Speech perception in the Specific Learning Disorder with and without Persistent Speech Sound Disorder. / Percepção de fala no transtorno específico da aprendizagem com e sem transtorno persistente dos sons da fala.

PURPOSE: Investigate if speech perception skills can differentiate school children with Specific Reading Disorders (SRD) with and without Persistent Speech Sound Disorders (PSSD). METHODS: 80 children, regularly enrolled in the 2nd (N=1), 3rd (N=28), 4th (N=29), 5th (N=15) and 6th (N=7) grades participated in the study. Control Group (CG) (N=48): no complaints, no speech alteration; and Resarch Group (RG) (N=32) - with SRD, RGI (N=15) without PSSD and RGII (N=17) with PSSD. Two tests evaluated auditory input reception: Simplified evaluation of auditory processing; and Perception task of nonwords, with Portuguese language structure (DNPLS). Data was analyzed by: Likelihood Ratio Test, Kruskal-Wallis test, Dunn test with Bonferroni correction, Mann-Whitney test, Spearman correlation, and construction of a ROC curve to obtain a threshold value for the correct answers in the perception of non-words test. RESULTS: Control and RGI showed higher correct answer scores than RGII. There was no difference between the correct answer distributions of the Control and RGI, and RGI and RGII in the test of DNPLS and the number of correct answers in the CG was higher than in the RGII. CONCLUSION: The ability to discriminate non-words enabled the differentiated between school-aged children with SRD associated with PSSD and typical children, thus characterizing this group for presenting a number of correct answers lower than 30.5, considering the task proposed to discriminate non-words. These results suggest that the presence of PSSD worsens the performance in speech perception of the schoolchildren with SRD.

OBJETIVO: Investigar se a habilidade de percepção de fala pode diferenciar escolares com Transtorno específico de aprendizagem (TAp) com e sem Transtorno Persistente dos Sons da Fala (TPSF). MÉTODO: Participaram da pesquisa 80 crianças, regularmente matriculadas no 2º (N=1), 3º (N=28), 4º (N=29), 5º (N=15), e 6º (N=7) anos, assim reunidos: Grupo Controle (N= 48) - sem queixas, sem alteração de fala; e Grupos Pesquisa (N = 32) - com TAp, sendo GPI (N = 15) sem TPSF e, GPII (N = 17), com TPSF. Duas provas avaliaram input auditivo: Avaliação simplificada do processamento auditivo; e Tarefa de percepção de pseudopalavras com estrutura da língua portuguesa - TDP. Os dados foram analisados pelos testes: Razão de Verossimilhanças, Kruskal-Wallis, Dunn com correção de Bonferroni, Mann-Whitney, correlação de Spearman, além da construção de uma curva ROC para obter um valor de corte para o número de acertos na prova de percepção de não palavras. RESULTADOS: Controle e GPI mostraram maiores escores de acerto que GPII. Não houve diferença entre as distribuições de acertos do Controle e GPI e do GPI e GPII na TDP e o número de acertos do GC foi maior que o do GPII. CONCLUSÃO: A habilidade de discriminação de pseudopalavras diferenciou os escolares com TAp e TPSF das crianças sem TPSF, caracterizando, assim esse grupo por apresentar número de acertos menor que 30,5, considerada a tarefa proposta para discriminar pseudopalavras. Esses resultados sugerem que a presença do TPSF piorou o desempenho em percepção de fala dos escolares com TAp.

The Big Five Personality Traits in Dyslexic Adults: An Exploratory Study.

BACKGROUND: Dyslexia is a neurodevelopmental disorder that causes a pattern of learning difficulties that can be characterized by deficits in word reading accuracy, speed or fluency, and reading comprehension. Due to all this damage, emotional difficulties have been described in the literature mainly for childhood and adolescence. Within this emotional component, personality can be included. In Brazil, at the time of carrying out this research, no research had been found that investigated the personality of dyslexic adults. Thus, the present study aimed to investigate the personality of Brazilian adults with dyslexia. METHODS: A semi-structured interview was administered and the Factorial Personality Battery, based on the Big Five personality traits. The sample was composed of two groups: one with dyslexia and another control. The first was formed by nine participants, aged between 18 and 47 (M = 31.7; standard deviation (SD) = 11.8), six of whom were women. The control group was formed by 60 participants, aged between 18 and 45 years (M = 26.4; SD = 8.8), 38 of whom were women. RESULTS: The data did not show significant differences between the groups in most of the analyzed factors and subfactors. Increased rates of "passivity/lack of energy" and lowered rates of "openness to new ideas" were identified in the group with dyslexia. CONCLUSION: These results could be useful for describing personality profiles in dyslexic adults, with these descriptions possibly providing clinical support for diagnoses and intervention procedures.

Phonological remediation effects on a child with giftedness and developmental dyslexia. / Efeito da remediação fonológica em criança com altas habilidades/superdotação e dislexia do desenvolvimento.

Twice-exceptionality is characterized as the presence of high performance concomitantly with deficiencies or incompatible conditions. An example is when giftedness manifest associated with neurodevelopmental disorders. This study is a clinical case report referring to the evaluative and interventional process of a 9- year-old child with the paradoxical combination of giftedness associated with dyslexia. It aims to compare the performance in phonological processing, reading and writing before and after phonological remediation. In the first assessment, the child demonstrated alphabetic level in reading, a transition phase between syllabic-alphabetic and alphabetical writing levels, and below-expected performance in phonological processing skills. After intervention, the results showed consistent improvements in phonological processing, the consolidation of alphabetical writing and orthographic reading level. In general, children with isolated dyslexia have persistent difficulties in several skills after intervention. The evolution shown after phonological remediation, especially at reading level, shows different characteristics than expected. Thus, it can be concluded that twice-exceptionality may have favored the overcoming of some of the shown difficulties more successfully. Studies on these combined conditions can contribute to a better understanding of this framework during the development of learning and to formulate specialized interventions.

A dupla-excepcionalidade é caracterizada pela presença de alto desempenho concomitante a deficiências ou condições incompatíveis, como é o caso de altas habilidades associadas a transtornos do neurodesenvolvimento. Esse estudo é um relato de caso clínico referente ao processo avaliativo e interventivo de uma criança de 9 anos com a combinação paradoxal de altas habilidades associadas à dislexia. O objetivo foi comparar o desempenho nas tarefas de processamento fonológico, leitura e escrita pré e pós remediação fonológica. Na primeira avaliação, a criança apresentou nível alfabético na leitura, fase de transição entre os níveis silábico-alfabético e alfabético na escrita e desempenho abaixo do esperado nas habilidades do processamento fonológico. Após a intervenção, houve melhora em habilidades do processamento fonológico, consolidação da escrita alfabética e do nível ortográfico de leitura. Em geral, crianças com dislexia isolada apresentam dificuldades persistentes em várias habilidades após intervenção. A evolução demonstrada após a remediação fonológica, principalmente no nível de leitura, mostra características diferentes do esperado. Assim, pode-se concluir que a dupla-excepcionalidade pode ter favorecido a superação de algumas de suas dificuldades de forma mais exitosa. Estudos sobre estas condições combinadas podem contribuir para a melhor compreensão deste quadro durante o desenvolvimento da aprendizagem e para a formulação de intervenções especializadas.

Response to intervention as an identification strategy of the risk for dyslexia. / Resposta à intervenção como estratégia de identificação do risco para dislexia.

PURPOSE: To develop on intervention process to identify children at risk of dyslexia, based on the Response to Intervention model. Specifically, to identify the pattern of changes in post-intervention performance in tasks of phonological awareness, working memory, lexical access, reading and writing; and to analyze which cognitive functions had a significant effect on the discriminating students at risk of dyslexia. METHOD: Sample of 30 participants with Reading and writing difficulties, aged 8-11, from public/private schools, students from 3rd to 5th grade. Participants were submitted to a battery of cognitive-linguistic tests, before and after 12 intervention sessions. To monitor their performance, five reading and writing lists of words and pseudowords were applied. We qualitatively and quantitatively analyzed the differences in pre- and post-intervention performance of each participant; and among participants in the post-assessment, to understand the patterns of dyslexia vs non-dyslexia groups. RESULTS: There were statistically significant changes in: rapid automatized naming, narrative text comprehension, phonological awareness, rate and typology of hits/misses in reading and writing, and reading speed. Being the last three variables the most sensitive to discriminate the two groups, all with less post-intervention gains for the dyslexia group. CONCLUSIONS: The intervention focused on the stimulation of phonological skills and explicit and systematic teaching of graphophonemic correspondences contributed positively to the evolution of the group's participants. The intervention response approach favored the identification of children with a profile at risk for dyslexia, as distinct from children with other learning difficulties.

OBJETIVO: desenvolver um processo de intervenção para identificação de crianças em risco para dislexia, baseado no modelo de resposta à intervenção. Especificamente, identificar o perfil de mudança no desempenho pós-intervenção em tarefas de consciência fonológica, memória operacional, acesso lexical, leitura, escrita; e analisar quais funções cognitivas tiveram efeito significativo para discriminação de estudantes em risco para dislexia. MÉTODO: amostra composta por 30 participantes com dificuldades na leitura e escrita, entre 8 e 11 anos, de escola pública ou particular, estudantes do 3º ao 5º ano. Todos foram submetidos a uma bateria de testes cognitivo-linguísticos, antes e após a realização de 12 sessões de intervenção. Para monitoramento do desempenho foram aplicadas cinco listas de leitura e escrita de palavras/pseudopalavras. Foram realizadas análises, qualitativas e quantitativas, das diferenças de desempenho pré e pós-intervenção; e entre os participantes na pós avaliação, para compreensão de grupos perfil em risco para dislexia vs não-dislexia. RESULTADOS: ocorreram mudanças estatisticamente significativas em nomeação automática rápida, compreensão de texto, consciência fonológica, taxa e tipologia de acertos/erros na leitura/escrita e velocidade de leitura. Sendo essas três últimas variáveis as que se mostraram mais discriminativas dos grupos, todas com menos ganhos na pós-intervenção para o grupo com perfil em risco de dislexia. CONCLUSÃO: a intervenção com foco na estimulação das habilidades fonológicas e ensino explícito das correspondências grafofonêmicas contribuiu para a evolução dos participantes. A abordagem de resposta à intervenção favoreceu a identificação de crianças com perfil em risco para dislexia, as diferenciando de crianças com outras dificuldades de aprendizagem.

Patrones de procesamiento sensorial de adultos con dificultades de aprendizaje autorreferidas / Sensory processing patterns of adults with self-reported learning disabilities

Resumen Las dificultades de aprendizaje, que pueden continuar manifestándose en la adultez, han mostrado vinculación con déficit en el procesamiento sensorial. El propósito de la investigación es indagar el perfil sensorial de adultos con y sin dificultades de aprendizaje (DA) en el área de lectoescritura. El estudio es cuantitativo no experimental. El perfil sensorial se evaluó a través de un cuestionario basado en el modelo de Dunn (1997b), que define cuatro patrones sensoriales a partir de la interacción entre el umbral neurológico y las estrategias de autorregulación, junto a un autorreporte de dificultades de aprendizaje. Los resultados mostraron puntuaciones similares en tres patrones sensoriales para ambos grupos, con diferencias significativas en el patrón sensorial de 'Espectador' (p = .038, d =0.5). Este patrón caracterizaría a adultos con DA con una tendencia a estrategias de autorregulación pasiva y umbral neurológico alto. Se concluye que las características de procesamiento sensorial pueden ser relevantes para orientar la intervención y apoyo de personas con DA. Se demuestra la relevancia de analizar el perfil de procesamiento sensorial para la comprensión de las dificultades de aprendizaje. En términos aplicados, amplía las posibilidades de apoyo para adultos con DA al visibilizar la necesidad de entornos que respondan a las características sensoriales individuales.

Abstract Learning difficulties, which may continue to manifest into adulthood, are linked to deficits in sensory processing. A study focused on investigating the sensory profile of adults with and without learning difficulties (LD) in literacy is presented. Quantitative and non-experimental study. The sensory profile was assessed through a questionnaire based on Dunn's model (1997b), which defines four sensory patterns based on the interaction between the neurological threshold and self-regulation strategies. We also included a self-reporting of LD. The results showed similar scores in three sensory patterns for both groups, with significant differences in the 'Bystander' sensory pattern (p = .038, d = 0.5). This pattern would characterize adults with LD with a tendency for passive self-regulation strategies and a high neurological threshold. Sensory processing characteristics may be relevant to guide the intervention and support of people with LD. Our findings demonstrate the relevance of analyzing the sensory processing profile for understanding learning difficulties. In applied terms, it expands support possibilities for adults with LD by highlighting the need for environments that respond to individual sensory characteristics.

Subtipos de Dislexia do Desenvolvimento Descritos no Português Brasileiro: Uma Revisão Integrativa / Developmental Dyslexia Subtypes Described in Brazilian Portuguese: An Integrative Review / Subtipos de Dislexia del Desarrollo Descritos en Portugués Brasileño: Una Revisión Integradora

A heterogeneidade na dislexia do desenvolvimento pode ser compreendida por meio dos subtipos de dislexia do desenvolvimento (SDD), porém não foram encontrados estudos que avaliassem a literatura brasileira sobre SDD. A presente revisão buscou responder quais SDD foram identificados no português brasileiro. Foram incluídos estudos empíricos, em inglês ou português, que descrevessem ao menos um SDD, bem como critérios diagnósticos, com participantes brasileiros. As buscas foram realizadas nas bases Scielo, Pubmed e Google Scholar. Como resultado, foram encontrados 11 estudos referentes a seis SDD, sendo as dislexias fonológicas e de superfície as mais presentes, e foram descritas as definições, critérios de identificação e instrumentos de avaliação utilizados em cada estudo. Foi discutida a heterogeneidade de definições, critérios de identificação e instrumentos de avaliação encontrados. Destacam-se o pequeno número de relatos em comparação com a literatura internacional e a necessidade de tarefas padronizadas, validadas e sensíveis aos SDD no português brasileiro.(AU)

The present review aimed to explore the subtypes of developmental dyslexia (SDD), identified in the Brazilian literature, considering the heterogeneity in developmental dyslexia. This review included empirical studies in English or Portuguese, involving Brazilian students, and describing at least one SDD, along with diagnostic criteria. Searches were conducted in the Scielo, Pubmed and Google Scholar databases. The review identified 11 studies, which covered six different SDD. Phonological and surface dyslexia were the most commonly reported subtypes. The review discussed the variations in definitions, identification criteria, and evaluation instruments used in these studies. It also highlighted the limited number of reports in the Brazilian literature compared to international sources and emphasized the need for standardized, validated tasks in Brazilian Portuguese that are SDD-sensitive.(AU)

La heterogeneidad en la dislexia del desarrollo puede comprenderse a través de los subtipos de dislexia del desarrollo (SDD), pero no se encontraron estudios que evalúen la literatura brasileña sobre SDD. Esta revisión buscó responder cuáles los SDD se han identificado en el portugués brasileño. Se incluyeron estudios empíricos con participantes brasileños en inglés o portugués que describieran al menos un SDD y sus criterios de diagnósticos. Las búsquedas se realizaron en las bases de datos Scielo, Pubmed y Google Scholar. Como resultado, se encontraron 11 estudios relacionados con seis SDD, siendo las dislexias fonológicas y de superficie las más comunes, y se describieron las definiciones, criterios de identificación e instrumentos de evaluación utilizados en cada estudio. Se discutió la heterogeneidad de definiciones, criterios de identificación y herramientas de evaluación encontradas. Se destaca el escaso número de informes en comparación con la literatura internacional y la necesidad de tareas estandarizadas, validadas y sensibles a SDD en el portugués brasileño.(AU)

Modelling the eye movements of dyslexic children during reading as a continuous time random walk.

The study of eye movements during reading is considered a valuable tool for understanding the underlying cognitive processes and for its ability to detect alterations that could be associated with neurocognitive deficiencies or visual conditions. During reading, the gaze moves from one position to the next on the text performing a saccade-fixation sequence. This dynamics resembles processes usually described as continuous time random walk, where the jumps are the saccadic movements and waiting times are the duration of fixations. The time between jumps (intersaccadic time) consists of stochastic waiting time and flight time, which is a function of the jump length (the amplitude of the saccade). This motivates the present proposal of a model of eye movements during reading in the framework of the intermittent random walk but considering the time between jumps as a combined stochastic-deterministic process. The parameters used in this model were obtained from records of eye movements of children with dyslexia and typically developed for children performing a reading task. The jump lengths arise from the characteristics of the selected text. The time required for the flights was obtained based on a previously proposed model. Synthetic signals were generated and compared with actual eye movement signals in a complexity-entropy plane.

Ordinal pattern transition networks in eye tracking reading signals.

Eye tracking is an emerging technology with a wide spectrum of applications, including non-invasive neurocognitive diagnosis. An advantage of the use of eye trackers is in the improved assessment of indirect latent information about several aspects of the subjects' neurophysiology. The path to uncover and take advantage of the meaning and implications of this information, however, is still in its very early stages. In this work, we apply ordinal patterns transition networks as a means to identify subjects with dyslexia in simple text reading experiments. We registered the tracking signal of the eye movements of several subjects (either normal or with diagnosed dyslexia). The evolution of the left-to-right movement over time was analyzed using ordinal patterns, and the transitions between patterns were analyzed and characterized. The relative frequencies of these transitions were used as feature descriptors, with which a classifier was trained. The classifier is able to distinguish typically developed vs dyslexic subjects with almost 100% accuracy only analyzing the relative frequency of the eye movement transition from one particular permutation pattern (plain left to right) to four other patterns including itself. This characterization helps understand differences in the underlying cognitive behavior of these two groups of subjects and also paves the way to several other potentially fruitful analyses applied to other neurocognitive conditions and tests.

Word Reading and Spelling Processing and Acquired Dyslexia post Unilateral Stroke.

This study investigates the performance of adults with cerebrovascular lesion in the right hemisphere (RHL) or left hemisphere (LHL) in word reading (TLPP) and spelling (TEPP) tasks based on the dual-route models. A total of 85 adults were assessed, divided into three groups: 10 with RHL, 15 with LHL, and 60 neurologically healthy ones. The performance of the three groups was compared in terms of the characteristics of the words (regularity, frequency, and length) and pseudowords (length), error types, and psycholinguistic effects. A cluster analysis was performed to investigate the profiles of the reading. The LHL group showed lower scores in reading and spelling tasks of words and pseudowords, as well as a higher frequency of errors. Four LHL cases were found to have an acquired dyslexia profile. This study highlights that the tasks developed in Brazil are in accordance with theoretical models of written language, and the results point to the heterogeneous performance of the cases with acquired dyslexia.

[The impact of ADHD on reading]. / El impacto del TDAH sobre la lectura.

Beyond the frequent coexistence of attention deficit hyperactivity disorder (ADHD) and reading disorder (dyslexia), the present review aims to examine the available empirical evidence on how ADHD negatively impacts on learning to read. Existing data suggest that the presence of the disorder (especially inattention symptoms), may affect i) the correct acquisition of reading, either directly or through its influence on the precursors to reading; ii) decoding skills themselves (reading accuracy and fluency), both directly and indirectly through its influence on cognitive processes such as distractibility or executive functions; and iii) reading comprehension, probably indirectly through the executive and verbal memory difficulties characteristic of ADHD. These findings have important implications for better characterizing and intervening on reading difficulties in ADHD, whether clinical or subclinical.

Más allá de la frecuente coexistencia del trastorno por déficit de atención con hiperactividad (TDAH) y el trastorno específico del aprendizaje de la lectura, la presente revisión pretende examinar la evidencia empírica disponible sobre cómo el TDAH impacta negativamente sobre el aprendizaje de la lectura. Los datos existentes apuntan a que la presencia del trastorno (especialmente los síntomas de falta de atención), puede afectar a i) la correcta adquisición de lectura, ya sea de manera directa o a través de su influencia sobre los precursores de la lectura; ii) las propias habilidades de decodificación (precisión y fluidez lectora), tanto de manera directa como indirecta a través de su influencia sobre procesos cognitivos como la distracción o las funciones ejecutivas; y ii) la comprensión lectora, probablemente de manera indirecta por las dificultades ejecutivas y en la memoria de trabajo verbal características del TDAH. Estas conclusiones presentan importantes implicaciones para caracterizar e intervenir mejor sobre las dificultades lectoras en el TDAH, ya sean clínicas o subclínicas.

Reading and comprehension: phoniatric assessment in students with reading difficulties.

INTRODUCTION: Reading is a highly refined skill that encompasses two main components: decoding graphic symbols and understanding the written message. These aspects generally develop together, but reading comprehension is a much more complex process, sustained not only by the identification of written words and vocabulary but also by language systems, such as syntax and general knowledge. Although there is a well-established technique for performing the phoniatric assessment, there is no common use of tests that assess reading comprehension or the association of this information with other assessment data. OBJECTIVE: The objective of this study is, in the context of the phoniatric consultation, to evaluate the reading and retelling in children with relevant reading difficulties and to correlate the decoding and comprehension problems with the alterations observed in auditory and visual perceptual tests, pointing out the evidence that best contributed to the differential diagnosis of these subjects. METHODS: Starting from a population of 301 children enrolled in the 4th and 5th grades of elementary school, 13 children with evident reading and writing difficulties were evaluated regarding the reading and retelling tasks and separated into groups according to the problem of decoding, fluency, and comprehension. Reading performance was correlated with the performance in visual and auditory perceptual tests and based on the similarity analysis, the tests considered to be the most relevant in the diagnosis process of these children were identified. RESULT: The results suggest that the tasks: naming of figures, repetition of numbers in reverse order, figure copying, syllabic synthesis, phonemic synthesis, rhyme, and phonemic manipulation altogether contribute to diagnosis and multidisciplinary intervention aspects. CONCLUSION: Some tasks are more relevant to the diagnostic process of children with complaints of learning difficulties in reading.

Psicólogas(os) no sistema educacional de Boa Vista/Roraima: concepções, práticas e desafios / Psychologists in the educational system of Boa Vista/Roraima: conceptions, practices and challenges / Psicólogas(os) en el sistema educativo de Boa Vista/Roraima: concepciones, prácticas y retos

O objeto de estudo deste trabalho é a atuação de psicólogas(os) no campo da educação básica. Tivemos como objetivo investigar as práticas de atuação e os desafios enfrentados pelas(os) psicólogas(os) que trabalham na educação em Boa Vista (RR), com intuito de conhecer a inserção desses profissionais no sistema educacional. Trata-se de pesquisa qualitativa, orientada pelo referencial teórico-metodológico da Psicologia Escolar Crítica. Realizamos o processo de levantamento dos dados entre os meses de março e abril de 2018, por meio de entrevistas semiestruturadas, audiogravadas e transcritas. Encontramos 21 psicólogas e um psicólogo trabalhando em instituições educacionais e de ensino na cidade; a maioria atuava na educação básica; metade dos entrevistados ingressou por concurso público e a outra metade era contratada e comissionada; poucos(as) foram contratados(as) como psicólogos(as) escolares. Para a análise, selecionamos dez psicólogas(os) com mais tempo no cargo. Quanto às práticas de atuação, identificamos que 60% atuavam na modalidade clínica e 40% na modalidade clínica e institucional. Como desafios, encontramos melhoria das condições de trabalho; estabelecimento de relações hierárquicas e a dificuldade de fazer compreender as especificidades desse campo de trabalho; necessidade na melhoria das condições para formação continuada; atuação da(o) psicóloga(o) escolar enquanto ação institucional. Diante do exposto, compreendemos ser necessária uma mudança de paradigma na atuação das(os) psicólogas(os) que trabalham na educação na região, e a apropriação das discussões da área, principalmente, aquelas apresentadas pela Psicologia Escolar Crítica, vez que esta contribui para uma atuação que leve em conta os determinantes sociais, políticos, culturais e pedagógicos que constituem o processo de escolarização.(AU)

This work has as object of study the role of psychologists in the field of Basic Education. We aimed to investigate practices and challenges faced by psychologists who work in education in Boa Vista/RR, to know the insertion of these professionals in the educational system. This is a qualitative research, guided by the theoretical-methodological framework of Critical School Psychology. The data collection process was carried out between March and April 2018, with semi-structured, audio-recorded, and transcribed interviews. We found 21 female psychologists and one male psychologist working in educational institutions in the municipality; most worked in Basic Education; half of the interviewees had applied to work as government employee and the other half were hired and commissioned; few were hired as school psychologists. To carry out the analysis, we selected ten psychologists with more time in the position. Regarding the practices, we have identified that 60% worked in the clinical modality and 40% in the clinical and institutional modality. As challenges, we find the improvement in working conditions; the establishment of hierarchical relationships and the difficulty of making the specificities of this field of work understood; the need to improve conditions for continuing education; the practice of the school psychologist as institutional action. In view of the above, we understand that a paradigm shift in the performance of psychologists working in education in that region is necessary, and the appropriation of discussions in the area, especially those presented by Critical School Psychology, contributes to an action that considers social, political, cultural, and pedagogical determinants that constitute the schooling process.(AU)

Este trabajo tiene como objeto de estudio la actuación profesional de las(os) psicólogas(os) en la educación básica. Su objetivo es investigar las prácticas y retos que enfrentan las(os) psicólogas(os) que trabajan en la educación en Boa Vista, en Roraima (Brasil), con la intención de conocer la inserción de estos profesionales en el sistema educativo. Esta es una investigación cualitativa que se guía por el marco teórico-metodológico de la Psicología Escolar Crítica. Se recopilaron los datos entre los meses de marzo y abril de 2018, mediante entrevistas semiestructuradas, grabadas en audio y después transcritas. Las 21 psicólogas y un psicólogo trabajan en instituciones educativas de la ciudad; la mayoría trabajaba en la educación básica; la mitad de los entrevistados ingresaron mediante concurso público y la otra mitad era contratada y de puesto comisionado; pocos fueron contratados como psicólogos escolares. Para el análisis, se seleccionaron diez psicólogas(os) con más tiempo en el cargo. Con respecto a las prácticas, el 60% trabajaba en la modalidad clínica; y el 40%, en la modalidad clínica e institucional. Los retos son mejora de las condiciones laborales; establecimiento de relaciones jerárquicas y dificultad para comprender las especificidades de este campo de trabajo; necesidad de mejorar las condiciones para la educación continua; y actuación dela (del) psicóloga(o) escolar como acción institucional. En vista de lo anterior, es necesario el cambio de paradigma en la práctica profesional de las(os) psicólogas(os) que trabajan en la educación de la región y la apropiación de las discusiones del área, especialmente las presentadas por la Psicología Escolar Crítica, que contribuye a una acción que tiene en cuenta los determinantes sociales, políticos, culturales y pedagógicos que constituyen el proceso de escolarización.(AU)

Formação em psicologia escolar: implicações para a prática em equipe multiprofissional / The school psychology formation: implications for the practice in multidisciplinary team / Formación en psicología escolar: implicaciones para la práctica en equipo multiprofesional

O objetivo dessa pesquisa foi levantar o perfil sociodemográfico e formativo de psicólogos escolares, e discutir seu impacto nas práticas junto ao coletivo escolar e no trabalho em equipe. No município onde ocorreu a pesquisa, o psicólogo escolar é membro da equipe de especialistas em Educação. Participaram da pesquisa 62 psicólogos que atuam no Ensino Fundamental I, II, e na Educação de Jovens e Adultos. Os participantes responderam um questionário on-line com perguntas abertas e fechadas sobre dados sociodemográficos, de formação e atuação profissional. Realizou-se uma análise qualitativa a partir dos objetivos e itens do instrumento, quais sejam: caracterização do perfil sociodemográfico dos psicólogos escolares, formação acadêmica, atuação em psicologia escolar, atuação em outros campos/áreas da psicologia, e atuação em equipe de especialistas. A média de idade dos profissionais é de 47,46 anos, e apenas um é do sexo masculino. Possuem tempo de atuação de um a 36 anos, e a maioria não possui estágio supervisionado e pós-graduações no campo da psicologia escolar. Parte das equipes que trabalham nas escolas está incompleta, e há uma variabilidade nos dias e horários de reuniões. Reafirma-se que a formação de psicólogos escolares tem repercussões na atuação junto à equipe multidisciplinar, e a importância de intervenções pautadas na perspectiva crítica e psicossocial em Psicologia Escolar. Ademais, conhecer o perfil sociodemográfico e formativo destes profissionais possibilita obter um quadro atualizado sobre o grupo pesquisado e criar estratégias de intervenção que potencializem a atuação desses profissionais junto à equipe de especialistas e demais setores da escola.(AU)

The aim of this research is to identify the sociodemographic and training profile of school psychologists, and discuss their impact on practices within the school collective and the teamwork. In the city where the research took place, the school psychologist is a member of the council's expert team in Education. The research participants included 62 psychologists that work in elementary and intermediate school, and EJA. They answered an open and multiple choice online survey on sociodemographic, formation, and working data. A qualitative analysis was conducted considering its objectives and items, namely: sociodemographic profile, academic education, professional background on school psychology, other psychology fields/ areas, and participation on expert teams. The professionals are 47 and 46 years old, average, only one of them being male. They work in this position from one up to 36 years, and most of them do not have training experience and postgraduate studies in school psychology. Part of the teams working at schools are incomplete, and there is a variability concerning days and hours to team meetings. It is notable that the training profile of psychologists has repercussions in the performance with the multidisciplinary team, and in the importance of interventions based on critical and psychosocial perspectives in School Psychology. Moreover, knowing the sociodemographic and training profile of these professionals allowed us to have an updated chart about the researched group, as well as to create intervention strategies that enhance these professionals' performance within the expert team and other sectors of the school.(AU)

Esta investigación tuvo por objetivo levantar el perfil sociodemográfico y formativo de psicólogos escolares para discutir su impacto en las prácticas junto al colectivo escolar y al trabajo en equipo. En el municipio donde ocurrió la investigación, este profesional es miembro del equipo municipal de especialistas en Educación. Participaron 62 psicólogos que actúan en la educación primaria, secundaria y en la educación para jóvenes y adultos (EJA), y que respondieron a un cuestionario en línea con preguntas abiertas y de opción múltiple sobre datos sociodemográficos, de formación y de actuación profesional. Se realizó un análisis cualitativo según sus objetivos e ítems, o sea: perfil sociodemográfico, formación académica, actuación en Psicología Escolar, en otros campos/áreas de la Psicología o en equipo de especialistas. La edad mediana de los profesionales es de 46-47 años, y solo uno es del sexo masculino. El tiempo de actuación en el área varía entre 1 y 36 años, y la mayoría de los encuestados no tiene formación inicial y posgrado en el campo de la Psicología Escolar. Parte de los equipos que trabajan en las escuelas está incompleta, y existe una variabilidad en los días y horarios de reuniones. Se observó que la formación de los psicólogos escolares tiene repercusiones en la actuación con el equipo multidisciplinario y en la importancia de intervenciones basadas en la perspectiva crítica y psicosocial en Psicología Escolar. Además, conocer su perfil sociodemográfico y formativo posibilita obtener un cuadro actualizado sobre el grupo investigado, además de crear estrategias de intervención que potencialicen la actuación junto al equipo de especialistas y a los demás sectores de la escuela.(AU)

Percepções de familiares sobre uma rede de cuidados de saúde mental infantojuvenil / Family perceptions about a children's mental health network / Percepciones familiares sobre una red de atención de salud mental infantojuvenil

Este artigo pretende conhecer como a rede de cuidados em saúde tem se operacionalizado a partir da percepção de familiares de crianças com demanda de cuidado em saúde mental (SM). Foram realizados dois grupos focais, um com familiares da Atenção Básica (AB) e outro com familiares do Centro de Atenção Psicossocial Infantojuvenil (CAPSij), totalizando 15 participantes. Seguiu-se com a análise lexical do tipo classificação hierárquica descendente, com o auxílio do software R Interface, a fim de análises multidimensionais de textos e questionários (IRaMuTeQ), resultando em cinco classes: A Pílula Mágica; Forças e Fraquezas dos serviços; Procurando por ajuda; Aceitando o diagnóstico da criança e Onde procurei ajuda. Os resultados apontam para dificuldades presentes na AB em identificar e manejar situações de Saúde Mental Infantojuvenil (SMIJ), por meio de uma lógica ainda medicalizante. Ressalta-se que a escola é apresentada como lugar de destaque na produção da demanda por cuidado e a família ainda é pouco convocada à construção das ações. Conclui-se, então, que avanços ainda são necessários para operacionalização de um cuidado pautado nas diretrizes da política de SMIJ.(AU)

This article aims to know how the healthcare network has been operationalized from the perception of family members of children with demand for mental health care (MH). Two focus groups were held, one with family members from Primary Care (PC) and the other with family members from the Child Psychosocial Care Center (CAPSij), totaling 15 participants. A lexical analysis of the descending hierarchical classification type was performed with the help of the software R Interface for multidimensional analyzes of texts and questionnaires (IRAMUTEQ), resulting in five classes: The Magic Pill; Strengths and Weaknesses of services; Looking for help; Accepting the child's diagnosis; and Where did I look for help. The results point to difficulties present in PC in identifying and managing situations of mental health in children and adolescents (MHCA), with a medicalization logic. Note that the school is presented as a prominent place in producing the demand for care, and the family is still not very much involved in the actions. It is, thus, concluded that advances are still needed for operationalization of care guided by MHCA policy guidelines.(AU)

Este artículo tuvo por objetivo conocer cómo opera una red asistencial a partir de la percepción de familiares de niños con demanda de atención en salud mental (SM). Se realizaron dos grupos focales, uno con familiares de Atención Primaria (AP) y otro con familiares del Centro de Atención Psicosocial Infantojuvenil (CAPSij), totalizando 15 participantes. Se realizó análisis léxico del tipo clasificación jerárquica descendente con la ayuda del software Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires (IRAMUTEQ), lo que resultó en cinco clases: "La píldora mágica"; "Fortalezas y debilidades de los servicios"; "En busca de ayuda"; "Aceptar el diagnóstico del niño" y "¿Dónde busqué ayuda?". Los resultados apuntan las dificultades presentes en AP para identificar y manejar situaciones de salud mental infantojuvenil (SMIJ) mediante una lógica aún medicalizante. La escuela tiene un lugar destacado en la producción de la demanda de cuidados y la familia aún no está muy involucrada en la construcción de acciones. Se concluye que se necesitan avances para ofertar una atención guiada por lineamientos de la política del SMIJ.(AU)

Validación de un test de detección temprana de dificultades de la lectoescritura en Ecuador. Validación de un test de riesgo de dificultades / Validation of a test for early detection of literacy difficulties in Ecuador. Validation of a hardship risk test

Introducción: Las dificultades del aprendizaje son las alteraciones de mayor presencia en las aulas escolares y sus indicadores pueden diagnosticarse y prevenirse desde edades tempranas. El objetivo de esta investigación fue validar el Test para la detección temprana de las dificultades en el aprendizaje de la lectura y escritura. Métodos: El enfoque de la investigación fue cuantitativo, descriptivo y de corte transversal. Se utilizó la validez de constructo acorde con la propuesta original del test y de fiabilidad a través del Alpha de Cronbach en una muestra de 501 niños ecuatorianos de cuatro años. Resultados: La validación del instrumento evidencia una moderada correlación entre las sub-tareas y alta correlación entre las sub-tareas y el puntaje total. La fiabilidad es buena, α= 0.71, muy próxima a la de la población española α= 0.73. Por lo que, la prueba puede ser utilizada en el contexto ecuatoriano en su versión original, adecuando en las instrucciones dos palabras a la realidad lingüística del país y para la calificación los puntos de corte de dificultad. Conclusión: Considerando su valor y fácil aplicación se recomienda el uso de la prueba de lectura en contextos educativos y de salud.

Introduction: Learning difficulties are the alterations with the most significant presence in school classrooms, and their indicators can be diagnosed and prevented early. This research aimed to validate the test for the early detection of difficulties in learning to read and write. Methods: The research approach was quantitative, descriptive, and cross-sectional. Construct validity was used according to the original proposal of the test and reliability through Cronbach's alpha in a sample of 501 four-year-old Ecuadorian children. Results: The validation of the instrument shows a moderate correlation between the subtasks and a high correlation between the subtasks and the total score. The reliability is good, α = 0.71, very close to that of the Spanish population α = 0.73. Therefore, the test can be used in the Ecuadorian context in its original version, adapting two words in the instructions to the linguistic reality of the country and for the qualification of the cutoff points of difficulty. Conclusion: With the easy application of the "test of reading" in 4-year-old children, the authors recommended its application for the identification of dyslexia and phonological processing deficits in school children in Ecuador. The reading test's validity allows its application at a regional level.

Desviando da norma: experiências de bioidentidades e normatização em uma comunidade virtual sobre dislexia / Deviating from the norm: experiences of bioidentities and normatization in a virtual community on dyslexia / Desviarse de la norma: experiencias de bioidentidades y normatización en una comunidad virtual sobre dislexia

A biomedicina tem se ocupado cada vez mais de questões da vida humana que não eram vistas como problema de saúde. Nesse processo, dificuldades relacionadas à aprendizagem e ao domínio das normas da linguagem passaram a ser classificadas como 'dislexia' por esse campo. Atualmente as pessoas têm buscado espaços on-line para procurar informações e se conectar com outros indivíduos que compartilham a mesma condição de saúde ou doença. Neste artigo, apresentamos os resultados de uma pesquisa que visou analisar a experiência de sujeitos denominados como disléxicos ou próximos a esse diagnóstico que integram a comunidade virtual amigosedislexia.com, organizada no Facebook. Metodologicamente, este trabalho baseou-se na abordagem qualitativa com caráter exploratório, realizando uma análise de conteúdo temática. Foram classificadas e analisadas as postagens dos 'influenciadores digitais' da comunidade. Esta pesquisa permitiu identificar quatro perfis de comunicação presentes no ambiente analisado, a saber: "acolhedor", "poster cidadão", "clínico/especialista" e "alteridade".

Biomedicine has been increasingly concerned with issues of human life that were not seen as a health problem. In this process, difficulties related to learning and mastery of language norms came to be classified as 'dyslexia' by this field. Today, people are looking for online spaces to search for information and connect with other individuals who share the same health condition or illness. In this article, we present the results of a research that aimed to analyze the experience of subjects named as dyslexic or close to this diagnosis who are part of the virtual community amigosedislexia.com, on Facebook. In terms of methodology, this work was based on exploratory research with qualitative approach, conducting a thematic content analysis. Posts from the community's 'digital influencers' were classified and analyzed. This research allowed us to identify four communication profiles present in the analyzed environment, namely: 'welcoming', 'citizen poster', 'clinician/specialist' and 'otherness'.

La biomedicina se ha preocupado cada vez más por cuestiones de la vida humana que no se consideraban un problema de salud. Así, dificultades relacionadas con el aprendizaje y el dominio de las normas del lenguaje llegaron a ser clasificadas como 'dislexia' por este campo. Hoy, las personas buscan espacios en línea para buscar información y conectarse con otras que comparten la misma condición de salud o enfermedad. Presentamos los resultados de una investigación que analizó la experiencia de sujetos denominados como disléxicos o cercanos a este diagnóstico que forman parte de la comunidad virtual amigosedislexia.com, en Facebook. Metodológicamente, este trabajo se basó en un enfoque cualitativo con carácter exploratorio, realizando un análisis de contenido temático. Las publicaciones de los 'influencers digitales' de la comunidad fueron clasificadas y analizadas. Esta investigación permitió identificar cuatro perfiles comunicativos presentes en el entorno analizado, a saber: 'bienvenida', 'poster ciudadano', 'clínico/especialista' y 'alteridad'.

Ocular findings from otoneurological examinations in children with and without dyslexia: a systematic review with meta-analysis.

OBJECTIVE: To investigate ocular movements measures of vectoelectro-nystagmography and video-nystagmography in dyslexic children and compare with measures of typical children. METHODS: A systematic review of observational studies comparing the ocular movements differences between dyslexic and typical children with no publication date or language restriction. The literature survey included the bibliographic databases MEDLINE, ScienceDirect, Scopus, Web of Science, SciELO, Lilacs and CENTRAL. Gray literature databases were also searched, including: OpenGrey.eu, DissOnline.de, The New York Academy of Medicine and WorldCat. The meta-analysis was performed using software RevMan 5.3 (Cochran Collaboration). RESULTS: A total of 2375 articles were found of which 113 fell within the inclusion criteria. Among these, 52 were duplicates (found in more than one research source), and 45 articles were selected for reading in full. Thirteen (13) articles were included for analysis and discussion. Meta-analysis showed statistical differences between the two groups for the total number of saccades and duration of fixation. CONCLUSION: The study revealed that children with dyslexia have longer duration of fixation and fewer saccades during ocular movements on vectoelectro-nystagmography and video-nystagmography when compared to children without dyslexia.

Mental health among students with neurodevelopment disorders: case of dyslexic children and adolescents / Saúde mental em estudantes com distúrbios de neurodesenvolvimento: um caso de crianças e adolescentes disléxicos

ABSTRACT Several research studies have been devoted to study the links between emotional disorders and learning disabilities. However, very minimal of this research has focused on dyslexic students. Objective: The objectives of this study were as follows: (1) to assess self-esteem, anxiety, and depression in dyslexic Arabic-speaking children and adolescents and (2) to describe psychiatric comorbidities in these subjects by comparing them to their non-dyslexic peers. Methods: In total, 205 students (56 dyslexics and 149 good readers), pursuing their education in ordinary schools in the Beni Mellal-Khenifra region of Morocco responded to Taylor's Self-Assessment Scale of Anxiety, Beck's Depression Questionnaire, and the Coopersmith Self-Esteem Inventory (SEI). Results: Overall, dyslexics were more anxious, more depressed, and had disturbed self-esteem compared to their non-dyslexic peers. The percentage of psychiatric comorbidity was higher in the dyslexic group. Conclusions: The results of this study highlight the need for a multidisciplinary approach that integrates emotional needs assessment into the rehabilitation care of dyslexic children and adolescents.

RESUMO Muitos estudos têm pesquisado as ligações entre transtornos emocionais e dificuldades de aprendizagem. No entanto, muito pouco desta pesquisa se concentrou em estudantes disléxicos. Objetivo: Os objetivos deste estudo foram: 1) avaliar a autoestima, ansiedade e depressão em crianças e adolescentes disléxicos falantes do árabe; 2) descrever comorbidades psiquiátricas nesses estudantes, comparando-os com seus pares não disléxicos. Métodos: 205 estudantes (56 disléxicos e 149 bons leitores), alunos de escolas comuns da região de Beni Mellal-Khenifra do Marrocos, responderam à escala de autoavaliação de ansiedade de Taylor, ao questionário de depressão de Beck's e ao inventário de autoestima de Coopersmith (IES). Resultados: Em geral, os disléxicos eram mais ansiosos, mais deprimidos e tiveram distúrbios de autoestima em comparação com seus pares não-disléxicos. O percentual de comorbidade psiquiátrica foi maior no grupo disléxico. Conclusões: Os resultados deste trabalho evidenciam a necessidade de uma abordagem multidisciplinar que integre a avaliação das necessidades emocionais aos cuidados de reabilitação de crianças e adolescentes disléxicos.