Executive functions and attention in school-age children according to the behavioral profile rated by their teachers

The present study aimed at analyzing the link between school-age children's performance in neuropsychological tests that examine the executive function (EF) and attention, and their behavioral profiles (i.e., Attention Deficit (AD) and Hyperactivity (HA), as rated by their teachers. For the ass...

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Autores principales:	Vanessa Arán-Filippetti, Gabriela L. Krumm
Formato:	article
Lenguaje:	EN ES
Publicado:	Universidad de San Buenaventura 2013
Materias:	Attention Hyperactivity Executive Functions Child Neuropsychology Psychology BF1-990
Acceso en línea:	https://doaj.org/article/c746ec555c5440808ecdf7ae22dc9be9
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spelling	oai:doaj.org-article:c746ec555c5440808ecdf7ae22dc9be92021-11-25T02:22:33ZExecutive functions and attention in school-age children according to the behavioral profile rated by their teachers10.21500/20112084.6902011-20842011-7922https://doaj.org/article/c746ec555c5440808ecdf7ae22dc9be92013-12-01T00:00:00Zhttps://revistas.usb.edu.co/index.php/IJPR/article/view/690https://doaj.org/toc/2011-2084https://doaj.org/toc/2011-7922The present study aimed at analyzing the link between school-age children's performance in neuropsychological tests that examine the executive function (EF) and attention, and their behavioral profiles (i.e., Attention Deficit (AD) and Hyperactivity (HA), as rated by their teachers. For the assessment of EF and attentional mechanisms, different tasks were administered to a sample consisting of 124 children from 3rd to 6th grade. In addition, teachers from each grade completed a behavior rating scale for every child. Bifactorial MANCOVA was used in order to analyze the effect of both AD and HA factors, controlling for the intelligence, over the child’s cognitive performance. Results demonstrated significant differences according to AD level in tasks that assess (i) selective attention, (ii) working memory, (iii) reactive cognitive flexibility (iv) verbal fluency and (v) reflexivity-impulsivity. Conversely, regarding the HA level, results showed significant differences only in terms of the number of errors made in the MFFT20. This work provides evidence on the relationship between children's behavior within the school setting and their cognitive performance.Vanessa Arán-FilippettiGabriela L. KrummUniversidad de San BuenaventuraarticleAttentionHyperactivityExecutive FunctionsChildNeuropsychologyPsychologyBF1-990ENESInternational Journal of Psychological Research, Vol 6, Iss 2 (2013)
institution	DOAJ
collection	DOAJ
language	EN ES
topic	Attention Hyperactivity Executive Functions Child Neuropsychology Psychology BF1-990
spellingShingle	Attention Hyperactivity Executive Functions Child Neuropsychology Psychology BF1-990 Vanessa Arán-Filippetti Gabriela L. Krumm Executive functions and attention in school-age children according to the behavioral profile rated by their teachers
description	The present study aimed at analyzing the link between school-age children's performance in neuropsychological tests that examine the executive function (EF) and attention, and their behavioral profiles (i.e., Attention Deficit (AD) and Hyperactivity (HA), as rated by their teachers. For the assessment of EF and attentional mechanisms, different tasks were administered to a sample consisting of 124 children from 3rd to 6th grade. In addition, teachers from each grade completed a behavior rating scale for every child. Bifactorial MANCOVA was used in order to analyze the effect of both AD and HA factors, controlling for the intelligence, over the child’s cognitive performance. Results demonstrated significant differences according to AD level in tasks that assess (i) selective attention, (ii) working memory, (iii) reactive cognitive flexibility (iv) verbal fluency and (v) reflexivity-impulsivity. Conversely, regarding the HA level, results showed significant differences only in terms of the number of errors made in the MFFT20. This work provides evidence on the relationship between children's behavior within the school setting and their cognitive performance.
format	article
author	Vanessa Arán-Filippetti Gabriela L. Krumm
author_facet	Vanessa Arán-Filippetti Gabriela L. Krumm
author_sort	Vanessa Arán-Filippetti
title	Executive functions and attention in school-age children according to the behavioral profile rated by their teachers
title_short	Executive functions and attention in school-age children according to the behavioral profile rated by their teachers
title_full	Executive functions and attention in school-age children according to the behavioral profile rated by their teachers
title_fullStr	Executive functions and attention in school-age children according to the behavioral profile rated by their teachers
title_full_unstemmed	Executive functions and attention in school-age children according to the behavioral profile rated by their teachers
title_sort	executive functions and attention in school-age children according to the behavioral profile rated by their teachers
publisher	Universidad de San Buenaventura
publishDate	2013
url	https://doaj.org/article/c746ec555c5440808ecdf7ae22dc9be9
work_keys_str_mv	AT vanessaaranfilippetti executivefunctionsandattentioninschoolagechildrenaccordingtothebehavioralprofileratedbytheirteachers AT gabrielalkrumm executivefunctionsandattentioninschoolagechildrenaccordingtothebehavioralprofileratedbytheirteachers
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Executive functions and attention in school-age children according to the behavioral profile rated by their teachers

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