Heron Beresford

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.

Avaliação do perfil cinestésico-corporal de crianças com Síndrome de Down: um parâmetro para se atender à proposta das Diretrizes Curriculares Nacionais para a educação especial

This article aims to evaluate the corporal-movement profile of 20 children, with -Downs syndrome DS, between 06 and 12 years of age, resident in the Southern Region of the State of Tocatins, Brazil. The purpose of this work is to establish cognitive-motor parameters which are able to found heterogeneous practices in the pedagogic-policy project of the curriculum, in the teaching methodology and also, in the evaluation of these individuals, in agreement with the National Curricular Guidelines for Special Education (MEC/SEESP, 1998), thus favoring the education and social integration of people with such special needs. This aim was achieved with a context evaluation in which the Operational Portage Inventory (Williams & Aiello, 2001) and the protocol of evaluation of motor ability of Bruininks - Oseretsky (BRUININKS, 1978) were used. It was concluded that individuals with Downs syndrome present a deficit of cognitive-motor ability, which is related the fine motor coordination and also a limited development of language, whether oral or written, resulting in lack of success in school chores. Finally, an important aspect had caught attention, that is, although some individuals with Downs syndrome have got a lower level of cerebral deficiency or of motor function, they can achieve success in a great variety of tasks, even in the school environment.

Pressupostos de uma avaliação de contexto existencial da violência escolar para o planejamento de condutas motoras educacionais voltadas para pré-adolescentes de classes de progressão

The violent behaviors of children, pay-adolescents and adolescents, in situation of social risk, have been constituted as a phenomenon of moral nature that spreaded in the last years in Brazil. This fact affects different instances of the Brazilian society, amongst these, many schools, consisting in a great challenge and concern for the society and, more specifically, for the responsible ones for these institutions. For this reason it became object of public politics that, in some way, try to present strategical alternatives for the solution of this big problem. So, the objective of this work is presenting a reflection about the subject, showing an evaluation of existential context of violence that could contribute with some estimated for the planning of educational motor behaviors to pay-adolescents with delay in cognitive development and that, because of this, are registered in progression classrooms. This evaluation was developed from a existential phenomenological understanding of the pay-adolescents of 9 the 12 years old, registered in the related classroom of the Municipal School Dr. August Mario T. of Freitas, located in the North Zone of Rio De Janeiro, in which the violent behavior of pupils is a current manifestation. In this understanding was established a logical correlation between the causes and consequences of this problem, using as theoretical support the thought of Jose Ortega Y Gasset who manifests the necessity of knowing the Being from its existential circumstance, proving that the beings in question live in a context social and historical of adverse circumstances, that can be the causes of the violence in the school and others environments.The violent behaviors of children, pay-adolescents and adolescents, in situation of social risk, have been constituted as a phenomenon of moral nature that spreaded in the last years in Brazil. This fact affects different instances of the Brazilian society, amongst these, many schools, consisting in a great challenge and concern for the society and, more specifically, for the responsible ones for these institutions. For this reason it became object of public politics that, in some way, try to present strategical alternatives for the solution of this big problem. So, the objective of this work is presenting a reflection about the subject, showing an evaluation of existential context of violence that could contribute with some estimated for the planning of educational motor behaviors to pay-adolescents with delay in cognitive development and that, because of this, are registered in progression classrooms. This evaluation was developed from a existential phenomenological understanding of the pay-adolescents of 9 the 12 years old, registered in the related classroom of the Municipal School Dr. August Mario T. of Freitas, located in the North Zone of Rio De Janeiro, in which the violent behavior of pupils is a current manifestation. In this understanding was established a logical correlation between the causes and consequences of this problem, using as theoretical support the thought of Jose Ortega Y Gasset who manifests the necessity of knowing the Being from its existential circumstance, proving that the beings in question live in a context social and historical of adverse circumstances, that can be the causes of the violence in the school and others environments.

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.

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.

Evaluación del perfil cinestésico-corporal de niños con Síndrome de Down: un parámetro para atender a la propuesta de las directrices curriculares nacionales para la educación especial

This article aims to evaluate the corporal-movement profile of 20 children, with -Downs syndrome DS, between 06 and 12 years of age, resident in the Southern Region of the State of Tocatins, Brazil. The purpose of this work is to establish cognitive-motor parameters which are able to found heterogeneous practices in the pedagogic-policy project of the curriculum, in the teaching methodology and also, in the evaluation of these individuals, in agreement with the National Curricular Guidelines for Special Education (MEC/SEESP, 1998), thus favoring the education and social integration of people with such special needs. This aim was achieved with a context evaluation in which the Operational Portage Inventory (Williams & Aiello, 2001) and the protocol of evaluation of motor ability of Bruininks - Oseretsky (BRUININKS, 1978) were used. It was concluded that individuals with Downs syndrome present a deficit of cognitive-motor ability, which is related the fine motor coordination and also a limited development of language, whether oral or written, resulting in lack of success in school chores. Finally, an important aspect had caught attention, that is, although some individuals with Downs syndrome have got a lower level of cerebral deficiency or of motor function, they can achieve success in a great variety of tasks, even in the school environment.

The evaluation of the cine-esthetic-corporal profile of children with Down's Syndrome: a parameter to attend the proposal of the national curricular guidelines for special education

This article aims to evaluate the corporal-movement profile of 20 children, with -Downs syndrome DS, between 06 and 12 years of age, resident in the Southern Region of the State of Tocatins, Brazil. The purpose of this work is to establish cognitive-motor parameters which are able to found heterogeneous practices in the pedagogic-policy project of the curriculum, in the teaching methodology and also, in the evaluation of these individuals, in agreement with the National Curricular Guidelines for Special Education (MEC/SEESP, 1998), thus favoring the education and social integration of people with such special needs. This aim was achieved with a context evaluation in which the Operational Portage Inventory (Williams & Aiello, 2001) and the protocol of evaluation of motor ability of Bruininks - Oseretsky (BRUININKS, 1978) were used. It was concluded that individuals with Downs syndrome present a deficit of cognitive-motor ability, which is related the fine motor coordination and also a limited development of language, whether oral or written, resulting in lack of success in school chores. Finally, an important aspect had caught attention, that is, although some individuals with Downs syndrome have got a lower level of cerebral deficiency or of motor function, they can achieve success in a great variety of tasks, even in the school environment.