Prevalence of psychomotor retardation and its relation to the sensory profi le in preschool children
DOI:
https://doi.org/10.7322/jhgd.122815Palavras-chave:
psychomotor development, sensory integration, preschool education.Resumo
The psychological and motor development of typically developing preschool children is usually not tracked in the educational environment. The aim of the study is to determine the prevalence of psychomotor retardation and the relationship between psychomotor development and sensory integration processes. The sample included 66 children from preschool, with a mean age of 4.2 years. It applied the Observational Scale of Development in its short version (EOD-B as its Spanish original term) and the Sensory Pro file (SP). The ANOVA revealed a strong association between the presence of psychomotor and sensory processing disorders (p = 0.001). In addition, the data revealed a high prevalence of regulatory disorders in the sensory pro fi le (30%) and psychomotor retardation (20%). The results open new lines of research and intervention in psychomotor development within the educational environment.
Referências
Bornstein MH, Hendricks C. Screening for developmental disabilities in developing countries. Soc Sci Med. 2013;97:307-15. DOI: http://dx.doi.org/10.1016/j.socscimed.2012.09.049
Rosa Neto F, Santos APM, Xavier RFC, Amaro KN. A Importânia da avaliação motora em escolares: análise da confi abilidade da Escala de Desenvolvimento Motor. Rev Bras Cineantropom Desempenho Hum. 2010;12(6):422-7. DOI: http://dx.doi.org/10.5007/1980-0037.2010v12n6p422
Cardoso AA, Magalhães LC, Barbosa VM. Desenvolvimento psicomotor em crianças pré-termo e a termo na idade escolar. Rev Bras Desenvolvimento Hum. 2011;21(2):210-19. DOI: http://dx.doi.org/10.7322/jhgd.20009
Carboni-Román A, del Río Grande D, Capilla A, Maestú F, Ortiz T. Bases neurobiológicas de las difi cultades de aprendizaje. Rev Neurol. 2006;42(Supl.2):S171-5.
Sassano M. La escuela: un nuevo escenario para la psicomotricidad. Rev Iber Psicom Tec Corp. 2003;(11):77-98.
Avaria MA. Pediatría del desarrollo y comportamiento. Rev Ped Elec. 2005;2(1):88-91.
Glascoe FP. Early detection of developmental and behavioral problems. Ped Rev. 2000;21(8): 272-80.
Lecannelier F, Ewert JC, Groissman S, Gallardo D, Bardet A M, Bascuñan, A, et al. Validación del Inventario de Conductas Infantiles para niños de entre 1½-5 años (CBCL 1½-5) en la Ciudad de Santiago de Chile. Univer Psychol. 2014;13(2):491-500.
Doussoulin, S. Infl uencia del nivel socioeconómico y la estimulación ambiental en el desarrollo psicomotor en preescolares. Kinesiologia. 2003;70:15-7.
Nobre FSS, Coutinho MTC, Valentini NC. The ecology of motor development in coastal school children of brazil northeast. J Hum Growth Dev. 2014;24(3):263-73. DOI: http://dx.doi.org/10.7322/jhdg.88910
Riethmuller AM, Jones RA, Okely AD. Effi cacy of interventions to improve motor development in young children: a systematic review. Pediatrics. 2009;124(4): e782-92. DOI: http://dx.doi.org/10.1542/peds.2009-0333.
Ahn RR, Miller LJ, Milberger S, McIntosh DN. Prevalence of parents’ perceptions of sensory processing disorders among kindergarten children. Am J Occup Ther. 2004;58(3):287-93. DOI: http://dx.doi.org/10.5014/ajot.58.3.287
Ben-Sasson A, Carter AS, Briggs-Gowan MJ. Sensory over-responsivity in elementary school: prevalence and social-emotional correlates. J Abnorm Child Psychol. 2009;37(5):705-16. DOI: http://dx.doi.org/10.1007/s10802-008-9295-8
Roley SS, Blanche EI, Schaaf RC. Understanding the nature of sensory integration with diverse populations. San Antonio: Therapy Skill Builders; 2001.
Cosbey J, Johnston SS, Dunn ML. Sensory processing disorders and social participation. Am J Occup Ther. 2010;64(3):462-73. DOI: http://dx.doi.org/10.5014/ajot.2010.09076
Armstrong DC, Redman-Bentley D, Wardell M. Differences in function among children with sensory processing disorders, physical disabilities, and typical development. Pediatr Phys Ther. 2013;25(3):315-21. DOI: http://dx.doi.org/10.1097/PEP.0b013e3182980cd4
Iwanaga R, Honda S, Nakane H, Tanaka K, Toeda H, Tanaka G. Pilot study: effi cacy of sensory integration therapy for Japanese children with high-functioning autism spectrum disorder. Occup Ther Int. 2014;21(1):4-11. DOI: http://dx.doi.org/10.1002/oti.1357
Gordon AM, Charles J, Steenbergen B. Fingertip force planning during grasp is disrupted by impaired sensorimotor integration in children with hemiplegic cerebral palsy. Pediatr Res. 2006;60(5):587-91. DOI: http://dx.doi.org/10.1203/01.pdr.0000242370.41469.74
Tomchek SD, Huebner RA, Dunn W. Patterns of sensory processing in children with an autism spectrum disorder. Res Autism Spectr Disord. 2014;8(9):1214-24. DOI: http://dx.doi.org/10.1016/j.rasd.2014.06.006
Yochman A, Parush S, Ornoy, A. Responses of preschool children with and without ADHD to sensory events in daily life. Am J Occup Ther. 2004;58(3):294-302.
Ashburner J, Ziviani J, Rodger S. Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. Am J Occup Ther. 2008;62(5):564-573. DOI: http://dx.doi.org/10.5014/ajot.62.5.564
Pereira DM, Araújo RCT, Braccialli LMP. Anális e da relação entre a habilidade de integração visuo-motora e o desempenho escolar. Rev Bras Desenvolvimento Hum. 2011; 21(3): 808-17. DOI: http://dx.doi.org/10.7322/jhgd.20033
Dunn W, Westman K. The sensory profi le: the performance of a national sample of children without disabilities. Am J Occup Ther. 1997;51(1):25-34.
Kientz MA, Dunn W. A comparison of the performance of children with and without autism on the sensory profi le. Am J Occup Ther. 1997;51(7): 530-7.
Castillejos-Zenteno L, Rivera-González R. Asociación entre el perfi l sensorial, el funcionamiento de la relación cuidador-niño y el desarrollo psicomotor a los tres años de edad. Salud Ment. 2009;32(3):231-9.
Contreras GB, Fernández L, Coma J. Estimulación temprana y desarrollo de la inteligencia. Pediatr Día. 2003;19(4):27-31.
Pascucci MC, Lejarraga H, Kelmansky D, Álvarez M, Boullón M, Breiter P, et al. Validación de la prueba nacional de pesquisa de trastornos de desarrollo psicomotor en niños menores de 6 años. Rev Chil Pediatr. 2004; 75(1):75-6. DOI: http://dx.doi.org/10.4067/S0370-41062004000100012
Saraiva L, Rodrigues LP, Cordovil R, Barreiros J. Infl uence of age, sex and somatic variables on the motor performance of pre-school children. Ann Hum Biol. 2013;40(5):444-50. DOI: http://dx.doi.org/10.3109/03014460.2013.802012
White BP, Mulligan S, Merrill K, Wright J. An examination of the relationships between motor and process skills and scores on the sensory profi le. Am J Occup Ther. 2007;61(2):154-60. DOI: http://dx.doi.org/10.5014/ajot.61.2.154
Grubbs MS, Thompson ID. The infl uence of early experience on the development of sensory systems. Curr Opin. Neurobiol. 2004;4(4):503-12. DOI: http://dx.doi.org/10.1016/j.conb.2004.06.006
Lin CK, Wu HM, Wang HY, Tseng MH, Lin CH. Age as a factor in sensory integration function in Taiwanese children. Neuropsychiatr Dis Treat. 2013;9:995-1001. DOI: http://dx.doi.org/10.2147/NDT.S49514
Bundy AC, Murray EA, Lane SJ. Sensory integration: theory and practice. 2nd ed. Philadelphia: Davies Company; 2002.
González-Moreno CX, Solovieva Y, Rojas LQ. Actividad refl exiva en preescolares: perspectivas psicológicas y educativas. Univ Psychol. 2011;10(2):423- 440.
Downloads
Publicado
Edição
Seção
Licença
CODE OF CONDUCT FOR JOURNAL PUBLISHERS
Publishers who are Committee on Publication Ethics members and who support COPE membership for journal editors should:
- Follow this code, and encourage the editors they work with to follow the COPE Code of Conduct for Journal Edi- tors (http://publicationethics.org/files/u2/New_Code.pdf)
- Ensure the editors and journals they work with are aware of what their membership of COPE provides and en- tails
- Provide reasonable practical support to editors so that they can follow the COPE Code of Conduct for Journal Editors (http://publicationethics.org/files/u2/New_Code.pdf_)
Publishers should:
- Define the relationship between publisher, editor and other parties in a contract
- Respect privacy (for example, for research participants, for authors, for peer reviewers)
- Protect intellectual property and copyright
- Foster editorial independence
Publishers should work with journal editors to:
- Set journal policies appropriately and aim to meet those policies, particularly with respect to:
– Editorial independence
– Research ethics, including confidentiality, consent, and the special requirements for human and animal research
– Authorship
– Transparency and integrity (for example, conflicts of interest, research funding, reporting standards
– Peer review and the role of the editorial team beyond that of the journal editor
– Appeals and complaints
- Communicate journal policies (for example, to authors, readers, peer reviewers)
- Review journal policies periodically, particularly with respect to new recommendations from the COPE
- Code of Conduct for Editors and the COPE Best Practice Guidelines
- Maintain the integrity of the academic record
- Assist the parties (for example, institutions, grant funders, governing bodies) responsible for the investigation of suspected research and publication misconduct and, where possible, facilitate in the resolution of these cases
- Publish corrections, clarifications, and retractions
- Publish content on a timely basis
