Déficits cognitivos y abordajes terapéuticos en parálisis cerebral infantil

• Autores: Vega Muriel, A. Enseñat Cantallops, Alberto García Molina, Celeste Aparicio López, María Teresa Roig Rovira
• Localización: Acción psicológica, ISSN 1578-908X, Vol. 11, Nº. 1, 2014 (Ejemplar dedicado a: Homenaje al profesor Dionisio Manga Rodríguez: contribuciones al desarrollo de la neuropsicología del siglo XX y XXI), págs. 107-120
• Idioma: español
• DOI: 10.5944/ap.11.1.13915
• Títulos paralelos:
  • Cognitive deficits and therapeutic approaches in children with cerebral palsy
• Enlaces
  • Texto completo
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    Objetivo: La parálisis cerebral infantil (PC) está asociada a alteraciones en las capacidades visoperceptivas, déficits atencionales y disfunción ejecutiva. Conocer su repercusión sobre la capacidad funcional y posibles planes terapéuticos, ayuda a mejorar su calidad de vida. Método: Se ha realizado una búsqueda en la literatura sobre la definición, clasificación, perfiles cognitivos y especialmente sobre la estimulación cognitiva en niños con PC. Resultados: Estimular el desarrollo cognitivo para mejorar la calidad de vida, conducta y funcionalidad de estos niños puede dar lugar a cambios en la neuroplasticidad. La integración de estas técnicas, intervención en el habla y tratamiento fisioterapéutico puede mejorar la cognición y motivación en niños con PC. Conclusiones: Los niños con PC y déficits cognitivos se pueden beneficiar de la estimulación cognitiva para mejorar su calidad de vida. Los profesionales clínicos deben brindar una intervención terapéutica centrada en el niño con PC e incluir, la escuela y el entorno familiar.

  • English

    Aim: Cerebral palsy (CP) in children can be associated with attention deficits, executive dysfunction or alterations in visuoperceptive abilities. Understanding these deficits and possible therapeutic approaches may improve their quality of life. Methods: In this study, review has been carried out into literature about definition, classification, cognitive profiles and, specially, cognitive stimulation of children with CP, given the limited number of publications on this aspect of neurorehabilitation. Results: Stimulating cognitive development in order to improve quality of life, behaviour and functionality of these children may lead to changes in neuroplasticity. Technique integration, coupled with speech intervention and physiotherapeutic treatment can improve cognition and motivation in children with CP at family and school levels. Conclusions: Children affected by CP and cognitive deficits can benefit from cognitive stimulation and thus improve their quality of life. Clinicians should offer therapeutic intervention focused on children with CP, while not ignoring school and family environment.

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