Las dificultades neuroevolutivas como categoría comprensiva de las dificultades de aprendizaje en niños con retraso del desarrollo: una revisión sistemática

Autores/as

  • Eva María Taboada Ares Dpto. de Psicología Evolutiva y de la Educación. Universidad de Santiago de Compostela
  • Patricia María Iglesias Souto Dpto. de Psicología Evolutiva y de la Educación. Universidad de Santiago de Compostela http://orcid.org/0000-0003-3353-9013
  • Santiago López Gómez Dpto. de Psicología Evolutiva y de la Educación. Universidad de Santiago de Compostela http://orcid.org/0000-0001-9519-4722
  • Rosa María Rivas Torres Dpto. de Psicología Evolutiva y de la Educación. Universidad de Santiago de Compostela
DOI: https://doi.org/10.6018/analesps.347741
Palabras clave: retraso del desarrollo, dificultades de aprendizaje, dificultades neuroevolutivas, discapacidades neuroevolutivas, rendimiento académico

Resumen

Un número considerable de estudiantes presenta dificultades de aprendizaje y bajo rendimiento académico, sin embargo su evaluación no siempre deriva en un diagnóstico concreto. Son categorizados como inmaduros, pero no se determinan ni la naturaleza ni las características de sus dificultades. El objetivo de este estudio fue identificar los dominios evolutivos afectados en niños con retraso del desarrollo (RD) con la finalidad de valorar el concepto de dificultades neuroevolutivas como categoría comprensiva y perfil de las dificultades generalizadas de aprendizaje. Para ello, se realizó una revisión sistemática en las bases electrónicas Medline, PsycINFO, WOS, Eric, Dialnet y CSIC y, tras aplicar los criterios de inclusión, se seleccionaron 18 artículos. Los resultados confirman que RD se utiliza como etiqueta diagnóstica para caracterizar a niños con retrasos significativos en uno o varios ámbitos del desarrollo, pero no existe una definición de consenso ni criterios específicos para su diagnóstico, y solo sería de aplicación a niños de corta edad. Los dominios afectados coinciden con funciones neuroevolutivas y, en su etiología, destacan factores de riesgo biológico y ambiental. Las dificultades neuroevolutivas abarcarían un amplio espectro de déficits con distintos niveles de gravedad que, al interactuar entre sí, dan lugar a una variedad de perfiles.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

American Psychiatric Association (APA). (2014). Manual Diagnóstico y estadístico de los Trastornos Mentales, DSM-5. Madrid: Editorial Médica Panamericana.

Artigas-Pallarés, J., & Narvona, J. (2011). Trastornos del neurodesarrollo. Barcelona: Viguera.

Artigas-Pallarés, J., Rigau-Ratera, E., & García-Nonell, C. (2007). Relación entre capacidad de inteligencia límite y trastornos del neurodesarrollo. Revista de Neurología, 44(12), 739-744. Recuperado de https://www.neurologia.com/articulo/2006434

Aylward, G.P. (2009). Developmental screening and assessment: What are we thinking? Journal of Developmental and Behavioral Pediatrics, 30, 169-173. doi: 10.1097/DBP.0b013e31819f1c3e

Ballantyne, M., Benzies, K.M., McDonald, S., Magill-Evans, J., & Tough, S. (2016). Risk of developmental delay: Comparison of late preterm and full term Canadian infants at age 12 months. Early Human Development, 101, 27-32. doi: 10.1016/j.earlhumdev.2016.04.004

Bernheimer, L.P., Keogh, B.K., & Coots, J.J. (1993). From research to practice: support for developmental delay as a preschool category of exceptionality. Journal of Early Intervention, 17, 97-106. doi: 10.1177/105381519301700202

Campos-Castelló, J. (2013). Retraso madurativo neurológico. Revista de Neurología, 57(Supp. l1), S211-S219. Recuperado de https://www.neurologia.com/articulo/2013254

Charkaluk, M., Rousseau, J., Calderon, J., Bernard, J.Y., Forhan, A., & Heude, B. (2017). Ages and Stages Questionnaire at 3 years for predicting IQ at 5–6 years. Pediatrics, 139(4), 1-9. doi: 10.1542/peds.2016-2798

D’Souza, H., & Karmiloff-Smith, A. (2017). Neurodevelopmental disorders. Wiley Interdisciplinary Reviews: Cognitive Science, 8(1-2), e1398. doi: 10.1002/wcs.1398

*De los Reyes-Aragón, C.J., Amar, J., De Castro, A., Lewis, S., Madariaga, C., & Abello-Llanos, R. (2016). The care and development of children living in contexts of poverty. Journal of Child and Family Studies, 25, 3637-3643. doi: 10.1007%2Fs10826-016-0514-6

*Delgado, C.E.F. (2009). Fourth grade outcomes of children with a preschool history of developmental disability. Education and Training in Developmental Disabilities, 44, 573-579. Recuperado de http://www.jstor.org/stable/24234264

*Delgado, C.E.F., Vagi, S.J., & Scott, K.G. (2006). Tracking preschool children with developmental delay: third grade outcomes. American Journal on Mental Retardation, 111, 299-306. doi: 10.1352/0895-8017(2006)111[299:TPCWDD]2.0.CO;2

*Delgado, C.E.F., Vagi, S.J., & Scott, K.G. (2007). Idenfitication of early risk factors of developmental delay. Exceptionality, 15, 119-136. doi: 10.1080/09362830701294185

Dickerson, A., & Popli, G.K. (2016). Persistent poverty and children's cognitive development: Evidence from the UK Millennium Cohort Study. Journal of the Royal Statistical Society: Series A (Statistics in Society), 179, 535-558. doi: 10.111/rssa.12128

*Dornelas, L.F., Duarte, N.M.C., Morales, N.M.O., Pinto, R.M.C., Araújo, R.R.H., Pereira, S.A., & Magalhães, L.C. (2016). Functional Outcome of School Children With History of Global Developmental Delay. Journal of Child Neurology, 31, 1041-1051. doi: 10.1177/0883073816636224

Higgins, J.P.T., & Green, S. (Eds). (2011). Cochrane Handbook for Systematic Reviews of Intervention Version 5.1.0. Recuperado de: http://handbook-5-1.cochrane.org/

Hillemeier, M.M., Morgan, P.L., Farkas, G., & Maczuga, S.A. (2011). Perinatal and socioeconomic risk factors for variable and persistent cognitive delay at 24 and 48 months of age in a national sample. Maternal and Child Health Journal, 15, 1001-1010. doi: 10.1007/s10995-010-0656-x

*Hsu, J. F., Tsai, M. H., Chu, S. M., Fu, R. H., Chiang, M. C., Hwang, F. M., ... , Huang, Y. S. (2013). Early detection of minor neurodevelopmental dysfunctions at age 6months in prematurely born neonates. Early Human Development, 89, 87-93. doi: 10.1016/j.earlhumdev.2012.08.004

Kayrouz, N., Milne, S.L., & McDonald, J.L. (2017). Social disadvantage and developmental diagnosis in pre-schoolers. Journal of Paediatrics and Child Health, 53, 563-568. doi: 10.1111/jpc.13505

Keogh, B.K., Coots, J.J., & Bernheimer, L.P. (1996). School placement of children with nonspecific developmental delays. Journal of Early Intervention, 20, 65-97. doi: 10.1177/105381519602000107

*Kerstjens, J.M., de Winter, A.F., Bocca-Tjeertes, I.F., ten Vergert, E.M.J., Reijneveld, S.A., & Bos, A.F. (2011). Developmental Delay in Moderately Preterm-Born Children at School Entry. The Journal of Pediatrics, 159(1), 92-98. doi: 0.1016/j.jpeds.2010.12.041

Landis, J., & Koch, G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174. doi: 10.2307/2529310

*Larroque, B., Ancel, P-Y., Marret, S., Marchand, L., André, M., Arnaud, C., …, Kaminski, M. (2008). Neurodevelopmental disabilities and special care of 5-year-old children born 33 weeks of gestation (the EPIPAGE study): a longitudinal cohort study. The Lancet, 371, 813-820. doi: 10.1016/S0140-6736(08)60380-3

Leung, G.P., Chan, C.C., Chung, R.C., & Pang, M.Y. (2011). Determinants of activity and participation in preschoolers with developmental delay. Research in Developmental Disabilities, 32, 289-296. doi: 10.1016/j.ridd.2010.10.005

*Månsson, J., & Stjernqvist, K. (2014). Children born extremely preterm show significant lower cognitive, language and motor function levels compared with children born at term, as measured by the Bayley-III at 2.5 years. Acta Pædiatrica, 103, 504-511. doi: 10.1111/apa.12585

Masten, A.S., Burt, K.B., Roisman, G.I., Obradovic, J., Long, J.D., & Tellegen, A. (2004). Resources and resilience in the transition to adulthood: Continuity and change. Development and Psychopathology, 16, 1071–1094. doi: 10.1017/S0954579404040143

*McManus, B.M., Robinson, C.C, & Rosenberg, S.A. (2016). Identifying Infants and Toddlers at High Risk for Persistent Delays. Maternal and Child Health Journal, 20, 639-645. doi: 10.1007/s10995-015-1863-2

Miquelote, A.F., Santos, D.C.C., Caçola, P.M., Montebelo, M.I.L., & Gabbard, C. (2012). Effect of the home environment on motor and cognitive behavior of infants. Infant Behaviour and Development, 35, 329-334. doi: 10.1016/j.infbeh.2012.02.002

Moher, D., Liberati, A., Tetzlaff, J., Altman, D.G., & The PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analysis: The PRISMA statement. PLoS Medicine, 6(6), e1000097.doi: 10.1371/journal.pmed1000097

Montes, G., Lotyczewski, B.S., Halterman, J.S., & Hightower, A.D. (2012). School readiness among children with behavior problems at entrance into kindergarten: results from a US national study. European Journal of Pediatrics, 171, 541-548. doi: 10.1007/s00431-011-1605-4

*Mu, S.C., Lin, C.H., Chen, Y.L., Chang, C.H., & Tsou, K.I. (2008). Relationship between perinatal and neonatal indices and intelligence quotient in very low birth weight infants at the age of 6 or 8 years. Pediatrics & Neonatology, 49, 13-18. doi: 10.1016/S1875-9572(08)60005-4

Najman, J.M., Hayatbakhsh, M.R., Heron, M.A., Bor, W., O´Callaghan, M.J., & Williams, G.M. (2009). The impact of episodic and chronic poverty on child cognitive development. The Journal of Pediatrics, 154(2), 284-289. doi: 10.1016/j.peds.2008.08.052

*Nelson, B.B., Dudovitz, R.N., Coker, T.R., Barnert, E.S., Biely, C., Li, N., Szilagyi, P-G., …, Chung, P.J. (2016). Predictors of Poor School Readiness in Children Without Developmental Delay at Age 2. Pediatrics, 138(2), e20154477. doi: 10.1542/peds.2015-4477

Obradovic, J., Burt, K. B., & Masten, A.S. (2010). Testing a dual cascade model linking competence and symptoms over 20 years from childhood to adulthood. Journal of Clinical Child and Adolescent Psychology, 39, 90-102. doi: 10.1080/15374410903401120

Ozkan, M., Senel, S., Arslan, E.A., & Karacan, C.D. (2012). The socioeconomic and biological risk factors for developmental delay in early childhood. European Journal of Pediatrics, 171, 1815-1821 doi: 10.1007/s00431-012-1826-1

Pereira, K.R., Valentini, N.C., & Saccani, R. (2016). Brazilian Infants’ Motor and Cognitive Development: Longitudinal Influence of Risk Factors. Pediatrics International, 58, 1297-1306. doi: 10.1111/ped.13021

*Perna, R., & Loughan, A. (2012). Early developmental delays: Neuropsychological Sequelae and Subsequent Diagnoses. Applied Neuropsychology: Child, 1, 57-62. doi: 10.1080/09084282.2011.643963

*Potharst, E., Wassenaer-Leemhuis, A.G.V., Houtzager, B.A., Livesey, D., Kok, J.H., Last, B.F., & Oosterlaan, J. (2013). Perinatal risk factors for neurocognitive impairments in preschool children born very preterm. Developmental Medicine & Child Neurology, 55, 178-184. doi: 10.1111/dmcn.12018

*Potijk, M.R., Kerstjens, J.M., Bos, A.F., Reijneveld, S.A., & de Winter, A.F. (2013). Developmental Delay in Moderately Preterm-Born Children with Low Socioeconomic Status: Risks Multiply. The Journal of Pediatrics, 163(5):1289-1295. doi: 10.1016/j.jpeds.2013.07.001

Romano, E., Babchishin, L., Pagani, L.S., & Kohen, D. (2010). School readiness and later achievement: replication and extension using a nationwide Canadian survey. Developmental Psychology, 46, 995-1007. doi: 10.1037/a0018880

Rosenberg, S.A., Robinson, C.C., Shaw, E.F., & Ellison, M.C. (2013). Part C early intervention for infants and toddlers: Percentage eligible vs. served. Pediatrics, 131(1), 38-46. doi: 10.1542/peds.2012-1662

Sansavini, A., Guarini, A., & Savini, S. (2011). Retrasos lingüísticos y cognitivos en niños prematuros extremos a los 2 años: ¿Retrasos generales o específicos? Revista de Logopedia, Foniatría y Audiología, 3, 133-147. doi: 10.1016/S0214-4603(11)70182-6

Shea, B.J., Hamel, C.,Wellsd, G.A., Bouter, L.M., Kristjanssonf, E., Grimshawg, J., …, Boersc, M. (2009). AMSTAR is a reliable and valid measurement tool to assess the methodological quality of systematic reviews. Journal of Clinical Epidemiology, 62, 1013-1020. doi: 10.1016/j.jclinepi.2008.10.009

Shea, B.J., Reeves, B.C., Wells, G., Thuku, M., Hamel, C., Moran, J., Moher, D., ..., Henry, D.A. (2017). AMSTAR 2: a critical appraisal tool for systematic reviews that include randomised or non-randomised studies of healthcare interventions, or both. British Medical Journal, 358, j4008. doi: 10.1136/bmj.j4008

Shonkoff, J.P. (2011). Protecting brains, not simply stimulating minds. Science, 333(6045), 982-983. doi: 10.1126/science.1206014

Spittle, A.J., Walsh, J.M., Potter, C., Mcinnes, E., Olsen, J.E., Lee, K.J., Anderson, P.J., ..., Cheong, J.L.Y. (2017). Neurobehaviour at term‐equivalent age and neurodevelopmental outcomes at 2 years in infants born moderate‐to‐late preterm. Developmental Medicine & Child Neurology, 59, 207-215. doi: 10.111/dmcn.13297

*Takeuchi, A., Yorifuji, T., Takahashi, K., Nakamura, M., Kageyama, M., Kubo, T., …, Doi, H. (2016). Neurodevelopment in full-term small for gestational age infants: A nationwide Japanese population-based study. Brain and Development, 38, 529–537 doi: 10.1016/j.braindev.2015.12.013

*Theodore, R.F., Thompson, J.M., Waldie, K.E., Becroft, D.M., Robinson, E., Wild, C.J., …, Mitchell, E.A. (2009) Determinants of cognitive ability at 7 years a longitudinal case–control study of children born small-for-gestational age at term. European Journal of Pediatrics, 168, 1217-1224. doi: 10.1007/s00431-008-0913-9

*Wei, Q.W., Zhang, J.X., Scherpbier, R.W., Zhao, C.X., Luo, S.S., Wang, X.L., & Guo, S.F. (2015). High prevalence of developmental delay among children under three years of age in povertystricken areas of China. Public Health, 129,1610-1617. doi: 10.1016/j.puhe.2015.07.036

Publicado
09-04-2020
Cómo citar
Taboada Ares, E. M., Iglesias Souto, P. M., López Gómez, S., & Rivas Torres, R. M. (2020). Las dificultades neuroevolutivas como categoría comprensiva de las dificultades de aprendizaje en niños con retraso del desarrollo: una revisión sistemática. Anales De Psicología / Annals of Psychology, 36(2), 271-282. https://doi.org/10.6018/analesps.347741
Número
Sección
Psicología evolutiva y de la educación