ABSTRACT BACKGROUND: Attention deficit hyperactivity disorder (ADHD) has a prevalence of 5.3% among children and adolescents. It is characterized by attention deficit, hyperactivity, and impulsivity. OBJECTIVE: We aimed to conduct a survey involving pediatric neurologists in the management of ADHD and compare the results with the current literature and guidelines. DESIGN AND SETTING: Descriptive analytical study of a virtual environment, was used Test of equality of proportions for comparison between two groups of pediatric neurologists (working as specialists for > 6 versus ≤ 6 years), with a significance level of P = 0.05. METHODS: This cross-sectional study used a virtual questionnaire covering the steps in the diagnosis and treatment of children with ADHD. The inclusion criteria were professionals who had completed their residency/specialization in pediatric neurology and clinical neurologists working in pediatric neurology. RESULTS: Among the 548 electronic invitations sent, 128 were considered valid. For all participants, the diagnosis was clinically based on the disease classification manuals. Combination treatment promotes improvement of symptoms (96.9%). Among psychostimulants, short-acting methylphenidate was the most commonly prescribed medication (85.2%). Headache was the most common side effect (77.3%). Altogether, 73.4% of the participants requested laboratory tests, 71.1% requested an electrocardiogram, and 42.2% requested an electroencephalogram. Pediatric neurologists working as specialists for ≤ 6 years had more frequent referrals to psycho-pedagogists for diagnosis (P = 0.03). CONCLUSIONS: The participants complied with clinical guidelines, emphasizing the relevance of diagnostic manuals and treatment guidelines for an eminently clinical situation and enabling uniformity in quality treatment. BACKGROUND (ADHD 53 5 3 5.3 adolescents impulsivity OBJECTIVE SETTING environment years, , years) 005 0 05 0.05 METHODS crosssectional cross sectional residencyspecialization residency specialization RESULTS 54 sent 12 valid 96.9%. 969 96.9% . 96 9 (96.9%) psychostimulants shortacting short acting 85.2%. 852 85.2% 85 2 (85.2%) 77.3%. 773 77.3% 77 (77.3%) Altogether 734 73 4 73.4 tests 711 71 1 71.1 electrocardiogram 422 42 42.2 electroencephalogram psychopedagogists psycho pedagogists 0.03. 003 0.03 03 0.03) CONCLUSIONS 5. 00 0.0 96.9 (96.9% 85.2 8 (85.2% 77.3 7 (77.3% 73. 71. 42. 0. 96. (96.9 85. (85.2 77. (77.3 (96. (85. (77. (96 (85 (77 (9 (8 (7 (

RESUMO Objetivo: analisar e comparar o desempenho em escrita entre escolares com Transtorno do Déficit de Atenção e Hiperatividade (TDAH) ou escolares com Dislexia. Métodos: participaram 27 crianças, divididas nos grupos: G-TDAH; G-Dislexia. Para avaliação da escrita, utilizou-se um teste que se baseia no ditado de palavras/pseudopalavras e foram analisados o nível de escrita, o desempenho em escrever palavras/pseudopalavras e os tipos de erros ortográficos presentes. Para comparação entre os grupos foram utilizados os testes Igualdade de Proporções entre duas amostras e Mann-Whitney (α=0,05). Resultados: das 27 crianças participantes, apenas uma do G-Dislexia foi classificada no nível silábico-alfabético. Todas as outras foram classificadas no nível alfabético, não havendo diferença estatística deste item entre os grupos. Em relação à análise do desempenho em escrever palavras/pseudopalavras, observou-se diferença entre os valores médios totais, com melhor desempenho do G-TDAH. Neste mesmo grupo, há maior porcentagem de crianças classificadas com desempenho adequado para a idade. Em relação aos erros ortográficos, houve diferença entre os grupos em omissão de sílabas, omissão/adição de letras em sílabas complexas e no desempenho total, sendo o G-dislexia com maior número destes tipos de erros. Conclusão: crianças com TDAH apresentaram melhor desempenho em escrita do que crianças com dislexia, porém, a escrita não pode ser utilizada como um marcador diagnóstico entre essas condições. Objetivo (TDAH Dislexia Métodos 2 GTDAH G G-TDAH GDislexia. GDislexia utilizouse utilizou palavraspseudopalavras palavras pseudopalavras presentes MannWhitney Mann Whitney α=0,05. α005 α α=0,05 . 0 05 (α=0,05) Resultados participantes silábicoalfabético. silábicoalfabético silábico alfabético. alfabético silábico-alfabético observouse observou totais GTDAH. TDAH. grupo idade omissãoadição adição total Gdislexia dislexia Conclusão porém condições α00 α=0,0 (α=0,05 α0 α=0, (α=0,0 α=0 (α=0, α= (α=0 (α= (α

ABSTRACT Purpose: to analyze and compare the writing performance between students with attention-deficit/hyperactivity disorder (ADHD) and students with dyslexia. Methods: altogether, 27 children participated in the study, divided into the groups G-ADHD and G-Dyslexia. Their writing was assessed with a test that uses word and pseudoword dictation. The analysis addressed their writing level, word/pseudoword writing performance, and misspelling types. The groups were compared with the two-proportion z-test between two samples and the Mann-Whitney test (α = 0.05). Results: only one child in G-Dyslexia out of the 27 participating children was classified at the syllabic-alphabetical level. The others were classified at the alphabetical level, with no statistical difference between the groups in this item. The analysis of word/pseudoword writing performance revealed a difference between mean total scores, in which G-ADHD performed better. This group also had a higher percentage of children whose performance was classified as adequate for their age. There was a difference in misspellings between the groups in the omission of syllables, omission/addition of letters in complex syllables, and total performance - G-dyslexia made such errors more often. Conclusion: children with ADHD performed better in writing than the ones with dyslexia. However, writing cannot be used as a diagnostic marker between these conditions. Purpose attentiondeficit/hyperactivity attentiondeficithyperactivity attention deficit/hyperactivity deficit hyperactivity (ADHD dyslexia Methods altogether 2 study GADHD G GDyslexia. GDyslexia Dyslexia. Dyslexia dictation level wordpseudoword types twoproportion proportion ztest z MannWhitney Mann Whitney α 0.05. 005 0.05 . 0 05 0.05) Results syllabicalphabetical syllabic item scores age syllables omissionaddition addition Gdyslexia often Conclusion However conditions attentiondeficit deficithyperactivity 00 0.0 0.

ABSTRACT BACKGROUND: Attention deficit hyperactivity disorder (ADHD) has a prevalence of 5.3% among children and adolescents. It is characterized by attention deficit, hyperactivity, and impulsivity. OBJECTIVE: We aimed to conduct a survey involving pediatric neurologists in the management of ADHD and compare the results with the current literature and guidelines. DESIGN AND SETTING: Descriptive analytical study of a virtual environment, was used Test of equality of proportions for comparison between two groups of pediatric neurologists (working as specialists for > 6 versus ≤ 6 years), with a significance level of P = 0.05. METHODS: This cross-sectional study used a virtual questionnaire covering the steps in the diagnosis and treatment of children with ADHD. The inclusion criteria were professionals who had completed their residency/specialization in pediatric neurology and clinical neurologists working in pediatric neurology. RESULTS: Among the 548 electronic invitations sent, 128 were considered valid. For all participants, the diagnosis was clinically based on the disease classification manuals. Combination treatment promotes improvement of symptoms (96.9%). Among psychostimulants, short-acting methylphenidate was the most commonly prescribed medication (85.2%). Headache was the most common side effect (77.3%). Altogether, 73.4% of the participants requested laboratory tests, 71.1% requested an electrocardiogram, and 42.2% requested an electroencephalogram. Pediatric neurologists working as specialists for ≤ 6 years had more frequent referrals to psycho-pedagogists for diagnosis (P = 0.03). CONCLUSIONS: The participants complied with clinical guidelines, emphasizing the relevance of diagnostic manuals and treatment guidelines for an eminently clinical situation and enabling uniformity in quality treatment.

ABSTRACT BACKGROUND: In a literate society, linguistic/arithmetic performance is highly valued. Based on defined risk factors, strategies for promotion of better performance can be developed. OBJECTIVE: To ascertain the risk and protective factors relating to development of language and arithmetic. DESIGN AND SETTING: Observational comparative cross-sectional study at a public elementary school in Ribeirão Preto (SP), Brazil. METHODS: A total of 66 children (41% females) attending first to fifth grades participated in this study. They were divided into two groups: G1, children classified as presenting language or arithmetic deficits; G2, average performance. Language (oral and written) and arithmetic skills were assessed through standardized tests. Variables relating to social skills, home environment resources and behavioral problems were assessed through standardized scales. Data on other variables (pre, peri and postnatal complications, maternal variables and others) were collected through interviews. The logistic regression technique with LASSO was used (α = 0.05). RESULTS: Teenage pregnancy and consumption of psychoactive substances during pregnancy or complications during pregnancy were risk factors for performance regarding arithmetic and language. Higher schooling level for the mother was a protective factor in the development of arithmetic and language. Being female and having a history of otitis were risk factors for language. Altered social skills (responsibility and civility) and complaints of inattention were risk factor for arithmetic. Adequate linguistic development was a protective factor for the development of arithmetic. CONCLUSION: The risk/protective factors included variables relating to the gestational period, mother's age when pregnant, mother's schooling, social skills, behavior and development issues.

RESUMO Objetivo: verificar a ocorrência do baixo desempenho escolar em crianças e investigar quais as influências intrínsecas mais prevalentes nessa amostra. Métodos: 104 crianças freqüentando os cinco primeiros anos do ensino fundamental participaram da fase 1 (seleção das crianças com baixo desempenho escolar por meio de teste padronizado e média escolar). Nesta fase, 56 crianças (54%) foram classificadas com desempenho escolar insatisfatório. Na fase 2 (diagnóstico diferencial) 35 crianças das 56 selecionadas realizaram as avaliações multidisciplinares. A análise realizada foi a descritiva. Resultados: das 35 crianças que completaram a fase 2, 18 crianças (51%) apresentavam diagnósticos de transtorno do humor (2 - 6% depressão; 16 - 45% transtorno/sinais de ansiedade), 14 (40%) a condição de transtorno do déficit de atenção e hiperatividade, 1 (3%) de transtorno específico de linguagem e 1 (3%) transtorno específico de aprendizagem. Dentre as alterações mais prevalentes em leitura/escrita/aritmética, destaca-se a disortografia (19 crianças - 54%) e crianças não alfabetizadas (10 - 29%). Conclusões: mais da metade das crianças em idade escolar apresentaram déficits na aprendizagem da linguagem escrita e/ou aritmética e, as variáveis intrínsecas mais prevalentes nessa população foram os transtornos internalizantes e o transtorno do déficit de atenção e hiperatividade.

ABSTRACT Objective: to determine the occurrence of children with poor school performance and to investigate which intrinsic influences are most prevalent among them. Methods: a total of 104 children from the 1st grade to the 5th of elementary school participated in phase 1 (selection of children with poor school performance by a standardized test and based on average grade) and 56 of them (54%) were classified as having poor school performance. In phase 2 (differential diagnosis), 35 of these 56 children underwent multidisciplinary assessments and the results were submitted to a descriptive analysis. Results: out of the 35 children who completed phase 2, 18 (51%) were diagnosed with mood disorder (2 - 6% depression; 16 - 45% anxiety disorder/signs), 14 (40%) showed attention deficit disorder and hyperactivity, 1 (3%) showed specific language disorder and 1 (3%) showed specific learning disorder. Among the most prevalent changes in reading/writing/arithmetic dysortography (19 children - 54%) and the presence of non-literate children (10 - 29%) were observed. Conclusions: more than a half of the school-age children studied had learning deficits in written language and/or arithmetic, and the most prevalent intrinsic variables were internalizing disorders and the attention deficit/hyperactivity one.

RESUMO A fim de verificar os aspectos da indicação cirúrgica, vinte e sete pacientes com epilepsia refratária secundária a tumor cerebral, com idade de até 19 anos na cirurgia, operados entre 1996 e 2013 e seguidos por pelo menos um ano, foram estudados. O intervalo médio entre o início das crises e o diagnóstico do tumor foi de 3,6 anos, e deste para a cirurgia, 18 meses. A localização do tumor foi lobo temporal em 16, sendo ganglioglioma e DNET os tipos mais frequentes. Entre os pacientes, 92,5% e 90,4% estavam livres de crises no primeiro e no quinto ano após a cirurgia, respectivamente. Doze de 16 crianças obtiveram sucesso na retirada de drogas, com a média de tempo de 3,2 anos após o procedimento. A cirurgia provou ser potencialmente curativa e segura nestes casos, o que sugere que perante o diagnóstico de tumor esta não pode ser adiada.

ABSTRACT In order to verify indications for surgery, 27 patients with refractory epileptic seizures and brain tumor, aged up to 19 years at the time of surgery, were studied between 1996 and 2013 and followed up for at least one year. The mean interval between the onset of seizures and the diagnosis of the tumor was 3.6 years, and from diagnosis to the surgery, 18 months. The location of the tumor was in the temporal lobe in 16, with ganglioglioma and dysembryoplastic neuroepithelial tumors being the most frequent. Among the patients, 92.5% and 90.4% were seizure-free in the first and fifth year after surgery, respectively. Twelve of 16 children were successful in becoming drug-free, with complete withdrawal by 3.2 years. Surgery proved to be potentially curative and safe in these cases, suggesting that the tumor diagnosis and surgery cannot be postponed.

Estudos de patologia em pacientes com epilepsia trazem informações úteis para compreender a fisiopatologia de várias formas de epilepsia, bem como aspectos relacionados ao tratamento e ao prognóstico a longo prazo. Esses estudos são usualmente restritos a espécimes cirúrgicos obtidos de pacientes com epilepsias focais refratárias. Portanto, a maioria diz respeito à epilepsia do lobo temporal (ELT) com esclerose mesial temporal (EMT) e às malformações do desenvolvimento cortical (MDC). Desse modo, fornecem informações sobre um grupo selecionado de pacientes e sobre regiões restritas do cérebro. Raramente são realizados estudos post mortem do cérebro inteiro em pacientes com epilepsia; entretanto, eles podem prover informações relevantes sobre patologia cerebral, permitindo a análise de áreas além da zona epileptogênica putativa. Neste artigo, foram revisados estudos de patologia feitos em pacientes com epilepsia, com ênfase nos achados neuropatológicos em ELT com EMT e MDC. Foram revisados, ainda, dados de estudos post mortem e discutiu-se a importância da realização desses estudos em populações de pessoas com epilepsia.

Pathology studies in epilepsy patients bring useful information for comprehending the physiopathology of various forms of epilepsy, as well as aspects related to response to treatment and long-term prognosis. These studies are usually restricted to surgical specimens obtained from patients with refractory focal epilepsies. Therefore, most of them pertain to temporal lobe epilepsy (TLE) with mesial temporal sclerosis (MTS) and malformations of cortical development (MCD), thus providing information of a selected group of patients and restricted regions of the brain. Postmortem whole brain studies are rarely performed in epilepsy patients, however they may provide extensive information on brain pathology, allowing the analysis of areas beyond the putative epileptogenic zone. In this article, we reviewed pathology studies performed in epilepsy patients with emphasis on neuropathological findings in TLE with MTS and MCD. Furthermore, we reviewed data from postmortem studies and discussed the importance of performing these studies in epilepsy populations.

INTRODUÇÃO: A estereoeletroencefalografia (E-EEG), conforme introduzida na década de 50 por Talairach, é um método invasivo de análise tridimensional da zona epilpeptogênica, baseado na técnica de implantação intracraniana de eletrodos de profundidade (EP). O advento das modernas técnicas de cirurgia guiadas por imagem revolucionaram a técnica de implantação dos EP. OBJETIVO: O objetivo deste artigo é discutir os princípios da E-EEG e sua evolução, desde a era Talairach até a era atual, da cirurgia guiada por imagem, e suas perspectivas futuras. CONCLUSÕES: Embora os princípios gerais da E-EEG tenham permanecidos intactos ao longo dos anos, a implantação de EP, que é a técnica cirúrgica que viabiliza este método, sofreu uma tremenda evolução ao longo das últimas três décadas devido ao advento das modernas técnicas de imagem, de sistemas de computação e das novas técnicas estereotáxicas. O uso de sistemas robotizados, a evolução constante das técnicas de imagem e computação e a utilização de EP com sondas para micro diálise associados a si, abre no futuro uma enorme perspectiva para a aplicação dos EP e da E-EEG, tanto para uso investigativo como terapêutico. A descoberta de novos alvos, em localizações profundas e a fabricação de eletrodos "inteligentes", poderá incrementar, num futuro próximo, a necessidade do uso deste método.

INTRODUCTION: The stereoelectroencephalography (SEEG), introduced by Talairach in 50', is an invasive method of tridimensional analysis of epileptogenic zone based on the intracranial placement of depth electrodes (DE). The advent of modern imaging guided surgery had a tremendous impact in DE implantation techniques. OBJETIVE: The aim of this article is to discuss the main principles of SEEG and its evolution along the years since Talairach era until the imaging guide surgery era, with its new perspectives. CONCLUSIONS: Although the main principles of SEEG have remained intact, the placement of depth electrodes (DE) which is the surgical technique that supports this method has suffered a tremendous evolution along the last three decades due the advent of the modern imaging, the computer systems and the new stereotactic techniques. The use of robotic, the new imaging and computed systems and the use of probes of micro dialise adaptated to EP opened a tremendous perspective to DE and SEEG application as an investigative and therapeutical method. The discovery of new targets in deep brain localization and the manufacturing of "smart" DE, can increment, in a near future, the number of indications to this method.