mental and behavioral disorders
Conditions
Interventions
10 children complaining of reading and writing difficulties participated in 20 meetings (one meeting per week lasting one hour - maximum 5 children per group).
At each meeting games were played that
Behavioural
E02.760.169.063.500.727
N02.421.143.130.320
Sponsors
FAculdade de Filosofia, Ciências e Letras de Ribeirão Preto da Universidade de São Paulo
Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulos
Eligibility
Age
8 Years to 13 Years
Inclusion criteria
Inclusion criteria: School children with diagnostic hypothesis of written language disorder (reading and writing problems); schoolchildren with neuropsychological diagnosis with upper and middle IQ; students attending the fourth, fifth, sixth or seventh grade of elementary school
Exclusion criteria
Exclusion criteria: Absence of consent of the responsible for the data collection; lower and lower average intelligence quotient; not attending school regularly; presence of syndromes that impair the cognitive part; presence or history of neurological disorders that impair cognition; hearing loss of some kind (conductive, sensorineural or mixed) or degree (mild, moderate, severe, profound) considering frequencies from 500Hz to 4000Hz; be in any therapy that involves learning and cognition (speech therapy, occupational therapy, psychopedagogy, tutoring, psychology or others)
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Expected Outcome: Improved reading and writing ability (modification of lower reading and / or writing performance rating to average performance rating for your age group - evolution measured by standardized tests);Outcome: Only non-literate children (severe reading and / or writing impairment) and younger children (less than ten years old) showed significant evolution after training in short-term memory skills, phonological awareness and quick automatic appointment | — |
Secondary
| Measure | Time frame |
|---|---|
| Expected Outcome: Change in the analyzed parameters of the Long Latency Auditory Potential (P300) test - P300 wave amplitude and P300 onset wave duration.;Outcome: There was little change / improvement in the P300 wave parameters, and the improvement was observed only in children who were not literate before training. | — |
Countries
Brazil
Contacts
Public ContactMarisa Tomoe Fukuda
Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulos
Outcome results
None listed