Triagem e diagnóstico de dificuldades de aprendizagem - Aplicação e desfecho de avaliações interdisciplinares de uma série de casos

Abstract

The process of school learning occurs in an evolutionary dynamism from the maturation of the upper cortical areas. They allow the acquisition of writing, reading, interpretation, argumentation, calculation and logical reasoning. Thus, many factors can interfer in this process negatively, generating learning disabilities. These interferences can be associated with; (1) primary intrinsic factors like the neurobiological alterations observed in the Attention Deficit Hyperactivity Disorder (ADHD) and Specific Learning Disorders (SLD); (2) secondary intrinsic factor like the psicoemotional problem or cronic diseases; (3) extrinsic interferences such as unfavorable ambient. This work described interdisciplinary evaluations to diagnose learning disabilities in children to 6 from 10 years. All the students are at the same school. It was chosen just one place to homogenize the population sample. The tests were applied in the Behavioral Disorder Learning Ambulatory (BDLA) in the Clinical Hospital of the School of Medicine of Ribeirão Preto-University of São Paulo. Due to the complexity and the interdisciplinary question, different types of health and educational professionals (speech therapist, neuropsychologist, neuropsychologist, child psychiatrist, occupational therapist and educacionalist) participated in this study. It was made a sorting of 104 children based on their school performance, which was selected 56 (54%). However, just 27 students (48%) finished the evaluation. After the tests, all students presented at least one diagnosis associated with learning disabilities. The most important causes found: 15 students (55%) with anxiety symptoms, 13 (48%) with ADHD and 6 (22%) with Specific Learning Disorders. In some situations, this conditions occurred simultaneously. In this way, it was concluded that: the statistical analysis showed a good sensibility; the lower accession in this research showed that the parents didn't know about the importance of this investigation; the interdisciplinary approach were carefully and conclusive evaluation of various diagnoses and the most frequence of them were: anxiety symptoms followed by ADHD and Specific Learning Disorders.

Associação entre função cognitiva e desenvolvimento motor grosso de crianças com transtornos do neurodesenvolvimento

“…24 E tem se mostrado sensível para identificação de alterações cognitivas moderadas e graves na infância para crianças acima de quatro anos de idade, porém é pouco sensível para identificar graus leves. 25 Dessa forma, outros testes diagnósticos para avaliação da função intelectual têm sido indicados para avaliação mais precisa da função cognitiva como, por exemplo, a Escala de Inteligência Wechsler para Crianças (Wechsler Intelligence Scale for Children -WISC). 26 Crianças com TND também comumente apresentam atraso no desenvolvimento de habilidades motoras grossas, confirmados pela literatura, que mostra menores escores em testes de habilidades motoras grossas, quando comparados às crianças com diferentes TND.…”

A criança com dificuldade de aprendizagem: triagem psicológica na escola

“…Nesse contexto, algumas perspectivas são encontradas na literatura, por exemplo, no estudo de Morsanyi, Van Bers, McCormack e McGourty 15 ao avaliaram crianças com difi culdades de aprendizagem, independente de terem algum diagnóstico específi co primariamente, constataram a maior presença de meninos (29,5%) em comparação a meninas (15,9) da mesma faixa etária nas séries iniciais. Nessa amostra foram identifi cados um total de 670 crianças com difi culdades de aprendizagem, e diversos outros diagnósticos que implicam diretamente no processo cognitivo, correspondendo a um total de 27,6% das crianças.…”

“…A avaliação desses quadros deve levar em consideração variáveis na própria criança, de seu ambiente familiar, social e escolar, uma vez que é a partir da inter-relação entre esses fatores que se determina o sucesso ou fracasso escolar 4,8 . Os profi ssionais comumente envolvidos na avaliação de tais quadros incluem médicos pediatras, neurologistas ou psiquiatras da infância e adolescência, fonoaudiólogos, psicólogos e psicopedagogos 9 .…”

Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder

“…The prevalence of children with difficulties in some academic domains is alarming. A Brazilian study 1 has shown that approximately 55% of children of school age (1st to 5th year of Elementary School) exhibited inferior performance in the Portuguese language and/ or mathematics. This group of children contains those diagnosed with specific learning disorders (SLD) such as dyslexia and children diagnosed with secondary learning disorders.…”