Funciones ejecutivas en estudiantes con dislexia. Implicaciones educativas

Elisa Piedra-Martínez; Manuel Soriano-Ferrer

doi:10.58265/pulso.4841

Autores/as

Elisa Piedra-Martínez Universidad del Azuay, Cuenca, Ecuador
Manuel Soriano-Ferrer Universidad de Valencia

DOI:

https://doi.org/10.58265/pulso.4841

Palabras clave:

Dislexia, Funciones ejecutivas, evaluación conductual, intervención

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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