Rodrigues Sonia das Dores, Ciasca Sylvia Maria, Guimarães Inês Elcione, da Freiria Elias Karla Maria Ibraim, Oliveira Carolina Camargo, de Moura-Ribeiro Maria Valeriana Leme
Department of Neurology, Medical Sciences Faculty, State University of Campinas (Unicamp), 13081-970 Campinas, SP, Brazil.
Stroke Res Treat. 2011;2011:369836. doi: 10.4061/2011/369836. Epub 2011 Jun 8.
Objective. To assess cognitive development and learning in children who have had strokes. Method. Twenty-nine stroke patients and 18 children with no brain lesions and no learning impairments were evaluated. For the cognitive assessment, Piaget's clinical method was used. Writing, arithmetic, and reading abilities were assessed by the school performance test. Results. The mean age at evaluation was 9.6 years. Among the 29 children, 20 had early lesions (mean of 2.4 years old). The stroke was ischemic in 18 subjects; there were 7 cases of recurrence. Six children could not answer the tests. A high index of cognitive delay and low performance in writing, arithmetic, and reading were verified. Comparison with the control group revealed that the children who have had strokes had significantly lower performances. Conclusion. In this sample, strokes impaired cognitive development and learning. It is important that children have access to educational support and cognitive rehabilitation after injury. These approaches may minimise the effects of strokes on learning in children.
目的。评估患中风儿童的认知发展和学习情况。方法。对29名中风患者以及18名无脑部损伤且无学习障碍的儿童进行了评估。认知评估采用皮亚杰临床方法。通过学校成绩测试评估书写、算术和阅读能力。结果。评估时的平均年龄为9.6岁。在这29名儿童中，20名有早期损伤（平均年龄2.4岁）。18名受试者的中风为缺血性；有7例复发。6名儿童无法完成测试。证实存在较高的认知延迟指数以及书写、算术和阅读方面的低表现。与对照组比较显示，患中风的儿童表现明显更低。结论。在该样本中，中风损害了认知发展和学习。儿童受伤后获得教育支持和认知康复很重要。这些方法可能会将中风对儿童学习的影响降至最低。
