Dyslexia is a difficulty in learning to read and write, with many implications for the children because of emotional and behavioral problems. The suspicion that they might experience problems with sensory integration as well, is confirmed in the literature. The purpose of sensory stimulation in Gestalt playtherapy is to raise the level of awareness of themselves and in this research, playtherapy was done with three primary school children with dyslexia. Information was further obtained through a literature study, semi-structured interviews and observations. It was clear that the sensory stimulation was part of the therapeutic sessions and led to thoughts, feelings, and behaviour. The qualitative characteristics which the sensations had for the children were observed and confirmed by the literature. Conclusions and recommendations were made according to the objectives of the study and this research made an important contribution to understanding the sensory awareness of children with dyslexia. Opsomming Disleksie is `n leergeremdheid met baie implikasies vir die kinders en wat kan lei tot emosionele en gedragsprobleme omdat hulle nie altyd aanvaar word deur hul portuurgroep nie. Die vermoede dat kinders met disleksie ook probleme ondervind met sensoriese integrasie, is in die literatuur bevestig. In hierdie navorsing is Gestaltspelterapie gedoen met drie laerskool kinders met disleksie om die kinders se bewussynsvlak van hulself te verhoog. Inligting is verder ingesamel deur `n literatuurstudie, waarneming en semi-gestruktureerde onderhoude met kundiges en ouers. Die kwalitatiewe kenmerke wat die sensasies vir die kinders gehad het is waargeneem en dit was duidelik dat die sensoriese stimulasie wat deel van die spelterapiesessies was, aanleiding gegee het tot voorgrondse gedagtes, gevoelens en gedrag. Hierdie waarnemings is in die literatuur bevestig en gevolgtrekkings en aanbevelings is volgens die doelwitte gemaak. Gevolglik het hierdie navorsing `n belangrike bydrae gelewer om die sensoriese belewenis van kinders met disleksie beter te verstaan. / Social Work / M.Diac. (Spelterapie)

Text in Afrikaans / The child in early middle childhood experiences certain developmental changes. He is absorbed in the foundation phase of the formal education system and parents are no longer the most important authoritative figures. Social interaction now also includes the school environment and peer groups start playing a very important role. To face the new challenges, the possession of EI skills is of cardinal importance. The ability to observe, recognise and understand personal and other people's emotions and to react correctly is now developed. The study, a quantitive research process, is directed by holism as the point of departure from the Gestalt approach in which `totality' is a key concept. According to this concept all situations in the child's terms of reference will influence his development, including the parental style of his parents. The purpose of the study therefore was to determine and describe the correlation between parental style and emotional intelligence. / Social Work / M. Diac. (Play Therapy)

In a school system with fewer teachers, larger groups, and less resources, functionally oriented music therapy (FMT) could be a useful method of helping children function better at school.  In what way can FMT help improve children’s ability to deal with the challenges facing them at school?  During a project that lasted for 26 weeks, two children from a Swedish preschool class were offered individual FMT once a week.  The group as a whole was divided in two and offered group music (according to the Music in preparation for school (MUISC) programme) every second week.  There was an interview with the teacher, along with an assessment of function for the two individuals, at the beginning and at the end of the project.  The two individuals receiving regular FMT functioned better at school at the end of the project.  FMT could be an effective resource to help improve children’s ability to deal with the challenges facing them at school.

Text in Afrikaans / The child in early middle childhood experiences certain developmental changes. He is absorbed in the foundation phase of the formal education system and parents are no longer the most important authoritative figures. Social interaction now also includes the school environment and peer groups start playing a very important role. To face the new challenges, the possession of EI skills is of cardinal importance. The ability to observe, recognise and understand personal and other people's emotions and to react correctly is now developed. The study, a quantitive research process, is directed by holism as the point of departure from the Gestalt approach in which `totality' is a key concept. According to this concept all situations in the child's terms of reference will influence his development, including the parental style of his parents. The purpose of the study therefore was to determine and describe the correlation between parental style and emotional intelligence. / Social Work / M. Diac. (Play Therapy)

Made available in DSpace on 2016-06-02T19:46:29Z (GMT). No. of bitstreams: 1 6007.pdf: 5863995 bytes, checksum: b6bdf5fea59f7a522260f11079b13f4a (MD5) Previous issue date: 2014-02-25 / Financiadora de Estudos e Projetos / The Sensory Processing Disorder (SPD) can cause difficulties on scholar performance and behavior problems in this context, what may interfere, thus, on the full participation of the student. The teachers are on a ideal position for the recognizing of de disorder signs and can change the life of a lot of children, because the SPD are unkown in Brazil and doesn t find the diagnosis, those children must be helping the improve of the school failure statistics. On the international tendencies for the concept of inclusive education, the prepared teacher for the inclusion is that one capacitated for different pedagogic strategies, for different students. The further teacher development has been considered one of the better ways for prepare the teacher for the inclusion. The aim of this research was to evaluate the results (short and long-term) of a further teacher development intervention about the SPD and its consequences for the scholar performance. The method was exploratory-descriptive s qualitative and quantitative. The research received authorization of the Municipal Education Secretary, was approved by CEP and authorized by the school after the teacher approval. The data collection and intervention was developed in a classroom of the participant school, located on a peripheral region of a midsize city of São Paulo s State central region. The research steps where developed during six HTPC s moments (a time for pedagogic collective work) and the participants where 16 teachers and administrators responsible for the first to the fifth grade from a government college of elementary education. A pilot study previously developed with two volunteers embased the elaboration and adequation of the data collection instruments and the illustrative cases, which were used as a base for complete the instruments. For the initial collect, participants filled the self-guided interview and the pre-test sheet. After the intervention, they filled the course evaluation and the pos-test. Eight months later, it was developed the follow-up data collecttion individual for those whom cited current students with similar profiles to the illustrative cases and a general instrument for all the participants. The qualitative data analysis where realized by theoretical axis, the quantitative data where analised using the t-student test, adopting p<0,05. The results shown the effectiveness of intervention to form opinion about new and unknown topics, once it was a movement from the non-responded affirmatives to the ones correctly responded on the pos-test. However, the intervention wasn t able to modifies pre-established incorrect concepts from the initial data collection. The follow-up showed that, for the topic discussed on this constructed intervention, this kind of further development wasn t able to transform participants in prevention e action agents. That means that the further development of this research got positive short-term results, but not long-term outcome in respect to the changing attitude. / O Transtorno do Processamento Sensorial (TPS) pode ocasionar dificuldades no desempenho escolar e problemas de comportamento nesse contexto, interferindo, portanto, na participação plena do aluno. Os professores estão numa posição ideal para o reconhecimento dos sinais do transtorno e podem mudar a vida de muitas crianças, pois, por serem pouco conhecidos no Brasil, tais casos não encontram um diagnóstico e podem estar engrossando as estatísticas do fracasso escolar. Na tendência internacional de concepção de educação inclusiva, o professor preparado para a inclusão é aquele capacitado para diferentes estratégias pedagógicas, para diferentes alunos. A formação continuada tem sido vista como uma das melhores formas para o preparo do professor para a inclusão. O objetivo da pesquisa foi avaliar os resultados a curto e longo prazo de uma intervenção, no formato de formação continuada de professores, sobre o TPS e as consequências deste para o desempenho escolar. O método foi qualitativo e quantitativo, do tipo exploratório-descritivo. A pesquisa recebeu autorização da Secretaria Municipal de Educação, foi aprovada pelo CEP e autorizada pela diretoria da escola mediante aprovação prévia dos professores. O local de realização da coleta de dados e da intervenção foi uma sala de aula da escola estudada, localizada em bairro periférico de um município de porte médio da região central do estado de São Paulo. As etapas da pesquisa foram desenvolvidas em seis HTPCs (Horário de Trabalho Pedagógico Coletivo) e as participantes foram 16 professoras e gestoras responsáveis pelas turmas do 1º ao 5º ano do ensino público fundamental. Um estudo piloto realizado previamente com duas voluntárias embasou a elaboração e adequação dos instrumentos de coleta de dados e dos elementos disparadores para o preenchimento dos mesmos. Para a coleta inicial as participantes preencheram entrevista autoguiada, checklist e pré-teste. Após a intervenção, preencheram a avaliação do curso e o pós-teste. Após oito meses, foi realizada coleta de follow-up individual para quem citou alunos atuais com perfis similares aos casos ilustrativos e geral para todas as participantes. A análise dos dados qualitativos foi realizada por meio de eixos teóricos, os dados quantitativos foram analisados por meio do teste t-student adotando-se nível de significância p<0,05. Os resultados evidenciaram que a intervenção foi efetiva para formar opiniões sobre temas novos e desconhecidos pelas participantes, uma vez que houve um movimento das respostas deixadas em branco no pré-teste para respostas respondidas corretamente no pós-teste. Entretanto o curso se mostrou ineficaz para modificar concepções já pré-estabelecidas de forma incorreta na coleta inicial. O follow-up mostrou que, para esta temática abordada com a intervenção construída nesta pesquisa, esse tipo de formação continuada não foi capaz de transformar os participantes em agentes de prevenção e ação. Ou seja, a formação continuada realizada obteve resultados positivos a curto prazo no que tange à transmissão de informação e o sentimento de empoderamento, porém a longo prazo não obteve resultados positivos no que diz respeito a mudança de atitudes.

La perception menant à une prise de décision implique de multiples aires corticales. Il a été proposé que l'information sensorielle se propage des aires sensorielles primaires, codant principalement la nature du stimulus, aux aires de haut-niveau - plus frontales - codant d'avantage la valence du stimulus ou la décision. Pour mieux comprendre l'intégration corticale des signaux sensoriels, nous avons enregistré les réponses sensorielles évoquées (RSE) simultanément dans différentes aires corticales, tandis que des souris apprenaient une tâche de détection sensorielle. Chez les souris ayant appris la tâche, une RSE est observée dans toutes les aires enregistrées suivant la stimulation de la vibrisse, avec des latences croissantes des aires somatosensorielles primaire (vS1) et secondaire (vS2), vers le cortex moteur primaire des vibrisses (vM1), le cortex pariétal associatif (PtA), l'hippocampe dorsal (dCA1) et enfin le cortex préfrontal médian (mPFC). Nous avons constaté une réduction des RSEs lors des échecs par rapport aux essais réussis dans toutes les aires, sauf vS1. Toutefois, seule l'inactivation de vS1, vS2 ou mPFC affecte significativement la performance des souris. Pendant l'apprentissage de la tâche, une augmentation sélective de la RSE est observée dans le mPFC en corrélation avec la performance. Des enregistrements unitaires dans le mPFC démontrent la nature excitatrice de la réponse sensorielle chez les souris entrainées. Nos résultats confirment ainsi que la réponse sensorielle dans le mPFC reflète l'importance comportementale du stimulus et corrèle avec la prise de décision, tandis que la réponse des aires sensorielles reflète plutôt la nature du stimulus / Sensory perception leading to goal-directed behavior involves multiple, spatially-distributed cortical areas. It has been hypothesized that sensory information flows from primary sensory areas encoding mainly the nature of the stimulus, to higher-order, more frontal, areas encoding the valence of the stimulus or the decision. To further understand the cortical integration of sensory signals, we recorded sensory evoked potentials (SEPs) simultaneously from different areas while mice learned a whisker-based sensory detection task. In mice that have learned the task, the whisker stimulus evoked SEP in all recorded areas with latencies increasing from the whisker primary (wS1) to the secondary somatosensory area (wS2), the whisker motor area (wM1), the parietal area (PtA), the dorsal hippocampus (dCA1) and the medial prefrontal cortex (mPFC). We found a reduction of SEPs during Miss trials compared with Hit trials in all areas except wS1. However, only the local inactivation of either wS1, wS2 or mPFC significantly impaired the mice performance. During training to the detection task, we observed a selective increase of the SEPs in mPFC that correlated with performance. Finally, using high-density extracellular recordings in mPFC, we found that whisker stimulation in trained mice evoked an early increase in the firing rate of putative excitatory neurons (regular spiking units) that was positively correlated with behavioral outcome. Our results support the idea that mPFC could signal the relevance of a sensory stimulus in the context of a well-defined behavior, whereas sensory areas would be more constrained by the nature of the stimulus

La coyuntura actual, así como en muchas otras instituciones, ha hecho que el “Aula 4 Años” de Nido “Días Felices - Villa Nova” de San Miguel, Lima, Perú, tenga que adaptarse a una nueva realidad, en la que deben dar clases virtuales y evaluar por el mismo medio. Esto ha traído en consecuencia problemas de comunicación entre los ejercicios que dictan las profesoras y lo desarrollado por los niños en las fichas sobre las que se los va a evaluar, haciendo más inexacto el resultado. La metodología actual dicta que los niños deben tener sus fichas de evaluación e ir resolviendo punto por punto mientras la profesora explica cada ejercicio mediante la videollamada de la clase. El primer problema surge cuando por motivos de señal de internet o por sonidos externos no se puede escuchar la indicación, por consiguiente, los niños y tutores quienes los acompañan pueden verse frustrados al no tener una instrucción visual lo suficientemente explícita en la ficha. Además, un segundo problema ocurre cuando el niño, por la percepción visual propia de su edad, confunde los objetivos de los ejercicios, esto también afectando su estado de ánimo y no dejando que se desenvuelva de forma autónoma. El objetivo del proyecto será reestructurar y rediseñar las fichas de evaluación, creando un recurso para las profesoras, que puedan usar en función de enfrentar estos y otros problemas propios de una falta de recursos, típico de una institución educativa de promedio económico. / The current situation, as well as in many other institutions, has made the “4 Years Classroom” of "Días Felices - Villa Nova" Kindergarten in San Miguel, Lima, Peru, have to adapt to a new reality, in which they must give virtual classes and evaluate by the same means. This has consequently brought communication problems between the instructions dictated by the teachers and what is developed by the children in the sheets on which they are going to be evaluated, making the result more inaccurate. The current methodology dictates that the children must have their evaluation sheets and solve them point by point while the teacher explains each exercise through the class video call. The first problem arises when due to internet signal or external sounds the indication cannot be heard, therefore, the children and tutors who accompany them may be frustrated by not having a sufficiently explicit visual instruction on the sheet. In addition, a second problem occurs when the child, due to the visual perception of his age, confuses the objectives of the exercises, this also affecting his mood and not allowing him to develop autonomously. The objective of the project will be to restructure and redesign the evaluation sheets, creating a resource for the teachers, which they can use in order to face these and other problems of a lack of resources, typical of an educational institution of economic average. / Trabajo de Suficiencia Profesional

Les individus ayant un trouble du spectre de l’autisme (TSA) ou une dyslexie développementale (DD) semblent avoir des difficultés de traitement temporel. Ces difficultés peuvent avoir un impact sur des processus de haut-niveau, comme la communication, les compétences sociales, la lecture et l’écriture. La présente méta-analyse a examiné deux tests de traitement temporel afin de remplir les objectifs suivants: 1) déterminer si les difficultés de traitement temporel sont un trait commun au TSA et à la DD, et ce pour le traitement multisensoriel et unisensoriel, pour différentes modalités et types de stimuli, 2) d’évaluer la relation entre la sévérité clinique et le traitement temporel, et 3) d’examiner l’effet de l’âge sur le traitement temporel. Les résultats ont montré un déficit de traitement temporel dans le TSA et la DD, caractérisé de déficits multisensoriels chez ces deux populations, et de déficits unisensoriels auditifs, tactiles et visuels pour la DD. De plus, notre analyse de la sévérité clinique indique qu’un meilleur traitement temporel en DD est associé à de meilleures compétences en lecture. Enfin, les déficits de traitement temporel ne varient pas avec l’âge des individus TSA et DD, ils sont donc présents tout au long du développement et de la vie adulte. En conclusion, les résultats de la méta-analyse montrent que les difficultés de traitement temporel font partie du cadre clinique du TSA et de la DD et permettent d’émettre des recommandations pour de futures recherches et interventions. / Individuals with autism spectrum disorder (ASD) or developmental dyslexia (DD) are commonly reported to have deficits in temporal processing. These deficits can impact higher-order processes, such as social communication, reading and writing. In this thesis, quantitative meta-analyses are used to examine two temporal processing tasks, with the following objectives: 1) determine whether temporal processing deficits are a consistent feature of ASD and DD across specific task contexts such as multisensory and unisensory processing, modality and stimulus type, 2) investigate the relationship between symptom severity and temporal processing, and 3) examine the effect of age on temporal processing deficits. The results provide strong evidence for impaired temporal processing in both ASD and DD, as measured by judgments of temporal order and simultaneity. Multisensory temporal processing was impaired for both ASD and DD, and unisensory auditory, tactile and visual processing was impaired in DD. Greater reading and spelling skills in DD were associated with greater temporal precision. Temporal deficits did not show changes with age in either disorder. In addition to more clearly defining temporal impairments in ASD and DD, the results highlight common and distinct patterns of temporal processing between these disorders. Deficits are discussed in relation to existing theoretical models, and recommendations are made for future research and interventions.

La nociception est un système d’alarme spécialisé dans la détection d’évènements potentiellement nocifs pour l’organisme. Les informations nociceptives sont traitées en priorité par le cerveau et captent l’attention involontairement (un mécanisme ascendant). Cependant, l’information sensorielle à laquelle nous portons attention volontairement est sélectionnée pour être priorisée (un mécanisme descendant). Ainsi, le traitement de l’information nociceptive est déterminé par une balance attentionnelle résultant de la compétition entre les signaux ascendants et descendants. Or, des situations où plusieurs stimuli nociceptifs ont lieu simultanément se produisent couramment. Mais quels mécanismes permettent au système nerveux central de s’adapter à de telles situations? Cela demeure méconnu à ce jour. L’objectif principal de cette thèse était de mieux comprendre les mécanismes d’intégration cérébrale de l’information nociceptive. Cette thèse inclut quatre études examinant l’intégration cérébrale de l’information nociceptive bilatérale dans différentes conditions expérimentales. Dans ces études, nous avons investigué comment l’intégration de l’information nociceptive est affectée par 1) la latéralisation hémisphérique présumée distincte entre les droitiers et les gauchers, 2) la modalité utilisée pour induire la douleur (stimuli laser sélectifs aux nocicepteurs et stimuli électriques non spécifiques), 3) l’attention spatiale et 4) la proximité des régions corporelles stimulées. Dans chaque étude, au moins vingt participants furent recrutés et reçurent soit des stimuli électriques (étude 1 et 3) ou lasers (étude 2 à 4) douloureux. L’activité du cerveau fut enregistrée avec l’électroencéphalographie. Les stimulations unilatérales et bilatérales furent appliquées sur les chevilles (étude 1) et sur les mains (études 2 à 4). Les variables d’intérêts étaient la perception de la douleur, les potentiels évoqués, et les oscillations cérébrales évoquées entre 2 et 100 Hz. Nos résultats indiquent que l’effet le plus reproductible lors d’une stimulation laser ou électrique bilatérale comparée à une stimulation unilatérale, est une augmentation de l’amplitude des réponses cérébrales (potentiels évoqués et oscillations cérébrales dans certaines bandes de fréquences). De plus, la comparaison entre les gauchers et les droitiers indique que ces effets sont comparables malgré la latéralisation hémisphérique présumée. Par ailleurs, l’augmentation des réponses cérébrales est modulée par la proximité des régions corporelles stimulées. Quant à la perception de la douleur, elle augmente pour les stimuli bilatéraux lorsque ces derniers sont appliqués sur les chevilles ou les mains. Pour les mains, cet effet dépend toutefois de la distance entre les mains et de l’attention spatiale, étant observé seulement lorsque les mains sont rapprochées l’une de l’autre ou lorsque l’attention spatiale est dirigée vers les deux mains plutôt qu’une seule. Ces résultats montrent que l’intégration cérébrale de l’information nociceptive bilatérale est modulable, et nous proposons que l’augmentation des réponses cérébrales lors d’une stimulation bilatérale reflète une augmentation de la saillance et de la capture attentionnelle. Cette intégration et sa modulation par différents facteurs permettraient au système nerveux central de produire des réponses adaptées selon les sources de nociception et la balance attentionnelle. / Nociception is an alarm system specialized in the detection of events that are potentially harmful to the body. Nociceptive processing is prioritized in the brain and is particularly adept at capturing attention automatically and involuntarily (i.e., a bottom-up mechanism). However, the sensory information to which we voluntarily pay attention (a top-down mechanism) is also prioritized. Thus, the processing of nociceptive information is subject to a bottom-up and top-down attentional balance. However, situations where several nociceptive stimuli take place simultaneously are common. The mechanisms that allow the nervous system to manage this attentional balance in such situations remain poorly understood. The main objective of this thesis was to better understand the integration of nociceptive information. This thesis presents four studies examining the cortical integration of bilateral nociceptive stimuli. These studies investigated the role of 1) the hemispherical lateralization of pain that is presumed to be different between left- and right-handed individuals, 2) the modality (a bottom-up mechanism) used to induce pain, 3) spatial attention (a top-down mechanism), and 4) between-limb proximity in the integration of bilateral painful stimuli. In each study, at least twenty participants were recruited and received either painful but tolerable electrical (Studies 1 and 3) or laser (Studies 2 to 4) stimulation. Brain activity was recorded via electroencephalography. Unilateral and bilateral stimulations were delivered to the ankles (Study 1) and to the hands (Studies 2 to 4). The variables of interest were pain perception, evoked potentials (ERP), and event-related spectral perturbations (ERSP) from 2 to 100 Hz. In the first study, the impact of the hemispherical lateralization of pain processing (located mainly in the right hemisphere) on the integration of pain stimuli was examined by comparing left-handed and right-handed participants. In the second study, lasers selectively activating nociceptors were used to study the integration of bilateral nociceptive stimuli specifically. The third study sought to explain the observed discrepancies between laser and electrical modalities in Studies 1 and 2 by comparing these modalities in the same participants and in two separate experiments. The fourth study explored the role of spatial attention and limb proximity in the integration of bilateral nociceptive stimuli. The results show that bilateral painful stimuli led to increases in ERP and some ERSP frequencies compared to unilateral stimuli. These results were similar between left-handed and right-handed people. More variability was noted for laser compared to electrical stimuli with the most reproducible response being an increase in ERP and ERSP. Finally, this increase was modulated by limb proximity. Pain perception was increased for bilateral stimuli to the ankles. It was also increased for bilateral stimuli to the hands, but only when the limbs were in close proximity or when spatial attention was global. These results suggest that bilateral painful stimuli are integrated, which possibly reflects an increase in salience and attentional capture. This would allow the central nervous system to produce adapted responses in the face of increased danger.

No description available.