O uso do instrumento de Triagem Interdisciplinar do Neurodesenvolvimento (TRIN) para rastreio de sinais de transtorno de aprendizagem leitura/escrita
Data
2023-05-26
Autores
Aguilar, Sabrina de Oliveira Sampaio 
Orientadores
Barbosa, Thais
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Introdução: Dificuldades de aprendizagem em leitura e escrita são queixas recorrentes de pais e professores de crianças em idade escolar; tais queixas necessitam de avaliação específica para compreender se estes déficts são decorrentes de um transtorno ou de apenas uma dificuldade, além de estabelecer qual a melhor conduta. Objetivo: Diante desse contexto, este estudo analisou a aplicação de um instrumento em desenvolvimento para o rastreio multiprofissional, o TRIN – “Triagem Interdisciplinar do Neurodesenvolvimento”, para auxiliar na identificação de déficits relacionados as dificuldades apresentadas em crianças com queixas de aprendizagem em leitura e escrita e, assim, encaminhá-las para avaliação e intervenções adequadas, correlacionando os sub testes do TRIN com os resultados da avaliação neuropsicológica. Métodos: A amostra foi formada por 57 crianças de 8 a 12 anos com queixas de aprendizagem em leitura e escrita encaminhadas para o Núcleo de atendimento neuropsicológico infantil interdisciplinar (NANI). Todas foram submetidas a aplicação do TRIN e a avaliação neuropsicológica completa das funções cognitivas: nível intelectual, processos atencionais, memórias, habilidades de praxia e visoconstrução, bem como das habilidades acadêmicas de leitura, escrita e aritmética. Resultados: As medidas de sensibilidade e especificidade geraram um ponto de corte de 22,50 para crianças de 8 a 10 anos e 23,50 para crianças de 11 e 12 anos, para um total de 30 pontos, e obteve correlações positivas e significativas entre as comparações feita com subtestes do TRIN e os testes da avaliação neuropsicológica. Por fim, também foi possível diagnosticar participantes com transtorno de aprendizagem em leitura e escrita (Dislexia) com o aporte da avaliação neuropsicológica somada as escalas e anamnese. Discussão: Dentre os instrumentos de rastreio breve a literatura apresenta os protocolos “Mini-Mental” e Neupsilin-inf para avaliar habilidades cognitivas breve para crianças, porém observamos que o TRIN constiste num instrumento interdisciplinar mais abrangente que os modelo do “Mini-Mental”. Observamos que as correlações de consciência fonológica, leitura e escrita concordam com os dados da literatura evidenciando a sensibilidade dos Subtestes do TRIN. Conclusão: O TRIN é um instrumento de triagem interdisciplinar do neurodesenvolvimento que se mostrou útil para avaliação breve de crianças com queixas de aprendizagem em leitura e escrita. Os resultados indicaram os déficits e a necessidade de encaminhamentos para intervenções precoces e preventivas, e por ser um instrumento multiprofissional possibilita a utilização por psicopedagogos, pedagogos e professores.
Introduction: Learning difficulties in reading and writing are recurrent complaints of parents and teachers of school-aged children; such complaints require specific assessment to understand whether these deficits are due to a disorder or just a difficulty, in addition to establishing the best course of action. Objective: Given this context, this study analyzed the application of an instrument being developed for multidisciplinary screening, the TRIN – “Triagem Interdisciplinar do Neurodesenvolvimento”, to help identify deficits related to the difficulties presented in children with learning complaints in reading and written and, thus, refer them to appropriate evaluation and interventions, correlating the TRIN subtests with the results of the neuropsychological evaluation. Methods: The sample consisted of 57 children aged 8 to 12 years with complaints about learning to read and write, referred to the Interdisciplinary Child Neuropsychological Care Center (NANI). All were submitted to the application of TRIN and a complete neuropsychological assessment of cognitive functions: intellectual level, attentional processes, memories, praxis and visuconstruction skills, as well as academic reading, writing and arithmetic skills. Results: Sensitivity and specificity measures generated a cutoff point of 22.50 for children aged 8 to 10 years and 23.50 for children aged 11 and 12 years, for a total of 30 points, and obtained positive and significant correlations between comparisons made with TRIN subtests and neuropsychological assessment tests. Finally, it was also possible to diagnose participants with learning disabilities in reading and writing (Dyslexia) with the contribution of neuropsychological assessment added to the scales and anamnesis. Discussion: Among the brief screening instruments, the literature presents the “Mini-Mental” and Neupsilin-inf protocols to assess brief cognitive abilities for children, but we observed that the TRIN consists of a more comprehensive interdisciplinary instrument than the Mini-Mental. We observed that the correlations of phonological awareness, reading and writing agree with data from the literature, evidencing the sensitivity of the TRIN Subtests. Conclusion: The TRIN is an interdisciplinary neurodevelopmental screening instrument that proved to be useful for the brief assessment of children with learning complaints in reading and writing. The results indicated the deficits and the need for referrals for early and preventive interventions, and because it is an interdisciplinary instrument, it allows its use by psychopedagogues, pedagogues and teachers.
Introduction: Learning difficulties in reading and writing are recurrent complaints of parents and teachers of school-aged children; such complaints require specific assessment to understand whether these deficits are due to a disorder or just a difficulty, in addition to establishing the best course of action. Objective: Given this context, this study analyzed the application of an instrument being developed for multidisciplinary screening, the TRIN – “Triagem Interdisciplinar do Neurodesenvolvimento”, to help identify deficits related to the difficulties presented in children with learning complaints in reading and written and, thus, refer them to appropriate evaluation and interventions, correlating the TRIN subtests with the results of the neuropsychological evaluation. Methods: The sample consisted of 57 children aged 8 to 12 years with complaints about learning to read and write, referred to the Interdisciplinary Child Neuropsychological Care Center (NANI). All were submitted to the application of TRIN and a complete neuropsychological assessment of cognitive functions: intellectual level, attentional processes, memories, praxis and visuconstruction skills, as well as academic reading, writing and arithmetic skills. Results: Sensitivity and specificity measures generated a cutoff point of 22.50 for children aged 8 to 10 years and 23.50 for children aged 11 and 12 years, for a total of 30 points, and obtained positive and significant correlations between comparisons made with TRIN subtests and neuropsychological assessment tests. Finally, it was also possible to diagnose participants with learning disabilities in reading and writing (Dyslexia) with the contribution of neuropsychological assessment added to the scales and anamnesis. Discussion: Among the brief screening instruments, the literature presents the “Mini-Mental” and Neupsilin-inf protocols to assess brief cognitive abilities for children, but we observed that the TRIN consists of a more comprehensive interdisciplinary instrument than the Mini-Mental. We observed that the correlations of phonological awareness, reading and writing agree with data from the literature, evidencing the sensitivity of the TRIN Subtests. Conclusion: The TRIN is an interdisciplinary neurodevelopmental screening instrument that proved to be useful for the brief assessment of children with learning complaints in reading and writing. The results indicated the deficits and the need for referrals for early and preventive interventions, and because it is an interdisciplinary instrument, it allows its use by psychopedagogues, pedagogues and teachers.
Descrição
Citação
Aguilar, Sabrina de Oliveira Sampaio. O uso do instrumento de triagem interdisciplinar do neurodesenvolvimento (TRIN) para rastreio de sinais de transtorno de aprendizagem leitura/escrita. Dissertação (Mestrado) Universidade Federal de São Paulo, 2023.