Intervenção em funções executivas e regulação emocional: impacto da aplicação de dois programas no processamento executivo-emocional de escolares

Ana Paula Cervi Colling; Caroline de Oliveira Cardoso; Nicolle Zimmermann; Rochele Paz Fonseca

doi:10.22235/cp.v18i2.3274

Authors

Ana Paula Cervi Colling Pontifical Catholic University of Rio Grande do Sul https://orcid.org/0000-0001-5543-6133
Caroline de Oliveira Cardoso Feevale University https://orcid.org/0000-0002-3720-0845
Nicolle Zimmermann Pontifical Catholic University of Rio Grande do Sul https://orcid.org/0000-0002-3720-0845
Rochele Paz Fonseca Pontifical Catholic University of Rio Grande do Sul https://orcid.org/0000-0001-6767-8439

DOI:

https://doi.org/10.22235/cp.v18i2.3274

Keywords:

funções executivas, regulação emocional, intervenção neuropsicológica, infância

Abstract

Executive functions (EF) and emotion regulation (ER) are associated with the basis of children's cognitive and socio-emotional development. In view of the current of neuropsychological interventions in EF, the present study sought to investigate whether an EF intervention (PENcE program) would be equivalent, superior or inferior in relation to the EF intervention in conjunction with ER strategies (PENcE and REPENcE programs) in performance executive, emotional and school performance of elementary school students who underwent performance programs exclusively focused on EF (PENcE) versus a mixed EF and ER program (PENcE+REPENcE) versus controls. One hundred and eleven children participated, divided into three groups: group 1 received a mixed intervention with the PENcE and REPENcE programs, group 2 performed only the PENcE, and group 3 was the control group (school curriculum). The group submitted to the mixed intervention showed superior performance in a greater number of domains, such as initiation, processing speed, body awareness, and communication of emotions, in the post-intervention evaluation. Thus, it is clear that a program focused on ER skills can enhance and increase the outcomes of a cognitive stimulation program exclusively for EF.

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