2011
DOI: 10.1590/s1519-38292011000400011
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Desempenho de crianças pré-termo com muito baixo peso e extremo baixo peso segundo o teste Denver-II

Abstract: Rev. Bras. Saúde Matern. Infant., Recife, 11 (4)

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Cited by 20 publications
(29 citation statements)
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“…In typical children assessed in clinics, 12.8% were suspected of being delayed, especially in the gross motor skill area 27 . Atypical conditions of children in clinics or hospitals 7,28,16,[29][30][31][32][33] such as low weight at birth and prematurity were correlated with suspicion of delayed NPMD 7,32 , particularly in the gross motor skill and language areas. Neurological changes and changes in the transfontanelar ultrasound, respiratory failure and hospitalization in ICU, have also contributed to a worse performance of the DDST II in all areas 30,33 .…”
Section: Resultsmentioning
confidence: 99%
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“…In typical children assessed in clinics, 12.8% were suspected of being delayed, especially in the gross motor skill area 27 . Atypical conditions of children in clinics or hospitals 7,28,16,[29][30][31][32][33] such as low weight at birth and prematurity were correlated with suspicion of delayed NPMD 7,32 , particularly in the gross motor skill and language areas. Neurological changes and changes in the transfontanelar ultrasound, respiratory failure and hospitalization in ICU, have also contributed to a worse performance of the DDST II in all areas 30,33 .…”
Section: Resultsmentioning
confidence: 99%
“…Several studies point out the influence of biological, nutritional, socioeconomic, family factors and the availability of access to services on the NPMD reinforcing its multifactorial potential 4,5,7,8,[25][26][27][28]30,[34][35][36] . However, it is observed that such conditions, in particular those that induce an atypical NPMD in children and that need more rigorous screening throughout childhood, are scarcely studied.…”
Section: Discussionmentioning
confidence: 99%
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“…Na idade escolar, a escrita é a tarefa dominante dentre as atividades motoras finas, que consomem cerca de 30 a 60% do tempo gasto em sala de aula (MCHALE;CERMAK, 1992;MAGALHÃES et al, 2011a). O bom desempenho na escrita contribui tanto para o desenvolvimento acadêmico, social e da comunicação como para a construção da autoestima da criança (CORNHILL; CASE-SMITH, 1996).…”
Section: Introductionunclassified