Children with social communication disorders have been found to exhibit deficits in emotional intelligence, including the ability to identify emotions attributed to facial expressions. The purpose of this thesis was to examine the efficacy of a social communication intervention program designed to increase the accuracy of emotion based word use in three elementary school-aged participants with social communication disorders. The participants took part in a multiple-baseline, 20-session treatment including story enactment, journaling procedures, and supplementary activities. The story enactment portion of the intervention centered on Mercer Mayer's A Boy, A Dog, and A Frog (1967) wordless picture book series. Participants' emotion word productions were analyzed in six categories (happiness, sadness, anger, fear, surprise, and disgust) and valence accuracy was determined for all productions. Results proved variable, but each of the three participants demonstrated improvements in accuracy in at least two emotion categories that were not mastered prior to the onset of the intervention. In addition, two of the three participants increased in valence accuracy of emotion word productions between baseline and follow-up measures. Taken as a whole, the results suggest that this particular intervention program was effective in improving competency in select emotion categories for all three participants. Discussions of individual participant outcomes are included, as well as suggestions for further research.

Il est bien connu que les enfants qui présentent un trouble de traitement auditif (TTA) ont de la difficulté à percevoir la parole en présence de bruit de fond. Cependant, il n’existe aucun consensus quant à l’origine de ces difficultés d’écoute. Ce programme de recherche est consacré à l’étude des incapacités sous-jacentes aux problèmes de perception de la parole dans le bruit chez les enfants présentant un TTA. Le Test de Phrases dans le Bruit (TPB) a été développé afin d’examiner si les difficultés de perception de la parole dans le bruit d’enfants ayant un TTA relèvent d’incapacités auditives, d’incapacités cognitivo-linguistiques ou des deux à la fois. Il comprend cinq listes de 40 phrases, composées de 20 phrases hautement prévisibles (HP) et de 20 phrases faiblement prévisibles (FP), de même qu’un bruit de verbiage. Le niveau de connaissance du mot clé (mot final) de chaque phrase a été vérifié auprès d’un groupe d’enfants âgés entre 5 et 7 ans. De plus, le degré d’intelligibilité des phrases dans le bruit et le niveau de prévisibilité ont été mesurées auprès d’adultes pour assurer l’équivalence entre les listes. Enfin, le TPB a été testé auprès d’un groupe de 15 adultes et d’un groupe de 69 enfants sans trouble auditif avant de l’administrer à des enfants ayant un TTA. Pour répondre à l’objectif général du programme de recherche, dix enfants présentant un TTA (groupe TTA) et dix enfants jumelés selon le genre et l’âge sans difficulté auditive (groupe témoin) ont été soumis aux listes de phrases du TPB selon différentes conditions sonores. Le groupe TTA a obtenu des performances significativement plus faibles comparativement au groupe témoin à la tâche de reconnaissance du mot final des phrases présentées en même temps qu’un bruit de verbiage compétitif, aux rapports signal-sur-bruit de 0, +3 et +4 dB. La moyenne de la différence des scores obtenue entre les phrases HP et FP à chaque condition expérimentale de bruit était similaire entre les deux groupes. Ces résultats suggèrent que les enfants ayant un TTA ne se distinguent pas des enfants du groupe témoin au plan de la compétence cognitivo-linguistique. L’origine des difficultés d’écoute de la parole dans le bruit dans le cas de TTA serait de nature auditive. Toutefois, les résultats des analyses de groupe diffèrent de ceux des analyses individuelles. Les divers profils de difficultés d’écoute identifiés auprès de cette cohorte appuient l’importance de continuer les investigations afin de mieux comprendre l’origine des problèmes de perception de la parole dans le bruit dans le cas de TTA. En connaissant mieux la nature de ces difficultés, il sera possible d’identifier les stratégies d’intervention de réadaptation spécifiques et efficaces. / A hallmark listening problem of individuals presenting with Auditory Processing Disorder (APD) is their poor speech recognition in noise. The underlying cause of their difficulties in unfavourable listening conditions is unknown. The objective of this dissertation was to explore the underlying nature of the speech perception problems in noise in the case of APD. The Test de Phrases dans le Bruit (TPB) was developed to explore the underlying origins of the speech perception difficulties in noise in the case of APD, in order to identify if they are related to an auditory dysfunction, a language-based dysfunction or both. The TPB consists of five lists of 40 recorded sentences, including 20 highly predictable (HP) sentences and 20 low predictable (LP) sentences, and a speech babble. The familiarity of each sentence final key word was tested with a group of children from five to seven years old. The intelligibility in noise of the sentences and the degree of predictability were also measured with adult participants in order to obtain equivalent lists. The actual sentence list sets of the TPB have been tested with a group of 15 adults and a group of 69 children without any hearing problem before its use with children presenting with APD. To achieve the general goal of the study, ten participants identified with APD (APD group) were assessed with the TPB, as well as ten age and gender matched children with normal auditory processing functions (control group). The mean performances of the APD group were significantly lower than the ones of the control group on the TPB sentence keyword recognition in noise at the signal-to-noise ratios of 0, +3 and +4 dB. The group average of the HP and LP difference of scores was similar between the groups at each of the tested signal-to-noise ratio. These results suggest that, as a group, children with APD use linguistic contextual information when listening to speech in background noise to the same extent as the ones of the control group. According to these analyses, the underlying origin of the speech perception problems in noise in the case of APD would be related to an auditory dysfunction. However, examination of the group data analyses differed from the individual analyses. The verification of the individual patterns revealed different profiles suggesting that further substantiation of these preliminary findings is warranted. A better understanding of the listening difficulties in noise exhibited by individuals with APD should lead to specific and efficacious intervention programs.

Este estudo pretendeu investigar como a variável trabalhar fora interfere na constituição do lugar da mãe para o filho. Utilizamos uma metodologia de pesquisa de campo, de natureza qualitativa a partir do estudo comparativo de seis famílias da classe média paulistana. Foram realizadas entrevistas semi-dirigidas com os casais e com as crianças aplicamos o Procedimento de Desenhos de Família com Estórias, proposto por Walter Trinca (1997). Nosso estudo procurou articular o conhecimento advindo da história da trajetória da família burguesa, com os aportes oferecidos pela análise dos desenhos e entrevistas com as famílias inseridas nesse contexto, contando também com o auxilio do substrato teórico da psicanálise. Nossos dados apontaram que o fato da mãe trabalhar fora, enquanto fator isolado, não parece discriminar entre os dois grupos. Verificamos que os fatores mais importantes têm relação com a constituição da conjugalidade e da parentalização. Outro aspecto identificado esteve associado à possibilidade de um pai participativo, esse aspecto demonstrou ter forte relação com a satisfação conjugal, igualmente influente na percepção da criança sobre seu lugar na família / This study aimed to investigate how the variable \"out-of-home work\" affects the constitution of the place of the mother to the child. We used a methodology of field research, qualitative in nature, from the comparative study of six middle-class families in São Paulo. We executed semi-directed interviews with the couples and applied the Procedure of Family Drawings with Stories, proposed by Walter Trinca (1997), with the children. Our study sought to articulate the knowledge gained from the history of the trajectory of the bourgeois family, with contributions offered by the analysis of drawings and interviews with the families inserted within this context, also counting on the help of the theoretical basis of psychoanalysis. Our data showed that the mothers that work out of home, as an insulated factor, does not seem to discriminate between the two groups. We found that the most important factors are related to the establishment of conjugality and parenthood. Another aspect identified was associated with the possibility of the participation of the father. This aspect has demonstrated a strong relationship with marital satisfaction, equally influential in the child´s perception of his place in the family

Produto de uma pesquisa teórica e empírica, esta dissertação aborda um campo conceitual comum entre a área de projeto pertencente à arquitetura e ao design, a formação escolar básica e as tecnologias digitais de modelagem e fabricação. Tal temática pauta-se na contemporaneidade, na medida em que se inserem novos meios de apoio ao ensino e aprendizado na formação escolar básica. Desse modo, o computador até então utilizado como processador de texto e imagens, alia-se à modelagem, à fabricação digital e à comunicação em rede. Como abordado nessa dissertação, o termo \"design\" é empregado com distintos enfoques no campo da formação escolar básica, o primeiro deles de caráter mais vinculado ao campo das artes, enquanto o segundo insere-se no campo das tecnologias de fabricação e no estudo da cultura material da sociedade contemporânea. Tendo em vista o campo comum dessas ações permeando as áreas de projeto, formação básica escolar e tecnologias digitais, esta investigação considera a partir uma base teórica, um grupo de dezoito pontos de convergência que subsidiou os trabalhos de campo. Esses trabalhos foram estruturados a partir de quatro tipos de oficinas realizadas na periferia da cidade de Guarulhos, região metropolitana de São Paulo, organizadas em um ambiente de livre acesso e que foram detalhadas nesse trabalho. Essa formulação teórico-prática visa traçar considerações acerca do campo comum estudado em que, tecnologias digitais de modelagem e fabricação têm auxiliado no desenvolvimento de linguagens e habilidades mentais em um público inserido na formação escolar básica. Pretende-se assim avançar no debate sobre a formação do indivíduo na atualidade. / The product of a theoretical and empiric research, this paper discusses a common conceptual ground among the project area -which includes the architecture and the design-, basic education, and digital modelling and manufacturing technologies. Its subject is based on the contemporaneity, to the extent that it introduces new means of support for learning and teaching in basic education. In this way, the computer -to that moment used exclusively for text and image processing- allies with modelling, digital manufacturing, and network communication. As herein discussed, the word \"design\" is used with different meanings in the field of basic education, the first of which has a stronger relation with the field of arts, whereas the second one lies within the field of manufacturing technologies and the studies on the material culture of the contemporary society. Considering the common ground of said activities, which permeate the fields of design, basic education and digital technology, this research take into account a group of eighteen common points of agreement from a theoretical basis that subsided the field studies. Those studies were structured from four types of workshop held in the outskirts of Guarulhos, in the metropolitan region of São Paulo, organized in a free-access environment, and which are herein detailed. This theoretical and practical formulation has as purpose to address the considerations resulting from the studied common ground, insofar as digital modelling and manufacturing technologies has helped the development of languages and mental skills of such a young audience still in basic education. The aim is to advance the debate on the formation of the individual nowadays.

This thesis focuses on the motivation of pupils attending primary school towards the sports activities. The work is divided into theoretical and research section. The theoretical part explains the concepts related to the thesis itself, especially the concepts of leisure activities, physical activities and the concept of sport. Furthermore, the theoretical part is focused on the developmental stages of personalities, the concepts of motivations, incentives, needs, rewards and motivational structure of sportsmen. The aim of the research part of this thesis was to determine the current state of motivation of the pupils attending primary school towards the sports activities. To accomplish this aim, a method of questionnaire survey was used. The research section also deals with the relationships among the monitored variables in the survey. The results of this work provide new information about motivation of children towards sports activities.

This thesis focuses on the motivation of pupils attending primary school towards the sports activities. The work is divided into theoretical and research section. The theoretical part explains the concepts related to the thesis itself, especially the concepts of leisure activities, physical activities and the concept of sport. Furthermore, the theoretical part is focused on the developmental stages of personalities, the concepts of motivations, incentives, needs, rewards and motivational structure of sportsmen. The aim of the research part of this thesis was to determine the current state of motivation of the pupils attending primary school towards the sports activities. To accomplish this aim, a method of questionnaire survey was used. The research section also deals with the relationships among the monitored variables in the survey. The results of this work provide new information about motivation of children towards sports activities.

Il est bien connu que les enfants qui présentent un trouble de traitement auditif (TTA) ont de la difficulté à percevoir la parole en présence de bruit de fond. Cependant, il n’existe aucun consensus quant à l’origine de ces difficultés d’écoute. Ce programme de recherche est consacré à l’étude des incapacités sous-jacentes aux problèmes de perception de la parole dans le bruit chez les enfants présentant un TTA. Le Test de Phrases dans le Bruit (TPB) a été développé afin d’examiner si les difficultés de perception de la parole dans le bruit d’enfants ayant un TTA relèvent d’incapacités auditives, d’incapacités cognitivo-linguistiques ou des deux à la fois. Il comprend cinq listes de 40 phrases, composées de 20 phrases hautement prévisibles (HP) et de 20 phrases faiblement prévisibles (FP), de même qu’un bruit de verbiage. Le niveau de connaissance du mot clé (mot final) de chaque phrase a été vérifié auprès d’un groupe d’enfants âgés entre 5 et 7 ans. De plus, le degré d’intelligibilité des phrases dans le bruit et le niveau de prévisibilité ont été mesurées auprès d’adultes pour assurer l’équivalence entre les listes. Enfin, le TPB a été testé auprès d’un groupe de 15 adultes et d’un groupe de 69 enfants sans trouble auditif avant de l’administrer à des enfants ayant un TTA. Pour répondre à l’objectif général du programme de recherche, dix enfants présentant un TTA (groupe TTA) et dix enfants jumelés selon le genre et l’âge sans difficulté auditive (groupe témoin) ont été soumis aux listes de phrases du TPB selon différentes conditions sonores. Le groupe TTA a obtenu des performances significativement plus faibles comparativement au groupe témoin à la tâche de reconnaissance du mot final des phrases présentées en même temps qu’un bruit de verbiage compétitif, aux rapports signal-sur-bruit de 0, +3 et +4 dB. La moyenne de la différence des scores obtenue entre les phrases HP et FP à chaque condition expérimentale de bruit était similaire entre les deux groupes. Ces résultats suggèrent que les enfants ayant un TTA ne se distinguent pas des enfants du groupe témoin au plan de la compétence cognitivo-linguistique. L’origine des difficultés d’écoute de la parole dans le bruit dans le cas de TTA serait de nature auditive. Toutefois, les résultats des analyses de groupe diffèrent de ceux des analyses individuelles. Les divers profils de difficultés d’écoute identifiés auprès de cette cohorte appuient l’importance de continuer les investigations afin de mieux comprendre l’origine des problèmes de perception de la parole dans le bruit dans le cas de TTA. En connaissant mieux la nature de ces difficultés, il sera possible d’identifier les stratégies d’intervention de réadaptation spécifiques et efficaces. / A hallmark listening problem of individuals presenting with Auditory Processing Disorder (APD) is their poor speech recognition in noise. The underlying cause of their difficulties in unfavourable listening conditions is unknown. The objective of this dissertation was to explore the underlying nature of the speech perception problems in noise in the case of APD. The Test de Phrases dans le Bruit (TPB) was developed to explore the underlying origins of the speech perception difficulties in noise in the case of APD, in order to identify if they are related to an auditory dysfunction, a language-based dysfunction or both. The TPB consists of five lists of 40 recorded sentences, including 20 highly predictable (HP) sentences and 20 low predictable (LP) sentences, and a speech babble. The familiarity of each sentence final key word was tested with a group of children from five to seven years old. The intelligibility in noise of the sentences and the degree of predictability were also measured with adult participants in order to obtain equivalent lists. The actual sentence list sets of the TPB have been tested with a group of 15 adults and a group of 69 children without any hearing problem before its use with children presenting with APD. To achieve the general goal of the study, ten participants identified with APD (APD group) were assessed with the TPB, as well as ten age and gender matched children with normal auditory processing functions (control group). The mean performances of the APD group were significantly lower than the ones of the control group on the TPB sentence keyword recognition in noise at the signal-to-noise ratios of 0, +3 and +4 dB. The group average of the HP and LP difference of scores was similar between the groups at each of the tested signal-to-noise ratio. These results suggest that, as a group, children with APD use linguistic contextual information when listening to speech in background noise to the same extent as the ones of the control group. According to these analyses, the underlying origin of the speech perception problems in noise in the case of APD would be related to an auditory dysfunction. However, examination of the group data analyses differed from the individual analyses. The verification of the individual patterns revealed different profiles suggesting that further substantiation of these preliminary findings is warranted. A better understanding of the listening difficulties in noise exhibited by individuals with APD should lead to specific and efficacious intervention programs.

No description available.

The study investigated adaptive behavior, as measured by the Adaptive Behavior Inventory for Children (ABIC), in diagnosing mental retardation among elementary school age children who were referred for special education services. Specifically, the study attempted to determine whether or not those children diagnosed as not mentally retarded and denied special education services on the basis of the ABIC data were statistically different, on the variables of intellectual development, academic achievement, and classroom behavior, from those children who were diagnosed mentally retarded and accepted for special education services on the basis of the ABIC data. Further, the study investigated the relationship between adaptive behavior and the prediction of academic achievement in elementary school age children.

Produto de uma pesquisa teórica e empírica, esta dissertação aborda um campo conceitual comum entre a área de projeto pertencente à arquitetura e ao design, a formação escolar básica e as tecnologias digitais de modelagem e fabricação. Tal temática pauta-se na contemporaneidade, na medida em que se inserem novos meios de apoio ao ensino e aprendizado na formação escolar básica. Desse modo, o computador até então utilizado como processador de texto e imagens, alia-se à modelagem, à fabricação digital e à comunicação em rede. Como abordado nessa dissertação, o termo \"design\" é empregado com distintos enfoques no campo da formação escolar básica, o primeiro deles de caráter mais vinculado ao campo das artes, enquanto o segundo insere-se no campo das tecnologias de fabricação e no estudo da cultura material da sociedade contemporânea. Tendo em vista o campo comum dessas ações permeando as áreas de projeto, formação básica escolar e tecnologias digitais, esta investigação considera a partir uma base teórica, um grupo de dezoito pontos de convergência que subsidiou os trabalhos de campo. Esses trabalhos foram estruturados a partir de quatro tipos de oficinas realizadas na periferia da cidade de Guarulhos, região metropolitana de São Paulo, organizadas em um ambiente de livre acesso e que foram detalhadas nesse trabalho. Essa formulação teórico-prática visa traçar considerações acerca do campo comum estudado em que, tecnologias digitais de modelagem e fabricação têm auxiliado no desenvolvimento de linguagens e habilidades mentais em um público inserido na formação escolar básica. Pretende-se assim avançar no debate sobre a formação do indivíduo na atualidade. / The product of a theoretical and empiric research, this paper discusses a common conceptual ground among the project area -which includes the architecture and the design-, basic education, and digital modelling and manufacturing technologies. Its subject is based on the contemporaneity, to the extent that it introduces new means of support for learning and teaching in basic education. In this way, the computer -to that moment used exclusively for text and image processing- allies with modelling, digital manufacturing, and network communication. As herein discussed, the word \"design\" is used with different meanings in the field of basic education, the first of which has a stronger relation with the field of arts, whereas the second one lies within the field of manufacturing technologies and the studies on the material culture of the contemporary society. Considering the common ground of said activities, which permeate the fields of design, basic education and digital technology, this research take into account a group of eighteen common points of agreement from a theoretical basis that subsided the field studies. Those studies were structured from four types of workshop held in the outskirts of Guarulhos, in the metropolitan region of São Paulo, organized in a free-access environment, and which are herein detailed. This theoretical and practical formulation has as purpose to address the considerations resulting from the studied common ground, insofar as digital modelling and manufacturing technologies has helped the development of languages and mental skills of such a young audience still in basic education. The aim is to advance the debate on the formation of the individual nowadays.