Paralisia cerebral: impacto de competências cognitivo-motoras em contexto familiar e de aprendizagem escolar

• Autor(a) principal: Cavalheiro, Cleber Ricardo
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da USC
• Texto Completo: http://localhost:8080/tede/handle/tede/55
• topic: PARALISIA CEREBRAL; DESENVOLVIMENTO INFANTIL; COGNIÇÃO; QUALIDADE DE VIDA; CEREBRAL PALSY; CHILD DEVELOPMENT; COGNITION; QUALITY OF LIFE; CIENCIAS DA SAUDE::SAUDE COLETIVA

The aim of this study was to investigate the relationships between motor functions, cognitive skills in the context of family and school apprenticeship of children with spastic diplegic cerebral palsy. Were included 20 children between 7 and 14 years, followed at the Rehabilitation Support Unit of Bauru State Hospital in 2009, attending a regular school, with Level I, II and III in the Gross Motor Function System (GMFCS) and upper than 2 in the Functional Mobility Scale. To characterize the children were collected data through analysis of electronic medical records and by application of test of intelligence quotient (IQ) and school performance (SPT), to the caregiver was administered a characterization questionnaire and the caregiver burden scale. Carried statistical descriptive to characterization of the samples. For data analysis were divided into three groups according to the GMFCS, the medians of GMFM-88, IQ (score) and SPT (score) were analyzed by Kruskal Wallis test. The analysis of the beginning of rehabilitation and the start scholastic was evaluated with the other variables by Spearman's correlation. There was no significant difference between groups GMFCS at analyze the median of IQ and SPT score. Analyzing the median of the GMFM-88 it was evidenced progressive reduction according to the GMFCS when compared the groups I with III and II with III, revealing a statistically significant difference (p <0.05). Not found a correlation between motor function, cognitive abilities and school apprenticeship, in which children physically stimulated and included in school environment remain with low IQ scores and school performance. The caregiver burden was higher in group III, showing that the greater the functional impairment is greater the need for assistance in daily care. Enlarge the understanding of the relationships in the process of social interaction will allow better understanding of child development and its possible impacts in different contexts.