The objective of the present study was to discuss the theoretical and methodological principles recommended by Alexsander Romanovich Luria and their application to neuropsychological and educational assessment in infants. We present a case study of a male child, 11 years of age, diagnosed with generalized idiopathic epilepsy absence with a history of school in mathematics. The neuropsychological evaluation followed four steps proposed by Luria: (1) qualitative analysis of the symptoms, (2) quantitative evaluation of activity, (3) qualitative evaluation of activity, and (4) the proposition of a rehabilitation program. These steps were contemplated based on a neuropsychological protocol composed of nomothetic and idiographic tasks. We found deficits in manipulation activities, especially ones that demand visuospatial and visuoconstructive skills, associated with school difficulties in mathematics. The Lurian method allowed us to identify preserved and compromised cognitive functions, allowing interventions that minimized the identified deficits. Keywords: Neuropsychological Assessment. Mathematical Activity. Luria. Epilepsy Absence. Childhood.ResumoO objetivo do presente estudo foi discutir acerca dos princípios teórico-metodológicos recomendados por Alexsander Luria e sua aplicação para a avaliação neuropsicológica e educacional infantil. Apresenta-se um estudo de caso de uma criança do sexo masculino, 11 anos de idade, diagnosticado com epilepsia idiopática generalizada do tipo ausência com histórico de dificuldades escolares em matemática. A avaliação neuropsicológica realizada seguiu os quatro passos propostos por Luria: (1) análise qualitativa do sintoma, (2) avaliação quantitativa da atividade, (3) avaliação qualitativa da atividade, e (4) a proposição de um programa de reabilitação. As etapas aludidas foram realizadas a partir da utilização de protocolo composto por tarefas nomotéticas e idiográficas. Foram identificados déficits em atividades manipulativas, notadamente aqueles que demandaram habilidades visoespaciais e visoconstrutivas, associadas com dificuldades em matemática. O modelo luriano possibilitou a identificação de funções cognitivas deficitárias e preservadas, além de proposição de intervenções que minimizaram os déficits identificados.Palavras-chave: Avaliação Neuropsicológica. Atividade Matemática. Luria. Epilepsia de Ausência. Infância.
This study investigated how the difficulties in language in children with Rolandic Epilepsy (RE) could be related to alterations in their development of phonological awareness and/or working memory. We evaluated fourty-two children aged 6 to 13 years old. From these, twenty-one children were diagnosed with RE and formed the experimental group; and twenty-one children without RE, paired with the experimental group by sex, age, education and socioeconomic status, formed the control group. The results showed significant differences in the performances of children with RE and healthy children in the tests that evaluated working memory and phonological awareness. Also, positive and high significant correlations were found between working memory and phonological awareness in the RE clinical subgroup. Generally, the results suggest that compromises in both cognitive functions might be associated to loss of language capabilities in children with RE, and also point that the development of working memory and phonological awareness are interconnected.
Superior (CAPES) pelas bolsas de estudos e produtividade que viabilizaram a realização deste estudo. RESUMO O TEPIC-M é um teste que avalia a memória visual de curto prazo, validado e normatizado para a faixa etária de 17 a 89 anos, com o objetivo de encontrar evidências de validade de critério e normas para crianças e adolescentes. Este estudo contou com 542 estudantes com idade entre seis e 16 anos, de instituições de ensino públicas e privadas da cidade de Natal/RN. Verificou-se diferença estatisticamente significativa na média de acertos quando comparados os desempenhos dos participantes em função do tipo de escola (p<0,001), bem como em função da idade (p<0,001). Por outro lado, não foram verificadas diferenças na média de acertos entre sexos (p=0,808). Conclui-se que o instrumento é adequado para a avaliação da memória visual de curto prazo entre crianças e adolescentes brasileiros, podendo ser utilizado em futuros estudos com essa população. Palavras-chave: memória de curto prazo; avaliação psicológica; psicometria. ABSTRACT-Evidences of validity and standards of the TEPIC-M for children and adolescents The TEPIC-M is a test that evaluates short-term visual memory that has been validated and standardized for the 17 to 89 years age group. Participants of this study were 542 students aged between six and 16 years, of public and private educational institutions in the city of Natal, Brazil. The study aimed to find evidence of criterion validity and standards for children and adolescents. Statistically significant difference were found in the mean number of correct answers when comparing the performances of the participants according to the type of school (p<0.001) and age (p<0.001). Conversely, there were no differences in the mean number of correct answers between the sexes (p=0.808). It was concluded that the instrument is suitable for the evaluation of short-term visual memory among Brazilian children and adolescents and can be used in future studies with this population.
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