<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-417X</journal-id>
<journal-title><![CDATA[Psicología desde el Caribe]]></journal-title>
<abbrev-journal-title><![CDATA[Psicol. caribe]]></abbrev-journal-title>
<issn>0123-417X</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universidad del Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-417X2020000300259</article-id>
<article-id pub-id-type="doi">10.14482/psdc.37.3.371.914</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programa de Enriquecimento Instrumental (PEI) básico em crianças com TDAH e Dislexia]]></article-title>
<article-title xml:lang="en"><![CDATA[Feuerstein Instrumental Enrichment (FIE) basic in children with ADHD and Dyslexia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ricci]]></surname>
<given-names><![CDATA[Karen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes Assis]]></surname>
<given-names><![CDATA[Cristiano Mauro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nico Nogueira]]></surname>
<given-names><![CDATA[Maria Angela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Seabra Gotuzo]]></surname>
<given-names><![CDATA[Alessandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Presbiteriana Mackenzie  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,aff3  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Presbiteriana Mackenzie  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>37</volume>
<numero>3</numero>
<fpage>259</fpage>
<lpage>282</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-417X2020000300259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-417X2020000300259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-417X2020000300259&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Há evidências da eficácia do Programa de Enriquecimento Instrumental (PEI), versão básica, sobre inteligência, processamento visoespacial e flexibilidade cognitiva. Como tais habilidades podem estar prejudicadas em transtornos do neurodesenvolvimento, como TDAH e dislexia, investigou-se a eficácia do PEI em 22 crianças com tais quadros. Comparou-se o grupo experimental (GE) ao controle pré e pós-intervenção em testes neuropsicológicos, sendo conduzidas até 26 sessões de intervenção. Foi analisada a interação entre grupo e momento e comparadas as diferenças de desempenho entre os dois momentos. Tal comparação revelou maior ganho do GE em duas tarefas de flexibilidade cognitiva com tamanho de efeito grande; em oito medidas com tamanho de efeito moderado (incluindo medidas de inteligência, processamento visoespacial e funções executivas) e em 13 medidas com tamanho de efeito pequeno. O grupo controle apresentou maior ganho apenas em nomeação. Conclui-se que o PEI-básico apresentou efeitos especialmente em flexibilidade cognitiva com crianças com TDAH e dislexia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract There is evidence of the effectiveness of Feuerstein&#8217;s Instrumental Enrichment (FIE), basic version, on intelligence, visuospatial processing, and cognitive flexibility. As such skills may be impaired in neurodevelopmental disorders such as ADHD and dyslexia, their efficacy was investigated in 22 children with such conditions. The experimental group (EG) was compared to pre and post-intervention control in neuropsychological tests, in up to 26 intervention sessions. Interaction between group and moment was analyzed, and performance differences between the two moments were compared. Such a comparison revealed greater gain of the EG in two tasks of cognitive flexibility with large effect size; in eight measures with moderate effect size (including intelligence measures, visuospatial processing and executive functions) and in 13 measures with small effect size. The control group presented greater gain only in appointment. It is concluded that PEI-basic showed effects especially in cognitive flexibility with children with ADHD and dyslexia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estimulação Cognitiva]]></kwd>
<kwd lng="pt"><![CDATA[Programa de Enriquecimento Instrumental]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do Déficit de Atenção e Hiperatividade]]></kwd>
<kwd lng="pt"><![CDATA[Dislexia]]></kwd>
<kwd lng="en"><![CDATA[Cognitive stimulation]]></kwd>
<kwd lng="en"><![CDATA[Feuerstein&#8217;s Instrumental Enrichment]]></kwd>
<kwd lng="en"><![CDATA[Attention deficit hyperactivity disorder]]></kwd>
<kwd lng="en"><![CDATA[Dyslexia]]></kwd>
</kwd-group>
</article-meta>
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