Relaciones entre las dificultades en comportamiento, habilidades sociales, teoría de la mente y dificultades ejecutivas en 2º de Educación Infantil.

Abstract

Behavioral and social skills problems, as well as other difficulties to maintain good communication and social interaction, are often influenced by the executive functioning. The main objective of this study is to analyze whether CHEXI can differentiate between children with difficulties related to the theory of mind, behavioral problems or social skills. A descriptive study was conducted with 64 students (30 boys and 34 girls) from two public schools aged between 4 and 5 years (M = 4.41). Participants were assessed with the following instruments: CHEXI, PKBS (Preschool and Kindergarten Behavior Scales), and several task related to ToM. The results of a stepwise multiple regression show that the difficulties in working memory predict the results in PKBS and explained 49.3% of the variance, with a Beta of -.708. Difficulties both in inhibitory control as in working memory are significantly correlated with difficulties on task related to ToM (rs = -. 36 p = 0.015 and rs = -. 592, p = .001, respectively). Thus, executive dysfunctioning appear to be present in the potential development of problems related to behavior and social interaction, which can hinder the development of the social skills necessary for effective exchange with the environment. Early treatment of these executive dysfunction could be beneficial for the prevention of further difficulties in these areas.