Difficulties in sensory integration, affectivity, and behavior among students from a public school
Sensory integration is a neuropsychological process which allows an appropriate processing of information, with implications for cognitive functionality, learning, affectivity, and behavior. Its deficiency affects 35% of students in South America and its complex presentation confuses professionals w...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6817
- Fecha de publicación:
- 2018
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13452
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5884
https://repositorio.uptc.edu.co/handle/001/13452
- Palabra clave:
- sensory integration
learning
affectivity
behavior
integración sensorial
aprendizaje
afectividad
conducta
intégration sensorielle
apprentissage
affectivité
comportement
integração sensorial
aprendizagem
afetividade
conduta
- Rights
- License
- http://purl.org/coar/access_right/c_abf318
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Difficulties in sensory integration, affectivity, and behavior among students from a public school |
| dc.title.es-ES.fl_str_mv |
Dificultades en integración sensorial, afectividad y conducta en estudiantes de una escuela pública |
| dc.title.fr-FR.fl_str_mv |
Difficultés d’intégration sensorielle, d’affectivité et de comportement parmi des élèves d’une école publique |
| dc.title.pt-BR.fl_str_mv |
Dificuldades em integração sensorial, afectividade e conduta em estudantes de uma escola pública |
| title |
Difficulties in sensory integration, affectivity, and behavior among students from a public school |
| spellingShingle |
Difficulties in sensory integration, affectivity, and behavior among students from a public school sensory integration learning affectivity behavior integración sensorial aprendizaje afectividad conducta intégration sensorielle apprentissage affectivité comportement integração sensorial aprendizagem afetividade conduta |
| title_short |
Difficulties in sensory integration, affectivity, and behavior among students from a public school |
| title_full |
Difficulties in sensory integration, affectivity, and behavior among students from a public school |
| title_fullStr |
Difficulties in sensory integration, affectivity, and behavior among students from a public school |
| title_full_unstemmed |
Difficulties in sensory integration, affectivity, and behavior among students from a public school |
| title_sort |
Difficulties in sensory integration, affectivity, and behavior among students from a public school |
| dc.subject.en-US.fl_str_mv |
sensory integration learning affectivity behavior |
| topic |
sensory integration learning affectivity behavior integración sensorial aprendizaje afectividad conducta intégration sensorielle apprentissage affectivité comportement integração sensorial aprendizagem afetividade conduta |
| dc.subject.es-ES.fl_str_mv |
integración sensorial aprendizaje afectividad conducta |
| dc.subject.fr-FR.fl_str_mv |
intégration sensorielle apprentissage affectivité comportement |
| dc.subject.pt-BR.fl_str_mv |
integração sensorial aprendizagem afetividade conduta |
| description |
Sensory integration is a neuropsychological process which allows an appropriate processing of information, with implications for cognitive functionality, learning, affectivity, and behavior. Its deficiency affects 35% of students in South America and its complex presentation confuses professionals who seek to classify it. For this reason, a study with a quantitative approach is constructed; it describes the variables of sensory integration, learning, affectivity, and behavior in a non-probabilistic sample of 66 students between 7 and 10 years old from a public school. The results confirm the existence of a sensory integration problem in 46% of people, difficulties in learning to read of 58% and in learning calculus of 93%, anxiety of 20 and 35%, depression between 15 and 31%, and behavioral problems of 15%, for which identification and intervention programs in schools are required. |
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2018 |
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2024-07-05T19:04:23Z |
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2024-07-05T19:04:23Z |
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2018-05-06 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/version/c_970fb48d4fbd8a401 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5884 10.19053/22160159.v9.n20.2018.5884 |
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https://repositorio.uptc.edu.co/handle/001/13452 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5884 https://repositorio.uptc.edu.co/handle/001/13452 |
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10.19053/22160159.v9.n20.2018.5884 |
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spa |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5884/7150 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5884/7541 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5884/9034 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5884/9035 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 9 No. 20 (2018): Diversidad, Pedagogía y Escuela; 143 - 165 |
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Praxis & Saber; Vol. 9 Núm. 20 (2018): Diversidad, Pedagogía y Escuela; 143 - 165 |
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Praxis & Saber; Vol. 9 No 20 (2018): Diversidad, Pedagogía y Escuela; 143 - 165 |
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Praxis & Saber; V. 9 N. 20 (2018): Diversidad, Pedagogía y Escuela; 143 - 165 |
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Praxis & Saber; v. 9 n. 20 (2018): Diversidad, Pedagogía y Escuela; 143 - 165 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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2018-05-062024-07-05T19:04:23Z2024-07-05T19:04:23Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/588410.19053/22160159.v9.n20.2018.5884https://repositorio.uptc.edu.co/handle/001/13452Sensory integration is a neuropsychological process which allows an appropriate processing of information, with implications for cognitive functionality, learning, affectivity, and behavior. Its deficiency affects 35% of students in South America and its complex presentation confuses professionals who seek to classify it. For this reason, a study with a quantitative approach is constructed; it describes the variables of sensory integration, learning, affectivity, and behavior in a non-probabilistic sample of 66 students between 7 and 10 years old from a public school. The results confirm the existence of a sensory integration problem in 46% of people, difficulties in learning to read of 58% and in learning calculus of 93%, anxiety of 20 and 35%, depression between 15 and 31%, and behavioral problems of 15%, for which identification and intervention programs in schools are required.La integración sensorial es un proceso neuropsicológico que permite el apropiado procesamiento de la información, con implicaciones en la funcionalidad cognitiva, aprendizaje, afectividad y conducta. Su deficiencia afecta al 35% de estudiantes en Suramérica y su forma compleja de presentación confunde a los profesionales que buscan clasificarla. Por esta razón, se estructura un estudio con metodología cuantitativa, que describe las variables de integración sensorial, aprendizaje, afectividad y conducta en una muestra no probabilística de 66 estudiantes entre 7 y 10 años de un colegio oficial. Los resultados confirman la existencia del problema en integración sensorial en un 46%, problemas de aprendizaje para la lectura del 58% y para el cálculo del 93%, ansiedad del 20% y 35%, depresión entre el 15% y 31%, y problemas de conducta del 15%, para lo cual se requieren programas de identificación e intervención en las escuelas.L’intégration sensorielle est un processus neuropsychologique qui permet de traiter l’information d’une manière appropriée; elle a des implications dans les fonctions cognitives, l’apprentissage, l’affectivité et le comportement. Sa défaillance affecte 35% des étudiants en Amérique du Sud et la façon complexe dont elle se présente confond les professionnels qui s’efforcent de la classifier. Pour cette raison, une étude quantitative décrivant les variables d’intégration sensorielle, d’apprentissage, d’affectivité et du comportement a été réalisée dans un échantillon non probabiliste de 66 élèves âgés de 7 à 10 ans d’une école publique. Les résultats confirment l’existence du trouble d’intégration sensorielle avec 46%, des difficultés d’apprentissage de la lecture avec 58% et du calcul avec 93%, d’anxiété entre 20% et 35%, de dépression entre 15% et 31%, et des problèmes de comportement avec 15%; ce qui nécessite des programmes d’identification et intervention dans les écoles. A integração sensorial é um processo neuropsicológico que permite o apropriado processamento da informação, com implicações na funcionalidade cognitiva, aprendizagem, afetividade e conduta. Sua deficiência afeta ao 35% de estudantes na América do Sul e sua forma complexa de apresentação confunde aos profissionais que procuram a classificá-la. Por esta razão, estrutura-se um estudo com metodologia quantitativa, que descreve as variáveis de integração sensorial, aprendizagem, afetividade e conduta numa mostra não probabilística de 66 estudantes entre 7 e 10 anos de um colégio oficial. Os resultados confirmam a existência do problema em integração sensorial num 46%, com problemas de aprendizagem para a leitura de 58% e para o cálculo de 93%, ansiedade de 20% e 35%, depressão entre o 15% e 31%, e problemas de conduta de 15%, para o qual requerem-se programas de identificação e intervenção nas escolas.application/pdfapplication/xmltext/htmlapplication/zipspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5884/7150https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5884/7541https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5884/9034https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5884/9035Praxis & Saber; Vol. 9 No. 20 (2018): Diversidad, Pedagogía y Escuela; 143 - 165Praxis & Saber; Vol. 9 Núm. 20 (2018): Diversidad, Pedagogía y Escuela; 143 - 165Praxis & Saber; Vol. 9 No 20 (2018): Diversidad, Pedagogía y Escuela; 143 - 165Praxis & Saber; V. 9 N. 20 (2018): Diversidad, Pedagogía y Escuela; 143 - 165Praxis & Saber; v. 9 n. 20 (2018): Diversidad, Pedagogía y Escuela; 143 - 1652462-86032216-0159sensory integrationlearningaffectivitybehaviorintegración sensorialaprendizajeafectividadconductaintégration sensorielleapprentissageaffectivitécomportementintegração sensorialaprendizagemafetividadecondutaDifficulties in sensory integration, affectivity, and behavior among students from a public schoolDificultades en integración sensorial, afectividad y conducta en estudiantes de una escuela públicaDifficultés d’intégration sensorielle, d’affectivité et de comportement parmi des élèves d’une école publiqueDificuldades em integração sensorial, afectividade e conduta em estudantes de uma escola públicainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6817http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a401http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf318http://purl.org/coar/access_right/c_abf2Erazo, Oscar Armando001/13452oai:repositorio.uptc.edu.co:001/134522025-07-18 11:44:11.55metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |