Avaliação da atenção em crianças do ensino fundamental I: comparação de procedimentos tradicionais e computadorizados

• Ano de defesa: 2011
• Autor(a) principal: Lellis, Vera Rocha Reis
• Orientador(a): Carreiro, Luiz Renato Rodrigues
• Banca de defesa: Teixeira, Maria Cristina Triguero Veloz , Miranda, Mônica Carolina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Distúrbios do Desenvolvimento
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: atenção; avaliação neuropsicológica; TDAH (Transtorno de Déficit de Atenção e/ou Hiperatividade); testes computadorizados; testes tradicionais
• Palavras-chave em Inglês: attention; neuropsychological evaluation; ADDH (Attention Deficit Disorder and/or Hyperactivity); computer-based tests; traditional tests
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/22476

Attention can be understood as a group of neural processes that allow an adequate selection of information from the environment, in this way orienting adaptive responses. Thus, its study is made necessary so that cognitive processes and how their alterations express themselves through adaptive difficulties can be comprehended, such as it is observed in cases of Attention Deficit Disorder and/or Hyperactivity (ADDH). This study aims at performing a neuropsychological and behavioral evaluation, centered in the analysis of the attentional process of 78 junior high children, enrolled in a private school, with ages between 6 and 11. Traditional manuscript tests and computer-based tests were employed for the evaluation of attention. The instruments used were: WISC-III; Wisconsin; Focused Attention (AC and TECON) and Diffuse Attention (TEDIF) In behavioral evaluation the Behavioral Scale (CBCL/6-18), applied to parents, was used. For the teachers, the Signs of Disattention and Hyperactivity Scale (Benzic) was employed, along with the Behavioral Scale (TRF). The computer-based tests evaluated the voluntary and automatic orientation, temporal direction an attention management. The results from the computer-based instruments were compared to the results from the traditional pencil and paper tests, along with the behavioral and the Signs of Disattention and Hyperactivity scales. No indicators of behavioral problems were observed, and there was no report from either parents (CBCL) or teachers (TRF) on that matter. The results of the traditional tests related to Focused Attention (FC, TECON-1 and TECON-2, TEDIF 1 and TEDIF-3) showed significantly higher scores and points related to schooling. The computer-based tests, on the other hand, showed a systematic lowering of the reaction time related to the increase in schooling. However, as schooling increases, there is a decrease in the differences between the valid and the invalid conditions, making participants more efficient in perceiving stimuli outside the indicated location. Another factor that presented significant difference was the Clue Target relation factor, in which it is possible to observe that the reaction time for the condition in which the target and the clue come from the same side (ipsolateral condition) is lower than the reaction time for the condition in which the target and the clue come from opposite sides (contralateral condition). With the Wisconsin test is possible to verify that with the increase in schooling there is a decrease in the number of tests administered and also an increase in the number of categories completed, as well as a decrease on the total amount of errors and the number of preservative answers, and that this fact correlates with the decrease in the reaction time in computer-based tests, demonstrating that the skills that were evaluated by each one of this tests are also correlated.