Abstract

ADHD is a very frequent disorder in childhood. It is characterized by persistent patterns of inattention, hyperactivity-impulsivity. The condition of ADHD has been associated with the cognitive brain mechanism of self-regulation known as Executive Functions (FE). This quantitative, descriptive, and cross-sectional work focused on describing and comparing the performance of Executive Functions according to parents and teachers in a sample of schoolchildren (50) with and without a diagnosis of ADHD. The methodology considered the administration of diagnostic tests of ADHD (Conners) and evaluation of FE through the Comprehensive Inventory of Executive Functions (CEFI). The results indicated significant differences between the evaluation of parents and teachers, as well as between the tests administered. Parents would tend to evaluate the performance of executive functions in more flexible terms than teachers.