Fabrício Bruno Cardoso

Avaliação da relação entre o déficit de atenção e o desempenho grafo-motor em estudantes com Síndrome de Down

This study aimed to evaluate the relationship between attention-deficit disorder and the development of graphomotor skills in language acquisition processes related to reading and writing readiness skills. The participants of the study were five students with Down syndrome, both sexes, aged 17-21, enrolled at Presidente Costa e Silva School, Belem-PA. The working methodology was a contextual evaluation within a descriptive and correlational study framework. As a methodological strategy, two tests were performed: a mental concentration processing test aimed to evaluate the reaction time to an input stimulus and a Graphomotor Developmental Test was designed to analyze the variables involved in the development of the graphomotor skills. The results indicated that there was a strict relationship between RT (reaction time) and the scores on the graphomotor tests. A low RT implied a low score on the graphomotor developmental test while a high RT implied a high score on the graphomotor developmental test.

An evaluation of the effects of cerebral stimulation on motor learning of adolescents practising judo

The objective of the present study was to evaluate the influence of a programme of training with cerebral stimulation by auditory stimuli on motor learning in the practice of judo. Twenty adolescents of 12–14 years of age were selected and were divided into an Experimental Group (EG) and a Control Group (CG), the EG realising a programme of 36 sessions of judo training of 45 min duration, parallel to a programme of training with cerebral stimulation by auditory stimuli of 35 min duration. The CG realised only the judo programme with the same number of sessions of the same duration. The pre- and post-programme data revealed that the EG, which used both the programme of judo training and the programme of training with cerebral stimulation by auditory stimuli, was significantly superior to the CG (p≤0.05) in relation to performance in learning and memorisation. It is concluded that the results described here are substantial regarding the interactivity between a programme of training with cerebral stimulation, and motor learning and memorisation.

Uma avaliação da eficácia da estimulação rítmico-sonora voltada para idosas

OBJECTIVE: to evaluate the effectiveness of the rhythmic sound stimulation with focus on ludoergomotricity directed on 30 elderly women who have difficulties in performing skills in terms of coordination and speed, some body movements, synchronized to rhythmic sound stimulus. METHODOLOGY: this study was developed in a format or experimental design, with an evaluation before (pretest) and after (postest) an assessment, on 30 elderly women aged between 60-65 years, using the Test Pattern Rhythm (TPR), whose goal is to evaluate the perceptual-motor associated with the rhythmic pattern noise. RESULTS AND CONCLUSIONS: after 32 sessions of intervention which lasted 45 minutes, the analysis of variance used in this study revealed significant differences between Pre X Post-tests F = 3.04 and P = 0.021. There improves the performance of body movements, synchronized, rhythmic sound stimuli of study participants.

AVALIAÇÃO DA EFICÁCIA DE UM PROGRAMA DE ESTIMULAÇÃO CORTICAL PARA MELHORA DA ATENÇÃO DE CRIANÇAS COM TDAH

This study had witch objective evaluation the efficacy a program of cortical stimulation for children witch attention hyperactivity disorder (ADHD), expressing bodily difficulty in maintaining a state of focused attention during their lessons. The study included 80 male children aged between 8 and 11 years, diagnosed witch ADHD and have evaluated by the device p-300 ERP to identify the effectiveness of the intervention after 140 sessions cortical stimulation. It can be concluded that the cortical stimulation, for auditory pathway performed by binaural beats, has proved valuable in improving the level of attention in children witch ADHD. Descriptors: Evaluation, Children, Cortical Stimulation, Attention of Disorder. Saúde (Santa Maria), Santa Maria, Vol. 40, n. 1, Jan./Jul, p.69-74, 2014 ISSN: 0103-4499

AVALIAÇÃO DO EFEITO DO EXERCÍCIO AERÓBICO NA MARCHA DE INDIVÍDUOS HEMIPARÉTICOS

As doencas cerebrovasculares apresentam altas incidencias no Brasil sendo a hemiparesia uma das sequelas mais incapacitantes. A marcha hemiparetica e caracterizada pela baixa velocidade, padroes assimetricos, deficit de equilibrio, propriocepcao, forca muscular e um alto custo energetico. O treino da deambulacao em individuos vitimados de acidente vascular cerebral (AVC) e um dos primeiros alvos da reabilitacao. O objetivo desse estudo foi avaliar a eficacia de uma intervencao fisioterapeutica por meio da utilizacao de exercicios aerobicos voltados para capacitacao funcional, e assim, poder facilitar a reabilitacao da marcha de individuos hemipareticos cronicos por sequela de AVC. Este estudo foi desenvolvido por intermedio do desenho ou modelo experimental de pesquisa que permitiu avaliar a capacidade funcional da marcha atraves do teste de caminhada de seis minutos. A velocidade media e a distância percorrida foram os parâmetros selecionados e analisados com auxilio dos recursos da estatistica descritiva, sendo estabelecido o indice de significância (?=0,05). Foi observado como resultados valores superiores da distância percorrida e da velocidade media dos participantes, indicando melhora no ganho funcional da marcha destes individuos.

Evaluation of a pedagogic intervention in the learning process of children with Attention Deficit and Hyperactivity Disorder and the public policies in Pará State

The Educational Policies in Para State are established according the Federal Power through statements with the objective of attend their students with a democratic process of learning. The students with special necessities find protection inside the planned interventions that were executed as valorous mean to fulfill in the positive way some necessities. This paper had the aim to evaluate the efficiency of a pedagogic intervention toward the learning process of children that are 7 to 10 years old and were diagnosed with attention deficit and hyperactivity mental disorder (ADHD). Was applied a Mental Process Test a Scholar Development Test and a pedagogic intervention starting from a combination of motor-play skill activities composed by educational games, and a cortical stimulation program. Suggested results gave non conservatives and positive responses related to the acquiring of writing and reading process. Also, the intervention based on motor-play skills, showed a positive effect and proved its value because allowed an improvement of those children related to the difficulty expressed by themselves.The Educational Policies in Para State are established according the Federal Power through statements with the objective of attend their students with a democratic process of learning. The students with special necessities find protection inside the planned interventions that were executed as valorous mean to fulfill in the positive way some necessities. This paper had the aim to evaluate the efficiency of a pedagogic intervention toward the learning process of children that are 7 to 10 years old and were diagnosed with attention deficit and hyperactivity mental disorder (ADHD). Was applied a Mental Process Test a Scholar Development Test and a pedagogic intervention starting from a combination of motor-play skill activities composed by educational games, and a cortical stimulation program. Suggested results gave non conservatives and positive responses related to the acquiring of writing and reading process. Also, the intervention based on motor-play skills, showed a positive effect and proved its value because allowed an improvement of those children related to the difficulty expressed by themselves.

Avaliação de uma intervenção pedagógica na aprendizagem de crianças com Transtorno de Déficit de Atenção e Hiperatividade - TDAH - no âmbito das políticas públicas do Estado do Pará

The Educational Policies in Para State are established according the Federal Power through statements with the objective of attend their students with a democratic process of learning. The students with special necessities find protection inside the planned interventions that were executed as valorous mean to fulfill in the positive way some necessities. This paper had the aim to evaluate the efficiency of a pedagogic intervention toward the learning process of children that are 7 to 10 years old and were diagnosed with attention deficit and hyperactivity mental disorder (ADHD). Was applied a Mental Process Test a Scholar Development Test and a pedagogic intervention starting from a combination of motor-play skill activities composed by educational games, and a cortical stimulation program. Suggested results gave non conservatives and positive responses related to the acquiring of writing and reading process. Also, the intervention based on motor-play skills, showed a positive effect and proved its value because allowed an improvement of those children related to the difficulty expressed by themselves.The Educational Policies in Para State are established according the Federal Power through statements with the objective of attend their students with a democratic process of learning. The students with special necessities find protection inside the planned interventions that were executed as valorous mean to fulfill in the positive way some necessities. This paper had the aim to evaluate the efficiency of a pedagogic intervention toward the learning process of children that are 7 to 10 years old and were diagnosed with attention deficit and hyperactivity mental disorder (ADHD). Was applied a Mental Process Test a Scholar Development Test and a pedagogic intervention starting from a combination of motor-play skill activities composed by educational games, and a cortical stimulation program. Suggested results gave non conservatives and positive responses related to the acquiring of writing and reading process. Also, the intervention based on motor-play skills, showed a positive effect and proved its value because allowed an improvement of those children related to the difficulty expressed by themselves.

Evaluación de una intervención pedagógica en la enseñanza de niños com Trastorno de Déficit de Atención y Hiperactividad - TDAH - y en el ámbito de las Políticas Públicas del Estado de Pará

The Educational Policies in Para State are established according the Federal Power through statements with the objective of attend their students with a democratic process of learning. The students with special necessities find protection inside the planned interventions that were executed as valorous mean to fulfill in the positive way some necessities. This paper had the aim to evaluate the efficiency of a pedagogic intervention toward the learning process of children that are 7 to 10 years old and were diagnosed with attention deficit and hyperactivity mental disorder (ADHD). Was applied a Mental Process Test a Scholar Development Test and a pedagogic intervention starting from a combination of motor-play skill activities composed by educational games, and a cortical stimulation program. Suggested results gave non conservatives and positive responses related to the acquiring of writing and reading process. Also, the intervention based on motor-play skills, showed a positive effect and proved its value because allowed an improvement of those children related to the difficulty expressed by themselves.The Educational Policies in Para State are established according the Federal Power through statements with the objective of attend their students with a democratic process of learning. The students with special necessities find protection inside the planned interventions that were executed as valorous mean to fulfill in the positive way some necessities. This paper had the aim to evaluate the efficiency of a pedagogic intervention toward the learning process of children that are 7 to 10 years old and were diagnosed with attention deficit and hyperactivity mental disorder (ADHD). Was applied a Mental Process Test a Scholar Development Test and a pedagogic intervention starting from a combination of motor-play skill activities composed by educational games, and a cortical stimulation program. Suggested results gave non conservatives and positive responses related to the acquiring of writing and reading process. Also, the intervention based on motor-play skills, showed a positive effect and proved its value because allowed an improvement of those children related to the difficulty expressed by themselves.