Adaptação transcultural do Communication Function Classification System para indivíduos com paralisia cerebral

Abstract

RESUMOObjetivo: realizar a adaptação transcultural do Communication Function Classification System para a população brasileira e verificar a aplicabilidade da versão traduzida. Methods: the study consisted of two phases, the first of which relates to the process of cultural adaptation, and the second on the instrument testing. The first was made through translation, semantic analysis of the items, back translation and approval of the final version of the instrument's authors. The testing instrument was administered to 40 patients diagnosed with cerebral palsy. Results: the final version received the seal of the author of the original instrument and was published by the same, along with the original version and all other translations, at <http://cfcs.us>.Of 40 patients 60% (24) were male and 40% (16) were female, ages ranged from 2 years and 4 months to 28 years and two months, with an average age of 7.7 (± 4 6). The instrument was fast and easy application as all communication levels were observed. And eight patients were at Level I, Level II in nine, two at Level III, Level IV in thirteen and eight in Level V. Conclusions: the translated and adapted version for Brazilian Portuganduese of CFCs allowed the classification of the performance of daily communication of individuals with cerebral palsy in one of five levels of communication. However, to be widely used in clinical and research environments, there is still need for further work (research) to verify the sensitivity and specificity, in addition to the validation of the psychometric properties of the Brazilian version of the instrument.

Intervenção fonoaudiológica na deficiência visual associada à paralisia cerebral: relato de um caso

“…A literatura mostra que crianças com paralisia cerebral apresentam déficits na linguagem expressiva e receptiva, sendo muitas vezes necessária, a introdução de dispositivos de comunicação alternativos e/ ou aumentativos desde a primeira infância [6][7] , assim como as deficientes visuais, que têm seu desenvolvimento linguístico mais tardio, devido à restrição do campo visual, essencial para sua aquisição [8][9] .…”