Assessment of executive functioning in neurodevelopmental disorders (e.g., autism) is a crucial aspect of neuropsychological evaluations. The executive functions are accomplished by the supervisory attentional system (SAS) and include such processes as inhibition, switching, and planning. Autism spectrum disorder (ASD) tends to present similarly to other neurodevelopmental disorders (e.g., ADHD). For example, ASD and ADHD may share similar etiological underpinnings in the frontostriatal system of the frontal lobe. Research on executive functioning in ASD has been mixed, thus the precise nature of executive functioning deficits in ASD remains equivocal. In recent years, simulation technologies have emerged as an avenue to assess neurocognitive functioning in individuals with neurodevelopmental disorders impacting frontostriatal function. Simulation technology enables neuropsychologists to assess neurocognitive functioning within a testing environment that replicates environments in which the subject is likely to be in everyday life, as well as present controlled, real-world distractions, which may be better able to tap “hot” executive functions. A Virtual Classroom Continuous Performance Test (CPT) has been used successfully to assess attention in individuals with neurodevelopmental disorders impacting frontostriatal function. The current study aimed to investigate executive functioning in individuals with high functioning ASD using a new construct driven Stroop assessment embedded into the Virtual Classroom. Group differences were found in the Virtual Classroom with distractions condition, indicating individuals with ASD may be more vulnerable to external interference control than neurotypical individuals.

The learning of mathematics can be a difficult process for many students. Understanding the cognitive components that contribute to arithmetic achievement may illuminate sources of difficulty and inform the development of better teaching and learning practices. Executive functions (EFs) have been implicated in the development of arithmetic skills in early childhood, but less is known about this relation across middle childhood and beyond. The current study included individuals ages 6-7, 9-10, 12-13, and 18+ years and examined the contributions of 3 components of EF, working memory (WM), inhibition, and set shifting (SS), to arithmetic skills in two domains. It was hypothesized that age, general cognitive ability, and EFs would have unique and combined influences on both domains of arithmetic: proficiency and fluency. Results from correlation, regression, and path analyses indicated that WM, inhibition, and SS differentially contributed to arithmetic proficiency and fluency. The implications for education and intervention are discussed.

En Sciences Cognitives, de plus en plus de travaux se sont consacrés à l’étude du fonctionnement cognitif chez les sujets bilingues. Ces études ont notamment montré que ces sujets étaient plus performants sur le plan du fonctionnement exécutif comparés aux monolingues. Cependant, ces travaux sont marqués par une très grande hétérogénéité dans la sélection des sujets ainsi que dans la méthodologie utilisée. La nature des composantes exécutives impliquées, la modalité (verbale vs non-verbale), ainsi que l’effet de l’âge sur cet avantage exécutif restent à préciser.Objectif : Etudier le fonctionnement exécutif et les stratégies cognitives de sujets bilingues français-anglais, dans des tâches exécutives (flexibilité, inhibition et mise à jour) verbales et non-verbales, et dans une épreuve de résolution de problèmes complexes, à divers âges de la vie. Matériel et Méthode : 85 sujets bilingues (17 préadolescents (13-15 ans), 20 adolescents (16-18 ans), 19 adultes (18-60 ans), 19 adultes (18 à 40 ans) et 10 adultes (41-65 ans)) et 85 sujets monolingues français appariés en âge et en quotient intellectuel ont été inclus et ont été évalués sur les des tests verbaux et non-verbaux explorant les trois composantes exécutives du modèle de Miyake, Friedman & al. (2000). Résultats : Chez les préadolescents, aucun avantage n’est retrouvé en faveur des bilingues quelles que soient la composante ou la modalité. Concernant les adolescents, les bilingues ont un avantage principalement en flexibilité en non-verbal, et à l’inverse, les monolingues ont un avantage en verbal pour cette même composante. Pour l’ensemble de ces adolescents, concernant la résolution d’un problème complexe, les monolingues mettent principalement en jeu des capacités inhibitoires et des capacités de mise à jour (verbal), alors qu’aucune stratégie préférentielle n’est retrouvée chez les bilingues. Chez les adultes de 18-60 ans, des performances plus élevées pour les capacités d’inhibition et en mise à jour sont retrouvées chez les bilingues, particulièrement en modalité verbale. Concernant la résolution d’un problème complexe, les monolingues mettent en jeu des capacités d’inhibition et de flexibilité, alors qu’aucune stratégie préférentielle n’est retrouvée chez les bilingues, à l’image de ce qui est observé chez les adolescents. Comparativement aux adultes plus jeunes ainsi qu’à des monolingues âgés, les bilingues âgés présentent des performances plus élevées pour les capacités de flexibilité, de mise à jour (verbal et non-verbal) et d’inhibition (verbal). L’inhibition est également moins ralentie dans les deux modalités comparativement aux sujets âgés monolingues. Globalement, les sujets âgés bilingues semblent moins affectés par le déclin cognitif lié au vieillissement.Conclusion : Par une méthodologie rigoureuse et homogène ainsi que par des analyses de comparaisons par classes d’âge et du niveau de langue, l’étude de l’effet du bilinguisme sur le fonctionnement cognitif confirme un avantage exécutif significatif chez les bilingues, dont les modalités dépendent néanmoins en grande partie de l’âge des sujets. / In Cognitive Sciences, more attention has been devoted to the study of cognitive functioning in bilingual subjects. These studies have shown that they were more efficient in terms of executive functioning compared to monolinguals. However, these studies are marked by a great heterogeneity in the selection of the bilingual subjects and the methodology used. The nature of executive components involved, the modality (verbal vs. non-verbal), and the effect of age on this executive benefit remains unclear. Aims : Studying executive functioning and cognitive strategies of French-English bilingual subjects on verbal and non-verbal executive tasks (flexibility, inhibition and updating) and on a complex solving task, at various stages of life. Materials and Methods : 85 bilingual subjects (17 preadolescents (13-15 years), 20 teenagers (16-18 years), 19 adults (18-60 years), 19 adults (18-40 years) and 10 adults (41-65 years)) and 85 French monolingual subjects matched on age and Intellectual Quotient were included and assessed on verbal and nonverbal executive tests exploring the three components of Miyake, Friedman & al.’s (2000 ) model. Results : For preadolescents, no benefit was found for bilingual subjects, irrespective of the component or modality. For adolescents, bilingual subjects have an advantage on non-verbal material, in flexibility mainly, while monolinguals have an advantage on verbal material for the same component. As far as solving a complex problem is concerned, all the monolingual subjects seem to put into play inhibitory and updating abilities (verbal), while no specific strategy is found in bilinguals. For the adults (18-60 years old), higher performances for inhibition and updating are found in bilinguals, particularly in the verbal modality. As for solving a complex problem, monolinguals call for inhibition and flexibility abilities, while, again no specific strategy is found in bilinguals. Compared to younger adults, as well as older monolingual subjects, older bilinguals have higher performances on flexibility, updating (verbal and nonverbal) and eventually inhibition which is less slowed down in both modalities compared to elderly monolinguals. Overall, elderly bilinguals seem less affected by cognitive decline associated with aging.Conclusion : Following a rigorous and consistent methodology and analysis by comparison of age groups and level of language, the study of the effect of bilingualism on cognitive functioning confirms a significant executive advantage in bilinguals, but the modalities largely depend on the subjects’ age.

The aim of this thesis is to examine the effects of indvidualized teaching on selected aspects of cognition and motivation. Research issues focus on changes in cognitive and executive functions, clients' attitude to tutored subjects, the difference between the attitude of clients to tutoring and school education and changes in length of clients' preparation for school lessons and changes in school results. The research sample consisted of 8 clients aged 14-18 who were involved in the individual tutoring programme. The applied methods were interview and the CAS2, assessment battery. The most important findings of the research include improvement in the performance of executive functions and increased perceived entertainment of school subjects. Compared to school education, tutoring was considered more useful, especially the individual and friendly approach of lecturers was evaluated more positively than teachers' approach. School results improved by at least one grade for all clients in at least one tutored subject.

Executive Function is conceptualized in this study as the ability to form (the planning functionality obtained through initiation and working memory), maintain (response selection and the ability to self-regulate and inhibit) and switch (cognitive flexibility, mental tracking, organization and sequencing) mental processes in order to effect a positive outcome. The present research is a quasi-experimental study embedded in the Positivist tradition that sets out to empirically evaluate the Executive Function profile of seropositive adolescents (n = 29) emerging from a low socio-economic background and currently on a managed ART programme when compared to a healthy contrast group (based on age, socio-demographic and educational system). As a quantitative study, Executive Function was operationalized through the use of multiple tests of Executive Function such as the Delis-Kaplan Executive Function Colour Word Interference Test (D-KEFS CWIT), the Wisconsin Card Sorting Test (WCST) and the Trail Making Test Part B (TMT-B). As the study formed part of a larger study that included additional neurocognitive tests, including the WISC-R, selected subtests from the WISC-R were used to validate specific arguments relating to the study. The results showed that HIV positive adolescents were inclined to have poorer Executive Function performance especially under situations of higher cognitive load when compared to the unaffected group. The implications of these results are discussed in this research.

Accurate self-assessment of memory is important for everyday function. Self-rating accuracy may be affected by several factors in aging, and especially in Parkinson’s disease (PD), but these putative influences have rarely been examined in the same study to determine their relative importance and the potential interactions among them. We examined self-ratings of memory in healthy older adults and people with PD. We used two metamemory scales: the relatively comprehensive Multifactorial Memory Questionnaire (MMQ) and the more brief Structured Telephone Interview for Dementia Assessment (STIDA). We took into account three key influencing variables: depression, personality variables (especially neuroticism and conscientiousness), and executive functions. The MMQ ability scale and the STIDA were moderately correlated for controls whereas this relationship failed to reach significance for patients after a Holm–Bonferroni correction. The difference between these correlations in the two groups was statistically significant. In both groups, objective memory performance and self-assessment of memory (assessed by MMQ ability, MMQ Satisfaction, and STIDA) were not significantly correlated. Conscientiousness and the interactions of group with conscientiousness and executive function were the strongest predictors of memory self-assessment as measured by MMQ ability. Our results suggest that memory self-assessment is not accurate, and is better predicted by conscientiousness and executive functions than by memory itself. Clinicians should know about the potential lack of accuracy of memory self-assessment when screening for memory impairment. Memory concerns reported by patients may not translate in objective memory impairment. At the opposite, confidence in memory may not reflect normal memory functioning.

Les objectifs de cette thèse étaient de comparer les indices géométriques de résistance osseuse de la hanche chez des sujets avec ou sans sarcopénie, de définir l’influence d’indices de force musculaire maximale sur plusieurs paramètres osseux et d’explorer les effets de trois programmes d’entraînement simultané physique et cognitif [Force (F) + Fonctions Exécutives (FE) ; Locomotion (L) + FE et L + F + FE) sur des paramètres biométriques variés. Cinq études ont été menées. Deux études préliminaires ont montré que la sarcopénie influence négativement la Densité Minérale Osseuse (DMO) de la hanche et les indices de résistance osseuse de la hanche. Deux autres ont montré que la force maximale est un déterminant positif de la DMO et des indices géométriques de résistance osseuse de la hanche. Une étude longitudinale a ensuite montré que le groupe F + FE présente les meilleurs gains au niveau de la : masse maigre, force maximale, paramètres osseux et qualité de vie. Le groupe d’entrainement de L + F + FE présente les meilleurs gains au niveau : des FE, du risque de chute et des paramètres aérobies. Le groupe d’entrainement de L + FE présente les pertes les plus importantes en masse grasse. Ces résultats suggèrent que l’entrainement de F + FE est le meilleur moyen d’adaptation ostéogénique et d’amélioration de la qualité de vie. Cependant, il est intéressant de choisir parmi les trois modalités d’entrainement celle la plus adaptée aux besoins de la personne au regard des effets prévisibles. / The aims of this thesis were to compare hip structure analysis variables in elderly subjects with and without sarcopenia, to define the relations between muscular maximal strength indices and multiple bone parameters, and to explore the effects of three different types of simultaneously physical and cognitive training [Resistance (R) + Executive Function (EF), Endurance (E) + EF and R + E + EF] on different biometric parameters in healthy elderly subjects. Five main studies have been conducted. Two cross-sectional studies have shown that sarcopenia negatively affects hip Bone Mineral Density (BMD) and hip bone strength indices. Two additional cross-sectional studies have shown that muscular maximal strength indices are positive determinants of BMD and hip geometry indices. A subsequent longitudinal study has shown that R + EF training had the higher effects on lean mass, muscular maximal strength, bone parameters and quality of life. R + E + EF training had the higher effects on EF, risk of falling and aerobic performance. E + EF training had the higher effects on fat mass. These results suggest that the R + EF training ensures better osteogenic adaptation and improvement of quality of life in healthy elderly subjects. However, implementation of training program in elderly should consider individual needs and frailty.

A Distrofia Muscular de Duchenne (DMD) é causada por mutações no gene distrofina que codifica a proteína distrofina, responsável pela manutenção da membrana da fibra muscular. Além do comprometimento muscular, a doença tem sido associada a déficits cognitivos e problemas de comportamento. A presente pesquisa teve como objetivos: avaliar sintomas do transtorno do espectro do autismo (TEA) em uma amostra formada por pacientes com DMD de acordo com os critérios diagnósticos do DSM V; identificar a proporção de pacientes com indício de deficiência intelectual (DI); examinar a possibilidade de prejuízos das funções executivas (flexibilidade e planejamento) nesses pacientes e verificar possiveis associações das mutações downstream ao exon 45 (inicial da isoforma cerebral da distrofina Dp140) a sintomas de autismo, deficiencia intelectual ou déficits nas funções executivas. O estudo seguiu metodologia de pesquisa exploratória. Participaram do estudo 67 pacientes com DMD com idades de 5 a 17 anos (Média= 10,74 e DP= 3,2) e 19 controles com idades de 04 a 14 anos (Média=8,73 e DP= 2,94). A bateria de avaliação incluiu a Escala de Avaliação do Autismo na Infância (CARS) para avaliação dos sintomas de autismo, o Teste das Matrizes Progressivas Coloridas de Raven para exame de inteligencia não verbal e subtestes da bateria Cambridge Neuropsychological Test Automated Battery (CANTAB) para avaliação das funções executivas de flexibilidade (Intra-Extra Dimensional Set Shift - IED) e planejamento (Stockings of Cambridge - SOC). A Escala de Brooke foi utilizada para avaliação do comprometimento motor dos membros superiores dos pacientes com DMD. Dentre os pacientes submetidos à escala CARS e ao teste de Raven, 20% atingiram o ponto de corte para autismo (7% com risco para TEA somente e 13% com risco para TEA e DI) e 19% apresentou classificação de inteligência indicativa de deficiência intelectual (sem risco para TEA). Em análise dos grupos de pacientes com DMD com e sem risco para autismo, observou-se diferença significativa em 14 das 15 questões da escala CARS (p<0,05, teste t). Mediante análise qualitativa, verificou-se que o grupo com risco para TEA apresentou médias mais altas em relação aos grupos com risco para DI e risco para DI e TEA nas questões referentes à resposta emocional, comunicação verbal, resposta intelectual e às impressões gerais do avaliador da escala CARS. O grupo sem risco para TEA apresentou escores mais elevados quanto às respostas emocional e intelectual. No grupo sem risco para TEA, observou-se correlação negativa entre idade e a questão de comunicação verbal da escala CARS, evidenciando melhora desta capacidade conforme o aumento da idade (p<0,05, correlação de Pearson). Em análise subseqüente com três grupos (TEA, DI, TEA + DI), o grupo com risco para TEA apresentou escores mais elevados (indicativos de maior intensidade de sintomas de autismo) na questão referente a medo e nervosismo, enquanto o grupo com risco para TEA e DI obteve maiores pontuações nas questões de resposta auditiva e comunicação verbal da escala CARS (p<0,05, teste de Kruskal-Wallis). O grupo com risco para DI obteve escores mais baixos (indicativos de menor intensidade de sintomas de autismo) nas questões referentes à imitação, resposta emocional, uso corporal, uso de objetos, paladar, olfato e tato, comunicação não verbal e impressões gerais do examinador (p<0,05). Conforme as análises de mutações genéticas, o grupo com mutações downstream ao exon 45 apresentou maior propensão para deficiência intelectual conforme a questão referente à resposta intelectual da escala CARS. Quanto à análise de funções executivas, o grupo com DMD apresentou prejuízos nas capacidades de flexibilidade cognitiva (teste IED) e planejamento (teste SOC) em relação ao grupo controle (p<0,05, teste de Mann-Whitney). Os déficits de planejamento não foram atribuídos a dificuldades motoras, uma vez que não houve IX diferença significativa entre grupos quanto aos tempos de resposta no teste SOC. O estudo mostrou evidencias da associação da Distrofia Muscular de Duchenne ao Transtorno do Espectro Autista, à deficiência intelectual e a prejuízos em funções executivas. Os resultados suportam achados prévios da associação entre mutações distais do gene distrofina e prejuízo intelectual. A escala CARS mostrou-se sensível na diferenciação entre casos de autismo e deficiência intelectual em pacientes com DMD. Estudos futuros são necessários para a elucidação de características de autismo em pacientes com DMD com e sem o diagnóstico desse transtorno do desenvolvimento / Duchenne Muscular Dystrophy (DMD) is caused by mutations in the dystrophin gene that encodes the dystrophin protein, which is responsible for maintaining the integrity of the muscle fiber membrane. In addition to muscle impairment, the disease has been associated to cognitive deficits and behavioral problems. The objectives of the present study were: to evaluate patients with DMD for symptoms of autism spectrum disorder (ASD) according to the DSM-V criteria; to identify the proportion of patients with evidence of intellectual disability (ID) in this sample; to examine the possibility of impairment of executive functions (flexibility and planning) in these patients and to verify possible associations between mutations downstream from exon 45 (first exon for the brain isoform D140) and symptoms of autism, intellectual disability or deficits in executive functions. The study followed exploratory research methodology. Sixty seven patients with DMD with ages ranging from 5 to 17 years (mean = 10.74 and SD = 3.2) and 19 controls aged 04 to 14 years (Mean = 8.73 and SD = 2.94) participated in the study. The assessment battery included the the Childhood Autism Rating Scale (CARS) for assessing symptoms of autism, the Raven\'s Colored Progressive Matrices Test for nonverbal intelligence evaluation, and subtests of the Cambridge Neuropsychological Test Automated Battery (CANTAB) for assessment of flexibility (Intra-Extra Dimensional Set Shift - IED) and planning (Stockings of Cambridge - SOC). The Brooke Scale was used to assess motor impairment in the upper limbs of DMD group. Among the patients who were evaluated with the CARS scale and the Raven\'s test, 20% reached the cut-off point for autism (7% at risk for only ASD and 13% at risk for ASD and ID). 19% presented evidence of intellectual disability (no risk for ASD). Comparison analysis between patients with and without risk for autism revealed significant difference in 14 of the 15 CARS scale itens (p<0.05, t-test). Qualitative analysis showed that the group with risk for ASD presented higher means in relation to the groups at risk for ID and risk for ID and ASD with higher CARS scores in the scalesitens related to emotional response, verbal communication, intellectual response and to the general impressions of the examiner. The non-risk group presented higher scores regarding emotional and intellectual responses. In this group, a negative correlation was observed between age and verbal communication suggesting improvement in this capacity in older patients (p <0.05, Pearson\'s correlation). In the subsequent analysis considering three groups at risk for (a) ASD only, (b) ID only, and (c) ASD and ID, patients at risk for ASD presented higher scores (indicating higher severity of symptoms of ASD) on the item concerning fear and nervousness, while the group at risk for ASD and ID obtained higher scores on the items regarding auditory response and verbal communication (CARS scale, p <0.05, Kruskal-Wallis test). The group at risk for only ID showed significant lower scores (suggesting lower severity of symptoms) on items related to imitation, emotional response, body use, object use, taste, smell and touch, nonverbal communication and general impressions of the examiner (p <0.05). Analyzes of genetic features showed that patients with mutations downstream from exon 45 presented higher propensity to intellectual deficiency according to the item concerning intellectual response (CARS scale). Executive functions analyses revealed impairments in cognitive flexibility (IED) and planning (SOC) among DMD patients in relation to the control group (p <0.05, Mann-Whitney test). Planning deficits were not attributed to motor difficulties, since there was no significant difference between groups regarding the response times in the SOC tasks. The study showed evidence of the association of Duchenne Muscular Dystrophy with Autistic XI Spectrum Disorder, intellectual disability and impairment in executive functions. The present results support previous findings regarding the association between distal mutations in the dystrophin gene and intellectual impairment. The CARS scale was sensitive to differentiation between autism and intellectual disability in patients with DMD. Future studies are needed to elucidate autism characteristics in DMD patients with and without the diagnosis of this developmental disorder

A literatura descreve teorias que afirmam que o funcionamento deficiente das Funções Executivas (FE), desempenhariam um papel fundamental no surgimento de características observadas em indivíduos com diagnóstico incluído nos Distúrbios do Espectro do Autismo (DEA). Esta dissertação pretende investigar a relação entre escores obtidos em tarefas de FE e em tarefas de leitura de palavras e pseudopalavras em crianças alfabéticas em desenvolvimento típico e em crianças com diagnóstico de DEA e analisar estas correlações, compreendendo o funcionamento executivo de crianças com DEA e suas interferências no processo de alfabetização. Os resultados indicaram que as crianças com DEA apresentam desempenho semelhante aos seus pares típicos na leitura de palavras e pseudopalavras, sendo o que diferencia os desempenhos são os tempos superiores apresentados pelas crianças com DEA para realizar as provas de leitura. Não foram encontradas também diferenças estatística para a Torre de Hanói no modo manual e modo tablet entre os grupos. Sendo assim, crianças com DEA apresentaram desempenho semelhante às crianças em desenvolvimento típico nas tarefas que avaliavam as FE, sendo o que os diferencia novamente é tempo superior encontrado pelas crianças com DEA para desempenhar estas tarefas / The literature describes theories that deficits on the Executive Functions (EF) would play a key role in the emergence of characteristics observed in individuals diagnosed with Autism Spectrum Disorders (ASD). This dissertation intends to investigate the relationship between scores obtained in EF tasks and tasks of reading words and pseudowords in children with typical developing and in children diagnosed with ASD and analyze these correlations, including the executive functioning of children with ASDs and their interferences in the literacy process. The results indicated that children with ASD present similar performance to their typical pairs in reading words and pseudowords, and what differentiates the performances are the higher times presented by children with ASD to perform the reading tests. No statistical differences were found for the Tower of Hanoi in manual mode and tablet mode between the groups. Thus, children with ASD presented similar performance to typical children in the tasks that evaluated the FE, and what differentiates them is the higher time found by children with ASD to perform these tasks

Objetivo: Investiar as competências neuropsicológicas da atenção de crianças com fissura labiopalatina (FLP) reparada; caracterizar o perfil das habilidades neuropsicológicas da atenção quanto a seletividade, sustentação e alternância; comparar os níveis atencionais entre os grupos compostos por crianças com fissuras pré-forame, pós-forame e transforame incisivo. Fizeram parte deste estudo 111 sujeitos, ambos os sexos, entre 7 e 12 anos, diagnosticados com FLP isolada. Os critérios de inclusão foram; estar inscrito no Hospital de Reabilitação em Anomalias Craniofaciais (HRAC/USP); ter diagnóstico de FLP isolada e reparada, classificados num dos tipos: pré-forame, transforame e pós-forame; estar na faixa etária do estudo; apresentar nível intelectual dentro da classificação de normalidade; não fazer uso de medicação neurológica ou psiquiátrica; apresentar queixa de atenção e/ou nível inferior na leitura e escrita; consentir formalmente na pesquisa através do termo de consentimento. Material e Métodos: Os instrumentos utilizados foram; Matrizes Progressivas Coloridas de Raven: escala especial; Teste de Desempenho Escolar (TDE); Teste de Atenção Difusa - Forma 1 (TEDIF-1); Teste de Atenção Visual (TAVIS-4); Teste Wisconsin de Classificação de Cartas (WCST); Teste Stroop de Cores e Palavras. Os dados foram categorizados e descritos conforme os crivos e tabelas de apuração e interpretação, contidos no manual de cada instrumento. Resultados: O gênero masculino teve maior incidência e o tipo predominante foi o da fissura transforame. Os recursos intelectuais em tarefas de raciocínio mostraramse na média para a maioria dos participantes. Quanto ao domínio de leitura e escrita, caracterizado por níveis inferiores à série e idade em atividades de escrita (85,59%) e leitura (73,87%), indicando as dificuldades básicas de aprendizagem. Conclusão: Concluiu-se que as crianças com fissura labiopalatina apresentam alterações nas habilidades atencionais, tendo aquelas com fissura pós-forame maiores prejuízos atencionais quanto à seletividade e alternância da atenção e as com o tipo transforame, na sustentação atencional, e a pré-forame, comprometimentos nos três componentes de atenção, com significância estatistica comparado ao transforame / Objective: To investigate the neuropsychological skills of the attention of children with repaired cleft lip and palate (CLP); to characterize the neuropsychological skills profile of attention in this population, including selectivity, support, and alternation; to compare attentional levels between groups of children with pre-foramen clefts, postforamen, and incisive Trans. The sample comprised 111 subjects, both genders, between 7 and 12 years, diagnosed with FLP isolated. Inclusion criteria were: registered in the Rehabilitation Hospital of Craniofacial Anomalies (HRAC / USP); have diagnostic FLP isolated and repaired, and ranked one of the following: preforamen, trans, and post-foramen; appropriate age; present intellectual levels within normal classification; not taking neurological or psychiatric medication; complain of attention and/or lower level in reading and writing; provide formal consent through the consent form. Methods: The instruments used were Colored Progressive Matrices of Raven: Special Scale; School Performance Test (TDE); Divided Attention Test - Form 1 (TEDIF-1); Visual Attention Test (TAVIS-4); Test Wisconsin Card Sorting (WCST); and Stroop Color and Word Test. The data were categorized and described as strainers and calculation and interpretation tables contained in each instrument manual. Results: Males reported a higher incidence and the predominant type was the transforame fissure. The brainpower in reasoning tasks for most participants was within average range. Reading and writing were characterized by levels below average for their age for both writing (85.59%) and reading activities (73.87%), indicating basic learning difficulties. Conclusion: Children with cleft lip and palate demonstrate changes in attentional skills. Those with post-foramen fissure possess greater attentional losses in the selectivity and switching of attention, those with the transforame type require attentional support, and those with pre-foramen require commitments in the three components of attention, with statistical significance compared to Transforame.