Side Effects of Leukotriene Receptor Antagonists in Asthmatic Children

Background: Leukotriene receptor antagonists (LTRAs) are drugs which have been widely used more than ten years. As the use of LTRAs increases, our knowledge with respect to their side effects increases as well. Objectives: The objective of our study was to evaluat the observed side effects of LTRAs used in patients with astma. Patients and Methods: 1024 patients treated only with LTRAs owing to asthma or early wheezing were included in the study for a five-year period. The observed side effects of LTRAs in these patients were retrospectively investigated. The side effects were divided into two parts as psychiatric and non-psychiatric. Results: Among the 1024 cases included in the study, 67.5% of the patients out of 41 with side effects were male, 32.5% were female and the average age was 6.5 years. The rate of patients with asthma was 63.41% and 36.58% of the patients had early wheezing. It was determined that sex, age and diagnosis (early wheezing or asthma) of the patients were ineffective in the emergence of side effects. The average period for the emergence of side effects was the first month. It was observed that hyperactivity was the most frequently observed psychiatric side effect and that abdominal pain was the non-psychiatric side effect. Conclusions: The side effects of LTRAs were common in children. Therefore, patients must be informed at the beginning of the treatment and they must be evaluated at certain intervals.

O teatro do oprimido e sua contribuição na formação da criança com transtorno do déficit de atenção com hiperatividade

This research investigates and reports the contributions of the Theatre of the Oppressed and its techniques as a therapeutic resource in the education of children with Attention Deficit Disorder with Hyperactivity. In the first chapter organize one studying theoretical seeking to conceptualize and understand the Learning, Attention Deficit Hyperactivity Disorder, seeking to better understand the behavior and the behavior of children with ADHD. Researching on the symptoms, causes and effects of this syndrome. Trace a relationship between familyschool- specialists in an attempt to prove the importance of family support in the teachinglearning process and treatment of these children. In the second chapter start conceptualizing theater, the relationship between work-Theatre-Education Therapy, explain the difference between the theatrical stage and the therapeutic stage. Account the importance of theater games in the classroom and its contribution to social and educational training of the child. Justify the choice of the Theatre of the Oppressed recognizing him as the primary method for this research, because it is a set of exercises, games and techniques that help the child regain equilibrium relations, developing autonomy, encourages creativity and spontaneity, freeing them from their oppression. Besides being an efficient transformation behavior, improving behavior, allowing the inclusion of children in society. It is verified the effectiveness of the method and techniques in their work with children Municipal School Professor. Antonio Severiano in Natal / RN, allowing these children develop body awareness, working senses, thought, memory, inhibition, teaching to expose your point of view, understand and deal with their emotions, respecting its limits and develop their motor and cognitive skills

L’étiologie des différences individuelles dans le contrôle de soi à la petite enfance : une étude des facteurs génétiques et environnementaux

Contexte et objectifs. Le contrôle de soi serait, selon Gottfredson et Hirschi (1990), le meilleur prédicteur de la délinquance. Il serait déterminé, selon les auteurs, exclusivement par les facteurs environnementaux (compétences parentales, surveillance et punition) et ce, avant l'âge de sept ans. Il ne serait pas question des facteurs génétiques dans l'étiologie du contrôle de soi. Or, plusieurs études récentes menées à l'adolescence et à l'âge adulte avancent que le contrôle de soi serait d'origine partiellement génétique. Deux objectifs seront poursuivis. D'abord, considérant que le contrôle de soi, tel que décrit par Gottfredson et Hirschi (1990), n'ait jamais été étudié spécifiquement à la petite enfance, il a été nécessaire d'opérationnaliser le construit à la petite enfance à partir des informations existantes sur le contrôle de soi. Ensuite, il s'agira d'estimer l’influence relative des facteurs génétiques et environnementaux sur le contrôle de soi à 18, 30 et 48 mois. Méthodologie. En tout, 672 familles de jumeaux monozygotes ou dizygotes de la grande région métropolitaine de Montréal ont pris part à l'Étude des jumeaux nouveau-nés du Québec. Les items utilisés proviennent du Child Behavior Checklist (Achenbach, 1994) et ont été obtenus via les parents des jumeaux. La zygotie a été évaluée à l’aide du Zygosity Questionnaire for Young Twins (Goldsmith, 1991) et le sexe a été déterminé par les assistants de recherché. Trois temps de mesures furent étudiés : 18 mois (n = 664), 30 mois (n = 617) et 48 mois (n = 531). Résultats. Les résultats des analyses factorielles confirmatoires suggèrent par le biais des estimés qu'il soit possible de générer un facteur du contrôle de soi à la petite enfance à partir des indicateurs sélectionnés et que ceux-ci se regroupent sous l'égide d'un seul facteur. Les résultats concernant l’étiologie montrent que les différences individuelles observées seraient, majoritairement influencées par les facteurs génétiques (additifs ou de dominance) suivis par les environnements uniques. Conclusion. Les résultats suggèrent que les facteurs génétiques jouent un rôle important dans l’étiologie des différences individuelles dans le contrôle de soi tôt dans le développement alors que les environnements communs ne seraient pas impliqués. Les résultats sont compatibles avec les études menées à l'adolescence et à l'âge adulte et sont en contradiction avec les postulats de Gottfredson et Hirschi (1990).

L’étiologie des différences individuelles dans le contrôle de soi à la petite enfance : une étude des facteurs génétiques et environnementaux

Contexte et objectifs. Le contrôle de soi serait, selon Gottfredson et Hirschi (1990), le meilleur prédicteur de la délinquance. Il serait déterminé, selon les auteurs, exclusivement par les facteurs environnementaux (compétences parentales, surveillance et punition) et ce, avant l'âge de sept ans. Il ne serait pas question des facteurs génétiques dans l'étiologie du contrôle de soi. Or, plusieurs études récentes menées à l'adolescence et à l'âge adulte avancent que le contrôle de soi serait d'origine partiellement génétique. Deux objectifs seront poursuivis. D'abord, considérant que le contrôle de soi, tel que décrit par Gottfredson et Hirschi (1990), n'ait jamais été étudié spécifiquement à la petite enfance, il a été nécessaire d'opérationnaliser le construit à la petite enfance à partir des informations existantes sur le contrôle de soi. Ensuite, il s'agira d'estimer l’influence relative des facteurs génétiques et environnementaux sur le contrôle de soi à 18, 30 et 48 mois. Méthodologie. En tout, 672 familles de jumeaux monozygotes ou dizygotes de la grande région métropolitaine de Montréal ont pris part à l'Étude des jumeaux nouveau-nés du Québec. Les items utilisés proviennent du Child Behavior Checklist (Achenbach, 1994) et ont été obtenus via les parents des jumeaux. La zygotie a été évaluée à l’aide du Zygosity Questionnaire for Young Twins (Goldsmith, 1991) et le sexe a été déterminé par les assistants de recherché. Trois temps de mesures furent étudiés : 18 mois (n = 664), 30 mois (n = 617) et 48 mois (n = 531). Résultats. Les résultats des analyses factorielles confirmatoires suggèrent par le biais des estimés qu'il soit possible de générer un facteur du contrôle de soi à la petite enfance à partir des indicateurs sélectionnés et que ceux-ci se regroupent sous l'égide d'un seul facteur. Les résultats concernant l’étiologie montrent que les différences individuelles observées seraient, majoritairement influencées par les facteurs génétiques (additifs ou de dominance) suivis par les environnements uniques. Conclusion. Les résultats suggèrent que les facteurs génétiques jouent un rôle important dans l’étiologie des différences individuelles dans le contrôle de soi tôt dans le développement alors que les environnements communs ne seraient pas impliqués. Les résultats sont compatibles avec les études menées à l'adolescence et à l'âge adulte et sont en contradiction avec les postulats de Gottfredson et Hirschi (1990).

Serious games applied to attention deficithyperactivity disorder: development of two games for therapeutic purpose

Attention Deficit-Hyperactivity Disorder is a disease that affects 3 to 5 percent of children globally. Many of those live in areas with very few or no medical professionals qualified to help them. To help assuage this problem a system was developed that allows physicians to accompany their patient’s progress and prescribe treatments. These treatments can be drugs or behavioral exercises. The behavioral exercises were designed in the form of games in order to motivate the patients, children, for the treatment. The system allows the patients to play the prescribed games, under the supervision of their tutors. Each game is designed to improve the patient’s handling of their disease through training in a specific mental component. The objective of this approach is to complement the traditional form of treatment by allowing a physician to prescribe therapeutic games and maintaining the patients under supervision between their regular consultations. The main goal of this project is to provide the patients with a better control of their symptoms that with just traditional therapy. Experimental field tests with children and clinical staff, offer promising results. This research is developed in the context of a financed project involving INESC C (Polytechnic Institute of Leiria delegation), the Santo André Hospital of Leiria, and the start-up company PlusrootOne (that owns the project).

Parental Adjustment to Disability, Stress Indicators and the Influence of Social Support

Research into families of children and young people with disability maintain that parents or caregivers seem to experience higher levels of global stress than parents of children without disabilities, thereby presenting a high risk of developing disorders in their health and quality of life. The aim of this study is to understand the differences in parental stress and social support among groups of parents whose children have different disabilities in the context of parental adjustment to disability. Considering that adjustment is related to the effectiveness with which the family uses its resources and the support of their social network, we intend to analyse the differences of stress and social support among groups of parents of children with different problems and to clarify the relationships between the variables under study in order to adapt family intervention strategies. For this purpose a comparative, descriptive-correlational study was undertaken. The convenience sample included 152 parents of children with different disabilities (82 with intellectual disability, 37 with motor problems and 33 with autism) supported by schools and institutions in Viseu. The instruments used were: a Portuguese version of the Parenting Stress Index (Abidin, 1995), the Social Support Questionnaire – short version (Pinheiro & Ferreira, 2001) and a Parental Questionnaire (demographic and family data). Data were collected in schools and institutions that support people with disabilities, located in the Municipality of Viseu (Portugal). The results revealed significant differences between groups of parents in the partial results of parental stress, specifically in the Hyperactivity/Distract (DI), Acceptability (AC) and Adaptability (AD), dimensions of the Child Domain subscale (CD stress) and the Role Restriction (RO), dimension of Parent Domain subscale (PD stress). With regard to social support dimensions, we found significant differences between parents in the extent and availability of the social support network (SSQN).

Intervenção do professor titular da sala de aula do primeiro ano do primeiro ciclo perante a inclusão de crianças com Perturbação de Hiperatividade e Défice de Atenção

A Perturbação de Hiperatividade e Défice de Atenção possui três características essenciais: Défice de Atenção, Impulsividade e Hiperatividade. Ou seja, é uma problemática neuro-comportamental, manifestada na infância onde as crianças ostentam um modelo comportamental assente no excesso de atividade motora (hiperatividade), de falta de atenção e de impulsividade. Torna-se necessário então que, o professor adopte estratégias de trabalho com estas crianças facilitando assim a sua inclusão. Este estudo tem como principais objetivos: Identificar as opiniões do professor titular da sala de aula do primeiro ano do primeiro ciclo perante a inclusão de crianças com PHDA; Descrever as estratégias do professor titular da sala de aula do primeiro ano do primeiro ciclo perante a inclusão de crianças com PHDA. A orientação metodológica adotada relaciona-se com uma abordagem qualitativa. Este estudo é constituído por 10 professores a quem foi feita uma entrevista para se recolherem os dados. Foi feito o tratamento dos dados, os quais foram analisados e discutidos. As conclusões indicam que, ao nível da formação inicial, as Escolas de Ensino Superior e as Universidades devem incorporar nos seus cursos de Professores do Primeiro Ciclo uma disciplina que aborde exaustivamente, em cada semestre, as Necessidades Educativas Especiais, abrangendo não só a teoria, como também a prática. Sugere-se ainda que exista formação contínua no âmbito das NEE, a começar pelo professor logo após o término do curso superior, independentemente da sua situação profissional, e em cada área escolar, antes do início do ano letivo, depois das turmas estarem formadas, por forma a cada docente participar naquela onde se abordará a NEE ou as NEEs que existirão na sua sala, sendo focadas estratégias de trabalho com estas crianças visando o sucesso escolar. Constatou-se também que a maioria dos entrevistados leva a cabo práticas de integração e de inclusão, embora se perceba alguma confusão entre integração e inclusão.

Registro de pacientes con distrofinopatías en Colombia

INTRODUCCIÓN. La distrofia muscular de Duchenne es una enfermedad neuromuscular con una herencia recesiva ligada al X que afecta a 1 de cada 3500 niños nacidos vivos. Se produce por mutaciones en el gen DMD que codifica para la distrofina. Se caracteriza por manifestaciones clínicas variables típicas de una distrofia muscular proximal progresiva. OBJETIVO. Realizar el primer registro en Colombia de los pacientes identificados con distrofinopatías, teniendo en cuenta características clínicas y paraclínicas, así como las mutaciones causales de esta patología. METODOLOGÍA Es un estudio descriptivo, transversal, de la revisión de historias clínicas de los pacientes con diagnóstico de DMD atendidos en la consulta de Genética de la Universidad del Rosario durante los años 2006 a 2015. RESULTADOS Se identificaron 99 pacientes, de los cuales 56 (56,56%) corresponden al fenotipo Duchenne y 12 (12,12%) al Becker. No fue posible clasificar a 31 pacientes (31,3%) por falta de datos clínicos. La edad de inicio de los síntomas fue en promedio de 4,41 años. Las mutaciones más frecuentes fueron las deleciones (69%), seguidas por las mutaciones puntuales(14%), las duplicaciones (11%) y por otras mutaciones (4%). CONCLUSIONES Este registro de distrofinopatías es el primero reportado en Colombia y el punto de partida para conocer la incidencia de la enfermedad, caracterización clínica y molecular de los pacientes, garantizando así el acceso oportuno a los nuevos tratamientos de medicina de precisión que permitan mejorar la calidad de vida de los pacientes y sus familias.

Etapas de cambio comportamental frente al consumo de drogas ilegales, tabaco y alcohol en escolares de 9 a 17 años de Bogotá – Colombia

Objetivo: El propósito del estudio fue describir estadísticamente las etapas de cambio comportamental frente al consumo de sustancias psicoactivas –SPA– (alcohol, tabaco y drogas ilegales) en escolares entre 9 y 17 años de Bogotá- Colombia, pertenecientes al estudio FUPRECOL. Método: Se trata de un estudio descriptivo y transversal en 6.965 niños y adolescentes entre 9 y 17 años, pertenecientes a 24 instituciones educativas oficiales de Bogotá - Colombia. La medición de los procesos de cambio propuestos por el Modelo Transteórico (MTT), aplicados al consumo de drogas, tabaco y alcohol se aplicaron de manera auto-diligenciada mediante un cuestionario estructurado. Resultados: De la muestra evaluada, el 58,4% fueron mujeres con un promedio de edad 12,74 ± 2.38 años. En la población en general, frente al consumo de drogas, el 6% de los escolares se encontraban en etapa de pre-contemplación, 44 % en contemplación; 30% en preparación/acción, 20% en mantenimiento. Con relación al consumo de alcohol, el 5% de los niños y adolescentes se encontraban en etapa de pre-contemplación, 36 % en contemplación; 12% en preparación/acción, 46% en mantenimiento. Frente al tabaco, el 4% de los niños y adolescentes se encontraban en etapa de pre-contemplación, 33 % en contemplación; 12% en preparación/acción, 51% en mantenimiento. Conclusiones: En los escolares evaluados, un importante porcentaje se ubica en la etapa de mantenimiento frente a la intención de consumo de tabaco y alcohol. Frente al consumo de drogas ilegales los niños y adolescentes están en la etapa de contemplación. Se requieren esfuerzos mayores para fomentar programas preventivos que enseñen sobre el riesgo del abuso/dependencia de este tipo de sustancias psicoactiva sobre la salud; dándole prioridad en las agendas y políticas públicas dentro del ámbito escolar.

RELATIONSHIPS IN INCLUSIVE CLASSROOMS

Climate in the classroom is one of the determining factors in the development of practices in Inclusive Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with impact on action, norms and values, social interactions and learning processes. In this paper, the authors reflect on four studies which aim to identify and evaluate the relationship between several agents in the teaching–learning process (regular teachers, special education teachers and peer students) and the students with Autism, Cerebral Palsy, Mental Disability and Attention Deficit Hyperactivity Disorder. The studies were held in Primary Portuguese schools. The results are presented and discussed in their similarities and differences. The discussion shows that relationships between teachers and children with Special Education Needs (SEN) differ from those between teachers and typical children, but also according to different SEN. In general, there are not significant differences between regular teachers and special education teachers