Atuação profissional nos esportes de aventura: estudo de caso com uma treinadora de surfe / Professional work performance in adventure sports: case study with a surf coach

RESUMO O objetivo do estudo foi analisar o contexto de atuação profissional de uma treinadora de surfe da cidade de Florianópolis, Santa Catarina. Adotaram-se procedimentos de pesquisa qualitativa e estudo de caso, por meio da combinação de técnicas de observação participante e entrevista semiestruturada. Foi utilizada a técnica de Análise Temática para a análise dos dados. Verificou-se que o contexto de atuação profissional da treinadora investigada compreende um sistema amplo e complexo, marcado pela sua participação em diversas atividades e interações sociais, com o envolvimento pleno em seu local de atuação profissional. A intervenção pedagógica da treinadora para o ensino/treino do surfe é condicionado pela sazonalidade, pelas condições do ambiente de prática desta modalidade, assim como pelo tipo de orientação esportiva, com o propósito pessoal de transmitir o seu estilo de vida ligado ao surfe.

ABSTRACT The purpose of the study was to analyze the context of professional work performance of a surf coach from Florianópolis city, Santa Catarina. Qualitative research and case study procedures were adopted conbining participant observation and semi-structured interviews. Thematic Analysis was used for data analysis. It was verified that the coach's context of professional work performance comprises a broad and complex system, marked by her participation in various activities and social interactions, with full participation in her place of professional work. The coach's pedagogical intervention for teaching/coaching surfing is conditioned by seasonality, the environmental conditions to practice this sport, and the focus of sports instruction. Essentialy, the coach's personal goal is to share her surfing lifestyle.

Efeito de uma intervenção com jogos digitas e webgames na motivação intrínseca em escolares / Effect of an intervention with digital games and webgames on intrinsic motivation in schools

RESUMO O objetivo deste estudo foi analisar o efeito de uma intervenção com jogos digitais associados aos webgames na motivação intrínseca de crianças de uma escola pública de Florianópolis, Santa Catarina. Participaram deste estudo de desenho de um estudo de intervenção pedagógica não randomizado, 50 estudantes (52% de meninas), com idade média de 6,7 (±0,54) anos. Duas turmas da escola foram transformadas em dois grupos de pesquisa: 1) grupo intervenção (vivência prévia de jogos digitais no computador e webgames durante as aulas de educação física); e 2) grupo controle (apenas vivência de webgame). O Inventário de Motivação Intrínseca foi o instrumento utilizado, e para comparação intra e intergrupos utilizou-se o método de Equações de Estimativas Generalizadas, adotando-se o nível de significância de 5%. Não foi identificado efeito isolado do grupo ou interação grupo vs momento, o que indica que o grupo submetido a intervenção não se diferiu do grupo controle ao longo do tempo em termos de motivação. Conclui-se que o tipo de intervenção pedagógica realizada não foi capaz de aumentar a motivação intrínseca do grupo intervenção, sugerindo a necessidade de adaptações na estrutura e estratégias da intervenção em um próximo estudo.

ABSTRACT The objective of this study was to analyze the effect of an intervention with digital games associated with webgames on the intrinsic motivation of children from a public school in Florianópolis, Santa Catarina (Brazil). 50 students (52% girls) participated in this design study of non-randomized pedagogical intervention study, with a mean age of 6.7 (± 0.54) years. Two classroom groups were transformed into two research groups: 1) intervention group (preview experience of digital games on the computer and webgames during physical education classes); and 2) control group (only experience of webgame). The Intrinsic Motivation Inventory was the instrument used, and for intra and intergroup comparison, the Generalized Estimation Equations method was used, adopting a significance level of 5%. No isolated effect of the group or interaction between group vs moment was identified, which indicates that the group submitted to the intervention did not differ from the control group over time in terms of motivation. It is concluded that the type of pedagogical intervention performed was not able to increase the intrinsic motivation OF GROUP I, suggesting the need for adaptations in the structure and strategies of the intervention for future research.

Pedagogical intervention in team sports: a systematic review / Intervenção pedagógica nos esportivos coletivos: uma revisão sistemática

ABSTRACT The production of literature with intervention programs was analyzed, applied to team sports. The databases consulted on the subject, in the last 20 years, were the Web of Science, Scielo and PubMed. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) guidelines were used with the keywords: team sports and team sports games, associated with the terms: teaching models, sports teaching, teaching-learning-training, pedagogical intervention, tactical-technical performance and cognitive processes, in Portuguese, English and Spanish. After screening with defined criteria, 39 manuscripts were selected to compose the sample. The descriptive analysis showed that the years 2016 and 2018 presented a higher number of publications (17.95% each year); the English language most used in publications (69.24%); football and basketball have comprised the highest number of studies (25.64% and 17.95%, respectively); the teaching programs spanned between 5 and 54 class sessions; the sample of studies with schoolchildren was the most chosen (64.1%); most teaching programs focused on tactics; and the main variables analyzed were tactical knowledge, tactical-technical performance and specific skills. In the production of literature analyzed, there was a tendency in the last 10 years to apply sports teaching programs with tactical approaches and also change and/or add content to these programs, in order to enhance the development of students/athletes. These changes leave open reflections on possible changes in teacher guidance in the praxis in teaching-learning of team sports.

RESUMO Analisou-se a produção da literatura com programas de intervenção, aplicados aos esportes coletivos. As bases de dados consultadas quanto ao tema, nos últimos 20 anos, foram o Web of Science, Scielo e PubMed. Utilizou-se as diretrizes PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) com as palavras-chave: jogo coletivo e jogos esportivos coletivos, associados aos termos: modelos de ensino, ensino do esporte, ensino-aprendizagem-treinamento, intervenção pedagógica, desempenho tático-técnico e processos cognitivos, nos idiomas português, inglês e espanhol. Após triagem com critérios definidos, 39 manuscritos foram selecionados para compor a amostra. A análise descritiva apontou que os anos de 2016 e 2018 apresentou maior quantitativo de publicações (17,95% cada ano); a língua inglesa a mais utilizada nas publicações (69,24%); as modalidades futebol e basquetebol compreenderam o maior número de trabalhos (25,64% e 17,95%, respectivamente); os programas de ensino abrangeram entre 5 e 54 sessões de aula; a amostra dos estudos com escolares foi a mais eleita (64,1%); a maioria dos programas de ensino centrou-se na tática; e as principais variáveis analisadas foram conhecimentos táticos, desempenho tático-técnico e habilidades específicas. Na produção de literatura analisada observou-se uma tendência nos últimos 10 anos à aplicação de programas de ensino dos esportes com abordagens táticas e ainda alterar e/ou agregar conteúdos a esses modelos, com o intuito de potencializar o desenvolvimento de alunos/atletas. Essas mudanças deixam abertas as reflexões sobre possíveis alterações de orientação docente na práxis no ensino-aprendizagem dos esportes coletivos.

Intervención educativa para elevar el nivel de conocimiento sobre hipertensión arterial en adolescentes / Educational intervention to raise the level of knowledge on arterial hypertension in adolescents

RESUMEN Introducción: la hipertensión arterial del adulto tiene sus inicios en la niñez, por lo que la percepción de riesgo debe aumentar en las edades pediátricas. Objetivo: elevar el nivel de conocimiento sobre hipertensión arterial en adolescentes de la Escuela Secundaria Básica Antonio Rodríguez, del municipio Colón, provincia de Matanzas. Materiales y métodos: se realizó un estudio de intervención educativa en 80 estudiantes de 8vo grado, en el período de febrero de 2017 a junio de 2018. Se aplicó un cuestionario para medir percepción de riesgo de enfermar, conocimientos sobre factores de riesgo y síntomas de hipertensión arterial antes y después de la intervención. Se crearon cuatro grupos de 20 adolescentes, que tuvieron una sesión semanal durante 6 semanas. Se desarrollaron seis temas relacionados con la enfermedad, en los que se utilizaron técnicas participativas de educación para la salud. Resultados: el 96,1 % de los adolescentes no percibían el riesgo de enfermar de hipertensión arterial antes de la intervención. Luego de esta, la percepción de riesgo se presentó en el 65,4 %. Un 43,6 % de los participantes desconocían los factores de riesgo, y el 69,2 % no conocían los síntomas. Después de la intervención, el 73 % de la muestra tenían un conocimiento parcial sobre los factores de riesgo; el 57,7 % conocían los síntomas, y el 37,2 % los conocían parcialmente. Conclusiones: la intervención educativa sobre hipertensión arterial contribuyó a elevar los conocimientos y la percepción de riesgo en los adolescentes. Se aportaron elementos para modificar estilos de vida poco saludables (AU).

ABSTRACT Introduction: the adults' arterial hypertension begins in childhood, therefore the risk perception must increase in pediatric ages. Objective: to raise knowledge level on arterial hypertension in adolescents from the high school Antonio Rodriguez, municipality of Colon, province of Matanzas. Materials and methods: an educational interventional study was carried out in 80 8th-grade students, in the period from February 2017 to June 2018. A survey was applied to measure risk perception of developing the disease, knowledge on risk factors and symptoms of arterial hypertension before and after intervention. Four groups of 20 teenagers were created, having a weekly session during six weeks. Six themes related to the disease were developed, using different participatory techniques of health education. Results: 96.1% of adolescents did not perceive the risk of developing hypertension before the intervention. After it, risk perception was present in 65.4% of them. 43.6% of participants did not know the risk factors, and 69.2 % did not know the symptoms. After the intervention, 73% of the sample had partial knowledge on risk factors; 57.7% knew the symptoms, and 37.2% knew them partially. Conclusions: the educational intervention on arterial hypertension contributed to raise knowledge and risk perception in adolescents. Elements were given to modify unhealthy lifestyles (AU).

Oferta de programas para el desarrollo integral de la primera infancia en Chile: revisión exploratoria / Program offer for the integral development of early childhood in Chile: scoping review

OBJETIVO: Describir la oferta programática en primera infancia destinada a favorecer el desarrollo infantil integral en Chile. MÉTODO: Se realizó una revisión exploratoria siguiendo el marco método lógico del Joanna Briggs Institute. La búsqueda fue realizada por un investigador y los criterios de inclusión fueron: programas gubernamentales destinados al desarrollo integral en menores de 5 años en Chile. Los datos fueron organizados y sintetizados para describir características del programa y de la o las prestaciones que entrega. RESULTADOS: La búsqueda identificó 2060 documentos y 72 cumplieron los criterios de inclusión. Se describen 59 programas vigentes que abarcan la primera infancia, es tando principalmente a cargo de los Ministerio de Justicia, Educación, Salud y Desarrollo Social. Los programas están destinados en su mayoría a la promoción e intervención, se encuentran focalizados en población vulnerable, son intersectoriales y utilizan diversas estrategias para su implementación. CONCLUSIÓN: La oferta programática en Chile para la primera infancia presenta características sugeridas como efectivas para favorecer el desarrollo infantil.

OBJECTIVE: To describe the program offering designed to promote comprehensive early childhood de velopment in Chile. METHOD: A scoping review was carried out following the Joanna Briggs Institute's methodological framework. A researcher conducted the review considering as inclusion criteria go vernment programs aimed at the comprehensive development of children under 5 years of age in Chile. The data were organized and synthesized to describe the characteristics of the program and the service(s) it provides. RESULTS: The search identified 2.060 documents and 72 met the inclusion crite ria. 59 current programs are covering early childhood, which are mainly managed by the Ministries of Justice, Education, Health, and Social Development. Most of the programs are aimed at promotion and intervention, focusing on vulnerable populations, are cross-sectoral, and use different strategies for their implementation. CONCLUSION: The program offering in Chile for early childhood has charac teristics suggested as effective to promote child development.

Kids Intervention Therapy - Aquatic Environment (KITE) for babies 4 to 18 months old, by following the International Classification of Functioning (ICF): clinical trial protocol

Abstract Introduction: the biopsychosocial (BPS) model from the perspective of the International Classification of Functioning (ICF) agrees with the current theories regarding child development. They state the interdependence between the individual's relations, environment and received stimuli. The early interventions, particularly in the aquatic environment (AE), present gaps concerning their systematization, above all in their being in accordance with the ICF. Objectives: to describe an ICF-based aquatic early intervention program, named KITE, for the neuropsychomotor development (NPMD) of typical, at-risk and/or delayed babies 4 to 18 months old. Methods: the KITE is a program systematized on the AE, centered on the family and the daycare environment; it takes place twice a week, lasting for 4 weeks, in 45- to 60-minute sessions. The assessments and interventions are systematized by following the ICF. For the main outcome on the NPMD, the Alberta Infant Motor Scale (AIMS) and the Denver Developmental Screening Test II (DDST-II) are used, and as the secondary outcome on the stimulation received, quality of life and aquatic skills, the Affordances in the Home Environment for Motor Development - Infant Scale (AHEMD-IS), the Pediatric Quality of Life Inventory (PedsQL™) and the Aquatic Functional Assessment Scale - Baby (AFAS Baby) are used, respectively. Conclusion: This study has presented tools for the application of a clinical trial through the KITE for the NPMD of babies, systematized and based on the BPS perspective of the ICF, and discussed according to the neuroplastic evidence of the child development.

Relación entre afrontamiento y problemas externalizados e internalizados en hermanos de niños con autismo / Relation between coping and externalized and internalized problems in siblings of children with autism

Introducción: El trastorno del espectro autista es un problema del neurodesarrollo caracterizado por la presencia de dificultades en la comunicación social e interacción y en el comportamiento, el cual suele ser estereotipado y con intereses restringidos. El impacto que tiene la presencia de un niño con este trastorno en los hermanos, tiene diferentes matices. Objetivo: Identificar las estrategias de afrontamiento que utilizan los hermanos de niños con trastorno del espectro autista y analizar su relación con problemas externalizados e internalizados. Resultados: Participaron 23 niños (15 niños y 8 niñas) de 8 a 12 años de edad (edad promedio: 9.8; DE= 1,5). Se aplicó una ficha sociodemográfica para niños, la escala infantil de afrontamiento y el cuestionario de problemas internalizados y externalizados para niños. Los resultados indican que el factor disfuncional se utiliza con mucha frecuencia y que existen correlaciones positivas entre el afrontamiento disfuncional con problemas externalizados e internalizados y entre los factores centrado en la emoción y el evitativo con problemas internalizados. Conclusiones: En este grupo de hermanos de niños con trastorno del espectro autista, la correlación significativa entre el afrontamiento disfuncional y los problemas externalizados e internalizados, indica la necesidad de una evaluación profunda de posibles problemas de conducta y emocionales, la necesidad de aprender a responder de manera funcional ante las situaciones cotidianas, así como de una intervención para desarrollar estrategias de afrontamiento funcionales(AU)

Introduction: Autism Spectrum Disorder (ASD) is a neuro-developmental disorder characterized by the presence of difficulties in social communication, social interaction and behavior, which is usually stereotyped and with restricted interests. The impact of the presence of a child with ASD in the siblings has different connotations and it has been found that these children have more positive than negative aspects. Objective: To identify the coping strategies used by siblings of children with ASD, and analyze their relation with externalized and internalized problems. Results: Participants were 23 children (15 boys and 8 girls) from 8 to 12 years old (average age: 9.8, D.E = 1.5). A socio-demographic index card for children was used in addition to the Children Coping Scale and the Questionnaire on Internalized and Externalized Problems for Children (EIA and CPIEN, by its acronyms in Spanish, respectively). The results indicate that the dysfunctional factor is very frequently used and that there are positive correlations between dysfunctional coping with externalized and internalized problems, and also between the factors focused on emotion and the avoidance with internalized problems. Conclusions: In this group of siblings of children with Autism Spectrum Disorder, the significant correlation between disfunctional coping and externalized and internalized problems indicates the need of a deep assesment of possible behavioral and emotional problems, the need to learn how to respond in a functional way to daily life situations, as well as the need of an intervention to develop functional coping strategies(AU)

Intervención multidisciplinaria en paciente diagnosticado con el síndrome de Prader-Will / Interdisciplinary intervention in a pacient diagnosed with Prader-Willi síndrome

Introducción: El síndrome de Prader-Willi es una enfermedad genética, causada por deleciones de novo en la región 15q11q13 en el cromosoma paterno. Se caracteriza por falta de saciedad que conduce a obesidad mórbida, trastornos del comportamiento, discapacidad intelectual, baja estatura e hipogonadismo. Objetivo: Describir los resultados obtenidos del análisis e intervención multidisciplinar realizados en paciente diagnosticado con el síndrome de Prader-Willi. Presentación del caso: Análisis de caso clínico en menor de 8 años, sexo masculino, diagnosticado con síndrome de Prader-Willi, a través de intervención multidisciplinaria realizado en tres momentos: evaluación, diagnóstico e intervención con enfoque cognitivo conductual. Conclusiones: Las estrategias adoptadas generaron cambios significativos en el contexto familiar y social, entre ellas, apropiación de las recomendaciones suministradas, adopción de factores protectores, identificación de roles y optimización en la adherencia farmacológica. La atención a estas consideraciones proporciona mejoras, que apuntan a la calidad de vida y clínica del paciente(AU)

Introduction: Prader-Willi syndrome is a genetic disease caused by de novo deletions in the 15q11q13 region in the paternal chromosome. It is characterized by lack of satiety leading to morbid obesity, behavioral disorders, intellectual disability, short height and hypogonadism. Objective: To describe the results obtained from the multidisciplinary analysis and intervention performed in a patient diagnosed with Prader-Willi syndrome. Presentation of the clinical case: Clinical case analysis in an 8 years old child, male sex, diagnosed with Prader-Willi syndrome through a multidisciplinary intervention performed in three moments: assessment, diagnosis and intervention with cognitive behavioral approach. Conclusions: The strategies adopted generated significant changes in the social and family context, family´s appropriation of the recommendations provided, adoption of protective factors, roles identification and improving of adherence to treatment. By taking into account this considerations, improvements lead to clinic and life quality of the patient(AU)

Early intervention program by ICF model for babies of 4-18 months frequenting daycare center: protocol for clinical trial

A daycare center is a long-term place for infants, which means that early intervention programs should be thought of in this environment. There are still many gaps regarding the best way of stimulation/intervention, duration and description of effects and controlled outcomes. Aim: The objective of this clinical trial is to propose an early physical activity intervention program performed in infants of 4-18 months with risk/delay and with typical development at infant's daycare. Method: The protocol of this study is indicated for a controlled trial, in a crossover format, to be applied in 4 groups composed by in 4-18 month-old infants who attend daycare: Intervention group 1 Typical, Intervention group 1 Risk/delay, group Intervention 2 Typical, group Intervention 2 Risk/delay, in 4-18 month old infants who attend daycare. The ICF criteria about functions and structure (through evaluation questionnaire) are considered, as well as activities and participation (AIMS, Denver II, and PedsQl™ evaluation), personal characteristics (questionnaire, ABEP and AHEMD-IS) and environmental factors (AHEMD-IS). Conclusion: This original proposal can highlight a low-cost intervention program performed in a daycare environment verifying the infant's NMD in a systematized way using theoretical basis.(AU)

Evaluación de la Intervención Educativa "Tu sonrisa" en niños discapacitados / Evaluation of the Educative Intervention "Your smile" in disabled children

Introducción: los niños retrasados mentales presentan un desarrollo anormal de los procesos psíquicos, fundamentalmente los cognitivos superiores, los procesos voluntarios de la memoria, el pensamiento lógico verbal, y el lenguaje entre otros, todos como consecuencia de una lesión orgánica cerebral. Objetivo: para dar curso a la investigación se trazó como objetivo evaluar la aplicación de una intervención educativa con temas relacionados con higiene bucal, prevención y caries dental a niños con el propósito de mejorar el estado de salud bucal de los mismos, dadas por supuesto por sus características especiales. Materiales y métodos: para cumplimentar la investigación se evaluó la efectividad de la intervención propuesta en los niños retrasados mentales de 5 a 12 años de edad que pertenecen a esta área de salud sumando un total de 23 niños. Resultados: de los niños estudiados el mayor porciento eran del sexo masculino y tenían entre 8 y 10 años de edad; antes de la intervención educativa existía un gran numero de niños que tenían una higiene bucal inadecuada, desconocían los factores de riesgo de la caries dental y los métodos sobre prevención en Estomatología; mientras que después de aplicada la intervención mejoraron notablemente en estos aspectos. Conclusiones: según los resultados obtenidos se puede concluir que esta estrategia educativa preventiva permitió dar respuesta a los principales problemas identificados y alcanzar un mayor nivel de salud bucal en los niños con retraso mental en la etapa escolar al prevenir la formación de caries dental en dientes temporales y permanentes, pues al finalizar la intervención los resultados fueron evaluados de buenos (AU).

Introduction: children with mental retardation have an abnormal development of the psychical processes, mainly the superior cognitive ones, the voluntary processes of the memory, the logic verbal thought and language, among others, all of them as the result of a brain organic lesion. Objective: the aim of the research was evaluating the application of an educative intervention with themes related with oral hygiene, prevention and dental caries in children with the purpose of improving their oral health status, given the special characteristics of them. Materials and Methods: it was evaluated the effectiveness of the proposed intervention in children with mental retardation aged 5-12 years who belong to this health area, being 23 children in total. Results: the higher percent of the studied children were male, aged 8 and 10 years; before the educative intervention a great number of children had an inadequate oral hygiene, did not know dental caries risk factors and the preventive methods in Odontology, while after applying the intervention these aspects remarkably improved. Conclusions: according to the obtained results it could be concluded that this educative preventive strategy allowed answering to the main identified problems and reaching a higher level of oral health in children with mental retardation in scholar age, because it prevented the oral caries formation in deciduous and permanent teeth, since at the end of the intervention the achieved results were evaluated as good (AU).

De la neuroplasticidad a las propuestas aplicadas: estimulación temprana y su implementación en Costa Rica / From Neuroplasticity to Applied Proposals: Early Stimulation and Its Implementation in Costa Rica

Resumen La discusión en torno a la influencia del ambiente sobre la ontogenia ha alimentado la interrogante sobre cuál es el grado en el que, a través de la manipulación del contexto, se modifican las características de los individuos. Actualmente, la evidencia científica desde distintos campos (e.g., Psicología del desarrollo, Neurociencias) describe cómo el ambiente es capaz de modular los procesos del desarrollo y las distintas capacidades del cerebro, así como los mecanismos plásticos que subyacen a dicha modulación. Con base en esta evidencia, distintas aproximaciones metodológicas orientadas a la estimulación temprana (ET) se han propuesto potenciar el desarrollo o remediar problemas que se presentan durante las etapas tempranas del ciclo vital. En este contexto, se brinda una revisión del tema y se ofrece un marco teórico general sobre los antecedentes y sobre los principios que sustentan la estimulación del sistema nervioso (i.e., plasticidad cerebral). Además, a través de una aproximación empírica y un proceso de revisión bibliográfica, se presenta la evidencia disponible de algunos de los métodos de mayor conocimiento/uso en Costa Rica (i.e., Doman- Delacato, Snoezelen®, Point y Bebé Políglota). Al recapitular los alcances y las limitaciones de la ET, se concluye que es necesario sistematizar las experiencias profesionales de forma tal que permitan abrir un debate académico sobre el tema.

Abstract The discussion about environmental influence on ontogeny has fueled the question about how much context manipulation can regulate individuals' characteristics. Today, scientific evidence from different fields (e.g., developmental psychology, neuroscience) describes not only how environment can modulate brain development and function, but also the plastic mechanisms involved. In consequence, different methodological approximations of early stimulation (ES) have arisen, although they are not necessarily based on solid empirical evidence. In this context, a brief approximation to the ES background is provided, as well as a general framework about brain plasticity. In addition, the theoretical and practical perspective of the ES practitioners is also described by detailing the empirical evidence around its most known/used variants in Costa Rica (i.e., Doman-Delacato, Snoezelen®, Point and Bebé políglota). Finally, bringing up the scope and limitations of ES, we conclude that the professional experiences need to be systematized, in order to open an academic debate on the subject.

Desempenho de crianças com risco para dificuldade de leitura submetidas a um programa de intervenção / Performance of children at risk for reading difficulties submitted to an intervention program

RESUMO Objetivo Comparar a aplicabilidade de um programa de intervenção em crianças com risco para dificuldade de leitura. Método Trata-se de uma pesquisa experimental, na qual o grupo estudado de crianças com risco para dificuldade de leitura (formado por 10 crianças) foi submetido ao programa de intervenção de decodificação fonológica para a comparação com o grupo controle de crianças com risco para dificuldade de leitura (formado por 10 crianças), não submetido ao programa de intervenção. O programa foi elaborado com base em dois estudos internacionais, contém 24 sessões, sendo que as 12 primeiras sessões são realizadas em grupos de duas a três crianças e as demais individualmente, as sessões apresentaram duração de 50 minutos e foram realizadas duas vezes por semana. Aplicou-se o teste “t” de Student e o teste de Wilcoxon. Resultados As crianças com risco para dificuldade de leitura, submetidas ao programa de intervenção de decodificação fonológica, demonstraram melhora na pós-testagem estatisticamente significativa para o desempenho das habilidades de: nomeação de letras; relação grafema-fonema; consciência fonológica; memória de trabalho fonológica para não palavras; memória de trabalho fonológica para dígitos na ordem direta; escrita do alfabeto em sequência; escrita sob ditado de palavras e pseudopalavras; leitura de palavras e pseudopalavras. Conclusão O programa de intervenção de decodificação fonológica mostrou ter aplicabilidade para aprimorar as habilidades de pré-requisitos e as habilidades de leitura e escrita de crianças com risco para dificuldade de leitura.

ABSTRACT Purpose To assess the applicability of an intervention program to children at risk for reading disabilities. Methods This experimental study compared 10 children at risk for reading difficulty submitted to a phonological decoding intervention program (study group) with 10 other children at risk for reading difficulty not submitted to the program (control group). The intervention program was based on two international studies. It comprised 24 sessions: the first 12 sessions were conducted with groups of two to three children, whereas the others were performed individually. The sessions lasted 50 minutes and were held twice a week. Statistical analysis was conducted using the Student’s t-test and the Wilcoxon Signed-Rank test. Results Children at risk for reading difficulties submitted to the phonological decoding intervention program showed statistically significant improvement at post-assessment in the performance of the following skills: letter naming; phoneme-grapheme relationship; phonological awareness; phonological working memory for non-words; phonological working memory for digits in direct order; alphabet recognition in sequence; writing under dictation of words and pseudowords; reading of words and pseudowords. Conclusion The phonological decoding intervention program showed applicability to improve the prerequisite skills of reading and writing of children at risk for reading disabilities.

Intervenção precoce e autismo: um relato sobre o Programa Son-Rise / Early intervention end autism: a report about the Son-Rise Program / La intervención temprana y autismo: un informe sobre el Programa Son-Rise

A necessidade de intervenção precoce para pessoas com diagnóstico de autismo tem sido reiteradamente confirmada pela literatura. No entanto poucas experiências sobre programas de intervenção têm sido publicadas na literatura nacional, o que dificulta identificar o modo como são desenvolvidas bem como o impacto dessas práticas no desenvolvimento da criança. Este estudo tem por objetivos descrever a condução do Programa Son-Rise com uma criança com autismo durante 12 meses e o impacto dessa intervenção sobre o desenvolvimento da criança. Os resultados mostraram que o desenvolvimento do programa na residência da família ocasionou interferências na rotina familiar, diminuindo a intensidade da intervenção. Além disso, foram observados avanços mais significativos nas áreas da comunicação e interação do que no uso do olhar e contato visual. Por fim são discutidos os pontos positivos e limitações observados nesse processo

Early intervention for children and youth with autism has been confirmed by the literature. However, few experiences on intervention programs have been published in national literature, making it difficult to identify how they are developed and the impact of these practices on child development. This study aims to presents the running of Son-Rise Program with a child with autism over twelve months, and the impact of this intervention on child development. Results showed that the program caused interferences in family routine, which caused decrease of the intensity of the intervention. Furthermore, significant advances were observed in Communication and Interaction areas more than in Use of Sight and Eye Contact. Finally we discuss the strengths and limitations noted in this process

En este trabajo proponemos un instrumento para la escritura de caso clínico de niños pensado a partir de discusiones en el Núcleo de Enseñanza, Investigación y Extensión en Clínica Interdisciplinar de la Infancia de la Clínica de Tratamiento Psicológico de la Universidad Federal de Rio Grande do Sul. Nos apoyamos en trabajos sobre la importancia del registro para la práctica psicoanalítica y para la formación de nuevos terapeutas. Destacamos la particular relevancia de la escritura de caso para la clínica-escuela, donde la temática de la formación es fundamental. De los debates en el Núcleo y apoyados en la teoría de la constitución del sujeto, derivamos tres ejes capaces de orientar la escritura de los casos y de respetar singularidades: el niño en el discurso parental, aquello que él capturó para sí mismo de lo que le fue ofrecido, su inserción en el lazo social. La utilización de la ficha de registro, después de superar resistencias iniciales, se mostró un potente y adecuado instrumento para las finalidades propuestas

Education in children's sleep hygiene: which approaches are effective? A systematic review, / Educação em higiene do sono na infância: quais abordagens são efetivas? Uma revisão sistemática da literatura,

Aim: To analyze the interventions aimed at the practice of sleep hygiene, as well as their applicability and effectiveness in the clinical scenario, so that they may be used by pediatricians and family physicians for parental advice. Source of data: A search of the PubMed database was performed using the following descriptors: sleep hygiene OR sleep education AND children or school-aged. In the LILACS and SciELO databases, the descriptors in Portuguese were: higiene E sono, educação E sono, educação E sono E crianças, e higiene E sono E infância, with no limitations of the publication period. Summary of the findings: In total, ten articles were reviewed, in which the main objectives were to analyze the effectiveness of behavioral approaches and sleep hygiene techniques on children's sleep quality and parents' quality of life. The techniques used were one or more of the following: positive routines; controlled comforting and gradual extinction or sleep remodeling; as well as written diaries to monitor children's sleep patterns. All of the approaches yielded positive results. Conclusions: Although behavioral approaches to pediatric sleep hygiene are easy to apply and adhere to, there have been very few studies evaluating the effectiveness of the available techniques. This review demonstrated that these methods are effective in providing sleep hygiene for children, thus reflecting on parents' improved quality of life. It is of utmost importance that pediatricians and family physicians are aware of such methods in order to adequately advise patients and their families. .

Objetivo: Avaliar as intervenções visando práticas de higiene do sono em crianças, sua aplicabilidade e efetividade na prática clínica, para que as mesmas possam ser utilizadas na orientação dos pais pelos pediatras e médicos de família. Fonte dos dados: Foi realizada busca na base de dados da Pubmed utilizando os descritores sleep hygiene OR sleep education AND child or school-aged, e nas bases Lilacs e Scielo, com as seguintes palavras-chave: higiene E sono, educação E sono, educação E sono E crianças, e higiene E sono E infância, não tendo sido limitado o período de busca. Síntese dos dados: Foram revisados 10 artigos cujos objetivos eram analisar efetividade de abordagens comportamentais e de técnicas de higiene do sono sobre a qualidade do sono das crianças e na qualidade de vida dos pais. Foram utilizadas uma ou mais das seguintes técnicas: rotinas positivas, checagem mínima com extinçcão sistemática e extinção gradativa ou remodelamento do sono, bem como diários do padrão de sono. Todas as abordagens apresentaram resultados positivos. Conclusões: Apesar de a abordagem comportamental no manejo do sono na faixa etária pediátrica ser de simples execuçcão e adesão, existem poucos estudos na literatura que avaliaram sua efetividade. Os estudos revisados evidenciaram que estas medidas são efetivas na higiene e refletem em melhoria na qualidade de vida dos pais. É de fundamental importância os pediatras e médicos de família conhecerem estas abordagens, para que possam oferecer orientacções adequadas a seus pacientes. .

Características, efectividad y desafíos de la visita domiciliaria en programas de intervención temprana / The characteristics, effectiveness and challenges of home visiting in early intervention programmes

Se revisaron artículos publicados entre 1999 y 2009, en revistas indexadas en PubMED, EBSCO y ProQuest, sobre las características, efectividad y desafíos de los programas de visita domiciliaria orientados a la intervención en infancia temprana, clarificando los alcances y limitaciones de la investigación y sus ámbitos de aplicación. La visita domiciliaria se ha mostrado efectiva para una variedad de áreas relevantes, especialmente sobre el desarrollo de competencias parentales y la relación cuidadorinfante. En términos generales, los programas más efectivos comenzaban en el embarazo, duraban más de un año, contaban con personal especialmente entrenado y se focalizaban en construir una relación de confianza y en modelar la interacción cuidador-infante. Se identificó la importancia de considerar en su diseño las características de la población objetivo, del modelo de visita usado y del agente visitador. A pesar de la evidencia acumulada en estudios anglosajones, los costos asociados a estos programas pueden ser muy altos, implicando barreras que pueden hacer dificultosa su diseminación en los países latinoamericanos. Los autores plantean la necesidad de desarrollar y evaluar otras variantes (por ejemplo, incorporando monitoras comunitarias), ponderando su relación costo/efectividad.

The authors reviewed papers published between 1999 and 2009 in journals indexed in PsycInfo, PubMED, EBSCO and ProQuest concerning the characteristics, effectiveness and challenges of home visit programmes orientated towards early childhood intervention, clarifying the research's scope and limitations and its applications. Home visiting has been shown to be effective for a variety of relevant areas, especially for developing parent skills and child-caregiver relationships. The most effective programmes have started at pregnancy, lasted more than a year, had specially trained staff and have focused on building a trustworthy relationship and on modelling the infant-caregiver interaction. The importance of considering target population characteristics, the visiting model used and the visitor agent was identified in designing these programmes. In spite of the evidence accumulated in Anglo-Saxon studies, the costs associated with these programmes can be very high, thereby implying barriers which can make their dissemination difficult in Latin-American countries. The authors discuss the need for developing and evaluating other variants (i.e. including community agents), considering their cost/effectiveness ratio for treating early childhood problems, needs and characteristics in Latin-America.

Early intervention in developmental delay.

A 10-month-old child with prenatal history of vaginal bleeding in mother at 8 weeks of pregnancy, delivered by cesarean section and history of neonatal jaundice was bought with poor social smile, poor eye contact, and inability to sit independently. He was enrolled in early intervention programme, which included relaxation exercises, passive exercises, visual stimulation and auditory stimulation. By the end of 8 months of the therapy, he could walk independently, was able to pick glassful of water and keeping away after drinking, was using disyllabic words meaningfully, could indicate for hunger and toilet and was able to recognize the parents and self.