Jiménez-Colín M, Ricardo-Garcell J, Bosch-Bayard J, Cruz-Rivero E, Salvador-Cruz J, Pasaye-Alcaraz EH, Harmony-Baillet T

Language: Spanish
References: 0
Page: 262-275
PDF size: 280.26 Kb.

ABSTRACT

Introduction: the socioeconomic status can impact on the cognition and electrical brain activity of children due to the influence it has on the development during early stages.
Objective: to evaluate the association of socioeconomic variables with cognitive and electroencephalographic alterations, in a group of school children at risk of brain damage.
Methods: 42 Mexican children in the ages from 6 to 7 years old were studied. A socioeconomic study was conducted on the parents, and the children were evaluated through the Child Neuropsychological Assessment (reading-writing subtests and the scale of neurological soft signs), the Wechsler´s Intelligence Scale for Children, the Conners´ Scale for Parents-Revised and an electroencephalogram in different ages.
Results: with the socioeconomic variables and by means of an analysis of conglomerate, 3 groups were found that showed an adequate academic and economic differentiation among themselves. By the classification method based on scattered regressions were identified variables that significantly differentiated the 3 groups: social and cognitive problems, inattentive symptoms, ADHD (Attention Deficit and Hyperactivity Disorder, Conners Scale for Parents-Revised), reading of words, comprehension in reading of sentences, dictation of syllables, accuracy of reading aloud, reading of syllables, dictation of non words, movement of digital opposition, pencil´s grip (Neuropsychological Evaluation of Children) and first normal electroencephalogram.
Conclusions: the group with more socioeconomic disadvantages had a worse performance in reading and writing and a higher prevalence of non-epileptiform paroxysmal activity; whereas, the group with the greatest socioeconomic advantages showed a better performance in these skills, a greater proportion of normal electroencephalograms and a tendency towards attention problems.