Development stimulation of hemispherical functional skills in students with attention difficulties

a neuropsychopedagogic perspective

Abstract

Purpose: The objective of this study was to investigate attention behaviors through motor and cognitive evaluation and hemispherical preference of 10 students between 7 and 8 years old and possible attention behaviors modifications on motor and cognitive performance, using playful activities, stimulating brain functional skills, considering the dynamic of hemisphericity. Methods: To reach this objective it was applied as methodological strategy interviews with students, students parents and school professionals; psychomotor evaluation (motor conduct and behavior); cognitive evaluation (Test of Reading Readiness – CEPA); CLEM Test; collection of brain-wave recording of electroencephalogram base line (C3 e C4 points) and neuropsychopedagogic intervention sessions. Results: It was observed that some remarkable characteristics referring to hemisphericity directly interfere, in various ways, in the learning process. As both hemispheres are specialized in different ways of thinking, it is presumed here that this distinguished use reflects a “cognitive style” with personal preferences in solving problems. Conclusion: As far as hemisphericity does not interfere solely on attention and perceptional processes, but all over intellectual and personality dimensions, it is proposed, though, a reflection on the conduction of the didactical shape of this process, mainly in the early stages on the teaching of read and write.