Utilização de substantivos e verbos por crianças com síndrome de Down em duas situações diferentes

Limongi, Suelly Cecilia Olivan; Oliveira, Emilia de Faria; Ienne, Livia Maria; Andrade, Rosangela Viana; Carvalho, Angela Maria de Amorim

Resumos

OBJETIVO: Verificar a utilização de substantivos e verbos por crianças com síndrome de Down e comparar esse uso em situações de interação com o terapeuta e com a mãe. MÉTODOS: Participaram 21 crianças com idades entre 5 e 11 anos, divididas em 3 grupos igualitários com base nas idades cronológica e mental, a partir da aplicação do Primary Test of Nonverbal Intelligence. A coleta de fala foi feita a partir de situações de interação livre, gravadas em vídeo por período de 30 minutos e transcritas em protocolo específico, sendo utilizados os primeiros 100 enunciados, a partir dos 5 minutos iniciais. O tempo de intervalo entre cada situação foi de 7 a 15 dias. A análise estatística utilizou o teste-t pareado e a análise de variância (ANOVA). Foi adotado o valor de significância de 5%. RESULTADOS: Foram produzidos mais verbos do que substantivos nas duas situações de interação, sendo mais verbos e substantivos com o terapeuta do que com a mãe. A comparação entre os grupos na interação com o terapeuta mostrou diferença tanto para substantivos quanto para verbos e, com a mãe, apenas tendência à diferença para os verbos. CONCLUSÃO: Os dados apontam para crescente desenvolvimento no uso de substantivos e de verbos de acordo com o aumento da idade. Houve maior utilização de verbos que de substantivos, principalmente na situação de interação com o terapeuta.

Síndrome de Down; Desenvolvimento da linguagem; Desenvolvimento infantil; Criança; Linguística; Estudos de linguagem; Transtornos da linguagem

PURPOSE: To verify the use of nouns and verbs by children with Down syndrome and to compare this use between conditions of interaction with the mother and the Speech-language pathologist (SLP). METHODS: Participants were 21 children aged between 5 and 11 years, divided into three groups, according to chronological and mental age as established by the results of the Primary Tests of Nonverbal Intelligence. The speech sample was obtained through free interaction situations that were videotaped during session of 30 minutes and transcribed in specific protocols. The first 100 utterances from the first five minutes were used. The interval between each situation ranged from 7 to 15 days. T-test and analysis of variance were used for statistical analysis and the significance level adopted was of 5%. RESULTS: More verbs than nouns were used in both conditions; however, a higher number of nouns were observed during the interaction with the SLP. The between-group comparison in the interaction with the SLP shows significant differences for verbs and nouns, but during the interaction with the mother, there was tendency for difference only for the verbs. CONCLUSION: The data indicate the growing development on using of nouns and verbs according to the increase of age. There was a higher use of verbs when compared with nouns mainly in the condition of interaction with the SLP.

Down syndrome; Language development; Child development; Child; Linguistics; Language arts; Language disorders

Referências bibliográficas

¹ Gertner Y, Fisher C, Eisengart J. Learning words and rules: abstract knowledge of word order in early sentence comprehension. Psychol Sci. 2006;17(8):684-91.
² Dixon JA, Marchman VA. Grammar and the lexicon: developmental ordering in language acquisition. Child Dev. 2007;78(1):190-212.
³ Le Normand MT, Parisse C, Cohen H. Lexical diversity and productivity in French preschoolers: developmental, gender and sociocultural factors. Clin Linguist Phonet. 2008;22(1):47-58.
⁴ Childers JB. Early verb learners: creative or not? Monogr Soc Res Child Dev. 2009;74(2):133-9.
⁵ Lany J, Saffran JR. From statistics to meaning: infant's acquisition of lexical categories. Psych Sci. 2010;21(2):284-91.
⁶ Bornstein MH, Cote LR, Maital S, Painter K, Park SY, Pascual L, et al. Cross-linguistic analysis of vocabulary in young children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Dev. 2004;75(4):1115-39.
⁷ Goodman JC, Dale PS, Li P. Does frequency count? Parental input and the acquisition of vocabulary. J Child Lang. 2008;35(3):515-31.
⁸ Bassano D. Early development of nouns and verbs in French: exploring the interface between lexicon and grammar. J Child Lang. 2000;27(3):521-59.
⁹ Spanoudis GC, Natsopoulos D. Memory functioning and mental verbs acquisition in children with specific language impairment. Res Dev Disabil. 2011;32(6):2916-26.
¹⁰ Mahoney G, Perales F, Wiggers B, Herman B. Responsive teaching: early intervention for children with Down syndrome and others disabilities. Down Syndr Res Pract. 2006;11(1):18-28.
¹¹ Hoff E. How social contexts support and shape language development. Dev Rev. 2006;26(1):55-88.
¹² Araujo K. Aspectos do desenvolvimento gramatical de crianças pré-escolares em desenvolvimento normal de linguagem [dissertação]. São Paulo: Faculdade de Filosofia, Letras e Ciências Humanas, Universidade de São Paulo; 2003.
¹³ Befi-Lopes DM, Cáceres AM. Aquisição de verbos em pré-escolares falantes do português brasileiro. Rev CEFAC. 2007;9(4):444-52.
¹⁴ Befi-Lopes DM, Cáceres AM. Análise da diversidade de verbos enunciados na fala espontânea de pré-escolares brasileiros. Pró-Fono R Atual Cient. 2010;22(1): 3-6.
¹⁵ Bird EKR, Gaskell A, Babineau MD, Macdonald S. Novel word acquisition in children with Down syndrome: does modality makes a difference? J Commun Disord. 2000;33(3):241-66.
¹⁶ Ypsilanti A, Grouios G, Alevriadou A, Tsapniki K. Expressive and receptive vocabulary in children with Williams and Down syndromes. J Intellect Disabil Res. 2005;49(Pt 5):353-64.
¹⁷ Abbeduto L, Warren SF, Conners FA. Language development in Down syndrome: from the prelinguistic period to the acquisition of literacy. Ment Retard Dev Disabil Res Rev. 2007;13(3):247-61.
¹⁸ Roberts J, Price J, Barnes B, Nelson L, Burchinal M, Hennon EA, et al. Receptive vocabulary, expressive vocabulary, and speech production of boys with Fragile X syndrome in comparison to boys with Down syndrome. Am J Ment Retard. 2007;112(3):177-93.
¹⁹ van Balkom H, Verhoeven L, van Weerdenburg M. Conversational behaviour of children with Developmental Language Delay and their caretakers. Int J Lang Commun Disord. 2010;45(3):295-319.
²⁰ Martin GE, Klusek J, Estigarribia B, Roberts JE. Language characteristics of individuals with Down syndrome. Top Lang Disord. 2009;29(2):112-32.
²¹ Vicari S, Caselli MC, Gagliardi C, Tonucci F, Volterra V. Language acquisition in special populations: a comparison between Down and Williams syndromes. Neuropsychologia. 2002;40(13):2461-70.
²² Pino O. The effect of context on mother's interaction style with Down's syndrome and typically developing children. Res Dev Disabil. 2000;21(5):329-46.
²³ Venuti P, de Falco S, Esposito G, Zaninelli M, Bonrstein MH. Maternal functional speech to children: a comparison of autism spectrum disorder, Down syndrome, and typical development. Res Dev Disabil. 2012;33(2):506-17.
²⁴ Horton S, Byng S, Bunning K, Pring T. Teaching and learning speech and language therapy skills: the effectiveness of classroom as clinic in speech and language therapy student education. Int J Lang Comm Dis. 2004;39(3):365-90.
²⁵ Law J. The implications of different approaches to evaluating intervention: evidence from the study of language delay/disorder. Folia Phoniatr Logop. 2004;56(4):199-219.
²⁶ Werner S, Grayzman A. Factors influencing the intention of students to work with individuals with intellectual disabilities. Res Dev Disabil. 2011;32(6):2502-10.
²⁷ Ehrler DJ, McGhee RL. Primary Test of Nonverbal Intelligence - PTONI. Texas: Pro-Ed; 2008.
²⁸ Marques SF, Limongi SCO. A extensão média do enunciado (EME) como medida do desenvolvimento de linguagem de crianças com síndrome de Down. J Soc Bras Fonoaudiol. 2011;23(2):152-7.
²⁹ Ruser TF, Arin D, Dowd M, Putnam S, Winklosky B, Rosen-Sheidley B, et al. Communicative competence in parents of children with autism and parents of children with specific language impairment. J Autism Dev Disord. 2007;37(7):1323-36.
³⁰ Marshall J, Goldbart J, Phillips J. Parents' and speech and language therapists' explanatory models of language development, language delay and intervention. Int J Lang Commun Disord. 2007;42(5):533-55.

Datas de Publicação

Publicação nesta coleção
19 Jul 2013
Data do Fascículo
2013

Histórico

Recebido
10 Set 2012
Aceito
20 Dez 2012

This work is licensed under a Creative Commons Attribution 4.0 International License.

[1] ¹ Gertner Y, Fisher C, Eisengart J. Learning words and rules: abstract knowledge of word order in early sentence comprehension. Psychol Sci. 2006;17(8):684-91.

[2] ² Dixon JA, Marchman VA. Grammar and the lexicon: developmental ordering in language acquisition. Child Dev. 2007;78(1):190-212.

[3] ³ Le Normand MT, Parisse C, Cohen H. Lexical diversity and productivity in French preschoolers: developmental, gender and sociocultural factors. Clin Linguist Phonet. 2008;22(1):47-58.

[4] ⁴ Childers JB. Early verb learners: creative or not? Monogr Soc Res Child Dev. 2009;74(2):133-9.

[5] ⁵ Lany J, Saffran JR. From statistics to meaning: infant's acquisition of lexical categories. Psych Sci. 2010;21(2):284-91.

[6] ⁶ Bornstein MH, Cote LR, Maital S, Painter K, Park SY, Pascual L, et al. Cross-linguistic analysis of vocabulary in young children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Dev. 2004;75(4):1115-39.

[7] ⁷ Goodman JC, Dale PS, Li P. Does frequency count? Parental input and the acquisition of vocabulary. J Child Lang. 2008;35(3):515-31.

[8] ⁸ Bassano D. Early development of nouns and verbs in French: exploring the interface between lexicon and grammar. J Child Lang. 2000;27(3):521-59.

[9] ⁹ Spanoudis GC, Natsopoulos D. Memory functioning and mental verbs acquisition in children with specific language impairment. Res Dev Disabil. 2011;32(6):2916-26.

[10] ¹⁰ Mahoney G, Perales F, Wiggers B, Herman B. Responsive teaching: early intervention for children with Down syndrome and others disabilities. Down Syndr Res Pract. 2006;11(1):18-28.

[11] ¹¹ Hoff E. How social contexts support and shape language development. Dev Rev. 2006;26(1):55-88.

[12] ¹² Araujo K. Aspectos do desenvolvimento gramatical de crianças pré-escolares em desenvolvimento normal de linguagem [dissertação]. São Paulo: Faculdade de Filosofia, Letras e Ciências Humanas, Universidade de São Paulo; 2003.

[13] ¹³ Befi-Lopes DM, Cáceres AM. Aquisição de verbos em pré-escolares falantes do português brasileiro. Rev CEFAC. 2007;9(4):444-52.

[14] ¹⁴ Befi-Lopes DM, Cáceres AM. Análise da diversidade de verbos enunciados na fala espontânea de pré-escolares brasileiros. Pró-Fono R Atual Cient. 2010;22(1): 3-6.

[15] ¹⁵ Bird EKR, Gaskell A, Babineau MD, Macdonald S. Novel word acquisition in children with Down syndrome: does modality makes a difference? J Commun Disord. 2000;33(3):241-66.

[16] ¹⁶ Ypsilanti A, Grouios G, Alevriadou A, Tsapniki K. Expressive and receptive vocabulary in children with Williams and Down syndromes. J Intellect Disabil Res. 2005;49(Pt 5):353-64.

[17] ¹⁷ Abbeduto L, Warren SF, Conners FA. Language development in Down syndrome: from the prelinguistic period to the acquisition of literacy. Ment Retard Dev Disabil Res Rev. 2007;13(3):247-61.

[18] ¹⁸ Roberts J, Price J, Barnes B, Nelson L, Burchinal M, Hennon EA, et al. Receptive vocabulary, expressive vocabulary, and speech production of boys with Fragile X syndrome in comparison to boys with Down syndrome. Am J Ment Retard. 2007;112(3):177-93.

[19] ¹⁹ van Balkom H, Verhoeven L, van Weerdenburg M. Conversational behaviour of children with Developmental Language Delay and their caretakers. Int J Lang Commun Disord. 2010;45(3):295-319.

[20] ²⁰ Martin GE, Klusek J, Estigarribia B, Roberts JE. Language characteristics of individuals with Down syndrome. Top Lang Disord. 2009;29(2):112-32.

[21] ²¹ Vicari S, Caselli MC, Gagliardi C, Tonucci F, Volterra V. Language acquisition in special populations: a comparison between Down and Williams syndromes. Neuropsychologia. 2002;40(13):2461-70.

[22] ²² Pino O. The effect of context on mother's interaction style with Down's syndrome and typically developing children. Res Dev Disabil. 2000;21(5):329-46.

[23] ²³ Venuti P, de Falco S, Esposito G, Zaninelli M, Bonrstein MH. Maternal functional speech to children: a comparison of autism spectrum disorder, Down syndrome, and typical development. Res Dev Disabil. 2012;33(2):506-17.

[24] ²⁴ Horton S, Byng S, Bunning K, Pring T. Teaching and learning speech and language therapy skills: the effectiveness of classroom as clinic in speech and language therapy student education. Int J Lang Comm Dis. 2004;39(3):365-90.

[25] ²⁵ Law J. The implications of different approaches to evaluating intervention: evidence from the study of language delay/disorder. Folia Phoniatr Logop. 2004;56(4):199-219.

[26] ²⁶ Werner S, Grayzman A. Factors influencing the intention of students to work with individuals with intellectual disabilities. Res Dev Disabil. 2011;32(6):2502-10.

[27] ²⁷ Ehrler DJ, McGhee RL. Primary Test of Nonverbal Intelligence - PTONI. Texas: Pro-Ed; 2008.

[28] ²⁸ Marques SF, Limongi SCO. A extensão média do enunciado (EME) como medida do desenvolvimento de linguagem de crianças com síndrome de Down. J Soc Bras Fonoaudiol. 2011;23(2):152-7.

[29] ²⁹ Ruser TF, Arin D, Dowd M, Putnam S, Winklosky B, Rosen-Sheidley B, et al. Communicative competence in parents of children with autism and parents of children with specific language impairment. J Autism Dev Disord. 2007;37(7):1323-36.

[30] ³⁰ Marshall J, Goldbart J, Phillips J. Parents' and speech and language therapists' explanatory models of language development, language delay and intervention. Int J Lang Commun Disord. 2007;42(5):533-55.

Utilização de substantivos e verbos por crianças com síndrome de Down em duas situações diferentes

The use of nouns and verbs by children with Down syndrome in two different situations

Resumos

Referências bibliográficas

Datas de Publicação

Histórico