La integración sensorial y su importancia en el aprendizaje de los niños con trastorno de espectro autista / Sensory integration and its importance in learning for children with autism spectrum disorder

Resumen La integración sensorial se apoya en múltiples antecedentes teóricos que justifican su importancia para poder integrar la información que procede de los diferentes sentidos y desarrollar una respuesta adaptada al entorno. Así también, la literatura científica ha demostrado que existe una estrecha relación entre la integración sensorial y el aprendizaje. El objetivo de este artículo es abordar el concepto de integración sensorial y su influencia en el aprendizaje, en especial, de los niños con Trastorno de Espectro Autista. La metodología utilizada ha sido mediante una revisión bibliográfica de tipo narrativa, orientada por el objetivo de la investigación. Las bases de datos consultadas han sido: Web of Science, SCOPUS, Dialnet y RedaLyC. Y los principales descriptores han sido Integración Sensorial, Aprendizaje y Trastorno de Espectro Autista (TEA). Los resultados obtenidos apoyan la idea de que los niños con TEA suelen presentar dificultades en este proceso de integración sensorial, siendo ésta la causa explicativa de algunos de los problemas de aprendizaje y conducta que presentan. Se espera que a partir de este trabajo se potencie una toma de conciencia de la necesidad de considerar este aspecto durante el diagnóstico y/o la intervención para así favorecer una auténtica inclusión de los niños con TEA en la sociedad.

Abstract Sensory integration is supported by multiple theoretical backgrounds that justify its importance in order to integrate the information coming from the different senses and to develop an adapted response to the environment. Scientific literature has also shown that there is a close relationship between sensory integration and learning. The aim of this article is to address the concept of sensory integration and its influence on learning, especially in children with Autism Spectrum Disorder (ASD). The methodology used was a narrative literature review, guided by the aim of the research. The databases consulted were: Web of Science, SCOPUS, Dialnet and RedaLyC. The main descriptors used were Sensory Integration, Learning and ASD. The results obtained support the idea that children with ASD often present difficulties in this sensory integration process, and that this is the explanatory cause of some of the learning and behavioural problems they present. It is hoped that this work will raise awareness of the need to consider this aspect during diagnosis and/or intervention in order to favour the genuine inclusion of children with ASD in society.

Prevalence of learning disabilities among middle school students in Beijing / 中国学校卫生

Objective@#To understand the prevalence and distribution of learning disabilities among middle school students in Beijing.@*Methods@#By using stratified random cluster sampling, 6 365 students in grade one and grade two of 12 public middle schools in urban and rural in Beijing were selected. Criteria for learning disabilities included the following: on campus healthy students without serious physical and mental diseases and normal IQ assessed by combined Raven intelligence test; positive in the teacher rated Screening Scale for Middle School Students with Learning Disabilities; percentile ranking (below the bottom 10% percentile of grade) of the academic performance in the Chinese, mathematics and English tests.@*Results@#The learning disabilities of the subjects were determined by the teachers and it was found that the score of words reading, reading understanding, words spell, written expression, number calculation, mathematical reasoning and the total score of the scale were respectively (20.78±4.00, 18.16 ±4.35, 21.50±3.89, 20.06±3.92, 21.12±5.23. 18.67±5.35, 120.28±19.99) points. There were differences in the total score of learning ability between urban and rural areas, gender and grade. Urban area was better than rural area, girls were better than boys, and junior two students were better than junior one students( t=12.94, 9.94, 3.07, P <0.05). A total of 445(7%) students with learning disabilities were detected. Reading disabilities accounted for 5.0%, dysgraphia 2.7% and math disabilities 4.6%. Prevalence of learning ability differed by urban rural regions, gender and grade, with girls and students from urban areas and grade two being significantly lower( t =12.94, 9.94, 3.07, P <0.05).@*Conclusion@#The prevalence of learning disabilities in middle school students is high, which needs more attention.

Produzindo medicalização: uma revisão bibliográfica sobre encaminhamentos da educação escolar à saúde / Making medicalization: a literature review on school education referrals to health / Produciendo medicalización: revisión bibliográfica sobre derivaciones de la educación escolar a la salud

Este artigo é resultado de uma pesquisa bibliográfica sobre a produção nacional a respeito do encaminhamento de crianças em processo de escolarização a profissionais de saúde, como expressão do processo de medicalização da educação. Realizou-se levantamento bibliográfico na base de dados Biblioteca Virtual em Saúde-Psicologia Brasil/BVS-Psi com os termos: “medicalização”, “medicalização da educação”, “professores e encaminhamentos”, “queixa escolar”, “medicalização na rede pública”, “queixa escolar e medicalização” e “medicalização da queixa escolar”. Selecionaram-se os textos que apresentavam uma perspectiva crítica a respeito dos processos de medicalização da/na educação. Os resultados desta pesquisa indicam que os encaminhamentos são realizados partindo-se de uma concepção de que as dificuldades apresentadas pelas crianças no processo de escolarização são de caráter individual e, dessa forma, passíveis de resolução no campo da saúde. Entretanto, há uma marcante falta de comunicação entre esses serviços e a escola, o que contribui para o recurso ao uso de drogas psicotrópicas como uma das principais medidas para intervir junto às queixas escolares, em detrimento do recurso a novas práticas institucionais da escola.

This article is the result of a bibliographical research on the Brazilian bibliographical production regarding the referral of children in schooling process to health professionals, as an expression of the medicalization process of education. A bibliographical survey was carried out in the database of the Virtual Library of Health/ Psychology Brazil/BVS-Psi under the terms: “medicalization”, “medicalization of education”, “teachers and referrals”, “School complaint and medicalization” and “medicalization of the school complaint”. The researchers selected the texts that presented a critical perspective regarding the medicalization processes of the education. The results indicate that the production of referrals rely on a conception that the difficulties presented by the children in the schooling process, as the school identifies them, are individual in nature and, therefore, can be resolved in the health field. However, there is a lack of communication between these services and the school, which contributes to the use of psychotropic drugs as one of the main measures to intervene with school complaints, rather than making new school practices in order to enhance the schooling process.

Este artículo es el resultado de una investigación bibliográfica sobre la producción brasileña acerca de la derivación de niños en proceso de escolarización a profesionales de salud, como expresión del proceso de medicalización de la educación. Se realizó una revisión de la literatura en la base de datos Biblioteca Virtual en Salud-Psicología Brasil / BVS-Psi con los términos: “medicalización”, “medicalización de la educación”, “profesores y derivaciones”, “queja escolar”, “medicalización en la red pública”, “Queja escolar y medicalización” y “medicalización de la queja escolar “. Se seleccionaron los textos que presentaban una perspectiva crítica acerca de los procesos de medicalización de la educación. Los resultados de esta investigación indican que las derivaciones se realizan partiendo de una concepción de que las dificultades presentadas por los niños en el proceso de escolarización son de carácter individual y de esa forma susceptibles de resolución en el campo de la salud. Sin embargo, hay una marcada falta de comunicación entre estos servicios y la escuela, lo que contribuye al uso de drogas psicotrópicas como una de las principales medidas para intervenir junto a las quejas escolares, en detrimento del recurso a nuevas prácticas institucionales de la escuela.

Effects of infrasound with electroacupuncture on learning, memory and the CaMKⅡ-Tau protein signaling pathway / 中华物理医学与康复杂志

Objective:To observe the effect of electroacupuncture at the Baihui acupoint on learning and memory ability and on the calmodulin kinase (CaMK)Ⅱ-Tau protein signal pathway in rats exposed to infrasound, and to explore its mechanism.Methods:Forty-eight Sprague-Dawley rats were randomly divided into a blank group, an infrasound group, a Baihui group and a non-acupoint group, each of 12. The rats in the blank group were placed in an infrasound chamber without infrasound for 2 hours daily. Those in the other 3 groups were exposed to 8Hz, 130dB infrasound in the chamber for 2 hours daily for 7 consecutive days. The rats in the Baihui and non-acupoint groups were given electroacupuncture within 2 hours after the infrasound exposure at the Baihui acupoint or elsewhere respectively. The rats in the blank and infrasound groups were given the same grasping and fixation, but no electroacupuncture. On the 6th and 7th day of intervention, Morris water maze positioning and navigation experiments and spatial exploration experiments were used to quantify the rats′ spatial learning and memory ability. Nissl staining was used to observe any changes in the morphology of the neurons in the hippocampus of 6 rats in each group. The expression of phosphorylated calmodulin-dependent protein kinase II (P-CaMKⅡ) and phosphorylated Tau protein (P-Tau) in the hippocampus was also documented using western blotting.Results:After 6 or 7 days the average escape latency of the rats in the infrasound group was significantly longer than the blank group′s average. Platform quadrant time and distance ratios and the number of times crossing the platform area were also significantly lower. Compared with the infrasound group, the average escape latency of the Baihui group was significantly shorter, with the platform quadrant time and distance ratios and the number of times crossing the platform area significantly higher. After 7 days, the damage to hippocampal neurons among the rats in the infrasound group was significantly aggravated and the number of neurons was reduced significantly compared with the blank group. Compared with the infrasound group, significantly fewer neurons in the hippocampus were damaged in the Baihui group and the number of neurons had increased significantly. After the intervention the levels of P-CaMKⅡand P-Tau protein in the infrasound group had increased significantly compared with the blank group, but those levels in the Baihui group were significantly lower, on average.Conclusion:Electroacupuncture at the Baihui acupoint can improve the learning and memory ability of rats exposed to infrasound, and has some protective effect against infrasound brain damage. That may be due to its inhibiting Tau protein hyperphosphorylation in the hippocampus by reducing CaMKⅡ activity.

An exploratory analysis of the relationship between paternal age at pregnancy and difficulties symptomatic of specific learning disorders among Japanese undergraduate students / Journal of Rural Medicine

Objective: Causes and risk factors of neurodevelopmental disorders originate in the prenatal and perinatal periods. Several studies have demonstrated a relationship between prenatal and perinatal medical records, including maternal and paternal age at pregnancy, and the neurodevelopmental disorders, especially attention deficit/hyperactivity disorder and autism spectrum disorder. However, previous studies showed an association between specific learning disorders and environmental toxins such as lead and tobacco smoke, but not parental age.Patients and Methods: This study included 993 university freshmen, and their prenatal and perinatal medical data was collected from maternal and child handbooks. A mental health assessment questionnaire consisting of 24 items covering symptoms associated with neurodevelopmental disorders was administered, corresponding to aspects of attention deficit/hyperactivity disorder, autism spectrum disorder, and learning disorders. The relationship between prenatal and perinatal medical data and questionnaire results was statistically analyzed.Results: The number of available records was 881 (88.7%). Using Spearman’s rank correlation coefficient analysis and trend analysis, a weak but statistically significant relationship was confirmed between paternal age at pregnancy and the score for learning disorder difficulties.Conclusion: Error accumulation in meiosis during spermatogenesis may be one of the risk factors of learning disorders.

Habilidades gnósico-práxicas relacionadas con dificultades del aprendizaje de la lectura y la escritura en individuos de 9 a 12 años / Gnosis-praxic Skills Related to Disabilities in Learning to Read and Write in Individuals Aged 9 to 12 Years

Resumen Las dificultades del aprendizaje constituyen una de las principales causas de fracaso escolar; su aparición temprana puede evidenciarse en las habilidades gnósico-práxicas que soportan los procesos de lectura y escritura. Objetivo: Describir las habilidades gnósicas y práxicas en niños escolares, de 9 a 12 años de edad, asociadas a la presencia o no de dificultades en la lectura y/o la escritura. Participantes: 53 niños de una institución pública del municipio de Sabaneta-Colombia, divididos en dos grupos, uno compuesto por 16 niños con dificultades en la lectura y/o escritura y, el otro, por 37 niños sin dificultades en estos procesos. Resultados: La comparación intergrupos evidenció diferencias estadísticas (valor p y tamaño del efecto) significativas en aspectos cruciales para el proceso de lectura y escritura: la formación de imágenes visoconstruccionales y la velocidad, la planeación y la coordinación motora, evaluadas a partir de las tareas gnósico-práxicas de Sucesión de números y letras (WISC-IV) y Tapping (BANETA). Adicionalmente, se hallaron diferencias estadísticas en las subpruebas de Esterognosia, y correlaciones significativas entre Tapping y la velocidad al escribir palabras (BANETA). Conclusión: Las habilidades gnósico-práxicas no son plenamente los procesos predominantes en las diferencias intergrupos, si bien las habilidades motoras se vinculan con los procesos de aprendizaje y las dificultades que en ellos puedan presentarse, como lo sugieren las correlaciones dadas entre la subprueba de velocidad motora y el proceso de escritura. Adicionalmente, la velocidad de procesamiento y la memoria operativa se presentan como procesos transversales a las habilidades gnósico-práxicas y de lectura y escritura.

Abstract Learning disabilities constitute one of the main causes of school failure; their early manifestation may be evidenced in the gnosis-praxis skills that support reading and writing processes. Objective: To describe the performance of gnosis-praxis skills in school children (aged from 9 to 12 years old), associated to the existence or not of reading and/or writing difficulties. Participants: 53 children of a public school in Sabaneta - Colombia, divided into two groups, one consisting of 16 children with difficulties in reading and/or writing and, the other, by 37 children without difficulties in these processes. Results: The intergroup comparison showed significant statistical differences , in crucial aspects for reading and writing process: the visoconstructional image formation, speed, planning and motor coordination, obtained from the gnosis - praxis tasks of Letter-Number Sequencing (WISC-IV) and Tapping (BANETA). Additionally, statistical differences were found in the subtests of Stereognosis (BANETA) and significant correlations between Tapping and the speed rate in writing words. Conclusion: Gnosis - praxis skills are not the predominant processes in intergroup differences, even though motor skills are linked to learning process and the difficulties they may arise, as suggested by the correlations given between the motor speed subtest and the writing process. In addition, processing speed and operational memory are shown as crosscutting processes in gnosis-praxis, reading and writing skills.

Effect of spectral overlays on visual parameters and reading ability: an integrative review / Efeito das lâminas espectrais (overlays) em parâmetros visuais e na habilidade de leitura: revisão integrativa

ABSTRACT Purpose: to provide an integrative review of indexed articles published from 2009 to 2019 on the effect of spectral overlays on visual parameters and reading ability. Methods: keywords were used to search seven databases. Duplicate entries, reviews, literature reviews, editor's comments, and congress abstracts were excluded, as well as papers that were not relevant, based on their titles and abstracts. A total of 52 articles, which were read in full, were eligible at this stage. Of these, 12 articles, published in Portuguese or English from 2009 to 2019, were included. Results: all 12 articles included evaluated the effect of overlays on the reading rate. There was an improvement in different visual parameters (ocular accommodation and eye movement), facial recognition, and reading (reading rate, relative efficiency, and comprehension). The use of overlays reduced visual stress regardless of refractive, orthoptic or cognitive disorders. The associated conditions investigated were autism spectrum disorder, Tourette syndrome, stroke, deafness, dyslexia, and auditory temporal processing disorder. Conclusion: the effectiveness of overlays in improving reading quality is consistently demonstrated in the literature. The reviewed articles showed that the overlays' effect is more expressive when the visual stress is associated with conditions that present sensory alterations and cortical hyperactivity.

RESUMO Objetivo: oferecer uma revisão integrativa dos artigos indexados publicados de 2009 a 2019 sobre o efeito das lâminas espectrais (overlays) em parâmetros visuais e na habilidade de leitura. Métodos: utilizou-se a pesquisa de palavras-chave em sete bancos de dados. Foram excluídos registros duplicados, revisões de literatura, resenhas, comentários do editor, resumos de congressos, e os não pertinentes de acordo com os títulos e resumos. Os 52 artigos sobre o uso dos overlays no estágio de elegibilidade foram lidos na íntegra. Foram incluídos 12 artigos completos, publicados em português ou em inglês entre 2009-2019. Resultados: os 12 artigos incluídos avaliaram o efeito dos overlays na taxa de leitura. Houve melhora em diferentes parâmetros visuais (acomodação, movimentação ocular), no reconhecimento facial e em leitura (taxa de leitura, eficiência relativa e em compreensão). Independentemente de problemas refracionais, ortópticos ou cognitivos, o uso dos overlays reduziu o estresse visual. As condições associadas investigadas foram o transtorno do espectro autista, síndrome de Tourette, acidente vascular cerebral, surdez, dislexia, e alteração no processamento auditivo temporal. Conclusão: a eficácia dos overlays na melhora da qualidade de leitura foi demonstrada de forma consistente na literatura. Os artigos revisados verificaram que os overlays apresentam efeito mais expressivo quando o estresse visual está associado às condições que apresentam alterações sensoriais e à hiperatividade cortical.

Influência do processamento fonológico no mau desempenho escolar: revisão sistemática de literatura / Influence of phonological processing on poor school performance: systematic literature review

RESUMO Objetivo: Realizar revisão sistemática de produções científicas que abordaram o tema processamento fonológico quanto à influência no mau desempenho escolar, bem como sua interferência no desenvolvimento de leitura e escrita. Estratégia de pesquisa: Foram pesquisados, em bases de dados eletrônicos, artigos publicados até agosto de 2017. Após elaboração da pergunta norteadora do estudo: "Qual a influência do processamento fonológico no mau desempenho escolar e sua relação no desenvolvimento de leitura e escrita?", foram realizados levantamento e seleção dos relatos utilizando descritores, reunidos em uma única equação de busca, de acordo com três eixos temáticos: processamento fonológico, aprendizagem e mau desempenho escolar. Critérios de seleção: Foram incluídas pesquisas originais com avaliação de no mínimo duas habilidades do processamento fonológico. Foram excluídos os artigos que não apresentavam relação entre as habilidades do processamento fonológico e desempenho escolar. Análise dos dados: Foi realizada a leitura dos títulos e resumos por duas profissionais fonoaudiólogas, separadamente. Os resultados foram comparados e as divergências encontradas, decididas por uma terceira pesquisadora fonoaudióloga, também responsável pelo estudo. Os artigos incluídos foram lidos na íntegra e realizada a extração de dados para análise da metodologia e dos principais resultados. Resultados: Foram selecionados 982 estudos potencialmente relevantes. Após a utilização das matrizes de evidência, 38 produções científicas foram incluídas para análise detalhada. Conclusão: O estudo das produções científicas revelou que a alteração em habilidades do processamento fonológico apresentou relação com o mau desempenho escolar e, associada à fase de escolarização, houve influência direta nas competências de leitura e escrita.

ABSTRACT Purpose: To carry out a systematic review of scientific productions that dealt with the topic of phonological processing in relation to the influence of poor academic performance, as well as its interference in the development of reading and writing. Research strategy: Articles published until August 2017 were searched in electronic databases. After elaborating the guiding question of the study: "What is the influence of phonological processing on poor school performance and its relation in the development of reading and writing?", we collected and selected the reports using descriptors, gathered in a single search equation, according to three thematic axes: phonological processing, learning and poor school performance. Selection criteria: Original researches with an evaluation of at least two phonological processing skills were included. Articles that had no relationship between phonological processing skills and school performance were excluded. Data analysis: The titles and abstracts were read by two speech-language pathologists, separately. The results were compared and the divergences found decided by a third researcher speech therapist, also responsible for the study. The articles included were read in full and data extraction was performed to analyze the methodology and the main results. Results: 982 potentially relevant studies were selected. After using the evidence matrices, 38 scientific productions were included for detailed analysis. Conclusion: The study of scientific productions revealed that the alteration in phonological processing skills presented a relation with poor academic performance and, together with the schooling phase, directly influenced reading and writing skills.

Mental health status of students with self reported learning disabilities in Beijing / 中国学校卫生

Objective@#Understanding mental health status of students with learning disabilities in Beijing to provide a basis for mental health promotion of students with learning disabilities.@*Methods@#By means of random cluster sampling, 5 787 enrolled students in grade one and grade two of 11 public junior middle schools in Beijing were selected as the survey subjects. A self designed questionnaire was used to investigate the students’ learning disabilities and mental health status through anonymous self filling.@*Results@#About 11.6% students self reported learning disabilities. The proportions of students with learning difficulty in mathematical reasoning and calculation were higher, 44.1% and 40.7% respectively. The reported rate of mental health problems was 38.3%. The top four of the 10 symptoms were obsessive compulsive symptoms, learning pressure, emotional instability and anxiety(2.19±0.77)(2.17±0.99)(2.09±0.90)(2.07±1.08). Compared with students without learning disabilities, students with self reported learning disabilities had poorer mental health status(OR=1.47), and learning disabilities were related to most factors of mental health. Different types of learning disabilities were associated with different mental health factors.@*Conclusion@#Mental health problems of students with learning disabilities are higher than that of students without learning disabilities. It is necessary to strengthen the mental health support for students with learning disabilities and improve their mental health.

The Mini-Mental Examination for Children (MMC): Evidence of validity for children with learning difficulties / Mini-exame do estado mental para crianças (mmc): evidência de validade para crianças com dificuldades de aprendizagem

ABSTRACT The Mini-Mental Examination for Children (MMC) is a widely used tool for assessing global cognitive deficits, however,is still unknown whether MMC is sensitive for investigating cognitive profiles associated with learning difficulties (LD). Objective: Here we investigate the feasibility of using the MMC for screening school-aged children with learning difficulties in spelling and math. Methods: The MMC and other neurophysiological tests were administered to a sample of 168 children, aged 7 to 12 years. The sample was subdivided into a Control group and LD group (Math Difficulties, Spelling Difficulties, Math and Spelling Difficulties). Diagnostic accuracy was assessed with ROC analysis. Convergent and divergent validity was assessed using correlation analysis. Results: Performance on the MMC was associated with nonverbal intelligence, age and school achievement. The LD group had significantly lower performance on the MMC than the Control group. Performance on the MMC discriminated LD children with a global accuracy of around 0.80. Associations between the MMC and the other neuropsychological variables were higher for finger gnosis (r=0.40) and generally higher for early elementary school grades. The MMC proved satisfactory for identifying LD children with good accuracy. Nonverbal intelligence, and perceptual/motor abilities play an important role in MMC performance. Conclusion: The MMC could be a useful instrument for screening children with LD.

RESUMO Mini-exame mental para crianças (MMC) é uma ferramenta amplamente utilizada para avaliar déficits cognitivos globais, no entanto, ainda é desconhecido se a MMC é sensível para investigar perfis cognitivos associados a dificuldades de aprendizagem. Objetivo: Aqui nós investigamos a viabilidade de usar MMC para triagem de crianças em idade escolar com dificuldades de aprendizagem em ortografia e matemática. Métodos: MMC e outros testes neuropsicológicos foram administrados em uma amostra de 168 crianças de 7 a 12 anos de idade. A amostra foi subdividida em um Grupo Controle e um grupo LD (dificuldade na matemática, na escrita, ou na escrita e na matemática). A acurácia diagnóstica foi analisada através de uma análise de curva ROC. A validade convergente e divergente foi investigada através de análises de correlações. Resultados: A performance no MMC foi associada com a inteligência não verbal, idade e desempenho escolar. O grupo LD apresentou desempenho significativamente inferior ao Grupo Controle no MMC. A performance no MMC pôde identificar crianças LD com uma acurácia global em torno de 0.80. As associações entre MMC e outras variáveis neuropsicológicas foram maiores para gnosias digitais (r=0.40) e em geral, mais altas nas séries iniciais. O MMC se mostrou satisfatório para identificar crianças LD com uma boa acurácia. A inteligência não verbal, habilidades perceptivas/motoras tem um importante papel na performance no MMC. Conclusão: O MMC pode ser um instrumento útil para o rastreamento de crianças com LD.

Neuropsychological and educational profile of children with dyscalculia and dyslexia: a comparative study / Perfil neuropsicológico e escolar de crianças com discalculia e dislexia: estudo comparativo / Perfil neuropsicológico y educativo de los niños con discalculia y dislexia: estudio comparativo

This paper aims to compare the neuropsychological and educational profiles of Brazilian children with dyscalculia (n = 8), dyslexia (n = 13) and without learning disabilities (n = 12). The neuropsychological profile was composed of: (a) intelligence - assessed by the Wechsler Intelligence Scale for Children (WISC-III); (b) attention - WISC-III Coding and Symbol Search subtests; (c) executive functions - Digit Span (backward order) and WISC-III Arithmetic subtests, Pseudoword Repetition Test for Brazilian Children, Stroop Test and Wisconsin Card Sorting Test; (d) memory - WISC-III Digit Span subtest (forward order) and Rey Complex Figures. The educational profile was composed of reading, writing and mathematics, assessed by the Academic Performance Test and the Arithmetic Test. It was found that the groups with dyscalculia and dyslexia did not differentiate in any of the neuropsychological abilities, only in the reading and writing abilities. Neuropsychological variables that could explain these results were discussed. (AU)

Objetivou-se comparar os perfis neuropsicológico e escolar de crianças brasileiras com discalculia (n = 8), dislexia (n = 13) e sem dificuldades escolares (n = 12). O perfil neuropsicológico foi composto por: (a) inteligência: avaliada pela Escala de Inteligência Wechsler para Crianças (WISC-III); (b) atenção: subtestes Códigos e Procurar Símbolos da WISC-III; (c) funções executivas: subtestes Dígitos (ordem inversa) e Aritmética da WISC-III, Teste de Repetição de Pseudopalavras para Crianças Brasileiras, Teste de Stroop e Teste Wisconsin de Classificação de Cartas; (d) memória: subteste Dígitos (ordem direta) da WISC-III e Figuras Complexas de Rey. O perfil escolar foi composto por leitura, escrita e matemática, avaliado pelo Teste de Desempenho Escolar e pela Prova de Aritmética. Verificou-se que os grupos com discalculia e com dislexia não se diferenciaram em nenhuma das habilidades neuropsicológicas, somente nas habilidades escolares de leitura e escrita. Variáveis neuropsicológicas que pudessem explicar esses desempenhos intergrupos foram discutidas. (AU)

El objetivo de este trabajo fue comparar los perfiles neuropsicológicos y escolares de niños brasileños con Discalculia (n = 8), Dislexia (n = 13) y niños sin dificultades escolares (n = 12). El perfil neuropsicológico fue compuesto por: (a) inteligencia: evaluada por Escala de Inteligencia Wechsler para Niños (WISC-III); (b) atención: subtests Códigos y Búsqueda de Símbolos de la WISC-III; (c) funciones ejecutivas: subtests Dígitos (orden inverso) y Aritmética de la WISC-III, Test de Repetición de Pseudopalabras para Niños Brasileños, Test de Stroop y Test Wisconsin de Clasificación de Cartas; (d) memoria: subtest Dígitos (orden directo) de la WISC-III y Figuras Complejas de Rey. El perfil escolar fue compuesto por lectura, escritura y matemática, evaluado por el Test de Desempeño Escolar y por la Prueba de Aritmética. Se verificó que los grupos con Discalculia y con Dislexia no se diferenciaron en ninguna de las habilidades neuropsicológicas, sólo en las habilidades escolares de lectura y escritura. Fueron discutidas variables neuropsicológicas que pueden explicar esos desempeños intergrupales. (AU)

Test for identification of signs of dyslexia: effects of developmental variables / Teste para identificação de sinais de dislexia: efeitos de variáveis desenvolvimentais / Prueba de identificación de señales de dislexia: efectos de variables de desarrollo

This study aimed to verify the effects of developmental variables as age, school grade and gender in the performance of the Test for Identification of Signs of Dyslexia (TISD). In particular from the analysis of the first two, it was also sought to verify validity evidence based on external variables. Participants were 515 children, randomly selected, ages between six and 13 years old (Mean = 8.46; SD = 1.52), and 52% of males. Through the Univariate Analysis of Variance, only effects of age and school grade were found. It was observed that TISD was able to differentiate groups of six, seven, and eight years old and the school grade of the 1st to 4th grade of elementary school. From these results, it was possible to add positive validity evidence to the instrument, in order to motivate the conduction of other research studies of its psychometric qualities. (AU)

Este estudo objetivou verificar efeitos das variáveis desenvolvimentais de idade, ano escolar e gênero no desempenho do Teste para Identificação de Sinais de Dislexia (TISD). Especificamente, a partir da análise das duas primeiras, buscou-se também averiguar evidências de validade desse instrumento baseadas em variáveis externas. Participaram 515 crianças, selecionadas aleatoriamente, com idades entre seis e 13 anos (M = 8,46; DP = 1,52) e 52% pertencentes ao gênero masculino. Por meio da análise univariada da variância, foram encontrados somente efeitos das variáveis idade e ano escolar. Observou-se que o TISD foi capaz de diferenciar grupos de seis, sete e oito anos e também os anos escolares do primeiro ao quarto ano. A partir desses resultados, foi possível adicionar evidências positivas de validade para o instrumento, de modo a motivar a condução de outros estudos de investigação de suas qualidades psicométricas. (AU)

Este estudio objetivó comprobar los efectos de las variables del desarrollo de edad, año escolar y género en la ejecución del "Prueba de Identificación de Señales de Dislexia" (TISD). Específicamente a partir del análisis de las dos primeras, se buscó también verificar evidencias de validez de dicho instrumento basadas en variables externas. Participaron 515 niños, seleccionados al azar, con edades comprendidas entre seis y 13 años (M = 8.46; DS = 1.52) y 52% de hombres. Por medio del Análisis Univariado de Varianza, sólo se encontraron efectos de las variables edad y año escolar. Se observó que el TISD fue capaz de diferenciar grupos de seis, siete y ocho años y también los años escolares del primer hasta el cuarto año. A partir de estos resultados, fue posible añadir evidencias positivas de validez para el instrumento, con la finalidad de motivar la conducción de otros estudios de investigación de sus cualidades psicométricas. (AU)

A dança e a expressão corporal como mediadoras no processo de ensino aprendizagem de crianças com deficiência intelectual e transtornos de aprendizagem / Dance and body expression as mediators in the teaching-learning process of children with intellectual disabilities and learning disorders / La danza y la expresión corporal como mediadoras en el proceso de enseñanza-aprendizaje de niños con discapacidad intelectual y tras-tornos del aprendizaje

Esse estudo objetivou verificar contribuições das atividades de dança e expressão corporal ao processo de ensino-aprendizagem de alunos com deficiência intelectual e transtornos de a-prendizagem. Para isso, foram realizadas entrevistas semiestruturadas com as mães e a profes-sora de dança de duas crianças de sexo masculino, com onze anos, uma com deficiência inte-lectual e outra com transtornos de aprendizagem, que participaram regularmente de atividades de dança e expressão corporal, antes e após seis meses de prática. Como resultado, foi identi-ficado que as atividades possibilitaram desenvolvimento do processo de ensino-aprendizado das crianças e a exploração de potenciais comumente não identificados em outros contextos de ensino.

This study analyzes contributions of dance and body expression activities to the learning pro-cess of students with intellectual disabilities and learning disorders. For that, semi-structured interviews were conducted with the mothers and the dance teacher of two male children, aged eleven years, one with intellectual disability and another with learning disorders, who regular-ly participated in dance and body expression activities, before and after six months of prac-tice. It was identified development of the children's learning and the exploration of potentials not commonly identified in other contexts of teaching.

Este estudio objetivó verificar contribuciones de las actividades de danza y expresión corporal al proceso de enseñanza aprendizaje de alumnos con discapacidad intelectual y trastornos del aprendizaje. Para ello, se realizaron entrevistas semiestructuradas con las madres y la profeso-ra de danza de dos niños de sexo masculino, con once años, una con discapacidad intelectual y otra con trastornos del aprendizaje, que participaron regularmente de actividades de danza yexpresión corporal, antes y antes, Después de seis meses de práctica. Como resultados, se identificó que las actividades posibilitar el desarrollo del proceso de enseñanza aprendizaje de los niños y la explotación de potenciales comúnmente no identificados en otros contextos de enseñanza.

Estrategia de superación para los maestros en la atención de los escolares con dislexia / A strategy for the improvement of elementary school teachers in the educational training of dyslexic children

RESUMEN Introducción: en el contexto internacional se ha declarado que aproximadamente el 10% de la población escolar presentan dislexia y por tanto constituyen uno de los grupos con discapacidad simple más representativos. Esta incidencia en el contexto nacional y en la provincia de Pinar del Río igualmente se ha constado, sin embargo se ha revelado que los maestros primarios presentan necesidades en la preparación teórica-metodológicas básicas para encausar su atención educativa desde el sistema de influencias profesionales que intenciona las ciencias del desarrollo. Objetivo: proponer una estrategia de superación para los maestros primarios en la atención educativa de los escolares con dislexia. Métodos: se desarrolló una investigación pedagógica utilizando métodos del nivel teórico, empírico y estadístico. Este estudio se realizó de forma intencional el cual incidió en la totalidad de los maestros primarios (45) del municipio de Consolación del Sur, provincia de Pinar del Río, que atienden escolares con dislexia. Ello permitió constatar las necesidades que estos presentan en la referida atención. Resultados: se concreta en una estrategia de superación para los maestros primarios en la atención educativa de los escolares con dislexia ajustada al modelo clínico y educativo que sustentan en Cuba, esta atención. Conclusiones: la elaboración de la estrategia de superación constituye una solución a las necesidades de actualización sistemática de los maestros primarios sobre los aspectos teóricos, metodológicos y actitudinales necesarios en la atención educativa de los escolares con dislexia.

ABSTRACT Introduction: in the international context it has been declared that approximately 10 % of the school population have dyslexia and therefore constitute one of the most representative groups with simple disabilities. This incidence in the national context and in the province of Pinar del Río has also been confirmed, however it has been revealed that primary-school teachers have basic theoretical-methodological preparation needs to direct their educational objectives supported on the system of the professional influences they have considering the development of sciences. Objective: to propose a strategy for the development of elementary school teachers in the educational training of dyslexic children in school. Methods: a pedagogical research was developed using theoretical, empirical and statistical methods. This study was carried out intentionally, including all the elementary-school teachers (45), who teach dyslexic children in Consolation del Sur municipality, Pinar del Río province. This allowed verifying the needs these children have. Results: it is specified in the strategy the improvement for the elementary school teachers in the educational training of dyslexic schoolchildren adjusted to the clinical and educational models carry out in Cuba. Conclusions: the design to improve this strategy constitutes a solution to the needs of a systematic updating of the elementary school teachers on the theoretical, methodological and attitudinal characteristics that are necessary to facilitate the educational training of dyslexic schoolchildren.

Tendencias actuales de la investigación en dislexia y necesidad de formación docente / Current trends in dyslexia research and the need for teacher training

Introducción: La dislexia como necesidad educativa requiere una atención especializada. Cuando esta no se logra por parte del docente y de los que ejercen una influencia formativa en los niños, puede traer consecuencias educativas y emocionales. Objetivo: Describir las tendencias actuales del abordaje de la dislexia, según los estudios actuales relacionados con el tema. Métodos: Se realizó una revisión bibliográfica, de 68 fuentes documentales, en Google académico, Academic Search Complete, Lilacs y Scielo; se usaron como palabras clave: dislexia, dificultad de aprendizaje, bases neurológicas, y consecuencias emocionales y educativas de la dislexia; en español e inglés; con énfasis en publicaciones de los últimos cinco años. La selección incluyó artículos de revistas científicas, informes de investigación y libros, aunque se citaron en el texto 31 fuentes. El análisis de los contenidos identificados se realizó desde una perspectiva de reflexión, con el empleo de métodos analítico-sintético, histórico-lógico y dialéctico. Conclusiones: Las investigaciones sobre dislexia se han concentrado más en las redes neuronales y sus implicaciones para las funciones cognitivas; la influencia de la conciencia fonológica en la competencia lectora; y la posibilidad de que la activación del hemisferio derecho sea pertinente en el caso de la dislexia. Se pudo comprobar, además, que no abundan los estudios referidos a sus consecuencias educativas y emocionales, sus implicaciones en el aprendizaje, y menos aún, a la formación docente para atender esta necesidad desde una concepción integradora de lo educativo, emocional y neurocognitivo(AU)

Introduction: Dyslexia as an educational need requires specialized attention. When this is not achieved by the teacher and those who exert a formative influence on children, it can bring educational and emotional consequences. Objective: To describe the current trends in the approach to dyslexia, according to current studies related to the topic. Methods: A literature review of 68 documentary sources was carried out in Google scholar, Academic Search Complete, Lilacs and Scielo; using as key words: dyslexia, learning difficulty, neurological basis, and emotional and educational consequences of dyslexia; in Spanish and English; with emphasis on publications of the last five years. The selection included articles from scientific journals, research reports and books, although 31 sources were cited in the text. The analysis of the identified contents was made from a perspective of reflection, using analytical-synthetic, historical-logical and dialectical methods. Conclusions: Dyslexia research has focused more on neural networks and their implications for cognitive functions; the influence of phonological awareness on reading competence; and the possibility that activation of the right hemisphere is relevant in the case of dyslexia. It was also found that there are not many studies related to their educational and emotional consequences, their implications for learning, and even less, to teacher training to meet this need from an integrative conception of education, emotional and neurocognitive(AU)

Evaluating the impact of psoriasis on cognitive function in mouse models by using Morris water maze / 中华皮肤科杂志

Objective@#To evaluate the impact of psoriasis on spatial learning and memory abilities in mouse models by using Morris water maze.@*Methods@#Twenty healthy male C57BL/6J mice aged 10 months were randomly and equally divided into 2 groups: psoriasis group topically treated with imiquimod 5% cream on the back once a day for a week, and control group topically treated with vaseline once a day for a week. After successful establishment of mouse models, the Morris water maze (MWM) test was used to assess the learning and memory abilities in the mice in the 2 groups.@*Results@#In the place navigation experiment, the escape latency was significantly longer in the psoriasis group (38.24 ± 13.59 s) than in the control group (14.28 ± 3.80 s, t = 5.37, P < 0.01) . In the spatial probe test, the number of times passing through the platform (1.70 ± 0.95 vs. 5.00 ± 1.76, t = 5.21, P < 0.01) , the duration of stay in the target quadrant (t = 2.80, P < 0.05) and the swimming distance (t = 5.74, P < 0.01) were all significantly lower in the psoriasis group than in the control group. The psoriasis group showed significantly decreased swimming distance in the second quadrant (t = 2.49, P < 0.05) , but significantly longer duration of stay in the fourth quadrant compared with the control group (t = 2.46, P < 0.05) . There were no significant differences in swimming distance or duration of stay in other quadrants between the psoriasis group and control group (all P > 0.05) .@*Conclusion@#The spatial learning and memory abilities were impaired in the mouse model of psoriasis.

Impacto do diagnóstico precoce e tardio da dislexia - compreendendo esse transtorno / Impact of early and late diagnosis of dyslexia - understanding this learning disorder

A dislexia é um transtorno de aprendizagem que se manifesta na infância e persiste ao longo da vida. Em geral, o diagnóstico é feito nas séries iniciais do Ensino Fundamental, entretanto, muitos indivíduos com sintomas de dislexia não chegam a receber um diagnóstico ou são diagnosticados somente na vida adulta. O objetivo do presente estudo foi comparar o impacto da dislexia em indivíduos que receberam o diagnóstico em diferentes momentos da vida, na infância ou na vida adulta. Seis participantes, divididos em dois grupos, em função do momento do diagnóstico, responderam a uma entrevista estruturada a respeito da maneira como foram afetados pela dislexia e por seu diagnóstico. Os participantes dos dois grupos mencionaram dificuldades de leitura, baixa autoestima e uma sensação de alívio após receberem o diagnóstico, por compreenderem melhor suas dificuldades. Os participantes diagnosticados na vida adulta sofreram maior impacto da dislexia em suas vidas acadêmicas, com repetências e interrupção dos estudos. Já os participantes diagnosticados na infância, após receberem o diagnóstico, mencionaram que mudaram sua relação com a escola, que forneceu os suportes necessários durante a realização das provas. Os resultados desse estudo permitiram uma reflexão a respeito da importância do diagnóstico precoce da dislexia, que direciona as intervenções e a implementação de estratégias, apoios e recursos apropriados.

Dyslexia is a learning disability that manifests itself in childhood and persists throughout the lifespan. In general, the diagnosis is made in the early academic years, however, many individuals with dyslexia symptoms do not receive a diagnosis or are diagnosed only in adult life. The aim of the present study was to compare the impact of dyslexia on the life of individuals who were diagnosed at different moments in their lifespan, in childhood or in adult life. Six participants, divided into two groups according to the time of diagnosis, answered a structured interview regarding the way they were affected by dyslexia and its diagnosis. Participants in both groups mentioned reading difficulties, low self-esteem, and a sense of relief after being diagnosed due to the fact that they could understand better their difficulties. Participants diagnosed in adulthood have had the greatest impact of dyslexia in their academic lives, with repetitions and interruption of studies. While the participants diagnosed in childhood mentioned that the relationship with the school changed after receiving the diagnosis, which provided the necessary supports during academic tests. The results of this study allowed a reflection on the importance of early diagnosis for dyslexia, which directs interventions and the implementation of appropriate strategies, supports and resources.

Atenção às queixas escolares na visão de profissionais da atenção primária à saúde no município de Campinas / Attention to school complaints in the view of primary health care professionals in the city of Campinas / Atención a las quejas escolares en la visión de profesionales de la atención primaria de salud en el municipio de Campinas

Introdução: As queixas escolares também emergem na atenção primária à saúde. Por isso, uma equipe multiprofissional da secretaria de saúde de um município do interior paulista elaborou um protocolo que rege o encaminhamento de crianças e adolescentes que necessitam de atendimento clínico nessa área. Objetivo: Analisar sob a ótica dos profissionais da atenção primária à saúde como as queixas escolares têm sido acolhidas, incluindo a aplicação do protocolo organizado especificamente para esses encaminhamentos. Método: Estudo qualitativo, para o qual foram selecionadas cinco unidades básicas de saúde do município. Em seguida, distribuídos dez questionários em cada unidade para os profissionais responderem. Esses questionários buscaram identificar a percepção dos profissionais em relação às queixas escolares acolhidas na unidade onde trabalham, além da aplicação do protocolo na rotina de trabalho. Resultados: 27 questionários foram respondidos. O protocolo é preenchido de forma multidisciplinar, pela equipe de saúde e pela escola, oferecendo a oportunidade da criança/adolescente ser avaliada em seus diferentes aspectos e ambientes. Entretanto, a maioria dos profissionais encaram as possíveis alterações no processo de aquisição da leitura e escrita, como de origem orgânica, que coincide com o protocolo, que abre espaço para a proposição de uma causa orgânica para o problema de aprendizagem. Conclusão: É necessária maior compreensão da relação saúde-educação que tem sido estabelecida na atenção primária, e como as queixas escolares têm sido compreendidas, já que neste estudo constatou-se a pouca valorização das relações familiares e sociais para o processo de aquisição da leitura e da escrita.

Introduction: School complaints also emerge in primary health care. Therefore, a multiprofessional team of the health department of a municipality in São Paulo developed a protocol that guide the referral of children and adolescents who need clinical care in this area. Purpose: To analyze from the point of view of primary health care professionals how school complaints have been received, including the application of the protocol organized specifically for these referrals. Methods: Qualitative study, for which five basic health units of the municipality were selected. Then, ten questionnaires were distributed in each unit for professionals to respond. These questionnaires sought to identify the professionals' perceptions regarding the school complaints received at the unit where they work, besides the application of the protocol in the work routine. Results: 27 questionnaires were answered. The protocol is completed in a multidisciplinary way, offering the opportunity for the child / adolescent to be evaluated in its different aspects and environments. However, most professionals consider possible changes in the process of acquisition of reading and writing, as organic origin, which coincides with the protocol, which opens space for the proposition of an organic cause for the learning problem. Conclusion: There is a need for a better understanding of the health-education relationship that is established in primary care, and how the learning disorders are understood in the country, because in this study the low value of family and social relationships in the acquisition of reading and writing was verified.

Introducción: Para entender mejor las quejas escolares que llegan a la Atención Primaria un equipo multiprofesional de un municipio del interior paulista elaboró un protocolo que rige el encaminamiento de niños y adolescentes que necesitan atención clínica en esa área. Objetivo: Analizar las impressiones de los profesionales de la atención primaria de salud como las quejas escolares han sido acogidas, incluyendo la aplicación del protocolo organizado específicamente para esos encaminamientos. Metodos: Estudio cualitativo, para el cual se seleccionaron cinco unidades básicas de salud del municipio. Se han distribuido diez cuestionarios en cada unidad para que los profesionales respondan. Estos cuestionarios buscaron identificar su percepción en relación a las quejas escolares recibidas en la unidad en que actúan, y la aplicación del protocolo en la rutina de trabajo. Resultados: 27 cuestionarios respondidos. El protocolo se llena de forma multidisciplinaria, ofreciendo la oportunidad del niño / adolescente ser evaluada en sus diferentes aspectos y ambientes. La mayoría de los profesionales encaran las posibles alteraciones en el proceso de adquisición de la lectura y escritura, como de origen orgánico, que coincide con el protocolo, que abre espacio para la proposición de una causa orgánica para el problema de aprendizaje. Conclusión: Es necesaria una mayor comprensión de la relación salud-educación que se ha establecido en la atención primaria, y cómo las quejas escolares han sido comprendidas, ya que en este estudio se constató la poca valoración de las relaciones familiares y sociales en la adquisición de la lectura y de la escritura.

Dislexia y discalculia: una revisión sistemática actual desde la neurogenética / Dyslexia and Dyscalculia: a Current Systematic Revision from a Neurogenetics Perspective

Resumen Los Trastornos Específicos del Aprendizaje constituyen un grupo heterogéneo de alteraciones frecuentes que pueden generar problemas importantes no solo durante la etapa escolar, sino a lo largo de toda la vida. Las dificultades persistentes en lectura (dislexia) y en matemáticas (discalculia) son, por su relevancia y prevalencia, los dos Trastornos de Aprendizaje más importantes en la práctica educativa y clínica. El objetivo del estudio es realizar una síntesis de los descubrimientos científicos de los últimos diez años sobre las bases neuroanatómicas y genéticas de la dislexia y la discalculia. Se realizó un análisis exhaustivo bibliográfico desde 2006 hasta enero de 2017 en inglés y español centrados en neuroimagen y genética de dislexia y discalculia mediante las bases de datos Medline, PsyInfo, Scopus, Web of Science y Dialnet. Se incluyeron 38 artículos de los cuales se extrajeronn las aportaciones desde la neuroimagen y la genética tanto para la dislexia como de discalculia. Estos datos facilitaron herramientas para orientar al contexto psicológico y educativo, a su vez proporcionando respuestas definitivas.

Abstract The Specific Learning Disorders represent a heterogeneous group of common conditions that can generate important problems not only during schooling but also throughout life. The persistent difficulties in reading (dyslexia) and maths (dyscalculia) are, due to their significance and prevalence, the two most important learning disorders in both educational and clinical practice. The objective of this study is to make a synthesis of the scientific findings of the past ten years about neuroanatomical and genetic basis of dyslexia and dyscalculia. To this aim a comprehensive bibliographic analysis is conducted from 2006 until January, 2017 in English and Spanish from databases Medline, PsyInfo, Scopus, Web of Science y Dialnet. There were included 43 articles with contributions so much about dyslexia as dyscalculia from the neuroimagen and the genetics. This information will provide tools to guide psychological and educational environments and to provide definitive answers.

Prevalence of Reading and Mathematical Learning Disabilities in Korean School-Aged Children of Jeju Region / 신경정신의학

OBJECTIVES: This study investigated the prevalence of reading and mathematical learning disabilities of students at primary schools in Jeju Island, South Korea. We examined major causes of learning disabilities including reading disorder, mathematical disorder, attention deficit, and other causes including socioemotional factors. METHODS: We conducted screening processes to 659 participants (340 male, 51%) in 4 elementary schools in Jeju Island. To identify the causes of learning problems, 84 children were administered tests such as the Korean-Wechsler Intelligence Scale for Children-fourth edition, the Comprehensive Learning Test-Reading/Math, and the Comprehensive Attention Test. RESULTS: This study found that 13% of elementary school students in the Jeju region had learning disabilities. Among learning disabilities, specific reading and mathematical disorders accounted for 9% of study subjects. In addition, 2% of participants had intellectual impairment and 1% had other causes such as socioemotional factors. 65% of children with learning disabilities and 74% of children with reading or mathematic disorders had concurrent attention deficit disorder. 68% of children with reading disorders also had comorbid mathematical disorder. CONCLUSION: The prevalence, causes, and comorbidity of reading and mathematical learning disabilities of students in Jeju Island, South Korea did not differ from those in foreign countries. Because most learning disabilities are complex, comprehensive evaluations and tailored interventions are necessary to help children with learning disabilities.