Desenvolvimento de um programa de intervenção em funções executivas para crianças com base na abordagem Goal Management Training

• Ano de defesa: 2019
• Autor(a) principal: Souza, Jonatas Barbosa de
• Orientador(a): Seabra, Alessandra Gotuzo
• Banca de defesa: Macedo, Elizeu Coutinho de , Trevisan, Bruna Tonietti
• 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: Centro de Ciências Biológicas e da Saúde (CCBS)
• País: Brasil
• Palavras-chave em Português: funções executivas; intervenção neuropsicológica; criança; escolares
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA COGNITIVA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/22766

Executive functions are complex cognitive abilities and are related to the ability to manage and regulate thoughts, emotions, and behaviors. The basic components include cognitive flexibility, inhibitory control and working memory, whose interaction arise complex functions, such as reasoning, planning, and problem solving. Executive functions are important for self-regulated and autonomous behavior, and are demanded, for example, in the entrance of second phase of Elementary School. This study aimed to develop and test an intervention based on Goal Management Training (GMT), in 8 to 10-years-old students. The participants were 35 children, students from a public school in São Paulo, 20 males and 15 females, with the indication of the teachers in terms of executive deficits. Pre and post-intervention assessments used: WASI (subtests), WISC-IV (Subtests digits and sequence of numbers and letters), Tower of London, Shopping task, Go/No-go, Five digit test (FDT) and, for teachers and parents, the Inventory of Difficulties in Executive Functions, Regulation (IFERA-I), and the Strengths and Difficulties Questionnaire (SDQ). Participants were divided into two groups: experimental group, with intervention in GMT, and control-active group, who participated in playful activities with subjects related to citizenship, both with 16 sessions each. Student's Test t and Effect Size Analysis revealed that the experimental group had gains FDT and Go/No-go measures, as well as in some domains of the scales answered by parents and teachers, suggesting gains in inhibition and flexibility, mainly. The control group had gains in terms of relationship, as reported by parents. Thus, the program promoted gains in some abilities, especially inhibition and flexibility, however there are limitations and future studies are necessary.