Utilizações da WISC-III na avaliação neuropsicológica de crianças e adolescentes

Simões, Mário R.

doi:10.1590/s0103-863x2002000200009

Cited by 24 publications

(37 citation statements)

References 50 publications

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“…Subjects with intellectual disabilities (IQ<70) 18 , personality disorders and neurological deficits, such as brain lesions, epilepsy and vascular injuries, were excluded from both groups. Children with symptoms of inattention, hyperactivity and learning difficulties secondary to other diagnoses were excluded from the ADHD group.…”

Section: Methods Samplementioning

confidence: 99%

Performance patterns in Conners' CPT among children with attention deficit hyperactivity disorder and dyslexia

Miranda

Barbosa

Muszkat

et al. 2012

Arq. Neuro-Psiquiatr.

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This study investigated the performance of children with attention deficit hyperactivity disorder (ADHD) and dyslexia using Conners' Continuous Performance Test (CCPT). The clinical groups were composed of 52 children with ADHD and 32 children with dyslexia. Performance in the CCPT was evaluated using ANCOVA to compare the clinical groups with the normative Brazilian sample. The ADHD group performed worse than the normative sample in almost all of the measurements, except for reaction time and response style. The dyslexia group scored higher on commissions, variability, perseverations and inconsistency in the reaction time over the six time blocks (Hit SE Block Change) than the children in the normative Brazilian sample. The ADHD and dyslexia groups differed in omission measurements, Hit RT SE, variability, perseverations, Hit RT Interstimulus Intervals (ISI) Change and Hit SE ISI Change. We thus found that the dyslexia group had specific deficit patterns, with greater response to non-target stimuli, greater perseveration and response variability, and difficulties in hit reaction time as the test progressed.Key words: Conners' Continuous Performance Test, child development, attention deficit/hyperactivity disorder, learning disorders, dyslexia. REsumo O presente estudo investigou o desempenho de crianças com transtorno do déficit de atenção e hiperatividade (TDAH) e dislexia no Teste de Desempenho Contínuo de Conner (do inglês Conners' Continnuous Performance Test).Foram considerados dois grupos clínicos: 52 crianças com TDAH e 32 com dislexia. O desempenho no CCPT foi analisado por meio do teste ANCOVA, comparando os grupos clínicos com a amostra de normatização brasileira. O grupo TDAH teve pior desempenho que os controles em quase todas as medidas, exceto em medidas de tempo de reação e estilo de resposta. Já o grupo dislexia teve maiores escores em comissões, variabilidade, perseverações e inconsistência nas mudanças de tempo de reação no decorrer dos seis blocos de tempo (Hit SE Block Change). Os grupos TDAH e disléxicos diferiram entre si nas medidas de omissões, variabilidade do tempo de reação, perseverações, mudança de tempo de reação por intervalos interstimulus. Verificou-se assim que as crianças com dislexia apresentam padrões específicos de déficits, com maior resposta aos estímulos não alvos, maior perseveração e variabilidade de respostas, assim como dificuldades no tempo de reação conforme o desenvolvimento do teste.Palavras-Chave: Teste de Desempenho Contínuo de Conner, desenvolvimento infantil, transtorno do déficit de atenção e hiperatividade, transtornos de aprendizagem, dislexia.

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Section: Methods Samplementioning

confidence: 99%

Performance patterns in Conners' CPT among children with attention deficit hyperactivity disorder and dyslexia

Miranda

Barbosa

Muszkat

et al. 2012

Arq. Neuro-Psiquiatr.

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“…According to Simões, 16 Brazilian studies have carried out these comparisons using tests adapted to the population.…”

Section: Resultsmentioning

confidence: 99%

Funcionamento intelectual em pacientes pediátricos com epilepsia: comparação de crianças controladas com medicação, não controladas com medicação e controladas com cirurgia

Souza-Oliveira¹,

Escosi-Rosset²,

Funayama³

et al. 2010

J. Pediatr. (Rio J.)

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Objective: To compare the intellectual coefficient (IQ) of three groups of children with epilepsy: 1) medically controlled, 2) medically uncontrolled and 3) surgically controlled. Methods:From December 2007 until July 2008, 98 pediatric patients were selected, with an age range between 6 and 12 years. Neuropsychological assessment included the Wechsler Intelligence Scale for Children -third edition (WISC-III). Results are related to epileptic syndrome, etiology of epilepsy, drug therapy, age at epilepsy onset and epilepsy duration.Results: WISC scores were significantly better in the medically controlled group when compared to the medically uncontrolled group. The medically controlled group performed significantly better in the majority of the WISC subtests when compared to medically uncontrolled group: vocabulary, arithmetic, comprehension, digit span, picture completion, picture arrangement, and block design. A significantly higher number of idiopathic epilepsy and monotherapy cases was observed in the medically controlled group when compared to the medically uncontrolled group. Surgically controlled children had no significant differences in IQ performance when compared to medically controlled children. Conclusions:Children with good seizure control have higher general, verbal and performed intelligence when compared to children with refractory epilepsy. These results may be influenced by clinical factors such as use of monotherapy, drug type and epileptic syndrome and etiology. Epilepsy surgery can have a positive impact on cognitive performance of children who were free of seizures after surgery.

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“…The Block design subtest was significantly correlated with five of the six expressions: happiness, disgust, surprise, fear, and anger ( Table 5). The Block design task assesses organizational ability, and visuospatial processing ability to mentally decompose a model in order to reproduce it, and it is a non-verbal task for problem solving (Simões, 2002). To perform this activity, coordination, psychomotor agility, visual-constructive abilities, and visuospatial aptitude are necessary.…”

Section: Discussionmentioning

confidence: 99%

Recognition of facial emotional expressions and its correlation with cognitive abilities in children with Down syndrome.

Santana¹,

Souza²,

Feitosa³

2014

Psychology & Neuroscience

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Down syndrome (DS) is one of the most common chromosomal abnormalities. Delays in cognitive development are found in the first years of life. As years pass, it may turn into intellectual deficiencies that unfold into several aspects, including difficulty recognizing emotional facial expressions. The present study investigated the recognition of six universal facial emotional expressions in a population of children aged 6-11 years who were divided into two groups: DS group and typically developing children (TDC) group. We used the Perception Test of Facial Emotional Expressions (Teste de Percepção de Emoções Faciais; TEPEF) and Wechsler Intelligence Scale for Children (WISC-III) and found that children with DS presented alterations in the recognition of expressions of disgust, surprise, and fear, whereas the recognition of happiness, sadness, and anger was maintained at a level comparable to the TDC group. Participants with DS presented significant positive correlations between sadness and Picture completion, Mazes, Arithmetic, Vocabulary, Digits, Verbal IQ, Verbal Comprehension Index, and Working Memory Index. All other facial expressions showed significant negative correlations with the Intelligence Quotient and WISC-III factorial index subtests. Absence of correlations was found among the TEPEF's six facial expressions and Information, Coding, Symbols, and Working Memory Index. The contribution of this study is related to understanding the characteristics of the recognition of facial emotions in children with DS, an important component of social relationships with their peers, schools, and families.

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Utilizações da WISC-III na avaliação neuropsicológica de crianças e adolescentes

Cited by 24 publications

References 50 publications

Performance patterns in Conners' CPT among children with attention deficit hyperactivity disorder and dyslexia

Performance patterns in Conners' CPT among children with attention deficit hyperactivity disorder and dyslexia

Funcionamento intelectual em pacientes pediátricos com epilepsia: comparação de crianças controladas com medicação, não controladas com medicação e controladas com cirurgia

Recognition of facial emotional expressions and its correlation with cognitive abilities in children with Down syndrome.

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