Efectividad de un programa estructurado de integración sensorial con un grupo de escolares con dificultades de aprendizaje: estudio retrospectivo en Bogotá / Development of a structured procedure of clinical observations of the sensory modulation and the performance of two clinical samples of children with and without tactile defensiveness: retrospective study in Bogotá

Las relaciones entre las dificultades de aprendizaje y las disfunciones de integración sensorial están reportadas en la literatura norteamericana, aunque en Latinoamérica la información disponible es limitada. Por lo anterior, se orientan los objetivos de este estudio a aportar a la literatura que describe los problemas sensoriales en niños con dificultades de aprendizaje y del impacto del tratamiento basado en la teoría de integración sensorial. El método de tipo retrospectivo utilizó el análisis anónimo de datos de diecisiete estudiantes derivados a terapia ocupacional por presentar dificultades en el entorno escolar. Se aplicaron evaluaciones estandarizadas: el test de Integracion Sensorial y Praxis; y el Perfil Sensorial, que al inicio reconocieron disfunciones entre 53% y el 88% y en reevaluación entre el 27% y el 88% reflejando cambio positivo después del programa. El análisis de varianza ANOVA permitió precisar el efecto del programa y contribuyó a explicar la relación de los déficits del procesamiento sensorial con las dificultades académicas y de comportamiento.

The relationships between learning difficulties and sensory integration dysfunctions are reported in American literature, in Latin America the information available is limited, guiding the objectives of this study to contribute to literature describing sensory problems in children with learning difficulties and the impact of treatment based on sensory integration theory. The retrospective method, I use anonymous analysis of data from seventeen students derived to occupational therapy because they present difficulties in the school environment. The Sensory Integration and Praxis test and sensory profile were applied as a standardized evaluation, which initially recognized dysfunctions between 53% and 88% and in re-evaluation between 27% and 88% reflecting positive change after the program. The ANOVA variance analysis allowed to specify the effect of the program and helped explain the relationship of sensory processing deficits with academic and behavioral difficulties.

Dificuldades na aprendizagem escolar, atraso motor e prática de atividade física: revisão sistemática / Difficulties in school learning, motor delay and the practice of physical activity: a systematic review

O processo humano do aprendizado é marcado pelo dinamismo e complexidade, estruturado a partir do ato motor e da percepção, dando origem à cognição. Contudo, a influência da prática de atividade física e das aulas de educação física no desenvolvimento da função cognitiva ainda não são consenso entre os pesquisadores. Sendo assim, este estudo tem como objetivo verificar se crianças com problemas na aprendizagem escolar apresentam maior atraso motor e se a prática de atividade física contribui para melhora do processo cognitivo de aprendizagem. Foram selecionados neste estudo 8 artigos que investigaram (n=835) escolares de 6 a 12 anos. Os resultados demonstraram que a dificuldade na aprendizagem escolar está relacionada ao maior atraso motor e que grupos que participaram de atividades físicas e das aulas de educação física melhoraram o desempenho das funções cognitivas de aprendizagem. Portanto, torna-se fundamental a prática de atividade física e a participação das aulas de educação física, devido sua contribuição no processo de fortalecimento do desenvolvimento infantil.

Human learning is marked by dynamism and complexity. It is structured from the human motor skills and perception, and thus originating cognition. However, there is no agreement among researchers on the influence of physical activity and physical education classes on the development of cognitive function. Therefore, this work aims at verifying if schoolchildren with learning disabilities present greater human motor delay and if physical activity contributes towards a better cognitive leaning process. Moreover, this study also aims at verifying if physical activity improves cognitive learning. In this study, a total of eight (8) journal articles were chosen, which investigated (n=835) students aged from 6 to 12 years old. The results showed that learning disability is related to a higher human motor delay. It also demonstrated that groups which participated in physical activities and in physical education classes presented better human motor skills and better performance of the cognitive functions in learning. Thus, it can be concluded that physical activity and physical education classes play an important role on the progress of children development.

Comparative Efficacy of Cognitive Retraining Techniques and Remedial Training in Children with Learning Disability.

Background : Computer-assisted cognitive retraining approaches that work on the principle of cerebral plasticity are by now established rehabilitation methods for various neuropsychiatric conditions including Learning Disability. Also, remedial education is considered to be an integral part of management of learning disability. Objectives: To compare the efficacy of cognitive retraining techniques and remedial education for enhancing academic performance of children with learning disability. Sample & Methods: Pre-Post experimental design study was carried out with forty children(between seven to ten years of age), with diagnosis of mixed disorder of scholastic skills (ICD-10). Subjects in Group1 (n=20) were given 36 hours of manualized CR package over 18weeks, consisting of activities for sustained attention, visuospatial skills, visual memory; and verbal learning and memory. Subjects in group 2 (n=20) were given 36-remedial education sessions. Pre and post intervention assessment; was done using NIMHANS Index for Specific Learning Disability, Grade Level Assessment Device(GLAD).SPSS version 12.0 was used for descriptive and analytical statistical analysis. Results: Highly significant improvement was noted in mathematics (p > 0.01) for Group 1. Also, there was significant improvement in Hindi language of Group 2 (p > 0.05). Conclusion: Both-manualized cognitive retraining and remedial education over thirty six hours can help to partially improve scholastic performance in children with learning disability. The findings have implications for combining both the approaches for future educational curricula aiming at improved academic performance stemming from an enhanced skill base rather than from just educational based interventions.

Confiabilidad de un cuestionario para rastreo de trastorno de aprendizaje (CEPA) en niños en edad escolar / Reliability of a learning disabilities assessment questionnaire (CEPA) in school-aged children

The assessment questionnaires are basic tools used in research or in programs geared to the early, simple, and fast detection of a sickness in the general population, with a high level of accepted reliability and validity. Objective: to determine the reliability of an assessment cuestionnaire dealing with learning disabilities; which makes easy the detection of children who are more likely to have learning disabilities. Patients and Methods: a random sample of 681 children was chosen; they belonged to the 3rd and 4th socio-economic strata, aged 8 and 11, of primary basic schooling education, from 4 educational institutions of a neighboring village of the Metropolitan Area of Medellin and who willingly decided to participate in the study. From this population, a non-random sample of 80 individuals was taken who met the inclusion criteria to carry out a pilot test. The questionnaire comprises 39 items comprising 8 frequent areas of difficulties. It is designed to assess the cognitive and language processes.

Los cuestionarios de rastreo son herramientas básicas usadas en las investigaciones o en los programas dirigidos a la detección temprana,sencilla y rápida de una enfermedad en la población general, con un nivel de confiabilidad y de validez aceptados. Objetivo: Determinar la confiabilidad de un cuestionario de rastreo para la evaluación de las dificultades del aprendizaje que facilite la detección de los niños que tengan mayor probabilidad de tener trastornos del aprendizaje. Pacientes y métodos. Se seleccionóuna muestra aleatoria de 681 niños de estrato socio económico 3 y 4, en edades entre 8 y 11 años, de escolaridad básica primaria, de 4instituciones de un corregimiento adjunto al área metropolitana de la ciudad de Medellín y que aceptaron participar en el estudio. De este universo poblacional se retomo unamuestra no aleatoria de 80 sujetos quecumplieran los criterios de inclusión pararealizan una prueba piloto. El cuestionario comprende 39 ítemes que agrupa 8 áreas frecuentes de dificultades, está diseñado paraevaluar procesos cognoscitivos y del lenguaje.

Treinamento auditivo em escolares com distúrbio de aprendizagem / Auditory training in students with learning disabilities

Background: auditory training program in students with learning disabilities. AIM: to verify the efficacy of an auditory training program in students with learning disabilities; to compare the results of students with and without learning disabilities, who were and were not submitted to the auditory training program, in pre and post-testing. Method: participants were 40 students who were divided according to the following: GI, subdivided in: GIe (10 students with learning disabilities who were submitted to the program), GIc (10 students with learning difficulties who were not submitted to auditory training) and GII, subdivided in: GIIe (10 students without learning difficulties submitted to the auditory training program) and GIIc (10 students without learning difficulties who were not submitted to auditory training). The auditory training program Audio Training® was used. Results: the results indicate that GI presented a lower performance when compared to GII in activities related to auditory skills and phonological awareness. When comparing the pre and post-testing results, GIe and GIIe presented better performances in activities involving auditory skills and phonological awareness after the auditory training program. Conclusion: the performance of the students with learning disabilities in auditory and phonological tasks is lower when compared to the students without learning disabilities. The use of the auditory training program was effective and allowed students to develop these skills.

Tema: programa de treinamento auditivo em escolares com distúrbio de aprendizagem. Objetivos: verificar a eficácia de um programa de treinamento auditivo em escolares com distúrbio de aprendizagem e comparar os achados dos procedimentos de avaliação utilizados nas pré e pós-testagem em escolares com distúrbio de aprendizagem e sem dificuldades de aprendizagem, submetidos e não submetidos ao programa de treinamento auditivo. Método: participaram deste estudo 40 escolares, sendo que esses foram divididos em: GI, subdividido em: GIe (10 escolares com distúrbio de aprendizagem submetidos ao programa de treinamento auditivo), GIc (10 escolares com distúrbio de aprendizagem não submetidos ao programa de treinamento auditivo) e GII, subdividido em: GIIe (10 escolares sem dificuldades de aprendizagem submetidos ao programa de treinamento auditivo) e GIIc (10 escolares sem dificuldades de aprendizagem não submetidos ao programa de treinamento auditivo). Foi realizado o programa de Treinamento Auditivo Audio Training®. Resultados: os resultados mostraram que o GI apresentou desempenho inferior ao de GII em atividades relacionadas com as habilidades auditivas e de consciência fonológica. O GIe e o GIIe apresentaram melhor desempenho em habilidades auditivas e de consciência fonológica depois da aplicação do programa de treinamento auditivo, quando comparados os achados de pré e pós-testagem. Conclusão: o desempenho de escolares com distúrbio de aprendizagem nas tarefas auditivas e fonológicas apresenta-se inferior no que concerne ao de escolares sem distúrbio de aprendizagem. A utilização do programa de treinamento auditivo mostrou-se eficaz e possibilitou aos escolares o desenvolvimento dessas habilidades.

Efficacy of Cognitive Retraining Techniques in Children with Learning Disability.

Background :Cognitive Retraining(CR) is known to help in reattainment of cognitive abilities following brain injury.Due to high cerebral plasticity in children,CR can perhaps also be used to ameliorate known cognitive deficits in children with learning disability. Objectives: To study the efficacy of cognitive retraining techniques for enhancing cognitive skills and scholastic performance in children with learning disability. Sample & Methods: Pre and Post experimental design study was carried out with thirty children(between eight to ten years of age), with diagnosis of mixed disorder of scholastic skills(ICD-10). Each subject was given 36 hours of manualized CR package over 18weeks, consisting of activities for sustained attention,visuospatial skills,visual memory;and verbal learning and memory.Pre and post intervention assessment; was done using NIMHANS Index for Specific Learning Disability,Grade Level Assessment Device(GLAD) and Rey’s Auditory Verbal Learning Test(AVLT).SPSS version12.0 was used for descriptive and analytical statistical analysis. Results:Highly significant improvement was noted in total verbal learning, delayed verbal recall,visuo-spatial skills and mathematics(p>0.01).Also, there was significant improvement in sustained attention(time taken and errors),visual memory and immediate verbal recall(p>0.05). Conclusion:Manualized cognitive retraining over thirty six hours can help to partially remediate cognitive deficits in children with learning disability and improve their scholastic performance. The findings have implications for future educational curricula aiming at improved academic performance stemming from an enhanced skill base rather than from just educational based interventions.

Experiencia e ilusión: una rehabilitación pediátrica en polonia / Experience and hope: a pediatric rehabilitation in poland

En los orfanatos Polacos encontramos niños que sufren una situación de profunda injusticia ocupacional. Dentro de un entorno privado de estímulos externos, tanto afectivos como educativos, analizamos una situación que desencadena un retraso en su desarrollo motor e intelectual, al que debemos sumar en algunos casos enfermedades congénitas. El presente artículo pretende mostrar, bajo el punto de vista de un grupo de jóvenes y basándonos en una experiencia vivencial, la rehabilitación de estos niños a través de una gran diversidad de técnicas que consideramos útiles desde el punto de vista de la Terapia Ocupacional.

In the polish orphanages we can find children in an occupational apartheid hard situation. Within an environment without external stimulus, not only affective but also educational stimulus, we try to analyse a situation that can bring us to a delay in the motor and intellectual development. Moreover, we will also have to take into account in some cases congenital illness. This article tries to show, from a group of young people point of view and from their experience, the rehabilitation of these children by using a great diversity of techniques with are useful from an occupational therapy point of view.

Alterações cognitivas em escolares de classe socio-econômica desfavorecida: resultados de intervenção psicopedagógica / Cognitive function evaluation in school-age children from economically impoverished community: results of enriched education program

O objetivo deste estudo é analisar o resultado de intervenções psicopedagógicas no desempenho intelectual e em algumas funções cognitivas específicas em crianças provenientes de famílias de baixa renda, expostas a fatores pessoais e sociais adversos, como desnutrição, stress familiar, ambientes doméstico e de estimulação empobrecidos. Foram examinadas 63 crianças, alunas de escola, gratuita e em regime de semi-internato, que recebe crianças consideradas sob risco pessoal e social. Quarenta e três crianças receberam atividades que objetivam ativação cognitiva, durante período mínimo de 1 ano. Vinte crianças eram recém-admitidas. As técnicas da ativação escolhidas foram: método de aprendizagem ativa, com base em Piaget e método de ativação cognitiva para, através de exercícios psicomotores, desenvolver os pré-requisitos para aprendizagem e prevenção de dificuldades escolares, segundo Lambert. A avaliação das funções cognitivas mostrou: nível intelectual insatisfatório em 30 por cento e médio ou superior em 70 por cento e deficiências cognitivas específicas (noção do esquema corporal, percepção viso-motora, percepção de forma e perseveração) em 74 por cento. Maior prevalência de crianças com inteligência superior (p < 0,05) associou-se a dois fatores: 1°: maior tempo de freqüência à escola (de 1 a 3 anos) e 2°: programas de ativação cognitiva. Não foram observadas diferenças entre os 2 grupos em relação à prevalência de alterações das funções cognitivas específicas examinadas. Os resultados demonstram que a recuperação de crianças com as dificuldades descritas é difícil. Exige investigação sistemática sobre os métodos psicopedagógicas selecionados e possivelmente, grande tempo de permanência da criança na escola, além de admissão mais precoce.

Avaliaçäo do PAC em crianças portadoras de transtornos da aprendizagem / Central auditory processing evaluation in learning disabled school-aged children

Crianças portadoras de Transtornos da Aprendizagem necessitam uma abordagem educacional/habilitativa multidisciplinar. As autoras têm o objetivo de enfatizar a contribuição dos dados de Processamento Auditivo Central para a identificação do conjunto de diferentes aspectos que compõem tal afecção, e para a elaboração de diretrizes eficientes para o planejamento de programas de intervenção.

Video juego computarizado diseñado para la evaluación del aprendizaje: I. Aplicación a niños con dificultades y sin dificulltades en el aprendizaje; resultados preliminares / Dezigned computed video-game for the evaluation of learning: I. The used in children with dificulted and without dificulted in larning; preliminary results

En el presente trabajo se describe un video juego diseñado especialmente para la evaluación de la "zona de desarrollo potencial". Se discuten los resultados de su aplicación a una muestra de 247 sujetos, 129 de ellos que no presentan deificultades en el aprendizaje y 118 son niños con deificultades para aprender. Los resultados muestran la utilidad del video juego en la evaluación de los niños con dificultades en el aprendizaje