Desenvolvimento e Validade de Conteúdo do IFERA-II para Adultos

Dias, Natália Martins; Trevisan, Bruna Tonietti; Zauza, Grace; Carreiro, Luiz Renato Rodrigues; Seabra, Alessandra Gotuzo

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Psicologia: Teoria e Pesquisa

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Sumário

Behavioral Sciences • Psic.: Teor. e Pesq. 37 • 2021 • https://doi.org/10.1590/0102.3772e3759 copiar

Desenvolvimento e Validade de Conteúdo do IFERA-II para Adultos

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo

Diante da importância da avaliação funcional, foi elaborada uma escala para avaliar Funções Executivas (FE), Regulação do Estado (RE) e Aversão ao Adiamento (AA) em adultos, baseada em uma escala infantil, e foram investigadas evidências de validade de conteúdo. Na Fase 1, itens da versão infantil foram adaptados gerando o Inventário de Dificuldades em Funções Executivas, Regulação e Aversão ao Adiamento para Adultos (IFERA-II), com 28 itens de FE (inibição, memória de trabalho, flexibilidade), RE e AA. Análise pelos juízes verificou representatividade de conteúdo dos itens. Após adequações, 18 participantes adultos responderam ao IFERA-II e à entrevista sobre compreensão, necessidade de exemplos e clareza de vocabulário. Nova revisão resultou na versão preliminar do IFERA-II, cujas propriedades psicométricas devem ser investigadas futuramente.

Palavras-chave:
psicometria; avaliação; cognição; neuropsicologia; autorrelato

IFERA-I item	IFERA-II (adapted) item
She/he has difficulty maintaining and manipulating information mentally. For example, counting backwards.	You have difficulty maintaining and manipulating information mentally. Example: Performing a mental calculation or being able to think of several things at the same time that are important for solving a problem or for a task.
She/he has difficulty with tasks or activities that include several stages. For example, for young children, getting dressed completely without reminders; for older children, doing all the homework independently.	You have difficulty with tasks or activities that include several stages and end up getting lost. Example: When performing a long job (such as a cookery recipe or a job report), you have trouble checking whether something is missing and doing the parts in the right order, without skipping any.

Items	Construct	Item*	WM (%)	IC (%)	FL (%)	DA (%)	SR (%)
1	IC	When you are talking to someone or when you are asked a question, you respond in a hurry, without considering all options or answer possibilities.		100
2	WM	When you are in the middle of an activity, you often get lost or forget what you were doing.	66.6		16.6		16.6
3	CF	In a new environment, you feel uncomfortable or have trouble getting used to it.			50.0		50.0
4	WM	You have difficulty maintaining and manipulating information mentally.	100
5	WM	You have difficulty with tasks or activities that include several stages and end up getting lost.	50.0		50.0
6	CF	You take a long time or have difficulty finding a new way or different alternatives to solve a problem when you are stuck.	16.6	16.6	50.0		16.6
7	DA	When you want something, you expect to get it immediately.				100
8	DA	When you know something you really want is going to happen , you have a hard time waiting and do not stop thinking or talking about it.				66.6	33.3
9	SR	You have difficulty starting a task that you find boring or uninteresting, needing help or more time for it.				16.6	83.3
10	SR	You have difficulty or feel uncomfortable doing things that take longer or that require a lot of mental effort.	33.3	16.6			50.0
11	SR	You alternate at different moments: sometimes you are very fast and at other times you seem too slow to do the activities.		16.6	16.6		66.6
12	DA	You have difficulty concentrating on day-to-day activities when you know that something important is going to happen.		33.3		50.0	16.6
13	CF	When you get used to doing things one way, you feel uncomfortable or have difficulty doing them another way.			66.6		33.3
14	IC	You make decisions quickly without considering possible consequences.		66.6		16.6	16.6
15	DA	When something important is going to happen (such as a job evaluation or promotion), you get upset or have a hard time waiting and want it to happen soon.				66.6	33.3
16	DA	You prefer to gain something simpler immediately than to wait for something more interesting later.				100
17	SR	You have difficulty doing things that you find boring, but you have an easy time doing things you like, even if they are difficult.					100
18	SR	You are very interested in new objects or activities, but lose interest when the novelty wears off.			16.6		83.3
19	SR	You have difficulty controlling your speed in tasks, sometimes you go very fast and other times you take a long time to do the same activity.	33.3				66.6
20	CF	You have difficulty or feel uncomfortable changing the way you are used to carrying out day-to-day activities.			83.3		16.6
21	CF	If you are interrupted in an activity, having to pay attention to something else, when you return you have difficulty paying attention again to what you were doing before.	50.0		33.3		16.6
22	IC	You begin to answer a question even before it is finished.		83.3			16.6
23	IC	You get distracted by things that are not important at the time.		83.3			16.6
24	WM	You have difficulty remembering long instructions.	100
25	WM	When you read a text or after a long conversation, you have trouble remembering all the main ideas.	100
26	IC	You are very restless or agitated.		33.3			66.6
27	IC	You have difficulty stopping an activity immediately when you need to or when you are asked to do so.		66.6	33.3
28	WM	You have difficulty remembering the various stages of an activity.	83.3		16.6

Item	Construct	Clarity* (%)			Need for Example** (%)		Item	Construct	Clarity* (%)			Need for Example** (%)
Item	Construct	0	1	2	0	1			0	1	2	0	1
1	IC			100	80	20	15	DA			100	100
2	WM		20	80	100		16	DA			100	80	20
3	FL			100	60	20	17	SR			100	100
4	WM		60	40	40	60	18	SR			100	100
5	WM			100	100		19	SR			100	100
6	FL			100	100		20	FL	20		80	60	40
7	DA		20	80	80	20	21	FL			100	100
8	DA			100	100		22	IC			100	100
9	SR			100	100		23	IC			100	100
10	SR			100	100		24	WM			100	100
11	SR		20	80	80	20	25	WM			100	100
12	DA			100	100		26	IC			100	100
13	FL			100	80	20	27	IC			100	100
14	IC			100	100		28	WM			100	100

Item	Adequate comprehension* (%)	Need for example (%)	Vocabulary difficulties*** (%)	Item	Adequate comprehension* (%)	Need for example (%)	Vocabulary difficulties*** (%)
1	72	17	33	15	100	11	17
2	100	33	0	16	100	11	6
3	83	61	28	17	67	28	44
4	78	67	61	18	72	39	22
5	89	61	39	19	61	44	50
6	94	28	11	20	94	6	17
7	100	6	6	21	100	33	33
8	100	6	6	22	100	6	6
9	89	17	22	23	94	22	6
10	100	44	11	24	89	17	11
11	61	22	67	25	94	11	6
12	100	56	22	26	94	0	22
13	100	0	0	27	89	33	11
14	89	17	11	28	94	28	28

Item	Modifications made after the pilot study
1	Exchange of the word ‘precipitada’ for ‘apressada’
2, 3	Example maintained
4, 5, 6 and 10	Example maintained; wording adjustment performed in the example
11	Example included; in the item: removed ‘(demonstra)’ and changed from ‘agitado/acelerado’ to ‘acelerado’
12	Example maintained; in the item: changing from ‘rotina’ to ‘dia a dia’; wording adjustment performed in the example
17	Included example; in the item: exchange of ‘porém tem facilidade para outras coisas que são difíceis, mas que gosta’ for ‘mas tem facilidade para coisas que gosta mesmo que sejam difíceis’
18	Example included; in the item: changed from ‘a atividade se torna conhecida ou rotineira’ to ‘quando acostuma-se com a novidade’.
19	Example included; in the item: withdrawn ‘para uma atividade’; switching from ‘se organizar no tempo' to ‘em controlar sua velocidade nas tarefas’
20	In item: removed ‘uma ordem’
21	Example maintained; in the item: changing ‘para se engajar e prestar atenção’ to ‘em prestar atenção’; wording adjustment performed in the example
23	Example included
26	In item: removed ‘na maioria das situações’
27	Example included
28	Example included; in the item: changed from ‘tarefa’ to ‘atividade’

Instituto de Psicologia, Universidade de Brasília Instituto de Psicologia, Universidade de Brasília, 70910-900 - Brasília - DF - Brazil, Tel./Fax: (061) 274-6455 - Brasília - DF - Brazil
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[1] ** E-mail: natalia.m.dias@ufsc.br

Item	Adequate comprehension* (%)	Need for example (%)	Vocabulary difficulties*** (%)	Item	Adequate comprehension* (%)	Need for example (%)	Vocabulary difficulties*** (%)
1	72	17	33	15	100	11	17
2	100	33	0	16	100	11	6
3	83	61	28	17	67	28	44
4	78	67	61	18	72	39	22
5	89	61	39	19	61	44	50
6	94	28	11	20	94	6	17
7	100	6	6	21	100	33	33
8	100	6	6	22	100	6	6
9	89	17	22	23	94	22	6
10	100	44	11	24	89	17	11
11	61	22	67	25	94	11	6
12	100	56	22	26	94	0	22
13	100	0	0	27	89	33	11
14	89	17	11	28	94	28	28

Item	Adequate comprehension* (%)	Need for example (%)	Vocabulary difficulties*** (%)	Item	Adequate comprehension* (%)	Need for example (%)	Vocabulary difficulties*** (%)
1	72	17	33	15	100	11	17
2	100	33	0	16	100	11	6
3	83	61	28	17	67	28	44
4	78	67	61	18	72	39	22
5	89	61	39	19	61	44	50
6	94	28	11	20	94	6	17
7	100	6	6	21	100	33	33
8	100	6	6	22	100	6	6
9	89	17	22	23	94	22	6
10	100	44	11	24	89	17	11
11	61	22	67	25	94	11	6
12	100	56	22	26	94	0	22
13	100	0	0	27	89	33	11
14	89	17	11	28	94	28	28

Item	Adequate comprehension* (%)	Need for example (%)	Vocabulary difficulties*** (%)	Item	Adequate comprehension* (%)	Need for example (%)	Vocabulary difficulties*** (%)
1	72	17	33	15	100	11	17
2	100	33	0	16	100	11	6
3	83	61	28	17	67	28	44
4	78	67	61	18	72	39	22
5	89	61	39	19	61	44	50
6	94	28	11	20	94	6	17
7	100	6	6	21	100	33	33
8	100	6	6	22	100	6	6
9	89	17	22	23	94	22	6
10	100	44	11	24	89	17	11
11	61	22	67	25	94	11	6
12	100	56	22	26	94	0	22
13	100	0	0	27	89	33	11
14	89	17	11	28	94	28	28