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Abstract(s)
São hoje vários os estudos que sugerem a existência de um impacte emocional e comportamental inerente à vivência de dificuldades específicas da linguagem e da fala (DELF), com consequências de longo prazo quer na escolaridade quer noutros domínios da vida adulta. O presente estudo teve como objetivo comparar o desenvolvimento do autoconceito entre crianças com e sem DELF, atendendo simultaneamente aos contextos de atendimento terapêutico comparando as crianças acompanhadas em contexto educativo com as apoiadas em contexto clínico/hospitalar. Participaram no estudo 167 crianças, entre os 3 e os 6 anos de idade: 52 com desenvolvimento linguístico típico e 115 com dificuldades específicas da linguagem, dentre as quais 64 eram acompanhadas em Terapia da Fala em contexto hospitalar e 51 em contexto educativo. Para avaliação da linguagem foi utilizado o Teste de Avaliação da Linguagem na Criança (TALC) e para avaliação do autoconceito foi usada a Escala Pictórica da Perceção de Competência e Aceitação Social para Crianças (EPPCASC). Os resultados do presente estudo sugerem que as crianças com DELF apresentam um desenvolvimento do autoconceito significativamente inferior comparativamente a crianças sem dificuldades. Acresce como conclusão deste estudo que, dentro do grupo de crianças com DELF, parecem existir diferenças também significativas no desenvolvimento da linguagem e fala e na construção do autoconceito, entre as que são acompanhadas em contexto educativo comparativamente às acompanhadas em contexto hospitalar/clínico. Estes resultados merecem consideração para o planeamento da atuação das equipas e em particular do TF nas DELF, colocando o autoconceito como uma dimensão crucial nos seus processos de avaliação e intervenção.
Several studies suggest the existence of an emotional and behavioural impact inherent to the experience of specific language and speech difficulties (SLD), with long-term consequences in schooling and other adult life domains. This investigation aimed to compare the development of self-concept between children with and without SLD, simultaneously considering the contexts of therapeutic care, comparing children monitored in educational settings with those supported in clinical/hospital settings. The study group was made of 167 children, aged between 3 and 6 years old: 52 of them with typical linguistic development and 115 with specific language troubles, among which 64 were followed up on Speech Therapy sessions in a hospital setting and 51 in an educational setting. The Test for Language Assessment in Children (TALC) has been used for language assessment and the Pictorial Scale of Perceived Competence and Social Acceptance for Children (EPPCASC) has been used for self-concept assessment. The results of this study suggest that children with specific language difficulties have significantly lower self-concept development when compared to children without any difficulty. Furthermore, within each group of specific language trouble, there appear to be significant differences in language and speech development, as well as in self-concept construction among those monitored in the educational setting in comparison to those monitored in the hospital/clinic setting. These results are worth considering for the teams' actions planning (particularly the speech therapist), considering self-concept as a crucial dimension in their assessment and intervention processes.
Several studies suggest the existence of an emotional and behavioural impact inherent to the experience of specific language and speech difficulties (SLD), with long-term consequences in schooling and other adult life domains. This investigation aimed to compare the development of self-concept between children with and without SLD, simultaneously considering the contexts of therapeutic care, comparing children monitored in educational settings with those supported in clinical/hospital settings. The study group was made of 167 children, aged between 3 and 6 years old: 52 of them with typical linguistic development and 115 with specific language troubles, among which 64 were followed up on Speech Therapy sessions in a hospital setting and 51 in an educational setting. The Test for Language Assessment in Children (TALC) has been used for language assessment and the Pictorial Scale of Perceived Competence and Social Acceptance for Children (EPPCASC) has been used for self-concept assessment. The results of this study suggest that children with specific language difficulties have significantly lower self-concept development when compared to children without any difficulty. Furthermore, within each group of specific language trouble, there appear to be significant differences in language and speech development, as well as in self-concept construction among those monitored in the educational setting in comparison to those monitored in the hospital/clinic setting. These results are worth considering for the teams' actions planning (particularly the speech therapist), considering self-concept as a crucial dimension in their assessment and intervention processes.
Description
Keywords
Dificuldades específicas de linguagem Autoconceito Terapia da fala Specific language difficulties Self-concept Speech Therapy
Citation
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Instituto Politécnico do Porto. Escola Superior de Educação