Parental perception in children with executive deficits who have learning difficulties in mathemathics.

Abstract

The main objective of this research is to describe the executive deficits of children with learning difficulties in ​​mathematics and their relationship with parental perceptions. A sample of 30 children with difficulties in ​​mathematics at ages between 9 and 12 years was studied, they underwent Tower of London test, and to the parents the Children’s Inventory of Executive Functions (CHEXI) was studied. According to the applied tests, the results showed difficulties in working memory, planning, regulation and inhibition. The results showed no correlation between the executive deficits evidenced in children and the perception of parents. However, there is a positive relationship between the perception of parents in the area of ​​working memory and poor academic performance. The results are discussed by the complexity of the evaluated construct and the multiple variables involved at the time of its clinical assessment.