Luiz Renato Rodrigues Carreiro

Inclusão de crianças com Síndrome de Down e paralisia cerebral no ensino fundamental I: comparação dos relatos de mães e professores

The communication between parents and teachers is fundamental for the work with children with Down Syndrome (DS) and Cerebral Palsy (CP) to be effective in many daily situations. Both have important information on how to deal with the children; therefore they can contribute to create learning strategies at home or at school. The objective of this work was to know the inclusion process of DS and CP students enrolled at a public school in Sao Paulo by comparing parents and teachers points of view. For this purpose, we sought to: identify their expectations about the inclusion process and schooling of these children; verify parents information on the work done at school and how teachers evaluate their own performance; verify how the communication between parents and teachers is established and analyze how this pattern of communication affects the inclusion process. Data were collected by a structured interview with 4 mothers of children with DS and 4 mothers of children with CP and their respective teachers. They were analyzed qualitatively through the creation of categories of answers deriving from the participants discourses. These categories were analyzed within the groups of parents and teachers and then compared to one another. It was possible to conclude that mothers of both DS and CP children expect the school to alphabetize their children; the teachers expect the same and also that they can become more independent in everyday life. The results indicate inadequacies in both inclusion processes, despite of having distinct deficiencies. Parents perceive inclusion as a path to social integration and to the decreasing of prejudice, even though they find the learning outcomes to be below expectations. The communication between parents and teachers is not strongly constructed and it is necessary to promote moments for it to be properly established, once the knowledge and support provided by parents to their childrens learning process contribute to their development in the classroom.%%%%A comunicacao entre pais e professores e fundamental para o efetivo trabalho com criancas com Sindrome de Down (SD) e Paralisia Cerebral (PC) em varias situacoes do dia a dia. Ambos possuem informacoes importantes sobre como lidar com a crianca, podendo assim criar estrategias de aprendizado nos contextos domiciliar e escolar. O objetivo desse trabalho foi conhecer o processo de inclusao do aluno com SD e PC matriculados na Rede de Ensino Publico em um municipio do Estado de Sao Paulo, a partir da comparacao dos discursos de seus pais e professores. Para isso, buscou-se: conhecer as expectativas em relacao ao processo de inclusao e escolarizacao dessas criancas; verificar as informacoes que os pais possuem sobre o trabalho realizado com seus filhos e como os professores avaliam sua atuacao com essas criancas; verificar como se estabelece a comunicacao entre pais e professores e avaliar como essa comunicacao pode afetar o processo de inclusao. Os dados foram coletados por meio de entrevistas estruturadas, com 4 maes de criancas com SD, 4…

Fenótipo comportamental e cognitivo de crianças e adolescentes com Síndrome de Williams-Beuren

TEMA: a Sindrome de Williams-Beuren (SWB) e uma aneusomia segmentar devido a delecao de multiplos genes no braco longo do cromossomo 7 (regiao 7q11-23) associada a alteracoes comportamentais e cognitivas. Para que a inclusao escolar dessas criancas seja eficaz sao necessarias abordagens multidisciplinares que orientem professores e pais. OBJETIVO: descrever o perfil comportamental, cognitivo e de linguagem e identificar comportamentos autisticos em um grupo de criancas e adolescentes com SWB. METODO: 10 criancas e adolescentes com diagnostico clinico e/ou citogenetico-molecular de SWB na faixa de 5 a 16 anos, e 10 criancas e adolescentes com desenvolvimento tipico, pareados por sexo e idade. Instrumentos utilizados: Teste de Inteligencia Nao Verbal (Leiter-R); Inventario de Comportamentos para Criancas e Adolescentes - Child Behavior Checklist (CBCL/1½-5; CBCL/6-18); Exame de Linguagem (TIPITI) e o Autism Screening Questionaire (ASQ). RESULTADOS: o grupo com SWB demonstrou alteracoes comportamentais do tipo desatencao e problemas sociais em comparacao com o grupo controle (GC). Na escala Leiter-R os escores de inteligencia dos participantes com SWB foram abaixo da media para a idade (67,8 pontos) em comparacao ao GC (101,2). O ASQ identificou um participante com comportamentos autisticos. O grupo com a sindrome apresentou defasagem na estruturacao no nivel morfossintatico e elevado numero de respostas ecolalicas nas provas do TIPITI, quando comparados ao GC. CONCLUSAO: em funcao dos problemas comportamentais e cognitivos encontrados nos participantes com SWB confirma-se a necessidade de um acompanhamento multidisciplinar focado na estimulacao cognitiva e controle comportamental, devido a interferencia destas caracteristicas na escolarizacao.

Effects of intensity and positional predictability of a visual stimulus on simple reaction time.

The influence of visual stimuli intensity on manual reaction time (RT) was investigated under two different attentional settings: high (Experiment 1) and low (Experiment 2) stimulus location predictability. These two experiments were also run under both binocular and monocular viewing conditions. We observed that RT decreased as stimulus intensity increased. It also decreased as the viewing condition was changed from monocular to binocular as well as the location predictability shifted from low to high. A significant interaction was found between stimulus intensity and viewing condition, but no interaction was observed between neither of these factors and location predictability. These findings support the idea that the stimulus intensity effect arises from purely sensory, pre-attentive mechanisms rather than deriving from more efficient attentional capture.

Microcefalia e outras manifestações relacionadas ao vírus Zika: impacto nas crianças, nas famílias e nas equipes de saúde

The present study aimed to present an overview of recent national and international research on the Zika virus (ZIKV), as well as to explore possible action plans focused on children, their families and the health teams involved.Therefore, the study proposes the implementation of tracking systems in order to identify, describe and characterize the potential correlates of prenatal exposure to ZIKV, divided into three lines of action: 1. Diagnostic and etiological evaluation as well as screening of developmental problems in children confirmed or suspected of prenatal ZIKV infection. 2. Investigation of the emotional impact, quality of life, coping strategies and support network of the affected children and their families. 3. Training of multidisciplinary teams to conduct assessments and intervention programs throughout these childrens development, especially in the first three years of life. In conclusion, the recent ZIKV outbreak in Brazil and several other Latin American countries places a significant burden on the health care systems: to understand the real meaning of a potential new teratogen; to unravel the pathogenic mechanisms of ZIKV, particularly in a prevention perspective; and to recognize the broad spectrum of clinical manifestations in order to devise intervention programs.O presente estudo objetivou apresentar um panorama nacional e internacional atual dos estudos sobre o virus Zika (ZIKV) e, ancorado no avanco deste conhecimento, refletir sobre planos de acao voltados para as criancas, familias e equipes de saude envolvidas. Neste sentido, o estudo propos a implementacao de sistemas de seguimento para conhecer, descrever e caracterizar aspectos que devem estar relacionados a exposicao pre-natal ao ZIKV, divididos em tres eixos de atuacao: 1. Avaliacao diagnostica e etiologica e rastreamento de problemas de desenvolvimento nas criancas incluidas como casos confirmados ou suspeitos. 2. Investigacao do impacto emocional, da qualidade de vida, das estrategias de enfrentamento e da rede de apoio as familias das criancas incluidas. 3. Capacitacao de equipes multiprofissionais para avaliar e elaborar programas de intervencao ao longo do desenvolvimento das criancas, principalmente nos tres primeiros anos de vida. Como conclusao, o presente trabalho ressalta que o sistema de assistencia a saude encontra-se diante de grandes desafios: entender o real significado de um potencial novo teratogeno; desvendar os mecanismos patogenicos do ZIKV, principalmente para o enfrentamento preventivo, e reconhecer o amplo espectro de manifestacoes clinicas para a elaboracao de programas de intervencao.

Associations between Inadequate Parenting Practices and Behavioral Problems in Children and Adolescents with Attention Deficit Hyperactivity Disorder

Children and adolescents with ADHD present behaviors such as impulsiveness, inattention, and difficulties with personal organization that represent an overload for parents. Moreover, it also increases their level of stress and leads them to resort to inadequate educational strategies. The present study verifies associations between inadequate parenting practices and behavioral profiles of children and adolescents with ADHD. The sample was composed of 22 children with ADHD (age range 6–16 years) and their mothers. Spearman correlation analyses were made with the scores of Parenting Style Inventory (PSI) and Child Behavior Checklist for ages 6–18 (CBCL/6–18). Results indicate statistically significant associations between behavioral problems and the use of punishment practices and negligence. When assessing a child with ADHD, it is important to verify the predominant types of parenting practices that can influence both immediate interventions and the prognosis of the disorder.Children and adolescents with ADHD present behaviors such as impulsiveness, inattention, and difficulties with personal organization that represent an overload for parents. Moreover, it also increases their level of stress and leads them to resort to inadequate educational strategies. The present study verifies associations between inadequate parenting practices and behavioral profiles of children and adolescents with ADHD. The sample was composed of 22 children with ADHD (age range 6-16 years) and their mothers. Spearman correlation analyses were made with the scores of Parenting Style Inventory (PSI) and Child Behavior Checklist for ages 6-18 (CBCL/6-18). Results indicate statistically significant associations between behavioral problems and the use of punishment practices and negligence. When assessing a child with ADHD, it is important to verify the predominant types of parenting practices that can influence both immediate interventions and the prognosis of the disorder.

Componentes sensoriais e atencionais do tempo de reação: efeitos do tamanho, excentricidade e previsibilidade de estímulos visuais

A percepcao visual depende do arcabouco sensorial e do processamento atencional. Este trabalho estudou os efeitos do tamanho, excentricidade e previsibilidade de um estimulo visual sobre tempo de reacao manual (TR). No Experimento I (n=8), um alvo foi apresentado aleatoriamente em quatro excentricidades diferentes, possuindo tres possiveis tamanhos. O Experimento II (n=12) apresentava configuracao similar, porem uma pista indicava o quadrante de apresentacao do alvo. Os resultados mostraram um aumento do TR em funcao da excentricidade do alvo, alem de uma diminuicao do TR com o aumento do tamanho do alvo e indicacao correta da pista. Uma analise das interacoes dos fatores estudados sugere uma superposicao de mecanismos atencionais e sensoriais em pelo menos um estagio comum do processamento visual.

Impaired executive functions in experimental model of temporal lobe epilepsy

OBJECTIVE The present study aimed to investigate cognitive and behavioural changes consistent with attention deficit hyperactivity disorder (ADHD -like behavior in male Wistar rats with temporal lobe epilepsy (TLE). METHOD Male Wistar rats at 25 day of age were submitted to animal model of TLE by pilocarpine injection (350 mg/kg, ip) and a control group received saline 0.9%. The animals were continuously video monitored up to the end of experiments. The behavioural tests (open field, elevated plus maze and operant conditioning box) started from 60 days postnatal. RESULTS Animals with TLE exhibited elevated locomotor activity, reduced level of anxiety-related behavior, impulsivity and impaired visuospatial working memory. CONCLUSION Taken as a whole, we concluded that animals with TLE exhibited some cognitive and behavioural changes consistent with ADHD-like behavior.

Intervention for executive functions in attention deficit and hyperactivity disorder.

This study aimed to investigate if an executive functions (EF) intervention could promote these skills in individuals with attention deficit and hyperactivity disorder (ADHD). Eighteen children and adolescents, 7-13 years old, divided into experimental (EG, N = 8) and control (CG, N = 10) groups, were assessed in the Block Design and Vocabulary subtests of the WISC III and seven tests of EF. Parents answered two scales, measuring EF and inattention and hyperactivity signs. EG children participated in a program to promote EF in twice-weekly group sessions of one hour each. After 8 months of intervention, groups were assessed again. ANCOVA, controlling for age, intelligence quotient and pretest performance, revealed gains in attention/inhibition and auditory working memory measures for the EG. No effect was found for scales or measures of more complex EF. Results are not conclusive, but they illustrate some promising data about EF interventions in children and adolescents with ADHD.

Inattention and Hyperactivity Behavioral Pattern of a Child With Williams Syndrome Comparisons of Regular and Experimental Class Setting

Children and adolescents with Williams syndrome (WS) frequently present inattention and hyperactivity. This study aims to compare the number of behaviors of inattention and hyperactivity/impulsivity in one child with WS in two school settings: a regular class setting and an experimental class setting with the introduction of strategies for behavioral management. A case study was conducted with a child with WS, his regular teacher at school, his mother, and a teacher of the experimental class setting. A protocol was used to observe behavioral patterns of inattention, hyperactivity, and impulsivity. Behavioral strategies of stimulus control and reinforcement were also used. Results indicated a significant improvement in the rates of inattention and hyperactivity responses for the experimental class condition. Behavioral strategies, if adapted to the needs of students with WS, may optimize an effective school inclusion and contribute to the child’s adaptation to classroom setting.

Fatores de proteção associados a problemas emocionais e comportamentais em escolares

The objective of the study was to verify associations between protective and risk factors with emotional/behavioral problems in schoolchildren. The sample was comprised of 181 students from the 2 nd to 5 th grades (aged 6-12) and their caregivers. The instruments used were the Child Behavior Checklist for ages 6-18, a socioeconomic questionnaire, besides the average final grades on Mathematics and Portuguese provided by the school. We assessed emotional/behavioral problems and social competence from the Child Behavior Checklist for ages 6-18, academic performance, and family socioeconomic status. We conducted a multivariate logistic regression analysis to generate a model seeking associations between the outcome (emotional and behavioral problems) and age, gender, family socioeconomic status, academic performance and socialization indicators. Results indicated better academic performance and positive socialization indicators associated with a lower probability of emotional and behavioral problems in this sample.