A terapia walloniana integrativa na intervenção do transtorno do déficit de atenção e hiperatividade
Data
2015-04-29
Autores
Oncalla, Simone Alarcon 
Orientadores
Bueno, Orlando Francisco Amodeo
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O estudo desta pesquisa teve como objetivo avaliar o resultado de uma nova prática clínica, apoiada no referencial teórico de Henri Wallon, associada ao tratamento medicamentoso com metilfenidato em crianças diagnosticadas com Transtorno do Déficit de Atenção e Hiperatividade (TDAH). Foi realizado um estudo cego, de caráter metodológico casuístico, em que foram comparados os resultados da pré e pós-avaliação neuropsicológica por meio dos testes CPT, AWMA, BRIEF e CBCL. Estes testes, que medem os indicadores de desatenção, impulsividade, tempo de reação, memória operacional, planejamento, monitoramento, índices de metacognição e autorregulação, foram aplicados a dois grupos: grupo 1 (20 crianças de 7 a 11 anos), que receberam medicação associada à intervenção terapêutica (20 sessões), e grupo 2 (13 crianças de 7 a 11 anos) somente medicadas. Após 5 meses de tratamento, os resultados estatísticos comparativos entre os dois grupos mostraram diferenças estatísticas quantitativas dos índices de melhora dos aspectos comportamentais e cognitivos das crianças do grupo 1 sobre o grupo 2, somente medicadas. Uma ficha de registro de observação de atividade lúdica (FROAL), preenchida pela terapeuta e questionários de comportamentos preenchidos por pais e professores, desenvolvidos para avaliar e acompanhar o processo terapêutico, também revelaram alterações qualitativas no desempenho do grupo 1. A técnica terapêutica revelou-se promissora, junto à terapia farmacológica, em vários aspectos neuropsicológicos avaliados objetivamente, que revelaram alterações significativas nos vários domínios funcionais do grupo 1.
The objective of this study is to evaluate the results of a new clinical practice, based on the theoretical references of Henri Wallon, associated with medicinally treating juvenile Attention Deficit Hyperactive Disorder (ADHD) patients with the drug Methylphenidate. A blind study was done methodically comparing pre and post-neuropsychological consultation results using the CPT, AWMA, BRIEF, and CBCL tests. These tests, which measure indicators of attention deficit, impulsiveness, reaction times, operational memory, planning, monitoring, metacognitive indices and self-regulation, were applied to two groups: group 1 (20 children aged 7 to 11), which received medication and associated therapeutic intervention (20 sessions) and group 2 (13 children aged 7 to 11) who were only medicated. After five months of treatment, the compared statistical results demonstrated quantitative differences in behavioral and cognitive improvement indices in group 1 over group 2, which was only medicated. A registration tag of ludic teaching activity (FROAL) filled out by the therapist and behavioral questionnaires filled out by parents and teachers developed to evaluate and accompany the therapeutic process also showed qualitative alterations in group one's performance. Evaluated objectively, the therapeutic technique was showed to be promising together with pharmacological therapy in various aspects of neuropsychology and revealed significant alterations in the various functional dominations of group one.
The objective of this study is to evaluate the results of a new clinical practice, based on the theoretical references of Henri Wallon, associated with medicinally treating juvenile Attention Deficit Hyperactive Disorder (ADHD) patients with the drug Methylphenidate. A blind study was done methodically comparing pre and post-neuropsychological consultation results using the CPT, AWMA, BRIEF, and CBCL tests. These tests, which measure indicators of attention deficit, impulsiveness, reaction times, operational memory, planning, monitoring, metacognitive indices and self-regulation, were applied to two groups: group 1 (20 children aged 7 to 11), which received medication and associated therapeutic intervention (20 sessions) and group 2 (13 children aged 7 to 11) who were only medicated. After five months of treatment, the compared statistical results demonstrated quantitative differences in behavioral and cognitive improvement indices in group 1 over group 2, which was only medicated. A registration tag of ludic teaching activity (FROAL) filled out by the therapist and behavioral questionnaires filled out by parents and teachers developed to evaluate and accompany the therapeutic process also showed qualitative alterations in group one's performance. Evaluated objectively, the therapeutic technique was showed to be promising together with pharmacological therapy in various aspects of neuropsychology and revealed significant alterations in the various functional dominations of group one.
Descrição
Citação
ONCALLA, Simone Alarcon. A terapia walloniana integrativa na intervenção do transtorno do déficit de atenção e hiperatividade. 2015. 84 f. Tese (Doutorado em Psicobiologia) - Escola Paulista de Medicina, Universidade Federal de São Paulo (UNIFESP), São Paulo, 2015.