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Introdução: A trajetória de desenvolvimento das funções executivas na população pré-escolar portuguesa ainda está em estudo, em particular, em crianças com comportamentos hiperativos. O interesse científico está na caracterização da relação entre os comportamentos com défice regulatório e o desenvolvimento das funções cognitivas como o controlo inibitório e flexibilidade cognitiva. Metodologia: Foram recrutadas 67 crianças entre 5 e 6 anos (M=5,62; DP=0,33), em que 22 crianças apresentaram comportamentos hiperativos relatados e 45 crianças sem indicadores de hiperatividade. Todas as crianças realizaram tarefas Go/No-Go e Card Sorting da Early Years Toolbox com um período de 7 meses de espaçamento, que se baseia no procedimento de avaliação padrão do controlo inibitório e a flexibilidade cognitiva na população pré-escolar.Os indicadores de hiperatividade foram obtidos através do Questionário de Capacidades e Dificuldades, na ótica de perceção dos pais. Resultados: O desempenho do grupo de crianças com hiperatividade em tarefas de controlo inibitório é inferior ao dos seus pares, tanto no início quanto no fim do ano letivo. Em tarefas de flexibilidade cognitiva o score médio no grupo de crianças com comportamentos hiperativos é significativamente inferior ao de crianças sem indicadores de hiperatividade. Os comportamentos hiperativos correlacionam-se negativamente com o desempenho nas duas funções cognitivas. Não se observam diferenças estatisticamente significativas na taxa de progressão no desempenho de cada grupo nestas duas funções, entre o início e o fim do ano letivo. Conclusão: O presente estudo encontra suporte na literatura ao verificar uma progressão do controlo inibitório e flexibilidade cognitiva ao longo do período pré-escolar e as crianças analisadas com comportamentos hiperativos sugerem um desempenho significativamente inferior nessas funções. Este estudo representa um primeiro esforço para caracterizar o desenvolvimento destas funções na população pré-escolar portuguesa com indicadores de comportamentos hiperativos, recorrendo a um procedimento padrão para avaliação destas funções nesta faixa etária. Considerando a possível aplicabilidade do Go/No-Go e Card Sorting ao contexto clínico e de investigação, tornam-se necessárias investigações futuras que averiguem a consistência destes achados para uma padronização nacional.
Introduction: The developmental trajectory of executive functions in the Portuguese preschool population is still under study, particularly in children with hyperactive behaviors. The scientific interest lies in characterizing the relationship between regulatory deficit behaviors and the development of cognitive functions such as inhibitory control and cognitive flexibility. Methodology: A total of 67 children with ages between 5 and 6 years old (M=5.62; SD=0.33) were recruited, with 22 children exhibiting reported hyperactive behaviors and 45 children with no hyperactive behavior indicators. All children performed Go/No-Go and Card Sorting tasks from the Early Years Toolbox, with a 7-month interval, following the standard assessment procedure for inhibitory control and cognitive flexibility in the preschool population. Hyperactivity indicators were obtained through the Strengths and Difficulties Questionnaire, based on parents' perceptions. Results: The performance of the group of children displaying hyperactive behaviors in inhibitory control tasks was lower than that of their peers, both at the beginning and end of the school year. In cognitive flexibility tasks, the average score of children with hyperactive behaviors was significantly lower than that of children without hyperactivity indicators. Hyperactive behaviors were negatively correlated with performance in both cognitive functions. No statistically significant differences were observed in the progression rate of each group's performance in these two functions between the beginning and end of the school year. Conclusion: This study finds support in the literature by confirming the progression of inhibitory control and cognitive flexibility during the preschool period, with children displaying hyperactive behaviors showing significantly lower performance in these functions. This study represents a preliminary effort to characterize the development of these functions in the Portuguese preschool population with hyperactive behavior indicators, using a standard procedure for evaluating these functions in this age group. Considering the potential applicability of the Go/No-Go and Card Sorting tasks in clinical and research settings, future investigations are necessary to verify the consistency of these findings for national standardization.
Introduction: The developmental trajectory of executive functions in the Portuguese preschool population is still under study, particularly in children with hyperactive behaviors. The scientific interest lies in characterizing the relationship between regulatory deficit behaviors and the development of cognitive functions such as inhibitory control and cognitive flexibility. Methodology: A total of 67 children with ages between 5 and 6 years old (M=5.62; SD=0.33) were recruited, with 22 children exhibiting reported hyperactive behaviors and 45 children with no hyperactive behavior indicators. All children performed Go/No-Go and Card Sorting tasks from the Early Years Toolbox, with a 7-month interval, following the standard assessment procedure for inhibitory control and cognitive flexibility in the preschool population. Hyperactivity indicators were obtained through the Strengths and Difficulties Questionnaire, based on parents' perceptions. Results: The performance of the group of children displaying hyperactive behaviors in inhibitory control tasks was lower than that of their peers, both at the beginning and end of the school year. In cognitive flexibility tasks, the average score of children with hyperactive behaviors was significantly lower than that of children without hyperactivity indicators. Hyperactive behaviors were negatively correlated with performance in both cognitive functions. No statistically significant differences were observed in the progression rate of each group's performance in these two functions between the beginning and end of the school year. Conclusion: This study finds support in the literature by confirming the progression of inhibitory control and cognitive flexibility during the preschool period, with children displaying hyperactive behaviors showing significantly lower performance in these functions. This study represents a preliminary effort to characterize the development of these functions in the Portuguese preschool population with hyperactive behavior indicators, using a standard procedure for evaluating these functions in this age group. Considering the potential applicability of the Go/No-Go and Card Sorting tasks in clinical and research settings, future investigations are necessary to verify the consistency of these findings for national standardization.
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Controlo inibitório Flexibilidade cognitiva Pré-escolar Hiperatividade Go/no-go Card Sorting Inhibitory control Cognitive flexibility Preschool Hyperactivity