Habilidades cognitivo-linguísticas e sua relação com características respiratórias

Abstract

OBJETIVO: relacionar características respiratórias com o desempenho em habilidades cognitivo-linguísticas de crianças de uma escola pública da grande Belo Horizonte. MÉTODO: estudo transversal, observacional e descritivo. Das 180 crianças recrutadas 131 atenderam aos critérios de inclusão e exclusão. Foram avaliadas 66 crianças da 4ª série e 65 da 3ª série do ensino fundamental, de ambos os gêneros, com idades entre nove e dez anos. Foi utilizado um questionário para investigação das características respiratórias e um protocolo previamente publicado e adaptado a população brasileira para avaliação das habilidades cognitivo-linguísticas. As informações coletadas foram analisadas por meio dos testes de Mann-Whitney e Kruskal Wallis, ao nível de significância de 1%. RESULTADOS: não foi observado valor de p<0,01 na comparação entre as características respiratórias e as pontuações obtidas por cada série no teste das habilidades cognitivo-linguísticas. Observou-se que 59,1% dos alunos apresentaram escores no questionário de pesquisa das características respiratórias entre zero e quatro pontos, indicando pouco comprometimento respiratório. CONCLUSÃO: não foi encontrada relação significante entre o desempenho de habilidades cognitivo-linguísticas e a presença de características respiratórias em escolares de uma escola pública de Belo Horizonte, sendo que as crianças que apresentaram sinais e sintomas de alterações respiratórias não obtiveram desempenho abaixo daquelas sem estas alterações nas habilidades avaliadas.

Sustained auditory attention ability in children based on the breathing mode

“…Research conducted to identify six-to nine-year-old mouth breathing children of a public school showed In a study evaluating the impairment of cognitivelinguistic skill performance caused by mouth breathing in nine-to 10-year-old children showed that it is possible to observe a large number of individuals with rhinitis, colds, and earaches. However, when each manifestation was analyzed with the cognitive-linguistic skills, no significant differences were observed, demonstrating that the respiratory alterations may not individually impair these skills, though they could do so collectively 22 .…”

Influence of the breathing pattern on the learning process: a systematic review of literature

“… Through simple logistic regression, mouth breathers were more likely to show difficulties when compared to controls, in the tasks of: 1) Mathematical operations (4 times), mainly involving attention (4×), algorithm (4×) and combined errors (18×); 2) Resolution of mathematical problems (8×), with chance of attention errors (10×) and problems interpretation (9×) The mouth breathing pattern impairs the learning of mathematics Fensterseifer et al (2013), 20 Porto Alegre, Rio Grande do Sul, Brazil - Clinical neuropediatric, psychological, and social assessment; - Clinical otorhinolaryngological, instrumental and imaging assessment (oroscopy, anterior rhinoscopy, cavum X-ray, and echo-rhinometry); - Learning disability defined by history of, at least, two consecutive years of school failure for the experimental group and - Statistical analysis: Mann–Whitney test and Student's t -test with significance value of p < 0.5 - 48 schoolchildren; - Ages between 8 and 12 years (mean: 9.1); - Group I - 24 students with learning disabilities; - Group II (Control) - 24 students without learning disabilities; - 18 (37.5%) were females and 30 males (62.5%); - All students attended public schools Nasal obstruction tended to be higher in patients with learning difficulties. There was a statistically significant association between learning disabilities and pharyngeal tonsillar and palatine hypertrophy Students with tonsillar hypertrophy, mouth breathers, have greater difficulty in learning compared to children without hypertrophy Perilo et al (2013), 21 Belo Horizonte, Minas Gerais, Brazil - Respiratory Characteristic Assessment Questionnaire; - Assessment of the usual lip position by observing the child for 5 min (by two evaluators); - Protocol of Assessment of Cognitive-Linguistic Skills - collective version, Brazilian adaptation: alphabet recognition in sequence, copy of shapes, writing under dictation, arithmetic and short-term memory, and - Statistical analysis: Mann–Whitney and Kruskal Wallis test with p <0.01 for statistically significant correlations - 131 schoolchildren (66 4th graders and 65 3rd graders from elementary school); - Both genders (distribution was not mentioned); - Ages 9 to 10 years (mean not mentioned); - All students attended public schools There was no significant association between the performance of cognitive-linguistic skills and the presence of respiratory characteristics among the sample schoolchildren There was no association between mouth breathing and learning disabilities Kuroishi et al (2015), 22 Ribeirao Preto, Sao Paulo, Brazil - Clinical Interview; - Pure tone audiometry; - Otorhinolaryngological assessment by clinical and imaging assessment (oroscopy, rhinoscopy ...…”

“…As for the methodological strength, all (100%) of the included studies 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 showed moderate methodological strength ( Table 2 ).…”

“…13 , 17 , 19 , 20 , 22 The studies were published between 2003 and 2015, with peak concentrations in 2003 (two studies, 20%) 13 , 14 and in 2013 (two studies, 20%). 20 , 21 The use of sample size calculation was achieved in one study (10%). 22 Table 3 shows the main characteristics of the selected studies.…”

“…The procedures used for the assessment of the participants were: analysis of records/files: two (20%) 16 , 20 ; interview: four (40%) 16 , 17 , 19 , 22 ; questionnaires: six (60%) 13 , 14 , 15 , 16 , 18 , 21 ; clinical evaluation or observation: six (60%) 13 , 15 , 16 , 17 , 20 , 21 ; otorhinolaryngological assessment disclosing mouth breathing: five (50%), 15 , 17 , 19 , 20 , 22 specific tests: six (60%) 15 , 17 , 18 , 19 , 21 , 22 ; and pure tone audiometry: two (20%). 17 , 22…”