Orientador: Adriana Lia Friszman de Laplane / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-21T04:12:08Z (GMT). No. of bitstreams: 1 Jordao_LindaBoghossian_M.pdf: 20684428 bytes, checksum: 613e5801cd4fe29e55225489f0394f85 (MD5) Previous issue date: 2012 / Resumo: Tomando como ponto de partida as dificuldades de leitura e escrita observadas em uma sala de aula de 4ª. Série do ensino fundamental, a pesquisa teve como objetivos desenvolver uma proposta de intervenção em sala de aula, com base na perspectiva do Letramento e com enfoque nas práticas de leitura e escrita, e discutir as possibilidades de contribuição da Fonoaudiologia na escola. Foi utilizada uma abordagem qualitativa com caráter de pesquisa-ação, com a finalidade de produzir mudanças no meio pesquisado. A pesquisa foi realizada em uma escola estadual de ensino fundamental da cidade de Campinas, por uma equipe interdisciplinar de pesquisadoras e professoras. A proposta de intervenção foi desenvolvida em parceria com a professora de sala, por meio de um projeto temático, em que os alunos produziram um filme. O projeto temático permitiu integrar conhecimentos de diferentes tipos e agregou o trabalho de professores, alunos e pesquisadores. Os resultados mostraram que os alunos participantes se engajaram de forma ativa nas atividades propostas durante o projeto de intervenção e que o seu desempenho em leitura e escrita melhorou, assim como o comportamento da turma estudada. A pesquisa propiciou a reflexão sobre o papel da Fonoaudiologia como interlocutora da equipe escolar. Concluiu-se que o fonoaudiólogo pode somar esforços com os professores e contribuir com os conhecimentos que a sua disciplina integra para propiciar a compreensão do processo de letramento e melhorar o desempenho dos alunos na aprendizagem escolar / Abstract: As a starting point the reading and writing difficulties observed in a 4th Grade classroom, the research aimed to develop a proposal on classroom intervention, based on the literacy perspective and focused on reading and writing practices, and discuss the possibilities of the contribution of Speech and Language Pathology at schooL It was used a qualitative approach focusing collaborative action-research in order to produce changes in the environment studied. The survey was conducted in a public Junior High School in the city of Campinas, by an interdisciplinary team of researchers and teachers. The intervention proposal was developed in partnership with the classroom teacher through a thematic project, in which the students produced a film. The thematic project allowed integrating different kinds of knowledge and added value to the work of the teachers, students and researchers. The results showed that the students participated in an active way in the activities proposed during the intervention and their performance in reading and writing have improved, as well as the behavior of the group studied. The research led to a reflection regarding the role of the Speech Therapy as the spokesperson of the school staff. It was concluded that the Speech and Language Pathologist can join and add forces with the teachers and contribute to the knowledge that their discipline provides to offer an understanding of the process of Literacy and to improve student performance in school learning / Mestrado / Interdisciplinaridade e Reabilitação / Mestra em Saúde, Interdisciplinaridade e Reabilitação

Orientador: Cecilia Guarnieri Batista / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-21T17:38:02Z (GMT). No. of bitstreams: 1 Zerbeto_AmandaBrait_M.pdf: 785442 bytes, checksum: 19d72a3f0132d6216c11548fc3ed143f (MD5) Previous issue date: 2012 / Resumo: Na Clínica Fonoaudiológica, a avaliação de linguagem é o processo que permite ao fonoaudiólogo caracterizar e analisar a linguagem da criança, e que fornece subsídios para a conduta a ser adotada pelo profissional. A abordagem sócio interacionista de aquisição de linguagem considera a linguagem como a atividade pela qual o sujeito constrói seu conhecimento de mundo. Linguagem e conhecimento do mundo passam pela mediação do outro, o interlocutor, com destaque para a relação dialógica no acesso ao simbólico. Dessa concepção de linguagem decorrem propostas de avaliação em contextos que permitam a observação dos diferentes aspectos da linguagem. Constituem exemplo disso as situações naturalísticas, preferencialmente em grupo, em que se propicia a interação da criança com diferentes interlocutores (adulto e crianças), e com atividades apropriadas à faixa etária das crianças - tipicamente situações de brincadeira. Nesse sentido, o objetivo do presente estudo foi descrever aspectos e contribuições de uma proposta de avaliação de linguagem em situação naturalística e em grupo, de crianças entre 1:9 e 3:0 anos (projeto aprovado pelo CEP - Unicamp, protocolo 399/2011). Participaram do estudo nove crianças, avaliadas em três grupos de três participantes (um grupo com crianças sem queixas de linguagem e dois grupos composto por crianças encaminhadas com queixas de alterações de linguagem). Para cada grupo foram realizados quatro encontros videogravados, com duração entre 30 e 60 minutos cada, em que foram oferecidos brinquedos variados, sob a coordenação da pesquisadora. A partir dos dados coletados, foram elaborados relatórios individuais de avaliação da linguagem, com foco nos seguintes aspectos: pragmático-discursivo, semântico-lexical e fonético-fonológico. Constatou-se que produção oral das crianças se ampliou ao longo das sessões, ampliando as possibilidades de análise de diferentes aspectos da linguagem. Dentre estes, tiveram destaque os aspectos pragmático-discursivos, particularmente relevantes no caso das crianças com diagnósticos de alterações neurológicas e com pouca produção oral. As condutas sugeridas abrangeram desde sugestões educacionais (ex: matricular a criança na escola) até atendimentos por equipe interdisciplinar. O grupo se caracterizou como uma situação rica para a observação de linguagem. Entre os exemplos observados, podem ser citadas as interações com a pesquisadora, relacionadas à exploração de objetos e as interações entre crianças, com característica de partilha ou cooperação. Foram também observados exemplos de disputa de brinquedos, que, em alguns casos, constituíram o principal indicador do uso intencional da linguagem. O planejamento de quatro sessões de avaliação proporcionou maior familiaridade com a situação e permitiu mais oportunidades de observação dos diferentes aspectos da linguagem do que teria sido possível com um número reduzido de sessões. A avaliação de linguagem em situação naturalística e em contexto grupal contemplou os aspectos destacados pela abordagem sócio-interacionista. A adoção dessa proposta trouxe informações significativas para a definição da conduta a ser adotada nos diferentes casos encaminhados para avaliação fonoaudiológica / Abstract: Language assessment in the field of Speech Pathology is the process which aims the characterization of language and which gives support to professional decisions. Social interactionist theory of language acquisition claims that language is the activity by which the subject constructs its knowledge of the world. Language and knowledge of the world depend on the mediation of significant people, with focus on the dialogical relationship in the access to the symbolic world. This conception of language leads to assessment practices in contexts which allow the observation of different aspects of language. One example are naturalistic contexts, notably group situations, which propitiate the interaction of the child with different interlocutors (adult and children), and with activities appropriate to their age - typically play situations. In this sense, the objective of the present study was to describe aspects and contributions of a proposal of language assessment in group naturalistic situation, for children 1yr9mo - 3 years old (project approved by CEP - Ethical Committee - Unicamp, protocol 399/2011). The participants were nine children, assessed in three groups of three participants (one group with children without language problems and two groups with children referred to language assessment). Each group participated in four filmed 30 to 60 minute sessions, in which different toys were offered by the researcher. Individual reports of language assessment were elaborated, with focus on pragmatic-discursive, semantic-lexical and phoneticphonological aspects of language. It was observed that the oral production of the children was increased along the sessions, amplifying the possibilities of analysis of different aspects of language. It was possible to point out the pragmatic-discursive aspects of language, particularly relevant in the case of children with diagnoses of neurological alterations and with a no fluent and scarce oral production. The definitions after the assessment included an array of conducts, including educational practices (e.g. to enroll the child in the preschool) and treatment by interdisciplinary teams. The group situation provided a rich situation for the observation of language. The examples included instances of interaction with the researcher related to the exploration of objects and of cooperative interactions among children. Instances of competition for toys were, in some cases, the main indicator of the intentional use of language. The plan of four sessions of assessment lead to a greater familiarity with the situation and allowed more opportunities of observation of the different aspects of language than would be possible with a reduced number of sessions. The assessment of language in a naturalistic situation and in a group context comprised the aspects which are emphasized by the social interactionist theory. It also provided meaningful information to the definition of the conduct to be adopted in the different cases which were referred to Speech Pathology diagnosis / Mestrado / Interdisciplinaridade e Reabilitação / Mestra em Saúde, Interdisciplinaridade e Reabilitação

The purpose of this investigation was to analyze interns’ perceptions of what supervisors considered important supervisory behaviors and to compare those perceptions with what the supervisors considered important. Participants consisted of 33 interns and 23 supervisors. Results of two surveys collected in previous studies were compared and analyzed. Tihen’s (1983) “Tihen’s Student Expectations of their Clinical Supervisor(s) Scale” was used for the intern group. A modified version of the same scale was used for the supervisor group. The scale rated five domains: passive, evaluative, active, cooperative, and affective. Results revealed that interns ranked perceptions of what supervisors considered important supervisory behaviors as less important than what supervisors rated them. Supervisors rated all domains significantly higher than interns. Both groups considered the active domain to be the most important category and the passive domain to be the least important. Groups differed in their rankings for the affective, evaluative, and cooperative domains.

Language recovery was examined in 108 individuals with aphasia in the chronic phase of recovery who participated in various forms of aphasia treatment over extended periods of time. The Western Aphasia Battery (WAB) was administered at multiple time points and Aphasia Quotient (AQ) scores were used as a measure of language performance over time. As a group, the cohort showed an improvement of +6.52 AQ points, yielding an average rate of change of +4.07 AQ points per year. The rate of change was greatest at earlier times post onset (between three months and two years), and improvement was greatest for individuals with aphasia in the moderate severity range. Age, sex, and fluency did not have a significant effect on recovery. Education level had marginal predictive value in the direction of those with less education showing greater rate of improvement. These results suggest that language recovery continues during the chronic stage for individuals who are involved in some form of rehabilitation activity, especially in individuals with aphasia of moderate severity.

Background: Working-age adults with aphasia experience difficulties in social participation, specifically the ability to fulfil social roles and reintegrate into communities. Literature regarding social participation of people with aphasia (PWA) is predominantly based on high income countries limiting generalizability of findings. Investigation of PWA’s perspectives on social participation in lower-middle-income countries such as South Africa is warranted. Objective: To describe the perspectives of working-age adults with aphasia regarding social participation within the first two years post-incident. Method: Semi-structured interviews were used to obtain the perspectives of 10 working-age adults (mild to moderate aphasia), using pictorial and written supports, and supported conversation techniques. Data were coded and thematically analysed to identify common themes amongst participants’ perspectives of social participation. Results: Five main themes and two sub-themes were identified. Participants’ perspectives of social participation align with previous qualitative studies regarding perspectives of working-age adults with aphasia, specifically their preference for re-engagement in meaningful activities. Participants described preference for specific 2 communication partners, specifically close friends and family. Reduced social participation was apparent due to difficulties in returning to work. The rehabilitation process was identified as an area of social engagement, specifically participants’ relationships with their speech-language therapist. Faith-related activities were the primary contexts that involved other community members. Conclusion: Successful social participation was dependent on the perceived value and the supportive nature of social activities rather than the quantity of activities. Rehabilitation should facilitate and optimise PWA’s communicative functioning within valued areas of social participation, enhancing person-centred care. Keywords: Social participation; aphasia; mild-moderate aphasia; stroke; lower-middle-income countries; working-age adults; A-FROM; ICF; speech-language therapy; person-centred care. / Dissertation (MA) University of Pretoria 2020. / Speech-Language Pathology and Audiology / MA (Speech-language pathology) / Unrestricted

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Book Summary: Packed with new research, relevant case studies, and today’s best practices, the Seventh Edition has been extensively revised and updated throughout and features six all-new chapters, updated research, a streamlined table of contents, and new online teaching and learning resources to save you time and help your students succeed.

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The purpose of this study was to discover if as an expert witness, an SLP can make a significant impact on the decision made by juries in the cases of defendants with a traumatic brain injury compared to no expert witness testimony. Participants were recruited from a pool of individuals who met the requirements to be a potential juror in the state of Illinois. Participants completed a survey regarding their opinions on defendants with TBI in court cases. The survey was created with the online survey generator software, “Google Forms” in order to determine if individuals would judge a defendant differently when informed of the expert witness testimony of an SLP. Results suggest a positive correlation between exposure to SLP testimony and greater leniency or rehabilitative tendencies in legal judgment. The implications of these results shine a very important light on the issue of individuals with TBI inside the criminal justice system. If cases continue to be held in a court of law without the input of specialized SLP expert knowledge, it would be difficult to say if true justice is served for each individual. With SLP expert testimony, the number of individuals with TBI who are behind bars as a result of ill-informed jury sentencing could be significantly reduced.