Este estudo trata da análise do discurso do professor de matemática no ambiente de sala de aula. O nosso foco é analisar se o discurso do professor favorece ou não a interação e a participação do aluno na construção do conhecimento. Partimos da identificação das marcas discursivas, que sinalizam o estereótipo criado em torno da Matemática. Para fundamentar nossos pressupostos, nos pautamos na Análise Crítica do Discurso, utilizando o modelo tridimensional de Fairclough. A pesquisa é de natureza qualitativa, que prioriza a interpretação dos dados, em que partimos da análise de alguns elementos como: o ethos e alguns modalizadores (modo verbal, escolha lexical, entonação). Para análise do corpus, utilizamos os seguintes instrumentos: questionários, entrevistas e gravações de aulas, devidamente transcritos, que nos deram o suporte de que precisávamos, para compreender que o professor e o aluno refletem suas experiências individuais, no ambiente de sala de aula, e que o contexto social repercute na tomada de estratégias, permitindo a transformação do comportamento individual e coletivo dos interlocutores. Assim analisamos a construção do saber a partir do discurso do professor e as implicações pedagógicas em sala de aula / This study deals with the analysis of the speech by the teacher of mathematics in the atmosphere of the classroom. Our focus is to examine whether the teachers speech favors or not the interaction and participation of the student in the construction of knowledge. Our starting point is the marks, which signal the stereotype created concerning Mathematics. To support our assumptions, we set our topics on the Critical Analysis of Speech, using the three-dimensional model of Fairclough. The research is of a qualitative nature, which prioritizes the interpretation of data, and starts from the analysis of some elements such as the ethos and some modalizers (verbal mode, lexical choice, intonation). For the analysis of the corpus, we used the following instruments: questionnaires, interviews and recordings of classes, duly transcribed, which gave us the support we needed to understand that the teacher and the student reflect their individual experience in the classroom and their social background interfere in the search of strategies that lead to transformation of individual and group behavior of interlocutors. Therefore we examine the construction of knowledge from the speech and the implications of the teachers role in the classroom

Orientador: Maria da Luz Rosario de Sousa / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T22:41:09Z (GMT). No. of bitstreams: 1 Camargo_GiseleFerreira_M.pdf: 1068685 bytes, checksum: a6f4412751e7bf69f52c37dd8c78f842 (MD5) Previous issue date: 2007 / Resumo: Este estudo teve como objetivo investigar as condições morfofuncionais do sistema estomatognático e de autopercepção da saúde bucal em idosos usuários de prótese dentária. Fizeram parte do estudo 10 idosos usuários de prótese dentária atendidos no ¿Projeto Envelhecer Sorrindo¿ desenvolvido nod Departamento de Prótese da Faculdade de Odontologia da Universidade de São Paulo / USP. Os dados foram obtidos a partir do acompanhamento dos idosos durante quatro meses, por meio da aplicação de dois instrumentos; um protocolo de avaliação fonoaudiológica, o qual foi submetido ao processo de validação teórica e o índice GOHAI (Geriatric Oral Health Assessment Index) para avaliação da autopercepção da saúde bucal. Foi realizada uma análise descritiva dos dados da avaliação fonoaudiológica e do índice GOHAI. As condições do sistema estomatognático não melhoraram apenas com a instalação da prótese nova. Nenhum dos idosos avaliados foi capaz de adequar as três funções : mastigação, deglutição e fala após quatro meses de adaptação à prótese nova. A média do GOHAI aumentou de 27.6 para 31.9, da avaliação inicial para a final, qualificando como positiva a autopercepção da saúde bucal após a instalação da prótese. Os resultados evidenciam que a presença do fonoaudiólogo junto ao odontólogo é de grande importância auxiliando o idoso no processo de adaptação à prótese dentária e adequação da musculatura e funções orofaciais. A autopercepção da saúde bucal foi positiva mesmo não sendo satisfatório o resultado obtido com a avaliação fonoaudiológica, enfatizando a necessidade da padronização de um instrumento apropriado para a avaliação fonoaudiológica em pacientes idosos usuários de prótese dentária / Abstract: The aim of this study was to investigate the stomatognathic system, morphofunctional conditions, and oral health self-perception in elderly wearing new dental prosthesis. This study, consisting of ten elderly patients wearing dental prosthesis, was supported by the ¿Envelhecer Sorrindo¿ project developed by the Prosthodontics Department at the Dental School of the University of São Paulo /USP. Data were collected during monitoring sessions for 4 months, using 2 different tools: (a) a Speech and Language evaluation protocol submitted to a theoretical validation process; and (b) GOHAI (Geriatric Oral Health Assessment Index) used to evaluate the oral health self-perception of the elderly assessed. A descriptive analysis of the data collected with both tools was done. The conditions of the stomatognathic system did not improve completely with the placement of the new prosthesis. None of the elderly could adapt themselves to the three main functions (mastication, swallowing, and speech) four months after prosthesis placement. GOHAI index increased by 27.6 to 31.9, from the initial evaluation to the final one, suggesting the new prostheses were positive in relation to oral health self-concept. The results showed that the presence of a speech and language therapist working together with the dentist is very important to help the elderly during the prosthesis adaptation process and to monitor musculature and orofacial functions. Oral health self-concept was positive although the results obtained with the Speech and Language evaluation were not satisfactory. Further studies are needed to standardise a proper tool to be used during the speech and language evaluation in elderly patients wearing oral prosthesis / Mestrado / Mestre em Gerontologia

A American Speech-Language-Hearing Association ASHA define a linguagem como um sistema complexo e dinâmico de símbolos convencionais, utilizados de várias maneiras durante a comunicação. Alterações nas regiões cerebrais responsáveis pela fala e linguagem, podem trazer como consequência a afasia, que é definida como a perda ou debilidade da função de linguagem causada por um prejuízo do cérebro. Indivíduos afásicos podem necessitar de recursos da Comunicação Suplementar e/ou Alternativa para complementar ou substituir a transmissão de uma mensagem, que não pode ser transmitida de maneira eficiente pela comunicação verbal. Segundo von Tetzchner e Jensen, a Comunicação Suplementar e/ou Alternativa envolve o uso de modos não verbais de comunicação, para suplementar ou substituir a linguagem oral, que pode estar ausente ou comprometida. Desta forma, o presente estudo teve o objetivo de descrever o uso da Comunicação Suplementar e/ou Alternativa em dois casos de afasia pós Acidente Vascular Encefálico. Para tanto, foi realizada intervenção fonoaudiológica com dois participantes afásicos, utilizando os recursos da Comunicação Suplementar e/ou Alternativa. A intervenção fonoaudiológica foi dividida em quatro etapas, que abrangeu desde a visualização e confecção das fichas para o álbum de comunicação até a utilização efetiva deste recurso. Em todas as etapas, foi utilizado o sistema pictográfico sistema pictográfico de comunicação, por se tratar de um sistema que possui maior iconicidade. Por meio da reaplicação de testes, foi possível constatar melhora nas capacidades de compreensão oral, escrita, leitura e denominação dos dois participantes. Com este estudo pôde-se concluir que a intervenção fonoaudiológica com o uso da Comunicação Suplementar e/ou Alternativa nos dois casos de afasia pós Acidente Vascular Encefálico, trouxe benefícios para a comunicação funcional dos participantes, sendo que estes recursos tiveram função facilitadora, tornando a comunicação mais eficiente e trazendo benefícios no processo de reabilitação, promovendo evolução das habilidades de leitura e nomeação. / The American Speech-Language-Hearing Association defines language as a complex and dynamic system of conventional symbols, used in various ways during the communication. Changes in brain regions responsible for speech and language, can bring the aphasia, which is defined as the as the loss or impairment of language function caused by brain disease. Aphasic individuals may require supplementary resources of communication and/or alternative to supplement or replace the transmission of a message, which cannot be transmitted through verbal communication. According to von Tetzchner and Jensen, the Augmentative and Alternative Communication implicate the use of alternative modes of nonverbal communication, to supplement or replace the oral language which may absent or impaired. Thus, this study aimed to describe the use of the Augmentative and Alternative Communication in two cases of aphasia after stroke. The speech therapy was divided in four stages that approached since the display of forms of communication for the album until the effective use this resource. In all stages, was used the pictographic system Picture Communication Symbols, because it is a system that has greater iconicity. By reapplication of tests, was possible to show improvement in oral ability, writing, reading and denomination the two participants. To this end, the speech therapy was performed with two aphasic participants, using the Augmentative and Alternative Communication. This study allows conclude that the speech therapy using the Augmentative and Alternative Communication in two case of aphasia after stroke, brought benefits to functional communication the participants, and these resources had a augmentative role making communication more efficient and brought benefits in the rehabilitation process, promoting development of skills in reading e naming.

The thesis presents a pragmatic analysis focused on the communication of twins from the 35th to the 37th month of their life in different communicative situations. The paper is based on a case study of twins. The theoretical part of the thesis is based on texts on language acquisition and communication of 3-year-old children and acquisition of pragmatics. The material for the analysis comprises of audiovisual recordings made with informed consent from the parents of the twins who were further supplemented by information obtained through parental questionnaires and interviews with the parents. Video recordings are transcribed according to the principles of CHAT of CHILDES corpus. The material is analyzed in terms of means that the children use to express communication plans. The results of the analysis are compared with the results from the theoretical part. Keywords Child speech, child language, communication, twins

The limited amount of normative information regarding speech motor development in the clinically important age range four to seven years served as motivation for this study. The main aim of the study was to collect normative information regarding sensorimotor speech control skills of pre-school children. The method of the study was designed and the results interpreted within the framework of the four-level model of speech production of Van der Merwe (1997). Basic qualitative and quantitative data were gathered for a variety of aspects of speech motor development in Afrikaans-speaking children aged 4;0 to 6;7 years in the following areas: 1) non-speech oral movements, 2) non-speech diadochokinesis, 3) speech diadochokinesis, 4) cluster production, 5) word syllable structure in spontaneous speech, 6) acoustic data regarding first-vowel duration and variability of first-vowel duration in repeated utterances of the same word, 7) acoustic voice onset time data, 8) acoustic data regarding first-syllable duration in words of increasing length. Results indicated that associated movements and accuracy errors occurred in some non-speech oral movement and non-speech diadochokinesis tasks. Normative, diadochokinetic rate data were gathered. Perceptual analysis indicated difficulty with glottal and three-place diadochokinesis tasks. Subjects produced 84% of initial clusters in isolation correctly and 79% of final clusters. Schwa-vowel insertions occurred in clusters in isolation, but not in spontaneously produced words. Subjects produced 163 different word syllable structures in spontaneous speech, with 18 structures occurring in all subjects’ data. Six-year-olds generally displayed the shortest first-vowel duration. Individual, non-age related trends occurred for variability of first-vowel duration. Mean voice onset times in voiced stop contexts ranged from -97ms to +12ms, with overall instances of mean voicing lead occurring in 27% of the four-year olds’ productions, 4% of the five-year-olds’ productions and 80% of the six-year-olds’ productions. Mean voice onset times in voiceless stop contexts ranged from +11ms to +37ms. Subjects adapted first-syllable duration to word length by decreasing it as the word length increased. Results indicated that a wide range of normal speech motor performance is possible for children this age, and that individuals can display different performance levels for different speech parameters. This emphasizes the complexity of speech motor development and the need to assess a variety of speech motor parameters. It is essential that quantitative (objective) analysis of children’s speech motor performance be supplemented with qualitative (descriptive) analysis. The study contributed knowledge to the understanding of certain aspects of speech motor development and to the speech production process in general. / Dissertation (MComm Path)--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / Unrestricted

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.

No description available.

This study was designed to validate the Preschool Speech and Language Screening Test. The PSLST was designed to quickly identify those preschool children who appear to be in need of speech and/or language evaluation or intervention. Specifically, the present investigation sought to determine the proportion of children with speech and/or language problems not detected by the screening test and the proportion of children without speech and language problems who failed the PSLST.

It has long been the quest of developmental theorists to understand the mechanisms behind cognitive functioning and the acquisition of language. Studies have identified that there is an interdependent, dialectical relationship between cognitive development and language acquisition. The development of language, in typical populations, is therefore dependent on a baseline cognitive skill, which, once acquired, capacitates the further development of cognition. However, very little is known about this process within atypical populations, particularly those with speech and language impairment. This study examined the relationship between cognitive functioning and early predictive factors in an atypical population of pre-school children with speech and language impairment using three measures of cognitive functioning (as measured by the WPPSI (Wechsler Pre-School and Primary Intelligence Scale), the Griffiths and the JSAIS (Junior South African Individual Scale)) and a range of demographic, diagnostic and early developmental childhood factors. Results identify factors such as parental levels of education, family structure, gender and pregnancy and early childhood health as the main influences of cognitive performance. They also highlight the pervasive influence of speech and language impairment on non-verbal and processing speed abilities. The presence of genetic conditions as well as multiple diagnoses was frequently found to have significant associations with poor cognitive performance. The study also highlighted two things of unexpected interest. The first refers to the role of handedness (particularly undifferentiated handedness) in identifying cognitive difficulty which is related to hemispheric lateralisation, and its relationship to the various diagnostic groups represented within the sample. The second considers the high proportion of diagnostic co-morbidity and the common cognitive profiling patterns across diagnostic categories in abilities outside of the verbal range to highlight potential directions for future research. The implications of these overlaps are considered within existing research on brain laterality, hemispheric dominance and neurological immaturity.

No description available.