RESUMEN
A heterogeneidade na dislexia do desenvolvimento pode ser compreendida por meio dos subtipos de dislexia do desenvolvimento (SDD), porém não foram encontrados estudos que avaliassem a literatura brasileira sobre SDD. A presente revisão buscou responder quais SDD foram identificados no português brasileiro. Foram incluídos estudos empíricos, em inglês ou português, que descrevessem ao menos um SDD, bem como critérios diagnósticos, com participantes brasileiros. As buscas foram realizadas nas bases Scielo, Pubmed e Google Scholar. Como resultado, foram encontrados 11 estudos referentes a seis SDD, sendo as dislexias fonológicas e de superfície as mais presentes, e foram descritas as definições, critérios de identificação e instrumentos de avaliação utilizados em cada estudo. Foi discutida a heterogeneidade de definições, critérios de identificação e instrumentos de avaliação encontrados. Destacam-se o pequeno número de relatos em comparação com a literatura internacional e a necessidade de tarefas padronizadas, validadas e sensíveis aos SDD no português brasileiro.(AU)
The present review aimed to explore the subtypes of developmental dyslexia (SDD), identified in the Brazilian literature, considering the heterogeneity in developmental dyslexia. This review included empirical studies in English or Portuguese, involving Brazilian students, and describing at least one SDD, along with diagnostic criteria. Searches were conducted in the Scielo, Pubmed and Google Scholar databases. The review identified 11 studies, which covered six different SDD. Phonological and surface dyslexia were the most commonly reported subtypes. The review discussed the variations in definitions, identification criteria, and evaluation instruments used in these studies. It also highlighted the limited number of reports in the Brazilian literature compared to international sources and emphasized the need for standardized, validated tasks in Brazilian Portuguese that are SDD-sensitive.(AU)
La heterogeneidad en la dislexia del desarrollo puede comprenderse a través de los subtipos de dislexia del desarrollo (SDD), pero no se encontraron estudios que evalúen la literatura brasileña sobre SDD. Esta revisión buscó responder cuáles los SDD se han identificado en el portugués brasileño. Se incluyeron estudios empíricos con participantes brasileños en inglés o portugués que describieran al menos un SDD y sus criterios de diagnósticos. Las búsquedas se realizaron en las bases de datos Scielo, Pubmed y Google Scholar. Como resultado, se encontraron 11 estudios relacionados con seis SDD, siendo las dislexias fonológicas y de superficie las más comunes, y se describieron las definiciones, criterios de identificación e instrumentos de evaluación utilizados en cada estudio. Se discutió la heterogeneidad de definiciones, criterios de identificación y herramientas de evaluación encontradas. Se destaca el escaso número de informes en comparación con la literatura internacional y la necesidad de tareas estandarizadas, validadas y sensibles a SDD en el portugués brasileño.(AU)
Asunto(s)
Dislexia/psicología , Trastorno Específico de Aprendizaje/psicología , Base de Datos , Investigación Empírica , Investigación CualitativaRESUMEN
Deficits in cognitive functions are often observed in epileptic patients, particularly in temporal lobe epilepsy (TLE). Evidence suggests that this cognitive decline can be associated with the occurrence of focal brain lesions, especially on hippocampus and cortex regions. We previously demonstrated that the erythrinian alkaloids, (+)-erythravine and (+)-11α-hydroxy-erythravine, inhibit seizures evoked in rats by different chemoconvulsants. AIMS: The current study evaluated if these alkaloids would be acting in a neuroprotective way, reducing hippocampal sclerosis, and consequently, improving learning/memory performance. MAIN METHODS: Here we confirmed the anticonvulsant effect of both alkaloids by means of the pilocarpine seizure-induced model and also showed that they enhanced spatial learning of rats submitted to the Morris Water Maze test reverting the cognition deficit. Additionally, immunohistochemistry assays showed that neuronal death and glial activation were prevented by the alkaloids in the hippocampus CA1, CA3 and dentate gyrus regions at both hemispheres indistinctly 15 days after status epilepticus induction. KEY FINDINGS: Our results show, for the first-time, the improvement on memory/learning elicited by these erythrinian alkaloids. Furthermore, data presented herein explain, at least partially, the cellular mechanism of action of these alkaloids. Together, (+)-erythravine and (+)-11α-hydroxy-erythravine seem to be a promising protective strategy against TLE, comprising three main aspects: neuroprotection, control of epileptic seizures and cognitive improvement. SIGNIFICANCE: Moreover, our findings on neuroprotection corroborate the view that seizure frequency and severity, hippocampal lesions and memory deficits are interconnected events.
Asunto(s)
Alcaloides/uso terapéutico , Epilepsia/tratamiento farmacológico , Epilepsia/psicología , Compuestos Heterocíclicos de 4 o más Anillos/uso terapéutico , Trastornos de la Memoria/tratamiento farmacológico , Trastornos de la Memoria/psicología , Fármacos Neuroprotectores/uso terapéutico , Trastorno Específico de Aprendizaje/tratamiento farmacológico , Trastorno Específico de Aprendizaje/psicología , Animales , Convulsivantes , Epilepsia/inducido químicamente , Hipocampo/patología , Inmunohistoquímica , Masculino , Aprendizaje por Laberinto/efectos de los fármacos , Pilocarpina , Ratas , Ratas Wistar , Esclerosis/prevención & control , Estado Epiléptico/inducido químicamente , Estado Epiléptico/psicologíaRESUMEN
Little is known about specific learning disorder (SLD) in low- and middle-income countries (LMICs), and even less from representative school samples in small size cities outside huge urban centers. Few studies addressed the new DSM-5 criteria for SLDs. We investigated the prevalence of DSM-5 SLDs, their comorbidities and correlates in school samples of students from the second to sixth grades living in median cities from four different geographic regions in Brazil. A national test for academic performance covering reading, writing and mathematical abilities was applied. Psychiatric diagnoses were assessed by the K-SADS-PL applied to the primary caregiver. A total of 1618 children and adolescents were included in the study. The following prevalence rates of SLDs were found: 7.6% for global impairment, 5.4% for writing, 6.0% for arithmetic, and 7.5% for reading impairment. Attention-deficit/hyperactivity disorder (ADHD) was the only comorbidity significantly associated with SLD with global impairment (p = 0.031). Anxiety disorders and ADHD were associated with SLD with arithmetic impairment. Significant differences were detected in prevalence rates among cities, and several socio-demographic correlates (age, gender, IQ, and socioeconomic status) were significantly associated with SLD with global impairment in our sample. Careful validation and normatization of instruments to assess academic performance is a major problem in LMICs. As expected, we found a significant heterogeneity in prevalence rates of SLD according to geographic regions considering that Brazil is a country with a robust diversity. SLD with global and arithmetic impairment was significantly associated with psychiatric comorbidities.