Análises de estilos de aprendizagem de crianças e adolescentes com transtorno do déficit de atenção/hiperatividade e desenvolvimento típico

• Ano de defesa: 2016
• Autor(a) principal: Fonseca, Maria Fernanda Batista Coelho da [UNIFESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Learning; Learning styles; Neuropsychological; Behavior; Aprendizagem; Estilos de aprendizagem; Avaliação neuropsicológica; Comportamento
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=3724512; http://repositorio.unifesp.br/handle/11600/47165

Learning style (EA) is a concept used in education which reflects the preferred expressions of how individuals process information, interact and respond uniquely to different learning tasks in the school environment. The aim of this study was to analyze the learning styles in relation to neuropsychological aspects, behavioral and academic performance in children with Attention Deficit Disorder and Hyperactivity Disorder (ADHD) compared to typically developing children (TD). Method: 60 children were evaluated, 30 with ADHD according to DSM IV and 30 DT, aged 6 to 12 years, of both sexes, matched for age, gender, grade and type of school (public or private). Learning styles were classified into 4 subtypes, active, reflective, theoretical and pragmatic, according to the patterns of responses in the Learning Styles Inventory (IEA) of Portilho & Beltrami (2009). Such styles were related to findings in neuropsychological tests including intelligence quotient, attention, memory, executive function and scales of behavioral symptoms and executive function, and standardized measures of educational and motivational performance .Results: There were no statistically significant differences between the different EA in ADHD and TD groups. There was a correlation between EA with multiple neuropsychological and behavioral variables in both groups (ADHD and TD). The active style correlated with good initiative measures (p <0.018), difficult to maintain the focus of attention (p <0.048) and greater variability in reaction time (RT) over computed task of care (p <0.009 ). The reflective style correlated to better performance in educational tasks (p <0.021) in working memory tests (0033), but less able to maintain a consistency in TR (p <0.038) as well as lower rates of behavior anxiety (p <0.03) and depression (p <0.004). The theoretical style correlated with positive motivation indicators (p <0.016), visual-spatial working memory (p <0.049) as well as with higher levels of anxiety (p <0.045). The pragmatic style was positively correlated with verbal working memory (p <0.025), greater variability and consistency in responses along the computerized task attencion and lower performance in spatial vision working memory (p <0.048), intrinsic motivation (p < 0.027).Conclusion: Our study highlights the importance of studying the different learning styles in neuropsychological processes interface that reflect different cognitive patterns, behavioral and academic performance, useful in selecting educational and motivational strategies assertive, both in children with ADHD as with typical performance.