Características Neuropsicológicas e Polissonográficas da Dislexia

• Ano de defesa: 2010
• Autor(a) principal: Cruz Rodrigues, Camila [UNIFESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Distúrbios de Aprendizagem; Dislexia; Neuropsicologia; Sono
• Link de acesso: https://repositorio.unifesp.br/handle/11600/58399

Learning disabilities are characterized by heterogenic profiles. Such fact supports the need of better understanding underpinning neuropsychological characteristics associated to different disorders such as dyslexia, dysgraphia and dyscalculia, in order to contribute to the identification of commorbidities and a more precise diagnosis and intervention program. Learning processes are clearly influenced by different factors. Studies have shown the interference of sleep on learning and referred to behavioral changes in children with sleep disordered breathing (SDB). However, few studies have explored the occurrence of sleep disorders (SD) in children with dyslexia. Therefore, the present study aims to investigate neuropsychological characteristics and possible changes in sleep patterns in dyslexia. For such, 73 children, with age ranges from 8 to 15 years, were submitted to a neuropsychological (three sessions) and polysomnographic assessment (two consecutives nights). The sample was divided into two groups: CG (control group), composed of 34 children (20 male) with no referral or diagnosis of learning difficulties; and EG (experimental group), composed of 39 children (27 males) diagnosed with dyslexia, according to DSM IV-R criterias. Statistical analysis was conducted using General Linear Model equations (GLM), co-varied to FSIQ (Full scale Intelligence Quoefficient) scores. Results demonstrated significant differences between groups (CG and EG) on the following neuropsychological variables: reading, spelling, mathematics and overall (total) scores (ps≤ 0,0001); digits DO (direct order) and IO (inverse order) (ps≤ 0,005); semantic fluency (animal and fruit) (ps≤ 0,003); letter fluency in letters F, A and FAS (ps≤ 0,05); number of categories and number of total cards in the WCST (ps≤ 0,05), left and right discrimination (in self and in other) (ps≤0,001). The analysis of the polysomnography (PSG) data revealed significant differences between nights 1 and 2, however no differences between groups was found on the second PSG night (ps≤ 0,05). Such finding indicate that deficits observed in children with dyslexia are related to difficulties in executive functions, working memory and semantic memory, which reinforces the idea that intervention programs should emphasize not only phonological abilities, but also other underpinning components that interfere on their overall achievement. The investigation of sleep complaints, through questionnaires, or a PSG evaluation can also be very useful tools in an interdisciplinary assessment, once they corroborate for a differential diagnosis.