Caracterización neuropsicológica de escolares de 8 a 10 años con Retardo en el Desarrollo Psíquico.
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Hernández Barrios, Yisel
Herrera Jiménez, Luis Felipe
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Universidad Central "Marta Abreu" de las Villas
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El presente estudio tuvo como objetivo caracterizar neuropsicológicamente a los escolares de 8 a 10 años portadores de Retardo en el Desarrollo Psíquico, en el período comprendido entre noviembre del 2010 y abril del 2011. La muestra estuvo conformada por 34 escolares de segundo y tercer grado de la Escuela Especial Primaria Celia Sánchez Manduley de la provincia de Ciego de Ávila, Se efectuó un estudio descriptivo sustentado en el paradigma mixto de investigación. La recogida de información se realizó mediante la aplicación de entrevistas, observaciones, revisión de documentos oficiales, Inventario de Ansiedad Rasgos Estado, Escala de Autovaloración Dembo-Rubistein, Simultaneidad de Signos, Test multivariado de memoria y algunos tests de la Batería Neuropsicológica de Luria. El análisis se realizó de manera cualitativa y cuantitativa en correspondencia con la metodología, utilizándose programas contenidos en el SPSS y Microsoft Excel para enriquecer los resultados. Los escolares en estudio presentaron un conjunto de características neuropsicológicas distintivas tales como: perseveraciones, dificultades atencionales y motrices, fatiga, impulsividad, estereotipias, síndromes afásicos y agnósticos, manifestándose en menor proporción los síndromes apráxicos. Las disgrafías, dislexia y discalculia se expresaron con gran frecuencia. También se apreciaron índices elevados de ansiedad, inseguridad, temor al fracaso e intranquilidad, que se relacionan a las vivencias negativas de estos escolares.Estas dificultades se asocian a la inmadurez prefrontal que los tipifica y a los daños en la segunda y tercera unidad funcional fundamentalmente.
This study was aimed at characterizing neuropsychological schoolchildren aged 8 to 10 carriers of Psychic Development Delay in the period between November 2010 and April 2011. The sample consisted of 34 pupils in the second and third grade from Celia Sanchez Primary Special School in the province of Ciego de Avila. A descriptive study was related to the joint research paradigm. The collection of information was performed through the application of interviews, observations, review of official documents, State Trait Anxiety Inventory, Dembo Rubinstein Self-Assessment Scale, Concurrency Signs, multivariate test of memory and some tests of the Luria Neuropsychological Battery. The analysis was performed qualitatively and quantitatively in line with the methodology, using programs contained in the SPSS and Microsoft Excel to enrich the results. School children in the study had a set of distinctive neuropsychological features such as perseverations, attentional and motor difficulties, fatigue, impulsivity, stereotypies, aphasic and agnostic syndromes manifesting in a lesser extent apraxic syndromes. The dysgraphia, dyslexia and dyscalculia were expressed with high frequency. High levels of anxiety were seen as well as insecurity, fear of failure and restlessness, which relate to the negative experiences of these schoolchildren. These difficulties are associated to prefrontal inmadurity them defines and to mainly damages in the second and third functional unit.
This study was aimed at characterizing neuropsychological schoolchildren aged 8 to 10 carriers of Psychic Development Delay in the period between November 2010 and April 2011. The sample consisted of 34 pupils in the second and third grade from Celia Sanchez Primary Special School in the province of Ciego de Avila. A descriptive study was related to the joint research paradigm. The collection of information was performed through the application of interviews, observations, review of official documents, State Trait Anxiety Inventory, Dembo Rubinstein Self-Assessment Scale, Concurrency Signs, multivariate test of memory and some tests of the Luria Neuropsychological Battery. The analysis was performed qualitatively and quantitatively in line with the methodology, using programs contained in the SPSS and Microsoft Excel to enrich the results. School children in the study had a set of distinctive neuropsychological features such as perseverations, attentional and motor difficulties, fatigue, impulsivity, stereotypies, aphasic and agnostic syndromes manifesting in a lesser extent apraxic syndromes. The dysgraphia, dyslexia and dyscalculia were expressed with high frequency. High levels of anxiety were seen as well as insecurity, fear of failure and restlessness, which relate to the negative experiences of these schoolchildren. These difficulties are associated to prefrontal inmadurity them defines and to mainly damages in the second and third functional unit.