Introduction: The quality of life (QoL) of schoolchildren with cerebral palsy (CP) should be evaluated considering the functional variability of the child with CP with an extended view on functionality in the school context and the determinants of QoL. Objective: to evaluate the school participation and the QoL of schoolchildren with CP in Recife's municipal public network, as well as to analyze the influence of GMFCS levels and motor performance on these variables in the study population. Method: This is an exploratory observational study whose evaluation model was structured based on the International Classification of Functioning, Disability and Health (CIF). Children with CP were classified in the Gross Motor Function Classification System (GMFCS) and evaluated according to Gross Motor Function Measure-88 (GMFM-88). The School Function Assessment (SFA) and the Quality of Life Questionnaire for Cerebral Palsy (CPQOL-Caregiver) were answered by teachers and mothers, respectively. Results: In the study population, the higher the GMFCS level, the lower the participation and the lower the independence in school activities, aspects that add to the QoL construct, mainly with less functionality, less emotional well-being and self-esteem, and lower family health. Conclusion: GMFCS levels and motor performance of schoolchildren with CP can affect school participation and QoL, and it is important to consider each child's individual and contextual factors. These results can help the development of functional, care, inclusion and pedagogical strategies for students with CP.
Objetivo: Avaliar o efeito em curto prazo de dois protocolos de hidrocinesioterapia sobre o tônus muscular e o nível de estresse de crianças com SCZ. Métodos: Estudo cruzado, randomizado e cego, com crianças com microcefalia/SCZ entre 3-36 meses de idade. O tônus foi avaliado pela Escala Modificada de Tardieu(EMT), analisando-se o grau de tônus muscular e a amplitude de movimento articular(ADM); o nível de estresse, através de Escala visual analógica de faces variando desde um estado sem estresse (1) até estresse intenso (4). Dois protocolos de hidrocinesioterapia(Protocolo PI e PII) foram aplicados em ambiente aquático restrito, por 15 minutos com temperatura da água a 37ºC. Resultados: Doze crianças participaram do estudo(média de idade em meses: 23,9+3,97), 58,7% do sexo feminino. Após PI, observamos redução do grau de tônus dos músculos extensores de cotovelo(p=0,03) e joelho(p=0,04); em PII, não houve mudanças significativas no grau de tônus. Não houve mudanças significativas no nível de estresse em PI e PII, porém 83,3% se encontravam sem estresse ou estresse leve antes das intervenções. Conclusões: O protocolo I acarretou redução do grau de tônus muscular em curto prazo quando comparado com PII. Enfatiza-se que os protocolos aplicados são de baixo custo, e podem ser uma opção de técnica não farmacológica viável no acompanhamento terapêutico destas crianças. Ressalta-se que a experiência do fisioterapeuta deve guiar a escolha do protocolo adequado para o objetivo terapêutico de cada criança e a vantagem de ser uma técnica facilmente replicável em ambiente terapêutico e domiciliar.
Avaliação da funcionalidade das mães cuidadoras de crianças com a Síndrome Congênita Do Zika Assesment of functionality of mothers caring for children with Congenital Zika Syndrome
Purpose: To analyze the perception of teachers about the functionality and school participation of children with cerebral palsy (CP). Methods: Descriptive, exploratory, observational study with a mixed design of quantitative and qualitative approach, carried out with 14 teachers, who were interviewed in a questionnaire model, based on the International Classification of Functionality, Disability and Health (ICF). The reports were transcribed and quantified based on the domains and codes of the second level of the ICF, for better analysis. Results: The reports pointed out aspects that facilitate the participatory process of children through the attitudes of the people who make up the school support network. However, the challenges to school inclusion were highlighted, related to issues of recreation, leisure and mobility, restricting participation and environmental barriers, as for services, systems and policies related to construction, architecture, health, and education. Conclusion: Such aspects reinforce the importance of interventions focused on the individuality of the child, taking into account the entire context in which he lives, and not just the intervention limiting the modification of the affected body structures and function. Thus, the teachers interviewed focused on participation in mobility and recreation activities linked to interdisciplinary work, qualification of education professionals, and readjustments in school infrastructure as challenges for greater participation of children with CP.
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