Executive Functions in School‐age Children: Influence of Age, Gender, School Type and Parental Education

Jacobsen, Geise Machado; Mello, Clarissa; Kochhann, Renata; Fonseca, Róchele Paz

doi:10.1002/acp.3338

“…These results are in agreement with study of Rosenthal et al (2013) who found impairment in EF with increasing age among children with autism spectrum disorder using BRIEF (parent report) also, driven by MI scales (initiate, working memory and organization of materials). However, general agreement in the literature is that EF (mainly cognitive flexibility, working memory and inhibition) are improving from childhood to adulthood among people with typical development (Jacobsen, de Mello, Kochhann, & Fonseca, 2017) as well as among people with ID (Hartman et al, 2017). A potential reason why the same trend has not been found in our study is because in the group of older children (15-18 years of age), there were mostly children with moderate ID (more than 60 per cent) whose EF's were significantly more impaired in comparison with children with mild ID.…”

Section: Discussionmentioning

confidence: 99%

Untitled

2018

JPES

0

View full text Add to dashboard Cite

Background: Children with intellectual disabilities usually show impairments in executive functions. Most of the studies with children of typical development have shown positive influence of physical activity and exercise on executive functioning. Therefore, objective of the study was to examine relationship between physical activity and executive functions among children with mild and moderate intellectual disability, and to expand the body of knowledge on EF among children with ID. Methods: One hundred and four children (62 boys and 42 girls) with intellectual disability from 7 to 18 years of age took part in the study. There were 49 children with mild and 55 with moderate intellectual disability. For assessment of executive functions, the authors used Behavior Rating Inventory of Executive Functions (BRIEF)-teacher version that was completed by 15 special education teachers of children participating in the study. Physical Activity in terms of light, moderate, vigorous and moderate to vigorous physical activity was assessed with GT3X Actigraph accelerometer during 7 consecutive days. Results: Moderate and moderate to vigorous physical activity are significant predictors of initiate, working memory and plan/organize scales and metacognition index. In addition, age contributed to shift and metacognition index, gender to working memory and organization of materials, while level of intellectual disability was significant predictor of all BRIEF scales. Conclusion: There is a significant relationship between physical activity and executive functions for specific components of these two domains. Future research may focus on determining appropriate physical activity and exercise intervention that would influence development of executive functions among children with intellectual disability.

show abstract

“…Sin embargo, a fin de poder constatar esta hipótesis sería necesario evaluar poblaciones de niños más pequeños, así como realizar estudios longitudinales que permitan observar el seguimiento de los cambios en el desarrollo. Además, sería necesario ampliar la muestra considerando participantes de diferentes estratos socio-económicos, ya que existen variables sociales que impactan diferencialmente en el desarrollo lingüístico Jacobsen, et al, 2017;Jacobsen, et al, 2016).…”

Section: Discussionunclassified

“…La realización de las tareas de fluidez verbal depende de procesos léxico-semán-ticos y de las funciones ejecutivas que se desarrollan durante los años de escolaridad y alcanzan los niveles adultos durante la adolescencia (Anderson, Anderson, Northram, Jacobs, & Catroppa, 2001;Bolla, Lindgren, Bonaccorsy, & Bleecker, 1990;Jacobsen, de Mello, Kochhann, & Fonseca, 2017;Riva, Nichelli, & Devoti, 2000;Ruff, Light, Parker, & Levin, 1997;Stuss et al, 1998). Las funciones ejecutivas son procesos cognitivos que permiten sostener y manipular información, actuar y responder en función del contexto, autorregular la conducta, inhibir respuestas o diferirlas, organizar un plan estratégico de acción en función de un objetivo y elaborar una representación mental de la tarea.…”

Section: Introductionunclassified

“…La evidencia da cuenta de una mayor facilitad al realizar tareas de FVS que de FVF y esto parecería deberse a que, al momento de realizar la tarea, bastaría con que se active y recupere la información siguiendo el mismo criterio con el que ésta fue almacenada. Por otro lado, en una tarea de FVF la búsqueda se realizará de modo intercategorial a partir de un criterio fonológico Collins & Loftus, 1975;Hurks et al, 2006;Jacobsen, et al, 2017;Jacobsen, et al, 2016;Riva, et al, 2000).…”

Section: Introductionunclassified

See 1 more Smart Citation

Patrones de correlación de fluencias semánticas y fonológicas en niños en edad escolar

Fumagalli

¹

,

Soriano

²

,

Shalóm³

et al. 2018

View full text Add to dashboard Cite

“…These results are in agreement with study of Rosenthal et al (2013) who found impairment in EF with increasing age among children with autism spectrum disorder using BRIEF (parent report) also, driven by MI scales (initiate, working memory and organization of materials). However, general agreement in the literature is that EF (mainly cognitive flexibility, working memory and inhibition) are improving from childhood to adulthood among people with typical development (Jacobsen, de Mello, Kochhann, & Fonseca, 2017) as well as among people with ID (Hartman et al, 2017). A potential reason why the same trend has not been found in our study is because in the group of older children (15-18 years of age), there were mostly children with moderate ID (more than 60 per cent) whose EF's were significantly more impaired in comparison with children with mild ID.…”

mentioning

confidence: 99%

Untitled

2018

JPES

2

0

View full text Add to dashboard Cite

Background: Children with intellectual disabilities usually show impairments in executive functions. Most of the studies with children of typical development have shown positive influence of physical activity and exercise on executive functioning. Therefore, objective of the study was to examine relationship between physical activity and executive functions among children with mild and moderate intellectual disability, and to expand the body of knowledge on EF among children with ID. Methods: One hundred and four children (62 boys and 42 girls) with intellectual disability from 7 to 18 years of age took part in the study. There were 49 children with mild and 55 with moderate intellectual disability. For assessment of executive functions, the authors used Behavior Rating Inventory of Executive Functions (BRIEF)-teacher version that was completed by 15 special education teachers of children participating in the study. Physical Activity in terms of light, moderate, vigorous and moderate to vigorous physical activity was assessed with GT3X Actigraph accelerometer during 7 consecutive days. Results: Moderate and moderate to vigorous physical activity are significant predictors of initiate, working memory and plan/organize scales and metacognition index. In addition, age contributed to shift and metacognition index, gender to working memory and organization of materials, while level of intellectual disability was significant predictor of all BRIEF scales. Conclusion: There is a significant relationship between physical activity and executive functions for specific components of these two domains. Future research may focus on determining appropriate physical activity and exercise intervention that would influence development of executive functions among children with intellectual disability.

show abstract

Executive Functions in School‐age Children: Influence of Age, Gender, School Type and Parental Education

Cited by 24 publications

References 39 publications

Untitled

Untitled

Patrones de correlación de fluencias semánticas y fonológicas en niños en edad escolar

Untitled

Contact Info

Product

Resources

About