Relações entre comportamento, atenção e funções executivas em pré-escolares no norte do Brasil

• Autor(a) principal: Brasil, Tércia Marília Martins
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/26491
• topic: avaliação cognitiva; comportamento; atenção; função executiva; pré-escolar; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA

The cognitive and behavioral assessment of preschool children does not yet occur in most Brazilian states, despite the importance of detecting problems related to mental health in this age group. Behavioral problems can be internalizing or externalizing, and can be related to cognitive factors, such as attention and executive functions. Studies point out relationships between the occurrence of behavioral problems and cognition, especially in neurodevelopmental disorders. Thus, the present study sought to verify the relationship between behavioral problems, attention, and executive functions in preschooler, in addition to analyzing the differences in these variables according to sex, school year, type of school and socioeconomic condition. A cross-sectional, exploratory, descriptive, quantitative study was carried out with a sample of 52 students aged 4, 5 and 6 years old, regularly enrolled in Pre-School I and II, from two schools in the state of Rondônia, one public and one private, besides their parents and teachers. The instruments used in data collection were: a) Child Behavior Checklist for ages 1.5 to 5 years (CBCL/1.5-5); b) Caregiver-Teacher Report Form (C-TRF); c) Trail Test for Preschoolers (TTP); d) Cancellation Attention Test (TAC). Data analysis was conducted using R Core Team statistical software. Descriptive analyzes of the results obtained from the test were carried out, as well as inferential tests to verify the differences in the results obtained according to the children's characteristics (Kruskal-Wallis test) and to verify the association between variables (Spearman's correlation coefficient). The main results found were: 1) The scores obtained by the sample were within the normal range in comparison to the normative sample of the instruments; 2) Teachers do not indicate differences in children's behaviors depending on the school year, type of school, or family's socioeconomic level, but report more attention problems in boys than in girls; 3) Parents of students attending public schools report more behavior problems than those from private schools; 4) There was no difference in the children's performance in the TAC and TTP according to sex, school year, type of school, or socioeconomic level; 5) Attention test results showed a negative correlation with the score of behavior problems indicated by the teachers (C-TRF - Attention Problems, Externalizing Problems, and Total Problems), and with the attention problems reported by the parents on the CBCL/1.5-5. This study is a pioneer in northern Brazil, for the first time it was sought to study the cognitive and behavioral skills of preschoolers in this region. Results corroborate with findings from other locations in Brazil, opening up possibilities for new research and evaluations in the region