequentially, and in accordance with certain rules 3,8 .…”

mentioning

confidence: 99%

The FAS fluency test in Brazilian children and teenagers: executive demands and the effects of age and gender

Dias

Seabra

2014

Arq. Neuro-Psiquiatr.

The FAS Verbal Fluency Test is widely used in neuropsychological clinical services and research. This study investigated the contributions of different executive functions, age and gender to FAS test performance in a sample of children and teenagers divided into two groups: G1 comprised 263 children aged 6-10 years, and G2 comprised 150 teenagers aged 10-14 years. All participants were assessed using the Cancellation Attention Test, the Auditory Working Memory Test, the Visual Working Memory Test, the Semantic Generation Test, and the Trail Making Test, in addition to the FAS test. For G1, age, auditory working memory and shifting were predictors of FAS performance. For G2, gender, auditory working memory, shifting and inhibition comprised the FAS explanatory model. The study contributed to our understanding of which are the best predictor variables for the FAS test in a Brazilian sample and how executive demands change with age.