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Search Results: 1 - 10 of 95 matches for " Capellini "
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Identification of Students at Risk for Attention Deficit Disorder with Hyperactivity Using the Response to Intervention Model (RTI)  [PDF]
Giseli Donadon Germano, Simone Aparecida Capellini
Psychology (PSYCH) , 2016, DOI: 10.4236/psych.2016.714169
Abstract: The use of Response to Intervention Model (RTI) has been described in the literature as an important tool for early identification of students at risk of learning problems. However, such studies are rare in the Brazilian population. This study aimed to use the response to intervention model (RTI) as an early identification procedure for Attention Deficit Disorder (ADD) students from 1st grade level of elementary school in Brazilian population. A total of 118 students participated of this study, aged between 6:0 and 6:11 (years:months), from 1st grade level, of both genders. The study was divided into three phases. In the first phase, all students were tested individually with Visual Attention Test software (TAVIS) composed of three tasks: selective attention, alternating attention and sustained attention. Because it was an initial study, all students were submitted to the Remediation Program with Attention and Working Memory (RAWM) in phase 2. The program consists of attention skills and phonological working memory skills (7 individual sessions, 40 minutes each). In phase 3, the students were submitted to the TAVIS. As results, from 118 students, 106 students concluded all 3 phases, which 34 students (32%) met the risk criteria for ADD after being submitted to the program. Of these, 34 students, 15 students (46.7%) responded to the intervention, while 19 students (59.3%) not responded. These students who not responded to the intervention program were sent to multidisciplinary care for monitoring and subsequent confirmation of the diagnosis of ADD. The findings of this study able us to conclude that RTI model can be used as an early identification tool for student at risk of attention in the early years literacy deficit.
Editorial II
Simone Aparecida Capellini
Revista CEFAC , 2007, DOI: 10.1590/s1516-18462007000400002
Abstract:
EDITORIAL
Simone Aparecida Capellini
Revista CEFAC , 2013,
Abstract:
é crescimento científico em época de mudan as II
Simone Aparecida Capellini
Revista CEFAC , 2012, DOI: 10.1590/s1516-18462012000500002
Abstract:
Editorial
Simone Aparecida Capellini
Revista CEFAC , 2013,
Abstract:
EDITORIAL
Simone Aparecida Capellini
Revista CEFAC , 2012, DOI: 10.1590/s1516-18462012000600001
Abstract:
Relation between Visual Motor Integration and Handwriting in Students of Elementary School  [PDF]
Simone Aparecida Capellini, Catia Giaconi, Giseli Donadon Germano
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.82015
Abstract: Aim: To characterize, compare the related visual motor integration and handwriting performance of Brazilian students of elementary schools. A total of 50 students from the 1st to 5th grade level of elementary school participated in this study. The students were divided into: Group I (GI): 10 students enrolled in the 1st grade; Group II (GII): 10 students enrolled in the 2nd grade; Group III (GIII): 10 students enrolled in the 3th grade; Group IV (GIV): 10 students enrolled in the 4th grade and Group V (GV): 10 students enrolled in the 5th grade. After the sign of consent form by parents, the students were submitted to the application of visual motor integration test and handwriting assessment. Results: The results showed that there was performance alteration of the GI, GII, GIII, GIV and GV students in visual motor integration, visual perception and motor coordination; showed the presence of dysgraphia in all groups; and found that the students of GI and GV were the students with the greatest impairment in visual motor integration and in the quality of handwriting. Conclusion: These findings prove a direct relation between the visual motor integration and handwriting performance of the students of this study.
Desempenho de escolares com dislexia, transtornos e dificuldades de aprendizagem em provas de habilidades metafonológicas (PROHFON)
Germano, Giseli Donadon;Capellini, Simone Aparecida;
Jornal da Sociedade Brasileira de Fonoaudiologia , 2011, DOI: 10.1590/S2179-64912011000200010
Abstract: purpose: to elaborate a procedure of metaphonological evaluation, and to characterize the performance of students with developmental dyslexia, learning disabilities and learning difficulties and good readers in this evaluation. methods: metaphonological abilities tests were elaborated based on the necessary skills for reading and writing development. participants were 134 students from 3rd to 5th grades of elementary school of both genders, with ages between 7 and 13 years, divided into gi (20 students with developmental dyslexia), gii (20 students with learning disabilities), giii (20 students with learning difficulties) and giv (74 good readers). the assessment of metaphonological abilities - prohfon - was applied. results: students from gi and gii differed from giv in most of the tests; gi differed from gii only in the phonemic synthesis and analysis test, and from giii in abilities of deletion and combination of phonemes. giii differed from giv in counting, identification, rhyming, deletion, and combination abilities. conclusion: students with developmental dyslexia, learning disabilities and learning difficulties, and good readers showed similar performances in identification, counting and combining phonemes, rhyme and alliteration abilities. the groups differed from each other regarding syllabic (counting, identification, synthesis and analysis, deletion, combination) and phonemic (deletion, synthesis and analysis) abilities. the prohfon contributed to characterize the metaphonological profile of students with different learning deficits.
Desempenho de escolares na adapta??o brasileira da avalia??o dos processos de leitura
Oliveira, Adriana Marques de;Capellini, Simone Aparecida;
Pró-Fono Revista de Atualiza??o Científica , 2010, DOI: 10.1590/S0104-56872010000400033
Abstract: background: brazilian adaptation of the reading processes assessment (prolec). aim: to characterize and compare the performance of students from public and private teaching institutions from the 1st to the 4th grades in the adaptation of the reading processes assessment (prolec). method: 262 students from the 1st to the 4th grades of elementary school participated in this study. participants were distributed as follows: group i (gi) consisted of 122 students from the 1st to the 4th grades of public elementary schools and group ii (gii) consisted of 140 students from the 1st to the 4th grades of private elementary schools. the adapted version of the reading processes assessment (prolec) was applied. results: the results indicated that gii performed better in tests of sound identification, word choosing, words reading, low-frequency words reading, pseudo-words reading, sentences comprehension and text comprehension. both groups presented a lower performance than the expected in prolec tests spanish version. conclusions: the adaptation of the prolec to the brazilian reality appears to be appropriate for the establishment of a reading profile of students, from public and private teaching institutions, who are undergoing the initial phase of literacy.
Treinamento auditivo em escolares com distúrbio de aprendizagem
Pinheiro, Fábio Henrique;Capellini, Simone Aparecida;
Pró-Fono Revista de Atualiza??o Científica , 2010, DOI: 10.1590/S0104-56872010000100010
Abstract: background: auditory training program in students with learning disabilities. aim: to verify the efficacy of an auditory training program in students with learning disabilities; to compare the results of students with and without learning disabilities, who were and were not submitted to the auditory training program, in pre and post-testing. method: participants were 40 students who were divided according to the following: gi, subdivided in: gie (10 students with learning disabilities who were submitted to the program), gic (10 students with learning difficulties who were not submitted to auditory training) and gii, subdivided in: giie (10 students without learning difficulties submitted to the auditory training program) and giic (10 students without learning difficulties who were not submitted to auditory training). the auditory training program audio training? was used. results: the results indicate that gi presented a lower performance when compared to gii in activities related to auditory skills and phonological awareness. when comparing the pre and post-testing results, gie and giie presented better performances in activities involving auditory skills and phonological awareness after the auditory training program. conclusion: the performance of the students with learning disabilities in auditory and phonological tasks is lower when compared to the students without learning disabilities. the use of the auditory training program was effective and allowed students to develop these skills.
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