000132283 001__ 132283
000132283 005__ 20240301161207.0
000132283 0247_ $$2doi$$a10.3390/educsci14020191
000132283 0248_ $$2sideral$$a137523
000132283 037__ $$aART-2024-137523
000132283 041__ $$aeng
000132283 100__ $$0(orcid)0000-0002-2516-6053$$aLópez-de-la-Fuente, María José$$uUniversidad de Zaragoza
000132283 245__ $$aAssessment of Executive Functions in School Considering Motor and Sociodemographic Factors: A Joint Vision for School-Based Occupational Therapists and School Staff
000132283 260__ $$c2024
000132283 5060_ $$aAccess copy available to the general public$$fUnrestricted
000132283 5203_ $$aExecutive functions (EFs) and motor skills are essential for many school and daily tasks. Many school-based occupational therapists need help addressing EFs. The current study aims to provide new insights into the relationship between executive functions and motor development by considering confounding factors. Ninety-six second-grade children were tested in one state-funded (public) school and another state-subsidised private school. Children were assessed with the Movement Assessment Battery for Children-2 (MABC-2), Neuropsychological Assessment of Executive Functions in Children, and Test of Perception of Differences–R. Families completed a sociodemographic questionnaire, and teachers completed a previous questionnaire and subsequently evaluated the information the occupational therapist provided. Mixed results were obtained regarding the correlation between motor and executive skills. Furthermore, children who received worse scores on the MABC-2 had more difficulties on the EFs tests. The Impulsivity Control Index was not correlated with any motor variable. Our results show that sociodemographic variables (except gender) correlate more with EFs than motor skills. The teachers showed a high degree of agreement with the occupational therapist (4.0 ± 0.8), even in children with good academic performance. They expressed the need for additional training and classroom interventions. A joint vision of motor-executive functioning can facilitate the design of effective interventions, especially in schools with more disadvantaged populations.
000132283 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000132283 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000132283 700__ $$0(orcid)0000-0002-7260-0473$$aBerdejo, Víctor$$uUniversidad de Zaragoza
000132283 700__ $$aMadrona-Velasco, Silvia
000132283 700__ $$0(orcid)0000-0003-3295-6587$$aGonzalo-Ciria, Laura
000132283 700__ $$0(orcid)0000-0002-5556-882X$$aLasso-Olayo, Laura$$uUniversidad de Zaragoza
000132283 700__ $$0(orcid)0000-0002-7471-5362$$aLópez-de-la-Fuente, Carmen$$uUniversidad de Zaragoza
000132283 7102_ $$11006$$2255$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Enfermería
000132283 7102_ $$11006$$2413$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Fisioterapia
000132283 7102_ $$12002$$2647$$aUniversidad de Zaragoza$$bDpto. Física Aplicada$$cÁrea Óptica
000132283 773__ $$g14, 2 (2024), 191 [15 pp.]$$tEducation Sciences$$x2227-7102
000132283 8564_ $$s320036$$uhttps://zaguan.unizar.es/record/132283/files/texto_completo.pdf$$yVersión publicada
000132283 8564_ $$s2789241$$uhttps://zaguan.unizar.es/record/132283/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000132283 909CO $$ooai:zaguan.unizar.es:132283$$particulos$$pdriver
000132283 951__ $$a2024-03-01-14:53:55
000132283 980__ $$aARTICLE