I am a psychologist, educator, and musician. I hold postgraduate degrees in Neuropsychology and Psychomotricity, and I am also specialized in Neuropsychopedagogy. I earned a Master’s degree in Developmental Disorders, an MBA in Health Management, and both my Master’s degree and Ph.D. in Neuroscience and Behavior from University of São Paulo. I also completed my postdoctoral training in the Experimental Psychology Program at University of São Paulo.In addition, I have completed several specialization courses through national and international universities. Currently, I work as a university professor, having taught in 16 Brazilian states and in more than 40 cities across the country. I have more than 20 years of professional experience in the field of developmental disorders.I also currently serve as Technical Coordinator of ADID – Associação para o Desenvolvimento Integral do Down.

Functional Predictors of Academic Performance in Portuguese in Children and Adolescents with Down Syndrome: A Documentary Study  Abstract: Down syndrome is a genetic condition associated with intellectual disability, characterized by variability in cognitive and adaptive functioning, which directly impacts academic development, particularly literacy acquisition. Evidence suggests that adaptive functioning plays a central role in learning outcomes in this population. This study aimed to investigate the relationship between adaptive functioning and academic performance in Portuguese in children and adolescents with Down syndrome. This is a documentary, exploratory study conducted using secondary data from a specialized educational institution (ADID), following ethical criteria applicable to this type of research. The sample consisted of 33 participants aged between 9 and 17 years (M = 14; SD = 2.6). Adaptive functioning was assessed using the International Classification of Functioning, Disability and Health (ICF), and academic performance was measured through Match-to-Sample (MTS) tasks in Portuguese. Spearman correlation analysis revealed a moderate positive association between adaptive functioning and performance in Portuguese (rs = 0.546; p = 0.001), with an effect size of r² = 0.30, indicating that approximately 30% of the variability in performance can be explained by functional abilities. Additionally, odds ratio analysis demonstrated that individuals with higher levels of adaptive functioning were approximately 5.3 times more likely to present adequate performance in Portuguese (OR = 5.28; 95% CI = 1.19–23.31; p = 0.024). The findings suggest that adaptive functioning is a relevant predictor of literacy-related skills in individuals with Down syndrome. These results reinforce the importance of parental guidance and behavioral interventions targeting adaptive skills, contributing to the literacy process. Interventions focused on functional and behavioral domains may support educational planning and promote more favorable developmental outcomes in this population.  Keywords: Down syndrome; adaptive functioning; literacy; academic performance; neurodevelopment.