The opinion of parents and teachers of students with learning disorders regarding executive function skills
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1590/1982-0216201719510817 http://hdl.handle.net/11449/157768 |
Resumo: | ABSTRACTPurpose: to compare the opinion of parents and teachers of students with learning disorders, regarding executive function skills.Methods: a cross-sectional cohort study, involving 39 students, boys and girls, with a multi-disciplinary diagnosis of learning disorders. Participants in the age range 8 to 11 years and 11 months were enrolled in Grades 3 to 5 of Primary Education I. The Behavior Rating Inventory of Executive Function (BRIEF) questionnaire, comprising one questionnaire for the parents and another for the teachers, was applied. The aim was to characterize the behavioral aspects of executive function in the school and home environments.Results: data were statistically analyzed using non-parametric tests and significant differences in the answers provided by parents and teachers in the organization scale were found. By comparing the answers given by parents and teachers, significant differences were seen in the emotional control, planning/organization, material organization and monitoring scales.Conclusion: based on the results of this study, one concludes that there are different perceptions of impaired executive function among parents and teachers of students presented with learning disorders. Parental answers pointed to more difficulties than those provided by the teachers. |
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The opinion of parents and teachers of students with learning disorders regarding executive function skillsOpinião de pais e de professores de escolares com transtornos de aprendizagem quanto às habilidades de funções executivasExecutive FunctionLearning DisordersLearningFunção ExecutivaTranstornos de AprendizagemAprendizagemABSTRACTPurpose: to compare the opinion of parents and teachers of students with learning disorders, regarding executive function skills.Methods: a cross-sectional cohort study, involving 39 students, boys and girls, with a multi-disciplinary diagnosis of learning disorders. Participants in the age range 8 to 11 years and 11 months were enrolled in Grades 3 to 5 of Primary Education I. The Behavior Rating Inventory of Executive Function (BRIEF) questionnaire, comprising one questionnaire for the parents and another for the teachers, was applied. The aim was to characterize the behavioral aspects of executive function in the school and home environments.Results: data were statistically analyzed using non-parametric tests and significant differences in the answers provided by parents and teachers in the organization scale were found. By comparing the answers given by parents and teachers, significant differences were seen in the emotional control, planning/organization, material organization and monitoring scales.Conclusion: based on the results of this study, one concludes that there are different perceptions of impaired executive function among parents and teachers of students presented with learning disorders. Parental answers pointed to more difficulties than those provided by the teachers.RESUMOObjetivo: comparar a opinião de pais e de professores de escolares com transtornos de aprendizagem em habilidades de função executiva.Métodos: estudo de coorte transversal. Participaram deste estudo 39 escolares com diagnóstico interdisciplinar de transtornos de aprendizagem, de ambos os sexos, com faixa etária entre 8 anos e 11 anos e 11 meses, do 3º ao 5º ano do Ensino Público Fundamental I. Como procedimento foi utilizado o Behavior Rating Inventory of Executive Function (BRIEF), composto de dois questionários, sendo um para o preenchimento pelos pais e um para professores, visando à caracterização de aspectos comportamentais da função executiva em ambientes escolar e em casa.Resultados: os resultados foram analisados estatisticamente utilizando testes não paramétricos. Foi possível observar diferença significativa entre as respostas preenchidas pelos pais dos escolares em relação à escala de organização. Na comparação entre os questionários preenchidos pelos pais e pelos professores houve diferença significativa para as escalas de controle emocional, planejamento/organização, organização de materiais e monitoramento.Conclusão: houve diferentes percepções do comprometimento das funções executivas para os pais e para os professores dos escolares com transtornos de aprendizagem. As dificuldades foram indicadas predominantemente pelos pais comparativamente aos professores.Universidade Estadual Paulista Júlio de Mesquita Filho Faculdade de Filosofia e CiênciasUniversidade Estadual Paulista Júlio de Mesquita Filho Faculdade de Filosofia e CiênciasABRAMO Associação Brasileira de Motricidade OrofacialUniversidade Estadual Paulista (Unesp)Germano, Giseli DonadonBrito, Lara BastosCapellini, Simone Aparecida2018-11-12T17:26:51Z2018-11-12T17:26:51Z2017-09-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article674-682application/pdfhttp://dx.doi.org/10.1590/1982-0216201719510817Revista CEFAC. ABRAMO Associação Brasileira de Motricidade Orofacial, v. 19, n. 5, p. 674-682, 2017.1516-1846http://hdl.handle.net/11449/15776810.1590/1982-0216201719510817S1516-18462017000500674S1516-18462017000500674.pdfSciELOreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengRevista CEFACinfo:eu-repo/semantics/openAccess2023-12-27T06:25:40Zoai:repositorio.unesp.br:11449/157768Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T21:29:04.827303Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
The opinion of parents and teachers of students with learning disorders regarding executive function skills Opinião de pais e de professores de escolares com transtornos de aprendizagem quanto às habilidades de funções executivas |
title |
The opinion of parents and teachers of students with learning disorders regarding executive function skills |
spellingShingle |
The opinion of parents and teachers of students with learning disorders regarding executive function skills Germano, Giseli Donadon Executive Function Learning Disorders Learning Função Executiva Transtornos de Aprendizagem Aprendizagem |
title_short |
The opinion of parents and teachers of students with learning disorders regarding executive function skills |
title_full |
The opinion of parents and teachers of students with learning disorders regarding executive function skills |
title_fullStr |
The opinion of parents and teachers of students with learning disorders regarding executive function skills |
title_full_unstemmed |
The opinion of parents and teachers of students with learning disorders regarding executive function skills |
title_sort |
The opinion of parents and teachers of students with learning disorders regarding executive function skills |
author |
Germano, Giseli Donadon |
author_facet |
Germano, Giseli Donadon Brito, Lara Bastos Capellini, Simone Aparecida |
author_role |
author |
author2 |
Brito, Lara Bastos Capellini, Simone Aparecida |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Germano, Giseli Donadon Brito, Lara Bastos Capellini, Simone Aparecida |
dc.subject.por.fl_str_mv |
Executive Function Learning Disorders Learning Função Executiva Transtornos de Aprendizagem Aprendizagem |
topic |
Executive Function Learning Disorders Learning Função Executiva Transtornos de Aprendizagem Aprendizagem |
description |
ABSTRACTPurpose: to compare the opinion of parents and teachers of students with learning disorders, regarding executive function skills.Methods: a cross-sectional cohort study, involving 39 students, boys and girls, with a multi-disciplinary diagnosis of learning disorders. Participants in the age range 8 to 11 years and 11 months were enrolled in Grades 3 to 5 of Primary Education I. The Behavior Rating Inventory of Executive Function (BRIEF) questionnaire, comprising one questionnaire for the parents and another for the teachers, was applied. The aim was to characterize the behavioral aspects of executive function in the school and home environments.Results: data were statistically analyzed using non-parametric tests and significant differences in the answers provided by parents and teachers in the organization scale were found. By comparing the answers given by parents and teachers, significant differences were seen in the emotional control, planning/organization, material organization and monitoring scales.Conclusion: based on the results of this study, one concludes that there are different perceptions of impaired executive function among parents and teachers of students presented with learning disorders. Parental answers pointed to more difficulties than those provided by the teachers. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-09-01 2018-11-12T17:26:51Z 2018-11-12T17:26:51Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1590/1982-0216201719510817 Revista CEFAC. ABRAMO Associação Brasileira de Motricidade Orofacial, v. 19, n. 5, p. 674-682, 2017. 1516-1846 http://hdl.handle.net/11449/157768 10.1590/1982-0216201719510817 S1516-18462017000500674 S1516-18462017000500674.pdf |
url |
http://dx.doi.org/10.1590/1982-0216201719510817 http://hdl.handle.net/11449/157768 |
identifier_str_mv |
Revista CEFAC. ABRAMO Associação Brasileira de Motricidade Orofacial, v. 19, n. 5, p. 674-682, 2017. 1516-1846 10.1590/1982-0216201719510817 S1516-18462017000500674 S1516-18462017000500674.pdf |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Revista CEFAC |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
674-682 application/pdf |
dc.publisher.none.fl_str_mv |
ABRAMO Associação Brasileira de Motricidade Orofacial |
publisher.none.fl_str_mv |
ABRAMO Associação Brasileira de Motricidade Orofacial |
dc.source.none.fl_str_mv |
SciELO reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808129325023625216 |