Tatiana Izabele Jaworski de Sá Riechi

Impacto do nascimento pré-termo e com baixo peso na cognição, comportamento e aprendizagem de escolares

Objective: To assess the impact of preterm birth with low birth weight on neurodevelopment, cognition, and academic learning of school-age children. Methods: This cross-sectional study enrolled 120 school-age children with ages between six and 15 years old, attending Elementary Schools, and socio-economically paired. All of them underwent neuropsychological, neurological and academic assessments. The Purpose Group (PG) was formed by 60 children born with gestational age <37 weeks and birthweight <2500g. The Control Group (CG) had 24 children who were siblings of the PG subjects, and 36 school-age children who were neighbors and colleagues of the PG subjects. The following tools were used for assessment: WISC III, Bender Gestalt Test, Trail Making, Rey Complex Figure, Luria Nebraska-C Neuropsychological Test, Rutter’s Behavioral Scale A2, Child Behavior Checklist and Test of School Performance. Statistical comparison between groups used Fisher, MannWhitney and ANOVA tests.Objective: To assess the impact of preterm birth with low birth weight on neurodevelopment, cognition, and academic learning of school-age children. Methods: This cross-sectional study enrolled 120 school-age children with ages between six and 15 years old, attending Elementary Schools, and socio-economically paired. All of them underwent neuropsychological, neurological and academic assessments. The Purpose Group (PG) was formed by 60 children born with gestational age <37 weeks and birthweight <2500g. The Control Group (CG) had 24 children who were siblings of the PG subjects, and 36 school-age children who were neighbors and colleagues of the PG subjects. The following tools were used for assessment: WISC III, Bender Gestalt Test, Trail Making, Rey Complex Figure, Luria Nebraska-C Neuropsychological Test, Rutter’s Behavioral Scale A2, Child Behavior Checklist and Test of School Performance. Statistical comparison between groups used Fisher, MannWhitney and ANOVA tests. Results: PG children presented impairments in the following areas: visual-motor coordination (87% of PG children), general psychomotor development (75%), visual-constructive skill (73%), mathematical thinking (66%), tactile-kinesthetic skill (65%) and visual memory (60%), all with a pvalue=0.001. The Intellectual Quotient of the PG subjects was, in average, 10 points lower than CG children. Conclusions: The school-age subjects born prematurely and with low birth weight displayed specific brain functional alterations associated to cognitive-behavioral and learning disorders.

A importância da neuropsicologia para a educação

Diante das significativas mudancas socioculturais e dos rapidos avancos tecnologicos e cientificos do mundo, a educacao, como area de estudo e intervencao, viu-se diante da necessidade de uma avaliacao de alguns de seus conceitos e atuacoes, a fim de poder acompanhar e corresponder as demandas do mundo moderno. O processo de ensino-aprendizagem, seus desvios e o tao indesejado fracasso escolar, transformaram-se em grandes desafios. A neuropsicologia vem promover a elucidacao da relacao entre os processos mentais e os sistemas neurofracionais envolvidos na aprendizagem, um diagnostico mais claro e descritivo das alteracoes deste processo, assim como uma proposta moderna de intervencao.

Relação entre vínculo de apego e desenvolvimento cognitivo, linguístico e motor

Establishing a secure attachment relationship is important because it provides security for the child to explore the environment, an essential activity for child development. This study aims to investigate whether children with a secure and insecure attachment pattern differ in cognitive, linguistic and motor performance. Fifty children, aged between 12 and 25 months, participated in the study. An anamnesis questionnaire, the Ainsworth Strange Situation, the Bayley Child Development Scales – 3rd ed. and the Maternal Style questionnaire were used as assessment tools. The results show a difference between groups in cognitive and language performance. Children with insecure attachment patterns had lower scores on tests that assessed the development of both domains. These results demonstrate the importance of the relationship between mother and child as a protective factor of development.

Impacto del nacimiento pretérmino y con bajo peso en la cognición, el comportamiento y el aprendizaje de escolares

Objective: To assess the impact of preterm birth with low birth weight on neurodevelopment, cognition, and academic learning of school-age children. Methods: This cross-sectional study enrolled 120 school-age children with ages between six and 15 years old, attending Elementary Schools, and socio-economically paired. All of them underwent neuropsychological, neurological and academic assessments. The Purpose Group (PG) was formed by 60 children born with gestational age <37 weeks and birthweight <2500g. The Control Group (CG) had 24 children who were siblings of the PG subjects, and 36 school-age children who were neighbors and colleagues of the PG subjects. The following tools were used for assessment: WISC III, Bender Gestalt Test, Trail Making, Rey Complex Figure, Luria Nebraska-C Neuropsychological Test, Rutter’s Behavioral Scale A2, Child Behavior Checklist and Test of School Performance. Statistical comparison between groups used Fisher, MannWhitney and ANOVA tests.Objective: To assess the impact of preterm birth with low birth weight on neurodevelopment, cognition, and academic learning of school-age children. Methods: This cross-sectional study enrolled 120 school-age children with ages between six and 15 years old, attending Elementary Schools, and socio-economically paired. All of them underwent neuropsychological, neurological and academic assessments. The Purpose Group (PG) was formed by 60 children born with gestational age <37 weeks and birthweight <2500g. The Control Group (CG) had 24 children who were siblings of the PG subjects, and 36 school-age children who were neighbors and colleagues of the PG subjects. The following tools were used for assessment: WISC III, Bender Gestalt Test, Trail Making, Rey Complex Figure, Luria Nebraska-C Neuropsychological Test, Rutter’s Behavioral Scale A2, Child Behavior Checklist and Test of School Performance. Statistical comparison between groups used Fisher, MannWhitney and ANOVA tests. Results: PG children presented impairments in the following areas: visual-motor coordination (87% of PG children), general psychomotor development (75%), visual-constructive skill (73%), mathematical thinking (66%), tactile-kinesthetic skill (65%) and visual memory (60%), all with a pvalue=0.001. The Intellectual Quotient of the PG subjects was, in average, 10 points lower than CG children. Conclusions: The school-age subjects born prematurely and with low birth weight displayed specific brain functional alterations associated to cognitive-behavioral and learning disorders.

Impact of preterm birth and low birth weight on the cognition, behavior and learning of school-age children

Objective: To assess the impact of preterm birth with low birth weight on neurodevelopment, cognition, and academic learning of school-age children. Methods: This cross-sectional study enrolled 120 school-age children with ages between six and 15 years old, attending Elementary Schools, and socio-economically paired. All of them underwent neuropsychological, neurological and academic assessments. The Purpose Group (PG) was formed by 60 children born with gestational age <37 weeks and birthweight <2500g. The Control Group (CG) had 24 children who were siblings of the PG subjects, and 36 school-age children who were neighbors and colleagues of the PG subjects. The following tools were used for assessment: WISC III, Bender Gestalt Test, Trail Making, Rey Complex Figure, Luria Nebraska-C Neuropsychological Test, Rutter’s Behavioral Scale A2, Child Behavior Checklist and Test of School Performance. Statistical comparison between groups used Fisher, MannWhitney and ANOVA tests.Objective: To assess the impact of preterm birth with low birth weight on neurodevelopment, cognition, and academic learning of school-age children. Methods: This cross-sectional study enrolled 120 school-age children with ages between six and 15 years old, attending Elementary Schools, and socio-economically paired. All of them underwent neuropsychological, neurological and academic assessments. The Purpose Group (PG) was formed by 60 children born with gestational age <37 weeks and birthweight <2500g. The Control Group (CG) had 24 children who were siblings of the PG subjects, and 36 school-age children who were neighbors and colleagues of the PG subjects. The following tools were used for assessment: WISC III, Bender Gestalt Test, Trail Making, Rey Complex Figure, Luria Nebraska-C Neuropsychological Test, Rutter’s Behavioral Scale A2, Child Behavior Checklist and Test of School Performance. Statistical comparison between groups used Fisher, MannWhitney and ANOVA tests. Results: PG children presented impairments in the following areas: visual-motor coordination (87% of PG children), general psychomotor development (75%), visual-constructive skill (73%), mathematical thinking (66%), tactile-kinesthetic skill (65%) and visual memory (60%), all with a pvalue=0.001. The Intellectual Quotient of the PG subjects was, in average, 10 points lower than CG children. Conclusions: The school-age subjects born prematurely and with low birth weight displayed specific brain functional alterations associated to cognitive-behavioral and learning disorders.