Navegando por Palavras-chave "Intervenção precoce (Educação)"

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    Modelos de capacitação instrucional docente para aplicação de Programa de Resposta à Intervenção (RTI) em leitura
    (Universidade Federal de São Paulo (UNIFESP), 2019-01-31) Aquino, Danielle Dutenhefner de [UNIFESP]; Avila, Clara Regina Brandao de [UNIFESP]; Kida. Adriana de Souza Batista [UNIFESP]; http://lattes.cnpq.br/5978149518137369; http://lattes.cnpq.br/4265004102490366; http://lattes.cnpq.br/3586319167585500; Universidade Federal de São Paulo (UNIFESP)
    Objective: Investigating the effect of the tree different Educational Teacher Training models for the application of the RTI (Response to Intervention) program destined to stimulate, at first layer, underlying skills to the reading competence aiming to identify the best Teacher Training method. Method: 156 children enrolled at the 1st year of elementary school, 79 children at the 2nd year and 10 teachers from a sole public school of the city of São Paulo have taken part of this study. The participants have been distributed into three groups according to its training condition: I. Without Tutoring: theoretical-explanatory meetings on the Application Manual and discussions on activities. II. With Tutoring: meetings similar to the group I with additional tutoring in two intervention sessions. III. Observation: Teachers have participated in the technical explanatory meetings and have observed the performance of the researcher, an experienced professional in the use of the RTI program, acting in sessions. There were performed 10 sessions of collective intervention (twice a week, with 50-minute duration each) in each group. The student’s improvement performance control was made through the performance analysis of the alphabet knowledge, short-term phonological memory and reading rate and accuracy, assessed in two moments: one pre and other post-intervention. Afterwards, it has been searched to identify if the performance improvement was associated to the intervention condition and whether the bond teacher-student has made any difference in the stimulation sessions application. It has been applied the technique of non-parametric analysis of ordinal data with repeated measures to assess as much the performance change from pre to post-stimulation as to verify if the performance variation of the two occasions were associated to the intervention condition. Results: The effects of RTI for first graders showed a tendency of increasing the reading rate (p <0.001) and accuracy (p <0.001) for pre-intervention students regardless of the training model. We also found a higher median reading rate for students of the "With Tutoring" group and similar medians of accuracy in the three training conditions for students who started reading from the RTI program. For second graders, there was a tendency to increase the rate in the post-intervention period (p <0.001) regardless of the training condition (p = 0.876). Conclusions: Regardless the conditions of the intervention applied, the schoolchildren have shown performance improvement observed through of the comparison of pre and post-stimulation.
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    Risk factors associated with developmental abnormalities among high-risk children attended at a multidisciplinary clinic
    (Associação Paulista de Medicina - APM, 2008-01-01) Resegue, Rosa [UNIFESP]; Puccini, Rosana Fiorini [UNIFESP]; Silva, Edina Mariko Koga da [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    CONTEXT AND OBJECTIVE: Knowledge of risk factors associated with child development disorders is essential for delivering high-quality childcare. The objective here was to evaluate the relationships between risk factors and occurrences of developmental abnormalities among children attended at a reference clinic for children at risk of developmental abnormalities. DESIGN AND SETTING: Retrospective study at a multidisciplinary reference center, Embu, São Paulo. METHODS: All cases followed up for more than three months between 1995 and 2003 were reviewed. The risk factors assessed were low birth weight, gestational age, length of stay in neonatal ward, perinatal asphyxia, mother s age < 18 years, congenital infections, malformations and low mother s education level. Developmental abnormalities were defined according to developmental tests and assessments by the clinic s professionals. The statistical analysis consisted of the chi-squared test for comparing categorical variables and a logistic regression model for multivariate analysis. RESULTS: 211 children were followed up for more than three months. Developmental abnormalities occurred in 111 (52.6%). Univariate analysis showed significant relationships between developmental abnormality and low birth weight, perinatal asphyxia, length of stay > 5 days, prematurity and mother s age 18 years and older. Low birth weight, history of perinatal asphyxia and mother s age continued to be significant in multivariate analysis. CONCLUSIONS: Special attention must be paid to the development of low birth weight infants and/or infants with histories of neonatal complications. Low birth weight is easily assessed and should be considered to be an important marker when defining guidelines for following up child development.