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Master's Dissertation
DOI
10.11606/D.61.2013.tde-12112013-152229
Document
Author
Full name
Ana Vera Niquerito
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
Bauru, 2013
Supervisor
Committee
Tabaquim, Maria de Lourdes Merighi (President)
Ciasca, Sylvia Maria
Dutka, Jeniffer de Cassia Rillo
Title in Portuguese
Remediação neuropsicológica das funções atencionais em crianças com fissura labiopalatina
Keywords in Portuguese
Atenção
fenda labial
fenda palatina
Neuropsicologia
reabilitação
Abstract in Portuguese
Objetivo: Identificar as competências atencionais de sujeitos com fissura labiopalatina isolada e reparada, identificados com prejuízos atencionais e baixo rendimento escolar. Método: Participaram 30 sujeitos, de ambos os sexos, idade entre 7 e 10 anos, cursando ensino regular, sendo G1 composto de 15 sujeitos com diagnóstico de fissura labiopalatina e baixo rendimento escolar e G2, como grupo controle, com 15 sujeitos pareados em idade e sexo ao G1, sem alterações no desenvolvimento e aprendizagem. O estudo incluiu três fases para o G1: pré-testagem, programa remediativo e pós-testagem. Para a avaliação pré e pós-programa, foram utilizados os seguintes instrumentos: Teste das Matrizes Progressivas Coloridas, Trail Making Test, Teste de Atenção Visual, Torre de Londres, Teste de Atenção Concentrada, Teste Stroop de Cores e Palavras, Wisconsin de Classificação de Cartas. O Programa Remediativo Atencional empregou o delineamento cognitivo comportamental em 15 sessões sistemáticas diárias de 50 minutos. Resultados e discussão: O nível intelectual dos sujeitos mostrou-se dentro dos padrões de normalidade. Os desempenhos do G1, pós-programa, indicaram melhor performance em 20,5% na capacidade de planejamento e resolução de problemas. Na atenção seletiva e sustentada, os sujeitos obtiveram desempenhos otimizados em 30,3%. Em relação à capacidade de raciocinar abstratamente, planejar e modificar as estratégias cognitivas, G1 obteve melhora em 19,8%. Conclusão: O G1 apresentou ganhos nas habilidades treinadas, aproximando dos desempenhos obtidos pelo grupo controle. O período de desenvolvimento da amostra estudada, em fase crítica para a aquisição de habilidades executivas, mostrou-se facilitador na melhoria das competências de respostas atencionais. Verificou-se a pertinência de programas remediativos das funções executivas atencionais, em especial com crianças com fissura labiopalatina, possibilitando otimizar recursos e minimizar o decorrente impacto cognitivo, social e educacional em suas diferentes atividades da vida diária.
Title in English
Attention repair program aimed to attentional executive functions in children with cleft lip and palate
Keywords in English
Attention
cleft lip
cleft palate
Neuropsychology
rehabilitation
Abstract in English
Objective: Investigate neuropsychological abilities in people with cleft lip and palate non-repaired and repaired, identified with attentional injuries and low school performance. Method: 30 subjects participated, both sexes, aged between 7 and 10 years, attending regular schools, G1 being composed of 15 subjects diagnosed with cleft palate and poor school performance and G2, as the control group, with 15 subjects matched by age and sex to G1, without changes in development and learning. The study included three phases for the G1: pre-testing, remediation program and post-testing. For pre and post program evaluation, we used the following instruments: Raven´s Progressive Matrices, Trail Making Test, Visual Attention Test, Tower of London, Concentrated Attention Test, Stroop Color and Word Test and the Wisconsin Card Test. The remediation program Attentional design employed the cognitive - behavioral systematic daily in 15 sessions of 50 minutes. Results and Discussion: The intellectual level of the subjects was found to be within normal limits. The performances of the G1, post-program, showed better performance at 20.5%, capacity planning and troubleshooting. In selective and sustained attention, subjects received optimized performances in 30.3%. Regarding the ability to reason abstractly, plan and modify cognitive strategies, G1 got improvement in 19.8%. Conclusion: G1 had trained in skills gains (acquisition), approaching the performance obtained by the control group. The development period of the sample, being critical for the acquisition of executive skills, proved facilitator in improving skills of attentional responses. There was the relevance of programs remediativos attentional executive functions, particularly with children with cleft lip and palate, allowing optimize resources and minimize the resulting impact cognitive, social and educational in its different activities of daily living.
 
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DissAnaNiqueritoC.pdf (2.50 Mbytes)
Publishing Date
2013-11-13
 
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