Les personnes ayant un trouble du spectre autistique (TSA) présentent souvent une perception auditive atypique. Plusieurs études ont déjà mis en évidence une capacité hors norme, par exemple lorsqu’il s’agissait de discrimination élémentaire de stimuli auditifs (bas niveau) mais aussi à discerner la structure locale dans une tâche mélodique de niveau plus complexe (haut-niveau). Tout de même il n’est pas encore clarifié de quelle manière les niveaux hauts et bas de la perception auditive seraient liés, aussi bien en TSA qu’en développement typique (DT), ni si ce lien change avec l’âge et avec la rapidité de la présentation du stimulus. Dans l’étude présente 17 enfants avec TSA et 19 enfants DT appariés selon leur âge réel ont été testés avec une tâche auditive à bas-niveau et une tâche auditive mélodique à haut-niveau. Les deux groupes ont montré une performance similaire sur les deux tâches auditives. La performance sur la tâche à bas-niveau prédit par ailleurs fortement la performance sur la tâche à haut-niveau, et cet effet est plus prononcé dans le groupe TSA. Il n’y a pas eu d’effet principal d’âge sur la performance sur les deux tâches indépendantes, ni sur la relation entre la performance sur les deux tâches. Après avoir pris en compte la performance sur la tâche à bas-niveau, on distingue cependant un effet d’âge plus marqué dans le groupe DT que dans le groupe TSA concernant la tâche à haut-niveau. Finalement la rapidité de la présentation n’a pas d’effet sur la relation entre les performances sur les deux tâches dans les deux groupes. Ces résultats fournissent une meilleure compréhension de la façon dont les différents niveaux de la perception auditive sont associés chez les enfants DT comme chez les enfants affectés d’un TSA. Ils nous permettent par ailleurs de mieux appréhender les différences individuelles en perception auditive et d’affiner les phénotypes des TSA. / Individuals with Autism Spectrum Disorders (ASD) often present atypical auditory perception. Previous work has reported both enhanced low-level pitch discrimination and superior abilities to detect local pitch structure on high-level melodic tasks in ASD. However, it is unclear how low and high levels of auditory perception are related in ASD or typical development (TD), or how this relationship might change with development and rate of stimulus presentation. To these aims, in the present study, children with ASD and TD children matched in age were tested on a low-level pitch direction (PD) task and a high-level melodic task. Groups performed similarly on both pitch tasks. Moreover, lowlevel pitch direction ability predicted performance in high-level global-local (GL) pitch perception, but this relationship was stronger in ASD. Age did not affect the relationship between low-level and high-level pitch performance in either ASD or TD. However, there was a more positive effect of age on GL task performance in TD than ASD after accounting for the effect of low-level PD performance. Finally, there was no effect of stimulus rate upon the relationship between low-level and high-level pitch performance in either group. The present findings provide a better understanding of how perception is associated across levels in ASD versus TD. This work is key to better understanding individual differences in auditory perception and to refine ASD phenotypes.

Le Trouble du Spectre Autistique (TSA) est souvent caractérisé par un profil auditif atypique et des atteintes au niveau du langage. Des études antérieures examinant la perception auditive simple et complexe dans les TSA et le développement typique présentent des conclusions mitigées quant à la nature des profils auditifs des deux groupes. De plus, des données contradictoires ont été rapportées en termes d’aptitudes cognitives chez les personnes atteintes de TSA. En conséquence, la relation qui existe entre la perception auditive et les habiletés verbales et non-verbales chez les TSA demeure mal comprise. En conséquence, cette étude cherche à mieux comprendre la relation entre le traitement du son et les aptitudes cognitives, en visant de comparer des enfants atteints de TSA à des enfants au développement typique. Dans la présente étude, les participants ont effectué une tâche auditive à bas-niveau et une tâche auditive mélodique à haut-niveau. Les capacités cognitives verbales et non-verbales ont été mesurées à l’aide des composantes du Wechsler Abbreviated Scale of Intelligence (WASI), un test de quotient intellectuel (QI). Les deux groupes ont obtenu des résultats similaires sur les deux tâches auditives ainsi que sur les mesures de QI. De plus, cette étude a démontré que les habiletés verbales ne permettent pas de prédire la performance sur la tâche auditive à bas-niveau ou sur la tâche auditive à haut-niveau dans les deux groupes. Cependant, les habiletés non-verbales semblent prédire une meilleure perception auditive sur les deux tâches auditives, et ce, pour les deux groupes. Ces résultats soulignent la présence d’habiletés auditives intactes dans un échantillon d’enfants atteints de TSA ayant un QI qui se situe dans la moyenne. De plus, l’étude actuelle met en évidence une relation entre la perception auditive et le raisonnement non-verbal, plutôt que le raisonnement verbal. Ainsi, les résultats de cette étude permettent d’approfondir la connaissance sur les différences individuelles qui existent dans la perception auditive auprès des personnes atteintes de TSA dans les contextes verbales et non-verbales, pour enfin contribuer à une meilleure caractérisation du phénotype du TSA. / Autism Spectrum Disorder (ASD) is often characterized by atypical sensory perception and cognitive profiles. However, previous studies have found mixed findings with regard to auditory processing in ASD. Discrepant findings have been reported in terms of cognitive abilities in ASD. Accordingly, auditory perception and its relation to verbal and non-verbal cognitive abilities in ASD remains poorly understood. The objective of the present research was to examine the association between auditory pitch processing and verbal and non-verbal cognitive abilities in children with ASD, compared with age- and IQ-matched typically developing (TD) children. Participants were 17 children with ASD and 19 TD children, matched on age and IQ. Participants were tested on performed a low-level pitch direction task and a higher-level melodic pitch global-local task. Verbal and non-verbal cognitive abilities were measured using the Verbal IQ and Performance IQ components of the Wechsler Abbreviated Scale of Intelligence (WASI). No group differences in performance were found on either auditory task or IQ measure. Furthermore, verbal abilities did not predict performance on the auditory tasks in either group. However, non-verbal abilities predicted performance on both of the auditory tasks in ASD and TD. This work contributes to a better understanding of sensory processing and cognitive reasoning in children with ASD and typically-developing children. Specifically, these results indicate that tonal pitch-based auditory processing is preserved in individuals with ASD with average IQ. These findings also suggest that auditory perception is related to non-verbal reasoning rather than verbal abilities in both ASD and TD, implying that there may be common perceptual-cognitive profiles in these subgroups of children with ASD that are similar to typical development. Accordingly, this work supports the idea that some individuals with ASD have ‘islets of ability’ amidst their sensory and cognitive difficulties. These results motivate future studies to examine whether similar perceptual-cognitive associations might be observed in a broader sample of individuals with ASD, such as those with language impairment or lower IQ.

<p>Syftet med denna studie är att undersöka hur en grupp typiskt utvecklade, svenska barn, i åldrarna fyra till tio år presterar på tre deltest i VMPAC, för att därmed skapa ett underlag för en referens för svenska barn i bedömningen av avvikande utveckling. Studiens frågeställningar är: 1. <em>Hur presterar en grupp typiskt utvecklade, svenska barn, i åldrarna fyra till tio år, på tre deltest i VMPAC (Focal Oromotor Control, Sequencing Maintenance Control och Connected Speech and Language Control)? </em>och 2. <em>Förekommer det några skillnader mellan en grupp typiskt utvecklade, svenska barn, jämfört med den amerikanska normeringen i VMPAC och barn med verbal dyspraxi (CAS) undersökta inom ramen för en magisteruppsats (Björelius-Hort, 2009)?</em> Oral- och talmotorisk förmåga hos 23 svenska barn i åldrarna fyra till tio år, som åldersmatchats mot barn med verbal dyspraxi (Björelius-Hort, 2009), testades med deltest två, tre och fyra ur VMPAC. Prövning av inter- och intrabedömarreliabiltet visade statistiskt signifikanta resultat, r =. 923 respektive r =. 913, med p <. 001 i båda fallen. Utifrån resultatet kan följande slutsatser dras: 1. att de studerade barnen, generellt presterade över 80 % på deltest två, tre och fyra i VMPAC, oavsett ålder, 2. att skillnaderna mellan den amerikanska normeringen i VMPAC och studiens deltagare är små och 3. att barnen med verbal dyspraxi generellt presterar sämre än den studerade gruppen på samtliga deltest.</p> / <p>The study investigates speech and oral motor skills in typically developed children at different ages. The results are intended to serve as a basis for future reference in the assessment of atypical development in Swedish children. The questions addressed within the study are: 1. <em>How does a group of typically developed, Swedish children, in the ages four to ten years, perform on three subtests in VMPAC (Focal Oromotor Control, Sequencing Maintenance Control and Connected Speech and Language Control)?</em> and 2. <em>Are there any differences in performance between a group of typically developed, Swedish children, and the American standardization in VMPAC and also with the children with childhood apraxia of speech (CAS) from the study by Björelius-Hort (2009)?</em> Speech and oral motor abilities were assessed using subtests two, three and four in VMPAC. The participants were 23 Swedish children, aged four to ten years old, who had been age-matched based on the children with CAS from the study by Björelius-Hort (2009). Inter- and intra-rater reliability showed statistically significant results, r =. 923 and r =. 913, with p <. 001, in both cases. From the results of the study the following conclusions can be drawn: 1. that the investigated group of children in general performed over 80 % on subtests two, three and four in VMPAC independent of age, 2. that the differences between the American standardization in VMPAC and the participants in this study were almost nonexistent and 3. that children with CAS in general performed poorer than the investigated group of children in all subtests.</p>

Syftet med denna studie är att undersöka hur en grupp typiskt utvecklade, svenska barn, i åldrarna fyra till tio år presterar på tre deltest i VMPAC, för att därmed skapa ett underlag för en referens för svenska barn i bedömningen av avvikande utveckling. Studiens frågeställningar är: 1. Hur presterar en grupp typiskt utvecklade, svenska barn, i åldrarna fyra till tio år, på tre deltest i VMPAC (Focal Oromotor Control, Sequencing Maintenance Control och Connected Speech and Language Control)? och 2. Förekommer det några skillnader mellan en grupp typiskt utvecklade, svenska barn, jämfört med den amerikanska normeringen i VMPAC och barn med verbal dyspraxi (CAS) undersökta inom ramen för en magisteruppsats (Björelius-Hort, 2009)? Oral- och talmotorisk förmåga hos 23 svenska barn i åldrarna fyra till tio år, som åldersmatchats mot barn med verbal dyspraxi (Björelius-Hort, 2009), testades med deltest två, tre och fyra ur VMPAC. Prövning av inter- och intrabedömarreliabiltet visade statistiskt signifikanta resultat, r =. 923 respektive r =. 913, med p &lt;. 001 i båda fallen. Utifrån resultatet kan följande slutsatser dras: 1. att de studerade barnen, generellt presterade över 80 % på deltest två, tre och fyra i VMPAC, oavsett ålder, 2. att skillnaderna mellan den amerikanska normeringen i VMPAC och studiens deltagare är små och 3. att barnen med verbal dyspraxi generellt presterar sämre än den studerade gruppen på samtliga deltest. / The study investigates speech and oral motor skills in typically developed children at different ages. The results are intended to serve as a basis for future reference in the assessment of atypical development in Swedish children. The questions addressed within the study are: 1. How does a group of typically developed, Swedish children, in the ages four to ten years, perform on three subtests in VMPAC (Focal Oromotor Control, Sequencing Maintenance Control and Connected Speech and Language Control)? and 2. Are there any differences in performance between a group of typically developed, Swedish children, and the American standardization in VMPAC and also with the children with childhood apraxia of speech (CAS) from the study by Björelius-Hort (2009)? Speech and oral motor abilities were assessed using subtests two, three and four in VMPAC. The participants were 23 Swedish children, aged four to ten years old, who had been age-matched based on the children with CAS from the study by Björelius-Hort (2009). Inter- and intra-rater reliability showed statistically significant results, r =. 923 and r =. 913, with p &lt;. 001, in both cases. From the results of the study the following conclusions can be drawn: 1. that the investigated group of children in general performed over 80 % on subtests two, three and four in VMPAC independent of age, 2. that the differences between the American standardization in VMPAC and the participants in this study were almost nonexistent and 3. that children with CAS in general performed poorer than the investigated group of children in all subtests.

The purpose of this analysis was to define norms for grammatical morpheme development in Spanish for Spanish-English bilingual children ages 4;0-7;6. This study uses secondary data analysis based on two existing datasets. Participants included 334 Spanish-English bilingual children that were recruited from school districts in Texas, Utah, and Pennsylvania. Grammatical morpheme accuracy was determined by performance on the BESA (Bilingual English Spanish Assessment) (Peña, Gutiérrez-Clellen et al., in preparation). Mean length of utterance in words (MLUw) data was collected from language samples. The average percent accuracy of grammatical morphemes was calculated and analyzed as a function of MLUw in Spanish. Results show that the percentage of accurately produced morphemes has a general upward trend as MLUw increases. Clinical and research implications are discussed. / text

Submitted by Luciana Sebin (lusebin@ufscar.br) on 2016-09-23T18:31:52Z No. of bitstreams: 1 TeseAKCO.pdf: 3353856 bytes, checksum: 9e7f857dfa5b996da0faf6f7e98d5bc1 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-26T20:20:59Z (GMT) No. of bitstreams: 1 TeseAKCO.pdf: 3353856 bytes, checksum: 9e7f857dfa5b996da0faf6f7e98d5bc1 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-26T20:21:09Z (GMT) No. of bitstreams: 1 TeseAKCO.pdf: 3353856 bytes, checksum: 9e7f857dfa5b996da0faf6f7e98d5bc1 (MD5) / Made available in DSpace on 2016-09-26T20:21:15Z (GMT). No. of bitstreams: 1 TeseAKCO.pdf: 3353856 bytes, checksum: 9e7f857dfa5b996da0faf6f7e98d5bc1 (MD5) Previous issue date: 2016-02-26 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / For the group of children with physical disabilities, beyond the motor impairments their own health condition and contextual factors, at how the child self-assesses, as the own self-concept and own self-efficacy, may lead to repercussions in learning, behavior and the child feature. Among the contextual factors, points out the influence of family caregivers in the development of self-concept and self-efficacy of their children, from how guide their children's behavior in daily life, also called as practices and parenting styles. Considering the importance of selfconcept and self-efficacy in the child development process in general and, specifically, the physically disabled children, to use their skills in daily activities and as a motivational element for the acquisition of new functional skills, it is understood as relevant to identify how these children consider themselves at different domains and the possible relationship between parenting styles and children's self-assessments. This study aimed to compare the parenting styles of family caregivers, the self-concept and self-efficacy of children with physical disabilities (PD) and children with typical development (TD), and evaluate relations among these self-assessments and parenting styles of their caregivers relatives. In this study 112 participants were grouped as follows: 20 children with PD, boys and girls, aged 8 and 12, from all motor impairment levels (mild, moderate and severe), inserted into regular school setting; 36 children with CP and 56 main family caregivers of children targeted in the study Data collection was carried out in public schools located in Natal, in the state of Rio Grande do Norte, Brazil. The instruments used with the children in both groups were the Self-Perception Profile for Children (SPPC) and Perceived Efficacy and Goal Setting System (PEGS), and among the caregivers of both groups one Characterization Data Sheet for the Caregiver and Family Group, one Characterization Data Sheet of Child and the Parenting Styles Inventory (IEP), and also the Gross Motor Function Classification System (GMFCS) - Family Report Questionnaire, used to classify the motor level only in children with PD along with their caregivers. The data were analyzed from the normative tables of each instrument of descriptive and inferential way, and for the comparative analyzes were used the t-test, chi-square, Fisher's exact test, ANOVA-one way and hoc-LSD post, and the correlation analysis, the Pearson Test. Among the results, there was a significant difference in the comparison of self-efficacy and self-concept in the dimension of 'physical appearance', in which the TD group showed higher average of these selfassessments than the PD group. It was also identified significant correlations between parenting practices and child's self- concept, both in the group of children with CP, as in children with mild PD subgroup, as well as between parenting practices and self-efficacy of children only in the TD group. It is considered that this study contributes adding to the knowledge produced in the area of education and health, allowing an analysis of risk and protective factors to human development, focusing simultaneously on families and their children with physical disabilities. The study brings contributions to direct professional performances that largely consider the development contexts, attention to family caregivers involved and active involvement of children with disabilities in investigations about their children's development process, through self-assessment. / Em crianças com deficiência física, além dos comprometimentos motores da própria condição de saúde e dos fatores contextuais, a forma como a criança se autoavalia, como seu autoconceito e sua autoeficácia, podem levar a repercussões na aprendizagem, no comportamento e na funcionalidade infantil. Dentre os fatores contextuais, aponta-se a influência dos cuidadores familiares no desenvolvimento do autoconceito e da autoeficácia de suas crianças, a partir da forma como orientam o comportamento dos filhos no cotidiano, também denominadas como práticas e estilos parentais. Considerando a importância do autoconceito e da autoeficácia no processo de desenvolvimento da criança em geral e, especificamente, da criança com deficiência física, ao utilizarem suas habilidades nas atividades diárias e como elemento motivacional para a aquisição de novas habilidades funcionais, compreende-se como relevante identificar o modo como estas crianças se percebem em diferentes domínios e as possíveis relações existentes entre os estilos parentais e as autoavaliações infantis. O presente estudo teve como objetivo comparar os estilos parentais de cuidadores familiares, o autoconceito e a autoeficácia de crianças com deficiência física (DF) e crianças com desenvolvimento típico (DT), e verificar relações entre estas autoavaliações e os estilos parentais de seus cuidadores familiares. Nesta investigação 112 participantes foram agrupados da seguinte forma: 20 crianças com DF, meninos e meninas, com idade entre 8 e 12 anos, de todos os níveis de comprometimento motor (leve, moderado e grave), inseridas em contexto escolar regular; 36 crianças com DT e 56 cuidadores familiares principais das crianças focalizadas no estudo. A coleta de dados foi realizada em escolas públicas localizadas no munícipio de Natal, no estado do Rio Grande do Norte, Brasil. Os instrumentos utilizados com as crianças de ambos os grupos foram o Self-Perception Profile for Chidren (SPPC) e o Perceived Efficacy and Goal Setting System (PEGS), c m os cuidadores dos dois grupos foi utilizada uma Ficha de Caracterização do Cuidador e Grupo Familiar, uma Ficha de Caracterização da Criança e o Inventário de Estilos Parentais (IEP) e, ainda o Gross Motor Function Classification System (GMFCS) - Family Report Questionnaire, utilizado para classificar o nível motor apenas das crianças com DF por seus cuidadores. Os dados foram analisados a partir das tabelas normativas de cada instrumento e de análise descritiva e inferencial, sendo que para as análises comparativas foram usados os Testes t, qui-quadrado, exato de Fisher, ANOVA-one way e post hoc-LSD, e para as análises de correlação, o Teste de Pearson. Dentre os resultados, verificou-se que houve diferença significativa na comparação da autoeficácia e do autoconceito na dimensão de ‘aparência física’, na qual o grupo DT apresentou maior média nestas autoavaliações do que o grupo DF. As médias das práticas parentais ‘monitoria negativa’ e ‘abuso físico’ também foram maiores significativamente no grupo DT do que no grupo DF, embora não tenham sido reveladas diferenças significativas na comparação entre as médias do estilo parental dos cuidadores. Foram encontradas correlações significativas entre a autoeficácia e dimensões do autoconceito das crianças de ambos os grupos investigados, e entre o estilo parental e a autoeficácia das crianças no grupo DT. Também foram identificadas correlações significativas entre as práticas educativas parentais e o autoconceito infantil, tanto no grupo de crianças com DT, como no subgrupo de crianças com DF leve, assim como entre as práticas educativas parentais e a autoeficácia das crianças somente no grupo DT. Considera-se que o presente estudo acrescenta ao conhecimento produzido na área da educação e saúde, permitindo uma análise dos fatores de risco e proteção ao desenvolvimento humano, com enfoque simultâneo sobre as famílias e suas crianças com deficiência física. O estudo traz contribuições para direcionar atuações profissionais que considerem implamente os contextos de desenvolvimento, a atenção aos familiares cuidadores e o envolvimento ativo de crianças com deficiência nas investigações sobre seu processo de desenvolvimento infantil, por meio de autoavaliação.

Made available in DSpace on 2016-03-15T19:40:20Z (GMT). No. of bitstreams: 1 Ana Paula Melillo Lourencao.pdf: 1005274 bytes, checksum: 5e3229d34c2a7d215e3c3d36f613b46e (MD5) Previous issue date: 2015-02-06 / Imitation is an important function for child development. From there the child connects with the outside world to observe the other in their attitudes, words and actions. Studies show the link between imitation and social interaction, language acquisition, motor and cognitive skills. Children with Autism Spectrum Disorder (ASD) have difficulties in social interaction and to connect with the outside world. The general objective of this study was to compare the performance in imitation of tasks between children with Autism Spectrum Disorder and children with typically development. The instruments used to compare the performances were: Imitation battery (BI) with 13 tasks developed for children between 12 and 24 months and the other battery d130 (Bd130) with 15 tasks developed for children between 2 and 5 years, these instruments have been applied in 3 groups of children: A: typical children aged between 18 and 24 months -BI; B: typical children 6 years old - Bd130 and C: children with Autism Spectrum Disorders (ASD) aged between 3 and 7 years-BI and Bd130. These batteries have been applied by the researcher individually and in a quiet environment. The result showed that: 1) the two sets of tasks could be applied and are reliable to evaluate the ability of imitation of children. The d130 battery should better assess typical children younger than 6 years because almost all managed to perform all tasks, with little difficulty in some more complex items; 2) the tasks of BI for typical children between 18 and 24 months are well structured and performance is a direct function of age. Increase the sample size aged at least every two months will be needed to better demonstrate the ability to imitate by age and by gender. The same tasks for children with ASD showed capacity of discrimination, indicating the commitment of this sample. These results should be confirmed in a larger number of children; 3) we found that in children between 18 and 24 months the success of the children answer the tasks presented depend on the appropriate link establishment with the applicator; 4) the tasks proposed by d130 battery were suitable to assess the ability of children with ASD imitation between the ages of 3 to 7 years. It was observed that the skills of the act of imitating that more are affected are those related to motor skill as: copy a circle, square, cross and star. It was possible to see a big difficulty in holding the pencil properly to execute their proposed models. Another skill that proved impaired was the imitation of building a simple visual pattern, showing once again that children with ASD have difficulty to pay attention to details. And the last skill that is damaged is the one linked to the language because many of the children did not speak or had difficulty in speech, not being able to recognize the sound they were producing. With increased sample size may be tested the performance of these tasks in a broader manifestations of ASD spectrum; 5) it is proposed that the d130 function - imitation of the ICF-CY (International Functionality Coding for Children and Adolescents) is classified with the use of these 15 tasks d130 Battery / A imitação é uma função relevante para o desenvolvimento infantil. A partir dela a criança se conecta com o mundo exterior ao observar o outro em suas atitudes, falas e ações. Estudos evidenciam a ligação entre imitação e interação social, aquisição de linguagem, habilidades motoras e cognitivas. Crianças com Transtorno do Espectro do Autismo (TEA) apresentam dificuldade na interação social e de se conectar com o mundo exterior. O objetivo deste trabalho foi comparar o desempenho em tarefas de imitação entre crianças com Transtorno do Espectro Autista e crianças com desenvolvimento. Os instrumentos utilizados para comparar os desempenhos foram: Bateria de Imitação (BI) com 13 tarefas desenvolvido para crianças entre 12 e 24 meses e o outro Bateria d130 (Bd130) com 15 tarefas desenvolvido para crianças entre 2 e 5 anos, esses instrumentos foram aplicados a 3 grupos de crianças: A: crianças típicas com idades entre 18 e 24 meses BI; B:crianças típicas com 6 anos de idade Bd130 e C: crianças com Transtornos do Espectro do Autismo (TEA) com idades entre 3 e 7 anos- BI e Bd130. Essas baterias foram aplicadas pelo pesquisador individualmente e em um ambiente tranquilo. Os resultaram permitiram concluir que: 1) os dois conjuntos de tarefas puderam ser aplicados e são confiáveis para avaliar a capacidade de imitação das crianças. A Bateria d130 deve avaliar melhor crianças típicas com idades inferiores a 6 anos pois praticamente todas conseguiram executar todas as tarefas, apresentando pequena dificuldade em alguns itens mais complexos; 2) as tarefas da BI para crianças típicas entre 18 e 24 meses estão bem estruturadas e o desempenho é função direta da idade. Aumento do número amostral com idades variando no máximo a cada 2 meses será necessário para evidenciar melhor a capacidade de imitar por faixa etária e por gênero. As mesmas tarefas para crianças com TEA mostraram capacidade de discriminação, indicando o comprometimento desta amostra. Tais resultados deverão ser confirmados em um numero maior de crianças; 3) foi possível verificar que nas crianças entre 18 e 24 meses o sucesso na resposta das crianças as tarefas apresentadas dependem do estabelecimento de vínculo adequado com o aplicador; 4) as tarefas propostas pela Bateria d130 foram adequadas para avaliar a capacidade de imitação de crianças com TEA entre as idades de 3 a 7 anos. Observou-se que as habilidades do ato de imitar que mais estão prejudicadas são aquelas ligadas à habilidade motora como: copiar um círculo, quadrado, cruz e asterisco. Foi possível perceber uma grande dificuldade em segurar o lápis de maneira correta para execução dos modelos propostos. Outra habilidade que se mostrou prejudicada foi a imitação da construção de um padrão visual simples, mostrando mais uma vez que as crianças com TEA tem dificuldade de se atentar aos detalhes. E a última habilidade que se encontra prejudicada é aquela ligada à linguagem, pois muitas das crianças não falavam ou apresentavam dificuldade na fala, não sendo possível reconhecer o som que elas estavam produzindo. Com aumento do número amostral poderá ser testado o desempenho destas tarefas num espectro de manifestações mais amplo dos TEA; 5) propõe-se que a função d130 imitação da CIF-CJ (Codificação Internacional de Funcionalidade para Crianças e Adolescentes) seja classificada com o uso destas 15 tarefas da Bateria d130.

Made available in DSpace on 2016-06-02T20:30:56Z (GMT). No. of bitstreams: 1 5216.pdf: 2501037 bytes, checksum: 1c749233a3e1aa698840c7fea2c19aa2 (MD5) Previous issue date: 2013-03-27 / Universidade Federal de Minas Gerais / It is noticed that children learn about 14.000 words to the age of five years old. One of the phenomenon related to this remarkable language development is known as exclusion responding. This responding, described as the immediate selection of an undefined comparison stimulus given and also undefined stimulus, excluding familiar stimuli, is being robustly verified among different populations. It s been also noticed that learning the relation between the new stimuli does not seem to occur through a single exclusion trial. However, exclusion trials have revealed itself an efficient procedure to teach new relations to individuals with typical and atypical development. This study, carried out with 22 participants where 8 had typical development, 11 had autism and 3 had Down syndrome and ages five to 46 years old, investigated, from a particular set of procedures and learning tests, the number of exclusion trials needed for the participants to learn the relations between undefined figures and undefined dictated names. At each trial, the researcher said a word and the participant selected one figure out of three that he/she considered correct. The procedure consisted of five phases: base line (1), introduction of the mask as neutral stimulus (2), exclusion trials (3), learning tests (4) and a nomination test (5). Phases 3 and 4 were repeated until learning was observed or until the number of 10 repetitions was reached. The procedure was replicated for four times, and the relations between the undefined dictated words Mido, Fani, Duca, Pagu and its respective figures were teached. All participants completed phases 1 and 2; 21 participants responded by exclusion; 19 participants learned all the relations presented. Concerning the amount of exclusion trials needed for learning the relation between new dictated names and figures, it was observed that a variation from 2 (the minimum programmed by the procedure) to 10 trials were needed for the learning of each stimuli pair to occur. Despite the relative variation, it is clear that the data were mostly concentrated on the minimum number of repetitions (2) and this was the trend line observed for the learning of all the stimuli pairs. The observed average was 2,1 trias for two of the stimuli pairs (Pagu and Duca) with standard deviations equal to 0,1. For the learning of Mido and Fani were needed, in average, 2,6 and 3,2 exclusion trials, with standard deviations 1,8 and 0,9 respectively. It is considered that the experimental conditions favored the learning outcomes and the typically used procedure can be configured in a kind of teaching technology of arbitrary relations and widely used in different educational contexts. / Crianças aprendem cerca de 14.000 palavras antes de completarem cinco anos de idade. Um dos fenômenos atribuídos a este notável desenvolvimento de linguagem é o responder por exclusão. Este responder, descrito como a seleção imediata de um estímulo de comparação novo diante de um estímulo modelo novo, excluindo estímulos de comparação familiares, tem sido verificado de forma robusta em diferentes populações. Observa-se também que a aprendizagem da relação entre os estímulos novos não parece ocorrer após uma única tentativa de exclusão. Por outro lado, a utilização de tentativas de exclusão como procedimento de ensino de novas relações a indivíduos com desenvolvimento típico e atípico tem se revelado eficaz. Este estudo, conduzido com 22 participantes oito crianças de desenvolvimento típico, 11 indivíduos com autismo, e três com Síndrome de Down , com idades entre cinco e 46 anos, investigou, a partir de um conjunto de procedimentos e testes de aprendizagem, o número de tentativas necessárias para que cada participante aprendesse a relação entre figuras indefinidas e nomes ditados indefinidos. A cada tentativa, a experimentadora dizia uma palavra e o participante selecionava a figura que considerava correta, diante de três comparações. O procedimento foi composto por cinco fases; linha de base (1), introdução da máscara como estímulo neutro (2), tentativas de exclusão (3), testes de aprendizagem (4) e teste de nomeação (5). As fases 3 e 4 foram repetidas até a observação de aprendizagem, ou até alcançar o critério máximo de 10 repetições. O procedimento foi replicado por quatro vezes, e as relações entre as palavras indefinidas Mido, Fani, Duca e Pagu e suas respectivas figuras indefinidas foram ensinadas. Todos os participantes completaram as fases 1 e 2; 21 participantes responderam por exclusão; 19 participantes demonstraram aprendizagem. No que concerne à quantidade de tentativas de exclusão necessárias para aprendizagem da relação entre nomes e figuras novas, observou-se uma variação de 2 (mínimo programado pelo procedimento) a 10 tentativas necessárias para que a aprendizagem da cada par de estímulos ocorresse. Apesar da relativa variação, observa-se que os dados ficaram concentrados em sua maioria no número mínimo de repetições (2) sendo esta a moda verificada para aprendizagem de todos os pares de estímulos. A média observada também foi de 2,1 tentativas para 2 dos pares de estímulos (Pagu e Duca) com desvios padrão iguais a 0,1. Para a aprendizagem de Mido e Fani foram necessárias, em média, 2,6 e 3,2 tentativas de tentativas de exclusão, com desvios padrão iguais a 0,9 e 1,8 respectivamente. Avalia-se que o delineamento experimental favoreceu a aprendizagem das relações auditivo-visuais novas e que o procedimento utilizado pode ser configurado em uma espécie de tecnologia de ensino de relações arbitrárias e amplamente utilizado em diferentes contextos educacionais.

The structure of graphic symbol utterance constructed by children with typical development and also children with little or no functional speech often differs considerably from spoken utterances. Whether the structure of graphic symbol utterances constructed by these two groups is influenced by similar factors is as yet unknown, as a systematic comparison between the two groups of children has not been conducted. This study aimed to investigate and compare the graphic symbol utterances arranged by children with little or no functional speech with those arranged by their typically developing peers when they were matched according to receptive language age. The utterances were analysed in terms of three variables, namely content, order and intelligibility. The results indicated that children with little or no functional speech do not differ significantly to children with typical development on tasks of graphic symbol utterance construction. The results also indicated that children with higher receptive language age start to use the spoken language word order as a model when arranging graphic symbol utterances more than children with lower receptive language age. The findings suggest that receptive language age plays a role in graphic symbol utterance constructions. The use of structures that do not follow spoken language may be explained by effects of the visual modality. / Dissertation (MA)--University of Pretoria, 2014. / gm2014 / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

The glymphatic system (GS) is primarily a neural waste clearance system that relies on cerebrospinal fluid (CSF) to transport neuronal byproducts and nutrients. Studies demonstrate that sleep facilitates movement within the GS to clear metabolites and maintain cerebral homeostasis. However, functions of the GS during sleep and its implications have predominantly been examined in animals, clinical/at-risk, and ageing populations. Our understanding of the neural mechanisms underlying GS during sleep in typically developing human infants is limited. The objective of this study was to investigate the relationship between GS imbalance (characterized by extra-axial CSF [EA-CSF] from MRI structural images) and sleep problems in early development. Data from 75 infants were obtained from the Baby Connectome Project. Sleep was indexed with the Brief Infant Sleep Questionnaire. Multilevel models were utilized to explore the associations of EA-CSF volumes and EA-CSF/total cerebral volume (TCV) ratios with age and sleep. We replicated previous findings on lower TCV and overall CSF volumes in infants with dysregulated sleep compared to infants with regulated sleep. Results also demonstrated a decline in EA-CSF/TCV ratios from 9 to 34 months of age (b = -0.0005, <i>t</i> = -2.19, <i>p</i> = .032). Sleep problems were not associated with differential developmental trajectories of EA-CSF volumes or EA-CSF/TCV ratios. Findings from the present study do not support sleep problems as a mechanism through which CSF disbursement within the GS is altered. Although elevated EA-CSF is associated with developmental and neurodegenerative pathology, in early typical development, its links with sleep dysregulation are not robust.