| Full text | |
| Author(s): |
Janaína Borba Garbo Santos
[1]
;
Thaís dos Santos Gonçalves
[2]
;
Ricardo Franco de Lima
[3]
;
Patrícia de Abreu Pinheiro Crenitte
[4]
Total Authors: 4
|
| Affiliation: | [1] Universidade de São Paulo. Faculdade de Odontologia de Bauru - Brasil
[2] Associação de Pais Amigos dos Excepcionais de São Paulo - Brasil
[3] Universidade Estadual de Campinas. Faculdade de Ciências Médicas - Brasil
[4] Universidade de São Paulo. Faculdade de Odontologia de Bauru. Departamento de Fonoaudiologia - Brasil
Total Affiliations: 4
|
| Document type: | Journal article |
| Source: | Revista CEFAC; v. 18, n. 4, p. 854-863, 2016-08-00. |
| Abstract | |
ABSTRACT Purpose: to compare suggestive signs of stress in children with learning disorders (with and without speech-language intervention) and in children without learning problems, and to identify suggestive signs of stress among groups according to the gender of the participants. Methods: the study included 25 children with learning disorder. Of these children, 10 were diagnosed, but without intervention and 15 children were receiving speech-language intervention. Also 25 children without any learning problems participated in the study. In all groups, a children's stress scale was applied. Results: it was observed that 43% of children with learning problems without intervention, 56% of children with learning problems in intervention and 83% of children without learning problem, showed warning signs for child stress. These differences were not statistically significant. In addition, were not found differences between genders. Conclusion: in all groups, there was a high frequency of warning signs for child stress, showing that this may not be a determining factor in academic achievement in the study sample. (AU) | |
| FAPESP's process: | 11/22051-0 - Signs suggestive of stress in schoolchildren with learning disorder |
| Grantee: | Janaina Borba Garbo |
| Support Opportunities: | Scholarships in Brazil - Scientific Initiation |