Language evaluation protocol for children aged 2 months to 23 months: analysis of sensitivity and specificity

Labanca, Ludimila; Alves, Cláudia Regina Lindgren; Bragança, Lídia Lourenço Cunha; Dorim, Diego Dias Ramos; Alvim, Cristina Gonçalves; Lemos, Stela Maris Aguiar

doi:10.1590/2317-1782/20152014173

Cited by 9 publications

(12 citation statements)

References 19 publications

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“…A study assessed 752 children 2 to 23 months old that attended three community health centers in Belo Horizonte, Minas Gerais, with a vulnerability index similar to the one in this study. It demonstrated that 30.3% of those children were at risk of language impairments, and there was a predominance of language production impairments, corroborating the present research 18 . A study with 91 children 2 to 4 years old enrolled in public schools in Belo Horizonte, Minas Gerais, found the prevalence of 22%, 34%, and 35% in receptive, productive, and cognitive language impairment, respectively 4 .…”

Section: Discussionsupporting

confidence: 90%

“…The PI is established by analyzing the percentage of responses according to the language development milestones, considering the PI of the receptive, productive, and cognitive aspects of language, and the overall PI. The PI was calculated with the following formula 18 : The pass criterion in the language test was 60% or more overall PI [17][18][19] .…”

Section: Resultsmentioning

confidence: 99%

“…The adapted Behavior Observation Guide for 0-to-6-Year-Old Children 16 in the language screening was used. This is an easy, low-cost method that encompasses the cognitive, receptive, and productive aspects of language in natural playful situations when the child is more communicative 16,18 . The results obtained in the research with the PI described in the literature 17 were analyzed.…”

Section: Discussionmentioning

confidence: 99%

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Hearing and language screening in preschoolers

et al. 2021

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Purpose: to describe the results of preschooler hearing and language screening and the association between them. Methods: a study with 75 children enrolled in preschool. The language was screened with the Behavior Observation Guide for 0-to-6-Year-Old Children. The hearing of children up to 1 year and 11 months old was screened with meatoscopy, acoustic immittance, behavioral hearing assessment, and otoacoustic emissions, while those in the age range 2 years or older were screened with meatoscopy, acoustic immittance, and play pure-tone audiometry. The children who failed the screening were referred for diagnosis. The results of the hearing and language assessments were compared with the McNemar test. Results: of the 75 children screened, 18 (24%) failed the hearing tests and 11 (15%) failed the language test. Hearing impairment was confirmed in 12 (66%) of those referred for diagnosis, and language impairment, in 10 (90%) of them. There was no association between hearing and language impairments (p = 0.230). Conclusion: hearing and language impairments were found in preschoolers. Although they were not associated, they can impact academic performance. This result emphasizes the need for developing strategies to implement preschooler screening programs that include hearing and language.

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Section: Discussionsupporting

confidence: 90%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Hearing and language screening in preschoolers

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“…They have a higher degree of complexity and are directly dependent on the alphabetic code 6,7,22 . Another study 40 , based on the results of phonological awareness tests of pre-school children, revealed that the task of phoneme segmentation was easier than that of syllable segmentation.…”

Section: Discussionmentioning

confidence: 99%

A comparative study on phonological acquisition and performance in phonological awareness by children exposed to a bilingual or monolingual family environment

et al. 2018

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Objective: to verify and compare phonological acquisition and performance in phonological awareness tasks among children exposed to a bilingual (Brazilian Portuguese and German) or monolingual family environments (Brazilian Portuguese). Methods: a sample of 32 children of both sexes aged 5 years were divided into the bilingual group (13 children), who lived daily with people who spoke German and Portuguese, and the monolingual group (19 children), who lived daily with people who spoke only the Portuguese language. Phonological acquisition and phonological awareness skills were assessed using protocols standardized for Brazilian Portuguese and statistically analyzed using the Fisher exact test and Mann-Whitney test, considering p<0.05. Results: the results revealed that a greater number of subjects demonstrated atypical phonological acquisition in the bilingual group and scored worse results in the phonological awareness skills evaluation. Phonological processes were similar in both groups. None of the results obtained were statistically significant. Conclusion: deviant phonological acquisition was superior in the bilingual family environment group. Phonological processes were similar for both groups. In the phonological awareness tasks, children in the bilingual family environment group obtained better results only for the phonemic synthesis tasks. For other tasks, children in the monolingual family group achieved better results.

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“…Os estudos relacionados com crianças inseridas em programas de educação bilíngue, também tem demonstrado que a CF é mais desenvolvida nas crianças bilíngues do que nas crianças monolíngues, principalmente em tarefas que envolvem a habilidade da consciência fonêmica (BIALYSTOK, MAJUMBER, MARTIN, 2003). Estudo nacional apontou a tarefa de segmentação fonêmica como mais fácil do que a tarefa de segmentação silábica em crianças de idade pré-escolar (LABANCA, et al;. Outro recente (BRANCALIONI, 2018) Por fim, a CF pode auxiliar no processo de aquisição das línguas, na medida em que favorece as trocas linguísticas da L1 (nativa) para L2.…”

Section: Medidas Socioeconômicasunclassified

Processamento fonológico em escolares bilíngues coreano e português-brasileiro

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A minha querida professora e orientadora, Patrícia Abreu Pinheiro Crenitte, meu eterno carinho, respeito, admiração e gratidão, por todo este aprendizado e vivências ao longo desses anos.A professora, Cintia Alves Salgado-Azoni, sou eternamente grata por ser a precursora deste caminho, você lembra quando me disse: "Deus escreve certo por linhas tortas". Aos meus pais queridos, D.Marisa e Sr. Park, meu agradecimento eterno por me apoiar sempre e abençoada por ser sua filha. Ao meu precioso marido, Cesar Coréia/ Pil Wung Lee, por todos os momentos de lutas, desafios, conquistas e vitórias. Sem você, não poderia ter concluído está grande etapa! Ao pastor Ko e sua maravilhosa family: Tia Dinah, Elissa, Ariel e Dione que construíram junto comigo todo este percurso, obrigada pelas fervorosas e preciosas orações pela minha vida! Aos meus sogros, Srs.Ju Sung Lee e Young Soon Kim, meu eterno respeito e carinho. Ao meu irmão, Rino Park, cunhada Kathy e lindas sobrinhas Tiffany e Lauren. Todas as crianças e escolas que participarão direta ou indiretamente neste estudo, meu MUITO obrigada! AGRADECIMENTOS A minha amiga queridíssima, Maria Aparecida, carinhosamente Cidinha, como Deus é soberano e fiel, sou muito grata por ele ter cruzado o nosso caminho, obrigada pelo acolhimento em sua casa, os cafés, os jantares, as conversas, os desabafos, as caronas, as mensagens de apoio e sempre disposta a ajudar o próximo. E claro, sua maravilhosa família! Ao grupo de estudos GREPEL, pela receptividade e carinho em todos os momentos, em especial as Fgas. Taís Freire e Taís Ferreira Mattar.

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Language evaluation protocol for children aged 2 months to 23 months: analysis of sensitivity and specificity

Abstract: This study provides important contributions to the discussion on the evaluation of the language development of children younger than 2 years.

Cited by 9 publications

References 19 publications

Hearing and language screening in preschoolers

Hearing and language screening in preschoolers

A comparative study on phonological acquisition and performance in phonological awareness by children exposed to a bilingual or monolingual family environment

Processamento fonológico em escolares bilíngues coreano e português-brasileiro

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