FONSECA, Gleize Urias da Silva da et al. Validity evidences of instruments of attention and executive functions and their relationship with school performance. []. , 23, 4, pp.843-858. ISSN 1413-389X.  https://doi.org/10.9788/TP2015.4-04.

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 2^nd to 5^th grade, no complaints from learning difficulties were evaluated by Academic Performance Test (TDE), Cancellation Tests, Trail Making Test, Stroop Color Word Test, Tower of London and Verbal Fluency Test. The results showed improvement in performance with the progression of school degree. There were significant 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.

: Neuropsychology; assessment; validity; attention; executive functions.

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