Disfunção executiva e fatores de risco para baixo desempenho escolar em crianças e adolescentes
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2015-04-15
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Universidade Federal de Goiás
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Poor school performance is a frequent complaint in pediatric clinics and represents a menace for the student’s future. Goal: To identify risk factors for poor school performance in children and teenagers and situate the executive dysfunction among them. Method: The present thesis was constructed in the model of a scientific paper. Initially, an introduction of the theme was made. In the first paper, titled “The modern view of the Executive Function and the legacy of Aleksandr Romanovich Luria”, we compared Luria’s thinking with the contemporary theoretical models that underlie the concept of executive function. In the second paper titled “Executive Function and school performance in children and teenagers” we revised the association between executive function and school performance. We used the PubMed database (United States National Library of Medicine), between the period of 2000 and 2013. In the third paper titled “The executive dysfunction as a risk factor for poor school performance: case-control study” we reported a case-control study paired by sex and age, involving children and teenagers from a public school of Goiânia, Goiás. We selected 30 students retained in their previous classes, in 2011 (cases), and compared them to 30 students of the same sex, same school, similar age and who were approved (control). The school assessed school performance while the executive function was assessed through a neuropsychological protocol and a neuropsychiatric clinic evaluation performed by trained professionals with clinical experience. For data analysis we used the bivariate comparison technique and logistic regression in order to determinate associations for non-parametrical data in the two groups assessed. Results: The first paper showed that Luria described the executive function in his Functional Systems Theory. The second study evidenced associations between executive function and school performance found in ten research papers. In the third, the multivariate model of logistic regression pointed to an injury on planning and in mental flexibility, which are components of the executive function (p=0,025; O.R.=15,60) as a significant predictive variable. Conclusion: Injuries on the executive
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function, especially in planning and mental flexibility, are presented as risk factors for poor school performance in children and teenagers.
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BRASIL, M. G. N. Disfunção executiva e fatores de risco para baixo desempenho escolar em crianças e adolescentes. 2015. 174 f. Tese (Doutorado em Ciências da Saúde) - Universidade Federal de Goiás, Goiânia, 2015.