Teoría de Luria y su relación con los fundamentos pedagógicos de la evaluación en la infancia preescolar / Luria's theory and its relation to the pedagogical basics of assessment in pre-school childhood

Fundamento: La teoría de Luria permite analizar el desarrollo psicológico después de una lesión cerebral, tanto en adultos como en niños. Objetivo: Analizar el contenido de un grupo de artículos donde se haya realizado la evaluación del niño preescolar desde la teoría de Luria para relacionarla con los fundamentos de la educación de la primera infancia. Desarrollo: La selección de los artículos se realizó considerando: (1) el tema, (2) una ecuación para seleccionar los artículos en las diferentes bases de datos, (3) publicados desde 2015 hasta el 2022, (4) provenientes de ocho bases de datos. La experiencia de Luria y sus seguidores le ha permitido trabajar con los factores neuropsicológicos como indicadores para valorar las alteraciones neurológicas del hombre, aunque la revisión de los artículos permitió concluir que los aportes de Luria tienen relación con los objetivos de la educación de la primera infancia: una evaluación con un enfoque integral. Desde esta perspectiva, los autores del artículo proponen cinco ejecuciones para analizar el desarrollo integral del niño preescolar. Conclusiones: La teoría de Luria puede emplearse en la educación de la primera infancia para realizar la evaluación del niño preescolar con un enfoque integral.

Background: Luria's theory allows analyzing psychological development after brain injury, both in adults and children. Objective: To analyze the content of a set of articles where the evaluation of pre-school children has been done from Luria's theory in order to relate it to the basics of early pre-school education. Development: The selection of articles considered: (1) the topic, (2) an equation to select the articles in dissimilar databases, (3) published from 2015 to 2022, (4) coming from eight databases. The experience of Luria so followers has allowed to work with neuropsychological factors as the indicators to assess neurological alterations in man, although the articles review has led to the conclusion that Luria's contributions are related to the objectives of early pre-school education: an assessment with a comprehensive approach. From this perspective, the authors of the article propose five implementations to analyze the integral development of the pre-school child. Conclusions: Luria's theory can be employed in early pre-school education to assess the pre-school child with a comprehensive approach.

Repercusión social en la persona con traumatismo craneoencefálico / Social repercussion in the person with traumatic brain injury

Resumen

Introducción: el enfoque social de una lesión cerebral por traumatismo craneoencefálico, de primera instancia, tiene que ver con la adquisición de una discapacidad que tendrá un impacto importante sobre la función social de quién lo padece.

Desarrollo: incluye los aspectos de percepción y manejo del trauma craneoencefálico, el cual se manifiesta por deterioro físico o funcional con daño neuropsicológico, la presencia de lesiones primarias y lesiones secundarias denominadas insultos extra neurológicos interfieren en la atención, la memoria, las funciones frontales, la emoción y la conducta. La valoración neuropsicológica posterior al traumatismo craneoencefálico se enfoca al deterioro intelectual, la movilidad voluntaria y el nivel de conciencia.

Conclusiones: el entorno social de las personas con traumatismo craneoencefálico, de acuerdo con la magnitud de la lesión, pueden presentar reacciones antisociales, por lo tanto la intervención de un profesional neuroeducador es la mejor alternativa para mejorar las respuestas conductuales, cognitivas y de aprendizaje.

Abstract

Introduction: The social approach to a brain injury due to traumatic brain injury, first instance has to do with the acquisition of a disability, which will have a significant impact on the social function of who has it.

Development: Includes aspects of perception and management of cranioencephalic trauma, which is manifested by physical or functional impairment with neuropsychological damage, presence of primary lesions and secondary lesions called extra neurological insults interfere with attention, memory, frontal functions, emotion and behavior. The neuropsychological assessment after traumatic brain injury focuses on intellectual deterioration, voluntary mobility and level of consciousnes.

Conclusions: The social environment of people with traumatic brain injury, according to the magnitude of the injury, may present antisocial reactions; therefore the intervention of a neuroeducator is the best alternative to improve the behavioral, cognitive and learning responses.

The Development and Validation of Memory Tasks Using Smart Devices for School Aged Children

OBJECTIVES: The aim of this study was to develop auditory-verbal and visual-spatial memory tasks using smart devices for children aged 8 to 10 years and examine their validity. METHODS: One-hundred and fourteen school-aged children were recruited through internet advertising. We developed memory tasks assessing auditory-verbal memory, visual-spatial memory, and working memory, and then examined their construct validity by examining the developmental trend of the children's mean scores with age. In order to examine the concurrent validity of the tasks, we conducted correlation analyses between the children's scores on the newly developed auditory-verbal, visual-spatial memory and working memory tasks and their scores on well-known standardized tests of memory and working memory, including the auditory-verbal memory subtests of the Korean Luria-Nebraska Neuropsychological Battery for Children, Korean Rey-Osterrieth Complex Figure Test, digit span and arithmetic subtest of Korean Educational Development Institute Wechsler Intelligence Scale for Children Revised, and Corsi block test. RESULTS: The memory and working memory scores measured by the newly developed tasks tended to increase with age. Further, there were significant correlations between the scores of the four cognitive tasks and the corresponding scores of the standardized assessment tools. CONCLUSION: This study revealed promising evidence for the validity of the memory tasks using smart devices, suggesting their utility for school-aged children in research and clinical settings.

Epilepsia de ausencia juvenil. evaluación neuropsicológica de dos casos / Absence epilepsy in young people. Neuropsychological evaluation of two cases

Introducción: Las epilepsias constituyen trastornos de la función neuronal expresados en crisis de episodios limitados causadas por descargas anormales de grupos de neuronas. La epilepsia de ausencia juvenil inicia entre los 10 y 17 años, con ausencias típicas y en ocasiones crisis tónico-clónicas. Ambos sexos son igualmente afectados. El electroencefalograma (EEG) intercrítico presenta descargas de punta-onda de 3 Hz con buena respuesta al medicamento. Las evaluaciones neuropsicológicas permiten determinar la presencia de cambios cognoscitivos y comportamentales. Material y métodos: Estudio observacional, descriptivo, transversal, prospectivo. Se evaluaron dos estudiantes de la Licenciatura en Psicología (casos A y B), de 19 años de edad, de lateralidad diestra, sexo femenino. En ambos casos se reportaron crisis de ausencia con inicio en la adolescencia; el caso B presentaba además crisis tónico-clónicas. Ambas se encontraban tomando medicamento en el momento de la evaluación. En forma individual, en un cubículo bien iluminado, libre de distractores, se aplicaron en dos sesiones de 45 minutos en promedio la evaluación neuropsicológica breve en español (NEUROPSI), el test de clasificación de Wisconsin versión computarizada (WISCONPC) y la escala de somnolencia Epworth. Resultados: En NEUROPSI, el caso A, obtuvo puntaje total de 118 (normal alto) y el caso B, 106 (normal) con dificultades en atención, evocación de estímulos verbales y comprensión lectora. En WISCONPC, el caso A completó seis categorías, mientras que el B completó dos, presentando incapacidad para mantener la organización. En la escala Epworth, el caso B reportó no dormir suficiente. Discusión y conclusiones: Las evaluaciones neuropsicológicas nos permitieron conocer el estado actual de los procesos cognoscitivos de los casos evaluados e indicar estrategias de corrección en los procesos observados con dificultades

Introduction: Epilepsy constitutes disorders of neuronal function expressed as limited crisis episodes caused by abnormal discharges of groups of neurons. Juvenil absence epilepsy begins between 10 and 17 years old, with typical absences and sometimes tonic-clonic seizures. Intecritical electroencephalogram (EEG) presents 3 Hz spike-and-wave discharges with a good response to medication. Neuropsychological assessments allow determining the presence of cognitive and behavioral changes. Material and methods: Observational, descriptive, transversal and prospective research. We evaluated two righthanded female, 19 years old, Psychology undergraduate students (Subjects A and B). Both subjects reported absence seizures beginning in adolescence, subject B also reported tonic-clonic seizures. In a well illuminated room, free of distractors, in an individual manner, we applied the brief neuropsychological test in spanish (NEUROPSI), the Wisconsin card sorting test computerized version (WISCONPC) and the Epworth Sleepiness Scale in two 45-minutes sessions. Results: In the NEUROPSI, subject A, got a total score of 118 (high normal) and subject B a score of 106 (normal) with difficulties in attention, recall of verbal stimuli and reading comprehension. In the WISCONPC, subject A, completed six categories while B completed two categories, with an inability to keep the organization. In the Epworth Scale, subject B reported not sleeping enough. Discussion and conclusions: Neuropshychologycal assessments allowed us to know the current condition of cognitive processes of evaluated subjects and to suggest corrective strategies in the identified processes with difficulties

Evaluación neuropsicológica y aprendizaje de las matemáticas en educación básica / neuropsychological assessment and learning mathematics in basic education

El objetivo de la presente investigación consistió en describir la relación entre las nociones matemáticas y los procesos cognoscitivos visuales de memoria, percepción, atención y las habilidades espaciales en niños de quinto y sexto grado de educación primaria. Se realizó una investigación descriptiva, observacional, transversal y prospectiva con 42 niños de quinto y sexto grado de escuelas oficiales de Xalapa, Veracruz: 21 niños y 21 niñas, con edad promedio de 10 años 9 meses (DE ± 10 meses). Se aplicó la evaluación neuropsicológica infantil (ENI) para evaluar las nociones matemáticas, percepción, atención, memoria y habilidades espaciales, y la escala de inteligencia Wechsler (WISC-IV) para obtener el coeficiente intelectual. El desempeño mayor correspondió a las subescalas de razonamiento con el 71% y a conteo con el 69% de los niños que obtuvieron puntajes más altos. En los procesos cognoscitivos evaluados tuvieron puntajes altos: el 93% en percepción visual, el 74% en memoria visual y el 64% en habilidades espaciales. En atención visual, el 55% obtuvo puntajes bajos. Se observaron diferencias significativas con una p < .05 al comparar manejo numérico con atención visual y con habilidades espaciales; también al comparar conteo con habilidades espaciales y cálculo con atención visua

The aim of this investigation was to describe the relationship between mathematical concepts and cognitive processes of visual memory, perception, attention and spatial skills in children in fifth and sixth grade of primary education. A descriptive, observational, cross-sectional and prospective study with 42 children in fifth and sixth grade of official schools from Xalapa, Veracruz was performed: 21 boys and 21 girls, mean age ten years nine months (SD ± 10 months). Child neuropsychological assessment (ENI) was applied to evaluate mathematical concepts, perception, attention, memory, spatial skills and Wechsler Intelligence Scale (WISC-IV) for the IQ. The higher performance corresponded to the subscales of reasoning with 71% and counting with 69% of children scored higher. In the cognitive processes assessed, had high scores: 93% in visual perception, 74% in visual memory and 64% in spatial skills. In visual attention 55% scored low scores. Significant differences at p < .05 were observed, when comparing numerical management with visual attention and spatial skills; also comparing count with spatial skills and calculation with visual attention

Aplicación de la prueba Luria Inicial en el niño preescolar con desviaciones del neurodesarrollo en Cuba / Application of Initial Luria test in preschool children with neurodevelopmental deviations in Cuba

Fundamento: La aplicación de instrumentos neurosicológicos en la edad preescolar es una necesidad a favor de conocer e intervenir en las habilidades previas a la etapa escolar. El bajo peso al nacer, los desórdenes metabólicos, los antecedentes de hipoxia perinatal, los signos neurológicos menores y los trastornos de hiperactividad son desviaciones del neurodesarrollo que tienen un perfil cognitivo deficitario en la edad preescolar. Objetivo: Ofrecer una revisión sobre el estado de las funciones mentales superiores con la prueba Luria Inicial en el niño preescolar con desviaciones del neurodesarrollo en Cuba. Desarrollo: Se reflexiona a partir de los resultados de la prueba Luria Inicial en el niño preescolar en diferentes desviaciones del neurodesarrollo de interés en la comunidad internacional como, el bajo peso al nacer, los desórdenes metabólicos, los antecedentes de hipoxia perinatal, los signos neurológicos menores y los trastornos de hiperactividad. Conclusiones: Los niños con alteraciones del neurodesarrollo en la edad preescolar presentan un patrón cognitivo deficitario en común. Independiente a la alteración neurológica que tengan los niños, la función reguladora del lenguaje, la habilidad viso espacial, el acto motor voluntario y el razonamiento verbal y matemático, son sensibles a no establecerse en tiempo.

Background: The application of neuropsychological instruments in preschool ages is a necessity for knowing and intervening in the pre-school stage skills. The low birth weight, metabolic disorders, history of perinatal hypoxia, minor neurological signs and hyperactivity disorders are neurodevelopmental deviations that have a cognitive deficit profile in preschool ages. Objective: To provide a review on the state of higher mental functions with Initial Luria test in preschool children with neurodevelopmental deviations in Cuba. Development: There is a reflection based on the results of the Initial Luria test in the preschool child in different neurodevelopmental deviations of interest for the international community, such as low birth weight, metabolic disorders, history of perinatal hypoxia, minor neurological signs and hyperactivity disorders. Conclusions: Children with neurodevelopmental disorders in preschool ages have a common cognitive deficit pattern. Despite of the neurological disorder children may have, the regulatory function of language, the visuo spatial ability, voluntary motor act and verbal and mathematical reasoning, are sensitive to not settle in time.

Estudio comparativo del déficit neuropsicológico por medio de la Batería Luria-Nebraska en trastornos mentales / Comparative study of neuropsychological impairment in mental illnesses, as measured using the Luria-Nebraska Neuropsychological Battery

Background: Neuropsychological deficits seems to be frequent in mental disorders. Objectives: This study reports the application of the Luria-Nebraska Neuropsychological Battery (LNNB) to four clinical groups and the results compared. Methods: Subjects were patients with first-episode schizophrenia, lucid alternating epileptic psychosis, acute alcoholic psychosis, and bipolar I. A cognitive profile was established for each group, and the profiles were compared. Results: The profiles for patients with schizophrenia, epileptic psychosis, and bipolar disorder are similar, while those with alcoholic psychosis show a different pattern of neuropsychological deficits. The specific LNNB scales with results in the abnormal range were also similar for the following pairs of groups of patients: bipolar disorder and schizophrenia; bipolar disorder and epileptic psychosis; schizophrenia and epileptic psychosis. Discussion: Neuropsychological deficit occurs frequently in various mental pathologies. In terms of functional abnormalities, the profiles of subjects with schizophrenia, epileptic psychosis, and bipolar disorder share similarities. The alcoholic psychosis group shows fewer similarities with the other three groups; the scales affected were different in comparison to the other subjects studied.

Contexto: El déficit neuropsicológico impresiona ser frecuente en los trastornos mentales. Objetivos: Este estudio muestra la aplicación de la Batería Neuropsicológica Luria Nebraska a cuatro grupos clínicos y sus resultados comparados. Método: Los pacientes corresponden a sujetos con esquizofrenia primer episodio, personas con psicosis lúcidas alternantes, con psicosis alcohólica aguda y bipolares I. Se obtuvo un perfil para cada grupo y fueron comparados entre sí. Resultados: El perfil para portadores de esquizofrenia, de psicosis epiléptica y de trastorno bipolar fueron similares, mientras que los sujetos portadores de psicosis alcohólicas mostraron un perfil diferente en los déficits neuropsicológicos. Las escalas deficitarias específicas en rango anormal fueron también similares para los siguientes grupos de pacientes: bipolares y esquizofrenia; bipolares y psicosis epiléptica; esquizofrenia y psicosis epiléptica. Conclusiones: Los déficit neuropsicológicos son frecuentes en variadas patologías mentales. En término de anormalidades funcionales, el perfil para pacientes con esquizofrenia, psicosis epilépticas y trastorno bipolar muestran semejanzas. El grupo con psicosis alcohólica muestra una menor similitud con las otras entidades clínicas estudiadas, pues las escalas afectadas fueron diferentes.

Neuropsychological aspects of 10-year-old children / Aspectos neuropsicológicos de crianças de 10 anos de idade

OBJECTIVE: To characterize neuropsychological aspects of 10-yearold children. METHOD: Out of 30 children, 26 cognitively normal 10-year-old public school students answered tests extracted from Luria-Nebraska Neuropsychological Battery: Children's Revision. The study was transversal. Descriptive and inferential statistical analysis were carried out. RESULTS: Most of the 10-year-old children retold a story (69.2%), understood it making correct inference (84.6%) and reproduced it adequately in writing (76.9%) - 14.9% was the average number of incorrectly written words and 0.179 was the errors per written word coefficient. Besides, 53.8% showed logical thought process and 73.1% had a correct notion of "x more than...". They got five out of eight in the visuo-spatial test, an intermediary result. These results show that the tertiary areas of units II and III are developed in most 10-year-old children. The most frequent types of written mistakes were: oral influence (26.3%), multiple representation (22.5%) and omission (18.4%). As to coding principles, the mostly uncomplied with rule was vowel nasalization at end of syllable (23,53%). CONCLUSIONS: Ten-year-old children in the studied population understood and reproduced a story orally and in writing with a low coefficient error/word. The majority completed the visuospatial tests and presented logical thought process. When "x more than..." notion is absent it may be an indicator that all is not well in the reading/writing process.

OBJETIVO: Caracterizar os aspectos neuropsicológicos de crianças de 10 anos. MÉTODOS: De um total de 30 crianças, 26 estudantes de 10 anos de escola pública, que haviam se revelado cognitivamente adequados nas Matrizes Progressivas de Raven, responderam a questões extraídas e adaptadas da Bateria Neuropsicológica Luria-Nebraska: Versão Infantil. O estudo foi transversal. Foi usada análise estatística descritiva e inferencial. RESULTADOS: A maioria das crianças recontou a história (69,2%), fez sua inferência mostrando tê-la compreendido (84,6%) e a reproduziu adequadamente por escrito (76,9%). Em média, apresentaram 14,9% de palavras escritas incorretamente e coeficiente de 0,179 erros/palavra escrita. Além disso, 53,8% tiveram raciocínio lógico e 73,1% tinham uma noção de "a mais". Responderam cinco de oito no teste visuo-espacial, sendo este um resultado intermediário. Esse desempenho atesta que, aos dez anos, as áreas terciárias da unidade II e III, estão desenvolvidas na maioria das crianças. Tipos de erros grafêmicos mais frequentes: oralidade (26,3%), representação múltipla (22,5%) e omissão (18,4%). A regra referente à nasalização da vogal em final de sílaba não final de vocábulo foi a mais desrespeitada (23,53%). CONCLUSÃO: Estudantes de 10 anos da população estudada compreenderam e reproduziram oralmente e por escrito uma história com baixo coeficiente de erros/palavra escrita. A maioria respondeu à prova visuo-espacial e apresentou raciocínio lógico. A ausência de noção de "a mais" pode ser um preditor de inadequação de leitura/escrita.

Insight y funciones cognitivas en sujetos con bipolaridad I / Insight and cognitive functions in subjects with bipolar I disorder

Introduction: Insight represents a variable quality in subjects with bipolar disorders not only during the presence of acute episodes, but also during euthymic periods. It has been observed that the cognitive alterations found in the acute phase of mood disorders persist during the remission of symptoms. Therefore, variables, insight and cognitive alterations could be linked. The objective of this study is to establish the relationship between the cognitive functions and insight in euthymic bipolar I subjects. Method: In order to establish the alteration of the cognitive functions, we applied the Neuropsychological Battery Luria-Nebraska (BNLN) to a group of 25 euthymic bipolar I subjects. The same subjects were tested with the SUMD test (Scale to Assess Unawareness of Mental Disorder) and the relationship between both psychometric instruments was studied. Results: 76 per cent of the subjects showed signifi cant cognitive alterations. The most altered functions corresponded to intellectual processes, memory processes, arithmetic skills and receptive language. We found that the subject with less cognitive alterations represented a better insight then those with a higher cognitive defi cit. Conclusions: The results give evidence about the presence of cognitive alterations in euthymic bipolar patients. Those with a lesser cognitive deficit have a better capacity for insight or a higher awareness of sickness, according to the parameters of SUMD.

Introducción: El insight representa una cualidad variable en sujetos portadores de cuadros bipolares no sólo durante la presencia de los episodios agudos, sino también durante eutimia. Se ha observado que las alteraciones cognitivas encontradas en las fases agudas de los trastornos anímicos persistirían también en la remisión de los síntomas. Por lo tanto, ambas variables, insight y alteraciones cognitivas pueden estar vinculadas entre sí. El objetivo del presente estudio es establecer las relaciones de las funciones cognitivas y el insight en sujetos bipolares I eutímicos. Método: Para establecer la alteración de las funciones cognitivas, se aplicó la Batería Neuropsicológica Luria-Nebraska (BNLN) a un grupo de 25 bipolares tipo I eutímicos. A los mismos sujetos se les aplicó el test SUMD (Scale to Assess Unawareness of Mental Disorder) y se relacionaron ambos instrumentos psicométricos. Resultados: El 76 por ciento de los sujetos mostró alteraciones cognitivas significativas. Las funciones más alteradas correspondieron a los Procesos Intelectuales, Procesos Mnésicos, Destrezas Aritméticas y Lenguaje Receptivo. Se encontró que los sujetos con menores alteraciones cognitivas presentaban un mejor insight que aquellos con un mayor déficit cognitivo. Conclusiones: Los resultados aportan evidencias acerca de la presencia de alteraciones cognitivas en pacientes bipolares eutímicos. Aquellos con un menor déficit cognitivo poseen una mejor capacidad de insight o mayor conciencia de enfermedad, según los parámetros del SUMD.

Evaluación de la funciones cognitivas en trastornos bipolares I, a través de la batería neuropsicológica Luria-Nebraska / Evaluation of cognitive functions in bipolar disorder, using the Luria-Nebraska nuropsychological battery

Introduction: Numerous investigations have reported that cognitive alterations found during active episodes in mood disorders will persist in euthymic states and could be associated to the social and occupational dysfunctions found in an important rate of bipolar patients. Therefore, it is necessary to study the characteristics of these cognitive disturbances in order to establish therapeutic proceedings that will include this factor. The objective of the present study is the evaluation of the cognitive functions in euthymic bipolar patients. It was hypothesized that the cognitive functions of the bipolar patients would be impaired. Methods: To establish the permanence or the impairment of the cognitive functions, the Luria-Nebraska Neuropsychological Battery (LNNB) was applied to a group of 25 euthymic bipolar type I patients. Results: 76 percent of the patients tested showed significant cognitive impairment. Receptive language, arithmetic skills, mnemic and intellectual processes were affected most. Conclussion: The results show evidence that cognitive dysfunctions found in mood disorders are not exclusive of active episodes, and could persist during remission. These findings were congruent with previous investigations that utilized different psychometrical tests.

Introducción: Numerosas investigaciones han observado que las alteraciones cognitivas encontradas en las fases agudas de los trastornos anímicos persistirían aun en remisión y podrían asociarse a las disfunciones sociales y ocupacionales encontradas en sujetos con trastornos anímicos. Por lo tanto, resulta necesario estudiar las características de las alteraciones de las funciones cognitivas en orden de establecer procedimientos terapéuticos que aborden este factor. El objetivo del presente estudio es la evaluación de las funciones cognitivas en sujetos bipolares eutímicos. Se planteó la hipótesis de que las funciones cognitivas de los sujetos evaluados se encontrarían alteradas. Método: Para establecer la alteración o permanencia de las funciones cognitivas, se aplicó la Bateria Neuropsicológica Luria-Nebraska (BNLN) a un grupo de 25 bipolares tipo I eutímicos. Resultados: El 76 por ciento de los sujetos mostró alteraciones cognitivas significativas. Las funciones más alteradas correspondieron a los Procesos Intelectuales, Procesos Mnésicos, Destrezas Aritméticas y Lenguaje Receptivo. Conclusiones: Los resultados aportan evidencias de alteraciones cognitivas en pacientes bipolares eutímicos. Esto sería congruente con investigaciones anteriores realizadas con pruebas psicométricas distintas.

A reabilitação neuropsicológica sob a ótica da psicologia comportamental: [revisão] / Neuropsychological rehabilitation: a behavioral reading: [review]

CONTEXTO: A reabilitação neuropsicológica é um dos componentes do tratamento de clientes* com lesões cerebrais e/ou distúrbios neurológicos e neuropsiquiátricos. Os programas de reabilitação podem se beneficiar do emprego de procedimentos** comportamentais, principalmente porque a ciência da análise do comportamento dispõe de ferramentas valiosas para a modificação do comportamento e o auxílio nos processos de aprendizagem. OBJETIVOS: Este artigo objetiva discursar sobre a interação entre as áreas de reabilitação neuropsicológica e análise do comportamento. MÉTODOS: Inicia-se esta empreitada apresentando o que é a reabilitação neuropsicológica, passando pela clarificação do emprego de procedimentos comportamentais tanto na avaliação como na reabilitação neuropsicológicas e quais os cuidados necessários na preparação de um programa. RESULTADOS: Objetiva-se, assim, despertar o interesse pelo desenvolvimento de novos estudos neste vasto campo e chamar a atenção dos neuropsicólogos para a importância da aquisição de conhecimentos básicos em análise do comportamento. CONCLUSÃO: Isso parece ser conseqüência não da escassez de estudos sobre o emprego de procedimentos comportamentais em programas de reabilitação neuropsicológica, mas sim da falta de percepção, por parte dos profissionais de reabilitação, de que muitos procedimentos por eles empregados são comportamentais. Ou pode ainda refletir um desconhecimento sobre a existência da vertente da neuropsicologia comportamental, ou ainda ser apenas reflexo dos preconceitos de que a análise do comportamento é alvo.

BACKGROUND: Neuropsychological rehabilitation is one component in treatment of clients with cerebral lesions and/or neurological and neuropsychiatric disturbances. Rehabilitation programs benefit from the application of behavioral procedures, primarily because the science of behavior analysis offers invaluable tools to the modification of behavior and learning processes. OBJECTIVES: The present paper aims to discuss the interaction between the fields of neuropsychological rehabilitation and behavior analysis. METHODS: The discussion is based on an overview of neuropsychological rehabilitation and on the clarification of behavioral procedures' use in both neuropsychological assessment and rehabilitation. RESULTS: Thus, the paper tries to clarify necessary precautions required in planning a treatment program. Interest about the development of further research in this field and about the pursuit of basic knowledge in behavior analysis is expected to take place. DISCUSSION: This result seems to reflect not the scarcity of studies about behavioral procedures application in neuropsychological rehabilitation programs. However, it may indicate that there is a lack of clarity by rehabilitation professionals that many procedures used in rehabilitation programs are behavioral procedures. Or it can also mean that behavioral neuropsychology is a rather unknown field, or yet, it might only reflect the prejudice that behavior analysis has been suffering along the years.

Amnésia retrógrada funcional grave: relato de caso / Severe functional retrograde amnesia: case report

CONTEXTO: Uma síndrome amnésica clássica caracteriza-se por evidente prejuízo da memória anterógrada, variável e temporária amnésia retrógrada, sendo as formas não-declarativas da memória poupadas. Entretanto, publicações recentes relataram casos de prejuízo desproporcional da memória retrógrada em relação à anterógrada. OBJETIVOS: Relatar o caso de um paciente de 26 anos de idade com um quadro grave de amnésia retrógrada, aparentemente sem fatores desencadeantes. MÉTODOS: Entrevista psiquiátrica e avaliação neuropsicológica. RESULTADOS: A perda de memória do paciente se estendia por toda sua vida, mas ele era capaz de adquirir e reter novas informações. Ele também apresentava prejuízos na produção e na compreensão de palavras, assim como no reconhecimento e no uso de objetos. CONCLUSÃO: A formulação diagnóstica final do caso é difícil, apontando possivelmente o contínuo existente entre a amnésia retrógrada psicogênica e a orgânica.

BACKGROUND: A classic amnestic syndrome is characterized by a significant impairment of the anterograde memory, a variable and transitory retrograde amnesia with preserved non-declarative memory. However, case reports of patients with disproportionate compromise of the retrograde memory have been described in the recent literature. OBJECTIVES: To report a 26-year-old patient with a severe global retrograde amnesia with no evident triggering factor. METHODS: Psychiatric interview and neuropsychological evaluation. RESULTS: His memory loss compromised all domains of his life, although he could acquire and retain new information. He also exhibited prominent deficits in production and comprehension of common words as well as in recognition and use of objects. DISCUSSION: The final diagnostic formulation of the present case is difficult possibly indicating a continuum between psychogenic and organic retrograde amnesia.

Comparación del rendimiento en pruebas cognitivas entre pacientes Asperger y pacientes con daño cerebral / Comparison of cognitive tests performance betwen patients with Asperger, and patients with brain damage

Objetivo. Comparar el rendimiento obtenido en pruebas neuropsicológicas entre un grupo de pacientes diagnosticados con síndrome de Asperger y un grupo de pacientes con daño orgánico cerebral (DOC). De acuerdo a la literatura revisada, el Síndrome de Asperger se caracterizaría por presentar un perfil neuropsicológico en el que se observa déficit de las funciones que dependen del hemisferio derecho. Metodología. La muestra se compone de 14 pacientes que presentan Síndrome de Asperger a los que se les aplicó la Batería Neuropsicológica Luria Nebraska (BNLN). Sus rendimientos fueron comparados con los obtenidos en esta Batería por 69 pacientes con DOC. Resultados. Los pacientes con Síndrome de Asperger muestran un perfil neuropsicológico menos alterado que los pacientes con DOC. Cuantitativamente se observa un déficit similar entre ambos grupos de pacientes en funciones mediadas por el hemisferio derecho, como ritmo y percepción visual. Por el contrario, las funciones verbales se encuetran conservadas sólo en los pacientes Asperger. Conclusiones. Los resultados tienden a confirmar la existencia de disfunción cerebral en los pacientes con Síndrome de Asperger, especialmente en las funciones cognitivas que dependen del hemisferio derecho. Estas alteraciones funcionales serían más específicas que las observadas en los pacientes con DOC, en los que se observan alteraciones más generalizadas y más graves de funcionamiento cerebral.

Trastornos cognitivos en el Síndrome de Asperger / Cognitive Disorders in Asperger Syndrome

Objetivo. Describir los trastornos neuropsicológicos observados en una muestra de 14 jóvenes con diagnóstico de Síndrome de Asperger y comparar su rendimiento en pruebas neuropsicológicas con un grupo normal. Metodología. Se aplicó la batería neuropsicológica Luria Nebraska a un grupo de pacientes Asperger y se comparó con el rendimiento obtenido en la misma prueba por un grupo nomal. Resultados. Se encontraron alteraciones neuropsicológicas en los pacientes Asperger, observándose disminución del rendimiento en las funciones motora, acústico-motora, percepción táctil y visual, lenguaje expresivo, escritura, aritmética, memoria y procesos intelectuales. Conclusión. Se observan déficits específicos del funcionamiento neuropsicológico en los pacientes Asperger, el perfíl de rendimiento de estos sujetos se asemeja, de acuerdo a la literatura revisada, al descrito en sujetos que presentan daño en el hemisferio derecho.

Effects of Total Sleep Deprivation on the Cognitive Function in the Normal Adult Male Subjects / 신경정신의학

OBJECTIVES: This study was carried out to evaluate the effect of acute sleep deprivation of 36 hours on cognitive functions, and investigate which region of brain would dysfunction by sleep deprivation. METHODS: We carried out sleep deprivation in the 18 healthy and right handed males in their 20's. We also administered to them Luria-Nebraska Neuropsychological Battery and Calculation and Digit Span task of K-WAIS in order to examine cognitive functions before and after sleep deprivations. RESULTS: There were no differences in freedom from distractability, tactile function, visual function, reading, writing, calculation, and intellectual process function. However, motor function, rhythm, receptive speech, expressive speech, memory, and complex verbal arithmetic function decreased after sleep deprivation. In motor function, delayed speed and high fail rate in complex forms of praxis and selectivity of motor acts were observed. In area of receptive speech and expressive speech, understanding of logical and grammatical structure, spontaneous speech, sequencing and filling in items which are grammatically accurate decreased. All these functions related with dysfunction in right hemisphere anterior region. Also in localization scales, the fail rates of right frontal dysfunction scale and right temporal dysfunction scale increased after sleep deprivation. CONCLUSIONS: From these results, we suggest that sleep deprivation has negative effect on the cognitive functions. Especially, sleep deprivation might be associated with dysfunction of anterior region in right hemisphere or subcortical dysfunction.

Diferenças sexuais da atençäo visual na epilepsia parcial criptogênica / Sex differences of visual attention in cryptogenic partial epilepsy

Estudamos o rendimento em testes de atençäo visual e verbal e näo-verbal de 14 homens e 18 mulheres controles normais e 33 pacientes com epilepsia parcial criptogênica. O grupo epilépico foi constituido de 17 homens e 16 mulheres sem evidência de lesöes à tomografia computadorizada de crânio. As descargas epilépticas interictais localizavam-se unilateralmente, no lobo temporal direito (8 homens, 8 mulheres) ou no esquerdo (9 homens, 8 mulheres). O desempenho dos homens epilépticos foi semelhante ao dos homens controles. Estes resultados parecem de acordo com a literatura que sugere a atençäo visual nas mulheres dependa da integridade funcional dos dois hemisférios cerebrais. Os homens processariam basicamente os estímulos visuais verbais no hemisfério cerebral esquerdo e os näo verbais no hemisfério cerebral direito. Säo necessários estudos posteriores para o melhor entendimento dessas diferenças sexuais da assimetria funcional hemisférica

Hemiparesia congênita: avaliaçäo neuropsicológica complementar utilizando computador / Congenital hemiparesis: complementary neuropsychological evaluation with computer

Apresentamos o estudo neuropsicológico de seis crianças portadores de paralisia cerebral forma hemiplégica, com a ajuda de computador (três crianças com hemiparesia direita e três com hemiparesia esquerda). Os exames tomográficos revelaram cavidades parietais (cisto porencefálico em 4 casos, infarto isquêmico em 1 e cisto subaracnóideo em 1). O objetivo do estudo foi verificar se havia distúrbio na organizaçäo espacial, pois os pacientes apresentavam lesäo estrutural em áreas parietais e näo fora detectado esse distúrbio previamente. Encontramos astereognosia e preferência para o uso da hemi-tela direita do computador nas crianças com hemiparesia direita. Discutimos e propomos explicaçöes para estes achados. Ressaltamos ainda o papel da linguagem computacional Logo, como instumento adequado para investigaçäo neuropsicológica