Adaptação transcultural dos protocolos de avaliação do Modelo Lúdico

Rev. bras. educ. espec.

et al. 2016

Self Cite

RESUMO: crianças com paralisia cerebral (PC) apresentam déficit motor e podem ter poucas vivências sensório-motoras, o que interfere em sua principal atividade: o brincar. O objetivo deste estudo foi identificar a percepção de pais e de terapeutas ocupacionais sobre o comportamento lúdico de crianças com PC. O estudo foi desenvolvido com 25 crianças com PC utilizando os instrumentos Entrevista Inicial com os Pais e a Avaliação do Comportamento Lúdico das crianças destinados a terapeutas ocupacionais. Os resultados apontaram um índice de concordância que variou de 8% a 93% quanto ao interesse geral da criança pelas outras pessoas; 88% a 100% na categoria interesse geral da criança pelo ambiente sensorial, de 84 a 96% na categoria interesses e capacidades lúdicas; e, de 68% a 100% na categoria características da atitude lúdica. Os instrumentos utilizados foram capazes de identificar o comportamento lúdico de crianças com PC e podem auxiliar na delimitação de objetivos e plano terapêutico com abordagem centrada no cliente. Com este estudo verificou-se que as crianças com PC, independentemente de sua gravidade motora, demonstram atitude, ação e interesse pelo brincar, condizendo com a proposta da abordagem do Modelo Lúdico. PALAVRAS-CHAVE:Educação Especial. Jogos e Brinquedos. Paralisia Cerebral. Avaliação. ABSTRACT:Children with cerebral palsy (CP) present motor disability and may have fewer sensorimotor experiences, which may interfere in their main activity: playing. The purpose of this study was to identify the perceptions of parents and occupational therapists on the ludic behavior of children with CP. The study was carried out with 25 children with CP using Initial Interview with Parents and Assessment of Ludic Behavior aimed at occupational therapists. Results indicated an agreement rate ranging from 8% to 93%; regarding the child's General Interest to Other People; from 88% to 100% for Child's General Interest for the Sensorial Environment; from 84% to 96% in the category Ludic Interests and Skills; and from 68% to 100% in the category Characteristics of the Ludic Attitude. The instruments used were capable of identifying the children's ludic behavior and may help define the objectives and treatment plan with a patient-centered approach. This study showed that children with CP, regardless of their motor severity, demonstrate attitude, action and interest in playing, consistently to the Ludic Model.

Section: Métodounclassified

Section: Introductionunclassified

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Percepção de Pais e Terapeutas Ocupacionais sobre o Brincar da Criança com Paralisia Cerebral

Silva¹,

Cunha²,

Rev. bras. educ. espec.

et al. 2016

Self Cite

An investigation of the quality of pretend play ability in children with cerebral palsy

Santos

Lucisano

2018

Aus Occup Therapy J

Background Cerebral palsy (CP) describes a group of permanent disorders in the development of movement and posture due to non‐progressive disturbances during foetal or infant brain development that can result in activity limitations, including engagement in pretend play. Methods Twenty children aged four to seven years with spastic CP participated in this descriptive qualitative study. The Child‐Initiated Pretend Play Assessment (ChIPPA) clinical observations were analysed from five categories: Time, Interaction with the examiner, Imitation, Theme and Story. Results Seventy per cent (70%) of the children completed the assessment (Time), and 90% of children interacted socially with the examiner during the play (Interaction with the examiner). All children initiated their pretend play without requiring examiner demonstration (Imitation). Sixty per cent (60%) of the children were appropriate to their stage of development for Theme. Finally, 60% of the children set up a scenario, but did not develop a narrative (Story). Conclusion Qualitative aspects of the children's pretend play performance were satisfactory, showing typical play indicators in all the categories, except for ‘Story’. ‘Story’ represents more complexity in a child's pretend play ability. Therefore, a play intervention is suggested to stimulate and expand the pretend play ability of preschool children with CP.

Construct validity of the Child‐Initiated Pretend Play Assessment—For 3‐year‐old Brazilian children

Lucisano

Santos

et al. 2020

Aus Occup Therapy J

Introduction Play is an indication of children's development and how they function. In occupational therapy it is regarded as an important occupation of childhood. Assessment of a child's play should be included in the test batteries of occupational therapists, who understand the construct validity of the assessment they have chosen. Our aim was to provide evidence of reliability, internal consistency and hypotheses testing of the construct validity of the cross‐culturally adapted version of the Child‐Initiated Pretend Play Assessment. Methods Two hundred typically developing Brazilian children aged 3 years were evaluated individually using the Child‐Initiated Pretend Play Assessment. Results The internal consistency showed a Cronbach's alpha coefficient to Percentage of Pretend Play Actions (PEPA) of 0.86 and NOS of 0.81. There were significant differences between the younger children (aged 36–41 months) and the older children (aged 42–47 months) for elaborate play across both conventional‐imaginative play (p = .002), symbolic play (p = .012), and the combined score (p = .005). There were significant differences between younger and older girls for elaborate play with symbolic play materials (p = .009) and elaborate play overall (p = .039). There were significant differences between young and older boys for elaborate play with conventional toys (p = .006) and elaborate play overall (p = .025). There were no significant differences for object substitution or imitated actions. Conclusion The measurement properties of the cross‐culturally adapted version of the Child‐Initiated Pretend Play Assessment for 3‐year‐old Brazilian children identified evidence for response processes, internal structure, with discussion of consequences of testing for 3‐year‐old Brazilian children.