ABSTRACT
Crianças autistas apresentam não somente limitações sociais e na forma de comunicação/ linguagem, mas também comprometimentos na coordenação motora. O objetivo deste estudo foi verificar os efeitos de um programa de jiu-jitsu na coordenação motora de crianças com Transtorno do Espectro Autismo Participaram seis crianças, na faixa etária de 7-12 anos (8,6 ± 3,07), sendo três praticantes de jiu-jitsu e outras três sem qualquer experiência em atividades relacionadas a lutas. O instrumento utilizado para a coleta de dados foi o teste de coordenação motora Korperkoordination test fur Kinder (KTK). O teste envolve componentes da coordenação corporal como: o equilíbrio, o ritmo, a força, a lateralidade, a velocidade e a agilidade. Os resultados apontaram que a prática de jiu-jitsu influenciou positivamente a coordenação motora das crianças. Apesar disso, a coordenação motora de ambos os grupos foi classificada como insuficiente.(AU)
Autistic children not only present social issues and form of communication and language, but also commitments in motor coordination. The aim of this study was to verify the effects of a jiu-jitsu program to coordinate children with Autism Spectrum Disorder. He participated in six children, aged 7 to 12 years (8.6 ± 3.07), three of whom were practicing jiu-jitsu and three others with no experience in activities related to fights. The instrument used for data collection was the motor coordination test Korperkoordination Kinder Test (KTK). The test involves components of body coordination such as: balance, rhythm, strength, laterality, speed and agility. The results showed that the practice of jiu-jitsu positively influenced children's motor coordination. Despite this, motor coordination in both groups was used as insufficient.(AU)
Subject(s)
Humans , Male , Female , Child , Psychomotor Performance , Autistic Disorder , Sports , Physical Education and Training , Child , Martial Arts , Communication , Functional Laterality , Motor Activity , Age GroupsABSTRACT
Objectives: Drumming may have therapeutic and learning benefits but there exists little causal evidence regarding the benefits for children with emotional and behavioral difficulties (EBD) such as Autistic Spectrum Disorder. Methods: Six EBD pupils (EBD Drum) and six peers (Peer Drum) were given 2, 30-min rock drumming lessons per week, over 5 weeks. Six matched individuals received no drumming instruction (3 = EBD Control; 3 = Peer Control). An exploratory, mixed-methods analysis was used to explore quantitative changes in skills and qualitative perspectives of the teaching staff. All pupils were tested two times (pretest and posttest) on drumming ability and Motor skills (Movement Assessment Battery for Children, version 2). Teacher's rating of social behavior (Strength and Difficulties Questionnaire; SDQ) was tested two times (pretest and retention). Results: Significant differences in total SDQ difficulties between the four groups (χ2(3) = 8.210, p = 0.042) and the hyperactivity subscale (χ2(3) = 10.641, p = 0.014) were observed. The EBD Drum group had greater reductions in total difficulties compared to the Peer Drum (p = 0.009) group and specifically greater reductions in hyperactivity compared to Peer Drum (p = 0.046) and the EBD Control (p = 0.006) group. In follow-up interviews, staff spoke positively about changes in pupil's attitudes toward learning and social confidence. Conclusions: The positive changes to social and behavioral skills reported in this pilot study are similar to those recorded for other music modalities.
ABSTRACT
BACKGROUND: Neuropsychological deficits constitute enduring trait-like features in bipolar disorder (BD), and persist in euthymia. White matter (WM) abnormalities are one of the most consistently reported findings in neuroimaging studies of BD. We hypothesized that neuropsychological performances could correlate with WM integrity in a sample of bipolar patients in core WM tracts. METHODS: Seventy-eight patients affected by BD were evaluated for verbal memory, working memory, psychomotor coordination, executive functions, attention and information processing, and verbal fluency through the Brief Assessment of Cognition in Schizophrenia. White matter integrity was evaluated using DTI and tract-based spatial statistics with threshold free cluster enhancement (p>0.949). RESULTS: We observed that cognitive performances in attention and information processing, working memory, executive functions and psychomotor coordination were associated with DTI measures of WM integrity in several association fibres: inferior and superior longitudinal fasciculus, inferior fronto-occipital fasciculus, cingulum bundle, corpus callosum, and corona radiata. LIMITATION: The drug treatments administered during the course of the illness could have influenced DTI measures and neurocognitive function. Other limitations include issues such as generalizability due to the lack of a control group, possible undetected past comorbidities, population stratification, and the presence of a 28% of patients which previously experienced delusions. CONCLUSIONS: This is the first study to use a validated cognitive battery to investigate the principal cognitive domains in BD. Our data confirm the importance of WM integrity as a neurobiological underpinning of cognitive deficits.
Subject(s)
Bipolar Disorder/pathology , Bipolar Disorder/psychology , Cognition , Cognitive Dysfunction/pathology , Cognitive Dysfunction/psychology , Executive Function , Memory, Short-Term , White Matter/pathology , Adult , Corpus Callosum/pathology , Female , Humans , Male , Middle Aged , Nerve Net/pathology , Neuroimaging , Psychomotor Performance , Schizophrenia/pathology , Schizophrenic PsychologyABSTRACT
O objetivo deste estudo foi verificar a ocorrência de modificação da coordenação motora, atenção, participação, interação, autoestima e compreensão em adolescentes com deficiência auditiva, após a realização de aulas de dança do tipo jazz dance. Foi realizado estudo experimental intrassujeito do tipo AB, com cinco sujeitos do gênero feminino, com idade entre 13 e 18 anos, diagnóstico de surdez congênita ou adquirida e estudantes do Instituto Londrinense de Educação de Surdos (ILES). Para avaliação da coordenação motora foi aplicado o teste KTK, composto por quatro tarefas antes e após as aulas e, diário de campo, contendo informações que não foram registradas nos testes formais. Foram realizadas doze aulas de dança como intervenção. O resultado do KTK mostrou média da pontuação total de 171,8 inicialmente e 196,4 após a intervenção. Como resultado final todos os sujeitos do estudo apresentaram melhora da coodernação motora significante (P=0.01) após as aulas de dança. Observou-se também melhor atenção das alunas no decorrer das aulas e maior integração do grupo.
The aim of this study was to investigate the occurrence of changes in motor coordination and attention, participation, interaction, self-esteem and understanding in adolescents with hearing loss, after conducting dance classes such as jazz. An experimental study of intra-subject AB, was done, with five female subjects, aged between 13 and 18 years and diagnosis of congenital or acquired deafness, students of the Institute of Deaf Education Londrinense (ILES). The KTK test was conducted to evaluate the motor coordination, consisting of four tasks before and after classes and a diary containing information not recorded in formal tests. Twelve dance classes were proposed as intervention. The result of KTK showed a total score average of 171,8 before the dance and an average of 196,4 after the classes. The results indicated that all subjects of the study showed significant improvement in motor coordination (P=0.01), after dance classes. It was also observed that students paid more attention during classes and there was greater integration of the group.
