Search

ABSTRACT Purpose: to gather scientific evidence on the linguistic skill profile in developmental dyslexia and developmental language disorder to better understand possible comorbid or isolated conditions. Methods: an integrative review of the literature. The search was conducted in SciELO, ERIC, LILACS, and PubMed. The inclusion criteria were as follows: 1) studies published and available in open-access national and international journals in full text; 2) addressing the topic in the last 10 years; 3) in English and/or Portuguese. Literature Review: the search retrieved 654 articles, the final sample comprising 10, 5 of which agreed with the hypothesis that dyslexia and developmental language disorder can be comorbid disorders, impairing reading, writing, and phonological awareness. The other studies described broader language deficits in children with developmental language disorder alone, affecting language decoding and comprehension, whereas deficits in dyslexia are more associated with phonological processing. Conclusion: there is no consensus on whether dyslexia and developmental language disorders occur simultaneously in children. However, both pose risks to reading comprehension and school performance.

ABSTRACT Purpose: to characterize the profile of scientific production in the international literature on phonological awareness in bilingual children between 2011 and 2020. Methods: a bibliometric analysis was made with the search for articles in ERIC, LILACS, MEDLINE, and SciELO databases, using descriptors in English. The articles were selected based on the eligibility criteria, by reading the titles, then reading the abstracts, and lastly, reading the full-text articles. Results: a total of 1,167 articles were analyzed, 1,152 of which were excluded for not meeting the inclusion criteria. Hence, 15 articles were selected for full-text reading and bibliometric analysis. The United States was the country with most publications, followed by Brazil, Singapore, and China. The approach of the studies was predominantly quantitative, followed by qualitative; the most common type of study was cross-sectional, with samples of more than 100 participants. Conclusion: there was a greater number of publications in the last 3 years, most of them cross-sectional ones, presenting better phonological awareness performance among bilinguals, with positive results in reading.

ABSTRACT Purpose: to characterize the performance of children with autism spectrum disorders in two postural balance assessment scales. Methods: an observational cross-sectional study with a descriptive, analytical profile. Seven to 11-year-old children with mild autism spectrum disorder, diagnosed by an interdisciplinary team, according to the DSM-5, were assessed. The protocols used were the Sensory Organization Test and Pediatric Balance Scale. Results: all the children obtained maximum performance in the Sensory Organization Test. As for the Pediatric Balance Scale, the participants had similar responses in 8 out of its 14 items; in the other 6, there was a standard deviation. Conclusion: the participants did not have difficulties performing the Pediatric Balance Scale and Sensory Organization Test, scoring quite close to the maximum value.

ABSTRACT Purpose: to verify family literacy practices with preschoolers from a public school in a municipality of the Northeast Region of Brazil. Methods: 21 parents/guardians of pre-kindergarten and kindergarten students from a public school participated in this study. A questionnaire with 18 items on the parents’/guardians’ participation in family literacy practices was develop for this research. The resulting data underwent descriptive and inferential analysis, with the significance level set at 5%. Results: the preschoolers’ mean age was 69 months, and that of the parents/guardians who answered the questionnaire was 31 years. The educational level of most parents/guardians was either high school or unfinished middle school. A significant, positive relationship, between the parents’/guardians’ educational level and the following questionnaire items was seen: paying attention to the children when they spoke, calling their attention to the sound of letters and words, and teaching/encouraging them to write their names. Conclusion: family literacy practices are not commonly developed in the culture of the Northeast Region of Brazil, and when so, most of them are similar to activities taught at school. There was also a weak correlation between the parents’/guardians’ educational level and the family literacy practices.

ABSTRACT Purpose: to verify the influence of bilingualism on the development of phonological awareness. Methods: this is an integrative literature review, built on the hypothesis of the relationship between bilingualism and its influence on the development of phonological skills in children. The construction was carried out in the databases: CAPES, Pubmed, Scielo, Eric, and LILACS, using the following free terms in Portuguese and English: bilingualism AND phonology, bilingualism AND phonological awareness and bilingualism AND phonological skills. The sample selection criteria were: a) scientific papers published in national and international journals with full text, free and available in the database; b) in English and Portuguese; c) that addressed the theme in the last five years. For the selection of the papers, reading the title, followed by the summary, and finally, reading the papers potentially relevant for review were considered. Results: following the eligibility criteria, 2,578 papers were identified. Of these, 87 were selected for complete analysis. The final sample consisted of eight papers, two of them being written by Brazilian authors. Of these, five showed better phonological awareness skills in bilinguals and two in monolinguals. Studies point out that age can be a predictor of language skills and better phonological awareness skills associated with good reading development. Bilinguals, early exposed to this skill, develop reading by phonology and those with late exposition, by semantics. Conclusion: the present study demonstrated that there are still controversies regarding the impacts of bilingualism on phonological awareness, including on the benefits of phonological awareness.

ABSTRACT Purpose: to compare the performance of students with dyslexia, intellectual disability and ADHD on the skills of phonological awareness, phonological access to the mental lexicon, and phonological working memory. Methods: this is a descriptive, cross sectional and quantitative study. The sample was composed of 32 students, divided into the following groups: G1 - students with dyslexia; G2 - students with ADHD; G3 - students with intellectual disability. The children were assessed on their skills of phonological awareness, phonological working memory, and phonological access to the mental lexicon. A descriptive and inferential analysis was made, using the non-parametric Kruskal-Wallis test. Results: statistically significant differences were observed among the three groups on the phonological working memory skills for pseudowords, forward digit repetition, and backward digit repetition; phonological awareness on syllable level, phoneme level, test total score, and digits subtest of the rapid automatized naming test. Through the descriptive analysis, it was observed that G1 had the best results on all the skills assessed, followed by G2 and G3 Conclusion: differences were found on the skills of phonological working memory and phonological awareness among the groups of students presented with dyslexia, ADHD and intellectual disability.

ABSTRACT Purpose: to investigate the use of softwares for emotion recognition in children and teenagers with Autism Spectrum Disorders (ASD). Methods: an integrative review of the literature with scientific papers published from 2012 to 2017 indexed in Periódico Capes, Science Direct, and PudMed; combined descriptors: autism AND emotion AND software; autism AND emotion recognition AND software. Inclusion criterion was the use of software related to emotion recognition in children and teenagers with ASD, up to 18 years old. Review papers and those using robots were excluded. Results: ten international papers were reviewed. The most used emotional expressions were “happiness”, “fear”, “anger”, “disgust”, “sadness”, and “surprise”. Ten software programs were described: Emotion Recognition Task (1), Cambridge Mindreading Face-Voice Battery for Children (3), Mind Reading (2), Mood Maker (1), Virtual-Reality Emotion Sensitivity Test (1), FaceSay (1), Penn Emotion Recognition (1), FaceMaze Game (1), Computer Emotion Recognition Toolbox (CERT) (1), and Emotiplay (1). Conclusion: studies with software programs focused on ASD intervention allow future research efforts in the diagnosis and intervention of this disorder.

ABSTRACT Purpose: this study aims to verify the level of scientific evidence on the relationship between dizziness and academic achievement in childhood. Methods: the study was performed using the following search terms: dizziness, vertigo, child, learning, spelling, learning skills, academic skills, reading, and their correspondents in Portuguese in the following databases: PubMed, Scielo, LILACS and PsycINFO. Observational studies that examined the relationship between dizziness and academic achievement in childhood, published between 2007 and 2017, were included. Articles that did not allow access to the full text, and studies based on samples with motor, hearing, and cognitive disorders were excluded. Results: we initially found 315 articles and three met the established inclusion and exclusion criteria. These were scored according to the Newcastle-Ottawa Modified Scale with scores between 2 and 3 and as IIb according to the American Speech-Language Hearing Association levels of evidence and quality indicators. Conclusion: the results of this integrative review showed a low level of scientific evidence on the relationship between dizziness and academic achievement in childhood. It is important to emphasize the importance of improving study design to better understand their relationship, to allow provision of the best preventive, assessment, and intervention methods.

RESUMO: O Transtorno do Espectro Autista (TEA) é uma síndrome caracterizada por prejuízos persistentes na comunicação social recíproca, com interação social restrita e padrões repetitivos de comportamentos, interesses e atividades. Os comportamentos repetitivos na linguagem podem manifestar-se pelo aparecimento da ecolalia, fenômeno persistente caracterizado como um distúrbio de linguagem, com repetição da fala do outro, dividida em imediata ou tardia. Teve como objetivo a verificação do tipo de ecolalia e das habilidades comunicativas em sete meninos com TEA, com idades entre quatro e sete anos, que fazem uso da comunicação oral. Foram realizadas duas atividades distintas: avaliação das crianças em uma sessão de atendimento fonoaudiológico em situação lúdica, analisada pelo Protocolo de Observação Comportamental e aplicação de um questionário com os pais e profissionais para verificar suas opiniões quanto ao uso, tipo e frequência de ecolalia. Das sete crianças do estudo, seis apresentaram ecolalia imediata e uma tardia; a criança que utilizou ecolalia tardia apresentou menor pontuação no protocolo de observação comportamental, porém para os demais sujeitos não houve relação direta entre o tipo e número de ecolalia com a pontuação. O questionário aplicado com pais e profissionais mostrou concordância quanto à presença da ecolalia. As crianças com TEA deste estudo apresentaram habilidades comunicativas e aspectos do desenvolvimento cognitivo comprometidos e maior número de ecolalias imediatas. Estudos com o tema ecolalia ainda são escassos na literatura nacional. Este relato de casos clínicos pode contribuir para futuras pesquisas sobre a caracterização da linguagem em crianças com TEA e conduta terapêutica dos fonoaudiólogos.

Resumo:OBJETIVO:avaliar e comparar o desempenho motor de crianças com e sem dificuldade de aprendizagem após intervenção com aulas de Educação Física direcionada.MÉTODOS:fizeram parte da pesquisa 22 crianças (13 com queixa e 9 sem queixa de dificuldade de aprendizagem) com idade entre 7 e 11 anos, submetidas à avaliação motora; 14 crianças selecionadas para intervenção realizaram 12 sessões de práticas voltadas à esgrima e atividades circenses. Os dados foram analisados por meio de estatística descritiva e inferencial.RESULTADOS:apenas as crianças com queixas de dificuldades de aprendizagem e que foram submetidas à intervenção alcançaram porcentagem de progressão total na avaliação motora maior que 20%; somente as crianças que participaram da intervenção apresentaram esta progressão entre 10 a 20%. As médias de progressão de habilidades específicas e o índice de progressão total foram maiores para o grupo de crianças com queixa de dificuldade de aprendizagem.CONCLUSÃO:indica-se que são possíveis intervenções de profissionais da Educação Física visando auxiliar crianças com dificuldades de aprendizagem e, motivando-as para à prática de atividades físicas.

OBJETIVO: analisar características em um caso de dislexia com depressão infantil. MÉTODOS: descrição dos resultados da avaliação interdisciplinar em um caso com dislexia e depressão. Participou deste estudo uma criança, do gênero masculino, com 10 anos e 7 meses, cursando o 4º ano do Ensino Fundamental em uma escola pública. RESULTADOS: os resultados deste estudo evidenciaram alterações não somente na linguagem, em que há dificuldades no processamento fonológico da informação, como também na atenção e funções executivas e quadro comórbido de depressão infantil. CONCLUSÃO: o estudo revelou a necessidade da avaliação de uma equipe interdisciplinar para um diagnóstico preciso e, conseqüentemente uma melhor intervenção em crianças com dislexia e suas comorbidades.PURPOSE: to analyze features in a case of dyslexia with childhood depression. METHODS: description of evaluation's results in a disciplinary case with dyslexia and depression. This study comprised a child, masculine gender, with 10 years and 7 months, studying the 4th year of the Elementary Teaching in a public school. RESULTS: the results of this study evidenced alterations not only in language, where there are difficulties in the phonological information processing, as well as in attention and executive functions and comorbidity of childhood depression. CONCLUSION: the study revealed the need for evaluation by an interdisciplinary team for a precise diagnosis and, consequently a better intervention in children with dyslexia and their co-morbidities.

ABSTRACT Purpose: to identify the state-of-the-art research on postural balance in children with autism spectrum disorder (ASD) in both Brazilian and international literature. Methods: a bibliometric review, developed through bibliographical search in databases using the following descriptors: "postural balance" OR "vestibular diseases" OR "postural equilibrium" AND "autism". The eligibility criteria for sample selection were articles published in Brazilian and international journals, in either English or Portuguese. There was no restriction regarding the year of publication. The selection was based on reading the title, abstract, and lastly the full text of the articles potentially relevant for this review. Results: 62 articles were found based on the eligibility criteria. The number of publications related to the study’s theme peaked in 2015 and 2016, the first publication being from 1974. There was a predominance of studies published in the USA (37%), in English, with a quantitative, cross-sectional approach. Most of the authors compared the performance in body balance tasks of children with ASD with that of children with typical development. Conclusion: it was observed that body balance and postural control in children with ASD are growing trends in scientific publications.

ABSTRACT Purpose: to characterize handwriting aspects of children and adolescents with complaints of learning difficulties, based on the type of handwriting they used. Methods: thirty-two children and adolescents participated in the study. They were first to eighth graders of both sexes, aged 7 to 15 years, with complaints of learning difficulties. The participants were divided according to the type of letter they used: SG1 (block letters), SG2 (cursive letters), and SG3 (mixed letters). A themed composition was analyzed with an adapted Dysgraphia Scale. Afterwards, the score obtained in the items of the Dysgraphia Scale was statistically analyzed, comparing the results between the three groups, between SG1 and SG2, SG1 and SG3, and SG2 and SG3. Appropriate statistical tests were applied, considering as significant the p-value < 0.05. Results: no difference was found regarding the groups’ age and schooling level. As for the items in the Scale, there was a difference between the three groups regarding irregular spacing in between words, collisions and adhesions, and total score. Signs of dysgraphia were observed in the three groups, according to the Scale’s criteria. Conclusion: changes in handwriting are common in children with learning difficulties, especially when they write using cursive and mixed letters.

Purpose: to analyze features in a case of dyslexia with childhood depression. Method: description of evaluation's results in a disciplinary case with dyslexia and depression. This study comprised a child, masculine gender, with 10 years and 7 months, studying the 4th year of the Elementary Teaching in a public school. Results: the results of this study evidenced alterations not only in language, where there are difficulties in the phonological information processing, as well as in attention and executive functions and comorbidity of childhood depression. Conclusion: the study revealed the need for evaluation by an interdisciplinary team for a precise diagnosis and, consequently a better intervention in children with dyslexia and their co-morbidities. [ABSTRACT FROM AUTHOR]

RESUMO Objetivo: comparar o desempenho do processamento fonológico, da leitura e escrita de palavras reais e inventadas entre os escolares com transtorno de déficit de atenção e hiperatividade e escolares com bom desempenho escolar. Métodos: participaram deste estudo 30 escolares, na faixa etária de 9 a 12 anos, de ambos os gêneros, do Ensino Fundamental de escolas públicas e particulares, divididos em: Grupo Experimental (15 escolares com diagnóstico interdisciplinar de transtorno de déficit de atenção e hiperatividade) e Grupo Controle (15 escolares com bom desempenho escolar), pareado com o Grupo Experimental em idade, gênero, escolaridade, tipo de instituição de ensino (pública e particular). Os instrumentos utilizados para avaliação foram: Instrumento de Avaliação Sequencial (CONFIAS), Teste de Nomeação Seriada Rápida (RAN), Prova de repetição de palavras sem significado e Prova de leitura e escrita. Os resultados foram analisados por meio de testes estatísticos (Mann Whitney e Teste t de Student), adotando-se nível de significância de 5% (0,05). Resultados: os resultados analisados por meio de testes estatísticos revelaram diferenças significantes entre o grupo experimental e o grupo controle nas provas avaliadas. Conclusão: escolares com transtorno de déficit de atenção e hiperatividade apresentaram desempenho inferior em habilidades de consciência fonológica, acesso ao léxico, memória operacional, leitura e escrita de palavras, quando comparados aos escolares sem transtorno de déficit de atenção e hiperatividade, com bom desempenho escolar.