Social Communication and pragmatic skills of children with Autism Spectrum Disorder and Developmental Language Disorder.

PURPOSE: to assess the pragmatic and social communicative abilities of children with Typical Language Development (TLD), Autism Spectrum disorder (ASD) and Developmental Language Disorder (DLD). METHODS: Participants were 40 parents and 29 teachers of 40 children ages between 3 and 6 years. Ten children had DLD, ten had ASD and 20 had typical development. All participants answered to the questionnaire of the "Assessment of Pragmatic Language and Social Communication - APLSC - parent and professional reports - beta research version. Data were submitted to statistical analysis. RESULTS: The assessment tool was useful in identifying the difference in performance of children with different social communicative profiles. CONCLUSION: Children with ASD presented social and pragmatic impairments that were more significant than those presented by children with DLD. However, both children with ASD and with DLD presented more social pragmatic difficulties than children with TLD.

Protocolo de avaliação de habilidades pragmáticas de crianças com transtornos do espectro do autismo / Assessment of pragmatic abilities of children with autism spectrum disorders

RESUMO Objetivo Propor um protocolo de avaliação das habilidades pragmáticas da comunicação de crianças incluídas no espectro do autismo, aplicá-lo e comparar seus resultados com os do Perfil Funcional da Comunicação. Métodos Participaram deste estudo 62 crianças entre 2 e 12 anos de idade, com diagnóstico incluído no espectro do autismo e sem perdas sensoriais ou síndromes genéticas diagnosticadas. A partir de amostras em vídeo, fonoaudiólogos responderam ao protocolo proposto e os resultados foram analisados em relação a protocolos já usados no serviço em que o estudo foi realizado. Resultados Apenas os dados referentes à interatividade da comunicação e ao uso do meio comunicativo verbal apresentaram correlações significativas com o desempenho nos aspectos pragmáticos da linguagem, conforme verificado pelo protocolo proposto. O protocolo foi capaz de constatar que maiores possibilidades de interação com a criança possibilitam mais dados a respeito de seu desempenho pragmático. A análise do uso do protocolo para acompanhar os resultados de seis meses de intervenção também possibilitou a identificação de correlações relevantes. Apenas uma das 29 questões não apresentou associação com nenhuma das variáveis estudadas. Conclusão Os resultados obtidos até o momento não são suficientes para determinar que o uso isolado do Protocolo de Avaliação de Habilidades Pragmáticas de Crianças com Transtorno do Espectro do Autismo fornece todos os elementos necessários para a avaliação ou o acompanhamento da intervenção fonoaudiológica.

ABSTRACT Purpose To propose a protocol to the assessment of pragmatic abilities of children with autism spectrum disorders, test it and compare the results with those of the Functional Communicative Profile. Methods Participants were 62 children, ages 2 to 12 years without prior diagnosis of any sensorial loss or genetic syndrome. Based on video samples, speech-language pathologists answered to the proposed protocol. The results were analyzed according to their association with other protocols used in the service where the study was carried-out. Results Only data about communication interactivity and use of verbal communicative mean presented significant correlations with the pragmatic aspects of language performance verified by the proposed protocol. The protocol allowed the supposition that larger experience with the child may provide more information about the child's pragmatic performance. The analysis of the use of the protocol to verify the outcomes of six-month language intervention processes also lead to relevant correlations. Just one of the 29 questions did not result in associations with any of the studied variables. Conclusion So far, the results are not enough to consider that the isolated use of this tool will provide the necessary information to language assessment of intervention follow-up.

Communicative skills of children with autistic spectrum disorder: clinical and family perception / Habilidades comunicativas em crianças com transtorno do espectro autista: percepção clínica e familiar

ABSTRACT Objective: to describe the communication skills of children with autistic spectrum disorder (ASD), considering the clinical and family perspective. Methods: from the point of view of parents and therapists, the language of ten children with ASD was analyzed. All children underwent speech therapy at the outpatient clinic of a Speech Therapy School. Two protocols were used for data collection. Autism Treatment Evaluation Checklist (ATEC), which was applied to the children's parents, and Protocol for Assessment of Pragmatic Skills of Children with Autism Spectrum Disorders - called Pragmatic Protocol (PP), which was answered by therapists. The data were examined through a descriptive statistical analysis, considering absolute and relative frequency, and inferential statistics, through the Chi-square test, with a 5% of significance for all analyses. Results: an expressive presence of communicative deficits, in the answers presented by the therapists, was seen. In the protocol answered by the parents, it was also possible to observe the same trend, since the children failed to score in several items of Subscale I. Conclusion: parents and therapists evidenced changes in the communicative skills of the children surveyed, and emphasized that therapists, who have technical linguistic knowledge, like parents, can also be good informants about their children's communicative development process.

RESUMO Objetivo: descrever as habilidades de comunicação de crianças com TEA considerando a perspectiva clínica e familiar. Métodos: foi analisada, a partir do ponto de vista dos pais e terapeutas, a linguagem de 10 crianças com TEA. Todas as crianças estavam em acompanhamento fonoaudiológico no ambulatório de uma Clínica Escola de Fonoaudiologia. Foram utilizados dois protocolos para coleta dos dados. O Autism Treatment Evaluation Checklist- ATEC, o qual foi aplicado com os pais das crianças, e o Protocolo de Avaliação de Habilidades Pragmáticas de Crianças com Transtornos do Espectro do Autismo - PAHPEA, o qual foi respondido pelos terapeutas. Após aplicação dos protocolos, os dados foram examinados por meio de uma análise estatística descritiva, utilizando-se da frequência absoluta e relativa, e inferencial por meio do teste de associação Qui-quadrado, com significância de 5% para todas as análises. Resultados: de acordo com as respostas apresentadas pelos terapeutas, uma expressiva presença de déficits comunicativos foi observada. No protocolo respondido pelos pais também foi possível observar a mesma tendência, uma vez que as crianças deixaram de pontuar em vários itens da Subescala I. Conclusão: os pais e terapeutas evidenciaram alterações nas habilidades comunicativas das crianças pesquisadas, ressaltando que, assim como os terapeutas, os quais possuem conhecimento técnico linguístico, os pais também podem ser bons informantes sobre o processo de desenvolvimento comunicativo de seus filhos.

Use of telehealth by undergraduate students in Speech-language Therapy: Possibilities and perspectives during COVID-19 pandemic / Uso de telessaúde por alunos de graduação em Fonoaudiologia: Possibilidades e perspectivas em tempos de pandemia por COVID-19

The COVID-19 pandemic brought challenges and the need for adaptation on several fronts. Updating the ways of working is necessary and promoting education and care in the health sector in line with the 21st century is essential. In addition to undergraduate students training in Speech-Language Pathology (SLP) field, based on the necessary opportunities for practical experience with patients during undergraduation, a significant portion of the population is attended by school clinics linked to universities and training centers, which work in conjunction with public health services. In this text we will bring some reflections on the relevance of using telehealth technologies for speech therapists training, considering the articulation between national curricular guidelines, professional training and ethical aspects.

A pandemia da COVID-19 trouxe desafios e necessidade de adaptação em diversas frentes. A atualização das formas de trabalho é necessária e promover ensino e atendimento no setor saúde condizentes com o século XXI é fundamental. Não estamos apenas tratando da formação de graduandos na área de Fonoaudiologia, mas do atendimento clínico a uma parcela significativa da população que depende dos serviços de clínicas-escola vinculadas às universidades e centros de formação em nossa profissão.Neste texto traremos algumas reflexões sobre a relevância do uso das tecnologias de telessaúde para a formação de fonoaudiólogos, considerando a articulação entre as diretrizes curriculares nacionais, a formação profissional e aspectos éticos.

Brainstem auditory evoked potentials in children with autism spectrum disorder.

OBJECTIVES: This study aimed to analyze the neural encoding of verbal and nonverbal stimuli in individuals with autism spectrum disorder using brainstem auditory evoked potentials. METHODOLOGY: Thirty individuals between 7 and 12 years of age and of both genders participated in this study. Fifteen were diagnosed with autism spectrum disorder, and 15 had typical development. All subjects had normal hearing and no other impairments. An electrophysiological hearing assessment was performed using brainstem auditory evoked potentials with click and speech stimuli. RESULTS: In the brainstem auditory evoked potentials with click stimuli, the mean wave I latency was longer for the right ear in both groups, and interpeak intervals III-V were greater for the individuals with autism spectrum disorder. For brainstem auditory evoked potentials with speech stimuli, wave V latency was shorter in individuals with autism spectrum disorder. CONCLUSION: These data suggest that individuals with autism spectrum disorder may have a dysfunction of the central auditory nervous system for nonverbal stimuli and faster neural encoding of the initial part of the verbal stimulus, suggesting hypersensitivity to complex sounds such as speech.

Caregivers' perception of children with Autism Spectrum Disorder regarding to the communicative profile of their children after a communicative orientation program. / Percepção de cuidadores de crianças com Transtorno do Espectro do Autismo quanto ao perfil comunicativo de seus filhos após um programa de orientação fonoaudiológica.

PURPOSE: To analyze the perception of caregivers of children with Autism Spectrum Disorder regarding the functional profile of their children's communication in three moments, before and after the guidelines. METHODS: Caregivers of 62 children diagnosed with ASD (AUTISM SPECTRUM DISORDER) participated in this study, divided into three groups of interventions. All interventions included a program with five pre-set monthly orientation sessions to provide information on the development of communication and encourage practical communication activities in daily life. In G1 (group 1), the caregivers received the group orientation program, and the children received individual speech therapy. In G2 (group 2), caregivers received the same program orientations but individually, and their children received different treatment. G3 (group 3), composed of caregivers of children waiting for speech-language pathology on the waiting list, received group guidance. All caregivers answered the Functional Communication Checklist (PFC-C) in three moments: baseline, five and eight months. RESULTS: In the PFC-C the parents reported an increase in the occurrence of gestural, vocal and verbal means in all groups, to express interpersonal communicative functions, except in G2. In non-interpersonal communicative functions, there was a decrease in the occurrence of the gestural communicative environment, an increase in the verbal climate, with no statistical difference between the groups. As for the vocal climate, there was no difference over time. CONCLUSION: Communication guidelines for caregivers of children with ASD (AUTISM SPECTRUM DISORDER) (Autism Spectrum Disorder) contributed to the understanding of the communicative process in different situations, by detecting differences in their perception of the communication functionality of their children.

OBJETIVO: Analisar a percepção de cuidadores de crianças com Transtorno do Espectro do Autismo quanto ao perfil funcional da comunicação de seus filhos em três momentos, antes e após as orientações. MÉTODO: Cuidadores de 62 crianças com diagnóstico de TEA participaram deste estudo, divididos em três grupos de intervenções. Todas as intervenções incluíram um programa com cinco sessões de orientação mensais pré-estabelecidas para fornecer informações sobre o desenvolvimento da comunicação e incentivar atividades práticas de comunicação na vida diária. No G1, os cuidadores receberam o programa de orientação em grupo e as crianças receberam terapia fonoaudiológica individual. No G2, os cuidadores receberam as mesmas orientações do programa, mas individualmente, e seus filhos receberam terapia individual. O G3, composto por cuidadores de crianças que aguardavam atendimento fonoaudiológico em lista de espera, recebeu orientação em grupo. Todos os cuidadores responderam ao Perfil de Comunicação Funcional-Checklist (PFC-C) em três momentos: marco zero, cinco e oito meses. RESULTADOS: No PFC-C os pais relataram aumento na ocorrência dos meios gestual, vocal e verbal em todos os grupos, para expressar as funções comunicativas interpessoais, exceto no G2. Nas funções comunicativas não interpessoais, houve diminuição da ocorrência do meio comunicativo gestual, aumento do meio verbal, sem diferença estatística entre os grupos. Quanto ao meio vocal, não houve diferença ao longo do tempo. CONCLUSÃO: As orientações de comunicação para cuidadores de crianças com TEA contribuíram para a compreensão do processo comunicativo em diferentes situações, por meio da detecção de diferenças em sua percepção quanto à funcionalidade da comunicação de seus filhos.

Early identification and intervention on language deficits and behavioral difficulties in early childhood education / Identificação Precoce e Intervenção em Déficits de Linguagem e Dificuldades Comportamentais na Educação Infantil

Abstract This project had the aim of detecting and intervening in difficulties of language and behavior in children at the age of three and four. A hundred seventy-eight children were assessed in behavior, expressive and receptive vocabulary and in central auditory processing. 84 children constituted the experimental group and were engaged in an intervention for the development and refinement of language and management of behavior problems through activities developed in software used in tablets, concrete games and orientation provided to their parents and teachers by a professional team composed by speech therapists, psychologists and psycho pedagogues. Posttest analysis indicated significant difference between the vocabulary and language scores, suggesting that this model of early assessment and intervention can be a successful strategy in school environments.

RESUMO Esta pesquisa objetivou detectar e intervir nas dificuldades de linguagem e comportamento em crianças de três e quatro anos de idade. Foram avaliadas 178 crianças nas áreas de comportamento, vocabulário expressivo e receptivo e processamento auditivo central. O grupo experimental, com 84 crianças, foi submetido à intervenção para o desenvolvimento e aprimoramento de linguagem e manejo de comportamentos-problema por meio de atividades desenvolvidas em aplicativos usados em tablets, jogos concretos e orientações fornecidas a seus pais e professores por uma equipe de fonoaudiólogos, psicólogos e psicopedagogos. As análises do pós-teste indicaram diferença significativa entre os resultados dos testes de vocabulário e comportamento, sugerindo que esse modelo de avaliação e intervenção precoce pode ser uma estratégia bem-sucedida em ambiente escolar.

Portuguese adaptation of Shulman's test of pragmatic skills. / Adaptação para o português do teste de habilidades pragmáticas de Shulman.

PURPOSE: The purpose of this study was to apply the Test of Pragmatic Skills in Brazilian children with normal development. METHODS: Participants of this study were 60 children 3:00 to 8:11 years old, equally divided between genders. The examiners had prior contact with the group of children and applied the TOPS - a traditional test that proposes four sets of simple activities, with the common material, applicable in a short period of time - according to the procedure proposed by the author. RESULTS: The results showed a large variability in performance, illustrating that the linguistic and pragmatic skills develop according to the age. It was also observed that the subjects performed all the categories of communicative intentions required by Shulman, indicating that it is not the presence or absence of a specific intent that influences the score in this test, but the quality of the answers provided, which evolves with age. CONCLUSION: Thus, we can conclude that the TOPS proved to be an important instrument that allows answers in informal conversation contexts, verifying that the test is effective in assessing the pragmatic skills of typically developing children and can be an important tool to be used in the assessment of communicative intentions in Brazilian children.

OBJETIVO: A proposta do presente estudo foi aplicar o Test of Pragmatic Skills em crianças brasileiras com desenvolvimento típico. MÉTODO: Foram participantes desta pesquisa 60 crianças de 3:00 a 8:11 anos, divididas igualmente entre os gêneros. As examinadoras tiveram contato prévio com o grupo de crianças e aplicaram o TOPS ­ um teste tradicional composto por quatro conjuntos de atividades simples, com material comum, aplicáveis em um curto período de tempo ­ segundo o proposto pelo autor. RESULTADOS: Nos resultados, observamos bastante variabilidade no desempenho, exemplificando que as habilidades linguísticas e pragmáticas vão se desenvolvendo de acordo com a idade. Foi possível observar, ainda, que os participantes apresentaram as categorias de intenções comunicativas pretendidas por Shulman, indicando que não é a presença ou ausência de alguma intenção específica que influencia a pontuação nesse teste, mas a qualidade das respostas fornecidas, que evolui com a idade. CONCLUSÃO: Desta forma, podemos concluir que o TOPS mostrou-se importante por permitir respostas em contextos informais de conversação, verificando-se que o teste é eficaz para avaliar as habilidades pragmáticas de crianças de desenvolvimento típico e pode ser um instrumento relevante a ser empregado na avaliação das intenções comunicativas de crianças brasileiras.

Adaptação para o português do teste de habilidades pragmáticas de Shulman / Portuguese adaptation of Shulman's test of pragmatic skills

RESUMO Objetivo A proposta do presente estudo foi aplicar o Test of Pragmatic Skills em crianças brasileiras com desenvolvimento típico. Método Foram participantes desta pesquisa 60 crianças de 3:00 a 8:11 anos, divididas igualmente entre os gêneros. As examinadoras tiveram contato prévio com o grupo de crianças e aplicaram o TOPS - um teste tradicional composto por quatro conjuntos de atividades simples, com material comum, aplicáveis em um curto período de tempo - segundo o proposto pelo autor. Resultados Nos resultados, observamos bastante variabilidade no desempenho, exemplificando que as habilidades linguísticas e pragmáticas vão se desenvolvendo de acordo com a idade. Foi possível observar, ainda, que os participantes apresentaram as categorias de intenções comunicativas pretendidas por Shulman, indicando que não é a presença ou ausência de alguma intenção específica que influencia a pontuação nesse teste, mas a qualidade das respostas fornecidas, que evolui com a idade. Conclusão Desta forma, podemos concluir que o TOPS mostrou-se importante por permitir respostas em contextos informais de conversação, verificando-se que o teste é eficaz para avaliar as habilidades pragmáticas de crianças de desenvolvimento típico e pode ser um instrumento relevante a ser empregado na avaliação das intenções comunicativas de crianças brasileiras.

ABSTRACT Purpose The purpose of this study was to apply the Test of Pragmatic Skills in Brazilian children with normal development. Methods Participants of this study were 60 children 3:00 to 8:11 years old, equally divided between genders. The examiners had prior contact with the group of children and applied the TOPS - a traditional test that proposes four sets of simple activities, with the common material, applicable in a short period of time - according to the procedure proposed by the author. Results The results showed a large variability in performance, illustrating that the linguistic and pragmatic skills develop according to the age. It was also observed that the subjects performed all the categories of communicative intentions required by Shulman, indicating that it is not the presence or absence of a specific intent that influences the score in this test, but the quality of the answers provided, which evolves with age. Conclusion Thus, we can conclude that the TOPS proved to be an important instrument that allows answers in informal conversation contexts, verifying that the test is effective in assessing the pragmatic skills of typically developing children and can be an important tool to be used in the assessment of communicative intentions in Brazilian children.

Rastreio de alterações cognitivas em crianças com TEA: estudo piloto / Screening of cognitive impairments among children with ASD: a pilot study / Investigación del déficit cognitivo en los niños con TEA: un estudio piloto

Escalas e instrumentos de triagem padronizados vêm se mostrando ferramentas úteis e necessárias. Dessa forma, o objetivo deste estudo foi verificar se o Ages & Stages Questionnaires (ASQ) é eficaz para rastrear alterações cognitivas em crianças com Transtorno do Espectro do Autismo (TEA), e se existem diferenças entre as respostas dadas pelos cuidadores e terapeutas da criança. Foi utilizado o teste ASQ-3 "Resolução de Problema", com perguntas sobre habilidades cognitivas. Os participantes foram 14 sujeitos, dos gêneros feminino e masculino e idade entre 48 e 71 meses, com diagnóstico de TEA. Foi realizada a análise descritiva e estatística dos dados e não foram identificadas diferenças significativas entre grupos. O ASQ foi capaz de identificar as crianças com comprometimento cognitivo e mostrou-se ser um instrumento de fácil aplicação, rápido no preenchimento e com baixo custo, atributos ideais para uma ferramenta de avaliação em cuidados de saúde primários.

Standardized screening and assessment instruments have been shown to be useful and necessary tools for making appropriate referrals for diagnosis of autism spectrum disorder (ASD). The purpose of this study was to determine whether the "Ages & Stages Questionnaire (ASQ) is an effective tool for screening cognitive impairment among children with ASD and whether there was a significant difference between the answers provided by parents/guardians and therapists. The ASQ 3 (Problem Solving), which comprises questions regarding cognitive skills, was used. The sample comprised 14 male and female children aged between 24 and 71 months diagnosed with ASD. The descriptive and statistical analysis was conducted and no significant differences between groups were identified. The ASQ was able to identify children with cognitive impairment and was shown to be a quick, low-cost, and easy-to-use tool. These are considered features of an ideal questionnaire for use as a screening instrument in a primary health care setting.

Escalas y instrumentos de selección estandarizados se han demonstrado hierramientas útiles y necesarias para diagnóstico. El objectivo del estudio fue verificar si el teste Ages & Stages Questionnaires (ASQ) és eficaz para mapear alteraciones cognitivas en niños con Transtornos del Espectro del Autismo (TEA), y también si hay importantes diferencias en las respuestas de los responsables legales de los niños y las respuestas de las terapeutas. Fue utilizado el teste ASQ-3 "Resolución de problema". Fueran estudiados 14 indíviduos, de los dos gêneros, en el grupo de edad entre los 48 y 71 meses con diagonóstico del TEA. Fue hecha la analysis descritiva y estatistica de los datos y fue capable de de identificar los niños que apresentan alteraciones cognitivas. ASQ se mostró un instrumento de fácil aplicación, rápido y poco costoso, características consideradas ideales para que sea un instrumento de selección a se utilizar en la Atención Básica.

Remote follow-up to speech-language intervention for children with Autism Spectrum Disorders (ASD): parents' feedback regarding structured activities.

PURPOSE: This paper aims to present the first descriptions of experiences of parents and caretakers of children with Autism Spectrum Disorders (ASD) enrolled as mediators in a structured program of speech-language intervention with remote follow-up. METHODS: Research with focus on speech-language intervention for children with ASD was carried out with remote follow-up. Forty parents were instructed to perform daily activities focused on communication and interaction with their children, at home, for a period of six weeks. Parents and caretakers were questioned about the experience and by means of a structured questionnaire. RESULTS: Only 40% of the parents/caretakers conducted the activities proposed every day. Difficulties were reported by 60% of the parents/caretakers. Behavioral problems were also reported as reasons for the difficulties to conduct the activities proposed. CONCLUSION: the importance of parents who provide detailed information about the child's development, discuss doubts and exchange experiences for the development of intervention programs that include families.

Cognitive flexibility training intervention among children with autism: a longitudinal study.

Autism is defined by persistent deficits in social communication and social interaction in multiple contexts as well as restricted and repetitive patterns of behavior. There are also reported difficulties in the dynamic activation and modification of cognitive processes in response to changes in tasks' demands. Such difficulties are believed to be due to poor flexible cognition. This research aimed to assess and intervene in cognitive flexibility in subjects with autism.Ten subjects diagnosed with autism by psychiatrists, aged 5 years to 13 years and 5 months, were assessed in non-verbal intelligence through Raven's Progressive Matrices in pretest. They were also assessed in cognitive flexibility through Wisconsin Card Sorting Test (WCST) and in patterns of social interactions, behaviors, and communication through Autism Diagnostic Interview-Revised (ADI-R). An intervention program of 14 to 21 sessions was established to enhance cognitive flexibility. In posttest, they were assessed in WCST and ADI-R.All measures of cognitive flexibility improved in posttest except for failure to maintain set. Among the measures improved in posttest, perseverative errors and responses improved in posttest with statistical significance as well as categories completed. Total scores on ADI-R were lower in posttest as well as scores on communication abilities.The qualitative improvement showed by the individuals of this research concerning cognitive flexibility and also patterns of restricted behavior, social interaction, and communication abilities suggests that individuals with autism can benefit from the development of strategies for the enhancement of cognitive flexibility. Nevertheless, more research is suggested with a larger sample among subjects on the autism spectrum.

Remote follow-up to speech-language intervention for children with Autism Spectrum Disorders (ASD): parents' feedback regarding structured activities

ABSTRACT Purpose This paper aims to present the first descriptions of experiences of parents and caretakers of children with Autism Spectrum Disorders (ASD) enrolled as mediators in a structured program of speech-language intervention with remote follow-up. Methods Research with focus on speech-language intervention for children with ASD was carried out with remote follow-up. Forty parents were instructed to perform daily activities focused on communication and interaction with their children, at home, for a period of six weeks. Parents and caretakers were questioned about the experience and by means of a structured questionnaire. Results Only 40% of the parents/caretakers conducted the activities proposed every day. Difficulties were reported by 60% of the parents/caretakers. Behavioral problems were also reported as reasons for the difficulties to conduct the activities proposed. Conclusion the importance of parents who provide detailed information about the child's development, discuss doubts and exchange experiences for the development of intervention programs that include families.

Cognitive flexibility training intervention among children with autism: a longitudinal study

Abstract Autism is defined by persistent deficits in social communication and social interaction in multiple contexts as well as restricted and repetitive patterns of behavior. There are also reported difficulties in the dynamic activation and modification of cognitive processes in response to changes in tasks' demands. Such difficulties are believed to be due to poor flexible cognition. This research aimed to assess and intervene in cognitive flexibility in subjects with autism. Ten subjects diagnosed with autism by psychiatrists, aged 5 years to 13 years and 5 months, were assessed in non-verbal intelligence through Raven's Progressive Matrices in pretest. They were also assessed in cognitive flexibility through Wisconsin Card Sorting Test (WCST) and in patterns of social interactions, behaviors, and communication through Autism Diagnostic Interview-Revised (ADI-R). An intervention program of 14 to 21 sessions was established to enhance cognitive flexibility. In posttest, they were assessed in WCST and ADI-R. All measures of cognitive flexibility improved in posttest except for failure to maintain set. Among the measures improved in posttest, perseverative errors and responses improved in posttest with statistical significance as well as categories completed. Total scores on ADI-R were lower in posttest as well as scores on communication abilities. The qualitative improvement showed by the individuals of this research concerning cognitive flexibility and also patterns of restricted behavior, social interaction, and communication abilities suggests that individuals with autism can benefit from the development of strategies for the enhancement of cognitive flexibility. Nevertheless, more research is suggested with a larger sample among subjects on the autism spectrum.

The provision of speech-language therapy in services destined to individuals with Autism Spectrum Disorder (ASD). / A oferta da terapia fonoaudiológica em locais de assistência a indivíduos com Transtornos do Espectro do Autista (TEA).

The increased prevalence of autism spectrum disorder (ASD) worldwide has been a major public health concern; therefore, discussion about the services and therapies required has become important. This study aimed to characterize the provision of speech-language therapy services in the metropolitan area of Sao Paulo. To this end, a questionnaire with 23 questions was developed based on the Balanced Scorecard methodology. This questionnaire was applied to 854 individuals assisted in 25 ASD services. The results show that only 64% of the ASD services offer speech-language therapy and that the number of individuals assisted is below the expected. Therefore, there is a necessity for better management in the speech-language therapy services offered to the ASD population.

A oferta da terapia fonoaudiológica em locais de assistência a indivíduos com Transtornos do Espectro do Autista (TEA) / The provision of speech-language therapy in services destined to individuals with Autism Spectrum Disorder (ASD)

RESUMO Os Transtornos do Espectro Autista (TEA) têm sido grande preocupação em saúde pública devido ao aumento de sua prevalência e isto traz à tona, a discussão sobre a assistência prestada assim como dos acompanhamentos terapêuticos necessários. Dentre estes acompanhamentos, se destaca a terapia fonoaudiológica. Este estudo buscou caracterizar a oferta desse serviço nos diversos locais de assistência a essa população no município de São Paulo e para isso, elaborou-se um questionário. Participaram do estudo 25 locais com um total de 854 indivíduos com TEA assistidos. Observou-se que apenas 64% dos locais oferecem o acompanhamento fonoaudiológico e que o número dos indivíduos com indicação para esse acompanhamento está aquém do esperado. Conclui-se que há necessidade de gerenciamento no serviço fonoaudiológico oferecido a esta população.

ABSTRACT The increased prevalence of autism spectrum disorder (ASD) worldwide has been a major public health concern; therefore, discussion about the services and therapies required has become important. This study aimed to characterize the provision of speech-language therapy services in the metropolitan area of Sao Paulo. To this end, a questionnaire with 23 questions was developed based on the Balanced Scorecard methodology. This questionnaire was applied to 854 individuals assisted in 25 ASD services. The results show that only 64% of the ASD services offer speech-language therapy and that the number of individuals assisted is below the expected. Therefore, there is a necessity for better management in the speech-language therapy services offered to the ASD population.