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Necessidade de apoio de jovens/adultos com deficiência intelectual na perspectiva de pais, professores e o próprio indivíduo
(Universidade Federal de São Carlos, 2024-06-12) Freitas, Polyane Gabrielle de; Zutião, Patricia; https://lattes.cnpq.br/0128895328177900; https://orcid.org/0000-0002-4532-4151; Galvani, Márcia Duarte; https://lattes.cnpq.br/6866106661255961; https://orcid.org/0000-0003-1092-746X; https://lattes.cnpq.br/8191656635809227; https://orcid.org/0000-0002-7849-4093; Almeida, Maria Amélia; Postalli, Lidia Maria Marson; Castro, Sabrina Fernandes de; Lopes, Betania Jacob Stange; https://lattes.cnpq.br/0316944549621648; https://lattes.cnpq.br/2748282330028870; https://lattes.cnpq.br/5892665490499253; https://lattes.cnpq.br/9395659287804955
Intellectual disability (ID) is characterized by significant limitations in intellectual functioning and adaptive behavior, manifesting before the age of 22. Adaptive behavior encompasses conceptual, social, and practical skills fundamental to autonomy, social participation, and independent living. In this context, assessing the intensity of support becomes essential, as it allows for the identification of the necessary support to promote the development and quality of life of this population. This study aimed to analyze the intensity of the need for support related to the adaptive functioning of young people and adults with ID, from the perspective of the participants themselves, their parents/guardians, and the teacher, as well as to verify agreements and disagreements between the responses of the different respondents. This is a descriptive and comparative interpretive study conducted in a specialized institution, with the participation of eight young people and adults with ID, their families, and the teacher in charge. Data collection involved interviews and the application of the Support Intensity Scale (SIS) across the three perspectives, allowing for a comparative analysis of perceptions about the need for support. Agreements and disagreements among respondents were analyzed using descriptive analysis. The results indicated that the most recurrent levels of support intensity ranged from low to intermediate, with a greater need for support in the areas of Lifelong Learning, Community Life, Employment, and Health and Safety, while the areas of Domestic and Social Life showed lower levels of support. It was observed that family members tended to indicate higher levels of need for support when compared to the participants themselves, who, in general, perceived themselves as more autonomous. The teacher presented intermediate assessments, oscillating between family perceptions and the participants' self-perception. The agreements between the three perspectives indicate a shared recognition of the need for support in skills more directly related to daily routines, especially in the domains of Domestic and Social Life. On the other hand, the disagreements, most evident in the areas of Lifelong Learning, Employment, and Community Life, reveal differing expectations, influenced by distinct contexts of coexistence, opportunities offered, and more protective or more functional views regarding autonomy. In this sense, the data highlight the relevance of listening to the person with intellectual disability as an active subject in assessing their support needs, since their self-perception contributes to broadening the understanding of their adaptive functioning and supporting the planning of more realistic, contextualized, and individual-centered support. It is concluded that assessing the intensity of support from multiple perspectives fosters a broader and more integrated understanding of support needs, strengthening educational, social, and occupational practices committed to autonomy, social participation, and inclusion.
Ontogenia de cingulados juvenis do quaternário da Bahia, Brasil: morfologia e paleobiologia
(Universidade Federal de São Carlos, 2024-06-12) Rêgo, Nancy de Fátima Chaves; Fernandes, Marcelo Adorna; https://lattes.cnpq.br/6709493251686592; https://orcid.org/0000-0002-5335-2750; https://lattes.cnpq.br/3379429134552519; https://orcid.org/0000-0001-7409-1177
Members of the Order Cingulata are placental mammals with articulated bony armor covering their bodies. They represent the most diverse group within the superorder Xenarthra, among which the glyptodonts (Glyptodontinae) comprise the most peculiar armored herbivores. This is a clade whose oldest specimens originate from tropical areas of South America during the Middle to Late Miocene. Their fossil record is mainly represented by disarticulated osteoderms and skull fragments. Juvenile specimens of cingulates are relatively frequent in fossil collections; however, knowledge about their juvenile stages is still incipient. The morphological variations seen in different developmental stages of taxa are important for understanding their life history, especially concerning fossil material due to biases presented by the record. In this research, we describe two juvenile specimens of Cingulata Glyptodontinae, attributed to the genus Glyptotherium Osborn, 1903, collected at Gruta da Lapinha, Iramaia, BA. Detailed morphological evidence of juvenile individuals is described, including an almost complete hemimandible, dental morphology, postcranial bones, and the ornamentation pattern of osteoderms, as well as information regarding their diet and feeding habits derived from mesowear and microwear (texture analysis) dental studies. Additionally, the development of methodologies using tools that would be applied to teeth still attached to the mandible and extremely fragile is proposed. Finally, the protocol's applicability developed for the above purpose is demonstrated in samples reported at the end of this research.
Efeito de um programa de intervenção computadorizado para treinamento de pais no desenvolvimento de funções executivas (PICFE) em crianças de 7 e 8 anos de idade
(Universidade Federal de São Carlos, 2024-06-12) Carrasco, Kátia Giugioli; Nascimento, Monalisa Muniz; https://lattes.cnpq.br/9444899939943716; https://lattes.cnpq.br/7959465631724019
The present research aimed to verify the effectiveness of the Computerized Intervention Program for training parents in the development of Executive Functions (PICFE) in children aged 7 and 8 years old. This is an empirical, quasi-experimental research and cross-sectional study with two groups: experimental (GE) and control (CG). The sample consisted of 40 children aged 7 and 8 years old, 20 children for the EG and 20 for the CG, located in different states in Brazil. In addition to the children, their parents participated in the research, as they were responsible for applying the intervention after receiving online training carried out by the researcher of the research project. PICFE consists of online games and activities inserted into the child's routine to assist in the development of planning skills, memory, inhibitory control and cognitive flexibility, as well as guidance for parents regarding the use of support strategies to be offered to their children. The intervention consists of four ecological activities, that is, inserted into the child's routine, and two computerized games that were applied only in the GE. Ecological activities took place four times a week and games three times. The average duration of intervention activities, both games and ecological activities, mediated by the children's parents was twenty minutes and took place over 8 weeks. After the training carried out for parents or guardians, the researcher was always available (via phone, WhatsApp or email) to assist or answer questions, in addition to weekly online meetings being scheduled with each person responsible for the intervention with the child to monitor the intervention. To verify the effectiveness of the training, before and after the end of the intervention program, instruments were applied to evaluate executive functions in both groups: IFERA, questionnaires for parents or guardians of the CG and EG groups and semi-structured interviews with the parents of the GE. The application of all these instruments was carried out remotely. The results of the present study point to the effectiveness of PICFE in the development of children's executive functions, mainly in inhibitory control, working memory and aversion to delay, assessed by IFERA. Through the interviews it was observed that in addition to parents noticing an improvement in executive functions such as motivation and organization, they also reported an improvement in their relationship with their children.