Método de Montessori aplicado à demência: revisão da literatura

Brandão, Daniela; Martı́n, Juan-Francisco

doi:10.1590/s1983-14472012000200027

Cited by 5 publications

(2 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It was characterized as structured training with adaptive difficulty, consisting of eleven training tasks, with varying degrees of overlap between tasks. The training tasks are divided into three categories: a 10-min warm-up exercise, 50-min order/sequence training and expanding training using the Montessori educational wooden toys-cylinder socket blocks [ 24 ]. Among these, order/sequence training refers to the process in which study participants, without additional training obstacles, such as changes in lighting or color, rearrange a set of jumbled cylinders in a certain order based on task difficulty requirements.…”

Section: Methodsmentioning

confidence: 99%

Transferability and sustainability of process-based multi-task adaptive cognitive training in community-dwelling older adults with mild cognitive impairment: a randomized controlled trial

Zhao

Zhang³

et al. 2023

BMC Psychiatry

View full text Add to dashboard Cite

Background Cognitive training shows promising effects for improving cognitive domains in individuals with mild cognitive impairment (MCI), including the crucial predictive factor of executive function (EF) for dementia prognosis. Few studies have paid sufficient emphasis on the training-induced effects of cognitive training programs, particularly with regards to targeting EF. A process-based multi-task adaptive cognitive training (P-bM-tACT) program targeting EF is required to examine direct, transfer, and sustainability effects in older adults with MCI. Objective This study aimed to evaluate the direct effects of a P-bM-tACT program on EF, the transfer effects on untrained cognitive domains, and further explore the sustainability of training gains for older adults with MCI in the community. Methods In a single-blind, randomized controlled trial, 92 participants with MCI were randomly assigned to either the intervention group, participating in a P-bM-tACT program (3 training sessions/week, 60 min/session for 10 weeks) or the wait-list control group, accepting a health education program on MCI (1 education session/ twice a week, 40–60 min/session for 10 weeks). The direct and transfer effects of the P-bM-tACT program were assessed at baseline, immediately after 10 weeks of training, and the 3-month follow-up. Repeated measures analysis of variance and a simple effect test were used to compare the direct and transfer effects over the 3-time points between the two groups. Results The P-bM-tACT program yielded a greater benefit of direct and transfer effects in the intervention group participants than in the wait-list control group. Combined with the results of simple effect tests, the direct and transfer effects of participants in the intervention group significantly increased immediately after 10 weeks of training compared to the baseline (F = 14.702 ~ 62.905, p < 0.05), and these effects were maintained at the 3-month follow-up (F = 19.595 ~ 122.22, p < 0.05). Besides, the acceptability of the cognitive training program was established with a high adherence rate of 83.4%. Conclusions The P-bM-tACT program exerted positive direct and transfer effects on the improvement of cognitive function, and these effects were sustained for 3 months. The findings provided a viable and potential approach to improving cognitive function in older adults with MCI in the community. Trial registration The trial was registered at Chinese Clinical Trials Registry on 09/01/2019 (www.chictr.org.cn; Number Registry: ChiCTR1900020585).

show abstract

Section: Methodsmentioning

confidence: 99%

Transferability and sustainability of process-based multi-task adaptive cognitive training in community-dwelling older adults with mild cognitive impairment: a randomized controlled trial

Zhao

Zhang³

et al. 2023

BMC Psychiatry

View full text Add to dashboard Cite

show abstract

“…Das abordagens que exponencialmente passaram a ser desenvolvidas nos últimos anos, destacam-se as intervenções nas áreas da Reminiscência (Afonso, 2012), Validação e Orientação na Realidade (García-Sánchez, Estévez-González, & Kulisevsky, 2002), Remotivação (Araújo, Gomez, Teixeira, & Ribeiro, 2011), Montessori (Brandão & Martin, 2012) e Estimulação Cognitiva (Apóstolo, Martins, Graça, & Rodrigues, 2013). O desenvolvimento de atividades de estimulação cognitiva no âmbito da intervenção gerontológica tem sido associado à promoção do envelhecimento bem sucedido, visto que procura melhorar e reforçar recursos e funções cognitivas escassas, bem como manter as interações e competências sociais (Azevedo & Teles, 2011).…”

Section: Introductionunclassified

“Making a difference” na promoção do envelhecimento bem sucedido

Amante¹,

Fonseca²,

Araújo³

et al. 2015

R Est Inv Psico y Educ

View full text Add to dashboard Cite

O desenvolvimento da terapia de estimulação cognitiva no âmbito da intervenção gerontológica tem sido associado à promoção do envelhecimento bem sucedido, visto que procura melhorar e reforçar recursos e funções cognitivas escassas, bem como manter as interações e competências sociais. De acordo com a literatura científica disponível, os três factores mais utilizados na definição do envelhecimento bem sucedido são a saúde física, bem-estar psicológico e o envolvimento em atividades sociais. No que diz respeito ao bem-estar psicológico, é importante criar oportunidades de desenvolvimento pessoal e social, o que parece ser ainda mais importante nas pessoas idosas institucionalizadas, visto que são mais sedentárias. O presente estudo analisa os benefícios do programa de estimulação cognitiva “Making a difference” em pessoas idosas institucionalizadas. Os efeitos da intervenção foram estudados em dois grupos com recurso ao desenho pré e pós teste. As 14 sessões do programa, com uma duração de 45 minutos cada, tiveram uma periodicidade bissemanal e decorreram ao longo de 7 semanas. As sessões foram divididas em três partes: (i) enquadramento, (ii) parte principal e (iii) encerramento, e incluíram princípios de outras intervenções, nomeadamente das terapias de orientação para a realidade e de validação. Cada sessão abordou diferentes temas, tais como infância e alimentação, e procuraram integrar reminiscências do passado com informações acerca da atualidade. 14 pessoas idosas (Midade=82.1, DP=9.8), divididas em dois grupos, participaram em todas as sessões e foram avaliadas antes e depois da intervenção com o Multidimensional Observation Scale For Elderly Subjects, e foram ainda avaliados aspetos relacionados com a participação dos indivíduos nas sessões 7 e 14 com base no Non Pharmacological Therapy Experience Scale. A opinião dos dinamizadores do grupo acerca do impacto e benefícios do programa foi recolhida através de um focus group. Os resultados da análise quantitativa apenas demonstraram uma pequena e não significativa alteração nos níveis de cognição, estado emocional, comportamento e relações interpessoais. De forma geral, considerando os constrangimentos relacionados com as circunstâncias de vida e as limitações na saúde física e mental que caracterizam a fase avançada de vida, não seriam de esperar efeitos de grande escala. Por seu lado, a opinião dos dinamizadores foi unânime e enfatizou os vários benefícios do programa em termos de melhorar a orientação espacial e temporal, aumentar as interações sociais e melhorar a autoconsciência. Estudos futuros devem incluir a comparação com um grupo de controlo e medidas de follow-up, o que poderá contribuir para uma melhor compreensão acerca do impacto e dos efeitos a longo-prazo desta intervenção.

show abstract

Theoretical Approach to Enhance Information Literacy and Lifelong Learning Through Montessori Methodology

Boté

2022

European Journal of Social Sciences

View full text Add to dashboard Cite

This work is a theoretical proposal to apply the strongest points from the Montessori methodology to improve information literacy through lifelong learning. Since lifelong learning includes cognition and skills, information literacy permits the solving of problems as well as effectively communicating and interacting with the environment. This means having abilities and skills that through adequate training permit the acquisition of new knowledge or improving knowledge on any topic, within a formal or informal environment. It also could permit seeking, managing, and comparing information. However, there are some questions that arise with older individuals. Since lifelong learning usually takes place in informal environments, getting resources to learn may be a difficult task. Learning difficulties also involve information abstraction, text comprehension, and technological barriers. Consequently, lifelong learning and information literacy are likely to be affected. The question comes up as to which pedagogical methodology may fit better for lifelong learning and the acquisition of better information literacy skills. Task breakdown, guided repetition, and ordering activities from simple to complex are essential keys in the Montessori methodology, which help not only older people but also children to enhance information literacy as well as assist with lifelong learning.

show abstract

Método de Montessori aplicado à demência: revisão da literatura

Cited by 5 publications

References 13 publications

Transferability and sustainability of process-based multi-task adaptive cognitive training in community-dwelling older adults with mild cognitive impairment: a randomized controlled trial

Transferability and sustainability of process-based multi-task adaptive cognitive training in community-dwelling older adults with mild cognitive impairment: a randomized controlled trial

“Making a difference” na promoção do envelhecimento bem sucedido

Theoretical Approach to Enhance Information Literacy and Lifelong Learning Through Montessori Methodology

Contact Info

Product

Resources

About