Impactos do provável transtorno do desenvolvimento da coordenação no desempenho das funções executivas em escolares iniciantes do ensino fundamental

Abstract

Developmental Coordination Disorder is a neurodevelopmental disorder characterized by a heterogeneous presentation. Children with this condition may exhibit deficits in executive functions. Executive functions are defined as the skills that help us efficiently pursue our objectives toward a specific goal. This includes the acquisition of academic skills, such as reading, writing, and arithmetic. The objective of this study was to investigate whether Developmental Coordination Disorder negatively impacts the performance of executive functions in first-grade elementary school students. The study included 141 six-year-old children enrolled in the 1st grade of public elementary school in Manaus. Among them, 58 were selected and divided into three groups: G1 (pTDCs), with 13 students; G2 (pTDCm), with 16 students; and G3 (DT), with 29 students. This is a characterization study examining associations and interactions among variables, employing a quantitative and cross-sectional approach to data collection. The instruments used in this study were: (i) the Movement Assessment Battery for Children (MABC-2) and (ii) the Macstim computerized test battery. The data were analyzed using descriptive and inferential statistics, with tests for normality (Shapiro-Wilk) and homogeneity (Levene). Nonparametric variables were analyzed using the Kruskal-Wallis test and Dunn’s post hoc (Bonferroni), while parametric variables were analyzed using ANOVA and Tukey’s HSD test. Effect sizes were estimated using ε² and η². The results showed that pTDC, especially in its severe form, is associated with consistent impairments in executive functions, with effect sizes of medium to large magnitude in the percentage of correct responses for inhibitory control (ε² = 0.333 and ε² = 0.117), response time for working memory (ε² = 0.206 and η² = 0.206), and percentage of correct responses for cognitive flexibility (ε² = 0.195). It is concluded that the pTDC negatively impacts the performance of executive functions in elementary school students.