Aplicação do teste M1-Alpha em sujeitos normais com baixa escolaridade: estudo piloto

Abstract

OBJETIVO: Verificar o desempenho de sujeitos normais com baixa escolaridade no teste M1-Alpha e obter parâmetros que possam ser utilizados na avaliação clínica de pacientes afásicos com baixa escolaridade, expostos a este teste. MÉTODOS: Foram selecionados 30 sujeitos normais de baixa escolaridade (um a quatro anos de estudo), com idade superior a 18 anos e inferior a 60 anos, sendo 15 do gênero masculino e 15 do gênero feminino. Todos foram submetidos à aplicação do teste M1-Alpha, que comporta entrevista semidirigida e provas controladas. Todas as respostas corretas receberam um ponto. Os dados foram submetidos a tratamento estatístico. RESULTADOS: Foi verificado um maior número de erros, bem como uma maior variabilidade nas respostas, em tarefas de escrita copiada, ditado, leitura em voz alta e compreensão escrita. CONCLUSÃO: A baixa escolaridade influencia o desempenho dos indivíduos nas tarefas de escrita copiada, ditado, leitura em voz alta e compreensão escrita. Foi possível obter dados de referência, que poderão ser utilizados na aplicação clínica do teste M1-Alpha em pacientes com baixa escolaridade.

Relationship between the Brazilian version of the Montreal-Toulouse language assessment battery and education, age and reading and writing characteristics. A cross-sectional study

“…Likewise, other studies have shown the importance of the number of years of formal education in language tasks, with findings similar to those observed in the present study. 1,6,[8][9][10]33 As seen in the results, in this study there was a moderate positive correlation with education in tasks that involve dictation, written naming, written comprehension, auditory comprehension and written narrative. These tasks require reading-writing abilities that are developed over the course of education.…”

“…Previous research has shown that tasks involving graphic stimuli (written comprehension, dictation, reading, written naming, number dictation, reading of numbers, written narrative and written text comprehension) tend to be more sensitive to the influence of education. 6,8,11 The importance, albeit weaker, of FRWH in linguistic performance deserves to be highlighted, given that it increases the predictive power of the education variable. Regularly practicing reading and writing can compensate for low education levels in linguistic performance, 17,33 and the quality of what is read is one of the biggest predictors of cognitive performance.…”

“…Overall, old age and low education level have been correlated with decreased performance. [7][8][9][10][11] However, this relationship is not always linear, given that there may be interactions between these factors, such as in naming and verbal fluency tasks, in which the effect of age is canceled when individuals are highly educated. [12][13][14] In addition, although education is considered to be the cultural factor that has the greatest influence on cognition, there are limitations in analyses on this variable.…”

“…However, no studies investigating the independent effects of age, education and FRWH and their interactions in aphasia batteries have been conducted in Brazilian populations. 8,9,23 Several tools designed to assess language among patients with aphasia have been described in the international literature. The BDAE, 21 Aachen Aphasia Test (AAT) 24 and Western Aphasia Battery (WAB) 25 are the ones that stand out.…”

Avaliação da linguagem após acidente vascular cerebral em adultos no estado de Sergipe

“…It has been stated that the BDAE would be sensitive to demographic variables, particularly to information regarding years of schooling 17 . Data show that 27% of Brazilians in between 15 and 64 years of age were classified as illiterate in 2009, while another 14% are functionally illiterate, which says that 41% of the population cannot read or understand what is being read 21,22 .…”