A correlação entre o perfil comunicativo e as inabilidades de adaptação de sujeitos com transtornos globais do desenvolvimento
Data
2013
Autores
Armonia, Aline Citino 
Orientadores
Perissinoto, Jacy
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Objetivos: o objetivo principal deste estudo foi caracterizar a Comunicação
Social, a Regulação Emocional e o Suporte Transacional de crianças com
Transtornos do Espectro Autista em avaliação clínica fonoaudiológica. Como
objetivos específicos, a tradução e adaptação da avaliação do SCERTSTM Model
e a verificação dessas habilidades em crianças com Transtornos do Espectro
Autista. Método: Tratase
de um estudo transversal descritivo, organizado em
Estudo 1 e Estudo 2 complementares e sucessivos. O Estudo 1 realizou a
tradução adaptada da avaliação do SCERTSTM Model, com aplicação em 30
crianças em desenvolvimento típico, na faixa etária entre 1 ano e 4 meses e 4
anos e 11 meses, após a realização de treinamento específico indicado pelos
autores. O Estudo 2 caracterizou a Comunicação Social, a Regulação Emocional
e a necessidade de Suporte Transacional pelo SCERTSTM Model em avaliação
na clínica fonoaudiológica de um grupo de 40 crianças diagnosticadas com
Transtorno do Espectro Autista na faixa etária entre 2 anos e 2 meses e 10 anos
e 2 meses. Todas as crianças em desenvolvimento típico realizaram avaliação
de quociente intelectual estimado e avaliação fonoaudiológica em ambiente
escolar. As crianças com diagnóstico de Transtornos do Espectro Autista
realizaram anamnese multidisciplinar, avaliação de quociente intelectual
completa e avalição fonoaudiológica em ambiente clínico. A avalição
fonoaudiológica contemplou a caracterização de comportamentos nãoadaptativos
dos sujeitos com o Inventário de Comportamentos Autísticos –
ABC/ICA, avaliação da linguagem receptiva e expressiva com o instrumento
Avaliação do Desenvolvimento da Linguagem e a avaliação dos domínios de
Comunicação Social, Regulação Emocional e Suporte Transacional pela
tradução do SCERTSTM Model em diferentes situações (livre, semidirigidas
com
familiar e com fonoaudióloga e em grupo). Os dados obtidos pelas avaliações
passaram por análise estatística. Resultados: a versão traduzida do SCERTSTM
Model foi capaz de distinguir os níveis de desenvolvimento da comunicação
(Parceiro Social, de Linguagem e de Conversação) das crianças em
desenvolvimento típico. A faixa etária das crianças típicas permitiu a observação
de todos estágios de desenvolvimento da comunicação, com predominância do
mais elaborado, o Parceiro de Conversação. Nas crianças típicas a idade e a
escolaridade foram variáveis com correlação positiva no nível de
desenvolvimento da comunicação. As crianças com Transtornos do Espectro
Autista, foram predominantemente classificadas como Parceiro Social, nível
menos elaborado de desenvolvimento da comunicação. Nas crianças com
Transtornos do Espectro Autista a idade e a linguagem global influenciaram no
nível de desenvolvimento da comunicação. Nas classificadas como Parceiro
Social a presença de comportamentos não adaptativos diminuiu as pontuações
de Regulação Emocional e o desenvolvimento adaptativo aumentou os Suporte
Transacionais. No grupo de crianças Parceiro Social e Parceiro de Conversação,
o quociente intelectual aumentou a Comunicação Social. Conclusões: a
tradução adaptada da avaliação do SCERTSTM Model se mostrou equivalente à
proposição do original e diferenciou as crianças, tanto em desenvolvimento típico
como com Transtornos do Espectro Autista, quanto ao desenvolvimento da
comunicação. Nas crianças com Transtornos do Espectro Autista a idade e a
linguagem global influenciaram no desenvolvimento da comunicação.
ABSTRACT Objectives: The main objective of this study was to characterize the Social Communication, Emotional Regulation and Transactional Support of children with Autistic Spectrum Disorders in clinical and speechlanguage assessment. As specific objectives, the translation and adaptation of the evaluation of the SCERTSTM Model and the verification of these skills in children with Autism Spectrum Disorders. Method: This is a crosssectional descriptive study, organized in Study 1 and Study 2, complementary and successive. Study 1 carried out the adapted translation of the SCERTSTM Model assessment, with application in 30 children in typical development, in the age group between 1 year and 4 months and 4 years and 11 months, after performing specific training indicated by the authors. Study 2 characterized the Social Communication, Emotional Regulation and the need for Transactional Support by the SCERTSTM Model in evaluation in the phonoaudiological clinic of a group of 40 children diagnosed with Autism Spectrum Disorder in the age group between 2 years and 2 months and 10 years and 2 months. All children in typical development performed an evaluation of estimated intellectual quotient and speechlanguage assessment in a school environment. The children with diagnosis of Autistic Spectrum Disorders underwent multidisciplinary anamnesis, evaluation of complete intellectual quotient and speechlanguage evaluation in a clinical setting. The speechlanguage evaluation included the characterization of nonadaptive behaviors of the subjects with the Inventory of Autistic Behaviors ABC/ ICA, evaluation of receptive and expressive language with the Language Development Assessment tool and the evaluation of Social Communication, Emotional Regulation and Transactional support for the translation of SCERTSTM Model in different situations (free, semidirected with familiar and with speech therapist and in group). The data obtained by the evaluations passed through statistical analysis. Results: The translated version of the SCERTSTM Model was able to distinguish developmental levels of communication (social, language and conversation partners) from children in typical development. The age group of the typical children allowed the observation of all stages of communication development, with predominance of the more elaborate, the Conversation Partner. In the typical children, age and schooling were variables with a positive correlation in the level of communication development. Children with Autistic Spectrum Disorders were predominantly classified as Social Partners, a less elaborate level of communication development. In children with Autistic Spectrum Disorders age and overall language influenced the level of communication development. In the classified as Social Partner the presence of nonadaptive behaviors decreased Emotional Regulation scores and the adaptive development increased the Transactional Support. In the group of children Social Partner and Conversation Partner, the intellectual quotient increased the Social Communication. Conclusions: the adapted translation of the SCERTSTM Model evaluation was equivalent to the original proposal and differentiated the children, both in typical development and with Autistic Spectrum Disorders, regarding the development of communication. In children with Autistic Spectrum Disorders, age and global language influenced the development of communication.
ABSTRACT Objectives: The main objective of this study was to characterize the Social Communication, Emotional Regulation and Transactional Support of children with Autistic Spectrum Disorders in clinical and speechlanguage assessment. As specific objectives, the translation and adaptation of the evaluation of the SCERTSTM Model and the verification of these skills in children with Autism Spectrum Disorders. Method: This is a crosssectional descriptive study, organized in Study 1 and Study 2, complementary and successive. Study 1 carried out the adapted translation of the SCERTSTM Model assessment, with application in 30 children in typical development, in the age group between 1 year and 4 months and 4 years and 11 months, after performing specific training indicated by the authors. Study 2 characterized the Social Communication, Emotional Regulation and the need for Transactional Support by the SCERTSTM Model in evaluation in the phonoaudiological clinic of a group of 40 children diagnosed with Autism Spectrum Disorder in the age group between 2 years and 2 months and 10 years and 2 months. All children in typical development performed an evaluation of estimated intellectual quotient and speechlanguage assessment in a school environment. The children with diagnosis of Autistic Spectrum Disorders underwent multidisciplinary anamnesis, evaluation of complete intellectual quotient and speechlanguage evaluation in a clinical setting. The speechlanguage evaluation included the characterization of nonadaptive behaviors of the subjects with the Inventory of Autistic Behaviors ABC/ ICA, evaluation of receptive and expressive language with the Language Development Assessment tool and the evaluation of Social Communication, Emotional Regulation and Transactional support for the translation of SCERTSTM Model in different situations (free, semidirected with familiar and with speech therapist and in group). The data obtained by the evaluations passed through statistical analysis. Results: The translated version of the SCERTSTM Model was able to distinguish developmental levels of communication (social, language and conversation partners) from children in typical development. The age group of the typical children allowed the observation of all stages of communication development, with predominance of the more elaborate, the Conversation Partner. In the typical children, age and schooling were variables with a positive correlation in the level of communication development. Children with Autistic Spectrum Disorders were predominantly classified as Social Partners, a less elaborate level of communication development. In children with Autistic Spectrum Disorders age and overall language influenced the level of communication development. In the classified as Social Partner the presence of nonadaptive behaviors decreased Emotional Regulation scores and the adaptive development increased the Transactional Support. In the group of children Social Partner and Conversation Partner, the intellectual quotient increased the Social Communication. Conclusions: the adapted translation of the SCERTSTM Model evaluation was equivalent to the original proposal and differentiated the children, both in typical development and with Autistic Spectrum Disorders, regarding the development of communication. In children with Autistic Spectrum Disorders, age and global language influenced the development of communication.
Descrição
Citação
São Paulo: [s.n.], 2013. 106 p.