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BACKGROUND: A well-developed proprioceptive system is essential for motor control, muscle tone and voluntary movements. Sound proprioceptive development of young children can positively influence their motor abilities, while adequate movement abilities consequently form a strong foundation for young children entering the formal school setting AIM: This study aimed to establish normal ranges for proprioceptive tasks in 6-year-old children SETTING: This study was conducted in the Mangaung, Motheo district, including 10 schools from five different quintiles METHODS: One hundred and ninety-three, 6-year-old participants (mean: 6.46, SD 0.27 years) were included in the study, of which 97 (50.3%) were boys and 96 (49.7%) were girls. Five field-appropriate tasks were identified to establish participants' proprioceptive abilities. Statistical analysis was largely descriptive of nature, and normal ranges were established based on the interquintile range of each task, which represented the middle 50% of data (between the 25th and 75th percentiles RESULTS: Normal ranges were identified as follows: 6-10 successful repetitions for the Angels-in-the-snow task; 22-30 s for the Rhomberg task; two to three successful repetitions per arm for the finger-to-nose task; two to four successful repetitions for the shoulder-level-arm raise (both arms and preferred arm), one to four successful repetitions for the shoulder-level-arm raise (non-preferred arm) and correct identification during the force perception task CONCLUSION: Most tasks had a ceiling effect, and thus it is necessary for practitioners to use these established normal ranges of proprioceptive tasks for 6-year-olds to identify children with proprioceptive difficulties CONTRIBUTION: Proprioceptive difficulties of 6-year-olds can be identified using the normal ranges established

Friedreich ataxia (FRDA) is an autosomal recessive inherited multisystem disease, characterized by marked differences in the vulnerability of neuronal systems. In general, the proprioceptive system appears to be affected early, while later in the disease, the dentate nucleus of the cerebellum and, to some degree, the corticospinal tracts degenerate. In the current era of expanding therapeutic discovery in FRDA, including progress toward novel gene therapies, a deeper and more specific consideration of potential treatment targets in the nervous system is necessary. In this work, we have re-examined the neuropathology of FRDA, recognizing new issues superimposed on classical findings, and dissected the peripheral nervous system (PNS) and central nervous system (CNS) aspects of the disease and the affected cell types. Understanding the temporal course of neuropathological changes is needed to identify areas of modifiable disease progression and the CNS and PNS locations that can be targeted at different time points. As most major targets of long-term therapy are in the CNS, this review uses multiple tools for evaluation of the importance of specific CNS locations as targets. In addition to clinical observations, the conceptualizations in this study include physiological, pathological, and imaging approaches, and animal models. We believe that this review, through analysis of a more complete set of data derived from multiple techniques, provides a comprehensive summary of therapeutic targets in FRDA.

82 p, Esta pasantía trata sobre la evaluación y apoyo de terapia ocupacional en el sistema propioceptivo y vestibular para el desarrollo del aprendizaje en los niños de transición del colegio normal superior de Bucaramanga. debido a la necesidad observada durante la práctica formativa en el semestre A 2018, donde se evidencia en los escolares dificultad en la integración sensorial en el sistema propioceptivo y vestibular afectando el desempeño escolar. Como objetivos se plantea a nivel general evaluar y apoyar desde terapia ocupacional el sistema propioceptivo y vestibular para el desarrollo del aprendizaje en niños y niñas de 4 a 6 años del grado transición. La Federación Mundial de Terapeutas Ocupacionales (WFOT) tiene como objetivo en el campo de la pediatría maximizar el potencial individual de cada niño en su domicilio, escuela y juego, mediante el uso de actividades terapéuticas. Se tomó población de 40 escolares grado transición, jornada de la tarde para la ejecución de la misma. Se utilizó el enfoque de integración sensorial de Jean Ayres, dice que la IS es la organización de las sensaciones en el Sistema Nervioso Central, los sentidos nos dan información acerca de nuestro cuerpo y del entorno que nos rodea y el cerebro organiza esas sensaciones. Se cuenta con la autorización de la institución, y asentimientos firmados por los acudientes. Los participantes son 40 niños y niñas del grado transición 4 y 5. Utilizándose el test perfil sensorial corto. De Winnie Dunn aplicado a los padres de familia. Y el test de observaciones clínicas aplicado a los escolares. Los resultados muestran que de los 40 escolares, solo 20 de ellos presentan dificultades en sus habilidades propioceptivas y vestibulares, y los otros 20 no presentan alteración. Se dan herramientas a la institución educativa por medio de una cartilla que contiene actividades académicas., This internship deals with the evaluation and support of occupational therapy in the proprioceptive and vestibular system for the development of learning in transition children of the normal high school of Bucaramanga. due to the need observed during the formative practice in the semester A 2018, where it is evident in the students difficulty in sensory integration in the proprioceptive and vestibular system affecting school performance. The objective of this program is to develop a proprioceptive and vestibular system for the development of learning in boys and girls from 4 to 6 years old. The World Federation of Occupational Therapists (WFOT) aims in the field of pediatrics to maximize the individual potential of each child at home, school and play, through the use of therapeutic activities. A school population of 40 grade transition degree was carried out, afternoon session for the execution of the same. This is the sensory integration approach of Jean Ayres, given that the SI is the organization of sensations in the Central Nervous System, the senses give us information about our body and the environment that surrounds us and the brain organizes these sensations. It has the authorization of the institution, and the firm settlements by the guardians. The participants are 40 boys and girls of transition degree 4 and 5. Using the short sensory profile test. Winnie Dunn's applies to parents. And the test of clinical observations applied to schoolchildren. The results are not just alterations. Tools are given in the educational institution through a booklet that contains academic activities., Pregrado, Terapeuta Ocupacional, Resumen ....................................................................................................................... 12 Abstract ......................................................................................................................... 13 Introducción ................................................................................................................... 14 1. Descripción del Contexto ..................................................................................... 16 2. Planteamiento del Problema ............................................................................... 17 3. Justificación ......................................................................................................... 20 4. Antecedentes y Estado Actual del Tema ............................................................. 21 5. Objetivos ............................................................................................................. 23 5.1. General ................................................................................................................ 23 5.2. Específicos .......................................................................................................... 23 6. Marco Conceptual ............................................................................................... 24 7. Marco Teórico ..................................................................................................... 27 7.1. Intervención de Terapia Ocupación en Integración Sensorial ............................. 27 7.2. Problemas de Procesamiento Sensorial.............................................................. 28 7.3. Desorden de Modulación Sensorial ..................................................................... 29 7.4. Desorden de Discriminación Sensorial ................................................................ 29 7.5. Intervención ......................................................................................................... 30 7.6. Integración Sensorial ........................................................................................... 31 7.7. Marco de Integración Sensorial ........................................................................... 35 8. Marco Normativo ................................................................................................. 36 8.1. Ley de educación de febrero 8 de 1994 .............................................................. 36 8.2. Ley 949 de 2005 .................................................................................................. 37 9. Metodología ......................................................................................................... 38 9.1. Población y Muestra ............................................................................................ 38 9.2. Criterios Inclusión y Exclusión ............................................................................. 38 9.3. Técnicas e Instrumentos de Recolección de la Información ................................ 38 9.4.1. Primera fase ..................................................................................................... 39 9.4.2. Segunda fase ................................................................................................... 39 9.4.3. Tercera fase ..................................................................................................... 40 9.4.4. Cuarta fase....................................................................................................... 40 9.4.5. Quinta fase ....................................................................................................... 40 9.5. Plan de Trabajo ................................................................................................... 41 9.6. Cronograma ........................................................................................................ 41 10. Consideraciones Éticas ....................................................................................... 42 11. Análisis e Interpretación de Resultados .............................................................. 43 11.1. Test de observaciones clínicas. ....................................................................... 43 11.2. Test Perfil Sensorial Corto ............................................................................... 56 12. Discusión ............................................................................................................. 60 13. Impacto Alcanzado .............................................................................................. 63 14. Presupuesto Empleado ....................................................................................... 64 15. Conclusiones y recomendaciones ....................................................................... 65 Referencias ................................................................................................................... 68 Anexos .......................................................................................................................... 70, Ej. 1

234 p., Teniendo en cuenta las necesidades encontradas mediante la aplicación de la actividad de caracterización en los escolares del grado pre jardín, jardín y transición del Colegio Pedagógico Nuevo Montessori, se establecieron dos programas los cuales cubrieron las falencias más relevantes encontradas en los infantes llevando a cabo objetivos encaminados a la implementación de estímulos de tracción, compresión y presión para los grados pre jardín y jardín, del mismo modo diferente estímulos auditivos para el grado de transición con el fin de favorecer el posicionamiento en silla durante la ejecución de la tarea escolar, así como también el seguimiento de instrucciones evocadas. El total de los escolares intervenidos fue de 104 infantes, realizando actividades de promoción y prevención contribuyendo de esta manera a un óptimo desempeño escolar., Taking into account the needs found through the application of the characterization activity in the pre-garden, garden and transition grades of the Montessori Pedagogical College, two programs were established which covered the most relevant flaws found in the infants carrying out objectives. directed to the implementation of traction, compression and pressure stimuli for the pre-garden and garden grades, in the same way different auditory stimuli for the degree of transition in order to favor chair positioning during the execution of the school task, as well as also the follow-up of evoked instructions. The total of students intervened was 104 infants, doing promotion and prevention activities thus contributing to an optimal school performance., Pregrado, Terapeuta Ocupacional, INTRODUCCIÓN ................................................................................................................................ 17 1. MARCO INSTITUCIONAL ........................................................................................................... 19 1.1 IDENTIFICACIÓN DE LA INSTITUCIÓN ..................................................................................... 19 1.2 HISTORIA DE LA INSTITUCIÓN ................................................................................................ 19 1.3 POLITICAS INSTITUCIONALES............................................................................................ 20 1.3.1 Misión. ................................................................................................................................ 20 1.3.2 Visión................................................................................................................................... 21 1.3.3 Valores. ............................................................................................................................... 21 1.4 OBJETIVOS INSTITUCIONALES ................................................................................................ 22 1.5 PROGRAMAS Y SERVICIOS INSTITUCIONALES ........................................................................ 23 1.6 ÁREA DE INTERVENCIÓN ........................................................................................................ 23 1.7 FUNDAMENTOS LEGALES ....................................................................................................... 23 1.8 ORGANIGRAMA INSTITUCIONAL ............................................................................................ 26 2. DIAGNÓSTICO SITUACIONAL .................................................................................................... 27 3. PERSPECTIVA PROFESIONAL ..................................................................................................... 34 4. PROYECCIÓN SOCIAL ................................................................................................................ 36 5. PROGRAMAS ............................................................................................................................ 37 5.1 TITULO DEL PRIMER PROGRAMA ........................................................................................... 37 5.1.1 Justificación. ........................................................................................................................ 37 5.1.2 Objetivos. ............................................................................................................................ 38 5.1.2.1 Objetivo general. .............................................................................................................. 38 5.1.2.2 Objetivos específicos. ....................................................................................................... 38 5.1.3 Marco teórico. ..................................................................................................................... 38 5.1.4 Metodología. ....................................................................................................................... 45 5.1.5 Plan de acción ................................................................................................................. 48 5.1.6 Análisis e interpretación de resultados ............................................................................. 116 5.1.6.1 Valoración inicial. Test de observaciones clínicas........................................................... 116 5.1.6.2 Valoración final ....................................................................................................... 125 5.1.7 Conclusiones .............................................................................................................. 138 13 5.1.8 Recomendaciones ...................................................................................................... 139 5.2 TÍTULO DEL SEGUNDO PROGRAMA ..................................................................................... 140 5.2.1 Justificación ............................................................................................................ 140 5.2.2 Objetivos. ................................................................................................................... 141 5.2.2.1 Objetivo general. ........................................................................................................ 141 5.2.2.2 Objetivos específicos. ................................................................................................. 141 5.2.3 Marco teórico. ............................................................................................................ 141 5.2.4 Metodología. .............................................................................................................. 146 5.2.5 Plan de acción......................................................................................................... 150 5.2.6 Análisis e interpretación de resultados ...................................................................... 223 5.2.6.1 Valoración inicial. Test de Habilidades Grafomotoras. ............................................... 223 5.2.6.2 Resultados de revaloración .................................................................................... 228 5.2.7 Conclusiones .................................................................................................................. 234 5.2.8 Recomendaciones .......................................................................................................... 235, Ej. 1

Современный инновационный метод медицинской реабилитации основывается на интенсивной равноускоренной вибрационной стимуляции проприоцептивной системы человека. Цель настоящей работы – исследовать и проанализировать экспрессию активационных антигенов иммунокомпетентных клеток в условиях нового метода медицинской нейромышечной реабилитации. Материалы и методы. Длительная (6 мес.) программа вибрационной нейромышечной стимуляции выполнена на аппарате Power Plate. Было обследовано 40 женщин пожилого возраста. Для фенотипирования иммунокомпетентных клеток использовался метод проточной лазерной цитометрии. Результаты. Динамика экспрессии раннего маркера активации не продемонстрировала выраженных достоверных изменений в течение 6 мес. В экспериментальной группе отмечены снижение содержания клеток с поздними активационными антигенами через 12 нед. программы и последующее восстановление показателя к моменту окончания исследования. В контрольной группе выявлена отрицательная динамика экспрессии антигена HLA-DR+. Выводы. Содержание лимфоцитов, экспрессирующих маркеры CD25+ и HLA-DR+, продемонстрировало объективную безопасность долговременной программы нейромышечной реабилитации для активационных процессов иммунной системы человека, в частности у людей пожилого возраста. Рекомендуется дальнейшее применение нового современного метода нейромышечной стимуляции не только в физиологии спорта высоких достижений, но также в областях практической реабилитологии, геронтологии и клинической физиологии., The modern innovative method of medical rehabilitation is based on intensive equally accelerated vibrostimulation of the human proprioceptive system. The purpose of this paper is to examine and analyze the expression of activation antigens in immunocompetent cells under a new method of medical neuromuscular rehabilitation. Materials and Methods. The Power Plate was used for a long program (6 months) of neuromuscular vibrostimulation. The authors examined 40 elderly women. Flow laser cytometry was used for phenotyping of immunocompetent cells. Results. The dynamics of expression of an early activation marker did not demonstrate significant changes within 6 months. In the experimental group, the authors observed a decrease in the content of cells with late activation antigens in 12 weeks and the subsequent incremental recovery up to the end of the trial. In the control group negative dynamics of HLA-DR+ antigen expression was revealed. Conclusion. The number of lymphocytes expressing the CD2+ and HLA-DR+ markers demonstrated the objective safety of the long-term program of neuromuscular rehabilitation for the activation processes in the human immune system, particularly in elderly people. It is recommended to use the new modern method of neuromuscular stimulation, not only in the sport-of-records physiology, but also in practical rehabilitation, gerontology and clinical physiology., №2(30) (2018)

Introduction: Previous systematic reviews of the literature on the effects of Tai Chi Chuan (TCC) on balance have focussed either on determining the quality of the research design or have provided just a general description of the studies. To the best of our knowledge none have approached this topic by conducting an analysis from the point of view of the factors which affect balance. It is important to present this perspective as it will help to guide future research in this field. Methodology: Seven electronic data bases were searched for publications dated between 1996 and 2012. The inclusion criteria were; randomized controlled trials (RCT) written in English. Results: From a total of 397 articles identified, 27 randomized controlled trials were eligible for the analysis. Conclusions: Studies reviewed appear to confirm that TCC improves static and dynamic balance and in the functional factors which affect balance in persons of over 55 years of age. Only one study was identified on people affected with problems with the vestibular system. No studies on the influence of TCC on improvement in balance in individuals suffering from deteriorated brain function were identified. © 2013 Elsevier GmbH. All rights reserved.

OBJETIVOS: Comparar o desempenho dos sistemas sensoriais e motor entre jovens e idosos e identificar as contribuições das possíveis diferenças para o controle postural. MÉTODOS: Vinte idosos (68,9±3,7 anos de idade) e 20 jovens (21,9±2,1anos de idade) realizaram testes visuais; somatossensoriais (sensibilidade cutânea e cinestésica); motores (torque articular e latência de ativação muscular) e de controle postural (postura ereta em semi-tandem). RESULTADOS: As análises de variância (ANOVAs) e as análises de multivariância (MANOVAs) indicaram desempenho inferior dos idosos nos testes sensoriais: acuidade visual (p=0,001); sensibilidade ao contraste visual (p=0,009); sensibilidade cutânea (pOBJECTIVES: The aim of this study was to compare the performance of the sensory and motor systems and the contributions of possible differences to postural control. METHODS: Twenty older adults (68.9±3.7 years of age) and twenty young adults (21.9±2.1 years of age) underwent visual, somatosensory (tactile and kinesthetic sensitivity), motor tests (joint torque and muscle activation latency) and postural control assessments (upright semi-tandem posture). RESULTS: MANOVA and ANOVA indicated that older adults had a poorer performance in the sensory tests: visual acuity (p=0.001), visual contrast sensitivity (p=0.009), tactile sensitivity (p

The aim of the thesis was to find occupational therapy tests, or part thereof which could be used to test various inputs perception function of CNS. In cooperation with child and adult occupational therapists from Motol Hospital were researched occupational therapy various standardized tests designed to test children and adults. Then of them selected those tests (or a portion thereof) that contain the testing of individual sensory modalities of adult patients. Ultimately, these tests were applied to a group of adult population and evaluated. The whole work was compiled in the form of research. It was assumed that in the sets occupational therapy standardized tests, there are tests or parts that are able to focus their testing different modalities of perception function of the CNS within the cortical functions.

Tese apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Doutor em Biotecnologia e Saúde, especialidade em Epidemiologia e Saúde Pública Submitted by halves@ufp.pt (halves@ufp.pt) on 2016-01-28T11:00:14Z No. of bitstreams: 1 Tese Narcisa Pavan.pdf: 2169359 bytes, checksum: d8171c37ebc8d37df8e8a0ef601bd08e (MD5) Made available in DSpace on 2016-01-28T16:25:15Z (GMT). No. of bitstreams: 1 Tese Narcisa Pavan.pdf: 2169359 bytes, checksum: d8171c37ebc8d37df8e8a0ef601bd08e (MD5) Previous issue date: 2015

Tese apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Doutor em Biotecnologia e Saúde, especialidade em Epidemiologia e Saúde Pública Introdução: Distúrbios do equilíbrio corporal, como tonturas, vertigens e desequilíbrios, são frequentes. Em muitos casos eles podem ser causados por disfunção propriocetiva. Para manter o equilíbrio corporal, o sistema nervoso central depende de informações aferentes dos sistemas vestibular, visual e somatossensorial que, associado à cognição, promove a interação entre corpo e espaço. Objetivo: Analisar as mudanças no equilíbrio corporal antes e após a aplicação de um estímulo pressórico sensoriomotor sobre a região da articulação atlantoccipital utilizando um instrumento denominado ZEPH´S (PI0900380-0). Metodologia: Estudo retrospectivo, com amostra de 137 pacientes que foram subdivididos em um grupo experimental, com 70 pacientes que se submeteram à intervenção proposta e um grupo controlo, com 67 pacientes que não se submeteram a qualquer intervenção. Todos apresentavam queixas relacionadas aos distúrbios do equilíbrio, com diagnóstico etiológico não vestibular e não neurológico. Resultados: Análises estatísticas comparativas foram feitas entre os grupos. Testes de Qui-Quadrado, McNemar e Cochran avaliaram os testes de Romberg, Gagey e Fukuda-Unterberger, além do nistagmo espontâneo de olhos abertos e fechados e o nistagmo direcional. Foram encontradas diferenças estatisticamente significantes em todas as componentes no grupo experimental, no início e depois de 7, 30 e 180 dias da intervenção e no início e após 30 dias no grupo controlo e também na comparação entre os grupos experimental e controlo. Nos testes de Mann-Whitney, Wilcoxon e Friedman para a Escala Visual Analógica foram observadas alterações estatisticamente significantes entre os quatro momentos no grupo experimental, nos dois momentos no grupo controlo e na comparação do grupo experimental com o grupo controlo. Os resultados dos testes com diferenças estatisticamente significantes demonstram o êxito do tratamento experimental. Conclusão: A intervenção testada com a utilização do instrumento ZEPH’S apresentou resultados positivos, com diferenças estatisticamente significantes relativos aos sinais e sintomas dos pacientes, quando comparados o momento da avaliação com os momentos após a intervenção e também se comparados ao grupo controlo. Introduction: Body balance disorders, such as dizziness and disequilibrium, are commonly observed. In most cases, these disorders are consequence of proprioceptive dysfunction. To preserve the body balance, the central nervous system depends on afferent information of visual, vestibular and somatosensory systems and promotes the interaction between body and space in association with cognition. Objective: To analyze the changes in body balance before and after the use of a pressure sensoriomotor stimulus over the atlanto-occipital joint with using an instrument named ZEPH´S (PI0900380-0). Method: This is a retrospective study with a sample of 167 patients. From these patients, 70 constituted the experimental group and have undergone intervention with the instrument ZEPH’S, 67 patients composed the control group that had not undergone any treatment. All patients had complaints related to balance disorders and no etiological diagnosis of vestibular and neural imbalance. Comparative statistical analyses among the groups were used to evaluate the treatment outcome. Results: The Cochran's Q test, McNemar's test and Chi-square test evaluated the Romberg, Fukuda and Gagey tests, opened eyes spontaneous nystagmus, closed eyes spontaneous nystagmus and directional nystagmus and observed statistically significant differences before and after 7, 30 e 180 days of the stimuli within the experimental group and between the experimental and control groups. The Mann-Whitney’s test, Wilcoxon’s test and Friedman’s test evaluated the Visual Analogic Scale scores and experienced statistically significant changes among the four moments in the experimental group and between the experimental and control groups. All tests demonstrated a statistically significant difference regarding the success of the experimental treatment. Conclusion: The intervention through the ZEPH’S instrument showed positive results with statistically significant differences when the patient conditions were compared before and after the intervention, and also when compared to the control group. Introduction: Les troubles de l'équilibre du corps, des étourdissements, des vertiges et le déséquilibre sont fréquents. Dans de nombreux cas il peut être provoqué par un dysfonctionnement proprioceptif. Pour maintenir l'équilibre du corps, le système nerveux central dépend des informations afférentes du vestibulaire, visuel et somatosensoriel celui associé à la cognition, favorise l'interaction entre le corps et l'espace. Objectif: analyser les changements dans l'équilibre du corps avant et après l'application d'une stimulation sensorimotrice de pression sur la région de l'articulation atlanto-occipitale l'aide d'un instrument appelé ZEPH'S (PI0900380-0). Méthodologie: Une étude rétrospective auprès d'un échantillon de 137 patients qui ont été divisés en un groupe expérimental, avec 70 patients qui ont subi une intervention proposée et un groupe de contrôle, avec 67 patients qui ne subissent aucune intervention. Tous les patients avaient des plaintes liées aux troubles de l'équilibre et aucun diagnostic étiologique de le déséquilibre vestibulaire ou neurologique. Résultats: Analyses statistiques comparatives ont été faites entre les groupes. Tests du khi-deux, McNemar et Cochran évalué le test de Romberg, Gagey et Fukuda-Unterberger, en plus de nystagme spontané avec les yeux ouverts et fermés et nystagme directionnelle. Des différences statistiquement significatives ont été observées dans toutes les composantes du groupe expérimental au début et après 7, 30 et 180 jours de l'intervention et au départ et après 30 jours dans le groupe de contrôle et également lorsque l'on compare les groupes expérimentaux et de contrôle. Les tests de Mann-Whitney, Wilcoxon et Friedman pour l'Echelle Visuelle Analogique changements statistiquement significative n'a été observée entre les quatre étapes dans le groupe expérimental, en deux phases dans le de contrôle et le groupe expérimental par rapport au groupe de contrôle. Les résultats des essais avec des différences statistiquement significatives montrent le succès du traitement expérimental. Conclusion: L'intervention testée en utilisant la mesure ZEPH'S montré des résultats positifs, avec des différences statistiquement significatives pour les signes et les symptômes des patients, en comparaison avec le temps de moments d'évaluation après l'intervention et également par rapport au groupe de contrôle.

Head movements are known to be beneficial during sound localization because the auditory system can integrate the dynamic cues generated by head movement while maintaining a spatial representation of the position and orientation of the head-in-space. To measure the extent to which vestibular and proprioceptive cues influence processing of dynamic sound localization cues resulting from head rotation, we measured the ability of normally hearing listeners to localize front/back sources of low-frequency sounds while the two modalities were individually or congruently stimulated. Targets were presented over headphones during head rotations using virtual auditory space methods. Dynamic localization cues corresponded to head-in-space and/or head-on-body angle. Discrimination was accurate in passive and active head rotation conditions, but near chance in conditions lacking head-in-space motion, suggesting that among the two sensorimotor cues, vestibular inputs are necessary and sufficient to inform the auditory system about head movement, whereas proprioceptive cues are neither necessary nor sufficient.

Submitted by Guilherme Lemeszenski (guilherme@nead.unesp.br) on 2013-08-22T19:03:06Z No. of bitstreams: 1 S1413-35552010000300004.pdf: 1146926 bytes, checksum: 515bdeeecbd7844a24218f1adb519926 (MD5) Made available in DSpace on 2013-08-22T19:03:06Z (GMT). No. of bitstreams: 1 S1413-35552010000300004.pdf: 1146926 bytes, checksum: 515bdeeecbd7844a24218f1adb519926 (MD5) Previous issue date: 2010-06-01 Made available in DSpace on 2013-09-30T20:04:36Z (GMT). No. of bitstreams: 2 S1413-35552010000300004.pdf: 1146926 bytes, checksum: 515bdeeecbd7844a24218f1adb519926 (MD5) S1413-35552010000300004.pdf.txt: 38490 bytes, checksum: 4925b63cd1b5a86a2ce14296cff70330 (MD5) Previous issue date: 2010-06-01 Submitted by Vitor Silverio Rodrigues (vitorsrodrigues@reitoria.unesp.br) on 2014-05-20T15:16:35Z No. of bitstreams: 2 S1413-35552010000300004.pdf: 1146926 bytes, checksum: 515bdeeecbd7844a24218f1adb519926 (MD5) S1413-35552010000300004.pdf.txt: 38490 bytes, checksum: 4925b63cd1b5a86a2ce14296cff70330 (MD5) Made available in DSpace on 2014-05-20T15:16:35Z (GMT). No. of bitstreams: 2 S1413-35552010000300004.pdf: 1146926 bytes, checksum: 515bdeeecbd7844a24218f1adb519926 (MD5) S1413-35552010000300004.pdf.txt: 38490 bytes, checksum: 4925b63cd1b5a86a2ce14296cff70330 (MD5) Previous issue date: 2010-06-01 Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) OBJETIVOS: Comparar o desempenho dos sistemas sensoriais e motor entre jovens e idosos e identificar as contribuições das possíveis diferenças para o controle postural. MÉTODOS: Vinte idosos (68,9±3,7 anos de idade) e 20 jovens (21,9±2,1anos de idade) realizaram testes visuais; somatossensoriais (sensibilidade cutânea e cinestésica); motores (torque articular e latência de ativação muscular) e de controle postural (postura ereta em semi-tandem). RESULTADOS: As análises de variância (ANOVAs) e as análises de multivariância (MANOVAs) indicaram desempenho inferior dos idosos nos testes sensoriais: acuidade visual (p=0,001); sensibilidade ao contraste visual (p=0,009); sensibilidade cutânea (p

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Die Entwicklung der Feinmotorik und der Graphomotorik verläuft parallel zur Gesamtentwicklung des Kindes und steht in engem Zusammenhang mit der Wahrnehmungsentwicklung im Bereich der Basissinne. Wahrnehmungsstörungen und damit in Verbindung stehende Störungen der graphomotorischen Entwicklung sind ein wichtiger Indikator dafür, ob ein einzuschulendes Kind schulischen Anforderungen ausreichend gerecht werden kann. Der folgenden Arbeit gingen die Fragestellungen voraus, ob Wahrnehmungsstörungen der Basissinne tatsächlich Störungen im Bereich der Graphomotorik mit sich bringen, und ob es Unterschiede in der Einschätzung von Kindergärtnerinnen und Eltern betreffend Schulreife und einer eventuell vorhandenen Problematik im Bereich der Graphomotorik eines Kindes gibt. Folgende Hypothesen wurden aufgestellt: Hypothese A: Störungen im Bereich der drei Basisfunktionen der Wahrnehmung (taktile Wahrnehmung, kinästhetische Wahrnehmung und vestibuläre Wahrnehmung) eines Kindes treten überzufällig häufig zusammen mit Störungen der Graphomotorik auf. Hypothese B1: Eltern beurteilen Störungen im Bereich der Graphomotorik bei ihrem Kind häufiger optimistischer als die das Kind betreuende Kindergärtnerin. Hypothese B2: Eltern schätzen die Schulreife ihres Kindes häufiger positiver ein, als die das Kind betreuende Kindergärtnerin. Zur Prüfung dieser Hypothesen wurde eine Untersuchung von 151 Vorschulkindern durchgeführt. Mit Hilfe standardisierter Untersuchungsinstrumente zur Feststellung sensomotorischer und graphomotorischer Fertigkeiten sowie Fragebögen an Eltern und Kindergärtnerinnen, konnte Hypothese B1 und B2 abgesichert werden. Hypothese A konnte eingeschränkt auf die taktile und kinästhetische Wahrnehmung ebenfalls abgesichert werden. Für den Teilbereich der vestibulären Wahrnehmung musste die 0-Hypothese vorläufig beibehalten werden. Zusätzli prognostische Wert der Untersuchungsinstrumente "Förderdiagnostik zum Schulanfang (FDS)" und "Graphomotorisches Ergänzungsbild (GEB)", sowie eine hohe Inanspruchnahme logopädischer Förderung in der Vorschulzeit. Aufgrund der Ergebnisse dieser Untersuchung lässt sich die Forderung rechtfertigen, die Erkenntnisse über die Wahrnehmungs- und Bewegungsentwicklung und deren Bedeutung für schulisches Lernen sowohl in der Vorschulpädagogik als auch in den Methoden schulischen Lehrens und Lernens grundlegend zu verankern., The finemotor- and handwriting development takes a parallel course to the general development of a child and is tightly connected with the development of perception in the area of the proximal senses. Disorders of perception in connection with disorders of the handwriting development are important indicators therefore, if a school beginner has got the qualifications for mastering the high demand of school performance. Prior to the following work, I posed the questions, if disorders of perception of the proximal senses really produce disorders of handwriting, and if there are distinctions in the judgement of parents and kindergarten teachers, concerning school readiness and a possibly existing problem of handwriting of a child. The following hypothesises have been set up: Hypothesis A: Disorders in the area of the three proximal senses of perception (tactile perception, proprioceptive perception and vestibulare perception) appear overabundant accidantelly together with disorders of handwriting. Hypothesis B1: Parents judge disorders in the area of handwriting of their child more often more optimistically than the child's kindergarten teacher. Hypothesis B2: Parents judge school readiness of their child more often in a more positive way than the child's kindergarten teacher. To check the hypothesises, there has been made an exploration of 151 children in preschool age. With the help of standardized instruments for determining sensomotorial an handwriting qualifications and questionaires for parents and kindergarten teachers, Hypothesis B1 and B2 could have been proofed. Hypothesis A could have also been proofed, but limited to the tactile and proprioceptive perception. Concerning the vestibulare perception the 0-Hypothesis has to be kept up temporarily. Additional results are proving the high prognostic value of the exploration instruments "Förderdiagnostik zum Schulanfang (FDS)" and "Graphomotorisches Ergänzungsbild (GEB)", and also a high claim of logopadical support in preschool time. On account of the results of these analysis, the demand could be justified, that the knowledge about the development of perception and motion and their significance for learning purposes has to be anchored as a basic requirement in preschool education and also in the methods of teaching and learning at school., Agnes Innerhofer, Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers, Klagenfurt, Alpen-Adria-Univ., Diss., 2006