Avaliação do desempenho intelectual e escolar de crianças submetidas à tonsilectomia e adenoamigdalectomia no pré e pós-operatório

Abstract

Several studies have demonstrated the impact of obstructive sleep disorders on the quality of life of children. However, few studies address school and intellectual performances of children who have undergone tonsillectomy or adenotonsillectomy, indicating the benefits of these surgeries.Objective: To evaluate and compare the learning and intellectual performances of children submitted to tonsillectomy or adenotonsillectomy, before and after surgery. Materials and Methods:83 children between the ages of 7 and 11 were evaluated by a psychologist employing a longitudinal and descriptive study in the pre and post-surgery groups. The first evaluation was performed just before surgery, and the second and third evaluations one and six months after the surgical procedure. The social-demographic form, Raven's Colored Progressive Matrices Test and the School Performance Test were used. Results:The group of children in this study presented a statistically significant evolution in their intellectual performance evaluations (p < 0.05) and also school performance evaluations in writing, mathematics and reading sub-tests (p < 0.001). Conclusion:Based on our findings we concluded that tonsillectomy or adenotonsillectomy performed in children with obstructive respiratory disorders produce a positive impact on intellectual and school learning development. Braz J Otorhinolaryngol. 2012;78(4):17-23. ORIGINAL ARTICLE BJORL

Sleep-Related Breathing Problem Trajectories Across Early Childhood and Academic Achievement-Related Performance at Age Eight

“…However, studies examining this further have produced inconsistent findings, with several studies having methodological limitations. For example, before-after intervention studies have generally either demonstrated no statistically significant differences in academic achievement after treatment (Marcus et al, 2006;Esteller More et al, 2008;Biggs et al, 2014), or have not compared improvements to a control group or to expected academic growth (Giordani et al, 2012;Ikeda et al, 2012), limiting the conclusions that can be drawn. Longitudinal studies have produced mixed findings.…”