Modulación sensorial y dificultad de aprendizaje en niños escolares con epilepsia
The objective of this paper is to analyze and characterize the relationship between Sensory Modulation Disorders and Learning Disabilities based on Fundamental Learning Components and examine how this relationship determines the schoolprognosis of children with Epilepsy between 7 and 10 years old. D...
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UNIVERSIDAD ANTONIO NARIÑO
2018
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| Acceso en línea: | https://revistas.uan.edu.co/index.php/papeles/article/view/529 |
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| _version_ | 1812644970518020096 |
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| author | Izquierdo Bello, Álvaro Hernando Ramírez Bayona, Daniela |
| author_facet | Izquierdo Bello, Álvaro Hernando Ramírez Bayona, Daniela |
| author_sort | Izquierdo Bello, Álvaro Hernando |
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| description | The objective of this paper is to analyze and characterize the relationship between Sensory Modulation Disorders and Learning Disabilities based on Fundamental Learning Components and examine how this relationship determines the schoolprognosis of children with Epilepsy between 7 and 10 years old. Different methods were followed: the Winnie Dunn Sensory Profile and its Supplement, and The Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA-ch). A nonexperimental, transverse, correlational design was implemented. Participants were classified as Cases (Controlled and Uncontrolled Epilepsy, n = 34) and Controls (n= 54). The results show that Sensory Modulation disorders were reported in 92.05%(81/88) of the children assessed. Children with Uncontrolled Epilepsy reported behavioralresponses associated to “Poor Registration”, while those in the Controlled Epilepsy group reported responses associated to “Sensory Avoidance”. The mostremarkable alterations of Fundamental Learning Components were observed in the areas of Immediate Memory and Praxis. Significant relations were found between Sensory Modulation Patterns and Learning Disabilities only in the UncontrolledEpilepsy group. As conclusion it migh be said that considerations about the learning potential of children with Epilepsy, as well as the appropriate degree of support they need, and their strategies for sensory regulation are key elements to help them toimprove school prognosis and participation in their student role. |
| format | Digital |
| id | revistas.uan.edu.co-article-529 |
| institution | Revista PAPELES |
| language | spa |
| publishDate | 2018 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | ojs |
| spelling | revistas.uan.edu.co-article-5292021-11-08T01:25:31Z Sensory Modulation and Learning Disabilities in School-aged Children with Epilepsy Modulación sensorial y dificultad de aprendizaje en niños escolares con epilepsia Izquierdo Bello, Álvaro Hernando Ramírez Bayona, Daniela modulación sensorial epilepsia dificultades en el aprendizaje Sensory Modulation Epilepsy Learning Disabilities Learning The objective of this paper is to analyze and characterize the relationship between Sensory Modulation Disorders and Learning Disabilities based on Fundamental Learning Components and examine how this relationship determines the schoolprognosis of children with Epilepsy between 7 and 10 years old. Different methods were followed: the Winnie Dunn Sensory Profile and its Supplement, and The Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA-ch). A nonexperimental, transverse, correlational design was implemented. Participants were classified as Cases (Controlled and Uncontrolled Epilepsy, n = 34) and Controls (n= 54). The results show that Sensory Modulation disorders were reported in 92.05%(81/88) of the children assessed. Children with Uncontrolled Epilepsy reported behavioralresponses associated to “Poor Registration”, while those in the Controlled Epilepsy group reported responses associated to “Sensory Avoidance”. The mostremarkable alterations of Fundamental Learning Components were observed in the areas of Immediate Memory and Praxis. Significant relations were found between Sensory Modulation Patterns and Learning Disabilities only in the UncontrolledEpilepsy group. As conclusion it migh be said that considerations about the learning potential of children with Epilepsy, as well as the appropriate degree of support they need, and their strategies for sensory regulation are key elements to help them toimprove school prognosis and participation in their student role. El objetivo de este artículo es analizar y caracterizar la relación entre las alteraciones de la modulación sensorial y las dificultades en el aprendizaje de los niños con epilepsia entre los 7 y 10 años y cómo esta relación determina su pronóstico escolar. Para ello se usaron diversos métodos: se evaluaron 88 niños distribuidos en dos grupos: casos (epilepsia controlada y no controlada, n = 34) y controles (n = 54), empleando el perfil sensorial de Winnie Dunn, el suplemento del perfil sensorial y la evaluación cognitiva dinámica de terapia ocupacional para niños (DOTCA-ch) como parte de un diseño no experimental, transversal y correlacional. Los resultados encontrados fueron que el 92,05 % (81/88) de los niños evaluados reportaron alteraciones en la modulación sensorial. Los niños con epilepsia no controlada reportaron respuestas comportamentales asociadas con el pobre registro, mientras que aquellos con epilepsia controlada reportaron respuestas asociadas al evitador sensorial. Las dificultades en el aprendizaje más sobresalientes fueron observadas en la praxias y la memoria inmediata. Se encontraron relaciones significativas entre los patrones de modulación sensorial y las dificultades en el aprendizaje en el grupo de epilepsia no controlada. De todo ello se pudo concluir que el pronóstico escolar de los niños con epilepsia puede mejorar al evaluar el potencial de aprendizaje, determinando el grado de apoyo que requieran los niños que presentan esta condición, y ofreciendo estrategias de autorregulación sensorial de acuerdo a su perfil. UNIVERSIDAD ANTONIO NARIÑO 2018-07-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/529 10.54104/papeles.v10n20.529 Papeles; Vol. 10 No. 20 (2018); 16-29 Papeles; Vol. 10 Núm. 20 (2018); 16-29 Papeles; v. 10 n. 20 (2018); 16-29 2346-0911 0123-0670 10.54104/papeles.v10n20 spa https://revistas.uan.edu.co/index.php/papeles/article/view/529/454 https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | modulación sensorial epilepsia dificultades en el aprendizaje Sensory Modulation Epilepsy Learning Disabilities Learning Izquierdo Bello, Álvaro Hernando Ramírez Bayona, Daniela Modulación sensorial y dificultad de aprendizaje en niños escolares con epilepsia |
| title | Modulación sensorial y dificultad de aprendizaje en niños escolares con epilepsia |
| title_alt | Sensory Modulation and Learning Disabilities in School-aged Children with Epilepsy |
| title_full | Modulación sensorial y dificultad de aprendizaje en niños escolares con epilepsia |
| title_fullStr | Modulación sensorial y dificultad de aprendizaje en niños escolares con epilepsia |
| title_full_unstemmed | Modulación sensorial y dificultad de aprendizaje en niños escolares con epilepsia |
| title_short | Modulación sensorial y dificultad de aprendizaje en niños escolares con epilepsia |
| title_sort | modulacion sensorial y dificultad de aprendizaje en ninos escolares con epilepsia |
| topic | modulación sensorial epilepsia dificultades en el aprendizaje Sensory Modulation Epilepsy Learning Disabilities Learning |
| topic_facet | modulación sensorial epilepsia dificultades en el aprendizaje Sensory Modulation Epilepsy Learning Disabilities Learning |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/529 |
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