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A aplicação do programa de intervenção “brincar e pensar para aprender a memorizar” em crianças com dificuldades comportamentais e de regulação emocional em contexto escolar
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Abstract(s)
Enquadramento Teórico: As funções executivas (FE) são um conjunto de processos cognitivos complexos, que incluem a memória de trabalho, o controlo inibitório e a flexibilidade cognitiva. Estudos têm vindo demonstrar que o funcionamento executivo desempenha um papel importante na aprendizagem durante a infância. Sabe-se que crianças com dificuldades comportamentais e de regulação emocional em idade pré-escolar e escolar apresentam por vezes características típicas de PHDA, contudo, não existem diretrizes no DSM-V para elaborar diagnósticos tão precocemente. Assim, programas de intervenção precoce com atividades que envolvam o desenvolvimento das funções executivas, associadas à estimulação emocional e motivacional, têm se demonstrado eficazes na melhoria da autorregulação, preparação para iniciar o ensino formal e desempenho académico das crianças. Metodologia: O programa foi aplicado a 3 crianças com 6 anos de idade. Para complementar o estudo de aplicabilidade foi realizada uma avaliação antes e depois da intervenção. O protocolo de avaliação neuropsicológica aplicado pré e pós intervenção é constituído por provas de FE- Tabuleiro de Corsi, Memória de Dígitos, Peixes e Tubarões e Trilhas da BANC. Após a avaliação (pré intervenção), iniciou-se a implementação do programa de intervenção “Brincar e Pensar para Aprender a Memorizar”(BPPAM), dirigido a crianças do pré-escolar (5 anos) e do primeiro ciclo (6 anos) constituído por 23 atividades dividido em 12 sessões de frequência bissemanal. Resultados: Relativamente à monitorização das sessões foi possível obter uma Média de Comportamento (Mcomportamento) =3,09), Média de Participação (Mparticipação) = 3,91), Média de Interação e Interesse (Minteresse) = 3,82) e Média de Satisfação (Msatisfação) = 4,50). Os professores consideraram importante a implementação do programa a outras crianças com as mesmas características. Discussão: Obtidos os resultados foi possível estabelecer uma boa aplicabilidade do programa e aceitabilidade por parte dos participantes. Os resultados mostram que o programa é aplicável a crianças com estas características em contexto escolar, sendo bem aceite pelos próprios e pelos professores. Seria interessante num momento futuro considerar um estudo de eficácia do programa nestas crianças para ver se a aplicação do problema tem impacto no nível de funcionamento das tarefas de FE após a implementação do programa.
Theoretical Background: Executive functions (EF) are a set of complex cognitive processes, including working memory, inhibitory control, and cognitive flexibility. Studies have shown that executive functioning plays an important role in learning during childhood. It is known that children with behavioral and emotional regulation difficulties at preschool and school age sometimes show typical characteristics of ADHD, however, there are no guidelines in the DSM-V for making such early diagnoses. Thus, early intervention programs with activities involving the development of executive functions, combined with emotional and motivational stimulation, have proven to be effective in improving self-regulation, preparing children to start formal education and their academic performance. Method: The program was applied to 3 children aged 6. To complement the applicability study, an evaluation was carried out before and after the intervention. The neuropsychological assessment protocol applied pre- and post-intervention consisted of FE tests - Corsi Board, Digit Memory, Fish and Sharks, WMS and BANC Trails. After the assessment (pre-intervention), the implementation of the intervention program "Playing and Thinking to Learn to Memorize" (BPPAM) began, aimed at pre-school children (5 years old) and primary school children (6 years old), consisting of 23 activities divided into 12 bi weekly sessions. Results: Regarding the monitoring of the sessions, it was possible to obtain an Average Behavior (Mbehavior=3.09), Average Participation (Mparticipation=3.91), Average Interaction and Interest (Minterest=3.82) and Average Satisfaction (Msatisfaction=4.50). The teachers considered it important to implement the program for other children with the same characteristics. Discussion: Once the results were obtained, it was possible to establish that the program was applicable and acceptable to the participants. The results show that the program is applicable to children with these characteristics in a school context and is well accepted by the children themselves and by the teachers. It would be interesting in the future to consider an efficacy study of the program in these children to see if the application of the problem has an impact on the level of functioning of FE tasks after the implementation of the program.
Theoretical Background: Executive functions (EF) are a set of complex cognitive processes, including working memory, inhibitory control, and cognitive flexibility. Studies have shown that executive functioning plays an important role in learning during childhood. It is known that children with behavioral and emotional regulation difficulties at preschool and school age sometimes show typical characteristics of ADHD, however, there are no guidelines in the DSM-V for making such early diagnoses. Thus, early intervention programs with activities involving the development of executive functions, combined with emotional and motivational stimulation, have proven to be effective in improving self-regulation, preparing children to start formal education and their academic performance. Method: The program was applied to 3 children aged 6. To complement the applicability study, an evaluation was carried out before and after the intervention. The neuropsychological assessment protocol applied pre- and post-intervention consisted of FE tests - Corsi Board, Digit Memory, Fish and Sharks, WMS and BANC Trails. After the assessment (pre-intervention), the implementation of the intervention program "Playing and Thinking to Learn to Memorize" (BPPAM) began, aimed at pre-school children (5 years old) and primary school children (6 years old), consisting of 23 activities divided into 12 bi weekly sessions. Results: Regarding the monitoring of the sessions, it was possible to obtain an Average Behavior (Mbehavior=3.09), Average Participation (Mparticipation=3.91), Average Interaction and Interest (Minterest=3.82) and Average Satisfaction (Msatisfaction=4.50). The teachers considered it important to implement the program for other children with the same characteristics. Discussion: Once the results were obtained, it was possible to establish that the program was applicable and acceptable to the participants. The results show that the program is applicable to children with these characteristics in a school context and is well accepted by the children themselves and by the teachers. It would be interesting in the future to consider an efficacy study of the program in these children to see if the application of the problem has an impact on the level of functioning of FE tasks after the implementation of the program.
Description
Keywords
Funções executivas Memória de trabalho Programas de intervenção Dificuldades comportamentais Regulação emocional Executive functions Working memory Intervention programs Behavioral difficulties Emotional regulation