Programa Associado de Pós-Graduação em Fonoaudiologia
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Master Thesis Linguagem escrita em crianças e adolescentes com Transtorno do Espectro Autista: da avaliação à intervenção(Universidade Federal do Rio Grande do Norte, 2024-08-26) Messias, Bárbara Louise Costa; Azoni, Cintia Alves Salgado; https://orcid.org/0000-0003-2175-9676; http://lattes.cnpq.br/4935645902363577; http://lattes.cnpq.br/7004733940711006; Montenegro, Ana Cristina de Albuquerque; Navas, Ana Luiza Gomes PintoIntroduction: Individuals' extrinsic and intrinsic conditions can directly impact written reading. Thus, understanding these mechanisms helps to identify and address the child's specific needs. In cases of Autism Spectrum Disorder (ASD), with the complexity of language development, these individuals may present difficulties in the academic and social spheres. Despite advances in intervention strategies, it is observed that more precise information about these is still limited in written language. This dissertation was divided into two studies, with the following objectives: Study 1: to characterize the performance of phonological awareness, phonological working memory and rapid automatic naming skills in children and adolescents with ASD; and to verify whether there is a relationship between phonological processing skills, the level of ASD support and IQ. Study 2: to compare pre- and post-intervention performance in tests of phonological awareness, phonological working memory, rapid automatic naming, and reading of isolated words and pseudowords in children and adolescents with ASD undergoing phonological remediation, intergroup and intragroup. Method of study 1: This is a cross-sectional and quantitative study. The sample consisted of 17 children and adolescents with ASD. Phonological processing skills, intelligence, and level of ASD support were assessed and correlated. Method of study 2: This is a non-randomized clinical trial composed of 8 individuals, who were divided into 2 groups of 4 participants- control group (CG) and intervention group (IG). The IG received 13 phonological remediation sessions, each lasting 45 minutes. Results of study 1: It was observed that all phonological processing skills were below what was expected for the age and education level of the sample. Furthermore, it was not possible to find significant correlations between phonological processing, intelligence quotient (IQ) and level of ASD support, with the exception of phonological working memorydigits in reverse order. Results of study 2: phonological processing skills improved in the post-intervention period, while reading level remained the same. In the inferential analysis between groups, there were no significant differences. Conclusion: It was observed that the written language skills of children and adolescents with ASD are impaired and the use of phonological remediation can present positive results for this population. However, due to the limitations of this research, it is suggested that new studies be carried out, considering a larger sample and an analysis of the impacts of the intervention in the long term.Master Thesis Práticas de letramento em crianças e adolescentes com mielomeningocele(Universidade Federal do Rio Grande do Norte, 2024-03-27) Varela, Fernanda Vanessa da Costa; Azoni, Cintia Alves Salgado; https://orcid.org/0000-0003-2175-9676; http://lattes.cnpq.br/4935645902363577; https://orcid.org/0000-0001-8590-5586; http://lattes.cnpq.br/1065968553587314; Delgado, Isabelle Cahino; Lamônica, Dionísia Aparecida CusinIntroduction: Myelomeningocele is a type of open spina bifida, resulting from inadequate closure of the neural tube during the development period, which can cause motor, neurological and cognitive changes. In Brazil, the prevalence of this condition is approximately 1.6 per 1000 live births. Due to the various complications of the condition, the repercussions of the malformation can lead to impairments in oral and written language and, consequently, intervention practices related to literacy in this population can be better explored. Objective: To characterize written language skills in children and adolescents with Myelomeningocele and investigate the effects of literacy practices in this population. Method: Research structured in two studies: (1) cross-sectional to characterize written language skills (phonological processing, reading, and writing) in 09 children and adolescents with Myelomeningocele between 7 and 15 years of age who attend a Specialized Rehabilitation Center and; (2) longitudinal to investigate literacy practices in the target population. Results: In study 1, 6 participants presented deficits in the skills of phonological awareness, rapid automatic naming, phonological working memory, reading, and writing; in study 2, there was a benefit after literacy practices in terms of the skills assessed, with better performance in phonological awareness, rapid color naming, repetition of non-words, reading and writing. Conclusion: Changes in written language in the studied group can harm the educational development of these children and adolescents, however, literacy practices can serve as a protective factor that helps promote the development of reading and writing.