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The study investigated validity evidences of instruments that assess visual sustained attention and executive functions components. We analyzed evidences-based developmental, considering effects of grade levels progression and evidence-based relationship with external variables, particularly school performance. Participated 151 children, both genders (77 female e 74 male), 7-11 years old (M=8.6; SD= 1.15), from the 2nd to 5th grade, no complaints from learning diffi culties were evaluated by Academic Performance Test (TDE), Cancellation Tests, Trail Making Test, Stroop Color Word Test, Tower of 1 Endereço para correspondência: Universidade Estadual de Campinas, Departamento de Neurologia, Faculdade de Ciências Médicas, Laboratório de Pesquisa em Difi culdades, Distúrbios de Aprendizagem e Transtornos da Atenção, Caixa Postal 6111, Campinas, SP, Brasil 13083-970. E-mail: ricardolima01@yahoo.com.br Resultados do trabalho de conclusão de curso de Especialização em Neuropsicologia Aplicada à Neurologia Infantil. Fonseca, G. U. S., Lima, R. F., Ims, R. E., Coelho, D. G., Ciasca, S. M. 844 London and Verbal Fluency Test. The results showed improvement in performance with the progression of school degree. There were signifi cant correlations between scores of the instruments and TDE, even when controlled for the age. This study provided evidences of validity for the instruments, since it was sensitive to detect changes due to the progression of the school degree and correlated with performance in writing, reading and arithmetic.

Evidências de validade para instrumentos de atenção e funções executivas e relação com desempenho escolar