Avaliação de um programa de estimulação cognitiva com recurso à realidade virtual em pessoas com perturbação do desenvolvimento intelectual
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2024
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O presente estudo integrado no Mestrado de Neuropsicologia Aplicada da Universidade Lusófona- Centro Universitário de Lisboa, tem como objetivo avaliar a eficácia de um programa de estimulação cognitiva com recurso à Realidade Virtual (RV) a pessoas com Perturbação do Desenvolvimento Intelectual (PDI) ou deficiência intelectual, ao estimular as áreas cognitivas de atenção, funções executivas e memória de trabalho, através da plataforma Systemic Lisbon Battery (SLB), visando promover uma melhor qualidade de vida e maior independência na realização das Atividades de vida diária (AVD’s). A amostra foi recolhida na Associação Portuguesa de Pais e Amigos do Cidadão Deficiente Mental (APPACDM) da Ajuda, em regime de centro de dia, tendo sido avaliada através de um protocolo de avaliação antes e após oito sessões do programa de estimulação cognitiva, constituídos pelos seguintes testes neuropsicológicos: Matrizes Progressivas Coloridas de Raven (MPCR), Sub-teste Labirintos da WISC-III, Figura Complexa de Rey (Figura B) e Teste de Cancelamento de Albert. A amostra foi constituída por oito participantes com PDI, deficiência intelectual e Trissomia 21, com idades compreendidas entre os 20 e 47 anos e grau de severidade moderada. A amostra foi dividida em grupo experimental e grupo de controlo. O grupo experimental foi submetido ao programa de estimulação cognitiva, com recurso à plataforma SLB, tendo a tarefa de organizar um frigorífico virtual. O grupo de controlo apenas beneficiou dos serviços já fornecidos pela APPACDM. No fim da oitava sessão, o grupo experimental foi submetido a uma tarefa de organização de um frigorífico num cenário real com os mesmos alimentos, categorias e disposição do frigorífico, com intuito de avaliar se houve uma transferência da aprendizagem. Os resultados da amostra basearam-se numa análise descritiva dos valores obtidos nas avaliações neuropsicológicas no pré e pós-teste e posteriormente, numa análise estatística de inferências. Os resultados sugerem que não houve diferenças significativas nos dois grupos, entre os dois momentos de avaliação, apontando para a necessidade de metodologias mais robustas. Contudo, a estimulação cognitiva com recurso a RV possui potencial como uma nova abordagem terapêutica.
The aim of this study, which is part of the master’s degree in applied Neuropsychology at Universidade Lusófona - Centro Universitário de Lisboa, is to evaluate the application of cognitive training using Virtual Reality (VR) to people with Intellectual Development Disorders (IDD), stimulating the cognitive areas of attention, memory and executive functions, using the Systemic Lisbon Battery (SLB). The sample was taken at the Portuguese Association of Parents and Friends of Mentally Handicapped Citizens (APPACDM) in Ajuda, in a day center, and was assessed using an evaluation protocol before and after the eight cognitive stimulation sessions, consisting of the following neuropsychological tests: Raven's Colored Progressive Matrices (RCPM), WISC-III Labyrinths Subtest, Rey's Complex Figure (Figure B) and Albert's Cancellation Test. The study sample consisted of eight participants diagnosed with IDP, intellectual disability and Down Syndrome, with mild to moderate intellectual disabilities and aged between 20 and 47. The eight participants were divided into two groups, the experimental group and the control group. The experimental group underwent SLB cognitive training, and the control group only benefited from the support already provided by APPACDM. The cognitive stimulation program took place over eight sessions and aimed to promote a better quality of life and greater independence in carrying out Activities of Daily Living (ADLs), namely in organizing a fridge. At the end of the eight sessions, the experimental group was also given the task of organizing a fridge in the real world with the same foods, categories and layout as the fridge in the VR set, to assess whether there was a transfer of learning from the use of VR to the real world. The results of the sample were based on a descriptive analysis of the values obtained in the pre and post-test neuropsychological assessments and a statistical analysis of the values obtained in the cognitive stimulation program. The results suggest that there were no significant differences in the two groups between the two assessment times, pointing to the need for more robust methodologies. However, cognitive stimulation using VR has potential as a new therapeutic approach.
The aim of this study, which is part of the master’s degree in applied Neuropsychology at Universidade Lusófona - Centro Universitário de Lisboa, is to evaluate the application of cognitive training using Virtual Reality (VR) to people with Intellectual Development Disorders (IDD), stimulating the cognitive areas of attention, memory and executive functions, using the Systemic Lisbon Battery (SLB). The sample was taken at the Portuguese Association of Parents and Friends of Mentally Handicapped Citizens (APPACDM) in Ajuda, in a day center, and was assessed using an evaluation protocol before and after the eight cognitive stimulation sessions, consisting of the following neuropsychological tests: Raven's Colored Progressive Matrices (RCPM), WISC-III Labyrinths Subtest, Rey's Complex Figure (Figure B) and Albert's Cancellation Test. The study sample consisted of eight participants diagnosed with IDP, intellectual disability and Down Syndrome, with mild to moderate intellectual disabilities and aged between 20 and 47. The eight participants were divided into two groups, the experimental group and the control group. The experimental group underwent SLB cognitive training, and the control group only benefited from the support already provided by APPACDM. The cognitive stimulation program took place over eight sessions and aimed to promote a better quality of life and greater independence in carrying out Activities of Daily Living (ADLs), namely in organizing a fridge. At the end of the eight sessions, the experimental group was also given the task of organizing a fridge in the real world with the same foods, categories and layout as the fridge in the VR set, to assess whether there was a transfer of learning from the use of VR to the real world. The results of the sample were based on a descriptive analysis of the values obtained in the pre and post-test neuropsychological assessments and a statistical analysis of the values obtained in the cognitive stimulation program. The results suggest that there were no significant differences in the two groups between the two assessment times, pointing to the need for more robust methodologies. However, cognitive stimulation using VR has potential as a new therapeutic approach.
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Este estudo foi financiado por fundos nacionais através da FCT - Fundação para a Ciência e Tecnologia, I.P., no âmbito do projeto GameIN (2022.07939.PTDC) https://doi.org/10.54499/2022.07939.PTDC.
Palavras-chave
PSYCHOLOGY, SIGNIFICANT DISABILITY, ACTIVITIES OF DAILY LIVING, VIRTUAL REALITY, MESTRADO EM NEUROPSICOLOGIA APLICADA, PSICOLOGIA, DEFICIÊNCIA INTELECTUAL, ATIVIDADES DE VIDA DIÁRIA, ESTIMULAÇÃO COGNITIVA, REALIDADE VIRTUAL, Biblioteca - Dissertações