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1.
Codas ; 31(6): e20180197, 2019.
Artigo em Português, Inglês | MEDLINE | ID: mdl-31778423

RESUMO

PURPOSE: This study aimed to characterize and compare the use of typical story grammar elements and global coherence level in the oral narrative of children with Attention Deficit Hyperactivity Disorder with the narrative of children without the disorder and with typical development. METHODS: A total of 40 children of both sexes aged 5 to 10 years who attended elementary school participated in the study, 20 of whom were diagnosed with Attention Deficit Hyperactivity Disorder (ADHD Group), and 20 with typical development (TD Group). Participants from each group were similar in sex, chronological age, schooling and socioeconomic status. The wordless picture book Frog, Where Are You? was used to elicit the oral narrative analyzed for the presence of the main typical elements of the story schema (character, theme/topic, event/plot and outcome), and afterwards their narration was classified according to four different levels of organization corresponding to the global story coherence level. RESULTS: The ADHD Group presented lower scores on the structural elements "theme/ topic" and "outcome" and a narrative with lower degree of coherence compared to the TD Group. CONCLUSION: The children with ADHD included in this study presented difficulties to use typical story grammar elements, mainly related to the maintenance of the central theme and outcome of the story. These elements are considered fundamental for construction of narrative coherence, which justifies the lower levels of global coherence found in the oral narrative of the ADHD Group.


Assuntos
Transtorno do Deficit de Atenção com Hiperatividade/fisiopatologia , Transtornos do Desenvolvimento da Linguagem/fisiopatologia , Narração , Transtorno do Deficit de Atenção com Hiperatividade/diagnóstico , Estudos de Casos e Controles , Criança , Linguagem Infantil , Pré-Escolar , Feminino , Humanos , Desenvolvimento da Linguagem , Transtornos do Desenvolvimento da Linguagem/diagnóstico , Linguística , Masculino
3.
Dyslexia ; 25(4): 360-373, 2019 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-31414528

RESUMO

During the last decades, rapid automatized naming (RAN) has been widely examined as a predictor of reading ability, but very few studies have examined the development of RAN itself. The present study followed children from ages 4 until 10, focusing on RAN performance in a developmental perspective. Relations within and between alphanumeric and nonalphanumeric RAN were investigated both concurrently and over time. The result shows that individual differences in RAN objects are stable between ages 4 and 10, with the most rapid growth of mean performance between ages 4 and 6. Early performance on RAN objects predicts both performance on RAN digits and RAN letters at age 8 and the further development between ages 8 and 10. Further, low-performing children at age 4 develop their performance on RAN digits and RAN letters later compared with high-performing children, and RAN digits performance reaches a plateau earlier than RAN letters performance.


Assuntos
Desenvolvimento Infantil , Linguagem Infantil , Criança , Pré-Escolar , Dislexia , Feminino , Humanos , Masculino , Leitura
4.
Stud Health Technol Inform ; 266: 51-56, 2019 Aug 08.
Artigo em Inglês | MEDLINE | ID: mdl-31397301

RESUMO

Emerging research evidence has demonstrated the potential for digital tools, such as automated language processing technology, to support parent-child interactions. Making use of digital tools can aid measurement of parent interaction metrics, additionally, providing contingent feedback to parents based on their language metrics can facilitate positive changes in their everyday input to their young children. Product innovation aside, there is a distinct lack of understanding about how best to integrate real-world, user design needs and preferences to improve deployment of technologies into routine clinical interventions. The present study explored salient requirements of a wearable language tracking device from the users' perspectives. Mothers of young children and clinicians with experience working in paediatric settings completed a written questionnaire and rated the importance of specific functions and features of a child-worn, language tracking device on a 10-point Likert scale. There was strong rating consensus across the participants that comfort, reliability and the provision of clear and useful results were of greater importance. The need for the wearable language tracking device to 'blend in' with different types of clothing was rated as less important. The extended Unified Theory of Acceptance and Use of Technology (UTAUT2) model was employed as a framework for addressing these importance ratings in this population of interest. This study highlighted the need to consider user-focused service design. Addressing user's preferences could facilitate greater technology adoption which ultimately enriches the language experiences for young children.


Assuntos
Linguagem Infantil , Criança , Feminino , Humanos , Relações Pais-Filho , Pais , Reprodutibilidade dos Testes
5.
J Autism Dev Disord ; 49(11): 4390-4399, 2019 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-31372802

RESUMO

Preschool children with autism spectrum disorder (ASD) experience slower development of daily living skills (DLS) that are essential for independent functioning compared to typically developing children. Few studies have examined the trajectories of DLS in preschoolers with ASD and the existing literature has reported conflicting results. This study examined DLS trajectories and potential covariates for preschoolers with ASD from a multi-site longitudinal study following children from diagnosis to the end of grade 1. Multi-level modeling was conducted with DLS domain scores from the Vineland Adaptive Behavior Scales-2. The results demonstrated a positive trajectory of increasing scores over time, associations of age of diagnosis, developmental level, stereotypy, and language skills with the mean score at T4 or age 6 years, whereas rate of change was only associated with ASD symptom severity, such that an improvement in DLS trajectory was associated with lower and improving ASD symptom severity.


Assuntos
Atividades Cotidianas/psicologia , Transtorno do Espectro Autista/psicologia , Criança , Desenvolvimento Infantil , Linguagem Infantil , Pré-Escolar , Feminino , Humanos , Estudos Longitudinais , Masculino , Análise Multinível , Índice de Gravidade de Doença , Fatores de Tempo
6.
Codas ; 31(3): e20180135, 2019 Jun 27.
Artigo em Português, Inglês | MEDLINE | ID: mdl-31271581

RESUMO

PURPOSE: To verify the effect of the multiple exemplar instruction at the acquisition and integration of listening and speaking behaviors, with substantives and substantive-adjective combinations, in children with Auditory Neuropathy Spectrum Disorder (ANSD) and cochlear implant (CI). METHODS: Participants were two children with ANSD that were users of CI. We adopted dictated stimulus and pictures that corresponded to words (substantive) and substantive-adjective syntactic units. The study was arranged in teaching steps that were intercalated with listening and speaking behaviors probes, with all stimuli. The multiple exemplar instruction presented oral imitation (echoic), auditory recognition (listening) and pictures naming (touch) tasks, on a rotating way; the substantives were taught first and, after that, the substantive-adjective combinations. RESULTS: In the pre-test, the participants showed variability and discrepancy in the correct responses percentages of listening and speaking. All achieved firstly 100% correct responses in the listening task and the speaking performances were close to listening after the teaching. All extended substantive learning to substantive-adjective syntactic units. CONCLUSION: Children with ANSD and CI can learn and integrate listening and speaking behaviors by multiple exemplar instruction, from words to syntactic units.


Assuntos
Implantes Cocleares , Perda Auditiva Central/complicações , Perda Auditiva Neurossensorial/reabilitação , Percepção da Fala , Aprendizagem Verbal , Criança , Linguagem Infantil , Feminino , Humanos , Desenvolvimento da Linguagem , Masculino , Materiais de Ensino
7.
Codas ; 31(2): e20180129, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31038574

RESUMO

PURPOSE: To translate and adapt the assessment tool Language Use Inventory from English to Brazilian Portuguese. METHODS: The study was carried out in two stages. Once the publisher's authorization was given, the process of translation and back-translation of the protocol was initiated, adapting it to sociocultural aspects, such as expressions, names, and adequate examples in Brazilian Portuguese. In order to investigate the internal reliability of the translation process, the Cronbach's alpha coefficient was used. The second stage was a pilot study, in which the questionnaire was applied to 43 parents of children from 24 to 47 months old from a city in the State of São Paulo, Brazil. The results were analyzed according to the total score and to the subscales of the questionnaire. The variables age range and parental level of education were also analyzed. RESULTS: The analysis using the Cronbach's alpha coefficient showed high internal consistency (α>0,98) in almost all the subscales which means that the instrument adapted to Brazilian Portuguese can be used. In the pilot study, an age effect was found in the total score and in the LUI subscale scores, i.e., the older the children, the fewer gestures they used, with more words and syntactic constructions. CONCLUSION: The Brazilian-Portuguese version of the LUI questionnaire seems to be a reliable translation of the original and a reliable instrument to evaluate preschoolers' language pragmatics. After future detailed analyses, it will allow early diagnosis and intervention in children with language disorders.


Assuntos
Linguagem Infantil , Pais/psicologia , Inventário de Personalidade/normas , Inquéritos e Questionários/normas , Brasil , Criança , Pré-Escolar , Feminino , Humanos , Linguagem , Masculino , Tradução , Traduções
8.
Dev Psychol ; 55(8): 1579-1593, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31094558

RESUMO

Around their first birthdays, infants begin to point, walk, and talk. These abilities are appreciable both by researchers with strictly standardized criteria and caregivers with more relaxed notions of what each of these skills entails. Here, we compare the onsets of these skills and links among them across two data collection methods: observation and parental report. We examine pointing, walking, and talking in a sample of 44 infants studied longitudinally from 6 to 18 months. In this sample, links between pointing and vocabulary were tighter than those between walking and vocabulary, supporting a unified sociocommunicative growth account. Indeed, across several cross-sectional and longitudinal analyses, pointers had larger vocabularies than their nonpointing peers. In contrast to previous work, this did not hold for walkers' versus crawlers' vocabularies in our sample. Comparing across data sources, we find that reported and observed estimates of the growing vocabulary and of age of walk onset were closely correlated, while agreement between parents and researchers on pointing onset and talking onset was weaker. Taken together, these results support a developmental account in which gesture and language are intertwined aspects of early communication and symbolic thinking, whereas the shift from crawling to walking appears indistinct from age in its relation with language. We conclude that pointing, walking, and talking are on similar timelines yet distinct from one another, and discuss methodological and theoretical implications in the context of early development. (PsycINFO Database Record (c) 2019 APA, all rights reserved).


Assuntos
Linguagem Infantil , Gestos , Caminhada/fisiologia , Estudos Transversais , Humanos , Lactente , Estudos Longitudinais , Pais , Fatores de Tempo , Vocabulário
9.
Rev Chil Pediatr ; 90(2): 175-185, 2019 Apr.
Artigo em Espanhol | MEDLINE | ID: mdl-31095234

RESUMO

INTRODUCTION: Gestural communication, understood as the use of non-verbal gestures before the word appears, is a strength in children with Down syndrome (DS). OBJECTIVE: To describe com munication development behaviors in children with DS, before and after gestural communication training, based on the "Signs, words and games" workshops of the Baby Signs® program. SUBJECTS AND METHOD: Prospective study of children with DS between 18 and 22 months of cognitive age, who were trained in gestural communication according to the "Baby Signs®" methodology, evaluating communication skills through the MacArthur inventory adapted for children with DS (Communica tive Development Inventories, CDI-DS), analyzing the scores before and three months after the in tervention. The evaluated items were: Early comprehension, First sentences comprehension, Starting to speak, Vocabulary list, and Decontextualized language use (part 1) and total, early and late gestures (part 2). RESULTS: 21 children completed the workshops, with an average chronological age of 27.5 months and 19.8 months of cognitive age. 29% of the participants increased their scores in sentence comprehension, 62% in vocabulary production with gestures, 33% improved in vocabulary compre hension, 57% lost early gestures, and 43% increased late gestures production. CONCLUSIONS: Gestural communication training favors the communication skills development in a group of children with DS, mainly in the initial understanding and gesture production. There is important inter-individual variability, therefore is necessary to consider child to child recommendations.


Assuntos
Linguagem Infantil , Síndrome de Down/psicologia , Síndrome de Down/reabilitação , Gestos , Terapia da Linguagem/métodos , Comunicação Manual , Feminino , Seguimentos , Humanos , Lactente , Masculino , Estudos Prospectivos , Resultado do Tratamento
10.
Dev Sci ; 22(5): e12859, 2019 09.
Artigo em Inglês | MEDLINE | ID: mdl-31102426

RESUMO

We examined the joint role of parental word reading skills and conventional home literacy environment measures among 320 Filipino low- to middle-income families in Cebu City, Philippines with children aged 5-8 years old. A ranking of parent-reported ratings of their frequency of engaging in home literacy activities and adult literacy practices revealed that book-related behaviors were less frequently practiced relative to other behaviors, and mean ratings on the home literacy resources scale suggested a relatively print-poor environment. Nevertheless, scale items about book reading and direct literacy instruction at home correlated with child's language and literacy skills. Structural equation modeling showed that parent's education and frequency of engaging in home literacy activities uniquely accounted for variance in child's oral language and print knowledge skills. In a second model, parent's word reading skills were significantly related to child's skills, but did not eliminate or attenuate influences from parent's education and home literacy activities. Results are important in relation to theories on the intergenerational transmission of literacy skills and the generalizability of findings from developed countries to developing country contexts.


Assuntos
Educação Infantil/psicologia , Desenvolvimento da Linguagem , Alfabetização/estatística & dados numéricos , Relações Pais-Filho , Poder Familiar/psicologia , Criança , Linguagem Infantil , Pré-Escolar , Família , Feminino , Humanos , Linguagem , Masculino , Pais , Filipinas , Leitura
11.
Res Dev Disabil ; 89: 94-104, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-30959432

RESUMO

BACKGROUND AND AIMS: High quality student-teacher relationships (STR) are important for children's academic and social development. We explore how individual child language domains (semantics, syntax, pragmatics), teacher years of experience, and classroom placement (general or special education) relate to STR quality for children with autism spectrum disorder (ASD) across the school year. METHODS AND PROCEDURES: 191 children with ASD (Mage = 5.6 years) completed a standardized language assessment and their teachers reported on STR quality twice during the school year. OUTCOME AND RESULTS: Pragmatics, but not semantics or syntax, had a direct effect on student-teacher closeness. The association between semantics and closeness was moderated by classroom type; for students with low semantics, teacher-reported closeness was lower in general versus special education. Teachers in special versus general education classrooms reported closer relationships. More experienced teachers reported closer and less conflictual relationships. None of the three language domains were associated with student-teacher conflict. CONCLUSIONS AND IMPLICATIONS: Pragmatic and semantic language skills were associated with closer relationships. Language-focused therapies may be effective in carrying over to impact STR quality. Given the stability in relationship quality, targeted interventions should be delivered to teachers at the beginning of the school year to support positive relationship development.


Assuntos
Transtorno do Espectro Autista/psicologia , Linguagem Infantil , Educação Especial/métodos , Relações Interpessoais , Linguagem , Estudantes/psicologia , Adulto , Criança , Pré-Escolar , Feminino , Humanos , Masculino , Professores Escolares/psicologia , Professores Escolares/normas , Habilidades Sociais , Comportamento Verbal
12.
Dev Psychol ; 55(7): 1414-1427, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31033308

RESUMO

Although early life experiences of language and parenting are critical for children's development, large home observation studies of both domains are scarce in the psychological literature, presumably because of their considerable costs to the participants and researchers. Here, we used digital audio-recorders to unobtrusively observe 107 children, aged 2.03 to 3.99 years (M = 2.77, SD = 0.55), and their families over 3 days (M = 15.06 hr per day, SD = 1.87). The recording software estimated the total number of words that a child heard over the course of a day. In addition, we transcribed six 5-min excerpts per family (i.e., 30 min overall) to extract estimates of children's and their parents' lexical diversity, positive and critical parenting, and children's internalizing and externalizing behaviors. We found that home language input (i.e., number of words and lexical diversity) was positively associated with children's cognitive ability and lexical diversity but not with their behaviors. In addition, we observed that home language input varied as much within as between families across days (intraclass correlation = .47). By comparison, parenting predicted children's behavioral outcomes but was not related to their cognitive or lexical ability. Overall, our findings suggest that home language input affects child development in cognition and language, while positive and parenting informs their behavioral development. Furthermore, we demonstrated that digital audio-recordings are useful tools for home observation studies that seek to disentangle the complex relationships between early life home environments and child development. (PsycINFO Database Record (c) 2019 APA, all rights reserved).


Assuntos
Comportamento Infantil/psicologia , Linguagem Infantil , Cognição/fisiologia , Desenvolvimento Infantil/fisiologia , Pré-Escolar , Feminino , Humanos , Masculino , Poder Familiar/psicologia , Pais/psicologia
13.
J Psycholinguist Res ; 48(4): 921-946, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-30945043

RESUMO

An elicited production study investigated subject-aux inversion in 5-year-old children with specific language impairment (SLI) and 2 control groups, typically-developing 5-year-old children and 3-year-old children matched by mean length of utterance. The experimental findings showed that children with specific language impairment produced subject-aux inversion in yes/no questions significantly less often than either of the control groups. However, the fact that lack of inversion is reflected in the input led to the proposal that children with specific language impairment choose the most economical grammatical option. For main clause wh-questions, children with SLI carried out subject-aux inversion at a rate that was not significantly different from the control groups. This finding suggests that these children have access to hierarchical phrase structure representations for questions and the relevant movement operations. In embedded wh-questions, where subject-aux inversion is not permitted, children with SLI implemented SAI more frequently than the control groups. Our interpretation of this finding is that once children with SLI acquire the subject-aux inversion rule, that they are slower to learn that embedded clauses present an exception to the rule.


Assuntos
Linguagem Infantil , Criança , Pré-Escolar , Feminino , Humanos , Aprendizagem , Masculino
14.
Lang Speech Hear Serv Sch ; 50(1): 34-52, 2019 01 28.
Artigo em Inglês | MEDLINE | ID: mdl-30950776

RESUMO

Purpose The importance of early intervention for fostering language in children with hearing loss has been well documented; those that facilitate parent engagement are particularly effective. Listening and spoken language outcomes among children with hearing loss continue to fall short compared to hearing peers, despite improvements in hearing technologies. The current study evaluated the effectiveness of parent-child interaction therapy (PCIT) as a behavioral intervention for children with hearing loss and its applicability as a language intervention. Method PCIT effectiveness was evaluated for children with hearing loss (PCIT treatment group: N = 18). For a subset of the treatment group (matched experimental group: n = 6), pretreatment and posttreatment language samples were compared to a matched control group ( n = 6). Results Significant changes were observed in parent skills and child behavior from pretreatment to posttreatment for the PCIT treatment group. A subset of the treatment group (matched experimental group) with available matched controls (matched control group) demonstrated a significant increase in utterances and a trend toward significant increase in receptive vocabulary compared to the control group. Conclusion PCIT is a promising intervention for children with hearing loss that empowers parents to engage in optimal indirect language stimulation, improves parent-child interactions, improves child behavior, and promotes spoken language skills.


Assuntos
Terapia Comportamental/métodos , Comportamento Infantil , Linguagem Infantil , Perda Auditiva/reabilitação , Terapia da Linguagem/métodos , Relações Pais-Filho , Estudos de Casos e Controles , Pré-Escolar , Feminino , Perda Auditiva/psicologia , Humanos , Masculino , Resultado do Tratamento
15.
Infant Ment Health J ; 40(3): 315-330, 2019 05.
Artigo em Inglês | MEDLINE | ID: mdl-30934132

RESUMO

The Home Visit Rating Scales (HOVRS) were initially developed from field-based descriptions of successful home visits and are supported by home-visiting research in multiple disciplines. Four home-visiting practices scales include indicators of relationship building with families, responsiveness to family strengths, facilitation of parent-child interaction, and collaboration with parents. Three family engagement scales include indicators of parent-child interaction, parent engagement, and child engagement in the visit. The original version, the HOVRS-1, was validated using video and data from two Early Head Start home-visiting programs. Conceptual and structural changes for the HOVRS-3 were designed to improve readability, usability, and clarity. Newly trained observers used the HOVRS-3 to observe archived videos from the original measurement sample. The HOVRS-3 showed good interrater reliability, scale internal consistency, convergent validity, predictive validity, practical significance, and version stability. When the HOVRS-3 home-visit quality scores were higher, it was twice as likely for parenting scores to be average or better and for child language to be at age level or better at age 3 years, over and above parenting and child language at age 1 year. The HOVRS can guide observations of home-visit quality in infant-toddler and early childhood programs to improve home-visiting practices and family engagement.


Assuntos
Visita Domiciliar , Relações Pais-Filho , Linguagem Infantil , Pré-Escolar , Feminino , Humanos , Lactente , Masculino , Poder Familiar , Pais , Reprodutibilidade dos Testes
16.
Drug Alcohol Depend ; 198: 95-99, 2019 05 01.
Artigo em Inglês | MEDLINE | ID: mdl-30889525

RESUMO

BACKGROUND: Studies have shown a correlation between language abilities and alcohol use; however, results are inconsistent. A recent study using a discordant twin design showed an association between early child language development and later alcohol use behaviors; i.e., the twin with more advanced language abilities was more likely to try alcohol earlier in adolescence (Latvala et al., 2014). The authors suggested that this could result from better socialization of individuals with greater language abilities, which could lead to more opportunities for alcohol experimentation. The findings by Latvala et al. raise interesting questions, but the study has limitations, and replication is needed. METHOD: We aimed to replicate and build upon these results utilizing 488 same sex twin pairs from the Colorado Longitudinal Twin Study, a longitudinal sample with quantitative measures of language abilities starting when the twins were 14 months old. RESULTS: We found no significant correlations between a latent measure of child language abilities or measures of general cognitive ability at ages 14, 20, and 24 months and a latent alcohol use variable at ages 17 and 22 years. CONCLUSION: Our results did not replicate the association between early language ability and later alcohol use reported by Latvala et al. Possible reasons for differing results across samples, including varying cultural norms as well as differences in educational attainment, peer influences, and novelty seeking, were discussed.


Assuntos
Consumo de Bebidas Alcoólicas/psicologia , Linguagem Infantil , Gêmeos/psicologia , Adolescente , Adulto , Criança , Colorado , Feminino , Humanos , Lactente , Estudos Longitudinais , Masculino , Gravidez
17.
S Afr J Commun Disord ; 66(1): e1-e5, 2019 Jan 22.
Artigo em Inglês | MEDLINE | ID: mdl-30843410

RESUMO

BACKGROUND:  Undergraduate speech-language therapy students often find it difficult to see the relevance of theoretical module content, which may negatively influence their motivation to learn. The real world of their future profession can be brought to life in the theory classroom by including authentic case study examples. Video case studies are well suited to illustrating communication disorders and may also be easier to remember and relate to information already in the long-term memory. OBJECTIVES:  This article describes the perceptions of undergraduate students regarding the inclusion of authentic video cases in a theoretical module on developmental communication disorders. METHODS:  A qualitative, interpretivist research design was followed. Focus-group interviews were conducted with 22 second-year students in the programme B Speech-Language and Hearing Therapy. A modified contextualised content analysis approach was used to analyse interview data. RESULTS:  The use of authentic video cases was perceived positively by participants. Seeing a realistic example of a person with communication difficulties made it easier to understand, remember and engage with the module content. Participants also felt they could more easily imagine themselves in that clinical context, which seemed to (re-) awaken in them a sense of purpose and motivation. Being presented with real-life communication problems made them realise the relevance of their profession. However, participants experienced cognitive overload at times when the processing requirements of a task exceeded their available cognitive capacity. CONCLUSION:  Video cases are valuable tools to enhance students' engagement with theoretical content. To avoid cognitive overload, a scaffolded multimedia learning experience needs to be provided.


Assuntos
Pessoal de Saúde/educação , Transtornos da Linguagem , Fonoterapia/educação , Estudantes/psicologia , Criança , Linguagem Infantil , Competência Clínica , Compreensão , Currículo , Feminino , Grupos Focais , Humanos , Entrevistas como Assunto , Transtornos da Linguagem/diagnóstico , Transtornos da Linguagem/terapia , Masculino , Memória , Modelos Teóricos , Pesquisa Qualitativa , Gravação em Vídeo , Adulto Jovem
18.
Distúrb. comun ; 31(1): 104-118, mar. 2019. tab, ilus
Artigo em Português | LILACS | ID: biblio-996319

RESUMO

Objetivo: Comparar os resultados das avaliações de linguagem obtidas por protocolos centrados nas habilidades das crianças com os resultados de uma análise enunciativa em casos de atraso de linguagem, relacionando-os ao psiquismo. Método: Estudo de caso longitudinal, qualitativo, com três crianças de 24 meses. Elas foram avaliadas em suas habilidades linguísticas por meio dos protocolos DENVER II e BAYLEY III. A avaliação enunciativa foi realizada por meio da análise dos vídeos das interações entre as mães e os bebês a partir dos quais foram identificados os mecanismos e estratégias enunciativas. O risco psíquico foi avaliado por meio dos Indicadores Clínicos de Referência ao Desenvolvimento Infantil (IRDI) e Sinais PREAUT e comparado aos resultados do MCHAT. Resultados: As avaliações de linguagem demonstraram que o teste Bayley III é mais sensível ao atraso no domínio gramatical do que o Denver II. As análises enunciativas demonstraram a limitação nos mecanismos enunciativos no caso de risco psíquico mais grave, mas também as potencialidades linguísticas das crianças. Conclusão: A comparação permitiu identificar a diferença entre testes padronizados e a avaliação enunciativa, pois a limitação em mecanismos enunciativos e em alguns itens relacionados ao endereçamento da fala ao outro no teste Bayley III permitiu identificar as limitações de linguagem relacionadas com as alterações na intersubjetividade.


Objective: To compare the results of language assessments obtained by protocols centered on children's abilities with the results of an enunciative analysis in cases of language delay, relating them to the psychism. Method: A qualitative, longitudinal case study with three 24-month-old children. They were evaluated in their language skills through the DENVER II and BAYLEY III protocols. The enunciative evaluation was carried out by means of the analysis of the videos of the interactions between the mothers and the babies from which the enunciative mechanisms and strategies were identified. The psychological risk was evaluated through the Clinical Indicators for Infant Development (IRDI) and PREAUT Signs, and it was compared with M-CHAT. Results: The language evaluations demonstrated that the Bayley III test is more sensitive to delay in the grammatical domain than the Denver II. The enunciative analyzes demonstrated the limitation in the enunciative mechanisms in the case of more severe psychic risk, but also the linguistic potential of the children. Conclusion: The comparison made it possible to identify the difference between standardized tests and the enunciative evaluation, since the limitation in enunciative mechanisms and some items related to speech addressing to the other in the Bayley III test allowed to identify the language limitations related to the changes in intersubjectivity.


Objetivo: Comparar los resultados de lãs evaluaciones de lenguaje obtenidas porprotocolos centrados en las habilidades de los niños com los resultados de um análisis enunciativo em casos de retraso Del lenguaje, relacionando los al psiquismo. Método: Estudio de casos longitudinal, cualitativo, contresniños de 24 meses. Se evaluaron en sus habilidades lingüísticas a través de losprotocolos DENVER II y BAYLEY III. La evaluación enunciativa fue realizada por médio del análisis de los videos de lãs interacciones entre las madres y los bebés a partir de loscuales se identificaron lós mecanismos y estratégias enunciativas. El psiquismo fue evaluado por medio de los Indicadores Clínicos de Referencia al DesarrolloInfantil (IRDI)y Señales PREAUT, y se ha comparado com M-CHAT.Resultados: Las evaluaciones de lenguaje demostraron que la prueba Bayley III ES más sensible al retraso em el domínio gramatical que el Denver II. Los análisis enunciativos demostraron La limitación en los mecanismos enunciativos enel caso de riesgopsíquicomás grave, perotambién las potencialidades lingüísticas de los niños. Conclusión: La comparación permitió identificarla diferencia entre pruebas estandarizadas y La evaluación enunciativa, pues La limitación em mecanismos enunciativos y em algunos ítems relacionados al direccionamientodelhabla al outro em laprueba Bayley III permitieron identificar lãs limitaciones de lenguaje relacionadas con los câmbios em La intersubjetividad.


Assuntos
Humanos , Masculino , Feminino , Lactente , Pré-Escolar , Linguagem Infantil , Sintomas Psíquicos , Transtornos da Linguagem
19.
Dev Psychol ; 55(5): 920-933, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30730173

RESUMO

Adult humans process communicative interactions by recognizing that information is being communicated through speech (linguistic ability) and simultaneously evaluating how to respond appropriately (social-pragmatic ability). These abilities may originate in infancy. Infants understand how speech communicates in social interactions, helping them learn language and how to interact with others. Infants later diagnosed with autism spectrum disorder (ASD), who show deficits in social-pragmatic abilities, differ in how they attend to the linguistic and social-pragmatic information in their environment. Despite their interdependence, experimental measures of language and social-pragmatic attention are often studied in isolation in infancy. Thus, the extent to which language and social-pragmatic abilities are related constructs remains unknown. Understanding how related or separable language and social-pragmatic abilities are in infancy may reveal whether these abilities are supported by distinguishable developmental mechanisms. This study uses a single communicative scene to examine whether real-time linguistic and social-pragmatic attention are separable in neurotypical infants and infants later diagnosed with ASD, and whether attending to linguistic and social-pragmatic information separately predicts later language and social-pragmatic abilities 1 year later. For neurotypical 12-month-olds and 12-month-olds later diagnosed with ASD, linguistic attention was not correlated with concurrent social-pragmatic attention. Furthermore, infants' real-time attention to the linguistic and social-pragmatic aspects of the scene at 12 months predicted and distinguished language and social-pragmatic abilities at 24 months. Language and social-pragmatic attention during communication are thus separable in infancy and may follow distinguishable developmental trajectories. (PsycINFO Database Record (c) 2019 APA, all rights reserved).


Assuntos
Transtorno do Espectro Autista/diagnóstico , Linguagem Infantil , Relações Interpessoais , Linguística , Percepção da Fala/fisiologia , Atenção , Desenvolvimento Infantil , Pré-Escolar , Comunicação , Feminino , Humanos , Lactente , Estudos Longitudinais , Masculino , Estudos Prospectivos
20.
Medicine (Baltimore) ; 98(6): e14404, 2019 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-30732188

RESUMO

Children born preterm (PT) have a higher risk of language delays than children born full-term (FT). Expressive vocabulary plays a central role in language development, as later grammar ability can be predicted from earlier vocabulary size.To determine the effects of preterm birth on expressive vocabulary at the age of 36 to 41 months.Cross-sectional study of 27 PT (children with a gestational age of ≤ 32 + 0 weeks and/or a birth weight ≤ 1500 g) and 26 FT children (from several kindergartens in Vienna, Austria). The groups were matched regarding age, sex, and monolingual Austrian German speech. They were all examined using the active vocabulary test (AWST-R) and the development test, Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III).The AWST-R revealed significantly lower scores (46% vs 52%, P = .027) for PT children. The Bayley-III revealed significantly lower scores in language development (mean 96.3 ± 11.81 vs 105.1 ±â€Š6.24, P = .002) and the expressive communication subscale (8.78 ±â€Š2.01 vs 10.69 ±â€Š1.49, P < .001) for PT children, but no differences in cognitive development (98.5 ±â€Š11.08 vs 100.8 ±â€Š6.43, P = .369) or on the receptive communication subscale (10.15 ±â€Š2.23 vs 11.08 ±â€Š1.09, P = .060).Preterm children tested had less expressive vocabulary (AWST-R and Bayley-III) than those born full-term, while test results in their cognitive development and receptive communication (Bayley-III) did not differ.


Assuntos
Linguagem Infantil , Recém-Nascido Prematuro/crescimento & desenvolvimento , Transtornos do Desenvolvimento da Linguagem/etiologia , Nascimento Prematuro/psicologia , Criança , Pré-Escolar , Estudos Transversais , Feminino , Idade Gestacional , Humanos , Lactente , Recém-Nascido , Testes de Linguagem , Masculino , Vocabulário
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