22 |
To investigate the proportion of repeated sentences in the speech of a blind child and to identify their functions in the interaction with an adult. |
A 3-year-old female blind child |
Audio recordings with subsequent transcription and classification of repetitions, according to their function |
Repetitions in the child's speech helped to keep the conversation going and to obtain clarification (mutual understanding). |
26 |
To investigate language development patterns in children with severe VI at 2 years of age. |
Data from the medical records of 60 children with severe VI of both genders, aged between 1 year and 1 month and 2 years |
Reynell-Zinkin Developmental Scales for Young Visually Handicapped Children (verbal comprehension and expressive language) |
Children with VI had expressive development prior to understanding. |
25 |
To analyze the development of pragmatics in a blind child compared to a sighted child of the same age. |
Two twin female children, 1 blind and 1 sighted, monitored from 2 years and 5 months to 3 years and 5 months. |
Monthly video recordings in everyday situations, with transcription and analysis of pragmatic categories and calculation of the number of morphemes per utterance (MLU) |
The blind child showed different pragmatic functions when compared to her sighted twin. |
23 |
To investigate the early expressive language of children with severe VI, to facilitate the interpretation of findings from previous studies. |
18 children of both genders (9 with blindness and 9 with severe VI), aged 13 to 21 months |
Reynell-Zinkin scales for young visually handicapped children; Social Maturity Scale for Blind Preschool Children
|
Children with VI had an initial delay in expressive language when compared to what is expected for sighted children, but this was eventually compensated for. |
24 |
To verify the quality, quantity and adequacy of the mother's use of directive sentences and their relationship with the child's sociocommunicative skills. |
17 blind children of both genders, aged between 20 and 36 months, and their mothers |
Reynell-Zinkin Developmental Scale for Young Visually Handicapped Children and Social Maturity Scale for Blind Preschool Children
|
Excess directness (requests/questions made by the caregiver) negatively correlated with pragmatic performance. |
20 |
To describe pragmatic performance of children with VI and sighted during interaction with their mothers. |
6 children of both genders with a mean age of 5 years and 10 months, (2 blind, 2 with low vision and 2 sighted) |
Anamnesis script for mothers, video transcription script and protocol for characterizing performance in pragmatics |
Children with VI had normal linguistic development, with little gestural production compared to sighted children; mothers of children with VI described objects and the environment. |
18 |
To analyze aspects of the development and acquisitions of a blind child during interdisciplinary consultations. |
A blind female child, with developmental disorders, followed from 4 years to 6 years and 4 months |
Analysis of video transcripts and field diary notes, and data categorization |
Child progressed in child-adult-object interactions, starting to use speech |
27 |
To examine language and social interaction of school-aged children with congenital VI. |
15 children with congenital blindness and 26 sighted, from 6 to 12 years old, of both genders |
Verbal scale of the adapted WISC-III, Clinical Evaluation of Language Fundamentals-3 (CELF-3), Children’s Communication Checklist - 2 (CCC-2) and Social Communication Questionnaire (SCQ) |
Children with VI performed better than sighted children in formal CELF-3 language tests, but worse in sociocommunicative skills (CCC-2 and SCQ results). |
19 |
To present development results in general and specific areas (including language) of 2 blind children (one stimulated systematically and the other unsystematically) and compare their results, among themselves and with 2 sighted children. |
Two blind children and 2 male sighted children with a mean age of 5 years |
Adapted Operationalized Portage Inventory (OPI) (expressive and receptive language) |
The child who received unsystematic stimulation had worse results in the language assessment, both in relation to the systematically stimulated child and in comparison with the sighted child. |
21 |
To investigate strategies used by mothers of children with VI to refer to aspects of the “mental state”, in comparison with those adopted by mothers of sighted children, and whether they are associated with the child's sociocommunicative skills. |
12 children with congenital (severe or profound) VI and 14 sighted children, all aged 6 to 12 years, and their mothers |
Verbal Scale of the WISC-III; Children’s Communication Checklist - 2 (CCC-2) and Social Communication Questionnaire (SCQ) |
Positive and significant correlation between expressions about mental state and maternal descriptions and children's pragmatic abilities measured by CCC-2. |
17 |
To describe the “phonological profile” of children with low vision aged 6 to 9 years without other impairments and compare the profile with the expected results for the age group. |
20 children with low vision of both genders, aged between 6 and 9 years |
Adapted Children's Phonological Assessment Protocol (PAFI) |
60% of the participants had a phonological profile below the expected for the respective age group. |
16 |
To characterize communicative behavior and discuss aspects of speech-language pathology assessment and intervention in children with low vision and cerebral palsy. |
A female child aged 2 years and 6 months, with low vision in the LE and blindness in the RE, and delay in the Neuropsychomotor Development |
Behavior Observation Protocol (PROC) and Language Development Assessment (LDA), both adapted |
Normal performance for receptive language and below expectations for emissive language; deficit in dialogic and cognitive skills. |