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As funções executivas em crianças diagnosticadas com PDI
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Abstract(s)
A Perturbação de Desenvolvimento Intelectual (PDI) pode ser definida como uma
alteração no curso do desenvolvimento típico esperado, marcada por um desenvolvimento
intelectual insuficiente. Tendo em conta a importância das funções executivas na
aprendizagem e no ajustamento social dos sujeitos, tornou-se importante desenvolver
uma investigação no sentido de descrever estas funções em crianças referênciadas com
PDI. Assim, esta pesquisa teve por objetivo aferir qual o perfil das funções executivas em
crianças acometidas pela PDI. Os componentes das funções executivas testados neste
trabalho foram, memória de trabalho, flexibilidade cognitiva e controlo inibitório.
Este é um estudo descritivo, no qual a amostra estudada foi composta por crianças
de 8 aos 11 anos de idade diagnosticadas com PDI. Foram administrados os seguintes
instrumentos Children`s Color Trails Test (CCTT), Frontal Assessment Battery (FAB)
e o Memória de Dígitos (WISC-III). A amostra apresentou um desempenho abaixo da
média em em todos os instrumentos administrados. Dentre as variavéis estudadas a que
melhor explicou o desempenhos dos sujeitos foi a idade e escolaridade, no entanto, estes
factores mostraram-se significativos somente quando relacionados aos resultados obtidos
no CCTT, indicando que são factores explicativos somente da flexibilidade cognitiva. Os
dados obtidos leva-nos a concluir que as funções executivas, em crianças acometidas com
PDI, estão alteradas de forma acentuada, sobretudo a flexibilidade cognitiva, no entanto,
o desenvolvimento acarretado pelo avanço da idade e a inclusão no sistema formal de
ensino propiciam melhorias na performance em atividades que demandam a flexibilidade
cognitiva.
Intellectual Developmental Disorder (IDD) can be defined as an alteration in the course of expected typical development, marked by insufficient intellectual development. Taking into account the importance of executive functions in the learning and social adjustment of subjects, it became important to develop an investigation to describe these functions in children referred with IDD. Thus, this research aimed to assess the profile of executive functions in children affected by IDD. The components of executive functions tested in this study were working memory, cognitive flexibility, and inhibitory control. This is a descriptive study, in which the sample studied was composed of children aged 8 to 11 years diagnosed with IDD. The following instruments were administered: Children`s Color Trails Test (CCTT), Frontal Assessment Battery (FAB) and the Digit Memory (WISC-III). The sample performed below average on all the instruments administered. Among the variables studied, age and education best explained the subjects' performance; however, these factors were significant only when related to the results obtained in the CCTT, indicating that they are explanatory factors of cognitive flexibility only. The data obtained leads us to conclude that the executive functions in children affected by IDD are markedly altered, especially cognitive flexibility, however, the development brought on by advancing age and inclusion in the formal education system provide improvements in performance in activities that demand cognitive flexibility.
Intellectual Developmental Disorder (IDD) can be defined as an alteration in the course of expected typical development, marked by insufficient intellectual development. Taking into account the importance of executive functions in the learning and social adjustment of subjects, it became important to develop an investigation to describe these functions in children referred with IDD. Thus, this research aimed to assess the profile of executive functions in children affected by IDD. The components of executive functions tested in this study were working memory, cognitive flexibility, and inhibitory control. This is a descriptive study, in which the sample studied was composed of children aged 8 to 11 years diagnosed with IDD. The following instruments were administered: Children`s Color Trails Test (CCTT), Frontal Assessment Battery (FAB) and the Digit Memory (WISC-III). The sample performed below average on all the instruments administered. Among the variables studied, age and education best explained the subjects' performance; however, these factors were significant only when related to the results obtained in the CCTT, indicating that they are explanatory factors of cognitive flexibility only. The data obtained leads us to conclude that the executive functions in children affected by IDD are markedly altered, especially cognitive flexibility, however, the development brought on by advancing age and inclusion in the formal education system provide improvements in performance in activities that demand cognitive flexibility.
Description
Keywords
Perturbação de desenvolvimento intelectual Funções executivas Neurodesenvolvimento Memória de trabalho Flexibilidade cognitiva Controlo inibitório