Caracterización Neuropsicológica de los trastornos específicos del aprendizaje en niños entre los 5 y 8 años
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Fecha
2022
Autores
Hernández Arias, Karina del Rosario
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias de la Salud
Facultad de Ciencias de la Salud
Resumen
Los trastornos específicos del aprendizaje (TEA) son dificultades que se presentan en el ambiente escolar y se caracterizan por la incapacidad en la utilización de las aptitudes académicas relacionadas con la lectura, escritura y las matemáticas. El objetivo, fue la caracterización neuropsicológica de los trastornos específicos del aprendizaje, en niños entre los 5 y 8 años de un colegio público de la ciudad de barranquilla. El grupo control (GC) estuvo conformado por 12 estudiantes sin dificultades académicas, y 12 estudiantes del grupo de los casos (GC) con dificultades académicas. Los instrumentos utilizados para la selección de los grupos y para medir el desempeño cognitivo fueron: el Cuestionario de evaluación de problemas de aprendizaje (CEPA), la Mini entrevista neuropsiquiatríca internacional para niños y adolescentes (M.I.N.I.- N-A), Checklist basado en los criterios clínicos del DSM-IV para el trastorno por déficit de atención e hiperactividad (TDHA), la Escala Wechsler de Inteligencia para preescolares WPPSI-III (para los niños de 5 años), Escala de Inteligencia de Wechsler para niños en edad escolar WISC- IV (para los niños de 6 a 8 años) y la Batería de Evaluación Neuropsicológica Infantil (ENI-2). Los resultados mostraron que los niños del grupo de los casos presentaron un p-valor significativo (menor que 0,05) en comparación con los niños del grupo control, en funciones cognitivas: habilidades viso construccionales, atención, memoria, lenguaje, habilidades metalingüísticas, espaciales, conceptuales, funciones ejecutivas, así como tareas escolares de lectura, escritura y aritmética. Se concluye, que los niños del Grupo de los casos (GC) presentaron alteración en diferentes dominios neuropsicológicos, convirtiéndolos en mayores sospechosos de presentar un TEA, ya que los déficits observados en los dominios cognitivos evaluados, han sido identificados por la literatura, como funciones cognitivas que los subyacen.
The specific learning disorders (SLD) are difficulties that represent in the school environment. They greatly affect the academic and working performance, the daily routine activities that require lecture, writing and mathematical calculation skills. Objective: Characterize the neuropsychological functions associated with the specific learning disorders reflected on children between the ages of 5 and 8 from a public school in Barranquilla. Materials and methods: Descriptive cross-sectional study in which 24 boys and girls between the ages of 5 and 8 from a public school in Barranquilla participated. The sample was formed from 12 students of the control group (CG) without academic difficulties, and 12 students from the case group (CG) with academic difficulties. The implements used for the selection of the groups were: Learning Difficulties Questionnaire(CEPA), The (MINI) international neuropsychiatric interview for children and adolescents. Given the common occurrence of the specific learning disorders along with Attention deficit hyperactivity disorder (ADHD) it was used a checklist based on the criteria of DSM-IV with the means of excluding from the study the children who presented symptoms associated with this disorder. The Wechsler scale of intelligence for preschoolers WPPSI-III (For children of the age of 5) and The Wechsler scale of intelligence for school-age children WISC- IV (For the children of the age of 6 and 8). To measure cognitive performance and school skills, it was used Child Neuropsychological Assessment Battery (ENI-2). The data was processed with the SPSS software version 21, and a descriptive analysis of the sociodemographic variables was carried out using frequencies and percentages, taking cases and controls separately. Results: The children of the case group presented a significant p-valor (less of 0.05) compared to the children of the control group, in cognitive functions: visuospatial constructive cognition, attention, memory, language, metalinguistic, spatial, conceptual abilities, executive functions, as well as reading, writing and arithmetic school tasks. Conclusions: The children of the case group (CG) presented an alteration in different neuropsychological domains, making them more suspects of presenting an ASD, since the deficits observed in the cognitive domains evaluated have been identified by the literature as cognitive functions that underlie them.
The specific learning disorders (SLD) are difficulties that represent in the school environment. They greatly affect the academic and working performance, the daily routine activities that require lecture, writing and mathematical calculation skills. Objective: Characterize the neuropsychological functions associated with the specific learning disorders reflected on children between the ages of 5 and 8 from a public school in Barranquilla. Materials and methods: Descriptive cross-sectional study in which 24 boys and girls between the ages of 5 and 8 from a public school in Barranquilla participated. The sample was formed from 12 students of the control group (CG) without academic difficulties, and 12 students from the case group (CG) with academic difficulties. The implements used for the selection of the groups were: Learning Difficulties Questionnaire(CEPA), The (MINI) international neuropsychiatric interview for children and adolescents. Given the common occurrence of the specific learning disorders along with Attention deficit hyperactivity disorder (ADHD) it was used a checklist based on the criteria of DSM-IV with the means of excluding from the study the children who presented symptoms associated with this disorder. The Wechsler scale of intelligence for preschoolers WPPSI-III (For children of the age of 5) and The Wechsler scale of intelligence for school-age children WISC- IV (For the children of the age of 6 and 8). To measure cognitive performance and school skills, it was used Child Neuropsychological Assessment Battery (ENI-2). The data was processed with the SPSS software version 21, and a descriptive analysis of the sociodemographic variables was carried out using frequencies and percentages, taking cases and controls separately. Results: The children of the case group presented a significant p-valor (less of 0.05) compared to the children of the control group, in cognitive functions: visuospatial constructive cognition, attention, memory, language, metalinguistic, spatial, conceptual abilities, executive functions, as well as reading, writing and arithmetic school tasks. Conclusions: The children of the case group (CG) presented an alteration in different neuropsychological domains, making them more suspects of presenting an ASD, since the deficits observed in the cognitive domains evaluated have been identified by the literature as cognitive functions that underlie them.
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Trastornos específicos del aprendizaje, Características neuropsicológicas, Dominios cognitivos, Atención oportuna, Specific learning disorders, Neuropsychological features, Cognitive domains, Timely care
