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Advisor(s)
Abstract(s)
Em geral, o processo de aquisição da linguagem decorre de forma natural na vida da
criança. Todavia, reconhecida a sua importância para a adaptação psicossocial da criança,
presente e futura, tem sido sublinhada a importância de identificar possíveis dificuldades, ou
atrasos, no desenvolvimento linguístico e promover as habilidades necessárias, ao nível da
educação pré escolar. Neste contexto, este é um estudo de caso que tem os objetivos de
caraterizar a diversidade de habilidades linguísticas de uma criança pré-escolar com indicação
de atraso de desenvolvimento da linguagem, e de avaliar o impacto de um programa de
estimulação do seu desenvolvimento, em contexto escolar. As participantes principais são pois
uma menina de 7 anos de idade com dificuldades de desenvolvimento da linguagem e a
educadora que desenhou e implementou um programa para a aquisição de 11 comportamentos
linguísticos (33 sessões). Também a mãe, a educadora titular, a professora de educação especial
e a terapeuta da fala forneceram informação. A recolha de dados decorreu em três fases,
nomeadamente antes, durante e depois, da implementação do programa. Como instrumentos de
recolha de dados utilizaram-se a entrevista, anamnese, Lista de Registo de Comportamentos-
Linguagem do programa Portage, Teste Identificação de Competências Linguísticas, Prova
Avaliação de Capacidades Articulatórias, Avaliação do Desempenho Linguísticas nas Sessões, e
análise do processo escolar. A avaliação pré programa sugere atraso no desenvolvimento
linguístico nas dimensões semântica, morfossintática e fonoarticulatória, e não tanto na
dimensão pragmática, atraso possivelmente associado a problemas de sua saúde física e a
factores de natureza sociocultural. A avaliação ao longo das sessões sugere evolução positiva
em 7 dos 11 objetivos linguísticos. Comparando as habilidades linguísticas antes e após o
programa, verificou-se uma progressão positiva especialmente ao nível do conhecimento lexical
e morfossintáctico e, embora de modo menos expressivo, ao nível fonoarticulatório. Os
resultados são discutidos bem como algumas limitações deste estudo.
In general, the process of language acquisition takes place naturally in the child's life. However, recognized its importance for the present and future psychosocial adaptation of the child, some have underlined the importance of identifying potential difficulties or delays in language development and promote the skills at the level of preschool education. In this context, this is a case study that has the objective of characterizing the diversity of language skills of a preschool child with an indication of delayed language development, and to assess the impact of a program to stimulate the language development in school context. The main participants are a 7 year old with developmental difficulties of language and the educator who designed and implemented a program for the acquisition of 11 linguistic behaviors (33 sessions). Also the mother, the main educator, a special education teacher and speech therapist provided information. The data collection took place in three phases, namely before, during and after the implementation of the program. As instruments of data collection were used the interview, Registration List of Behaviors – Language from the Program Portage, Test for the Identification Language Skills, Assessment Test of Articulation Skills, performance assessment in the sessions and analysis of the scholar individual documents. The pre-program assessment suggests delay in language development on the semantics, morphosyntactic and phonoarticulatory dimensions, and not so much on the pragmatic dimension, delay possibly associated with problems of their physical health and sociofamiliar factors. The evaluation during the sessions suggests positive developments in 7 of the 11 language objectives. Comparing the language skills before and after the program, shows a positive progression especially in terms of the lexical and morphosyntactic knowledge and, albeit less significant, at the phonoarticulatory abilities. The results are discussed as well as some limitations of this study.
In general, the process of language acquisition takes place naturally in the child's life. However, recognized its importance for the present and future psychosocial adaptation of the child, some have underlined the importance of identifying potential difficulties or delays in language development and promote the skills at the level of preschool education. In this context, this is a case study that has the objective of characterizing the diversity of language skills of a preschool child with an indication of delayed language development, and to assess the impact of a program to stimulate the language development in school context. The main participants are a 7 year old with developmental difficulties of language and the educator who designed and implemented a program for the acquisition of 11 linguistic behaviors (33 sessions). Also the mother, the main educator, a special education teacher and speech therapist provided information. The data collection took place in three phases, namely before, during and after the implementation of the program. As instruments of data collection were used the interview, Registration List of Behaviors – Language from the Program Portage, Test for the Identification Language Skills, Assessment Test of Articulation Skills, performance assessment in the sessions and analysis of the scholar individual documents. The pre-program assessment suggests delay in language development on the semantics, morphosyntactic and phonoarticulatory dimensions, and not so much on the pragmatic dimension, delay possibly associated with problems of their physical health and sociofamiliar factors. The evaluation during the sessions suggests positive developments in 7 of the 11 language objectives. Comparing the language skills before and after the program, shows a positive progression especially in terms of the lexical and morphosyntactic knowledge and, albeit less significant, at the phonoarticulatory abilities. The results are discussed as well as some limitations of this study.
Description
Keywords
Desenvolvimento da linguagem Perturbações da linguagem Intervenção precoce Pré escolar Language development Language disorders Early intervention Pre school