As interações sociais que ocorrem no ambiente escolar podem favorecer ou prejudicar o desenvolvimento acadêmico e comportamental. Objetivou-se neste estudo comparar práticas educativas de professores e comportamentos infantis, de crianças diferenciadas por indicadores diagnósticos de problemas de comportamento (grupos clínicos e não clínicos para problemas de comportamento), pela escolaridade (pré-escolares e escolares) e sexo. A amostra foi composta por 283 crianças e seus professores da rede pública de ensino, que responderam questionários e entrevista semiestruturada. Foram conduzidas análises estatísticas: testes t de Student e Qui-quadrado. Notou-se que professores tendem a ser menos habilidosos e mais punitivos com meninos, escolares, e crianças clínicas para problemas de comportamento. Meninas e crianças não clínicas para problemas de comportamento apresentam maiores médias de habilidades sociais e menores escores de problemas comportamentais.

ResumoO Atendimento Educacional Especializado (AEE), em parceria com as escolas públicas, objetiva complementar a aprendizagem de alunos com deficiência, no contraturno da escola comum. Esta pesquisa objetivou descrever e analisar o conteúdo dos encaminhamentos dos professores das escolas públicas para o AEE, categorizando-o de acordo com o sexo, idade, diagnóstico de deficiência, problemas de comportamento externalizante e internalizante, dificuldade de aprendizagem e outros. Para tal contatou-se uma instituição que oferece o AEE em um município do interior paulista e foram analisados 92 encaminhamentos de crianças do ensino infantil. Os resultados demostram que a maior parte dos atendimentos realizados pelo AEE destina-se a crianças que não possuem diagnóstico de deficiência. Além disso, 69% das queixas referem-se a problemas de comportamento externalizantes. A partir de tais dados discute-se sobre práticas educativas de professores e alternativas de atendimento para alunos com ou sem deficiência que apresentam dificuldades no processo de ensino-aprendizagem. Palavras-chave:Comportamento; educação especial; trabalho docente. Analysis of complaints of municipal directed network submitted to special education AbstractThe Atendimento Educacional Especializado (AEE), in partnership with public schools, aims complementary disabled student learning in the comum school, in turn against. This study aimed to describe and analyze the contents of the referrals of teachers in public schools to the AEE, categorizing them according to sex, age, disability diagnosis, behavior problems externalizing and internalizing, disabilities learning, and others. Was contacted an institution that offers the AEE, in an interior city of São Paulo, to describe and analyze 92 referrals of children of kindergarten. The results show that most of the services performed by the AEE intended for children that do not have disabilities. In addition, 69 % of the complaints relate to externalizing behavior problems. From these data we discuss about educational practices of teachers, and alternative care for patients, whether or not students with disabilities, who have difficulties in the learning process.Keywords: Behavior; special education; teaching work. Análisis de las quejas de la red municipal encaminadas para la Educación Especial ResumenLa Atención Educacional Especializada (AEE), en conjunto con las escuelas públicas, tiene como objetivo complementar el aprendizaje de alumnos con deficiencia, en el contra-horario de la escuela común. Esta investigación tiene el objetivo describir y analizar el contenido de los encaminamientos de los profesores de las escuelas públicas para el AEE, categorizándolo de acuerdo con el sexo, edad, diagnóstico de deficiencia, problemas de comportamiento exterior e interior, dificultad de aprendizaje y otros. Para eso se contactó una institución que ofrece el AEE en un municipio del interior paulista y se analizaron 92 encaminamientos de niños de la enseñanza infantil. Los resultados demostraron que la mayor parte ...

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Objective: Mental illness is an important public health concern, often starting early in life and particularly impacting children from low-and middle-income countries. Our aims were to 1) determine, in a representative sample of public preschool 4-to 5-year old children in Brazil, the prevalence of internalizing and externalizing disorders and socioemotional development delays; and 2) to identify modifiable risk factors associated with mental, behavioral, or developmental disorders (MBDD), such as microsystem (i.e., parent-child relationship), mesosystem (social support), and macrosystem contextual factors (neighborhood disadvantage). Methods: A random sample of public preschool children was recruited in the city of Embu das Artes (Sã o Paulo metropolitan area) (n=1,292 from 30 public preschools). Six-month prevalence of MBDD was measured using the Child Behavior Checklist (CBCL) and the Ages and Stages Questionnaires: Social-Emotional (ASQ:SE). Results: Six-month prevalence estimates were 25.4% for internalizing disorders, 12.1% for externalizing disorders, and 30.3% for socioemotional development delays. MBDD prevalence estimates were higher in families with stressful relationships and parental depression or anxiety, and in families with lower social capital. Conclusion: At least 25% of preschool children living in an urban area in Brazil presented a mental health disorder. These mental disorder were associated with modifiable factors such as stressful family relationships and lower social capital. Prevention and intervention measures such as family therapy are needed to decrease such high prevalence.

Interactions between teachers and students impact children’s academic and social learning. This study’s objective was to identify associations and predictions between variables concerning social educational skills, negative educational practices, behavior problems and the social skills of students differentiated by schooling, clinical indicators of behavior problems, and gender. A total of 283 children and their teachers from the public schools participated in the study, who answered questionnaires and participated in a semi-structured interview. Correlation and regression statistical analysis were performed. All the groups presented positive correlations between social educational skills, children’s social skills, negative educational practices, and behavior problems. Behavior problems and social skills presented predictive values among preschoolers. The aforementioned variables, together with positive and negative educational practices, presented predictive values among school children. The conclusion is that teachers can be a protective factor for children’s development, but this requires planning.

The association between specific school readiness skills and long-term school-related outcomes are still unclear and under debate. It is the first study to systematically review the literature on factors associated with school readiness evaluation about school-age achievement. This review included longitudinal studies with a minimum follow-up of five years; these studies performed the assessments during early childhood. The authors registered the study in the PROSPERO database (CRD42018089694). Five databases were searched (PubMed, Scielo, Scopus, ERIC, and Psyc Articles). Independent reviewers screened a total of 4,278 articles that were retrieved, and 13 were eligible for inclusion. Results showed that early language and math abilities at preschool age, middle to higher socioeconomic status, and socialemotional skills were the most significant variables in the promotion of positive school-age development. Preschool education and socioe motional or behavioral skills may compensate for academic difficulties in later school achievement.

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This study investigated motor aptitude in older adults with and without Parkinson's disease (PD) to further specify known motor-related changes of PD. We divided 671 older adults (23.5% male; Mage = 69.6, SD = 6.6 years) into a Parkinson's Disease Group (PDG) and a non-Parkinson's Disease Group (NPG) and assessed their general motor aptitude (GMA) and their specific motor aptitudes (in Coordinative, Proprioceptive, and Perceptive domains) using the Motor Scale for Older Adults. We used the chi-squared tests and logistic regression to identify and affirm an associations between PD and motor aptitude, we found that most adults without PD showed normal motor aptitude (GMA: 80.7%; Proprioceptive: 82.3%; Perceptive: 81.4%) except for the Coordinative skills, for which 56.4% of these participants had motor impairment. Most partipants with PD showed motor impairments (GMA: 94.7%; Coordinative: 97.4%; Proprioceptive: 97.4%), except in the Perceptive domain, for which 68.4% of participants with PD showed normal aptitude. There were significant associations between PD and GMA (OR = 127.6), Coordinative motor skills (OR = 48.0), and Proprioceptive skills (OR = 204.4), even after the model was adjusted for gender and age. Our use of the Motor Scale for Older Adults in contrasting groups of older Brazilian adults provides further specificity to the motor aptitude characteristics of older adults with PD.