Article

A importância da equipe interdisciplinar no diagnóstico de dislexia do desenvolvimento: relato de caso

Arquivos de Neuro-Psiquiatria (Impact Factor: 0.84). 06/2002; 60(2A). DOI: 10.1590/S0004-282X2002000200029
Source: DOAJ

ABSTRACT

Descrevemos o trabalho de uma equipe interdisciplinar da FCM/UNICAMP na avaliação de um menino de 9 anos e 3 meses aluno de escola pública de Campinas, com dislexia do desenvolvimento. O procedimento constou de 4 fases: 1) anamnese com a mãe; 2) avaliação neuropsicológica; 3) avaliação específica de leitura e escrita; 4) exames complementares. Os resultados das várias avaliações revelaram que o menino apresenta inteligência normal, ausência de déficit auditivo ou visual mas dificuldades em provas específicas de leitura, em memória de curto prazo (especialmente em sequências auditivas) e em consciência fonológica, além de lentidão, falta de concentração, sinais neurológicos menores e hipoperfusão da porção mesial do lobo temporal. Esses dados sugeriram que a criança apresenta dislexia do desenvolvimento do tipo misto, necessitando de intervenção psicopedagógica.

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    ABSTRACT: The present study aimed to evaluate maturity and dysfunctional aspects referred to visualmotor perception of dyslexics using for this, the Bender Test analyzed under two correction systems, being the gradual scoring system (B-SPG) and Lacks system. Twenty dyslexics have taken part in the research with ages from 9 to 16 years (average=12), being 16 males and 4 females. The data showed the average of mistakes committed by the dyslexics was above the expected for children from nine to ten years who compose the B-SPG normative sample. According to the Lacks scoring system the factors more affected in the sample of dyslexics were referred to changes on the gestalt form and distortions, factors which are equivalent to the form distortions on the B-SPG. The correlation index between these two systems was significant (r = 0.76). Keywords: Dyslexia; Evaluation; Visualmotor perception.
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    ABSTRACT: The present study aimed to evaluate maturity and dysfunctional aspects referred to visualmotor perception of dyslexics using for this, the Bender Test analyzed under two correction systems, being the gradual scoring system (B-SPG) and Lacks system. Twenty dyslexics have taken part in the research with ages from 9 to 16 years (average=12), being 16 males and 4 females. The data showed the average of mistakes committed by the dyslexics was above the expected for children from nine to ten years who compose the B-SPG normative sample. According to the Lacks scoring system the factors more affected in the sample of dyslexics were referred to changes on the gestalt form and distortions, factors which are equivalent to the form distortions on the B-SPG. The correlation index between these two systems was significant (r = 0.76).
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    ABSTRACT: The objective of the present study was describing the findings of the neuropsychologic and phonologic evaluation battery in a sample of developmental dyslexic children’s. It was used at this study six participants with both genders, and age between 9 to 11 years old. The protocol of evaluating was composed by followed instruments: a) neuropsychological evaluation - Wechsler Inteligence Scales, Gestaltic Visomotor Bender Test, Luria Nebraska Test, Canceling Tests, Trail Making test, Stroop Color Word Test, Tower of London, Wisconsin Card Sorting Test, Children’s Depressive Inventory, Child Behavior Checklist; b) phonologic evaluation - Rapid Automatized Naming Test, Phonological Awereness Test, test of reading and writing, level of reading. The results evidencing that the dyslexic children have shown alterations in the time of nomination for verbal material, difficulties in the him proves, segmentation and transposition phonemics, lecture levels less of the scholar age and writing with phonologic and orthographic changes. The children shown intellectual level compatible for chronologic age and damage principally in the activities that involve perceptual functions, of memory, attention and executives functions. It is fundamental the multidisciplinary evaluation because the findings support a precise diagnostic and the planning of the intervention.
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