<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872022000100151</article-id>
<article-id pub-id-type="doi">10.21814/rpe.20764</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O processamento sensorial e a sua relação com o desempenho escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Sensory processing and its relationship with school performance]]></article-title>
<article-title xml:lang="es"><![CDATA[Procesamiento sensorial y su relación con el rendimiento escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simão Henriques]]></surname>
<given-names><![CDATA[Andreia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[da Silva Reis]]></surname>
<given-names><![CDATA[Helena Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Góis Ribeiro Silva]]></surname>
<given-names><![CDATA[Cláudia Sofia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Superior de Saúde do Alcoitão  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico de Leiria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>151</fpage>
<lpage>167</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872022000100151&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872022000100151&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872022000100151&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O estudo pretende verificar se existe relação entre o processamento sensorial e o desempenho escolar. Constituiu-se uma amostra de 47 sujeitos que frequentavam o 2.º ano do 1.º Ciclo do Ensino Básico. Aplicou-se a Sensory Processing Measure (SPM) - Forma Casa e Forma Sala de Aula e a Bateria de Aptidões para a Aprendizagem Escolar (BAPAE), relacionando-as com as avaliações escolares. Observaram-se mais problemas no &#8220;Planeamento e Ideias&#8221; no contexto sala de aula do que em casa. Os resultados nas dimensões da BAPAE foram superiores, comparativamente com os valores de referência. Verifica-se uma correlação significativa, para p &lt; 0,05, negativa entre a &#8220;Visão&#8221; da SPM - Forma Sala de Aula e os &#8220;Conceitos Quantitativos&#8221; da BAPAE (R Pearson = 0,301, p = 0,039), o que significa que quanto maiores os resultados no item &#8220;Visão&#8221;, o que corresponde a um pior resultado, menores são os desempenhos na BAPAE. Confirma-se que existe relação entre o processamento sensorial e o desempenho escolar, verificando-se que quanto maior é o score nas dimensões da SPM descritas, mais baixas são as notas nas disciplinas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The study aims to verify if there is a relationship between sensory processing and school performance. A sample of 47 subjects attending the 2nd year of the 1st Cycle of Basic Education was constituted. The Sensory Processing Measure (SPM)- Home Form and Main Classroom Form, and the Battery of Aptitudes for School Learning (BASL) were applied, relating them to school grades. More issues were observed in &#8220;Planning and Ideas&#8221; in the classroom context than at home. Results on BASL were higher, compared to the reference values. There is a significant negative correlation, for p &lt; 0.05, between the SPM - Classroom Form &#8220;Vision&#8221; and the BASL &#8220;Quantitative Concepts&#8221; (R Pearson = -0.301, p = 0.039), meaning that difficulties in &#8220;Vision&#8221; subscale reflect BASL lower performances. We confirmed that there is a relationship between sensory processing and school performance, verifying that the higher the score in the described SPM dimensions, the lower the grades in the school subjects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El estudio tiene como objetivo verificar si existe una relación entre el procesamiento sensorial y el rendimiento escolar. Se constituyó una muestra de 47 sujetos que asistieron al 2.º año del 1.º Ciclo de Educación Básica. Se aplicó la Sensory Processing Measure (SPM) - Versión Hogar y Versión Escuela, y la Batería de Aptitudes para el Aprendizaje Escolar (BAPAE), relacionándolas con las evaluaciones escolares. Hubo más problemas con &#8220;Planificación e Ideas&#8221; en el aula que en el hogar. Los resultados en las dimensiones de BAPAE fueron superiores, en comparación con los valores de referencia. Existe una correlación significativa, para p &lt;0.05, negativa entre la &#8220;Visión&#8221; de la SPM - Versión Escuela y los &#8220;Conceptos Cuantitativos&#8221; de BAPAE (R Pearson = 0.301, p = 0.039), lo que significa que cuanto mayor sea lo resultado en el ítem &#8220;Visión&#8221;, que corresponde a un peor resultado, menor será el desempeño en BAPAE. Se confirma que existe una relación entre el procesamiento sensorial y el rendimiento escolar, verificando que cuanto mayor sea el puntaje en las dimensiones de la SPM descritas, menores serán las calificaciones en las materias escolares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Processamento sensorial]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho escolar]]></kwd>
<kwd lng="pt"><![CDATA[Crianças.]]></kwd>
<kwd lng="en"><![CDATA[Sensory processing]]></kwd>
<kwd lng="en"><![CDATA[School performance]]></kwd>
<kwd lng="en"><![CDATA[Children.]]></kwd>
<kwd lng="es"><![CDATA[Procesamiento sensorial]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[Niños.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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