Yes / For schools to consider physical activity (PA) interventions, improvements must be shown in PA and additional educational benefits such as executive function (EF) and academic performance (AP). Over 8800 schools worldwide have implemented The Daily Mile™ (TDM), without any formal assessments of its impact. Rigorous and high-quality studies are needed to explore TDM's contribution to moderate-to-vigorous PA (MVPA) guidelines and potential impact on EFs and AP. Methods: Children (14 classes, n = 303, age mean = 8.99 ± 0.5) from 11 primary schools already implementing TDM consented. At the individual level, children were randomly assigned using a 4-block process to either TDM or continued academic lessons (TDM n = 158, control n = 145). Children completed pre and post, EF tests (Trail Making Task; Digit Recall; Flanker; Animal Stroop) and a maths fluency test (Maths Addition and Subtraction, Speed and Accuracy Test). Accelerometers assessed MVPA using 15-s-epochs and Evenson cut-points. Results: Using multi-level modelling, TDM revealed significantly greater MVPA (+10.23 min) and reduced sedentary time (−9.28 min) compared to control (p ≤ 0.001, d = 4.92, 3.61 retrospectively). Maths fluency interacted with condition and time (p = 0.031, d = 0.25); post hocs revealed no significances over time (p > 0.05). No differences in EFs (all p > 0.05). Conclusions: This study is the first assessing the acute effects of TDM compared to continued academic lessons. TDM revealed no significant improvements in maths fluency or EF. These findings question justifying the widespread adoption of TDM based on enhanced cognition claims. Nonetheless, TDM may provide 10 min of MVPA, achieving a third of the daily in school recommendations to meet overall daily recommendations.

The measurement of reliable and valid indicators of early child development is necessary for assessing phenomena and is useful in the monitoring of ongoing efforts to eradicate inequalities in the social determinants of health. There is an increasing awareness of the contextual, cultural, and developmental influences on constructs used in early child development (ECD) research. Using a measurement perspective, this dissertation examined the issue of measurement invariance and psychometric validity in early child development research. A construct violates the principle of invariance when two persons from different populations who are theoretically identical on the construct being measured have different scores on it. This dissertation consists of three journal-style manuscripts (published or under review) that were used as examples to address the importance of the issue of measurement invariance and psychometric validity in ECD research using data from two unique areas: autism and executive functioning. The three data sets were collected on pre-school children with parents and or teachers as informants and were chosen to represent different levels of data collection – clinical, community, and population. These data sets allowed for the examination of measurement invariance by type of informant, sex, and age of child. The results from the three studies illustrate the importance of assessing measurement invariance in ECD and whether or not the instruments examined can be used to assess sub-group differences with confidence. A lack of measurement invariance found for two of the studies, suggests that observed group differences in latent constructs could be attributed, in part, to measurement bias. More importantly, bias in the measurement of the constructs of severity of social impairment symptoms in autism, and executive functioning across groups could have an impact on services such as patient treatment. These biases could also influence public policy development, particularly when there may be an underlying need for a cross-group approach where belief systems may affect the meaning and structure of constructs. In summary, measurement invariance should be a prerequisite for making any meaningful comparisons across groups. A requirement of establishing measurement invariance should be included in the guidelines for comparative research studies as a necessary first step before an instrument is adopted for use.

The measurement of reliable and valid indicators of early child development is necessary for assessing phenomena and is useful in the monitoring of ongoing efforts to eradicate inequalities in the social determinants of health. There is an increasing awareness of the contextual, cultural, and developmental influences on constructs used in early child development (ECD) research. Using a measurement perspective, this dissertation examined the issue of measurement invariance and psychometric validity in early child development research. A construct violates the principle of invariance when two persons from different populations who are theoretically identical on the construct being measured have different scores on it. This dissertation consists of three journal-style manuscripts (published or under review) that were used as examples to address the importance of the issue of measurement invariance and psychometric validity in ECD research using data from two unique areas: autism and executive functioning. The three data sets were collected on pre-school children with parents and or teachers as informants and were chosen to represent different levels of data collection – clinical, community, and population. These data sets allowed for the examination of measurement invariance by type of informant, sex, and age of child. The results from the three studies illustrate the importance of assessing measurement invariance in ECD and whether or not the instruments examined can be used to assess sub-group differences with confidence. A lack of measurement invariance found for two of the studies, suggests that observed group differences in latent constructs could be attributed, in part, to measurement bias. More importantly, bias in the measurement of the constructs of severity of social impairment symptoms in autism, and executive functioning across groups could have an impact on services such as patient treatment. These biases could also influence public policy development, particularly when there may be an underlying need for a cross-group approach where belief systems may affect the meaning and structure of constructs. In summary, measurement invariance should be a prerequisite for making any meaningful comparisons across groups. A requirement of establishing measurement invariance should be included in the guidelines for comparative research studies as a necessary first step before an instrument is adopted for use.

Contexte : Les fonctions exécutives (FE) du syndrome de Gilles de la Tourette (SGT) demeurent à ce jour un sujet complexe. Les études tentent d’élucider l’implication des tics sur le fonctionnement cognitif, mais notent des résultats contradictoires. Ceux-ci seraient occasionnés par plusieurs facteurs, mais principalement par les comorbidités, incluant la dépression. Les risques de développer des symptômes dépressifs sont de 76 % dans la population du SGT. Toutefois, les études qui mettent en évidence un profil des fonctions exécutives à l’aide d’un questionnaire auto administré, tout en considérant les effets de la dépression, demeurent pratiquement absentes pour cette population. Ainsi, il est pertinent d’étudier ce sujet à l’aide d’un outil sensible aux atteintes exécutives afin de considérer ce besoin et d’édifier un portrait global du trouble. Objectifs : Le premier objectif sera de valider les relations entre les symptômes SGT, les symptômes dépressifs sous-cliniques (SDSC) et les sous-facteurs du BRIEF. Le deuxième objectif consiste à confirmer la nature des liens entre les évaluations du BRIEF-A et les différences entre les groupes atteints du SGT ou de tics chroniques (TC) avec ou sans SDSC et un groupe contrôle. Le troisième objectif vise à extraire un profil typique pour discriminer les groupes avec le BRIEF-A. Participants : Un groupe de 28 contrôles, 15 SGT ou TC et 16 SGT ou TC avec SDSC ont été recrutés. Ceux-ci ont été appariés selon l’âge et le sexe. Procédure : Le questionnaire auto-évalué et rapporté par les proches du BRIEF-A, l’inventaire de dépression de Beck (BDI), l’inventaire d’anxiété de Beck (BAI) et le YGTSS (Yale Global Tic Severity Score) ont été administrés. Résultats : Les résultats de l’ANOVA et des tests Welch, ainsi que les analyses de la fonction discriminante effectuées, révèlent un domaine caractérisant le SGT ou TC-SDSC soit l’inhibition. Conclusion : Le BRIEF-A permet de distinguer un profil exécutif propre aux personnes SGT ou TC avec SDSC. Les atteintes associées à l’inhibition seraient, en majeure partie, reliées aux SDSC et refléteraient une catégorie d’individu parmi la population SGT ayant développé une prédisposition à une dépression présentant une agitation psychomotrice. / Background: The executive functions (EF) of Gilles de la Tourette’s syndrome (TS) remain a complex subject to this day. Indeed, studies attempt to elucidate the implication of tics on cognitive functioning note mixed results. Several factors could influence these results, including significant comorbidities like depression. The chances of developing depressive symptoms in the TS population is as high as 76%. However, studies that highlight a profile of executive functions with a self-administered questionnaire and consider the effects of depression remain practically absent for this population. Thus, it is relevant to study this question using a tool sensitive to executive impairment to address this need and build a global portrait of the disorder. Objectives: The first objective will validate the relationships between TS symptoms, subclinical depressive symptoms (SCDS) and BRIEF sub-factors. The second objective is to confirm the nature of the BRIEF-A assessments and the differences between groups with TS or chronic tic (CT), TS or TC with SCDS and a control group based on BRIEF subfactors, TS symptoms and SCDS. The third objective is to extract a general profile to discriminate groups with the BRIEF-A. Participants: A group of 28 controls, 15 SGT or TC and 16 SGT or TC- SCDS, were recruited. They were matched by age and sex. Procedure: The BRIEF-A, a self-report version as well as the informant version, Beck’s Depression Inventory (BDI), Beck’s Anxiety Inventory (BAI) and the YGTSS (Yale Global Tic Severity Score) were administered. Results: The results of the ANOVA and the Welch, as well as the discriminant function analysis performed in the two versions of the BRIEF-A, reveal a domain that may characterize SGT or TC- SCDS: inhibition. Conclusion: The BRIEF-A makes it possible to distinguish a specific executive profile highlighting SGT or TC people with SCDS. The impairments measured in the executive function related to inhibition are mainly due to SCDS and could reflect a category of individuals among the SGT population with a predisposition to depression and psychomotor agitation.

This study presents a new framework for designing pedagogy in an informed and controlled way. It considers the importance of progression of pedagogy during a learning episode, so that an instructor can modify the pedagogical approach as well as the content in a lesson. The significance and novelty of this research lie in the proposals to provide support for ADHD learners and assist them to overcome their academic weaknesses/challenges through appropriate pedagogically sound interventions. Therefore, in order to contribute to the development of a suitable pedagogical approach for children who diagnosed with ADHD, issues of having ADHD are discussed within the scope of the research. In this respect, an aetiological model of ADHD has been developed to identify different levels of impairments as well as to clarify areas in which educational pedagogies must address the limitations of ADHD learners. Early stage results described here consider evidence to determine the viability of two literature-based models, named the ‘6Ms pedagogy model’ and the ‘aetiological model of ADHD’. In identifying the need to explore an accurate pedagogical model for ADHD children, two models have been evaluated. The analysis is based on a combination of secondary analysis, qualitative, and quantitative data analysis, which covered data, collected from expert advice, including that from professionals, coaches, and teachers and from those involved in the education of learners with ADHD and parents. Evidence from findings on ADHD is married to a new model of pedagogy named the ‘7Ms pedagogy model’. The ADHD pedagogical model is then evaluated by SEN teachers serves to facilitate well-informed and targeted design decisions about pedagogy, which could provide children with support and help them overcome academic limitations. Keywords: Attention Deficit-Hyperactivity Disorder; 6Ms Pedagogy Model; 7Ms Pedagogy Model; learning theories; aetiological model; typically developing learners (TDLs); and special educational needs (SEN).

ADHS ist eine häufig diagnostizierte Erkrankung in der Kinder- und Jugendpsychiatrie; etwa 5 % aller Kinder sind betroffen. Als Kardinalsymptome gelten Hyperaktivität, Aufmerksamkeitsprobleme und erhöhte Impulsivität. Die familiäre Häufung lässt auf eine genetische Prädisposition schließen. In dieser Arbeit werden mittels eines EEGs elektrophysiologische Aktivitäten des Gehirns der teilnehmenden Kinder aufgezeichnet. Dabei bilden die ereignisbezogenen Potentiale (EPs) den Informationsverarbeitungsprozess ab, welcher während der Bearbeitung eines Konfliktparadigmas - in unserer Untersuchung der Eriksen-Flanker Task - entsteht. Es ist bekannt, dass ADHS-Patienten höhere Fehlerraten und längere Reaktionszeiten in derartigen Aufgaben zeigen und Fehler vermehrt in Serien auftreten. Von besonderem Interesse sind Potentiale die direkt nach einem Fehler abgeleitet werden können; die error-related negativitiy (Ne) bzw. positivity (Pe). Die Datenauswertung erfolgte mittels in vorherigen Studien aufgezeichneten Datensätzen. Ziel der Arbeit ist es, den Einfluss der vorangegangenen Antwort, und damit des Primings bzw. der Sequenzeffekte bei ADHS-betroffenen Kindern und einer Kontrollgruppe auf die folgende Antwort und die dabei auftretenden Hirnpotentiale zu untersuchen. Bezüglich der Ne und Pe besteht für ADHS-Patienten eine heterogene Befundlage. Wir konnten feststellen und damit Ergebnisse vorheriger Studien replizieren, dass die Ne- Amplitude bei Kindern mit ADHS – im Gegensatz zur Kontrollgruppe- geringer ausgeprägt ist und keinen Sequenzeffekten (d.h. keinem Priming) unterliegt. Für die Pe-Amplitude konnten wir keine Abweichungen im Vergleich zu der Kontrollgruppe feststellen. Auch unterlag die Pe-Amplitude bei beiden Gruppen keinem Primingeinfluss. Dies lässt den Rückschluss zu, dass nur bei ADHS und nur für die Ne eine neuronale Dysfunktion angenommen werden kann. Dieses Ergebnis weist darauf hin, dass die veränderte Ne-Amplitude möglicherweise störungsspezifisch für ADHS sein könnte und somit die Möglichkeit für den Einsatz als diagnostisches Kriterium besteht.

O objetivo do presente estudo foi comparar os efeitos obtidos por meio de um treinamento fisioterapêutico associado a jogos do Nintendo® Wii Fit, com um treinamento fisioterapêutico convencional sobre o equilíbrio e a cognição de idosos saudáveis. Trata-se de um ensaio clínico controlado, aleatorizado e cego realizado no Departamento de Fonoaudiologia, Fisioterapia e Terapia Ocupacional da Universidade de São Paulo. Participaram do estudo 32 idosos saudáveis da comunidade que foram aleatorizados em grupos controle e experimental, 16 em cada grupo. Todos os sujeitos foram submetidos a 14 sessões individuais de treinamento, duas vezes por semana, por sete semanas. Cada sessão foi composta de 30 minutos de exercícios globais, incluindo alongamento e fortalecimento muscular e mobilidade axial. Após os exercícios globais, os grupos realizaram mais 30 minutos de exercícios de equilíbrio, sendo que o grupo experimental realizou o treinamento associados aos jogos do Nintendo® Wii Fit, e o grupo controle exercícios de equilíbrio convencional. As principais medidas do estudo foram: (1) Mini-Balance Evaluation System (Mini-BEST) Test e (2) Unipedal Stance Test para avaliação do equilíbrio; (3) Escala Internacional de Eficácia de Quedas (FES-I) para avaliação da autoconfiança no equilíbrio; (4) Escala de Atividade de Vida Diária (EAVD) para avaliar a autonomia nas atividades de vida diária; e (5) Avaliação Cognitiva Montreal (MoCA) para avaliação cognitiva. A análise estatística foi realizada por meio da ANOVA one-way e para os efeitos que alcançaram nível de significância, foi realizado o Pós-hoc teste de Tukey-Kramer para a verificação de possíveis diferenças entre os grupos e avaliações realizadas antes, depois e após 60 dias do final do treinamento. Os resultados mostraram que houve uma interação estatisticamente significativa entre os fatores avaliação e grupo confirmados pelo Pós-hoc teste de Tukey, mostrando que o treinamento com o videogame proporcionou melhora significativa nas medidas avaliadas depois treinamento, sem perdas significativas na avaliação após 60 dias. Assim, o treinamento fisioterapêutico associados aos jogos do Nintendo® Wii Fit mostrou-se mais eficiente para melhorar o equilíbrio, cognição e funcionalidade de idosos saudáveis em comparação ao treinamento convencional atualmente preconizado, o que indica que o 9 videogame pode ser uma ferramenta complementar útil ao tratamento fisioterapêutico voltado para a prevenção precoce das alterações cognitivas e motoras em idosos / The aim of this study was to compare the effects obtained through a physical therapy training associated with games Nintendo® Wii Fit with physical therapy training alone on balance and cognition in older adults. It was a prospective, controlled, single blinded randomized clinical trial performed at Speech Therapy, Physiotherapy and Occupational Department of São Paulo University. 32 healthy older adults in the community participated of this study and were randomized in control and experimental groups, 16 each one. All subjects performed 14 individual training sessions, twice a week, for seven weeks. Each session was composed of a 30 minutes global exercises series including stretching, muscles strengthen and axial mobility exercises. After the exercises global, both groups performed more 30 minutes of balance training: the experimental group performed the balance training associated with games of Nintendo® Wii Fit, and the control group standard balance exercises. The main outcome measures were: (1) Mini-Balance Evaluation System (Mini-BEST); (2) Unipedal Stance Test; (3) Efficacy Scale International Falls (FES-I); (4) Scale of Activities of Daily Living (EAVD) and (5) Montreal Cognitive Assessment (MoCA). Statistical analysis was done by one-way ANOVA in order to assess possible differences among the analyzed variables. Results showed statistically significant improvement in the measures evaluated in the experimental group, without any significant changes after 60 days. Wii Fit training appears to improve balance, cognition and functionality of healthy elderly compared to conventional training preconized, which indicates that videogame mat be a useful additional tool to physical therapy toward the early prevention of cognitive and motor changes in the elderly

INTRODUÇÃO: As alterações cognitivas ocorrem em 30 a 55% dos indivíduos com acidente vascular cerebral (AVC) e contribuem significativamente para a dependência funcional. Dentre as alterações cognitivas, a disfunção executiva ocorre em 18,5%a 39% dos casos. Quando o sujeito apresenta uma melhora funcional, consequentemente apresentará um ganho na qualidade de vida. Para o planejamento da reabilitação, é necessária uma avaliação adequada da disfunção executiva. Não há instrumentos de avaliação de disfunção executiva em língua portuguesa que tenham sido validados para serem aplicados a indivíduos com AVC por terapeutas ocupacionais no Brasil. O Teste de Desempenho da Função Executiva (TDFE) foi desenvolvido nos Estados Unidos por terapeutas ocupacionais, com o objetivo de avaliar a necessidade de auxílio para desempenhar quatro tarefas básicas do cotidiano: preparar uma refeição rápida, fazer uma ligação telefônica, tomar a medicação prescrita e pagar duas contas de consumo. Os objetivos deste trabalho são: (1) realizar a adaptação transcultural e avaliar as propriedades psicométricas (consistência interna, confiabilidade teste e reteste e inter examinador) da versão brasileira do Teste de Desempenho da Função Executiva em indivíduos com AVC; (2) avaliar a validade de constructo do Teste de Desempenho da Função Executiva; (3) avaliar a relação entre a pontuação no Teste de Desempenho da Função Executiva em indivíduos com AVC e variáveis demográficas, localização da lesão, sintomas de ansiedade e depressão. MÉTODOS: O estudo foi realizado no Laboratório de Neuroestimulação da Divisão de Clínica Neurológica do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo. Foram avaliados 86 indivíduos com AVC entre 02/05/2013 e 06/05/2016. A consistência interna foi avaliada pelo alfa de Cronbach. As confiabilidades inter e teste e reteste foram avaliadas pelo Coeficiente de Correlação Intraclasse (CCI). Para avaliação da validade de constructo foi calculado coeficiente de correlação de Spearman entre a pontuação no Teste de Desempenho da Função Executiva e desempenhos em outros instrumentos de avaliação de função executiva, assim como de escalas de comprometimento das estruturas do corpo, atividade e participação. RESULTADOS: O alfa de Cronbach calculado para a escala foi de 0,819. O CCI para avaliação da confiabilidade teste e reteste foi de 0,435 (intervalo de confiança, 0, 096 -0,684). O CCI para avaliação da confiabilidade inter examinador foi 0,855 (intervalo de confiança, 0,516 - 0,855). A pontuação no Teste de Desempenho da Função Executiva apresentou correlações estatisticamente significativas com as seguintes escalas: Fluência Verbal, rho=-0,452 (p=0,001); Teste do Relógio, rho=-0,324 (p=0,002); Teste de Extensão de Dígitos Diretos, rho=-0,219 (p=0,042); Teste de Extensão de Dígitos Inversos, rho=-0,324 (p=0,002), Teste do Mapa do Zoológico, rho=-0,388 (p=0,001); teste Modificado dos Seis Elementos, r=-0,463 (p=0,001); Mini Exame do Estado Mental, rho=-0,352 (p=0,001); Memória Incidental (Bateria Breve de Rastreio Cognitivo), rho=-0,252 (p=0,019);Memória Imediata 1 (Bateria Breve de Rastreio Cognitivo), rho=-0,308 (p=0,004); Memória tardia (Bateria Breve de Rastreio Cognitivo), r=-0,239 (p=0,027); Questionário de Atividades Funcionais de Pfeffer, rho=0,420 (p=0,001); e escala de Lawton & Brody rho=-0,313 (p=0,003).CONCLUSÃO: o TDFE pode ser considerado como uma escala confiável e adequada avaliar a função executiva em pacientes com AVC / INTRODUCTION: Cognitive impairments occur in 30-55% of patients with stroke and contribute significantly to functional dependence. Executive dysfunction occurs in 18.5% to 39% of patients who present cognitive impairments. Occupational therapy aims to facilitate independence and autonomy, hence improving quality of life. Adequate assessment of executive dysfunction is required in order to plan rehabilitation. There is a lack of validated tools that occupational therapists can use to assess executive dysfunction in individuals with stroke in Brazil. The Executive Function Performance Test was developed in the United States by occupational therapists, in order to assess the need for assistance to perform four basic daily tasks: prepare a quick meal, make a phone call, take the prescribed medication and pay two utility bills. The objectives of this work are to: (1) perform the cross-cultural adaptation and evaluate the psychometric properties (internal consistency, intra and inter rater reliabilities) of the Brazilian version of the Executive Function Performance Test in patients with stroke; (2) evaluate the construct validity of the Executive Function Performance Test; (3) evaluate the relation between scores in the Executive Function Performance Test in patients with stroke and demographic variables, location of the lesion, symptoms of anxiety and depression. METHODS: The study was conducted at the Neurostimulation Laboratory of the Clinical Neurology Division at Hospital das Clinicas, Sao Paulo University. We evaluated 86 patients with stroke between 02/05/2013 and 06/05/2016. Internal Consistency was assessed by Cronbach\'s alpha. The inter- and intra rater reliabilities were assessed by Intraclass Correlation Coefficients (ICC). Construct validity was evaluated by correlations between scores in the Executive Function Performance test and scores in other tools used for assessment of executive function, cognitive screening, scales of body structures impairments, participation and activity as well as instrumental activities of daily living. Spearman correlation coefficients were used to assess these correlations. RESULTS: The scale´s Cronbach\'s alpha was 0.819. The ICC for assessment of intra rater reliability was 0.435 (confidence interval, 0.096 -0.684). The ICC for assessment of intra examiner reliability was 0.855 (confidence interval, 0.516 to 0.855). There were statistically significant correlations between scores in the Executive Function Performance Test and the following scales: Verbal Fluency, rho = -0.452 (p = 0.001); Clock Test, rho = -0.324 (p = 0.002); Digit Span test (forward), rho = -0.219 (p = 0.042); Digit Span test (backwards) rho = -0.324 (p = 0.002); Zoo map test, r = -0.388 (p = 0.001); Modified Six elements test, rho = -0.463 (p = 0.001); Mini Mental State Examination, rho = -0.352 (p = 0.001); Incidental memory (Brief Cognitive Battery), rho = -0.252 (p = 0.019); Immediate memory 1 (Brief Cognitive Battery), rho = -0.308 (p = 0.004); Delayed memory (Brief Cognitive Battery), rho = -0.239 (p = 0.027); Functional Activities Questionnaire (Pfeffer), rho = 0.420 (p = 0.001); and Instrumental Activities of Daily Living Scale rho = -0.313 (p = 0.003). CONCLUSION: EFPT-BR is a valid and reliable tool for Occupational Therapists to evaluate the executive dysfunction in daily routine tasks in patients with stroke in Brazil

Made available in DSpace on 2016-07-27T14:20:12Z (GMT). No. of bitstreams: 1 LARISSA DE OLIVEIRA E FERREIRA.pdf: 1804099 bytes, checksum: d2b4dba42341c787eb8c9b6b9ba6a815 (MD5) Previous issue date: 2013-11-08 / Neuropsychology in recent years has increased the number of research on executive function function. The increase in research was necessary because it is a subject that covers . functions directly linked to cognitive processes necessary for good per performance in daily ormance activities activities, and tasks that require a more elaborat , elaborate reasoning e reasoning. But most research, found . found, has as its object of study groups of children and adolescents with neuropsychi neuropsychiatric atric disorders or dysfunctions dysfunctions. In Brazil there are few standardized ba batte ttery to assess ry executive function. One of the instruments used is the Tower of Hanoi, but there is no consensus on how to apply and which components of this instrumen instrument assesses t executive function function. From this perspective we chose to study the Tower of Hanoi in the assessment of executive function with group of children with normal development . This study tested 55 children and adolescents between 10 and 16 years, with the aim to evaluate the relationship between time and performance in the Tower of Hanoi to assess executive function function. As convergent validity was used to scale . the implementation of WISC III III, which is a w , widely studied intelligence test idely test, which evaluates all components , of executive function and that has to count time as a key factor in the fi final s nal score of all core subtests subtests. The results provide data that seem to show that the number of movements . and me measure the execution time in ToH asure ToH, with children 10 , - 16 years o old, has no ld, discriminative power power, the comparison between the groups 10 , 10-13 years and 14 -16 year years and between genders s genders. We conclude that the ToH unlike many studies showed . that it is not an effective tool in the assessment of executive function in children 10 10-16 years. The measurement of time in carrying out the ToH is not necessary since no significa significant correlation in any of the comparisons made in this study. nt / Em neuropsicologia neuropsicologia, nos últimos anos tem aumentado o número de pesq pesquisas sobre a uisas função executiva. O aumento das pesquisas fez fez-se necessário por tratar tratar-se de um assunto que abrange funções diretamente ligadas a processos cognitivos necessário necessários para o bom desempenho em atividades cotidianas, e em tarefas que exij exijam um am raciocínio mais elaborado. No entanto, a maioria das pesquisas encontrada encontradas tem como s objeto de estudo grupos de crianças e adolescentes com disfunções ou transtornos neuropsiquiátr neuropsiquiátricos, icos, o que não permite esclarecer o que seria o desenvolvimento e o funcionamento da função executiva em grupos sem comprometimentos. No Brasil Brasil, existe existem poucas bateria baterias padronizadas para avaliar a função executiva. Um dos instrumentos muito usado é a Torr Torre de Hanói e (TOH) TOH), porém porém, não existe consenso quanto a forma de aplicação e quais componentes da função ex executiva esse ecutiva instrumento avalia. Com essa perspectiva perspectiva, optou optou-se por estudar a Torre de Hanói na avaliação da função executiva com grupo de crianças com desenvolvimento normal. Foram testadas 55 crianças e adolescentes, entre 10 e 16 anos, com o objetivo de avaliar a relação entre tempo e o d desempenho na Torre de Hanói para a esempenho avaliação da função executiva. Como medida de correlação usou usou-se a escala de ex execução do Wisc ecução III III. Os resultados fornecem dados que parecem demonstrar que o número de movimentos e a medida do tempo na execução na ToH, com crianças de 10 a 16 anos, não tem poder discriminativo, na comparação do desempenho do número e do tempo de execu execução ção ent entre os grupos de 10 a 13 anos, re de 14 a 16 anos e entre os gêneros. Conclu Conclui-se que a medida do tempo na realização da ToH ToH, de acordo com os , dados levantados e em grupos de crianças e adolescentes da 10 a 16 anos não se faz necessária necessária, uma vez que não apre apresentou correlação significativa. sentou

INTRODUÇÃO: Estudos recentes mostram que fatores cognitivos podem estar relacionados ao desempenho motor em pacientes com doença de Parkinson (DP). Aspectos motores, como o equilíbrio e a marcha, e aspectos cognitivos (função executiva) podem ser usados para estimar o risco de quedas, que são causadas tanto por instabilidade postural, quanto por disfunções executivas em pacientes com DP. Entretanto, a correlação entre escolaridade, função executiva, equilíbrio estático, equilíbrio dinâmico e marcha permanece pouco explorada. OBJETIVO: O objetivo desse estudo foi verificar se há correlação entre variáveis cognitivas (escolaridade, função executiva) e motoras (Escala de Berg, MiniBESTest, Timed Up and Go Test (TUG), TUG Dupla Tarefa (DT), UPDRS - III, posturografias estática e dinâmica) em pacientes com DP. MÉTODOS: Setenta e um pacientes com DP participaram deste estudo. Os participantes relataram seu tempo de estudo formal. Para a avaliação da função cognitiva dos participantes, foram usandos o Trail Making Test e o teste de Fluência Verbal. A avaliação do equilíbrio funcional foi realizada por meio da Escala de Equilíbrio de Berg e do MiniBESTest. A avaliação da marcha foi realizada com o TUG e TUG DT. A posturografia estática foi utilizada para quantificar os deslocamentos do centro de pressão (COP), como medida de equilíbrio estático. A posturografia dinâmica permitiu avaliar o controle postural, enquanto os participantes fizeram algumas tarefas que exigiam equilíbrio. RESULTADOS: Os coeficientes de correlação de Pearson indicaram que houve correlações moderadas entre a escolaridade e aspectos motores (todas as escalas clínicas de equilíbrio e marcha). Houve correlação moderada entre função executiva e aspectos motores (ambas as escalas clínicas de equilíbrio). Houve correlação moderada entre a posturografia dinâmica e o TUG e TUG DT. CONCLUSÃO: Houve correlação entre aspectos cognitivos (escolaridade, função executiva) e motores (Escala de Equilíbrio de Berg, MiniBESTest, TUG, TUG DT e UPDRS - III) nos pacientes com DP. Apenas a posturografia dinâmica esteve correlacionada com os testes clínicos / BACKGROUND: Recent studies have shown that cognitive factors can be related to motor performance in patients with Parkinson disease (PD). Motor aspects, such as balance and gait and cognitive aspects (executive function) can be used to estimate the risk of falls, which are caused by postural instability and executive dysfunction in patients with PD. However, the correlation between educational status, executive function, static balance, dynamic balance and gait remains poorly explored. OBJECTIVE: The aim of this study was to verify if there would be correlation between cognitive variables (educational status, executive function) and motor variables (Berg balance scale, MiniBESTest, Timed Up and Go (TUG) TUG dual task (DT), UDPRS - III, static and dynamic posturography) in patients with PD. METHODS: Seventy patients with PD participated in this study. Participants reported their time of formal education. They were assessed with Trail Making Test and verbal fluency test (cognitive assessment). Fuctional balance evaluation was performed by Berg balance scale, MiniBESTest and UPDRS- III. Gait was assessed with TUG, and TUG DT. Static posturography was used to quantify the center of pressure displacement (CoP). RESULTS: Pearson correlation coefficients indicated that there were moderate correlations between education and motor aspects (all balance and gait clinical scales). There was moderate correlation between executive function and motor aspects (both clinical balance scales). There was moderate correlation between verbal fluency and balance (balance scales and dynamic posturography). CONCLUSION: There was correlation between cognitive (education, executive function) and motor aspects (Berg balance scale, MiniBESTest, TUG, TUG DT and UDPDS- III), in patients with PD. Only dynamic posturography was correlated to clinical balance tests