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Publication
Aplicação da CCC-P (Checklist da Comunicação da Criança - versão Portuguesa) em crianças com perturbação da linguagem
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 20004 | 1.43 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A linguagem é um produto do processo de socialização, a criança cria primeiro a sua própria linguagem e depois a língua materna na interacção com o seu grupo social. Deste modo, quando a criança aprende a linguagem, ela está a construir a sua noção da realidade externa e interna e, ao mesmo tempo, a aprender a explorar o mundo através da linguagem.
Os objectivos específicos desta investigação prendem-se em traduzir e adaptar culturalmente o instrumento “Children’s Comunication Checklist (CCC) ” (Bishop, 1998) para a população Portuguesa e avaliar as competências comunicativas em crianças verbais com o diagnóstico de PL (grupo experimental) versus sem PL (grupo controlo). Na prática levou-se a efeito a avaliação de cinquenta e sete crianças com idades compreendidas entre os seis e os nove anos, na zona Norte Litoral de Portugal Continental. Esta amostra foi dividida em dois grupos: Grupo Controlo (36) e o Grupo Experimental (21). Para a divisão dos dois grupos foi estabelecido critérios de inclusão e exclusão.
Os resultados obtidos neste estudo sugerem que, relativamente às competências comunicativas podemos observar diferenças significativas nos dois grupos, nos domínios do Discurso: Inteligibilidade e fluência, Sintaxe, Iniciação imprópria, Coerência, Utilização de controlo de conversação e Relatório de Conversação verificando uma diferença estatisticamente significativa entre os grupos. Já os restantes domínios, Conversa estereotipada, Relações sociais e Interesses, não foi possível observar diferenças entre os dois grupos, não se rejeitando as hipóteses nulas.
Podemos assim afirmar que, a um nível de confiança de 99%, na maioria dos domínios existe uma diferença entre os grupos.
Language is a product of the socialization process, as the child creates first her own language and then the mother tongue in the interaction with her social group. In this way, when the child learns the language she is building her notion of both the internal and the external reality and, at the same time, learning how to explore the world trough language. Therefore, this investigation goals are to translate and adapt the “Children’s Communication Checklist (CCC) ” (Bishop, 1998) to the Portuguese population and to evaluate the communication skills of verbal children diagnosed with Language Disorder (experimental group) versus verbal children with no Language Disorder (control group). Fifty seven children, age ranging from six to nine, from the coastal north of Portugal, were evaluated. They were divided into two groups: the Control Group (36) and the Experimental Group (21). In order to divide the two groups inclusion and exclusion criteria were established. The results suggest that, as far as the communication skills are concerned, we can observe differences in the groups in the Speech field: Intelligibility and fluency, Syntax, improper Initiation, Coherence, Use of conversation control and Conversation Report. It was possible to verify a significant statistically difference between the groups. As far as the other fields are concerned – Stereotyped Conversation, Social Relations and Interests – it was not possible to observe differences between the groups and therefore those hypotheses were cancelled. We can say that, at a 99% of confidence level, in most domains we can see some differences between them.
Language is a product of the socialization process, as the child creates first her own language and then the mother tongue in the interaction with her social group. In this way, when the child learns the language she is building her notion of both the internal and the external reality and, at the same time, learning how to explore the world trough language. Therefore, this investigation goals are to translate and adapt the “Children’s Communication Checklist (CCC) ” (Bishop, 1998) to the Portuguese population and to evaluate the communication skills of verbal children diagnosed with Language Disorder (experimental group) versus verbal children with no Language Disorder (control group). Fifty seven children, age ranging from six to nine, from the coastal north of Portugal, were evaluated. They were divided into two groups: the Control Group (36) and the Experimental Group (21). In order to divide the two groups inclusion and exclusion criteria were established. The results suggest that, as far as the communication skills are concerned, we can observe differences in the groups in the Speech field: Intelligibility and fluency, Syntax, improper Initiation, Coherence, Use of conversation control and Conversation Report. It was possible to verify a significant statistically difference between the groups. As far as the other fields are concerned – Stereotyped Conversation, Social Relations and Interests – it was not possible to observe differences between the groups and therefore those hypotheses were cancelled. We can say that, at a 99% of confidence level, in most domains we can see some differences between them.
Description
Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em Terapêutica da Fala
Keywords
Perturbação da linguagem Desenvolvimento da linguagem Competências comunicativas Checklist da comunicação da criança Language disorder Language development Communication skills Children’s communication checklist