Josiane Maria de Freitas Tonelotto

Comportamento social na escola: diferenças entre gêneros e séries

The purpose of this study was to evaluate the social behavior in a group of students and verify the differences between the genders, considering the aspects such as emotional symptons, problems of behavior, hyperactivity, problems of relationship with colleagues and pro-social behavior, contemplated in the SDQ (Strenghts Difficulties Questionnaire) wich evaluates psychiatric disorders related to the social behavior. It took part of the research children at the age of 9 years and 6 months, attending the 3rd and 4th grades of the elementary course in a private school, divided into 24 female and 17 male. The results showed us that concerning the pro-social behavior, differences were not observed. However, related to the averages of social difficulties were found differences in behavior problems; problems about relationship with colleagues and total of difficulties. According to pro-social behavior were found differences related to the grades, considering that the students from 3rd grade evaluated themselves as more socially skillful than the students from the 4th grade.

Quantitative EEG in children with learning disabilities: analysis of band power

In order to better understand the mechanisms of learning disabilities it is important to evaluate the electroencephalogram parameters and their relation to the results of the Wechsler Intelligence Scale. Thirty-six children with complaints of learning disability were studied. Electroencephalograms were carried out while awake and resting, and the values for absolute and relative powers calculated. The results were compared with those of 36 healthy children paired with respect to age, gender and maternal scholastic level. In the group with learning disabilities, the absolute (in the delta, theta and alpha 1 bands) and relative (theta) power values were higher and the relative power alpha 2 value significantly lower at the majority of the electrodes in relation to the control group. There was a high positive correlation in the children with learning disabilities between the relative power alpha 2 and the verbal, performance and total IQ values. These quantitative electroencephalogram findings in children with learning disabilities have a clear relation with psychological measurements and could be due to brain immaturity.

Benign Childhood Epilepsy with Centra-Temporal Spikes: Quantitative EEG and the Wechsler Intelligence Scale for Children (WISC-III)

Benign childhood epilepsy with centro-temporal spikes (BECTS) is a form of focal idiopathic epilepsy, with seizure remission by the age of 18. Recent studies have suggested that some children with BECTS can suffer from deficits of memory, attention and learning ability and in auditory-verbal and performance sub-tests. On the other hand, alterations in the baseline brain electrical activity determined by using the quantitative electroencephalogram (qEEG) have been described. The objective of this study was to evaluate the absolute and relative powers in the delta, theta, alpha and beta bands of the qEEG in children with BECTS, and their relation to IQ measurements (WISC-III). Twenty-six 8 to 11-year-old children with BECTS were studied, paired with a control group of healthy children according to age and gender. It was shown that the absolute delta and theta powers were statistically greater in the children with BECTS than in the control group, at almost all the electrodes. In the children with BECTS, a negative correlation (Pearsons correlation test) was observed at various electrodes between the absolute delta and theta powers and the performance IQ. These data indicate a possible relationship between maturational disturbance in the brain electrical activity development and the tendency for inferior cognitive performance in children with BECTS.

Aceitação e rejeição: percepção de escolares desatentos no ambiente escolar

The main objective of this study has been to identify inattentive children within the context of their classroom and to verify how they perceive and are perceived by their colleagues within this context. The sample consisted of six to nine-year old school children from a government school. Data were collected by means of individual interviews with the subjects and with their teachers and addressed with the aid of statistic proofs. These have0 allowed the definition of two different groups: one, in which problems with attention identified and the other, in which this did not happen. A great number of negative attitudes in relation to colleagues and the school noticed within the group of children with attention problems, who also characterized as the most rejected and least accepted by the classroom colleagues, who configured their components as less popular. These results have enabled the identification of important variables interfering with the learning process of inattentive children, broadening the possibilities of intervention capable of minimizing the problems faced in a classroom on a daily basis.

Autopercepção de crianças desatentas no ambiente escolar

This study is part of a larger study on identification of inattentive children and their behaviors in the school environment, its object having been to identify inattentive children and verify how they perceive themselves in their school environment, relating this aspect to lack of attention. Data were collected in a government school of fundamental teaching and the sample consisted of 127 school children of the first grade. This data collecting was done by means of individual interviews with the subjects and with their teachers. The data analysis defined two distinct groups, one in which the problems of attention were identified and the other, in which this did not happen. The presence of a greater number of self-oriented negative attitudes was observed within the group of children with attention problems, which, on its turn, probably collaborates to the difficulties found in their formal schooling. The identification of this condition broadens the possibilities of intervention capable of minimizing the problems faced daily in the classroom.

A utilidade do wisc na detecção de problemas de atenção em escolares

This work is a part of a major study which aims at comparing the neurological and psychological aspects of schoolchildren as well as verifying the possibility of the use of the Wechsler Intelligence Scale for Children (WISC) in order to identify attention problems and through the Attention Investigation Route (AIR). The subjects were 29 schoolchildren attending the first grade of a government school of elementary education. The information obtained through AIR made possible the definition of two groups of subjects: the first which showed 10 subjects presenting signs of attention problems, and the second group with 19 subjects without any indication of attention problems. The results obtained through statistic analysis indicated the existence of a significant difference concerning Verbal and Total IQ dimensions, which were classified low in the groups which showed signs of attention problems. The average mark in the three WISC subtests revealed a significant difference regarding Arithmetic and Digits, and the group of subjects with signs attention problems presented low average marks, but showed different results as far as the Code subtest evaluation is concerned.

P36.37 Quantitative electroencephalography in children with learning disabilities: Analysis of band power

common cause of dementia is studied by many electrophysiological methods. Event-related oscillations, especially in theta frequency range have been proposed to be related to memory processes, and frontal theta oscillations increase with memory load in a working memory task in humans. Higher phase-locking in theta oscillations means better synchronization and frontal areas are more sensitive to these changes. Treatment strategies can modify these potentials. Objectives: We aimed to investigate to see if phase-locking of theta event related oscillations differs between healthy and elderly, treated (by cholinesterase inhibitors) AD and non-treated AD subjects in frontal areas. Subjects and methods: A total of 22 mild probable AD subjects (11, non-treated; 11, treated) and 20 healthy elderly controls were evaluated by using the conventional visual oddball paradigm. We aimed to compare phase-locking of theta (4–7 Hz) oscillations between the groups at the frontal electrodes. Results: At F3, theta responses of healthy subjects showed higher phase-locking to stimulation than nontreated AD. In treated AD, phase-locking following target stimulation was two times higher in comparison to the responses of non-treated patients. The results indicate that the phase-locking of theta oscillations at F3 in the cholinergically treated patients is as strong as the control subjects. The F4 theta responses were not different between the groups. Discussion: Our findings imply that the theta responses at F3 location are highly unstable in comparison to F4 in non-treated mild AD patients and cholinergic agents may modulate event-related theta oscillatory activities in the frontal regions.