Casuística do Laboratório de Estudos dos Transtornos de Aprendizagem(LETRA) do Hospital das Clínicas da UFMG

• Autor(a) principal: Juliana Flores Mendonca Alves
• Data de Publicação: 2012
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: http://hdl.handle.net/1843/BUOS-99WG23
• topic: Transtornos de aprendizagem; Avaliação; Diagnóstico; Dislexia; Motor; Comorbidade; Estudantes; Distúrbios da aprendizagem; Dislexia; Neurociências

The difficulty in learning can involve both intrinsic and extrinsic causes. Thats why when there is a child with poor school performance, it is important to investigate if this problem is related to learning difficulties or to learning disorder. The diagnosis of learning disorder requires a multidisciplinary team composed by experienced professionals in education area. The Learning Disorders Laboratory (LETRA) at Hospital das Clinicas, in Universidade Federal de Minas Gerais, is the place where children and adolescents with poor school performance are evaluated. The aim of this work to bring round the data from LETRA. This data was obtained from chart records and test results in 78 children and adolescents who were evaluated in 2010 and 2011. It was found 19 (24.2%) children and adolescents with learning disorder. Seven (8.9%) out of these 19 children and adolescents showed only learning disorderand 12 of them (15.3%) had more than one type of disorder. The mostcommon comorbidities were attention deficit hyperactivity disorder (57.9%), developmental coordination disorder (21%), oppositional defiant disorder (10.5%) and bipolar disorder (5.3%). There was a higher prevalence of learning disorder in males (68.4%) than in females (31.5%) (P>0,05). Mean age was 10 years and 4 months and standard deviation of 2 year and a half. Children at these age showed a higher prevalence in learning disorder, 9 of them (47.4%). Besides learning disorder, other diagnosis were found, mainly attention deficit hyperactivity disorder (42.3%), mental retardation (14.1%), developmental coordination disorder (5.1%), oppositional defiant disorder (2.6%) and bipolar disorder (1.3%). Of the 18 patients with learning disorder (94.7%) had lowvisuomotor integration and 11 (57.9%) had difficulty in motor coordination. Poor school performance is a symptom which is each day more present in our children. An updated view of this theme makes it easier to recognizes the actual clinical problem, allowing correct diagnosis and intervention. The multidisciplinary team is essential at the evaluation on these children.