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Publication
O impacto das perturbações dos sons da fala na vida quotidiana da criança
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| DM_34056 | 1.2 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A fala é um modo verbal-oral da comunicação e realiza-se através da produção e
articulação de sons, no entanto, esta competência não progride normalmente para um
número considerável de crianças dando origem a perturbações da fala (Bernstein e
Tiegerman, 1993; Lima, 2009; Beitchman e Browlie, 2010). A ASHA (2003)
recomenda que se utilize, então, o termo Speech Sound Disorders, i.e., Perturbação dos
Sons da Fala (PSF) nestes casos. As PSF são uma das áreas de intervenção do Terapeuta
da Fala (TF) com uma elevada prevalência, variando entre 10 a 15% em crianças em
idade pré-escolar (McLeod e Baker, 2014; McLeod e Harrison, 2009).
Partindo destes pressupostos foi realizado um estudo qualitativo cujo objetivo principal
foi analisar as experiências quotidianas de crianças com PSF nos seus contextos
significativos, nomeadamente, casa, escola e terapia da fala, e com os seus parceiros
comunicativos, ou seja, os pais, o educador de infância (EI) e o TF. Participaram neste
estudo 24 indivíduos, nomeadamente, 5 crianças com idades compreendidas entre os 4 e
6 anos, a mãe de cada criança, o seu TF e 2 EI. Os dados foram recolhidos através de
uma entrevista de respostas abertas, denominada Avaliação da Participação e das
Atividades que envolvam a Fala na Criança (APAF-C), que fora traduzida para o
Português Europeu numa fase inicial do estudo. Percebeu-se que as crianças que
participaram neste estudo apresentam uma maior tendência ao isolamento e que o
impacto negativo das PSF parece ser maior e mais consciente em crianças com idade
superior a 6 anos. Os seus parceiros comunicativos foram capazes de identificar
frustração e comportamentos de oposição quando as crianças não se faziam
compreender. A intervenção com o TF parece ser uma solução de extrema importância
para estas crianças, para além de um trabalho em equipa com os profissionais de saúde e
da educação.
Speech is a verbal-oral mode of communication and occurs through the production and articulation of sounds, however, this competence doesn´t progress normally to a considerable number of children originating speech disorders (Bernstein e Tiegerman, 1993; Lima, 2009; Beitchman e Browlie, 2010). ASHA (2003) recommends the term Speech Sound Disorders (SSD) in these cases. SSD are one of the Speech and Language Therapists (SLT) fields of intervention with a high prevalence ranging from 10 to 15% in preschoolers (McLeod e Baker, 2014; McLeod e Harrison, 2009). Based on these assumptions, a qualitative study was conducted whose main objective was to analyze the daily experiences of children with SSD in their significant contexts: home, school and speech therapy, and with their communicative partners, i.e., the parents, the kindergarten teacher (KT) and the SLT. 24 individuals, including 5 children aged 4 to 6 years, the mother and the SLT of each child and 2 KT participated in this study. Data was collected through an interview with open answers – Speech Participation and Activity of Children (SPAA-C), which had been translated for European-Portuguese in an initial stage of the study. It was found that the children who participated in this study may be more susceptible to isolation and that the negative impact of SSD seem to be greater and more conscientious in the children over 6 years old. Their communicative partners were able to identify frustration and oppositional behavior when children didn’t make themselves understood. The speech therapy seems to be a solution of extreme importance for these children, in addition to a team work with health and education professionals.
Speech is a verbal-oral mode of communication and occurs through the production and articulation of sounds, however, this competence doesn´t progress normally to a considerable number of children originating speech disorders (Bernstein e Tiegerman, 1993; Lima, 2009; Beitchman e Browlie, 2010). ASHA (2003) recommends the term Speech Sound Disorders (SSD) in these cases. SSD are one of the Speech and Language Therapists (SLT) fields of intervention with a high prevalence ranging from 10 to 15% in preschoolers (McLeod e Baker, 2014; McLeod e Harrison, 2009). Based on these assumptions, a qualitative study was conducted whose main objective was to analyze the daily experiences of children with SSD in their significant contexts: home, school and speech therapy, and with their communicative partners, i.e., the parents, the kindergarten teacher (KT) and the SLT. 24 individuals, including 5 children aged 4 to 6 years, the mother and the SLT of each child and 2 KT participated in this study. Data was collected through an interview with open answers – Speech Participation and Activity of Children (SPAA-C), which had been translated for European-Portuguese in an initial stage of the study. It was found that the children who participated in this study may be more susceptible to isolation and that the negative impact of SSD seem to be greater and more conscientious in the children over 6 years old. Their communicative partners were able to identify frustration and oppositional behavior when children didn’t make themselves understood. The speech therapy seems to be a solution of extreme importance for these children, in addition to a team work with health and education professionals.
Description
Keywords
Fala Perturbação dos sons da fala Impacto na vida diária e nos contextos significativos Experiências das crianças e dos seus parceiros comunicativos Crianças em idade pré-escolar Terapia da fala Speech Speech sounds disorders Impact on daily life and in the significant contexts Experiences of children and their communication partners Pre-school children Speech and language therapy