Plano de habilitação cognitiva infantil após exame neuropsicológico: Relato de avaliação

Abstract

The neuropsychological assessment of school complaints includes identification and mapping of cognitive, behavioral and contextual factors that require psychological, pedagogical and social approaches that enable the integral development and quality of life of the child. The objective of the study was to describe how the neuropsychological assessment guides the intervention plan through a case report of child care. The 10-year-old boy was referred for clarification of school complaints and behavioral problems. The evaluation covered interviews, behavioral observation, games, document analysis and psychological tests. The results showed intellectual capacity as expected, however, without functional independence and abstraction and conceptualization difficulties. Low coding capacity in memory (visual and verbal) was identified; attentional problems only when there was a demand for visual screening. In executive functions it needs contextual cues for inhibitory control. In language there are problems regarding phonological awareness. In the behavioral aspects, shyness and family conflicts were identified. The intervention was planned to take place in 11 sessions of child care, family, school and community guidance. The following domains were contemplated in the procedures: psychoeducation on the evaluated profile; self-esteem and school performance; executive functions: planning, summarizing, categorization, self-regulation; intelligence: abstract reasoning, learning concepts; visual processing (attention and perception). From this work, it was possible to identify how cognitive functions are related to each other and to language, in addition to expecting that, if a child cognitive habilitation plan was made, it would be better guided based on the results of the neuropsychological assessment.