ABSTRACT
Cognitive development in children presents peculiarities according to groups of age, gender, and type of school. Few studies have been investigating the effects of all these factors. The aim of this study was to investigate the main effects and the interactions of age, gender, and type of school in 419 children from ages 6 to 12 years old evaluated by the Child Brief Neuropsychological Assessment Battery (NEUPSILIN-Inf). Older children, children in private schools and girls presented better results. Interactions between all three independent variables were observed in different cognitive domains. The results highlight both the heterogeneity and the influence of multiple factors in children's neuropsychological development.
Subject(s)
Child Development/physiology , Cognition/physiology , Neuropsychological Tests , Schools , Adolescent , Age Factors , Child , Female , Humans , Male , Psychometrics , Sex Factors , Task Performance and AnalysisABSTRACT
Biological and cultural factors have been found to have a significant influence on cognitive development and performance in neuropsychological instruments such as verbal fluency tasks (VFT). Variations of traditional VFT, involving unconstrained word production and increased retrieval times, may provide further data regarding the executive, attentional, mnemonic, and linguistic abilities involved in VFT. As such, the aim of this study was to investigate the impact of age and school type on the performance of 6- to 12-year-old children in unconstrained, phonemic, and semantic VFT. The VFT were administered to 460 participants. The effects of age and school type on verbal fluency (VF) performance were analyzed using a two-way analysis of variance, followed by Bonferroni post-hoc tests (p ≤ .05). A repeated-measures analysis was also used to evaluate VF performance over time (p ≤ .05). Main effects of age and school type were identified on all measures (effect sizes ranged from .05 to .32, p ≤ .05). VF scores increased with age and were higher among private school students. The influence of age on VFT may be associated with the development of executive functions. The impact of type of school on VF performance may be explained by the greater availability of cognitive stimulation (semantic knowledge) provided by private schools and families with better socioeconomic levels.
Subject(s)
Phonetics , Private Facilities/trends , Public Facilities/trends , Schools/trends , Semantics , Verbal Behavior/physiology , Age Factors , Brazil/epidemiology , Child , Female , Humans , Language , Male , Private Facilities/standards , Public Facilities/standards , Schools/standardsABSTRACT
Los déficits inhibitorios se observan en vários cuadros neurológicos y psiquiátricos, lo que puede aumentar la frecuencia de las respuestas perseverativas. No existe uma normalización de criterios para evaluar la perseveración. Lo Estudio 1 tiene por objetivo obtener datos preliminares de hasta cuantas casillas la repetición de un número debe ser considerada una perseveración en la tarea Generación Aleatoria de Números (GAN). El potencial de discriminación del puntaje de corte será examinado mediante la comparación de TDAH y saludables (Estudio 2). Se utilizaron los instrumentos: Cuestionario de datos socio-demográficos y de salud, Cuestionario abreviado de Conners, Matrices progresivas de Raven e lo GAN. Participaron niños de 6 a 12 años de edad (Estudio 1: n=60; Estudio 2: Trastornopor déficit de atención con hiperactividad (TDAH), n=9 e controles, n=18). Los niños tuvieron una media de 4,97 (dp=1,78) casillas para repetir un número. El criterio que considera la perseveración como la repetición del número hasta cinco casillas después de su última evocación ha distinguido TDAH y controles. Por lo tanto, esto parece ser el criterio más sensible para evaluar la perseveración.
Observam-se déficits inibitórios em vários quadros neurológicos e psiquiátricos, podendo aumentar a frequência de respostas perseverativas. Não há uma padronização dos critérios para avaliar a perseveração. O estudo 1 visou a obter dados preliminares de até quantas casas a repetição de um número pode ser considerada uma perseveração na tarefa Geração Aleatória de Números (GAN). O potencial discriminativo dos pontos de corte foi investigado pela comparação entre TDAH e saudáveis (Estudo 2). Os instrumentos foram: questionário de dados sociodemográficos e de saúde, Questionário Abreviado de Conners, Matrizes Progressivas Coloridas de Raven e o GAN. Participaram crianças com idades de 6 a 12 anos (Estudo 1: n= 60; Estudo 2: transtorno de déficit de atenção/hiperatividade (TDAH), n=9 e controles, n=18). As crianças levaram em média 4,97 (dp=1,78) caselas para repetir um número. O critério que considera perseveração como a repetição de um número até cinco caselas após a sua última evocação diferenciou TDAH de controles. Portanto, esse parece ser o critério mais sensível para avaliar a perseveração.
Inhibitory deficits are observed in several neurological and psychiatric disorders, which may increase the frequency of perseverative responses. There are no standard criteria to assess perseveration. The first study aimed to obtain preliminary data on how many blanks until the repetition of a number can be considered a perseveration in Random Number Generation (RNG) task. The discriminative potential of cutoff points was investigated by comparing children with Attention Deficit Hiperactivity Disorder (ADHD) and healthy children (Study 2). The instruments were: sociodemographic and health questionnaire, Conners Abbreviated Rating Scale, Raven Coloured Progressive Matrices and RNG. The sample was composed of children aged 6 to 12 years (Study 1: n= 60; Study 2: ADHD, n=9 e Controls, n=18). The children took on average 4.97 (sd=1.78) blanks to repeat a number. The criteria that considers perseveration as the repetition of a number up to five blanks after their last recall discriminated ADHD from controls. Therefore, this seems to be the most sensitive criteria to assess perseveration.
Subject(s)
Humans , Male , Female , Child , Neuropsychological Tests , Neuropsychology , Psychology, ChildABSTRACT
Los déficits inhibitorios se observan en vários cuadros neurológicos y psiquiátricos, lo que puede aumentar la frecuencia de las respuestas perseverativas. No existe uma normalización de criterios para evaluar la perseveración. Lo Estudio 1 tiene por objetivo obtener datos preliminares de hasta cuantas casillas la repetición de un número debe ser considerada una perseveración en la tarea Generación Aleatoria de Números (GAN). El potencial de discriminación del puntaje de corte será examinado mediante la comparación de TDAH y saludables (Estudio 2). Se utilizaron los instrumentos: Cuestionario de datos socio-demográficos y de salud, Cuestionario abreviado de Conners, Matrices progresivas de Raven e lo GAN. Participaron niños de 6 a 12 años de edad (Estudio 1: n=60; Estudio 2: Trastornopor déficit de atención con hiperactividad (TDAH), n=9 e controles, n=18). Los niños tuvieron una media de 4,97 (dp=1,78) casillas para repetir un número. El criterio que considera la perseveración como la repetición del número hasta cinco casillas después de su última evocación ha distinguido TDAH y controles. Por lo tanto, esto parece ser el criterio más sensible para evaluar la perseveración.(AU)
Observam-se déficits inibitórios em vários quadros neurológicos e psiquiátricos, podendo aumentar a frequência de respostas perseverativas. Não há uma padronização dos critérios para avaliar a perseveração. O estudo 1 visou a obter dados preliminares de até quantas casas a repetição de um número pode ser considerada uma perseveração na tarefa Geração Aleatória de Números (GAN). O potencial discriminativo dos pontos de corte foi investigado pela comparação entre TDAH e saudáveis (Estudo 2). Os instrumentos foram: questionário de dados sociodemográficos e de saúde, Questionário Abreviado de Conners, Matrizes Progressivas Coloridas de Raven e o GAN. Participaram crianças com idades de 6 a 12 anos (Estudo 1: n= 60; Estudo 2: transtorno de déficit de atenção/hiperatividade (TDAH), n=9 e controles, n=18). As crianças levaram em média 4,97 (dp=1,78) caselas para repetir um número. O critério que considera perseveração como a repetição de um número até cinco caselas após a sua última evocação diferenciou TDAH de controles. Portanto, esse parece ser o critério mais sensível para avaliar a perseveração.(AU)
Inhibitory deficits are observed in several neurological and psychiatric disorders, which may increase the frequency of perseverative responses. There are no standard criteria to assess perseveration. The first study aimed to obtain preliminary data on how many blanks until the repetition of a number can be considered a perseveration in Random Number Generation (RNG) task. The discriminative potential of cutoff points was investigated by comparing children with Attention Deficit Hiperactivity Disorder (ADHD) and healthy children (Study 2). The instruments were: sociodemographic and health questionnaire, Conners Abbreviated Rating Scale, Raven Coloured Progressive Matrices and RNG. The sample was composed of children aged 6 to 12 years (Study 1: n= 60; Study 2: ADHD, n=9 e Controls, n=18). The children took on average 4.97 (sd=1.78) blanks to repeat a number. The criteria that considers perseveration as the repetition of a number up to five blanks after their last recall discriminated ADHD from controls. Therefore, this seems to be the most sensitive criteria to assess perseveration.(AU)
Subject(s)
Humans , Male , Female , Child , Psychology, Child , Neuropsychology , Neuropsychological TestsABSTRACT
Embora a Terapia Cognitivo-Comportamental (TCC) com crianças e adolescentes esteja crescendo significativamente no contexto das psicoterapias, atualmente ainda são poucos os profissionais que têm conhecimento de como é realizada a terapia de crianças e adolescentes na abordagem cognitivo-comportamental. Este artigo tem como objetivo apresentar um panorama geral sobre os aspectos teóricos e práticos da TCC com crianças e adolescentes. São apresentadas as características da TCC com crianças e adolescentes, assim como as principais diretrizes para a avaliação da TCC na infância e adolescência e para o treino de pais. Ainda, são descritas as principais intervenções cognitivas e comportamentais na infância e adolescência, de modo a desfazer mitos e confusões acerca da aplicação das técnicas. Em seguida é apresentado o caso clínico de uma criança atendida em TCC, de modo a servir como exemplo ilustrativo e proporcionar um maior entendimento acerca do manejo e adequação das técnicas aos objetivos da TCC com crianças e adolescentes.(AU)
Although cognitive-behavioral therapy - CBT focused on children and adolescents has been growing significantl1y in the context of psychotherapy, still nowadays there are few professionals who have adequate knowledge of how cognitive- behavioral approach for children and adolescents is performed. This article aims to present an overview of the theory and practice of CBT with children and adolescents. The characteristics of CBT with children and adolescents are presented, as well as the main guidelines for the evaluation of CBT in childhood and adolescence and training programs for parents. Still, the main cognitive and behavioral interventions in childhood and adolescence have been described in order to demystify myths and confusion about the application of techniques. Then a clinical case of a child that received psychological treatment in CBT is described in order to serve as an example and provide a greater understanding of the management and adequacy of the interventions and techniques with the goals of CBT with children and adolescents.