O uso de instrumentos neuropsicológicos na avaliação de dificuldades de aprendizagem
Palavras-chave:
Testes neuropsicológicos, Transtornos de aprendizagem, CriançaResumo
A Neuropsicologia relaciona-se a demais áreas afins tanto da saúde quanto da educação. Contudo, a intersecção entre a Neuropsicologia e a Psicopedagogia encontra-se ainda incipiente no Brasil. Nesse contexto, realizou-se uma revisão sistemática para verificar quais instrumentos neuropsicológicos vêm sendo utilizados na avaliação das dificuldades de aprendizagem (DA) e quais são as principais populações investigadas nessas publicações. Para tanto, analisaram-se artigos entre 1999 e 2008. Na base de dados MEDLINE, utilizaram-se as combinações de palavras-chave learning disabilities and child and cognition, e learning disabilities and child and neuropsychology – esta acrescida por uma das palavras que seguem: test, evaluation ou assessment. Na consulta à SciELO, a palavra-chave “aprendizagem” foi combinada com “Neuropsicologia” e “cognição”. Analisaram-se apenas artigos que apresentavam estudos empíricos, avaliavam DA a partir de instrumentos neuropsicológicos, incluíam criança(s) na amostra e eram redigidos em português, espanhol ou inglês. Encontraram-se 33 artigos que contemplavam os critérios de inclusão, com 60 instrumentos neuropsicológicos. As escalas Wechsler foram as mais utilizadas, estando presentes em 48% dos artigos. Os estudos em sua totalidade investigaram populações clínicas. O emprego de testes neuropsicológicos na área da aprendizagem demonstra-se importante, visto que diversos componentes cognitivos estão envolvidos nesse processamento. Entretanto, a avaliação neuropsicológica no contexto da detecção de DA precisa ser melhor aprofundada quantitativa e qualitativamente, visto que a interpretação de seus resultados ainda é realizada de maneira insuficiente. Dessa forma, os resultados de avaliações neuropsicológicas contribuirão de modo mais acurado para os processos de avaliação e reabilitação de DA, sempre com abordagens interdisciplinares.Downloads
Referências
Webster M. Webster’s third new international dictionary. USA: Encyclopedia Britannica; 1986.
Moojen S, Costa AC. Semiologia psicopedagógica. In: Rotta NT, Ohlweiler L, Riesgo RS, editores. Transtornos da aprendizagem: abordagem neurobiológica e multidisciplinar. Porto Alegre: Artmed; 2006. p.103-12.
Culbertson JL, Edmonds JE. Learning disabilities. In: Adams RL, Parsons OA, Culbertson JL, Nixon SJ, editores. Neuropsychology for clinical practice. Washington: American Psychological Association; 1996. p.331-408.
García JN. Manual de dificuldades de aprendizagem. São Paulo: Artes Médicas; 1998.
Semrud-Clikeman M. Neuropsychological aspects for evaluating learning disabilities. J Learn Disabil. 2005;38(6):563-8.
Hendriksen JGM, Keulers EHH, Feron FJM, Wassenberg R, Jolles J, Vles JSH. Subtypes of learning disabilities: neuropsychological and behavioural functioning of 495 children referred for multidisciplinary assessment. Eur Child Adolesc Psychiatry. 2007;16(8):517-24.
American Psychiatric Association. Manual diagnóstico e estatístico de transtornos mentais IV-TR. Porto Alegre: Artmed; 2002.
Collins DW, Rourke BP. Learning-disabled brains: a review of the literature. J Clin Exp Neuropsychol. 2003 Oct;25(7):1011-34.
Moojen S, França M. Dislexia: visão fonoaudiológica e psicopedagógica. In: Rotta NT, Ohlweiler L, Riesgo RS, editores. Transtornos da aprendizagem: abordagem neurobiológica e multidisciplinar. Porto Alegre: Artmed; 2006. p.165-80.
Guerra LB. A criança com dificuldades de aprendizagem. Rio de Janeiro: ENE-LIVROS; 2002.
Salles JF. Habilidades e dificuldades de leitura e escrita em crianças de 2ª série: abordagem neuropsicológica cognitiva [Tese de doutorado]. Porto Alegre: Universidade Federal do Rio Grande do Sul; 2005.
Rourke BP, Ahmad SA, Collins DW, Hayman-Abello BA, Hayman-Abello SE, Warriner EM. Child clinical/pediatric neuropsychology: some recent advances. Annual Review of Psychol. 2002;53:309-39.
Brucato A, Astori MG, Cimaz R, Villa P, Destri ML, Chimini L, et al. Normal neuropsychological development in children with congenital complete heart block who may or may not be exposed to high-dose dexamethasone in utero. Ann Rheum Dis. 2006;65:1422-6.
Neri F, Chimini L, Bonomi F, Filippini E, Motta M, Faden D, et al. Neuropsychological development of children born to patients with systemic lupus erythematosus. Lupus. 2004;13:805-11.
Piccinelli P, Borgatti R, Aldini A, Bindelli D, Ferri M, Perna S, et al. Academic performance in children with rolandic epilepsy. Dev Med Child Neurol. 2008;50(5):353-6.
Descheemaeker M, Ghesquière P, Symons H, Fryns JP, Legius E. Behavioural, academic and neuropsychological profile of normally gifted Neurofibromatosis type 1 children. J Intellectual Disability Research. 2005;49:33-46.
Yeates KO, Loss N, Colvin AN, Enrile BG. Do children with myelomeningocele and hydrocephalus display nonverbal learning disabilities: an empirical approach to classification. J International Neuropsychological Society. 2003;9:653-62.
Bauminger N, Edelsztein S, Morash J. Social information processing and emotional understanding in children with LD. J Learning Disabilities. 2005;38:45-61.
Bearden CE, Woodin MF, Wang PP, Moss E, McDonald-McGinn D, Zackai E, et al. The neurocognitive phenotype of the 22q11.2 deletion syndrome: Selective deficit in visual-spatial memory. J Clinical Experimental Neuropsychol. 2001;23:447-64.
Keller WD, Tillery KL, McFadden SL. Auditory processing disorder in children diagnosed with nonverbal learning disability. Am J Audiology. 2006;15:108-13.
Karande S, Sawant S, Kulkarni M, Kanchan S, Sholapurwala R. Cognition in specific learning disability. Indian J Pediatr. 2005;72(12):1029-33.
Semrud-Clikeman M, Pliszka S, Liotti M. Executive functioning in children with attention-deficit/hyperactivity disorder: combined type with and without a stimulant medication history. Neuropsychology. 2008;22:329-40.
Drummond CR, Ahmad SA, Rourke BP. Rules for the classification of younger children with nonverbal learning disabilities and basic phonological processing disabilities. Arch Clin Neuropsychol. 2005;20:171-82.
Dalen K, Bruaroy S, Wentzel-Larsen T, Nygaard M, Laegreid LM. Non-verbal learning disabilities in children with infantile hydrocephalus, aged 4-7 years: a population-based, controlled study. Neuropediatrics. 2006;37:1-5.
Carey ME, Barakat LP, Foley B, Gyato K, Phillips PC. Neuropsychological functioning and social functioning of survivors of pediatric brain tumors: evidence of nonverbal learning disability. Child Neuropsychology. 2001;7:265-72.
Gaily E, Appelqvist K, Kantola-Sorsa E, Liukkonen E, Kyyrönen P, Sarpola M, et al. Cognitive deficits after cryptogenic infantile spasms with benign seizure evolution. Developmental Medicine & Child Neurol. 1999;41:660-4.
Woods SP, Weinborn M, Ball JD, Tiller-Nevin S, Pickett TC. Periventricular leukomalacia (PVL): an identical twin case study illustration of white matter dysfunction and nonverbal learning disability (NLD). Child Neuropsychology. 2000;6:274-85.
Bailey CE, Manis FR, Pedersen WC, Seidenberg MS. Variation among developmental dyslexics: Evidence from a printed-word-learning task. J Experimental Child Psychol. 2004;87:125-54.
Croona C, Kihlgren M, Lundberg S, Eeg-Olofsson O, Eeg-Olofsson K. Neuropsychological findings in children with benign childhood epilepsy with centrotemporal spikes. Developmental Medicine & Child Neurol. 1999;41:813-8.
Uema SFH, Pignatari SSN, Fujita RR, Moreira GA, Halliman MP, Weckx L. Avaliação da função cognitiva da aprendizagem em crianças com distúrbios obstrutivos do sono. Rev Bras Otorrinolaringol. 2007;73:315-20.
Lajiness-O’Neill R, Beaulieu I, Asamoah A, Titus JB, Bawle E, Ahmad S, et al. The neuropsychological phenotype of velocardiofacial syndrome (VCFS): relationship to psychopathology. Arch Clin Neuropsychol. 2006;21:175-84.
Geary DC, Hamson CO, Hoard MK. Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. J Experimental Child Psychol. 2000;77:236-63.
Geary DC, Hoard MK, Hamson CO. Numerical and arithmetical cognition: patterns of functions and deficits in children at risk for a mathematical disability. J Experimental Child Psychol. 1999;74:213-39.
Moss EM, Batshaw ML, Solot CB, Gerdes M, McDonald-McGinn DM, Driscoll DA, et al. Psychoeducational profile of the 22q11.2 microdeletion: a complex pattern. J Pediatrics. 1999;134:193-8.
Semrud M, Guy KA, Griffin JD. Rapid automatized naming in children with reading disabilities and attention deficit hyperactivity disorder. Brain and Language. 2000;74:70-83.
Solanto MV, Gilbert SN, Raj A, Zhu J, Pope-Boyd S, Stepak B, et al. Neurocognitive functioning in AD/HD, predominantly inattentive and combined subtypes. J Abnormal Child Psychol. 2007;35:729-44.
Cornish KM, Bramble D, Munir F, Pigram J. Cognitive functioning in children with typical cri du chat (5p-) syndrome. Developmental Medicine & Child Neurol. 1999;41:263-6.
Davidson PW, Weiss B, Beck C, Cory-Slechta DA, Orlando M, Loiselle D, et al. Development and validation of a test battery to assess subtle neurodevelopmental differences in children. NeuroToxicol. 2006;27:951-69.
Hoerig DC, David AS, D’Amato RC. Evaluating the relation between memory and intelligence in children with learning disabilities. Psychological Reports. 2002;91:1169-73.
Humphries T, Cardy JO, Worling DE, Peets K. Narrative comprehension and retelling abilities of children with nonverbal learning disabilities. Brain and Cognition. 2004;56:77-88.
Jing J, Wang Q, Yang B, Chen X. Neuropsychological characteristics of selective attention in children with nonverbal learning disabilities. Chinese Medical J. 2004;117:1834-7.
Wu KK, Anderson V, Castiello U. Neuropsychological evaluation of deficits in executive functioning for ADHD children with or without learning disabilities. Developmental Neuropsychol. 2002;22:501-31.
Rosselli M, Ardila A, Bateman JR, Guzmán M. Neuropsychological test scores, academic performance, and developmental disorders in Spanish-speaking children. Developmental Neuropsychol. 2000;20:355-73.
Watkins MW, Kush JC, Schaefer BA. Diagnostic utility of the learning disability index. J Learning Disabilities. 2002;35:98-103.
Carratalá ER. Las dificultades de aprendizaje escolar: manual práctico de estrategias y toma de decisiones. Barcelona: Ars Medica; 2006.
Moojen S, Lamprecht R, Santos RM, Freitas GM, Brodacz R, Siqueira M, et al. CONFIAS consciência fonológica: instrumento de avaliação sequencial. São Paulo: Casa do Psicólogo; 2003.
Baddeley A. Working memory. In: Gazzaniga MS, editor. The cognitive neurosciences. Cambridge: Bradford Book; 1995.
Lindquist B, Carlsson G, Persson E, Uvebrant P. Behavioural problems and autism in children with hydrocephalus. European Child and Adolescent Psychiatry 2006;15:214-9.
Selassie GR, Viggedal G, Olsson I, Jennich, M. Speech, language, and cognition in preschool children with epilepsy. Developmental Medicine and Child Neurology 2008; 50: 432-8.
Rojas LQ, Solovieva Y. Anaisis neuro-psicologico de los problemas en el aprendizaje escolar. Revista Internacional del Magisterio 2005; 15: 26-30.
Baillieux H, Vandervliet EJM, Manto M, Parizel PM, Deyn PPD, Mariën P. Developmental dyslexia and widespread activation across the cerebellar hemispheres. Brain & Language 2009; 108: 122-32.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2009 Camila Rosa de Oliveira, Jaqueline de Carvalho Rodrigues, Rochele Paz Fonseca
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
