Efeitos Do Uso De Dicas Agudas, Com Dois Focos Atenção, Em Uma Criança Com Síndrome De Down

Reis, Cristianne da Silva; Ladewig, Iverson

doi:10.5216/rpp.v16i3.19237

Cited by 2 publications

(2 citation statements)

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“…Children wi th conditions such as ASD and ADHD are likely to experience problems associated with lung function and respiratory dysfunction, which affect thei r mental heal th and behavior (Mody and Belliveau, 2013;Guy et al, 2014;Hussein, 2017;D altro et al, 2016;D eger et al, 2017). Respiratory disorders are more likely in children wi th ADHD, ASD and Down syndrome than in the general population.…”

Section: Introductionmentioning

confidence: 99%

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2019

IRJPEH

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Respiratory disorders are more likely in children with Autism Spectrum Disorder (ASD), Attention-deficit/hyperactivity disorder (ADHD) and Down syndrome compared to the general population. Children with specific disorders or syndrome often experience bronchitis, bronchial asthma, bronchiectasis, and comorbidity, such as cystic fibrosis. The purpose of this research was to evaluate respiratory physiotherapy techniques f or children aged 7-14 years with autism, Down Syndrome, ADHD, and ASDA. Five months of interventions took place in 90 children with ASD, Down Syndrome, ADHD and ADHD/AS D in order to show the beneficial contribution of respiratory physiotherapy. The 90 children were placed in an intervention group (n = 54) and a control group (v = 34). The mean age of the sample was 10.8 years (s.d= 2.3). The intervention program took place three days a week for 5 m onths. Every m onth, (1) Somatometric Stability Testing, (2) Oximetry Testing and (3) Spirometer Testing were recorded. The results showed that both spirometry and oximetry produced significant improvement of the children in the intervention group compared to the control group. A detailed analysis of oximetry measurements showed that the intervention brought a significant improvement in saturation and pulses in the group of children with ASD (p <0.05), ADHD (p <0.05), ASD / ADHD (p <0.05) and Down syndrome (p <0.05). Similarly, the intervention was observed to significantly improve FVC, FVC / pred, FEV1, PEF, PEF / Pred and FEF2575 in the group of children with AS D (p <0.05), ADHD (p <0.05), ASD / ADHD (p <0.05) and Down syndrome (p <0.05). The evidence that emerges from the findings of this research is a strong incentive to continue the effort of investigating the usefulness of respiratory physiotherapy in children suffering from Down Syndrome, ADHD, ASDA.

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Section: Introductionmentioning

confidence: 99%

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2019

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“…At the Brazilian physical education area, the use of learning cues as a tool to direct attention and teach subjects to learn several different tasks, is consolidated by more than 20 years of research, including studies with special need population, such as: Cidade, Ladewig, Tavares & Leitão (1998), with Down Syndrome children performing backhand and forehand in tennis; Pasetto, Araújo & Corrêa (2006), studying the effects of visual cues on learning the front crawl by deaf students; Bertoldi, Ladewig & Israel (2007) observing the development of body awareness in children with motor deficiencies; Medina, Marques, Ladewig & Rodacki (2008) with ADD children learning forward rolls; and Reis & Ladewig (2013) with Down Syndrome children learning adapted free throw.…”

Section: Introductionmentioning

confidence: 99%

The Efficacy of Using Learning Cues to Teach Children Perform the Backhand

Ladewig¹,

Boell²,

Pereira³

et al. 2019

JPESM

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Attention is very important for learning. Children are known for not paying much attention due to lack of selective attention resources. Selective attention is the ability to direct the attentional focus to a specific point in the environment, in order to pay attention to what is relevant (Ladewig et all, 2001). One way to assist children to pay more attention while teaching a task, is by using cues, that are one or two words, short phrases, with higher meaning to the learner. The objective of the current study was to test the efficacy of the cues, while school children performed the backhand. The statistical results of the retention test have shown, after 20 days rest without any practice, very high levels of significance in favor of the cue group, which was even able to increase the mean average from the post-test. On the other hand, children that did not receive cues had a decrease in performance in all six technical factors, from the post-test to the retention. In conclusion, the use of learning cues was very effective in assisting children to learn the backhand. Future research must continue to explore the use of cues, while teaching different motor skills in different contexts.

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Efeitos Do Uso De Dicas Agudas, Com Dois Focos Atenção, Em Uma Criança Com Síndrome De Down

Cited by 2 publications

References 2 publications

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The Efficacy of Using Learning Cues to Teach Children Perform the Backhand

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