Paralisia cerebral: impacto de competências cognitivo-motoras em contexto familiar e de aprendizagem escolar
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Franzolin, Solange de Oliveira BragaCPF:01534614893http://lattes.cnpq.br/5371512457651990CPF:28140766801http://lattes.cnpq.br/2104856143285144Cavalheiro, Cleber Ricardo2015-09-14T10:13:35Z2012-07-112012-05-18CAVALHEIRO, Cleber Ricardo. Cerebral palsy: impact of cognitive-motor skills in the context of family and school learning. 2012. 79 f. Dissertação (Mestrado em Odontologia - Saúde Coletiva) - IASCJ - Universidade Sagrado Coração, Bauru, 2012.http://localhost:8080/tede/handle/tede/55The 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.O objetivo desse estudo foi investigar as relações entre as funções motoras, cognitivas em contexto familiar e de aprendizagem escolar de crianças com Paralisia Cerebral diplégica espástica. Foram incluídas 20 crianças, entre 7 e 14 anos, em acompanhamento na Unidade de Apoio de Reabilitação do Hospital Estadual de Bauru no ano de 2009, frequentando o ensino regular, com nível I, II e III no Gross Motor Function System (GMFCS) e superior a dois na Escala de Mobilidade Funcional. Para caracterização da criança foram coletados dados através da análise de prontuário eletrônico e aplicados os testes de quociente de inteligência (QI) e desempenho escolar (TDE), ao cuidador foi aplicado um questionário de caracterização e a escala de sobrecarga do cuidador. Realizada estatística descritiva para caracterização das amostras. Para análise dos dados foram divididos em 3 grupos de acordo com a GMFCS, as medianas do GMFM-88, quociente de inteligência (escore) e TDE (escore) foram analisadas pelo teste de Kruskal Wallis. A análise do início da reabilitação e do início escolar foi avaliada com as demais variáveis, através da Correlação de Spearman. Não foi encontrada diferença estatisticamente significativa entre os grupos de GMFCS ao analisar as medianas do QI e TDE Escore. Analisando a mediana do GMFM-88 evidenciou-se diminuição progressiva de acordo com a GMFCS quando comparados os grupos I com III e II com III, revelando diferença estatisticamente significativa (p<0,05). Não foi observada correlação entre a função motora, habilidades cognitivas e de aprendizagem escolar, na qual crianças estimuladas fisicamente e incluídas em ambiente escolar permanecem com baixa pontuação no QI e no desempenho escolar. A maior sobrecarga do cuidador foi no grupo III evidenciando que quanto maior o comprometimento funcional maior é a necessidade de assistência nos cuidados diários. Ampliar a compreensão das relações existentes no processo de interação social possibilitará melhor compreensão do desenvolvimento da criança e seus possíveis impactos em diferentes contextos.Made available in DSpace on 2015-09-14T10:13:35Z (GMT). No. of bitstreams: 1 dissertacao_cleber_ricardo_cavalheiro.pdf: 572295 bytes, checksum: b5347718d87e9aac0580431fc8816b8c (MD5) Previous issue date: 2012-05-18application/pdfporIASCJ - Universidade Sagrado CoraçãoSaúde ColetivaUSCBRCiências da Saúde e BiológicasPARALISIA CEREBRALDESENVOLVIMENTO INFANTILCOGNIÇÃOQUALIDADE DE VIDACEREBRAL PALSYCHILD DEVELOPMENTCOGNITIONQUALITY OF LIFECIENCIAS DA SAUDE::SAUDE COLETIVAParalisia cerebral: impacto de competências cognitivo-motoras em contexto familiar e de aprendizagem escolarCerebral palsy: impact of cognitive-motor skills in the context of family and school learninginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-5701933641775721563600600600-753428887677182963-6173167103754495199info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da USCinstname:Universidade do Sagrado Coração (USC)instacron:USCORIGINALdissertacao_cleber_ricardo_cavalheiro.pdfapplication/pdf572295http://localhost:8080/tede/bitstream/tede/55/1/dissertacao_cleber_ricardo_cavalheiro.pdfb5347718d87e9aac0580431fc8816b8cMD51tede/552016-02-05 22:15:07.61oai:localhost:tede/55Biblioteca Digital de Teses e Dissertaçõeshttps://tede2.usc.br:8443/http://tede2.usc.br:8080/oai/requestbiblicorjesu@unisagrado.edu.br||normalizacao@usc.bropendoar:2016-02-06T00:15:07Biblioteca Digital de Teses e Dissertações da USC - Universidade do Sagrado Coração (USC)false |
dc.title.por.fl_str_mv |
Paralisia cerebral: impacto de competências cognitivo-motoras em contexto familiar e de aprendizagem escolar |
dc.title.alternative.eng.fl_str_mv |
Cerebral palsy: impact of cognitive-motor skills in the context of family and school learning |
title |
Paralisia cerebral: impacto de competências cognitivo-motoras em contexto familiar e de aprendizagem escolar |
spellingShingle |
Paralisia cerebral: impacto de competências cognitivo-motoras em contexto familiar e de aprendizagem escolar Cavalheiro, Cleber Ricardo PARALISIA CEREBRAL DESENVOLVIMENTO INFANTIL COGNIÇÃO QUALIDADE DE VIDA CEREBRAL PALSY CHILD DEVELOPMENT COGNITION QUALITY OF LIFE CIENCIAS DA SAUDE::SAUDE COLETIVA |
title_short |
Paralisia cerebral: impacto de competências cognitivo-motoras em contexto familiar e de aprendizagem escolar |
title_full |
Paralisia cerebral: impacto de competências cognitivo-motoras em contexto familiar e de aprendizagem escolar |
title_fullStr |
Paralisia cerebral: impacto de competências cognitivo-motoras em contexto familiar e de aprendizagem escolar |
title_full_unstemmed |
Paralisia cerebral: impacto de competências cognitivo-motoras em contexto familiar e de aprendizagem escolar |
title_sort |
Paralisia cerebral: impacto de competências cognitivo-motoras em contexto familiar e de aprendizagem escolar |
author |
Cavalheiro, Cleber Ricardo |
author_facet |
Cavalheiro, Cleber Ricardo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Franzolin, Solange de Oliveira Braga |
dc.contributor.advisor1ID.fl_str_mv |
CPF:01534614893 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5371512457651990 |
dc.contributor.authorID.fl_str_mv |
CPF:28140766801 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2104856143285144 |
dc.contributor.author.fl_str_mv |
Cavalheiro, Cleber Ricardo |
contributor_str_mv |
Franzolin, Solange de Oliveira Braga |
dc.subject.por.fl_str_mv |
PARALISIA CEREBRAL DESENVOLVIMENTO INFANTIL COGNIÇÃO QUALIDADE DE VIDA |
topic |
PARALISIA CEREBRAL DESENVOLVIMENTO INFANTIL COGNIÇÃO QUALIDADE DE VIDA CEREBRAL PALSY CHILD DEVELOPMENT COGNITION QUALITY OF LIFE CIENCIAS DA SAUDE::SAUDE COLETIVA |
dc.subject.eng.fl_str_mv |
CEREBRAL PALSY CHILD DEVELOPMENT COGNITION QUALITY OF LIFE |
dc.subject.cnpq.fl_str_mv |
CIENCIAS DA SAUDE::SAUDE COLETIVA |
description |
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. |
publishDate |
2012 |
dc.date.available.fl_str_mv |
2012-07-11 |
dc.date.issued.fl_str_mv |
2012-05-18 |
dc.date.accessioned.fl_str_mv |
2015-09-14T10:13:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
CAVALHEIRO, Cleber Ricardo. Cerebral palsy: impact of cognitive-motor skills in the context of family and school learning. 2012. 79 f. Dissertação (Mestrado em Odontologia - Saúde Coletiva) - IASCJ - Universidade Sagrado Coração, Bauru, 2012. |
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http://localhost:8080/tede/handle/tede/55 |
identifier_str_mv |
CAVALHEIRO, Cleber Ricardo. Cerebral palsy: impact of cognitive-motor skills in the context of family and school learning. 2012. 79 f. Dissertação (Mestrado em Odontologia - Saúde Coletiva) - IASCJ - Universidade Sagrado Coração, Bauru, 2012. |
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