Asociación entre funciones ejecutivas y problemas de comportamiento: una revisión integrativa de literatura
Palabras clave:
Funções executivas, Problemas comportamentais, Problemas emocionais, Problemas de comportamento, AutorregulaçãoResumen
Los problemas emocionales / conductuales se pueden clasificar como internalizantes, que comprenden trastornos con síntomas ansiosos, depresivos y somáticos; y externalización, que se refieren a trastornos con síntomas impulsivos, disruptivos y por consumo de sustancias. En cuanto a las funciones ejecutivas, son habilidades fundamentales para el éxito, ya sea en la escuela o en la vida, que promueven y organizan comportamientos dirigidos a metas. Esta revisión de la literatura propuso analizar las publicaciones que correlacionan estos dos temas, con el fin de sintetizar cuidadosamente la evidencia disponible en los últimos 5 años e indicar posibles direcciones para futuras investigaciones. La información se obtuvo en septiembre de 2020 de las bases de datos de Pubmed, con los siguientes descriptores: “funciones ejecutivas y problemas de conducta”, “funciones ejecutivas y problema de conducta”, “función ejecutiva y problemas de conducta” y “función ejecutiva y problemas de conducta”. , identificando 98 artículos en inglés desde 2015. De estos, se excluyeron 15 artículos repetidos. A partir de ello, se realizó una selección mediante la lectura de los títulos, excluyendo trabajos cuyos participantes tuvieran algún diagnóstico previo o condición asociada a disfunciones ejecutivas o problemas emocionales / conductuales, quedando 20 artículos relacionados específicamente con la temática de esta investigación. De los 20, 10 fueron excluidos tras la lectura del resumen, ya que también tratan de niños con patologías asociadas, como, por ejemplo, epilepsia o trastorno por déficit de atención con hiperactividad. Quedaron 10 artículos seleccionados y analizados. Se concluyó que existe evidencia sobre la relación entre estas variables y en la literatura, lo que indica que las FE juegan un papel importante en la regulación emocional, lo que refuerza la importancia de que las evaluaciones amplias se realicen de manera precoz, ya que la identificación de deficiencias en las funciones y la presencia de problemas emocionales / conductuales permite realizar esfuerzos en materia de prevención, además del desarrollo de estrategias de intervención.
Descargas
Citas
ACHENBACH et al. Internalizing/Externalizing Problems: Review and Recommendations for Clinical and Research Applications. Journal of the American Academy Of Child & Adolescent Psychiatry. v. 55, n. 8, 2016. doi: 10.1016/j.jaac.2016.05.012
ACHENBACH, T. M.; EDELBROCK, C. S. The Child Behavior Profile: II. Boys aged 12–16 and girls aged 6–11 and 12–16. Journal of Consulting and Clinical Psychology, v. 47, n. 2, p. 223–233, 1979. doi: 10.1037/0022-006X.47.2.223
AMERICAN PSYCHIATRIC ASSOCIATION. Manual diagnóstico e estatístico de transtornos mentais. – DSM-5. Porto Alegre: Artmed, 2014.
BASTEN, M. et al. The stability of problem behavior across the preschool years: an empirical approach in the general population. Journal of Abnormal Child Psychology, v. 44, n. 2, p. 393-404, 2016. doi: 10.1007/s10802-015-9993-y
BINDER, A. S.; BROWN, H. R.; HARVEY, E. A. Executive Function and Trajectories of Emotion Dysregulation in Children with Parent-Reported Behavior Problems. J Abnorm Child Psychol, v. 48, n. 4, p. 481-493, 2020. doi: 10.1007/s10802-019-00616-4.
BLAIR, C.; RAZZA, R. P. Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child development, v. 78, n. 2, p. 647-663, 2007.
BORDIN, I. A. ET AL. Child Behavior Checklist (CBCL), Youth Self-Report (YSR) and Teacher's Report Form (TRF): an overview of the development of the original and Brazilian versions. Cad. Saúde Pública, Rio de Janeiro, v. 29, n. 1, p. 13-28, 2013.
BOLSONI-SILVA, A. T. et al. Problemas de comportamento, em ambiente familiar em escolares e pré-escolares diferenciados pelo sexo. Revista Interamericana de Psicologia/Interamerican Journal of Psychology (IJP) v. 49, n. 3, p. 3541-364, 2015.
BRIGGS-GOWAN, M.; CARTER, A. Social-Emotional Screening Status in Early Childhood Predicts Elementary School Outcomes. Pediatrics. n. 121, p. 957-962, 2008. doi: 10.1542/peds.2007-1948.
BUCKLEY, J. et al. Socio-demographic and maternal health indicators of inhibitory control in preschool age children: evidence from Growing Up in New Zealand. Longitudinal and Life Course Studies, v. 11, n. 2, p. 181-201, 2020. doi: 10.1332/175795919X15746664055477
CENTER ON THE DEVELOPING CHILD – CDC. Building the Brain's “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function. Proceedings of National Forum on Early Childhood Policy and Programs, [Working Paper, n. 11], Harvard University, Cambridge, MA, 2011. www.developingchild.harvard.edu.
COSENTINO-ROCHA, L.; LINHARES, M. B. M. Temperamento de Crianças e Diferenças de Gênero. Paidéia, v. 23, n. 54, p. 63-72, 2013.
DIAMOND, A. Executive functions. Annual Review of Psychology, n. 64, p. 135-168, 2013. doi:10.1146/annurevpsych-113011-143750
DIAMOND, A.; LING, D. S. Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental cognitive neuroscience, v. 18, p. 34–48, 2016. https://doi.org/10.1016/j.dcn.2015.11.005
GHODRATI, S. et al. Inhibitory control training in preschool children with typical development: an RCT study. Early Child Development and Care, p.1-10, 2019.
GOODMAN, R. Psychometric properties of the Strengths and Difficulties Questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, v. 40, p. 1337–1345, 2001. 10.1097/00004583-200111000-00015
HATOUM, A. S.; RHEE, S. H.; CORLEY, R. P.; HEWITT, J. K.; FRIEDMAN, N. P. Do Executive Functions Explain the Covariance Between Internalizing and Externalizing Behaviors? Dev Psychopathol, v. 30, n. 4, p. 1371-1387, 2018 doi: 10.1017/S0954579417001602.
HUIZINGA, M.; DOLAN, C. V.; van der MOLEN, M. W. Age-related in executive function: Developmental trends and a latent variable analysis. Neuropsychologia, v. 44, n. 11, p. 2017-2036, 2006.
HUM, K. M.; LEWIS, M. D. Neural mechanisms of emotion regulation in children: Implications for normative development and emotion-related disorders. Handbook of self-regulatory processes in development: New directions and international perspectives. p. 173–198. New York and London: Psychology Press, 2012.
JACOBSON, L. A.; WILLIFORD, A. P.; PIANTA, R. C. The role of executive function in children's competent adjustment to middle school. Child Neuropsychology, v. 17, n. 3, p. 255-280, 2011.
KESSLER, R. C.; BERGLUND, P.; DEMLER, O.; JIN, R.; MERIKANGAS, K. R.; WALTERS, E. E. Lifetime prevalence and age-ofonset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, v. 62, p. 593–602, 2005.
LANDIS, T. D.; HART, K. C.; GRAZIANO, P. A.. Targeting selfregulation and academic functioning among preschoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum?, Child Neuropsychology, 2018. DOI: 10.1080/09297049.2018.1526271
LONIGAN, C. J. SPIEGEL, J. A.; GOODRICH, J. M.; MORRIS, B. M.; OSBORNE, C. M.; LERNER, M. D.; PHILLIPS, B. M. Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors?. Journal of abnormal child psychology, v. 45, n. 8, p. 1491–1502, 2017. doi: https://doi.org/10.1007/s10802-016-0260-7
MCKINNON, R. D.; BLAIR, C.; Family Life Project Investigators. Does early executive function predict teacher-child relationships from kindergarten to second grade? Dev Psychol., v. 54, n. 11, p. 2053-2066, 2018. doi: 10.1037/dev0000584.
MIYAKE, A.; FRIEDMAN, N. P.; EMERSON, M. L.; WITZKI, A. H.; HOWERTER, A.; WAGER, T. D. The unity and diversity of executive functions and their contributions to complex “Frontal Lobe” taks: a latent variable analysis. Cognitive Psychology, v. 41, p. 49-100, 2000.
MIYAKE, A.; FRIEDMAN, N. P. The nature and organization of individual differences of executive functions: four general conclusions. Curr Dir Psychol Sci.v. 21, n. 1, p. 8-14, 2012.
MOFFITT, T. E.; ARSENEAULT, L.; BELSKY, D.; DICKSON, N.; HANCOX, R. J. A gradient of childhood self-control predicts health, wealth, and public safety. Proc. Natl. Acad. Sci. USA n. 108, p. 2693–2698, 2011.
MONTOYA, M. F. et al. Executive function in Chilean preschool children: Do short-term memory, working memory, and response inhibition contribute differentially to early academic skills? REVISTA, v. 46, p. 187-200, 2019. Doi: 10.1016/j.ecresq.2018.02.009
MOORE, C. C.; HUBBARD, J. A.; BOOKHOUT, M. K. et al. Relations between Reactive and Proactive Aggression and Daily Emotions in Adolescents. J Abnorm Child Psychol v. 47, p. 1495–1507, 2019. doi: 10.1007/s10802-019-00533-6
NELSON, T. D.; KIDWELL, K. M.; NELSON, J. M.; TOMASO, C. C.; HANKEY, M.; ESPY, K. A. Preschool Executive Control and Internalizing Symptoms in Elementary School. Journal of Abnormal Child Psychology, v. 46, n. 7, p1509–1520, 2018. doi: 10.1007/ s1080201703951
NIEUWENHUIJZEN, M. V; VAN-REST, M. M; EMBREGTS, P. J. C. M; VRIENS, A; OOSTERMEIJER, S; VAN-BOKHOVEN, I; MATTHYS, W (2017) Executive functions and social information processing in adolescents with severe behavior problems, Child Neuropsychology, 23:2, 228-241, DOI: 10.1080/09297049.2015.1108396
NIGG, J. T.; QUAMMA, J. P.; GREENBERG, M. T.; KUSCHE, C. A. A two-year longitudinal study of neuropsychological and cognitive performance in relation to behavioral problems and competencies in elementary school children. Journal of Abnormal Child Psychology, v. 27, p. 51–63, 1999.
OH, Y.; GREENBERG, M. T.; WILLOUGHBY, M. T.; Family Life Project Key Investigators. Examining Longitudinal Associations between Externalizing and Internalizing Behavior Problems at Within- and Between-Child Levels. J Abnorm Child Psychol. v. 48, n. 4, p. 467-480, 2020. doi: 10.1007/s10802-019-00614-6.
RANTANEN, K.; VIERIKKO, E.; NIEMINEN, P. Effects of the EXAT neuropsychological multilevel intervention on behavior problems in children with executive function deficits. Scand J Psychol. v. 59, n. 5, p. 483-495, 2018. doi: 10.1111/sjop.12468.
SANTOS, C. A Perturbação de Hiperactividade com Défice de Atenção Tipo Misto: Que Perfis Neuropsicológicos lhe estão Inerentes e que Intervenções lhe podem ser Adequadas? Dissertação de Mestrado Integrado em Psicologia, Universidade de Lisboa. Portugal, 2011.
SCHOEMAKER, K.; MULDER, H.; DEKOVIC, M.; MATTYS, W. Executive Functions in Preschool Children with Externalizing Behavior Problems: A Meta-Analysis. Journal of abnormal child psychology. v. 41, p. 457-471 2013. DOI: 10.1007/s10802-012-9684-x.
STORDAL, K. I.; MYKLETUN, A.; ASBJORNSEN, A.; EGELAND, J., LANDRO, N. I.; RONESS, A.; LUND, A. General psychopathology is more important for executive functioning than diagnosis. ACTA Psychiatrica Scandinavica, v. 111, p. 22–28, 2005. DOI: 10.1111/j.1600-0447.2004.00389.x
URSACHE, A.; BLAIR, C.; RAVER, C. The promotion of self-regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child Development Perspectives, v. 6, n. 2, p. 122-128, 2012. doi: 10.1111/j.1750-8606.2011.00209.x
WAHLSTEDT, C.; THORELL, L. B.; BOHLIN, G. Heterogeneity in ADHD: Neuropsychological Pathways, Comorbidity and Symptom Domains. J Abnorm Child Psychol, v. 37, p. 551-564, 2009.
WALLER, R.; HYDE, L. W.; BASKIN-SOMMERS, A. R.; OLSON, S. L. Interactions between Callous Unemotional Behaviors and Executive Function in Early Childhood Predict later Aggression and Lower Peer-liking in Late-childhood. Journal of abnormal child psychology, v. 45, n. 3, p .597–609, 2017. doi: 10.1007/s10802-016-0184-2
WOLTERING, S.; LISHAK, V.; HODGSON, N.; GRANIC, I.; ZELAZO, P. Executive function in children with externalizing and comorbid internalizing behavior problems. Journal of Child Psychology and Psychiatry. v. 57, p. 30-38, 2016.
