Obstacle Crossing with Dual Tasking is a Danger for Individuals with Alzheimer's Disease and for Healthy Older People

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Oral myofunctional and electromyographic evaluation of the anterior suprahyoid muscles and tongue thrust in patients with class II/1 malocclusion submitted to first premolar extraction

Objective: The aim of this study was to assess the existence of myofunctional alterations before and after first premolar extraction in Class II/1 malocclusion patients that could endanger the long-term dental arch stability. Materials and Methods: The study was performed by means of morphological, functional and electromyographic analyses in 17 Class II/1 malocclusion patients (group T) and 17 Class I malocclusion patients (group C), both groups with 12-30-year age range (mean age: 20.93 ± 4.94 years). Results: Data analyzed statistically by Student's t-test showed a significant decrease in the maxillary and mandibular dental arch perimeters after orthodontic treatment (p<0.05). The Kruskal-Wallis test analyzed data from tongue posture at rest and during swallowing, not showing significant differences after treatment (groups Tb and Ta) (p>0.05). However, group T differed significantly from group C (p<0.05). The electromyographic data showed that the anterior right and left suprahyoid muscles acted synergistically in both groups, while having a lower myoelectric activity in group T during swallowing. Conclusions: Myofunctional alterations observed after the orthodontic treatment in Class II/1 malocclusion seemed to jeopardize the long-term orthodontic stability, making recurrence possible. Further research should be conducted to compare electromyographic data before and after orthodontic treatment in order to corroborate the results of the present investigation.

Educative games and expositive lesson: Comparison of educational techniques on sitting posture

Introduction: Studies on education in health are important for the concretion of action of promotion of the health. Objective: To verify the changes of theoretical knowledge on sitting posture, evaluated at two moments (initial and final,) considering two programs of education (expositive lesson and operative groups). Methods: 75 pupils had been citizens, of both the sexes, three 4as series of a public school, evaluated previously (A1) on seated position; group 1 was submitted to a procedure of expositive education, the 2 educative games in the 2 and, the 3 to no intervention. After one week they had been reevaluated (A2). For the moments the test of Wilcoxon was applied and between the Kruskal groups Wallis. Results: In the comparison inside of the groups, of 2 and 3 they had presented increase in the number of rightness on position seated in the after-test, with statistical significant difference, whereas in the group has controlled, such fact did not occur. In the comparison between groups, at the first moment (A1), 2 groups e 3 had not presented significant difference statistical (p > 0,05), however, in as moment notices that it had difference statistics between the three groups (p < 0,01), being that the G3 presented minor frequency of errors (md = 5) in relation to the g2 (md = 8) and g1 (md = 10). Conclusions: It can be affirmed that educative techniques that supply information and promote debates and exchanges of experiences between the participants increase the possibilities of incorporation of the contents related to the sitting posture.

Dyslexic children suffer from less informative visual cues to control posture

The goal of this study was to investigate the effects of manipulation of the characteristics of visual stimulus on postural control in dyslexic children. A total of 18 dyslexic and 18 non-dyslexic children stood upright inside a moving room, as still as possible, and looked at a target at different conditions of distance between the participant and a moving room frontal wall (25-150 cm) and vision (full and central). The first trial was performed without vision (baseline). Then four trials were performed in which the room remained stationary and eight trials with the room moving, lasting 60 s each. Mean sway amplitude, coherence, relative phase, and angular deviation were calculated. The results revealed that dyslexic children swayed with larger magnitude in both stationary and moving conditions. When the room remained stationary, all children showed larger body sway magnitude at 150 cm distance. Dyslexic children showed larger body sway magnitude in central compared to full vision condition. In the moving condition, body sway magnitude was similar between dyslexic and non-dyslexic children but the coupling between visual information and body sway was weaker in dyslexic children. Moreover, in the absence of peripheral visual cues, induced body sway in dyslexic children was temporally delayed regarding visual stimulus. Taken together, these results indicate that poor postural control performance in dyslexic children is related to how sensory information is acquired from the environment and used to produce postural responses. In conditions in which sensory cues are less informative, dyslexic children take longer to process sensory stimuli in order to obtain precise information, which leads to performance deterioration. (C) 2014 Elsevier Ltd. All rights reserved.