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Developing a Spoken Language Outcome Monitoring Procedure for Early Hearing Detection and Intervention Programs
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In: Electronic Thesis and Dissertation Repository (2021)
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| 62 |
The Relation of Auditory Temporal Processing to Language Development and Other Cognitive Processes: Methodological and Conceptual Considerations
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In: Electronic Thesis and Dissertation Repository (2021)
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| 63 |
Attitudes toward Language Variation: Evidence from a Qualitative Study of Sociolinguistic Interviews
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| 64 |
The Effects of Early Intervention on Language Growth after age 3 for Children with Permanent Hearing Loss
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In: Journal of Early Hearing Detection and Intervention (2021)
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| 65 |
Hearing loss diagnosis provision of information and support: audiologist and parent perspectives
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In: Journal of Early Hearing Detection and Intervention (2021)
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| 66 |
Impact of Face Masks on Audiovisual Word Recognition in Young Children with Hearing Loss During the Covid-19 Pandemic
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In: Journal of Early Hearing Detection and Intervention (2021)
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| 67 |
A Longitudinal Study of Interprofessional Education in Graduate Students from Rehabilitation Sciences
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In: Open Access Theses & Dissertations (2021)
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| 68 |
The relevance of family engagement in the implementation of the Picture Exchange Communication System (PECS) in children with Autism Spectrum Disorder
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In: Revista CEFAC, Vol 23, Iss 5 (2021) (2021)
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| 69 |
Use of thermography as an auxiliary method to diagnose orofacial pain: a case study
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In: Revista CEFAC, Vol 23, Iss 6 (2021) (2021)
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| 70 |
The speech-language-hearing pathologist’s training to work in education: what speech-language-hearing undergraduate students have to say
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In: Revista CEFAC, Vol 23, Iss 1 (2021) (2021)
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| 71 |
Therapeutic effects of photobiomodulation in the speech-language-hearing clinic: an integrative literature review
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In: Revista CEFAC, Vol 23, Iss 1 (2021) (2021)
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| 72 |
The effects of lingual frenotomy on breastfeeding: an integrative review
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In: Revista CEFAC, Vol 24, Iss 1 (2021) (2021)
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| 73 |
Effect of an intervention on teachers’ and teaching assistants’ attitudes and academic expectations concerning the educational inclusion of students with Down’s Syndrome
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In: Revista CEFAC, Vol 23, Iss 6 (2021) (2021)
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| 74 |
Student perspective on public health training in speech-language-hearing undergraduate programs at public universities in Northeastern Brazil
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In: Revista CEFAC, Vol 23, Iss 3 (2021) (2021)
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| 75 |
Proposal of a questionnaire to investigate social communication skills of children with typical development and communication disorders
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In: Revista CEFAC, Vol 23, Iss 4 (2021) (2021)
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| 76 |
Feeding of children with tracheostomy at hospital discharge
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In: Revista CEFAC, Vol 23, Iss 5 (2021) (2021)
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| 77 |
Speech and language therapy students' perception of learning through the incorporation of clinical simulation workshops: a mixed-methods study
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In: Revista CEFAC, Vol 23, Iss 3 (2021) (2021)
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| 78 |
Activities of speech-language-hearing therapists in the Extended Family Health and Primary Care Center from the perspective of team cooperation
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In: Revista CEFAC, Vol 23, Iss 2 (2021) (2021)
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| 79 |
Analysis of the main criteria used in expert handwriting analysis of signatures
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In: Revista CEFAC, Vol 23, Iss 5 (2021) (2021)
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| 80 |
Vocabulary performance of children up to 36 months of age with Down syndrome
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In: Revista CEFAC, Vol 23, Iss 5 (2021) (2021)
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Abstract:
ABSTRACT Purpose: this study aimed to analyze the vocabulary performance of children with Down syndrome, up to 36 months of age, in different semantic categories. Methods: eighteen children with Down syndrome, between 8 and 36 months of age. Section D of the MacArthur-Bates Communicative Development Inventory was applied with guardians: First Words and Gestures, in order to obtain expressive and receptive performance in 22 semantic categories. The data were analyzed in a descriptive and inferential manner, using the Kruskal-Wallis, Spearman's correlation and Tukey's range tests (p <0.05). Results: children had higher performance averages in understanding semantic categories than in understanding and expression. The “action words” were the most understood ones, while the “people” category was the most understood and expressed. The greater the chronological age, the greater the children's vocabulary. A statistical difference was found between the understanding of nouns and other categories, according to chronological age, with a greater performance after 24 months of age. Conclusion: children with Down syndrome, up to 36 months of age, perform better in understanding vocabulary in all semantic categories.
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Keyword:
Child Language; Down Syndrome; Language and Hearing Sciences; Language Development; Otorhinolaryngology; P1-1091; Philology. Linguistics; RF1-547; Speech; Vocabulary
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URL: https://doi.org/10.1590/1982-0216/20212358821
https://doaj.org/article/5f195e916cf146048868590add52305c
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