Percepção da família em relação à atuação fonoaudiológica em um ambulatório

Checklist of relevant ICF categories for speech and language development

PURPOSE

Create a checklist of the International Classification of Functioning, Disability and Health (ICF) based on relevant categories for the development of speech and language, according to the perception of parents and speech therapists.

METHODS

Pilot application and research were carried out. 100 parents of preschool children with typical language/cognition development and 57 language specialist speech therapists participated in the survey. A questionnaire was created with 199 ICF categories of body function components, activities and participation, and environmental factors. Each category was scored as: indispensable (2); important (1) or unimportant (0). Statistical analysis was performed (descriptive, sum, cluster/K-means and Mann-Whitney method).

RESULTS

With the sum of the points (essential, important and unimportant) and the number of responses essential, the most relevant categories were identified for each group of respondents, as well as the set of categories in common (72 considered to have the greatest influence). The common list to the groups included the three components: body functions (30 categories/40% of the total), activities and participation (35/49.29%) and environmental factors (seven/13.20%). From the selected categories, 58.33% presented statistically significant results between the groups, regarding the relevance given.

CONCLUSIONS

The categories were considered with different scores between the groups: those of body functions were more scored by speech therapists, while those of environmental factors by parents. Thus, it was possible to create a checklist from the identification of the most relevant categories for the development of speech and language, in preschool age, contemplating the components of body functions, activities and participation and environmental factors.

MMBGR Protocol - infants and preschoolers: Instructive and Orofacial Myofunctional Clinical History

PURPOSE

To present Myofunctional Orofacial Clinical History Instructive and Protocol belonging to the MMBGR Protocol - Infants and Preschoolers, including the adaptation and validation of content and appearance.

METHODS

Validation, descriptive and cross-sectional study. Adaptation based on the MBGR Protocol, based on theoretical studies and the authors' experience. Infants between 6 and 23 months of age and preschoolers between 24 and 71 months were considered. Consent and consensus of the version adapted by the authors (original and current) was obtained. The appearance and content of the new instrument were analyzed by 10 speech therapists specialized in Orofacial Motricity. We performed two analysis rounds. First: an electronic form containing dichotic questions (yes / no), with justification for negative answers; Content Validity Index and Exact Binomial Test; Second: 5 points-Likert scale.

RESULTS

We produced an unprecedented instructional and adapted Clinical History protocol maintaining 23 age group related items. We excluded information from 7 items and included information in 8. Initially, we achieved agreement in 70% instructional specialist items by at least 70% of the specialists; and 64% of Clinical History items, by at least 90% of specialists. In the second round, there were 100% of "I totally agree" responses from the experts.

CONCLUSION

"Instructive" and "Myofunctional Clinical History, Orofacial" had validity of content and appearance concluded, and together with the "Clinical Examination" they integrate the "Protocol MMBGR - Infants and Preschoolers", being able to contribute to clinical practice and research in Motricity Orofacial area in the age group between 6 months and 5 years and 11 months of age.

Caregivers' perception of children with Autism Spectrum Disorder regarding to the communicative profile of their children after a communicative orientation program

PURPOSE

To analyze the perception of caregivers of children with Autism Spectrum Disorder regarding the functional profile of their children's communication in three moments, before and after the guidelines.

METHODS

Caregivers of 62 children diagnosed with ASD (AUTISM SPECTRUM DISORDER) participated in this study, divided into three groups of interventions. All interventions included a program with five pre-set monthly orientation sessions to provide information on the development of communication and encourage practical communication activities in daily life. In G1 (group 1), the caregivers received the group orientation program, and the children received individual speech therapy. In G2 (group 2), caregivers received the same program orientations but individually, and their children received different treatment. G3 (group 3), composed of caregivers of children waiting for speech-language pathology on the waiting list, received group guidance. All caregivers answered the Functional Communication Checklist (PFC-C) in three moments: baseline, five and eight months.

RESULTS

In the PFC-C the parents reported an increase in the occurrence of gestural, vocal and verbal means in all groups, to express interpersonal communicative functions, except in G2. In non-interpersonal communicative functions, there was a decrease in the occurrence of the gestural communicative environment, an increase in the verbal climate, with no statistical difference between the groups. As for the vocal climate, there was no difference over time.

CONCLUSION

Communication guidelines for caregivers of children with ASD (AUTISM SPECTRUM DISORDER) (Autism Spectrum Disorder) contributed to the understanding of the communicative process in different situations, by detecting differences in their perception of the communication functionality of their children.