| spelling |
Ângela Pinheirohttp://lattes.cnpq.br/1536933456079689Cybelle LoureiroJúlia Silvahttp://lattes.cnpq.br/1034829799063768Alexandra Monticeli de Souza Ricardo Belato2022-02-02T18:03:17Z2022-02-02T18:03:17Z2020-05-28http://hdl.handle.net/1843/39262https://orcid.org/0000-0002-4968-8753A musicoterapia vem se consolidando cada dia mais como uma ciência, entretanto, ainda jovem, tendo emergido depois da Segunda Guerra Mundial (Oliveira & Gomes, 2014). Grande parte de seus instrumentos de avaliação, portanto, ainda necessitam ter sua eficácia comprovada para que seja possível planejar intervenções condizentes às necessidades do indivíduo. Sendo assim, investigou-se a relação entre um conjunto de atividades musicoterápicas que testam as funções cognitivas incluídas no domínio “Cognição” do protocolo Individualized Music Therapy Assessment Profile (IMTAP) com uma bateria formada pelos instrumentos psicológicos normalmente utilizados em uma avaliação cognitiva da leitura. A seguir, com base nas relações inferidas entre linguagem musical e a linguagem escrita e nos estudos sobre a intervenção musical na dislexia, explorou-se a possibilidade de as crianças identificadas em risco de dislexia pudessem apresentar algum comprometimento no domínio “Cognição” do IMTAP. A amostra contou com 30 alunos do 2º ano de uma escola pública da região da Pampulha na cidade de Belo Horizonte, com idades entre 7 e 8 anos, que foram submetidos às supracitadas atividades musicoterápicas (criadas para a presente dissertação com base no referencial do domínio “Cognição” do IMTAP e em quatro técnicas propostas pela abordagem da Musicoterapia Neurológica) e à bateria de testes psicológicos (Matrizes Progressivas de Raven; subteste Dígitos do WISC; Bateria Psicológica de Atenção, Teste de Repetição de Pseudopalavras para Crianças Brasileiras; Velocidade de Nomeação e Teste de Leitura de Compreensão de Sentenças). As expectativas do estudo não foram confirmadas. Através de correlações de Pearson que embora tenham sido significativas, mas muito baixas, não se encontrou relação entre as atividades musicoterápicas e a bateria de testes psicológicos, sugerindo que os constructos avaliados pelo domínio “Cognição” do IMTAP são diferentes dos construtos dos testes utilizados para avaliar funções cognitiva tais como atenção, memória e sequenciamento de informações. Na mesma direção, as crianças em risco de dislexia não demostraram qualquer prejuízo nas habilidades musicais do mesmo domínio. Por fim, ao se avaliar as possíveis falhas na construção das atividades musicoterapêuticas aplicadas, instruções para a construção de novos caminhos foram criados na intenção de auxiliar em pesquisas futuras.Music therapy has been increasingly consolidated as a science, however, still young, having emerged after the Second World War (Oliveira & Gomes, 2014). A large part of its assessment instruments, therefore, still need to be proven effective in order to be able to plan interventions in line with the individual's needs. Therefore, we investigated the relationship between a set of music therapy activities that test the cognitive functions included in the “Cognition” domain of the Individualized Music Therapy Assessment Profile (IMTAP) protocol with a battery formed by the psychological instruments normally used in a cognitive assessment of reading. Next, based on the relationships inferred between musical language and written language and studies on musical intervention in dyslexia, the possibility that children identified at risk of dyslexia could have some impairment in the IMTAP “Cognition” domain was explored. The sample included 30 second year students from a public school in the region of Pampulha in the city of Belo Horizonte, aged between 7 and 8 years old, who were submitted to the aforementioned music therapy activities (created for this dissertation based on the domain reference IMTAP “Cognition” and four techniques proposed by the Neurological Music Therapy approach) and the battery of psychological tests (Raven Progressive Matrices; WISC Digits subtest; Psychological Attention Battery, Pseudoword Repeat Test for Brazilian Children; Naming Speed and Test Reading Comprehension). The expectations of the study have not been confirmed. Through Pearson's correlations that although significant, but very low, no relationship was found between music therapy activities and the battery of psychological tests, suggesting that the constructs evaluated by the IMTAP “Cognition” domain are different from the test constructs used for assess cognitive functions such as attention, memory and information sequencing. In the same direction, children at risk of dyslexia did not show any impairment in the musical skills of the same domain. Finally, when evaluating the possible flaws in the construction of the applied music therapy activities, instructions for the construction of new paths were built with the intention of assisting in future research.porUniversidade Federal de Minas GeraisPrograma de Pós-graduação em Psicologia: Cognição e ComportamentoUFMGBrasilFAF - DEPARTAMENTO DE PSICOLOGIAMusicoterapiaValidaçãoIMTAPTranstornos específicos de aprendizagemMúsicaAnálise para o domínio “Cognição” do protocolo Individualized Music Therapy Assessment Profile (IMTAP)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALAlexandra Monticeli - Análise para o domínio “Cognição” do protocolo Individualized Music Therapy Assessment Profile (IMTAP).pdfAlexandra Monticeli - Análise para o domínio “Cognição” do protocolo Individualized Music Therapy Assessment Profile (IMTAP).pdfapplication/pdf2762152https://repositorio.ufmg.br/bitstream/1843/39262/1/Alexandra%20Monticeli%20-%20An%c3%a1lise%20para%20o%20dom%c3%adnio%20%e2%80%9cCogni%c3%a7%c3%a3o%e2%80%9d%20do%20protocolo%20Individualized%20Music%20Therapy%20Assessment%20Profile%20%28IMTAP%29.pdfa5331717fe2d0ee37e5e5020f4d250e1MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-82118https://repositorio.ufmg.br/bitstream/1843/39262/2/license.txtcda590c95a0b51b4d15f60c9642ca272MD521843/392622022-02-02 15:03:17.843oai:repositorio.ufmg.br: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ório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2022-02-02T18:03:17Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
|