Funciones ejecutivas en estudiantes con dislexiaimplicaciones educativas

  1. Piedra-Martínez, Elisa 1
  2. Soriano-Ferrer, Manuel 2
  1. 1 Universidad del Azuay, Cuenca, Ecuador
  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Pulso: revista de educación

ISSN: 1577-0338 2445-2866

Año de publicación: 2019

Número: 42

Páginas: 13-32

Tipo: Artículo

Otras publicaciones en: Pulso: revista de educación

Resumen

Las evaluaciones conductuales de las funciones ejecutivas (FEs) en niños, adolescentes y adultos con dislexia son escasas y limitadas. Por ello, este estudio trata de analizar transversalmente en tres grupos de personas con dislexia (niños, n=37; adolescentes, n=19; y adultos, n=39) las deficiencias clínicamente significativas en FEs, utilizando una escala de estimación diseñada para medir los comportamientos ejecutivos en actividades diarias. Los resultados mostraron que los diferentes informantes empleados (padres, maestros, autoinformes y observadores) identificaron con deficiencias clínicamente significativas entre el 10%y el 80% de los niños, adolescentes y adultos, en las tareas relacionadas con la regulación cognitiva (p.e. iniciativa, memoria de trabajo, planificación-organización, organización de materiales y supervisión de la tarea). En la misma línea, entre el 5% y el 10% también son identificados con deficiencias relacionadas con la regulación del comportamiento y de las emociones. Además, son los profesores y los propios adolescentes y adultos, mediante autoinforme, los que identifican más sujetos con deficiencias clínicamente significativas. Se discuten los resultados en relación con la evaluación y la intervención educativas en las FEs.

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