Development and content validity of the CENA Program for Educational Training on the Neuropsychology of Learning, with an emphasis on executive functions and attention

Abstract

IntroductionThe importance of executive functions (EF) in childhood development, and their role as indicators of health, well-being, professional and academic success have been demonstrated by several studies in the literature. FE are cognitive processes that aim to control and manage behavior to achieve specific goal and included skills planning, inhibition, cognitive flexibility, (executive) attention and the central executive component of working memory (WM). In the context of education, the EF are crucial for continued learning and efficient academic performance due to their involvement in several components of the educational process.ObjectiveThe aim of this article was to describe the development and content validity of the CENA Program for Educational Training on the Neuropsychology of Learning, with an emphasis on executive functions and attention.MethodsThe study involved seven specialists (four responsible for evaluating the program, and three involved in brainstorming), and was carried out in three stages:Background research: neuropsychology and education;Program development - author brainstorming andEvaluation by expert judges The goals, language and methods.ResultsCENA Program were considered adequate, attesting to its content validity as a school-based neuropsychological intervention.ConclusionTeacher training in school neuropsychology may be an important area for future investment and contribute to academic achievement and student development in the Brazilian education system.

Desarrollo y validación del Cuestionario de Funciones Ejecutivas en niños de 9 a 12 años

“…Las Funciones Ejecutivas (fe) constituyen un conjunto de procesos de control que regulan la acción, la cognición y la emoción parar lograr objetivos. Las fe intervienen en situaciones novedosas y complejas, y actúan sobre otros procesos cognitivos, contribuyendo así al comportamiento adaptativo (Introzzi, 2016;Pureza & Fonseca, 2017) tanto de niños como de adolescentes (Canet Juric et al, 2013;Nigg, 2000), adultos y adultos mayores (Comesaña & García Coni, 2016).…”