Desempenho escolar de alunos com fissura labiopalatina no julgamento de seus professores

Domingues, Ana Beatriz Cardoso; Picolini, Mirela Machado; Lauris, José Roberto Pereira; Maximino, Luciana Paula

doi:10.1590/s1516-80342011000300012

Cited by 9 publications

(12 citation statements)

References 18 publications

(30 reference statements)

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“…Studies conducted with the cleft lip and palate population 7,9,19 , showed involvement in speech articulation and processes comprising oral and written language, indicative of a set of articulatory and acoustic characteristics engaged in the speech and language production of these individuals.…”

Section: Resultsmentioning

confidence: 99%

“…However, G2 also showed impaired intellectual reasoning related to visual perception of nonverbal logical spatio-temporal tasks (Figure 1). Although there is evidence of intellectual abilities of preserved reasoning in a representative percentage of the population with cleft lip and palate 5,9 , the (p=0.036) Chi-square Figure 4. Representation of the groups according to the classification of the Boston Naming Test be vulnerable to this interference regarding the quality of lexical repertoires 7 .…”

Section: Discussionmentioning

confidence: 99%

“…Longitudinal researches in literature show that children with cleft lip and palate present increased risk for language deficits, since they exhibit significantly lower scores in receptive and expressive language, when compared to children without cleft lip and palate [4][5][6] . The children with cleft lip and palate may present speech 7 , orthodontic 8 and emotional 3 , disabilities, and therefore these conditions are considered as risk factors for low academic performance 9 . Although some studies report no relationship between facial deformity and intellectual underperformance 10 , others report deficits in cognitive abilities of children with cleft lip and palate, justified by alterations in auditory functions and / or speech, essential to the learning process, including reading.…”

Section: Introductionmentioning

confidence: 99%

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Desempenho cognitivo-linguístico de crianças com fissura labiopalatina em fase de aquisição da leitura e escrita

2017

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Purpose: to identify the cognitive-linguistic skills necessary for children with cleft lip and palate, in order to learn how to read and write. Methods: 120 children, with 5 and 6 years old, attending Kindergarten II and 1st grade of primary school, were divided into two groups: G1, consisting of 60 children with cleft lip and palate, and G2, with 60 children without developmental alterations. The Raven Colored Progressive Matrices, the Phonological Skills Profile and the Boston Naming Test were employed. Results: comparing the performances of the groups, there was statistical difference in intellectual functions, indicating loss in cognitive abilities of G1 (p = 0.019). The cognitive-linguistic skills were classified as "Under Attention" for both groups, and discrepancy in G1 was more representative, with 66.7%. Conclusion: the language skills necessary for reading and writing acquisition proved to be deficient in the cleft lip and palate population, presenting levels of cognitive performance lower than expected for the age and education in most of the modalities evaluated. Limiting environmental factors and low socio-cultural status of the sample were suggestive of additional interference to the acquisition of cognitive-linguistic pre-skills necessary for satisfactory performance of the academic tasks, such as reading and writing. Therefore, this study aimed to identify the cognitivelinguistic skills necessary for children with cleft lip and palate to learn how to read and write. METHODSInitially, ethical research procedures were adopted according to the National Council of Health CNS466 / 2012, approval n° 517168 by the Ethics Committee on Human Research of the Craniofacial Anomalies Rehabilitation Hospital HRAC / USP, and subsequent signature of the Informed Consent by the participants of the study.The sample consisted of 120 participants, both genders, aged between 5 years and 6 years and 11 months, attending kindergarten II and the 1st grade of elementary public schools in a town in the interior of São Paulo State, forming two groups: G1, comprising 60 participants with cleft lip and palate, 23, with pre-foramen type, 13, post-foramen and 24, transforamen; and G2, comprising 60 participants without craniofacial abnormalities or other alterations in development, as the comparison group. For inclusion criteria, participants of G1 had to be enrolled in the rehabilitation hospital where the research was conducted; and G2, had to be enrolled in the public school. Both groups should be aged as required and should have signed the consent for spontaneous participation in the research. Children diagnosed with neurological, psychiatric, sensory or syndrome alterations, limited to instrumentation, were excluded of the study.For intellectual resources evaluation, the psychometric standardized test Raven´s Colored Progressive Matrices -Especial Scale 15 was employed, consisting of three sets of 12 items: A, Ab and B, arranged in an ascending degree of difficulty. The interpretation of results followed the norma...

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Desempenho cognitivo-linguístico de crianças com fissura labiopalatina em fase de aquisição da leitura e escrita

2017

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“…These problems produce consequences that involve impaired self-esteem, greater dependence on parents, isolation, avoidance of social contact and reduced verbal ability (Domingues, Picolini, Lauris, & Maximino, 2011;Oliveira, 2014). Given the consequences of the diffi culty of effective communication and compromised physical appearance, individuals with orofacial clefts, becomes targets of marked situations, such as social prejudice, discrimination and ridicule, that can compromise their development and social performance (Guimarães, 2010;Maggi & Scopel, 2011).…”

Section: Palabras Clavementioning

confidence: 99%

Behavioral Problems in Preschool Children with Orofacial Clefts

Silva¹,

Rodrigues²,

Lauris³

2017

Temas Psicol.

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The present study aimed to evaluate behavioral problems in 83 children with orofacial clefts and to test for possible correlations between these problems and the following variables: gender, age and cleft type. The instruments used were: Interview Protocol and the CBCL. Descriptive analysis of the data was performed using measures of frequency and percentage and the Chi-squared test was used to test for possible correlations. The results showed a higher frequency of externalizing behavior problems in boys. Higher rates of internalizing problems (62.2%) and total problems (46.7%) were also found in older children. Regarding the relationship between cleft type and behavioral problems, a prevalence of internalizing behaviors was observed, regardless of the type. Considering the behavioral profi le that composes the internalizing and externalizing scales, an association between male gender and aggressive behavior was observed; between the 3 years to 4 years 3 months age group and aggressive behavior; and between the pre-incisive foramen cleft and trans-incisive foramen cleft types and internalizing behavior, with emphasis on anxiety/depression problems (50% and 27.1% respectively). It is considered that these data can contribute to the planning of preventive and interventional actions, as internalizing and externalizing behaviors reduce the opportunity for adequate interactions and, hence social development.Keywords: Children's behavior, behavior problems, cleft lip and palate. Problemas Comportamentais em Crianças Pré-Escolares com Fissura LabiopalatinaResumo O presente estudo objetivou identifi car problemas de comportamento de 83 crianças com fi ssura labiopalatina e testar a correlação entre esses problemas e as variáveis sexo, idade e tipo de fi ssura.

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“…As características clíni-cas mais comuns são as anomalias dentárias, perda auditiva, fonação comprometida e riscos no desenvolvimento da linguagem e aprendizado. Essas características envolvem tanto um tratamento fonoaudiológico como ortodô-ntico, sendo necessário, trabalho conjunto e discussão de casos (DOMINGUES et al, 2011). Indivíduos com insuficiência e incompetência ve-lofaríngea, geralmente, apresentam articulação compensatória e golpe de glote para fonemas plosivos, e fricativa faríngea para os fonemas fricativos.…”

Section: Intervenção Nas Fissuras Labiopalatinasunclassified

Interfaces entre fonoaudiologia e odontologia: em que situações essas ciências se encontram?

et al. 2015

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The interdisciplinarity between Speech and Language Sciences regarding Orofacial Motricity and Dentistry with respects to Orthodontics is seen in various cases. Even though they present distinct objectives, the field of Speech and Language Sciences is centered on the appropriateness of the way in favor of the Stomatognathic system functions. Dentistry is concerned more specifically with the correction of dent facial anomalies.Both need to work jointly in various situations, in order to promote a better prognosis to the patient. Based on this relationship, this literature review, which aims to strengthen the knowledge that must exist between the speech-language pathology and Dentistry, discussing the most relevant themes that approximate the two specialties.

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Desempenho escolar de alunos com fissura labiopalatina no julgamento de seus professores

Cited by 9 publications

References 18 publications

Desempenho cognitivo-linguístico de crianças com fissura labiopalatina em fase de aquisição da leitura e escrita

Desempenho cognitivo-linguístico de crianças com fissura labiopalatina em fase de aquisição da leitura e escrita

Behavioral Problems in Preschool Children with Orofacial Clefts

Interfaces entre fonoaudiologia e odontologia: em que situações essas ciências se encontram?

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