Navegando por Palavras-chave "Child language"
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- ItemAcesso aberto (Open Access)Análise da narrativa oral de pré-escolares antes e após estimulação de linguagem(Sociedade Brasileira de Fonoaudiologia, 2012-01-01) Verzolla, Beatriz Lopes Porto; Isotani, Selma Mie [UNIFESP]; Perissinoto, Jacy [UNIFESP]; Universidade de São Paulo (USP); Universidade Federal de São Paulo (UNIFESP)PURPOSE: To verify the oral narrative abilities in preschoolers, before and after language stimulation. METHODS: Participants were 58 preschoolers. The study was developed in three stages: 1. Pre-stimulation stage (Moment 1) - preschoolers produced the first autonomous narrative based on a sequence of pictures, and the second under adult scaffolding; 2. Stimulation stage - it was conducted a weekly reading of children's stories in group, for ten weeks; 3. Post-stimulation stage (Moment 2): the same procedure of the first stage was repeated. The results analysis considered: the occurrence of central and secondary events; the accountable/explicable conduct, classified according to physical causes, moral/social rules and internal state; the attribution and rectification of false beliefs, analyzed by the internal state's accountable/explicable conduct. RESULTS: There was an increase in the occurrence of central events in Moment 2 as well as after the adult scaffolding, with decrease of secondary events comparing both moments and after the scaffolding. Regarding the accountable/explicable conduct, no differences were found between physical, social/moral rules, and internal state conducts. The internal state accountable/explicable conduct was predominantly found in all the autonomous narratives. CONCLUSION: Both the reading of children's stories and the adult scaffolding contribute to the increase in the occurrence of events in autonomous narratives. There is no variation on the type of accountable/explicable conduct in the narratives. The internal state accountable/explicable conduct is predominantly used by preschoolers.
- ItemAcesso aberto (Open Access)Atribuição de falsas crenças no desenvolvimento de linguagem de crianças com síndrome de Down(Sociedade Brasileira de Fonoaudiologia, 2010-01-01) Silva, Tatiana Pires Da [UNIFESP]; Silva, Amanda Fernandes Da; Tamanaha, Ana Carina [UNIFESP]; Perissinoto, Jacy [UNIFESP]; Universidade Federal de São Paulo (UNIFESP); Universidade Federal de SergipePURPOSE: To evaluate the attribution of false belief in individuals with Down syndrome. METHODS: Eleven children of both genders with Down syndrome and ages between four and eight years composed the Down Group (DG). All subjects used verbal communication, had mild to severe mental retardation, and were attended at the same institution. In addition, 85 children within normal development with ages between four and six years were recruited at an elementary school, constituting the Control Group (CG). The Peabody Picture Vocabulary Test (PPVT) was used to compare the level of verbal comprehension of the groups, and the adaptation of the smarties test was used to assess the attribution of false belief. RESULTS: The analysis of the PPVT showed a statistically significant difference between the groups, with the DG presenting scores below the third standard deviation, and the CG, below the first standard deviation. Regarding the false belief analysis, the CG presented increasing scores in all questions as the age group increased. The same was not observed for the DG, whose subjects with best results were those that attended speech-language therapy for a longer time at the institution. No correlation was found between receptive vocabulary level and the ability of false belief. CONCLUSION: The CG showed a better performance in all questions of the false belief test, when compared to the DG. Thus, it was possible to evaluate false belief in children with Down syndrome.
- ItemAcesso aberto (Open Access)Avaliação do vocabulário receptivo de crianças pré-escolares(Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas, 2010-06-01) Araújo, Maria Vanderléia Matos [UNIFESP]; Marteleto, Márcia Regina Fumagalli [UNIFESP]; Schoen-Ferreira, Teresa Helena [UNIFESP]; Universidade Federal de São Paulo (UNIFESP); Universidade Nove de Julho Departamento de SaúdeReceptive language is the individual's capacity to understand what he hears or reads. Objective: to evaluate the performance of kindergarten children in terms of their receptive vocabulary. 159 students from a public school participated in the study and responded to the Peabody Test that evaluates the lexical development in the receptive domain. Procedure: after obtaining authorization from the school principal's office and parents, the children were evaluated individually. Results: 61% of the children showed a lower performance than expected for their age. The 1st grade students demonstrated better results than those in the 3rd grade. The child's gender and the mothers' level of education did not interfere in the test performance. Conclusion: as early as kindergarten, it is already important to work on vocabulary, in order to develop the children's potential for communication.
- ItemAcesso aberto (Open Access)Investigando os distúrbios de aquisição de linguagem a partir das queixas(Sociedade Brasileira de Fonoaudiologia, 2011-01-01) Tamanaha, Ana Carina [UNIFESP]; Oshiro, Lívia Tamie [UNIFESP]; Kawano, Cinthya Eiko [UNIFESP]; Okumura, Marie [UNIFESP]; Ghiringhelli, Rosângela [UNIFESP]; Minaguchi, Talitha [UNIFESP]; Rosa, Luana Araújo [UNIFESP]; Sanchez, Marina [UNIFESP]; Perissinoto, Jacy [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)PURPOSE: To investigate complaints commonly reported by parents of children with language disorders. In addition, we have analyzed the conditions of verbal production and comprehension of these children. METHODS: The sample comprised 55 children of both genders with ages between 2 and 12 years old. The complaints reported by their families at the beginning of therapeutic intervention were analyzed and subdivided, considering deficits on verbal production, verbal comprehension and both (mixed comprehension and production deficits). Subsequently, we analyzed the performance of these children in verbal comprehension and production tests, in phonological, semantic, grammatical and pragmatic levels. RESULTS: By analyzing the performance of children whose families complained about verbal production (82.6%), it was found that 55.2% of them also presented verbal comprehension deficits. Verbal production deficits occurred at phonological (97.3%), semantic (76.3%), grammatical (78.9%) and pragmatic (5.2%) levels. CONCLUSION: Although complaints regarding verbal production deficits are more common, verbal comprehension deficits are also evident in children with language disorders. These findings evidence the importance of careful evaluation based on the complaints presented by the families.
- ItemAcesso aberto (Open Access)Potencial evocado auditivo cortical com estímulo simples e complexo, avaliação motora e maturidade simbólica em usuários de implante coclear(Universidade Federal de São Paulo (UNIFESP), 2017) Silva, Paula Botelho Da [UNIFESP]; Gil, Daniela [UNIFESP]; http://lattes.cnpq.br/6363626867862971; http://lattes.cnpq.br/3964649233477694; Universidade Federal de São Paulo (UNIFESP)Introduction: From the moment of conception, our organism presents a biological, organizational logic, a maturative and evolutionary calendar, also suffering from the stimulation and interaction with the environment. For the proper development of language, it is important and essential that the child develops his / her symbolic function abilities to reach the most complex levels of language. Auditory evoked potentials have been extensively studied in order to analyze the behavior of the auditory pathways before stimulation by the Cochlear Implant. Objective: To longitudinally characterize cortical auditory evoked potentials, the development of symbolic play and motor development in hearing impaired children with cochlear implants compared to their hearing peers. METHODS: Ten children of both genders, aged between two and eight years, six hearing impaired children and four audiologically normal children participated in this study. The hearing impaired children were cochlear implants users. All subjects underwent Motor Development Scale, symbolic maturity, and cortical auditory evoked potential assessments and were assessed at two times, assessment and reevaluation with a minimum of four months between evaluations. The results were analyzed statistically and compared the two evaluations in each group and between groups. Results and conclusions: There were no statistically significant differences for latency and amplitude of the different elicitor stimuli of cortical auditory evoked potential between evaluation and reevaluation for both groups. In the evaluation, the group of the hearing impaired presented greater amplitudes and latency for the eliciting stimuli of the cortical auditory evoked potential. Already in the reevaluation, the groups did not present statistical differences. The group of the hearing impaired presented a greater amplitude and latency of the cortical auditory evoked potential with speech stimulus. For the group of listeners, there was no statistical difference between the different eliciting stimuli. There was no statistical difference between evaluation and reevaluation of the symbolic maturity between groups and in each group. The group of the hearing impaired presented an improvement of the motor patterns in the reevaluation. The group of listeners presented better results in the motor evaluation when compared with the hearing impaired. The group of the hearing impaired had negative correlation in the evaluation between symbolic maturity and the latencies of cortical auditory evoked potentials. In the reevaluation there was a positive correlation between chronological age and motor age, chronological age and time of use of CI, chronological age and imitation symbolic maturity. The group of listeners did not present significant results for any variable, both in the evaluation and in the reevaluation.
- ItemAcesso aberto (Open Access)Sensibilidade fonológica para rima e aliteração em pré-escolares com transtorno fonológico(Sociedade Brasileira de Fonoaudiologia, 2011-01-01) Costa, Ranilde Cristiane Cavalcante [UNIFESP]; Souza, Thaís Nobre Uchôa [UNIFESP]; Ávila, Clara Regina Brandão de [UNIFESP]; Universidade Federal de São Paulo (UNIFESP); Universidade de Ciências da Saúde de Alagoas Faculdade de Fonoaudiologia de AlagoasPURPOSE: To characterize the performance of a group of preschool children with phonological disorder in metaphonological tasks of identification and production of rhyme and alliteration. METHODS: Participants were 56 preschool children of both genders, with ages between 4 years and 0 months and 6 years and 11 months, distributed into: Research Group, comprising 28 preschoolers with phonological disorder, and Comparison Group, comprising 28 preschool children with normal speech and no complaints related to oral communication. The following testes were applied: Child Language Test ABFW - Phonology, tasks of identification and product ion of rhymes and alliteration of the Phonological Awareness Test: Instrument of Sequential Assessment - CONFIAS. Data were statistically analyzed. RESULTS: Preschoolers with phonological disorder had worse overall phonological sensitivity performance. In both groups, children had better scores with the segment of alliteration, and there was no difference in performance between the tasks of identification and production. With rhyme segments, preschoolers showed better performance in the identification task, while with alliteration segments they showed better performance in the production task. Rhyme production was the most difficult task, and alliteration production was the easiest. CONCLUSION: Preschoolers with phonological disorder showed worse performance in phonological sensitivity than children with normal speech. However, both groups showed better performance with the alliteration segment, and showed no differences between identification and production tasks.
- ItemAcesso aberto (Open Access)Use of nouns and verbs in the oral narrative of individuals with hearing impairment and normal hearing between 5 and 11 years of age(Associação Paulista de Medicina - APM, 2013-01-01) Amemiya, Erica Endo; Goulart, Barbara Niegia Garcia; Chiari, Brasilia Maria [UNIFESP]; Universidade Federal de São Paulo (UNIFESP); Universidade Federal do Rio Grande do Sul Social Psychology DepartmentCONTEXT AND OBJECTIVE:Nouns and verbs indicate actions in oral communication. However, hearing impairment can compromise the acquisition of oral language to such an extent that appropriate use of these can be challenging. The objective of this study was to compare the use of nouns and verbs in the oral narrative of hearing-impaired and hearing children.DESIGN AND SETTING:Analytical cross-sectional study at the Department of Speech-Language and Hearing Sciences, Universidade Federal de São Paulo.METHODS:Twenty-one children with moderate to profound bilateral neurosensory hearing impairment and twenty-one with normal hearing (controls) were matched according to sex, school year and school type. A board showing pictures was presented to each child, to elicit a narrative and measure their performance in producing nouns and verbs.RESULTS:Twenty-two (52.4%) of the subjects were males. The mean age was 8 years (standard deviation, SD = 1.5). Comparing averages between the groups of boys and girls, we did not find any significant difference in their use of nouns, but among verbs, there was a significant difference regarding use of the imperative (P = 0.041): more frequent among boys (mean = 2.91). There was no significant difference in the use of nouns and verbs between deaf children and hearers, in relation to school type. Regarding use of the indicative, there was a nearly significant trend (P = 0.058).CONCLUSION:Among oralized hearing-impaired children who underwent speech therapy, their performance regarding verbs and noun use was similar to that of their hearing counterparts.
- ItemAcesso aberto (Open Access)Uso e conhecimento ortográfico no transtorno específico da leitura(Sociedade Brasileira de Fonoaudiologia, 2008-01-01) Dias, Rosana Siqueira [UNIFESP]; Ávila, Clara Regina Brandão de [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)PURPOSE: To investigate how children with dyslexia use the phonographemic correspondence rule in their writing regardless of context and how they identify and analyze their writing mistakes according to the variables: frequency of occurrence of the linguistic item and school grade. METHODS: The writing errors observed on a task of dictation of high- and low-frequency words and pseudowords were analyzes and compared. Fifty-six students from 1st to 4th grades of private elementary schools were evaluated: 28 with dyslexia (research group), and 28 without writing complaints or deficits (comparison group), paired by age, gender and grade. The reasons for right and wrong answers were taped and compared. RESULTS: The statistic analysis showed that students with dyslexia performed worse than the comparison group. Moreover, there was a decrease in the number of errors with the progression of schooling, especially in high frequency words. Students with dyslexia showed more difficulty to analyze the linguistic items and recognize their correct writing. CONCLUSION: Children with dyslexia had more difficulties in writing and analyzing linguistic items of transparent orthography. The effect of lexical frequency facilitated error identification. The occurrence of errors decreased with schooling progression and varied according to linguistic item.