Made available in DSpace on 2015-05-14T13:16:27Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1218590 bytes, checksum: e0e2b992d2b51792602fe1517c8deeb4 (MD5) Previous issue date: 2014-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Childhood is characterized as the crucial period for the appearance of typical human skills and potentials, which allow the child to a gradual appropriation of culture and its artifacts. In this sense, when the adults interact with babies and attribute meaning to their actions, they favor the emergence of the ability of infant intentional communication. The literature in this topic indicates that the mothers perceptions about the communicative intentionality of the baby and its implications for the infant behavior may have important effects throughout the child's development. Thus, the objective of this dissertation was to know the maternal perceptions about the ability of intentional communication of infants in the first year of life, and more specifically propose an instrument capable of to detect those perceptions. The study included 40 mothers, being 20 mothers of 4 months babies and 20 mothers of 9 months babies. Maternal age ranged from 21 to 36 years, mean 29.23 (SD = 4.54). Twenty-four mothers were primiparous and 16 secundiparous. For data collection, were used a sociodemographic questionnaire, an Initial Interview about mothers' perceptions about the overall development of their children and a semi-structured interview, result from the semantic adaptation process of the Infant Intentionality Questionnaire. Initially, the information concerning sociodemographic questionnaire data were listed. The interviews were transcribed verbatim, and then made the floating read and the survey of the frequencies of the responses reported by the mothers in each age group studied. Besides frequency, were considered the similarities and contradictions of the mothers discourse, a qualitative content analysis being done. The results demonstrated that mothers with higher educational levels showed, in general, more elaborate answers and more information about the baby's development and dyadic relationship. Regarding the number of children, most secundiparous mothers reported that experiences with the first child contributed to the perception and actual practice of them with the baby. As regards the age of the baby, differences were found between the responses of the two groups of mothers, especially regarding maternal perceptions of babies intentional communication ability. Mothers of 9 months babies reported greater number of intentional communicative behaviors and showed more clear examples of such actions than mothers of 4 months babies. It is emphasized that these differences in maternal responses may be related to each specific period of child development and acquisitions that take place over social interactions. Moreover, the Maternal perception of intentional communication ability of baby interview, instrument proposed at the end of this paper, can contribute to actions of psychologists and scholars of language that aim at to capture the maternal perceptions of infant intentional communication ability and to analyze the language sociopragmatic domain. It is considered that the present study can aid the discussion of maternal perceptions and practices and the early identification of developmental disorders and deficits in communication and language, providing support to the practices of psychologists in the guidelines to parents, caregivers and/or educators. / A infância caracteriza-se como o período crucial para o surgimento das habilidades e potencialidades tipicamente humanas, que permitem à criança uma gradativa apropriação da cultura e de seus artefatos. Nesse sentido, os adultos, ao interagirem com os bebês e atribuírem significado às suas ações, favorecem a emergência da habilidade de comunicação intencional infantil. A literatura sobre esse tema refere que as percepções das mães acerca da intencionalidade comunicativa do bebê e suas implicações nos comportamentos deste podem ter efeitos importantes ao longo do desenvolvimento infantil. Diante disso, o objetivo desta dissertação foi conhecer as percepções maternas acerca da habilidade de comunicação intencional de bebês no primeiro ano de vida e, mais especificamente, propor um instrumento capaz de apreender essas percepções. Participaram do estudo 40 mães, sendo 20 mães de bebês de 4 meses e 20 mães de bebês de 9 meses. A idade das mães variou entre 21 e 36 anos, com média 29,23 (DP = 4,54). Vinte e quatro mães eram primíparas e 16 secundíparas. Para a coleta de dados, foram utilizados um questionário sociodemográfico, uma entrevista inicial acerca das percepções maternas sobre o desenvolvimento global dos seus filhos e uma entrevista semiestruturada resultante do processo de adaptação semântica do Infant Intentionality Questionnaire. Inicialmente, foram levantadas as informações referentes aos dados do questionário sociodemográfico. As entrevistas foram transcritas de forma literal; em seguida, foi realizada a leitura flutuante e o levantamento das frequências de respostas das mães de cada grupo de idade estudado. Além da frequência, foram consideradas as semelhanças e contradições dos discursos das mães, sendo feita uma análise qualitativa de conteúdo. Os resultados demonstraram que as mães com um nível educacional maior apresentaram, de maneira geral, respostas mais elaboradas e com maiores informações sobre o desenvolvimento do bebê e a relação diádica. Com relação ao número de filhos, a maioria das mães secundíparas relatou que as experiências com o primeiro filho contribuíram para a percepção e as práticas atuais delas com o bebê. No que se refere à idade do bebê, foram encontradas diferenças entre as respostas dos dois grupos de mães, principalmente no tocante às percepções maternas acerca da habilidade de comunicação intencional dos bebês. As mães de bebês de 9 meses relataram maior número de comportamentos comunicativos intencionais e apresentaram exemplos mais claros de tais ações do que as mães de bebês de 4 meses. Ressalta-se que essas diferenças nas respostas maternas podem estar relacionadas a cada período específico do desenvolvimento infantil e às aquisições que se dão ao longo das interações sociais. Ademais, a Entrevista sobre percepção materna acerca da habilidade de comunicação intencional do bebê, instrumento proposto ao final deste trabalho, pode contribuir para ações de estudiosos da linguagem e psicólogos que visem a captar as percepções maternas acerca da habilidade de comunicação intencional dos bebês e analisar o domínio sociopragmático da linguagem. Considera-se que o presente estudo pode auxiliar a discussão em torno das percepções e práticas maternas e a identificação precoce de transtornos e déficits do desenvolvimento na área da comunicação e da linguagem, fornecendo subsídios às práticas de psicólogos nas orientações aos pais, cuidadores e/ou educadores.

This Master's thesis deals with the topic of impaired communication skills in premature infants. The thesis is divided into theoretical and practical parts. The theoretical part consists of three main chapters devoted to the development of children's speech, premature babies and care for premature babies. The first chapter describes speech and language, the ontogenetic development of speech, language levels in the ontogenesis of speech and impairment of communication skills in childhood. The second chapter defines a premature baby and discusses the most common postpartum complications. The third chapter is devoted to the care of premature babies in the Czech Republic, describes the logopaedic care regarding such children and their prognosis. The practical part is based on the methods of qualitative research. A triangulation of research methods was chosen - document analysis, observation and interview. The main goal was to describe how impaired communication skills are manifested in premature infants. The partial goal was to find out what postpartum complications occur in premature infants. To achieve the goals of the research, five research questions were formulated. Five respondents were included in the survey, namely four boys and one girl. Based on the obtained data, case studies of individual...

The diploma thesis is of a special pedagogy type and focuses on speech therapy. The thesis deals with the role of parents during the development of communication skills of preschool children in particular. The thesis is divided into the theoretical part and the practical part. The introductory chapter of the theoretical part characterizes a child of preschool age with regard to the development of motor skills, cognitive processes and social skills. The second chapter discusses the issue of communication skills of preschool children in more detail. It includes risk factors for speech development, the most common impairments of communication skills of preschool children and the possibilities of speech therapy intervention. The third chapter is devoted to the family environment in connection with its influence on the development of a child's communication skills. This chapter describes the parental styles, risk factors of the family environment and support options related to the child's speech development. The practical part of the diploma thesis presents the results of a questionnaire survey, the main goal of which was to analyze the approach of parents to the development of communication skills of preschool children. It is therefore a research of a quantitative nature. The partial goals of the...

The presented thesis deals with the topic of development of communication abilities in preterm infants from the perspective of special education. The thesis is for clarity divided into several parts. In the first part of the text the issue of incidence of premature births in the Czech Republic is discussed, following subsections are devoted to the definition and distribution of characteristics bonding with immaturity of child and approach selected health problems associated with postpartum adaptation and subsequent psychomotor development of child. The following chapter which analyzes the system of care for premature newborns in the Czech Republic focuses on two forms of care, acute care and followed-up. Next part has been devoted to issue of premature infants from logopedical perspective and describes the physiological process of development of communication abilities of child and based on current knowledge, especially foreign research, analyzes the peculiarities of speech development of preterm infants. The last and key part of the work, based on case studies, analyzes the specifics of development of communication abilities of four originally extremely and very preterm children of multiple pregnancies in the background of the their overall psychomotor development. KEYWORDS premature infant,...

The pragmatic language level in junior school pupils is the subject of the Master's thesis. The main object is to analyze the expression of the selected pupils with autism disorder, focusing on the pragmatic language level and then suggest other consecution for the practical use. The ultimate target is to analyze verbal, nonverbal and paralinguistic aspects of their speech. The theoretical part is focused on the process of communication, each language levels, and impaired communication ability. There is also theoretical knowledge about the autistic spectrum disorders, especially the terminology, etiology, symptomatology and the particular types of the disorders. The last part is based on the specification of the speech of pupils with the autistic spectrum disorder and the possibility of other development in this area, for example how to use the alternative and augmentative communication. The empiric part includes the qualitative research that analyses pragmatic language level of the selected pupils within the autistic spectrum. The analysis of the research, the observation of the participant, and the semi-structured dialog with the mother and the child are used to elaborate the research. KEYWORDS disorders of the autistic spectrum, autism, pragmatic language level, communication, impaired...

The present diploma thesis called Speech Therapy as a part of Spa Treatment is about to describe the profession of the speech therapist as a part of a team in rehabilitation programmes. This is also the main objective of the thesis and other sub-objectives are created. One of these is to determine the type of communication ability that is most frequent in these types of facilities. Next sub-objective is identify and describe the methods that are the most used by speech therapist in diagnostics and, last but not least, to attempt to chart the most used therapies. Semi-structured interviews with speech therapist and questionnaires, that were presented to patiens, were used in qualitative research. The research was realized in two spa facilities of the same orientation located in the Moravian-Silesian Region.

The diploma thesis is oriented on special education. The main goal is to find out and describe whether and how is speech and language therapy established in regular kindergartens at the foothills of Orlické mountains. The work is divided into five chapters, four of them are theoretical and the fifth chapter is a practical one. The first chapter is focused on the way how the preschool education is organised in the Czech Republic. It describes the legislation system, clarifies the system of curricular documents established in our republic and mainly the framework educational program for preschool education. The second chapter describes the preschool-child ontogenesis including all aspects of his/her personality and it also depicts the child-speech ontogenesis. The third chapter is focused on the main types of impaired communication ability of preschool children. The fourth chapter is focused on the speech therapy intervention provided in the Czech Republic. The fifth chapter presents combined research, within which the qualitative method of dialogue and the quantitative method of questionnaire were used, together with non-structured observation and comparative analysis among kindergartens. The chapter defines the research goals and used methods, sets the hypotheses and the research sample. In...

Strategic competence, or the cognitive resources necessary for utilizing language knowledge, is widely recognized as an essential component of second language (L2) ability. However, research on strategic competence in the context of L2 speaking assessment has been limited, and findings have been inconsistent, making it challenging to discern the nature of strategic competence and its relationship with L2 speaking performance. Therefore, the purpose of the current study was to examine the cognitive dimension of L2 academic speaking ability and its role in L2 speaking performance. In an effort to capture a broadened construct of L2 academic speaking ability through the assessment of a real-world academic speaking competency that calls for the L2 learner’s use of language, topical, and cognitive resources, the current study utilized a scenario-based academic speaking test (i.e., SBEST) to assess the test-takers’ ability to orally present their ideas on a disciplinary topic. The SBEST was administered to 155 adult English language learners. The test scenario simulated an online journalism class, and the culminating task of the scenario required the test-takers’ participation in an online discussion forum. The test-takers were asked to listen to audio-visual materials on a specific topic related to journalism and perform a series of coherently sequenced strategy tasks leading up to the scenario goal. The strategy tasks were designed to elicit and assess the test-takers’ use of eight different cognitive and metacognitive strategies. The performances on the strategy tasks were scored and quantitatively analyzed using a variety of data analysis procedures (e.g., mean comparison, multiple regression, confirmatory factor analysis, and structural equation modeling) to investigate the functionality of the test instrument and its underlying constructs, explore the nature of test-taker performance, and examine the effects of strategic competence on L2 speaking performance. The findings indicated that the SBEST is a reliable and valid instrument for assessing academic speaking ability where L2, topical, and cognitive resources are required to effectively demonstrate the target academic speaking competency. The test-takers also exhibited improvement in their speaking performance, especially with regard to their disciplinary topical knowledge, suggesting that the SBEST facilitated learning. Additionally, the results provided supporting evidence that strategic competence is an integral component of L2 academic speaking ability and a significant contributor to L2 speaking performance. Finally, the study demonstrated that strategic competence can be appropriately addressed, operationalized, and possibly even scored in L2 assessments.

The aim of this thesis is to determine what effects occur in communication of a child with autism spectrum disorder and what changes appear in his speech communication in the course of one year, during which the boy was three times recorded on the camcorder. Our method of research is a case study in which we focus on the analysis of communication skills of one boy in all language levels. The theoretical part includes information on the etiology and differentiation of autism spectrum disorders, diagnosis, but also treatment and symptoms from which we are concentrated particularly on impaired communication skills. The practical part includes an analysis of the recordings, where each analysis contains a brief summary of recorded events. Comprehensive comparison is included in the conclusion. Keywords: autism spectrum disorders, atypical autism, communication, impaired communication ability in verbal and non-verbal level, case study

The diploma thesis deals with the communication skills of children of the younger school- age in a common primary school. In this thesis, expressive and receptive components of speech are monitored and the progress in both of them written down. The theoretical part focuses on "communication" in general and on the definition of related terms as well. An "impaired communication ability" is also described and its individual types are elaborated in detail. For each type, the thesis states description of symptoms, diagnosis and prevention. Last but not least, the theoretical part deals with the education of children with special educational needs. The diploma thesis also covers and explains terms that are connected to this topic as well as explains support measures or aids. The research part, using mixed research (qualitative and quantitative), focuses on children of the younger school-age attending a common primary school. The specifics that occur in the communication skills of these children are observed as well as their progress in particular exercises. The survey is carried out in two phases with a time gap of 4 months in order to enable monitoring of prospective progress. The results of a survey are presented both qualitatively and quantitatively. The quantitative form records how many pupils have...