RESUMO
Five years after the identification of Zika virus as a human teratogen, we reviewed the early clinical manifestations, collectively called congenital Zika syndrome (CZS). Children with CZS have a very poor prognosis with extremely low performance in motor, cognitive, and language development domains, and practically all feature severe forms of cerebral palsy. However, these manifestations are the tip of the iceberg, with some children presenting milder forms of deficits. Additionally, neurodevelopment can be in the normal range in the majority of the non-microcephalic children born without brain or eye abnormalities. Vertical transmission and the resulting disruption in development of the brain are much less frequent when maternal infection occurs in the second half of the pregnancy. Experimental studies have alerted to the possibility of other behavioral outcomes both in prenatally infected children and in postnatal and adult infections. Cofactors play a vital role in the development of CZS and involve genetic, environmental, nutritional, and social determinants leading to the asymmetric distribution of cases. Some of these social variables also limit access to multidisciplinary professional treatment.
RESUMO
Introdução: O P300 é um procedimento objetivo para avaliação da função auditiva. O eliciar de seus componentes envolve áreas corticais relacionadas à percepção, atenção, memória auditiva e ecanismos de cognição. Objetivo: avaliar as latências dos componentes N1 , N2 , P1, P2 e P3 em adolescentes segundo variáveis sócio-econômico-demográficas, educacionais, e estado nutricional. Método: Estudo do tipo série de casos envolvendo 32 adolescentes de 13 a 18 anos, de ambos os sexos, das escolas públicas do Recife - PE. Foram analisados os componentes do P300 com 200 estímulos mediante uso do equipamento Smart Ep Intelligent Hearing Systems (I.H.S). Resultados: Observou-se que os adolescentes com repetência escolar apresentaram prolongamento da latência do componente P1 maior (p= 0,04), quando comparados aos adolescentes sem registro de repetência escolar, assim como adolescentes da maior classe social apresentaram melhor latência (p= 0,03) no componente P3, quando comparados com aqueles de menor classe social. Conclusão: Prolongamento na latência dos componentes P1 e P3 foram encontrados em adolescentes com repetência escolar e com nível socioeconômico mais baixo.
Introduction: The P300 is an objective procedure for assessment of hearing function. The elicitation of its components involves cortical areas related to perception, attention, auditory memory and cognition mechanisms. Objective: To evaluate the latencies of N1 , N2 , P1 , P2 and P3 in adolescents according to nutritional status and social, economic, demographic and educational variables Methods: A case series study was carried out involving 32 adolescents aged 13-18 years of both sexes attending public schools in Recife - PE. The P300 components were analyzed with 200 stimuli by using the Ep Smart Intelligent Hearing Systems (IHS) device. Results: It was observed that adolescents with records of class repetition had higher (p= 0.04) extension of P1 component latency when compared to adolescents without class repletion records, as well as adolescents from higher social-economic profile had better P3 component latency, when compared with those situated in lower socio-economic level. Conclusion: Prolongation in latency of P1 and P3 components were found in adolescents with class repetition records and lower socioeconomic status.
Introducción: El P300 es un procedimiento objetivo para la evaluación de la función auditiva. El provocador de sus componentes implica áreas corticales relacionadas con los mecanismos de percepción, atención, memoria auditiva y cognición. Objetivo: Evaluar las latencias de los componentes N1 , N2 , P1 , P2 y P3 en adolescentes de acuerdo a las variables socioeconómicas y demográficas, educacionales y estado nutricional. Método: Estudio de tipo serie de casos involucrando 32 adolescentes de 13 a 18 años de edad, de ambos sexos, de las escuelas públicas de Recife - PE. Los componentes P300 fueron analizados con 200 estímulos mediante el uso del equipo Smart Ep Intelligent Hearing Systems (I.H.S). Resultados: Se observó que los adolescentes con fracaso escolar presentaron prolongación de la latencia del componente P1 mayor (p = 0,04) en comparación con los adolescentes sin antecedentes de fracaso escolar, y adolescentes de clase social más alta mostraron una mejor latencia (p = 0,03) en el componente P3 cuando comparados con los de clase baja. Conclusión: Prolongación de la latencia de los componentes P1 y P3 se encontraron en los adolescentes con fracaso escolar y con nivel socioeconómico más bajo.