Orientador: Claudia Thereza Guimarães de Lemos / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-27T21:57:18Z (GMT). No. of bitstreams: 1 Pincerati_WalkerDouglas_D.pdf: 2010315 bytes, checksum: f63e9e90bd9a07ac5c89ca09f63832f8 (MD5) Previous issue date: 2015 / Resumo: O objetivo primeiro deste trabalho era o de estudar os `distúrbios da linguagem¿ no dizer psicótico enquanto especificadores do modo distinto dele habitar a linguagem. Para a persecução desse objetivo, tomou-se como ponto de partida a afirmação que Jacques Lacan fez em As psicoses, seminário proferido em 1955-1956, de que tais distúrbios são específicos das psicoses, isto é, não existem nas neuroses. Contudo, uma neurose é explicada pela teoria do `recalque¿, conceito que designa o `mecanismo psíquico¿ neurótico e, por consequência, não dá conta da psicose. Como, então, tais "distúrbios" permitiriam depreender a particularidade do `mecanismo psíquico¿ específico da psicose? Mais especificamente, como, a partir dessa noção de `distúrbios da linguagem¿, pode-se depreender a trajetória de construção da concepção de que o `mecanismo¿ psicótico é a `foraclusão do Nome-do-Pai¿? Para dar conta dessa questão, tomou-se como base de estudos a versão estenografada do seminário, que apresenta diferenças relevantes em relação à versão editada e estabelecida por Jacques-Allain Miller. O resultado foi o de que não são os distúrbios "da linguagem" ou "na ordem da linguagem" que especificam a particularidade das psicoses, mas sim os `distúrbios de alienação na ordem da linguagem¿. A partir da noção de `alienação¿ nota-se que o modelo para se pensar a psicose está fundamentado na obra freudiana no modelo neurótico. O empreendimento lacaniano, ao propor que há tal `foraclusão¿, é o de propor um exercício de reflexão que conceba o `mecanismo¿ estruturante da psicose no momento da própria constituição do sujeito. / Abstract: The main goal of this dissertation is to study `language disorders¿ in psychotic speech as indexes of the specific way the psychotic subject inhabits language. My starting point is Jacques Lacan¿s claim that such disturbances are specific to psychoses, i.e., they don¿t exist in neuroses (see The Psychoses, seminar delivered in 1955-1956). Yet a neurotic affection is explained by the theory of `repression¿, a concept that designates the neurotic `psychic mechanism¿ and thereby does not apply to psychosis. How then such "disturbances" would allow for the apprehension of the particularities of the specific "psychic mechanism" of psychosis? More precisely: Beginning from the notion of `language disturbances¿, how one is to discern the trajectory of production of the conception according to which the psychotic `mechanism¿ is the foreclosure of the Nome-of-the-Father? In inquiring this question, this study relied on the seminar¿s stenographed version, which substantially differs from Jacques-Allain Miller¿s edited version. The conclusion is that what explains the particularities of psychoses is neither disorders "of language¿ nor "in the order of language" but rather the "disorders of alienation in the order of language". From the notion of `alienation¿, we may infer that the model to thinking psychosis is premised on the neurotic paradigm of Freud¿s work. In suggesting the abovementioned notion of `foreclosure¿, Lacan instead proposed an exercise of thinking that conceives of psychosis¿ structuring `mechanism¿ in the moment of the subject¿s proper constitution / Doutorado / Linguistica / Doutor em Linguística

Introduction Neonatal abstinence syndrome (NAS) is a health condition in infants that results from the sudden discontinuation of substances that infants were exposed to in utero (Kocherlakota, 2014). Typical symptoms include: hyperirritability, sweating, hypertension, tremors, sleep deprivation, and seizures (Kocherlakota, 2014). The role of a SLP in treating infants with NAS in the NICU includes evaluation, assessment, and treatment of the feeding cycle. Our research is an early exploratory and descriptive study of the pre-natal, peri-natal, and post-natal characteristics of infants with NAS who required SLP assessment and intervention as opposed to those who did not. Our aim was to examine possible predictors of infants with feeding and swallowing difficulties. Methods Data was collected from a local hospital system that conducted a five-year retrospective chart review study. From charts of 140 infants in the NICU, infants were placed into two groups: infants who received SLP services (SLP group) and infants who did not receive SLP services (NSLP group). From those charts, 26 infants with NAS who received SLP services were placed in SLP group based on the availability of a match in NSLP group. Infants in both groups were matched based on gestational age, year of birth, and gender. Results/Conclusion There were no significant differences found between SLP group and NSLP groups in: number of prenatal visits, week/timing of initial prenatal visit, and dosage of buprenorphine taken by the mother. The two groups did not differ (all ps>.18) in their types of drug use, average dosage of buprenorphine taken, average number of prenatal visits, or average week of first visit. There was a statistically significant difference in maternal age in the SLP group (p<.05; M=29.7 years, SD=5.4) and in NSLP group (M=26.7 years, SD=4.3.). There was no statistically significant difference in initial measurements of weight, head circumference, length, Apgar scores at birth, and number of complications between groups. There were no significant differences found in NAS scores between groups regarding the highest NAS score or average NAS score, number of NAS scores and first day of collection or number of days collected. There was a statistically significant difference in the number of prescription drugs administered. Infants in SLP group had more prescription drugs on average (M=1.50, SD=.89) than NSLP group (M=1.04, SD=.20). There was a statistically significant difference in the amount of weight gained (SLP group gained 229 more grams) and in infant length of stay and overall cost (SLP group on average stayed in the NICU one week longer and cost $22,896 more). Little research has been conducted regarding NAS and the impact it has on feeding and swallowing. We found that there are statistically significant differences among infants who were in SLP and NSLP groups. It cannot be determined how many full-term infants have dysphagia; however, from a clinical opinion it is thought that most full-term babies with dysphagia also have a neurological impairment.

Identification and selection of a speech-language caseload in the school setting can be a challenging task. The initial stages of caseload selection are usually in the form of a screening procedure. Although speech-language information is gathered at that time, information about its relationship to each student's academic status is usually not obtained. Such information would be useful in a setting that requires the provision of special education services to be justified from a basis of academic need.

It is obvious that the effects of speaking rate on the ability of aphasic children to comprehend verbal material has not been extensively researched. The studies cited above suggest that an increase in rate adversely affects comprehension by various subjects, while a decrease in rate may improve comprehension by certain subjects. Therefore, the present study attempted to examine the effects of the rate at which an auditory stimulus is presented to aphasic and normal children.

Young children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D‘Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading are considered best practices and critical to improving child outcomes (NELP, 2008). In addition, children who have a solid foundation in early literacy skills including vocabulary development in their native language will later transfer to the development of vocabulary in English (Ballantyne et al., 2008). Yet, research on shared book reading practices within the home of Hispanics is minimal (Hammer and Miccio, 2006). It is necessary to expand the literature on how to adapt best practices to meet the needs of Hispanic families who are economically disadvantaged. The purpose of this study was to investigate the impact of parent training and coaching of dialogic reading strategies in Spanish on mothers‘ implementation of the strategies and total vocabulary expressed by the child during shared book reading within the home environment. In addition, the researcher explored parent receptiveness towards shared book reading strategies. The research design for the study was a single-subject multiple baseline across three motherchild dyad participants. The independent variable was the intervention which consisted of parent training video on dialogic reading, parent handouts, and researcher coaching. The dependent variables were the mother‘s implementation of dialogic reading strategies and the children‘s total expressed words during shared book reading. The mother-child dyads, originally from Mexico, lived in settled migrant community in central Florida. The three children regularly attended a iv local federally funded preschool and received services for speech and/or language. The results indicated that the mothers‘ implementation of dialogic reading increased after training and coaching and the children‘s expressed total vocabulary words also increased. Dyad‘s interests in the selected books, mother responsiveness during shared book reading, and duration of shared book reading may have impacted some of the variability in the results. Furthermore, mothers were unaware of the dialogic reading strategies prior to the intervention and reported positive feedback and a desire to learn more ways to help their children at home. Implications for research and practice include the need for parent education to support caretakers of young children with speech and/or language delays, involvement of parents in the intervention planning process including coaching options, adaptation of intervention to expand upon parent‘s funds of knowledge, complexity of code-switching and language differences, and greater collaboration between school and home.

Children with communication disorders are often at risk of literacy difficulties, especially students that present with autism and/or speech sound disorders. This quasi-experimental study was designed to examine the effects of a 10-week "hybrid" intervention for preschool students with and without communication disorders in an integrated classroom. The classroom intervention targets both vocabulary and phonological awareness, two critical components of literacy that are strongly correlated with one another. The objectives of this study were (1) to provide empirical evidence that classroom-based pre-literacy intervention can be effective for students with communication disabilities, allowing for more time with their peers in a potentially least-restrictive environment and (2) to demonstrate that typically-developing preschool children also benefit from classroom-based pre-literacy training.

Background. Autism spectrum disorder (ASD) is characterized by persistent difficulties with social communication (American Psychiatric Association, 2013). Due to the high prevalence of ASD there’s a significant demand for services to support these individuals and the involvement of caregivers is considered a crucial element of effective early intervention for young children with developmental disabilities (Siller & Morgan, 2018). The Incredible Years ® is an evidence-based behavioral parent training program with a large body of research demonstrating its efficacy with enhancing positive parenting practices during parent-child interactions for children with behavior problems (Menting et al., 2013). The program is built on the foundational concept of child-led free play. Recently, the program has been adapted for families with young children with developmental disabilities, Incredible Years Program for Autism Spectrum Disorder and Language Delays Ages 2-5® (IY-ASLD). IY-ASLD aims to help parents learn developmentally-attuned language and play strategies to effectively engage with toddlers with ASD or social communication delays. There are few published evaluations of IY-ASLD currently. However, the findings from pilot studies are promising in terms of the feasibility of implementation, with high levels parent satisfaction and attendance. The present study uses data from a pilot study of the IY-ASLD program (N=17), which was adapted to telehealth during COVID-19 pandemic with the assistance of program developer. This dissertation contributes to an emerging body of research by evaluating the IY-ASLD program in a community setting. By examining IY’s group treatment model in a telehealth format, we also gain valuable insight about virtual parenting interventions, which have the potential to significantly expand treatment to more families. Methods. Families were recruited from a specialized early intervention and preschool program that utilizes an Applied Behavior Analysis approach to education. Seventeen (N=17) parent-child dyads from the school enrolled in the program. All or virtually all children referred to this school by their school district are at-risk for or have been diagnosed with ASD. All of the children had an IEP or IFSP with mandated speech services, 71% of the children met criteria for ASD (N = 12) on the Childhood Autism Rating Scale-2-SF, and 2/3 of the sample had adaptive behavior composites below a standard score of 70 on the Vineland Adaptive Behavior Scales- Third Edition Comprehensive Teacher Form (Sparrow et al., 2016) at baseline. The parent participants, all mothers, began and completed a 12-week IY-ASLD telehealth intervention delivered over HIPAA protected Zoom. Mothers were from diverse backgrounds (41% non US born), well-educated (94% college graduate) and had a high median household income. Data from participants was gathered through questionnaires administered to parents, child-functioning measures completed prior to treatment by school personnel, and parent-child interactions videos recorded in the home at pre-, mid-, and post-treatment across a 12-week IY-ASLD intervention. Primary outcome variables were parent verbal behaviors during 5-minute parent-child free play sessions recorded at each time point. Each vocal utterance during free play sessions was coded for function, consistent with the parenting skills that were targeted in the IY-ASLD program (e.g., reducing commands, questions, and corrections, increasing descriptive narration and praise, following the child’s lead). The independent variables were time and dosage (minutes spent in treatment) and the moderators were child’s functioning levels (special education teacher/clinician ratings on the Vineland Adaptive Behavioral Scales- Third Edition (Vineland-3, Sparrow et al., 2016) and Childhood Autism Rating Scale, Second Edition- Standard Form (CARS2= ST, Schloper et al., 2010). Results. Mothers in the IY-ASLD program significantly decreased the ratio of parent-directed language and increased the ratio of child-directed language they used during the free play sessions with large effect sizes and most of the change occurring in the mid-to-post interval. Descriptive statements (tacts) also increased significantly for all participants with large effect sizes; the number of directive or question statements (mands) decreased with medium effect sizes, though the results were not significant. Dosage was not a significant predictor of outcomes at post-treatment when pre-treatment parenting behaviors were taken into consideration, possibly due to low variability in attendance. When child level was analyzed as a moderator, there were large effect sizes for the observed changes in tacts, mands, and overall ratio of child-directed language when children were divided into ASD vs No ASD groups, but small effect sizes when looking at low vs high adaptative behavior groups. There was a significant interaction effect between change in parent language over time and ASD severity of the child; parents of children with ASD did not significantly reduce the number of mands over time, while parents of children without ASD significantly reduced their number of mands over time. This research provides support for a full-RCT of IY-ASLD in this setting, suggesting that the intervention promotes maternal use of child-directed language, particularly for children with language delays as opposed to those with more severe symptoms of ASD. Interventions such as IY-ASLD may help empower parents of preschoolers with disabilities with strategies to facilitate more rewarding free play interactions at home.

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The diploma thesis focuses on the role of teacher assistant in the nursery class. Its aim is to capture the activities that the assistant teacher performs in this class through qualitative research. The main aim of the research was to describe the activities of the teacher assistant that support pupils directly in the logopedic class of the kindergarten. The research was carried out at the nursery class of the kindergarten. The case studies of five pupils were processed on the basis of documentary analysis and observation and teacher assistant activities were categorized. It has been found that pupils has disruptive communication skills that has been shown since the beginning of development and, besides communication skills, involves in other areas of development. Teacher assistant pays attention to all pupils in the class. Activities that encourage them to engage in education and all kindergarten activities do not differ in content. His work focuses mainly on ensuring understanding, orientation and involvement of pupils in every situation. KEYWORDS Teacher Assistant, Pupil with Special Educational Needs, Speech and Language Disorders, Nursery School, Class for children with speech and language disorders, Special Education