La Responsabilidad como imperativo Bioético: Asociación entre alteraciones de la Actividad Eléctrica Cerebral y el Trastorno Especifico del Aprendizaje en niños de 6 a 10 años

Abstract

Background: Specific Learning Disorder (SLD) is the presence of continuous learning problems of key academic skills such as reading, writing and mathematics in the absence of hearing, vision and cognition disorders in children from 6 to 10 years old with exposure to primary education, this being one of the most common neurological disorders in children from 6 to 10 years old, with a prevalence of 5 to 15 %. Currently in Mexico 5 out of 10 schoolchildren who finish primary school fail to acquire learning for communication. Therefore, this study aimed to describe the association between alterations in brain electrical activity in subjects with a diagnosis of SLD from 6 to 10 years old. Material and Methods: A case-control study was conducted, with 63 subjects diagnosed with ASD of both sexes, Spanish as their mother tongue, with no history of neurological risk and 31 matched controls, who underwent electroencephalogram (EEG). Results: 76% of the evaluated cases were male and 24% female, 37.1% were 7 years old, attending the 2^nd grade, 37.8% of the parents of these children with maximum secondary education with socioeconomic marginal in 52.23 %; the electroencephalogram in 55% of the cases was altered vs 4% of the control group, the main alteration being the interhemispheric asymmetry of the rhythm 58.8 %. Conclusions: SLD is an alteration, of which, there is most likely an under-registration in developing countries, therefore, it demands the prompt specialized attention of a multidisciplinary medical team and awareness of its existence by the educational system. who works with this age group.