Desenvolvimento e investigação da eficácia de um programa de intervenção para a promoção de funções executivas em alunos do 5º ano do ensino fundamental
Arquivos
Tipo
Tese
Data de publicação
2020-08-20
Periódico
Citações (Scopus)
Autores
Flor, Cristiane Marx
Orientador
Macedo, Elizeu Coutinho de
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Carreiro, Luiz Renato Rodrigues
Seabra, Alessandra Gotuzo
Mecca, Tatiana Pontrelli
Fonseca, Rochele Paz
Seabra, Alessandra Gotuzo
Mecca, Tatiana Pontrelli
Fonseca, Rochele Paz
Programa
Distúrbios do Desenvolvimento
Resumo
Executive functions (EF) are a family of interrelated processes that enable the
management of new situations and adjustment to changes in a quick and flexible
way. Over the years, EF have been better predictors of school achievement, health,
wealth and life quality than IQ or social economic status. At school, EF are vital for
learning processes, and are regularly required in many different situations of the
school day- by-day context. Even though there are many scientific evidences about
the importance of EF, executive function processes have not been taught at schools,
in an explicit and systematic way. The purpose of this study was to create and
assess a program to promote EF called “Stop and Think”, addressed to 5th grade
students. Study 1 presents the construction process and search for the program’s
validity evidences. The executive processes that are target of intervention in the
program are: Metacognition; Emotional Regulation; Organization;
Planning/Prioritizing; Working Memory and Cognitive Flexibility. Moreover, the
program’s activities were created based on 5th grade Mathematics and Portuguese
Language curriculum content and grounded in the Brazilian’s National Basis of
Common Curriculum. The program’s first version was submitted to the assessment
of judges to verify its clarity, relevance and adequacy of the activities’ levels for 5th
graders. After the judges’ assessment, the first version of the program was revised
and reedited. The final version has 34 sessions that should be inserted in the regular
curriculum of 5th grade Mathematics and Portuguese Language. Study 2 had the
purpose to assess the efficacy of the program’s intervention to promote skills related
to EF in students from a public school. The participants were 55 5th grade students,
divided in an Intervention Group (IG) and a Control Group (CG). All participants were
assessed before and after the intervention with the following inventories and scales:
Behavior Rating Inventory of Executive Function (BRIEF) - Teachers’ and Parents’
versions, Students’ Self-Perception Inventory towards Studies (SSPIS), My Strengths
and Weaknesses towards Studies Questionnaire, and the grades in Mathematics
and Portuguese Language provided by the school. The IG’s teacher participated in a
20-hour training with the researcher and mediated 22 sessions of the program, 3
times a week, in school’s regular schedule. Repeated measures of ANOVAs were
conducted to compare both groups’ measures before and after intervention. IG
presented significative gains in the Global Index of BRIEF- Teachers’ version, as
well as in the following subscales: Organization of Materials, Working Memory and
Cognitive Flexibility. Positive and significant changes were observed in IG through
SSPIS Total Index, as well as in its subscales of Self-regulation and Cognitive
Flexibility. Additionally, IG showed superior results when compared to CG in the
Portuguese Language grades. However, significant differences in BRIEF-Parents’
version were not seen, neither in Mathematics’ grades. The results show the
programs’ positive effects to promote EF components as reported by teachers and
students, with academic achievement impact in Portuguese Language.
Descrição
Palavras-chave
funções executivas , intervenção , ensino fundamental , habilidades cognitivas
Assuntos Scopus
Citação
FLOR, Cristiane Marx. Desenvolvimento e investigação da eficácia de um programa de intervenção para a promoção de funções executivas em alunos do 5º ano do ensino fundamental. 2020. 178 f. Tese (Doutorado em Distúrbios do Desenvolvimento) - Universidade Presbiteriana Mackenzie, São Paulo, 2020.