Tema: No desenvolvimento típico há um movimento constante em direção à maior complexidade lingüística com o decorrer do tempo, mas esta evolução nem sempre é observada nos distúrbios de linguagem. Especificamente nos Transtornos do Espectro Autístico, os estudos têm apresentado resultados conflitantes a respeito da evolução lingüística. Objetivo: Caracterizar a linguagem oral de crianças autistas estudando as variáveis gramaticais, vocabulares e pragmáticas em três momentos distintos: avaliação inicial, após seis e após doze meses de terapia fonoaudiológica. Método: participaram desta pesquisa dez crianças do sexo masculino, com idades entre 2.7 e 11.2 anos. Todos foram diagnosticados por médicos como portadores de Transtornos do Espectro Autístico. Foram realizadas filmagens de 30 minutos de interação entre terapeuta e paciente, em três momentos diferentes (inicial, após 6 e 12 meses de terapia). De cada filmagem, foram transcritos os quinze minutos iniciais para análise do Perfil Funcional da Comunicação. Para a análise dos aspectos gramaticais foram transcritos cem segmentos de fala e estes também foram utilizados como corpus de análise dos aspectos vocabulares. Os dados foram analisados quanto à funcionalidade, aspectos gramaticais e vocabulares e foram comparados entre si longitudinalmente. Resultados: não houve diferença estatisticamente significativa nas variáveis entre os três momentos de coleta, exceto com relação ao número de segmentos frasais não contados em outras categorias. Foram encontradas diferenças significativas entre diferentes variáveis ao longo do período de coleta. Conclusão: as variáveis estudadas mostraram consistência no desempenho do grupo estudado / Language is a symbolic process that allows intra and inter-personal communication. Several authors consider it as an integrated system comprised of sub-systems that must work harmonically and interdependently. These functioning can be observed in normal development but not in cases of language disorder. Among them, the disorders of the autism spectrum (ASD) are complex conditions that include disorders in the areas of cognition and socialization, as well as communication. The unbalance among these areas has been described by many authors. Nevertheless there is no agreement whether it can be also observed among language components. The general purpose of this research was to study vocabulary, grammatical and pragmatic variables on the language of subjects with autism spectrum disorders on three different moments: language therapy onset, after six and twelve months. Subjects were ten individuals with diagnosis included in the Autism Spectrum Disorders (ASD) with ages varying between 2:7y. and 11:2y. (mean 7:2y.). All participants were of the male gender and had their diagnosis performed by psychiatrists according to the DSM-IV criteria. All were filmed at the start of weekly language therapy process (moment 1), after six months (moment 2) and twelve months latter (moment 3). The method used on the three studies includes the analysis of a spontaneous speech filmed samples of 30 minutes interaction sessions of each child and a language therapist. To the analysis of the pragmatic variables the first 15 minutes of each sample were transcribed. Data refer to number of communicative acts per minute, communicative means used, amount and type of communicative functions expressed, proportion of interpersonal communicative acts and occupation of the communicative context. To the vocabulary analysis the assessment identified psychological state terms (including desire, emotional, cognitive and physical) and designative terms (of action, natural and cultural entity, special and temporal localization, artifacts, names of body parts and persons). Grammatical variables referred to morphemes, grammatical classes, mean length of utterance in morphemes and words, unintelligible segments and non-categorized phrasal segments. To allow the discussion of data the research was subdivided in three studies. Study 1 assessed vocabulary, grammatical and pragmatic variables of the sample, characterizing the group performance along the studied period. Study 2 analyzed the associations between the types of variables along 12 months of language therapy. Study 3 investigated which of the variables predicted linguistic development after twelve months of language therapy. Statistical analysis showed that the item that better identified the changes that occurred during the twelve months of language therapy was the number of non-categorized phrasal segments. Generally the associations among variables were relatively uniform, showing consistent performance. The third study showed that some grammatical variables predicted pragmatic development while vocabulary variables predicted grammatical development. These findings highlighted the language peculiarities of the studied subjects

A paralisia cerebral diplégica é definida como transtorno basicamente motor, envolvendo comprometimento bilateral, dos quatro membros, com predomínio dos membros inferiores. Esta limitação motora pode acarretar em dificuldades de interação, influenciando nas habilidades linguísticas. O objetivo deste estudo foi analisar e caracterizar o vocabulário receptivo e expressivo, bem como compará-los, em dois diferentes grupos. Para tanto, participaram 10 indivíduos com diagnóstico de paralisia cerebral diplégica grupo experimental, entre 44 e 83 meses, e 10 com desenvolvimento típico grupo controle, pareadas quanto ao gênero, idade mental e tipo de escola (pública ou particular). As avaliações incluíram: Anamnese, Inventário do Desenvolvimento de Habilidades Comunicativas MacArthur - Primeiras palavras e gestos, Observação do Comportamento Comunicativo (OCC), Teste de Vocabulário por Imagens Peabody (TVIP), Teste de Linguagem Infantil ABFW- Parte de vocabulário, Teste de Screening de Desenvolvimento de Denver II e avaliação do Quociente Intelectual (QI) por meio do Stanford-Binet. A análise dos dados ocorreu por meio de estatística descritiva (média, mediana, desvio padrão, valor mínimo e valor máximo) e tratamento estatístico inferencial (Teste t de Student, Teste de Mann-Whitney, Teste t Pareado, Correlação de Spearman e Correlação de Pearson). Nenhuma das crianças apresentou deficiência intelectual. Os resultados apresentaram que não houve diferença estatisticamente significante na comparação entre os grupos na OCC, MacArthur e TVIP. No Denver II, com exceção da habilidade motora grossa, também não foram observadas diferenças nas habilidades pessoal-social, motora fino-adaptativa e linguagem. Houve correlação significante, na comparação intra grupo, entre MacArthur e ABFW, Denver - linguagem e MacAthur e entre TVIP e idade mental, mas isto não foi observado entre MacArthur - compreende e TVIP e entre ABFW e TVIP. Na comparação entre os diferentes procedimentos, também não foram encontradas correlações estatisticamente significantes. Desta forma, os resultados apontaram que o vocabulário receptivo e expressivo não se difere entre os grupos deste estudo, bem como, que os indivíduos com paralisia cerebral diplégica, não apresentaram vocabulário receptivo a quem do expressivo. / The diplegic cerebral palsy is defined as a motor disorder primarily involving bilateral involvement of four members, predominantly of the lower limbs. This limitation may result in motor interaction difficulties, influencing the language skills. The aim of this study was to analyze and characterize the receptive and expressive vocabulary, and compare them in two different groups. For both, attended 10 individuals diagnosed with diplegic cerebral palsy - the experimental group, between 44 and 83 months, and 10 typically developing - control group, matched for gender, age, mental and type of school (public or private). Assessments included: Interview, Inventory MacArthur Communicative Skills Development - First words and gestures, Observation of Communicative Behavior (OCC), Test Peabody Picture Vocabulary (TVIP), Child Language Test ABFW - vocabulary, Screening Test Development and evaluation of the Denver II and IQ via the Stanford-Binet. Data analysis was conducted through descriptive statistics (mean, median, standard deviation, minimum and maximum values) and inferential statistical analysis (Student\'s \"T\" test, Mann- Whitney, Test \"T\" Paired, Correlation Spearman and Pearson correlation). None of the children had intellectual disabilities. The results showed that there was no statistically significant difference in the comparison between groups at OCC, MacArthur and TVIP. In Denver II, except for gross motor skill, there were also no differences in personal-social skills, fine motor-adaptive and language. A significant correlation in intra group comparison, between MacArthur and ABFW, Denver - and MacAthur and TVIP and mental age, but this was not observed between MacArthur - and comprises between TVIP and TVIP and ABFW. Comparing the different procedures, we did not find statistically significant correlations. Thus, the results indicated that the receptive and expressive vocabulary not differ between groups in this study, as well as individuals with diplegic cerebral palsy, showed no receptive vocabulary short of expressive.

by Yeung See-shing. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 149-171.

É previsto que o desenvolvimento global das crianças com síndrome de Down (SD) ocorra com atraso, repercutindo nas habilidades cognitivas, sociais, de autocuidados, motoras e linguísticas. As diferenças significativas no padrão usual de aquisição de linguagem de crianças com SD ainda não foram totalmente dimensionadas. Apesar do extenso corpo de conhecimento sobre a SD e desempenho comunicativo, principalmente no âmbito internacional, há consideráveis lacunas para a compreensão destes processos. A proposição deste estudo foi verificar e analisar o desempenho de vocabulário receptivo e expressivo de crianças com SD e comparar com o desempenho de crianças com desenvolvimento típico (DT) pareados pela idade mental (Stanford-Binet) e sexo. Cumpriram-se os aspectos éticos. Participaram do estudo 20 crianças com SD (grupo experimental - GE), de ambos os sexos, com idade cronológica variando entre 36 e 71 meses e 20 crianças com DT (grupo controle - GC), com idade cronológica variando entre 13 e 44 meses. Foi realizada entrevista com os responsáveis e aplicado o Inventário de Desenvolvimento de Habilidades Comunicativas MacArthur (MacArthur). Os procedimentos de avaliação utilizados foram a Observação do Comportamento Comunicativo (OCC), o Teste de Vocabulário por Imagens Peabody (TVIP), o Teste de Linguagem Infantil ABFW Vocabulário Parte B (ABFW) e o Teste de Screening de Desenvolvimento Denver II (Denver II). O tratamento estatístico foi realizado com utilização de testes paramétricos e não paramétricos. Os resultados apontaram diferença estatisticamente significante entre o desempenho do GE e GC para todos os testes aplicados, exceto para a área pessoal-social e motora grossa do instrumento Denver II e para vocabulário expressivo do MacArthur. Em relação às habilidades receptivas e expressivas, o desempenho em vocabulário receptivo foi melhor do que no vocabulário expressivo para ambos os grupos. Na correlação entre os instrumentos aplicados, não foi encontrada correlação estatisticamente significante para desempenho no MacArthur e TVIP para GC e GE e no Denver II e TVIP apenas para GC. Ao analisar o desempenho de crianças com SD verificou-se alteração quanto ao vocabulário receptivo e expressivo. Ao comparar o desempenho das crianças com SD com crianças com DT, pareadas quanto ao sexo e idade mental, verificou-se que as crianças com SD apresentaram desempenho inferior quanto ao vocabulário receptivo e expressivo, com distinções em seus padrões de respostas. / Is provided that the overall development of children with Down syndrome (DS) occurs with delay, reflecting the cognitive, social, self-care, motor and language skills. Significant differences in the usual pattern of language acquisition of children with DS have yet to be scaled. Despite the extensive body of knowledge about DS and communicative performance, especially at the international level, there are considerable gaps in understanding these processes. The purpose of this study was to check and analyze the performance of receptive and expressive vocabulary of children with DS and compare with the performance of children with typical development (TD) matched for dental age (Stanford-Binet) and sex. Were fulfilled the ethical aspects. Study participants were 20 children with DS (experimental group - EG), of both sexes, with age varying between 36 and 71 months and 20 children with TD (control group - CG), with age varying between 13 and 44 months. Was performed an interview with those responsible and apply to the Inventory of Development Communication Skills MacArthur (MacArthur). The evaluation procedures used were the Communicative Behavior Observation (CBO), the Peabody Picture Vocabulary Test (PPVT), the Child Language ABFW Test - Vocabulary Part B (ABFW) and Development Screening Test Denver II (Denver II). Statistical analysis was conducted using parametric and nonparametric tests. The results showed a statistically significant difference between the performance of GE and GC for all tests, except for the personal-social and gross motor Denver II instrument and expressive vocabulary of MacArthur. With regard to receptive and expressive skills, performance on receptive vocabulary was better than the expressive vocabulary for both groups. In the correlation between the instruments applied, no statistically significant correlation was found for performance on MacArthur and PPVT to CG and EG and the Denver II and PPVT only for GC. Analyzing the performance of children with DS was found to change as receptive and expressive vocabulary. Comparing the performance of DS children with TD children, matched by sex and mental age, it was found that children with DS showed lower performance on the receptive and expressive vocabulary, with distinctions in their response patterns.

No description available.

No description available.

É previsto que o desenvolvimento global das crianças com síndrome de Down (SD) ocorra com atraso, repercutindo nas habilidades cognitivas, sociais, de autocuidados, motoras e linguísticas. As diferenças significativas no padrão usual de aquisição de linguagem de crianças com SD ainda não foram totalmente dimensionadas. Apesar do extenso corpo de conhecimento sobre a SD e desempenho comunicativo, principalmente no âmbito internacional, há consideráveis lacunas para a compreensão destes processos. A proposição deste estudo foi verificar e analisar o desempenho de vocabulário receptivo e expressivo de crianças com SD e comparar com o desempenho de crianças com desenvolvimento típico (DT) pareados pela idade mental (Stanford-Binet) e sexo. Cumpriram-se os aspectos éticos. Participaram do estudo 20 crianças com SD (grupo experimental - GE), de ambos os sexos, com idade cronológica variando entre 36 e 71 meses e 20 crianças com DT (grupo controle - GC), com idade cronológica variando entre 13 e 44 meses. Foi realizada entrevista com os responsáveis e aplicado o Inventário de Desenvolvimento de Habilidades Comunicativas MacArthur (MacArthur). Os procedimentos de avaliação utilizados foram a Observação do Comportamento Comunicativo (OCC), o Teste de Vocabulário por Imagens Peabody (TVIP), o Teste de Linguagem Infantil ABFW Vocabulário Parte B (ABFW) e o Teste de Screening de Desenvolvimento Denver II (Denver II). O tratamento estatístico foi realizado com utilização de testes paramétricos e não paramétricos. Os resultados apontaram diferença estatisticamente significante entre o desempenho do GE e GC para todos os testes aplicados, exceto para a área pessoal-social e motora grossa do instrumento Denver II e para vocabulário expressivo do MacArthur. Em relação às habilidades receptivas e expressivas, o desempenho em vocabulário receptivo foi melhor do que no vocabulário expressivo para ambos os grupos. Na correlação entre os instrumentos aplicados, não foi encontrada correlação estatisticamente significante para desempenho no MacArthur e TVIP para GC e GE e no Denver II e TVIP apenas para GC. Ao analisar o desempenho de crianças com SD verificou-se alteração quanto ao vocabulário receptivo e expressivo. Ao comparar o desempenho das crianças com SD com crianças com DT, pareadas quanto ao sexo e idade mental, verificou-se que as crianças com SD apresentaram desempenho inferior quanto ao vocabulário receptivo e expressivo, com distinções em seus padrões de respostas. / Is provided that the overall development of children with Down syndrome (DS) occurs with delay, reflecting the cognitive, social, self-care, motor and language skills. Significant differences in the usual pattern of language acquisition of children with DS have yet to be scaled. Despite the extensive body of knowledge about DS and communicative performance, especially at the international level, there are considerable gaps in understanding these processes. The purpose of this study was to check and analyze the performance of receptive and expressive vocabulary of children with DS and compare with the performance of children with typical development (TD) matched for dental age (Stanford-Binet) and sex. Were fulfilled the ethical aspects. Study participants were 20 children with DS (experimental group - EG), of both sexes, with age varying between 36 and 71 months and 20 children with TD (control group - CG), with age varying between 13 and 44 months. Was performed an interview with those responsible and apply to the Inventory of Development Communication Skills MacArthur (MacArthur). The evaluation procedures used were the Communicative Behavior Observation (CBO), the Peabody Picture Vocabulary Test (PPVT), the Child Language ABFW Test - Vocabulary Part B (ABFW) and Development Screening Test Denver II (Denver II). Statistical analysis was conducted using parametric and nonparametric tests. The results showed a statistically significant difference between the performance of GE and GC for all tests, except for the personal-social and gross motor Denver II instrument and expressive vocabulary of MacArthur. With regard to receptive and expressive skills, performance on receptive vocabulary was better than the expressive vocabulary for both groups. In the correlation between the instruments applied, no statistically significant correlation was found for performance on MacArthur and PPVT to CG and EG and the Denver II and PPVT only for GC. Analyzing the performance of children with DS was found to change as receptive and expressive vocabulary. Comparing the performance of DS children with TD children, matched by sex and mental age, it was found that children with DS showed lower performance on the receptive and expressive vocabulary, with distinctions in their response patterns.

The growth of a child’s early vocabulary is one of the most salient indicators of progress in language development, but measuring a young child’s comprehension of words is non-trivial. Parental checklists are prone to underestimation of a child’s vocabulary (Houston-Price et al., 2007; Brady et al. 2014), so it may be that more direct measures, such as measuring a child’s eye movements during comprehension, may provide a better assessment of children’s vocabulary. Prior research has found relationships between gaze patterns and vocabulary development (Fernald et al. 2006), and the present exploratory study investigates these relationships with verbs, along with a number of methodological considerations. In addition, recent research supports the idea that verbs may differ in difficulty of acquisition based on word class, with manner verbs being easier to learn than result verbs (Horvath et al. 2015). The present study has two aims: 1) investigate the effect of dynamic stimuli on correlations with vocabulary scores and 2) experimentally investigate the notion that manner verbs are easier to learn than result verbs. Forty children (Mean age = 22.97 months) were recruited for participation and shown a vocabulary test. While no significant correlations were found between vocabulary measures and accuracy and latency, several experimental measures proved to be related to vocabulary development, including fixation density and length of first fixation to the non-target. Additionally, results indicate that children knew the same number of manner and result verbs. Finally, these results could inform vocabulary tests using eye-tracking measures that specifically target verb knowledge.

This study sought to determine the effectiveness of using Content Acquisition Podcasts (CAPs) to teach children with learning disabilities scientific vocabulary. CAPs are multimedia instructional podcasts that combine images and sound to teach supplemental vocabulary. Four children ages 9 to 10 with learning disabilities were taught vocabulary words to prepare them for end-of-year testing. Words were taken from units about rocks, soil and fossils. This study used a multiple probe multiple baseline across units design. Data analysis showed that three of four participants experienced significant improvement in at least one of three units. Social validity questionnaires showed that all four participants enjoyed being a part of the study and felt like they had learned important information. These results indicated that CAPs can be another method for delivering science instruction. They are easy to make, have an impact on learning and incorporate a modality of learning that is appealing to children.

No description available.