The present study investigates the role of the Evolutionary Age Neuro and Psychomotricity Therapist in the school integration of a patient with complex motor disability. The objective is to explore and measure the effectiveness of an observational tool for the ecological context, in order to optimize the rehabilitation intervention, promote inclusion and orient the therapeutic objectives in a more targeted way. An experimental study of a single clinical case lasting eight months was conducted, which included a preschool patient with spastic tetraparesis and the teaching staff of his/her preschool. The intervention was based on the combination of neuropsychomotor treatment directed at the child and direct and indirect training support for school workers. The evaluation of the work was conducted at two time points (T0 and T1) and employed tools such as: neuropsychomotor evaluation, GMFM-88 rating scale and a specific observational questionnaire. The latter instrument was created to measure the effectiveness of the TNPEE intervention on the school, quantifying changes in the child's participation and access to skills in the school setting.From the results that emerged at the end of the study, progress is recorded in the patient's functional profile, consistent both with the data reported by the teachers and with what emerged from the clinical evaluations. The questionnaires administered highlighted an increase in the safety and capacity of teaching staff in the daily management of the patient. The study confirms the effectiveness of the multimodal approach implemented by TNPEE in promoting participation, well-being and the acquisition of skills in patients with complex motor disabilities. The observational questionnaire developed consequently proved to be a sensitive tool, useful both for quantifying the changes induced by the therapist's conduct and for guiding educational and rehabilitation strategies in schools.
Il presente studio indaga il ruolo del Terapista della Neuro e Psicomotricità dell’Età Evolutiva nell'integrazione scolastica di un paziente con disabilità motoria complessa. L'obiettivo è esplorare e misurare l'efficacia di uno strumento osservativo per il contesto ecologico, al fine di ottimizzare l'intervento riabilitativo, promuovere l'inclusione e orientare in modo più mirato gli obiettivi terapeutici. È stato condotto uno studio sperimentale su un singolo caso clinico dalla durata di otto mesi, che ha incluso un paziente in età prescolare affetto da tetraparesi spastica e il personale docente della sua scuola d’infanzia. L'intervento si è basato sulla combinazione di trattamento neuropsicomotorio diretto al bambino e supporto formativo diretto e indiretto agli operatori scolastici. La valutazione dell’operato è stata condotta in due momenti temporali (T0 e T1) ed ha impiegato strumenti come: valutazione neuropsicomotoria, scala di valutazione GMFM-88 e un questionario osservativo specifico. Quest’ultimo strumento è stato realizzato per misurare l'efficacia dell'intervento del TNPEE sulla scuola, quantificando i cambiamenti nella partecipazione e nell'accesso alle competenze del bambino in setting scolastico. Dai risultati emersi al termine dallo studio si registrano progressi nel profilo funzionale del paziente, coerente sia con i dati riportati dalle insegnanti sia con quanto emerso dalle valutazioni cliniche. I questionari somministrati hanno evidenziato un aumento della sicurezza e capacità del personale docente nella gestione quotidiana del paziente. Lo studio conferma l'efficacia dell'approccio multimodale implementato dalla TNPEE nel promuovere la partecipazione, il benessere e l'acquisizione di competenze in pazienti con disabilità motoria complessa. Il questionario osservativo elaborato si è, di conseguenza, rivelato uno strumento sensibile, utile sia per quantificare le modifiche indotte dalla condotta della terapista, sia per orientare le strategie educative e riabilitative in ambito scolastico.
Studio sperimentale sul ruolo del TNPEE nell'integrazione scolastica in disabilità motoria complessa. Creazione e applicazione di uno strumento osservativo per la scuola d'infanzia in paziente con tetraparesi spastica
AMATORI, CATERINA
2024/2025
Abstract
The present study investigates the role of the Evolutionary Age Neuro and Psychomotricity Therapist in the school integration of a patient with complex motor disability. The objective is to explore and measure the effectiveness of an observational tool for the ecological context, in order to optimize the rehabilitation intervention, promote inclusion and orient the therapeutic objectives in a more targeted way. An experimental study of a single clinical case lasting eight months was conducted, which included a preschool patient with spastic tetraparesis and the teaching staff of his/her preschool. The intervention was based on the combination of neuropsychomotor treatment directed at the child and direct and indirect training support for school workers. The evaluation of the work was conducted at two time points (T0 and T1) and employed tools such as: neuropsychomotor evaluation, GMFM-88 rating scale and a specific observational questionnaire. The latter instrument was created to measure the effectiveness of the TNPEE intervention on the school, quantifying changes in the child's participation and access to skills in the school setting.From the results that emerged at the end of the study, progress is recorded in the patient's functional profile, consistent both with the data reported by the teachers and with what emerged from the clinical evaluations. The questionnaires administered highlighted an increase in the safety and capacity of teaching staff in the daily management of the patient. The study confirms the effectiveness of the multimodal approach implemented by TNPEE in promoting participation, well-being and the acquisition of skills in patients with complex motor disabilities. The observational questionnaire developed consequently proved to be a sensitive tool, useful both for quantifying the changes induced by the therapist's conduct and for guiding educational and rehabilitation strategies in schools.I documenti in UNITESI sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
https://hdl.handle.net/20.500.12075/23785