Abstract
ABSTRACT Purpose: to propose an assessment of communication that includes the conversational analysis of children who have cerebral palsy, with complex communication needs and their interlocutors. Methods: a propositional study type of a speech language and hearing science assessment tool whose methodological flowchart was divided into five phases. Results: the final version of the protocol consisted of fifty-four items divided into three parts: (a) communicative means, acts of speech, topic maintenance and dialogue turn-taking, common to the dyads; (b) acts of child speech, use of resource, thematic maintenance and dialogue turn-taking and (c) speaker speech acts, encouragement of the use of the communication resource, theme maintenance and dialogue turn-taking. All assessment items receive a score by the assessment record according to presented linguistic behavior. Conclusion: this study showed the development and creation of a conversation evaluation protocol for children with cerebral palsy and their interlocutors. It can be used to evaluate the means, the communicative acts and adjacent-pairs observed in conversational contexts, leading the initial clinical speech language and hearing assessment process to the introduction, maintenance and general use of the Augmentative and Alternative Communication with different interlocutors and environments.
Highlights
The process of language evaluation and verbal understanding of children is a constant challenge for clinical speech language and hearing pathologists and / or researchers
Conclusion: this study showed the development and creation of a conversation evaluation protocol for children with cerebral palsy and their interlocutors
Considering the above mentioned issues, this study aims to propose a speech-language assessment protocol that contemplates the conversational analysis of children with cerebral palsy (CP), with complex communication needs and their interlocutors
Summary
The process of language evaluation and verbal understanding of children is a constant challenge for clinical speech language and hearing pathologists and / or researchers. In the case of people with cerebral palsy (CP), the number of tools available in Brazil is even scarcer, increasing the difficulty of evaluating the communication of this population. With these children, global neuromotor abilities are impaired, and often a deficiency of the orofacial praxis is observed, making expression difficult by typical means. Global neuromotor abilities are impaired, and often a deficiency of the orofacial praxis is observed, making expression difficult by typical means In these cases the implementation of an Augmentative and Alternative Communication (AAC)[3] system is indicated. We emphasize that the early implementation and in different contexts favors the generalization of the use of the AAC, as well as it supports orality, verbal comprehension, reading and writing[4]
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