Books by Sandra Ferreira
Introduction: TMS is said to be an effective technique for motor and cognitive rehabilitation for... more Introduction: TMS is said to be an effective technique for motor and cognitive rehabilitation for acquired neurological lesions. This study aims to evaluate the effect of TMS in the cognition of patients after stroke. Methods: This prospective, longitudinal and interventional study was approved by the Ethics Committee (Protocol No. 54977216.3.0000.5078) and included 16 stroke victims aged from 24 to 74 years. The Montreal Cognitive Assessment (MoCA) test was used before and after the stimulation sessions and TMS was administered according to treatment protocols for a motor goal, with inhibitory (1 hz) TMS stimulation over the right and left primary motor cortex; and according to protocol for the prefrontal cortex involved in humor processing, with stimulation (10 hz) of the left dorsolateral prefrontal cortex, and inhibitory (1 hz) stimulation of the right dorsolateral prefrontal cortex. The patients underwent fifteen treatment sessions, on average. Results: Memory subtests showed improvement, and average and standard deviation values for the pre-and post-intervention periods were [2.06 (1.6) and 3.5 (1.5)], respectively. In terms of total performance, MoCA results were [18.7(3.4) and 21.1(4.03)]. Student's t test indicated p=0.006 for performance differences in memory and p=0.003 for total performance. Conclusion: TMS was shown to be effective in achieving cognitive rehabilitation after strokes, most notably in terms of the recovery of mnemonic functions. RESUMO Introdução: A EMT é apontada como técnica eficaz na reabilitação motora e cognitiva após lesões neurológicas adquiridas. O objetivo deste estudo foi avaliar o efeito da EMT na cognição de pacientes com AVC. Método: O estudo obteve aprovação pelo Comitê de Ética (protocolo 54977216.3.0000.5078). O desenho da pesquisa foi prospectivo, longitudinal e interventivo. Participaram 16 pacientes vítimas de AVC entre 24 e 74 anos. Utilizou-se o teste Montreal Cognitive Assessment (MOCA) antes e após as sessões de estimulação. A EMT foi administrada por meio da aplicação de protocolos de tratamento para alvo motor, com inibição (1hz) em córtex motor primário direito e esquerdo e protocolos com alvo de humor com estimulação (10hz) do córtex pré-frontal dorsolateral esquerdo e com inibição (1hz) do córtex pré-frontal dorsolateral direito. Realizaram-se em média 15 sessões. Resultados: Verificou-se aumento de pontuação nos subtestes de memória, cujas médias e desvios-padrões para os períodos pré e pós-intervenção foram respectivamente ]. Na performance total do MOCA encontrouse: [18,7(3,4) ]. O teste t student indicou p=0,006 para as diferenças de desempenho em memória e p=0,003 para performance total. Conclusão: A EMT mostrou-se efetiva na reabilitação cognitiva pós-AVC, sobretudo na recuperação de funções mnemônicas.
Introduction: TMS is said to be an effective technique for motor and cognitive rehabilitation for... more Introduction: TMS is said to be an effective technique for motor and cognitive rehabilitation for acquired neurological lesions. This study aims to evaluate the effect of TMS in the cognition of patients after stroke. Methods: This prospective, longitudinal and interventional study was approved by the Ethics Committee (Protocol No. 54977216.3.0000.5078) and included 16 stroke victims aged from 24 to 74 years. The Montreal Cognitive Assessment (MoCA) test was used before and after the stimulation sessions and TMS was administered according to treatment protocols for a motor goal, with inhibitory (1 hz) TMS stimulation over the right and left primary motor cortex; and according to protocol for the prefrontal cortex involved in humor processing, with stimulation (10 hz) of the left dorsolateral prefrontal cortex, and inhibitory (1 hz) stimulation of the right dorsolateral prefrontal cortex. The patients underwent fifteen treatment sessions, on average. Results: Memory subtests showed improvement, and average and standard deviation values for the pre-and post-intervention periods were [2.06 (1.6) and 3.5 (1.5)], respectively. In terms of total performance, MoCA results were [18.7(3.4) and 21.1(4.03)]. Student's t test indicated p=0.006 for performance differences in memory and p=0.003 for total performance. Conclusion: TMS was shown to be effective in achieving cognitive rehabilitation after strokes, most notably in terms of the recovery of mnemonic functions. RESUMO Introdução: A EMT é apontada como técnica eficaz na reabilitação motora e cognitiva após lesões neurológicas adquiridas. O objetivo deste estudo foi avaliar o efeito da EMT na cognição de pacientes com AVC. Método: O estudo obteve aprovação pelo Comitê de Ética (protocolo 54977216.3.0000.5078). O desenho da pesquisa foi prospectivo, longitudinal e interventivo. Participaram 16 pacientes vítimas de AVC entre 24 e 74 anos. Utilizou-se o teste Montreal Cognitive Assessment (MOCA) antes e após as sessões de estimulação. A EMT foi administrada por meio da aplicação de protocolos de tratamento para alvo motor, com inibição (1hz) em córtex motor primário direito e esquerdo e protocolos com alvo de humor com estimulação (10hz) do córtex pré-frontal dorsolateral esquerdo e com inibição (1hz) do córtex pré-frontal dorsolateral direito. Realizaram-se em média 15 sessões. Resultados: Verificou-se aumento de pontuação nos subtestes de memória, cujas médias e desvios-padrões para os períodos pré e pós-intervenção foram respectivamente ]. Na performance total do MOCA encontrouse: [18,7(3,4) ]. O teste t student indicou p=0,006 para as diferenças de desempenho em memória e p=0,003 para performance total. Conclusão: A EMT mostrou-se efetiva na reabilitação cognitiva pós-AVC, sobretudo na recuperação de funções mnemônicas.
Introduction: TMS is said to be an effective technique for motor and cognitive rehabilitation for... more Introduction: TMS is said to be an effective technique for motor and cognitive rehabilitation for acquired neurological lesions. This study aims to evaluate the effect of TMS in the cognition of patients after stroke. Methods: This prospective, longitudinal and interventional study was approved by the Ethics Committee (Protocol No. 54977216.3.0000.5078) and included 16 stroke victims aged from 24 to 74 years. The Montreal Cognitive Assessment (MoCA) test was used before and after the stimulation sessions and TMS was administered according to treatment protocols for a motor goal, with inhibitory (1 hz) TMS stimulation over the right and left primary motor cortex; and according to protocol for the prefrontal cortex involved in humor processing, with stimulation (10 hz) of the left dorsolateral prefrontal cortex, and inhibitory (1 hz) stimulation of the right dorsolateral prefrontal cortex. The patients underwent fifteen treatment sessions, on average. Results: Memory subtests showed improvement, and average and standard deviation values for the pre-and post-intervention periods were [2.06 (1.6) and 3.5 (1.5)], respectively. In terms of total performance, MoCA results were [18.7(3.4) and 21.1(4.03)]. Student's t test indicated p=0.006 for performance differences in memory and p=0.003 for total performance. Conclusion: TMS was shown to be effective in achieving cognitive rehabilitation after strokes, most notably in terms of the recovery of mnemonic functions. RESUMO Introdução: A EMT é apontada como técnica eficaz na reabilitação motora e cognitiva após lesões neurológicas adquiridas. O objetivo deste estudo foi avaliar o efeito da EMT na cognição de pacientes com AVC. Método: O estudo obteve aprovação pelo Comitê de Ética (protocolo 54977216.3.0000.5078). O desenho da pesquisa foi prospectivo, longitudinal e interventivo. Participaram 16 pacientes vítimas de AVC entre 24 e 74 anos. Utilizou-se o teste Montreal Cognitive Assessment (MOCA) antes e após as sessões de estimulação. A EMT foi administrada por meio da aplicação de protocolos de tratamento para alvo motor, com inibição (1hz) em córtex motor primário direito e esquerdo e protocolos com alvo de humor com estimulação (10hz) do córtex pré-frontal dorsolateral esquerdo e com inibição (1hz) do córtex pré-frontal dorsolateral direito. Realizaram-se em média 15 sessões. Resultados: Verificou-se aumento de pontuação nos subtestes de memória, cujas médias e desvios-padrões para os períodos pré e pós-intervenção foram respectivamente ]. Na performance total do MOCA encontrouse: [18,7(3,4) ]. O teste t student indicou p=0,006 para as diferenças de desempenho em memória e p=0,003 para performance total. Conclusão: A EMT mostrou-se efetiva na reabilitação cognitiva pós-AVC, sobretudo na recuperação de funções mnemônicas.
Belo Horizonte and the Universidade Federal de Minas Gerais (UFMG) are honored to host this impor... more Belo Horizonte and the Universidade Federal de Minas Gerais (UFMG) are honored to host this important Dyslexia International event that will have as its mission to represent the interests of all children and adults striving to learn to read. To achieve this goal, the II World Dyslexia Forum will bring together over 40 prominent scientists from different parts of the world and a number of Brazilian authorities, responsible for educational policy. This eminent group will present fresh research and practice based on scientific evidence in the areas of cognitive psychology, neuroscience, psycholinguistics and pedagogy. The main themes considered will be the development of oral language, prevention and early identification of reading and writing learning problems. Additionally, literacy practice in different countries to children and adults will be explored, with special focus on those with dyslexia and on the use of technology as an aid to better teaching. The event will be characterized by: i) the determined effort to establish a working connection between research and educational policies; ii) the encouragement of the use of Open Educational Resources (OER), which will be demonstrated by the implementation of an Online Learning Course called “Basics for Teachers – Dyslexia: Identification and What to do”, launched in English and French in 2010, now in process of translation and adaptation to many other languages, with the Brazilian and Spanish versions finished; and iii) the presentation of successful models of inclusion and public policies around the world. This assembly between science and politics will represent an important step towards the promotion of changes in the teaching of literacy, as well as visible advances of improving its rates, which are alarmingly poor in Brazil, unfortunately. We will hope thus to contribute to the discussion about the current
National Curriculum parameters of literacy teaching and to the
recognition of teacher-training initiatives such as the Brazilian
version of the said Online Leaning Course.
It is therefore my great pleasure to welcome you to this II World
Dyslexia Forum, the second in a series of five, inspired by the
World Dyslexia Forum, at UNESCO, in 2010. As a member of
the Dyslexia International Scientific Advisory Panel, I have had
the full support of Judith Sanson, the Chair, Board of Directors
of D.I.
I should like to acknowledge the contribution of all my
colleagues at D.I., members of the Scientific Advisory Panel
as well as the secretariat and volunteers, who together offered
support at all levels of the organization of the Forum. I should
also like to emphasize the contribution of each one of my own
organization to whom I am deeply grateful for the commitment
and time dedicated to the event. Finally, I would like to thank
the UNESCO Goodwill Ambassador, Her Royal Highness Grand
Duchess Maria Teresa of Luxembourg, who graciously gave her
patronage to this event, my University – UFMG – for academic,
moral and financial support and also the organizations that
sponsored the II World Dyslexia Forum.
Giving continuity to the series of events coordinated by D.I., I
would like to lead you to the third forum, which will be chaired
by Professor Armoogum Parsuramen in Mauritius (2016).
This event, focusing on Africa, will build on and expand the
accomplishments of the preceding two WDFs by addressing
specific learning difficulties in a wider range of contexts and of
physical challenges, including sight and hearing impairment.
I sincerely hope that you will find this II World Dyslexia Forum
opens up new horizons and brings valuable insights and
positive outcomes with lasting effects for the good of every
beginner reader.
PINHEIRO, A. M. V. ; VILHENA, D. A. . Políticas Públicas: abrindo caminhos para a identificação precoce da dislexia e para as melhores práticas de alfabetização. 1. ed. Belo Horizonte: Faculdade de Filosofia e Ciências Humanas, 2014. v. 1. 88p .
Conference Presentations by Sandra Ferreira
Anais do I Congresso Internacional de Neuropsicologia e Neuropsiquiatria - Perspectivas Multidisc... more Anais do I Congresso Internacional de Neuropsicologia e Neuropsiquiatria - Perspectivas Multidisciplinares em Avaliação e Reabilitação. Suplemento da Revista DEmentia & Neuropsychologia ISSN 1980-5764 Vol4, Suppl 1, November 2010
Papers by Sandra Ferreira
Anais do(a) Anais da II Jornada Científica Integrativa da Agir: Inovação e Tecnologias em Saúde, 2021
Anais do(a) Anais do Ciclo de Formação Complementar de Professores da Educação Básica: discussão sobre a BNCC na educação infantil e nos anos iniciais do ensino fundamental, 2021
Brazilian Journal of Development, 2021
A Síndrome de Prader-Willi (SPW) é uma doença rara de origem genética que cursa com alterações en... more A Síndrome de Prader-Willi (SPW) é uma doença rara de origem genética que cursa com alterações endócrinas, metabólicas e neurológicas que trazem grande prejuízo funcional aos pacientes e familiares. O objetivo deste estudo é apresentar um caso clínico cujo desfecho foi o diagnóstico de Síndrome de Prader-Willi. Destaca-se aqui o processo de avaliação neuropsicológica que investigou as manifestações comportamentais e cognitivas. Participou deste estudo uma criança de 9 anos, sexo masculino com queixas de baixo rendimento e adaptação escolar. Um procedimento de avaliação neuropsicológica foi realizado em sessões de entrevistas, observações e testagem psicológica. Os resultados apontaram inteligência médio inferior e prejuízos em
Brazilian Journal of Development, 2021
Objetiva destacar a importância da monitoria para a aprendizagem do conteúdo programático da disc... more Objetiva destacar a importância da monitoria para a aprendizagem do conteúdo programático da disciplina e para a formação de psicólogos éticos e responsáveis. Ela possibilita ajudar os alunos com maiores dificuldades na compreensão do conteúdo e na realização das atividades relacionadas às técnicas de avaliação bem como garantir a eles uma inserção na prática de Avaliação Psicológica atenta às resoluções e instruções normativas pertinentes (BRASIL, 2005/2021; 2018/2021). A monitoria também prepara o monitor para atividades de docência, possibilitando um aprofundamento teórico e prático, e contribui para a melhoria do curso de Psicologia e a formação de seus acadêmicos. Os resultados obtidos apontam para a importância do Programa de Monitoria e para uma prática pedagógica construída coletivamente e sensível às necessidades de cada estudante, da profissão e da comunidade atendida.
Brazilian Journal of Development, 2021
A experiência da monitoria na disciplina "psicodiagnóstico ii" do curso de psicologia The experie... more A experiência da monitoria na disciplina "psicodiagnóstico ii" do curso de psicologia The experience of monitoring in the "psychodiagnostic ii" subject of the psychology course
Archives of Health, 2021
O Transtorno do Espectro Autista – TEA caracteriza-se pelo comprometimento da comunicação social ... more O Transtorno do Espectro Autista – TEA caracteriza-se pelo comprometimento da comunicação social e presença de comportamentos repetitivos e estereotipados que conferem variados graus de prejuízo funcional. O objetivo desse trabalho é narrar o processo de avaliação neuropsicológica de uma criança com diagnóstico de TEA. Participou desse estudo um menino de seis anos, cursando o primeiro ano do ensino fundamental. Foram realizadas seis sessões de avaliação incluindo entrevistas com os pais, interlocução com a escola, observações do comportamento e administração de testes. Os resultados indicaram deficiência intelectual. A avaliação permitiu estabelecer o perfil cognitivo, bem como ampliar o conhecimento sobre interesses e pontos fortes no contato. Além da orientação para os pais indicaram-se condutas posteriores relacionadas ao apoio sistemático educacional, sobretudo no que diz respeito a adaptações nas atividades escolares, necessidade de pareamento concreto na apresentação destas e...
Psicologia e Saúde em Debate, 2021
The work’s aim is to identify practices implemented in hospital pediatric isolation in order to r... more The work’s aim is to identify practices implemented in hospital pediatric isolation in order to reduce psyhcic suffering. It is a qualitative, exploratory and descriptive study. A source triangulation methodology was used: (BVS-BIREME, PubMed, Google acadêmico and PsycINFO) open interviews with experienced professionals who were active in pediatric hospital services was done; and, an online search was done on techniques to humanize pediatric hospital isolation services. The results indicated scarcity of specialized literature, predominance of qualitative studies and tendency to value resources over relational resources, as well as the existence of practices lacking more scientific evidence. The employment of these practices depends on factors related to the lethality of the pathogen, the child’s age and concernment, the responsivity level, the access to material resources and the health team’s flexibility in regard to pondering about risks/benefits, experimenting with idiosyncratic ...
Archives of Health
A Dislexia é definida como uma defasagem na habilidade de leitura e escrita em relação à capacida... more A Dislexia é definida como uma defasagem na habilidade de leitura e escrita em relação à capacidade de compreensão e inteligência geral, e suposta educação formal de qualidade. Além dessas dificuldades, há concordância entre autores em relação a existência de um déficit metalinguístico envolvendo a dificuldade de nomeação rápida, a falta de consciência metafonológica e o déficit de memória de trabalho e dificuldade de sequencialiazação, fatores que dificultam a aquisição da leitura e da escrita. O objetivo do trabalho é comparar o desempenho em nomeação de figuras de crianças sem queixas escolares e crianças com Dislexia. Participaram da pesquisa 271 alunos do grupo controle sem histórico de repetência ou queixa escolar e 16 do grupo clínico, na faixa etária de 8 a 12 anos, com diagnóstico formalizado de dislexia. Utilizou-se o Teste de Nomeação de Figuras e realizou-se estatística descritiva (média) e inferencial (Mann-Whitney). Os resultados sugerem que os disléxicos de fato têm d...
JBNC - JORNAL BRASILEIRO DE NEUROCIRURGIA, 2018
Introduction: TMS is said to be an effective technique for motor and cognitive rehabilitation for... more Introduction: TMS is said to be an effective technique for motor and cognitive rehabilitation for acquired neurological lesions. This study aims to evaluate the effect of TMS in the cognition of patients after stroke. Methods: This prospective, longitudinal and interventional study was approved by the Ethics Committee (Protocol No. 54977216.3.0000.5078) and included 16 stroke victims aged from 24 to 74 years. The Montreal Cognitive Assessment (MoCA) test was used before and after the stimulation sessions and TMS was administered according to treatment protocols for a motor goal, with inhibitory (1 hz) TMS stimulation over the right and left primary motor cortex; and according to protocol for the prefrontal cortex involved in humor processing, with stimulation (10 hz) of the left dorsolateral prefrontal cortex, and inhibitory (1 hz) stimulation of the right dorsolateral prefrontal cortex. The patients underwent fifteen treatment sessions, on average. Results: Memory subtests showed i...
Frontiers in Psychology, 2017
Background: Little is known about the cognitive signature of bipolar disorder (BD) in elderly bra... more Background: Little is known about the cognitive signature of bipolar disorder (BD) in elderly brains. The neuropsychological features of depressive elderly with early-onset BD are largely unknown. This issue is relevant because cognitive impairment can produce an additional impact on the already compromised functionality of elderly with BD. The aim of this study is to assess executive functions (EFs) in the depressive phase of elderly outpatients with early-onset BD. Methods: Forty-nine elderly outpatients with early-onset BD were assessed with several neuropsychological tests for EF in the depressive phase of the disorder. Results: Executive dysfunction is very common in old age bipolar depression. Thirteen patients (26.5%) had a pseudodementia presentation. The worst performances were observed in the following tests: Trail Making B, Stroop Test 3, Backward Digit Span and Wisconsin Card Sorting Test. Conclusion: Executive dysfunction profile in elderly BD is complex and heterogeneous, but most cases display difficulties in working memory, inhibitory control, mental flexibility, and information processing speed. The performance of elderly with bipolar depression in executive assessment can be divided into two main categories: (1) Single EF domain impairment; and (2) Multiple EF domain impairment with or without a pseudodementia syndrome. Executive dysfunction in old age bipolar depression may be explained by lack of sufficient mental energy to run those cognitive processes that require larger amounts of effort to be performed.
Psicologia Da Educacao, Dec 1, 2013
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Books by Sandra Ferreira
National Curriculum parameters of literacy teaching and to the
recognition of teacher-training initiatives such as the Brazilian
version of the said Online Leaning Course.
It is therefore my great pleasure to welcome you to this II World
Dyslexia Forum, the second in a series of five, inspired by the
World Dyslexia Forum, at UNESCO, in 2010. As a member of
the Dyslexia International Scientific Advisory Panel, I have had
the full support of Judith Sanson, the Chair, Board of Directors
of D.I.
I should like to acknowledge the contribution of all my
colleagues at D.I., members of the Scientific Advisory Panel
as well as the secretariat and volunteers, who together offered
support at all levels of the organization of the Forum. I should
also like to emphasize the contribution of each one of my own
organization to whom I am deeply grateful for the commitment
and time dedicated to the event. Finally, I would like to thank
the UNESCO Goodwill Ambassador, Her Royal Highness Grand
Duchess Maria Teresa of Luxembourg, who graciously gave her
patronage to this event, my University – UFMG – for academic,
moral and financial support and also the organizations that
sponsored the II World Dyslexia Forum.
Giving continuity to the series of events coordinated by D.I., I
would like to lead you to the third forum, which will be chaired
by Professor Armoogum Parsuramen in Mauritius (2016).
This event, focusing on Africa, will build on and expand the
accomplishments of the preceding two WDFs by addressing
specific learning difficulties in a wider range of contexts and of
physical challenges, including sight and hearing impairment.
I sincerely hope that you will find this II World Dyslexia Forum
opens up new horizons and brings valuable insights and
positive outcomes with lasting effects for the good of every
beginner reader.
PINHEIRO, A. M. V. ; VILHENA, D. A. . Políticas Públicas: abrindo caminhos para a identificação precoce da dislexia e para as melhores práticas de alfabetização. 1. ed. Belo Horizonte: Faculdade de Filosofia e Ciências Humanas, 2014. v. 1. 88p .
Conference Presentations by Sandra Ferreira
Papers by Sandra Ferreira
National Curriculum parameters of literacy teaching and to the
recognition of teacher-training initiatives such as the Brazilian
version of the said Online Leaning Course.
It is therefore my great pleasure to welcome you to this II World
Dyslexia Forum, the second in a series of five, inspired by the
World Dyslexia Forum, at UNESCO, in 2010. As a member of
the Dyslexia International Scientific Advisory Panel, I have had
the full support of Judith Sanson, the Chair, Board of Directors
of D.I.
I should like to acknowledge the contribution of all my
colleagues at D.I., members of the Scientific Advisory Panel
as well as the secretariat and volunteers, who together offered
support at all levels of the organization of the Forum. I should
also like to emphasize the contribution of each one of my own
organization to whom I am deeply grateful for the commitment
and time dedicated to the event. Finally, I would like to thank
the UNESCO Goodwill Ambassador, Her Royal Highness Grand
Duchess Maria Teresa of Luxembourg, who graciously gave her
patronage to this event, my University – UFMG – for academic,
moral and financial support and also the organizations that
sponsored the II World Dyslexia Forum.
Giving continuity to the series of events coordinated by D.I., I
would like to lead you to the third forum, which will be chaired
by Professor Armoogum Parsuramen in Mauritius (2016).
This event, focusing on Africa, will build on and expand the
accomplishments of the preceding two WDFs by addressing
specific learning difficulties in a wider range of contexts and of
physical challenges, including sight and hearing impairment.
I sincerely hope that you will find this II World Dyslexia Forum
opens up new horizons and brings valuable insights and
positive outcomes with lasting effects for the good of every
beginner reader.
PINHEIRO, A. M. V. ; VILHENA, D. A. . Políticas Públicas: abrindo caminhos para a identificação precoce da dislexia e para as melhores práticas de alfabetização. 1. ed. Belo Horizonte: Faculdade de Filosofia e Ciências Humanas, 2014. v. 1. 88p .