Early identification and intervention on language deficits and behavioral difficulties in early childhood education

Abstract This project had the aim of detecting and intervening in difficulties of language and behavior in children at the age of three and four. A hundred seventy-eight children were assessed in behavior, expressive and receptive vocabulary and in central auditory processing. 84 children constitute...

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Bibliographic Details
Published in:Psicologia, teoria e pesquisa teoria e pesquisa, 2019, Vol.35
Main Authors: Varanda, Cristina de Andrade, Mendes, Eva Cristina de Carvalho Souza, Crescenti, Maria da Graça Giordano de Marcos, Nascimento, Rita de Cássia Gottardi van Opstal, Grillo, Karla Regina de Jesus, Fernandes, Fernanda Dreux Miranda
Format: Article
Language:English
Subjects:
child behavior
child development
early intervention
evaluation of results of preventive actions
language development
PSYCHOLOGY, MULTIDISCIPLINARY
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Summary:Abstract This project had the aim of detecting and intervening in difficulties of language and behavior in children at the age of three and four. A hundred seventy-eight children were assessed in behavior, expressive and receptive vocabulary and in central auditory processing. 84 children constituted the experimental group and were engaged in an intervention for the development and refinement of language and management of behavior problems through activities developed in software used in tablets, concrete games and orientation provided to their parents and teachers by a professional team composed by speech therapists, psychologists and psycho pedagogues. Posttest analysis indicated significant difference between the vocabulary and language scores, suggesting that this model of early assessment and intervention can be a successful strategy in school environments. RESUMO Esta pesquisa objetivou detectar e intervir nas dificuldades de linguagem e comportamento em crianças de três e quatro anos de idade. Foram avaliadas 178 crianças nas áreas de comportamento, vocabulário expressivo e receptivo e processamento auditivo central. O grupo experimental, com 84 crianças, foi submetido à intervenção para o desenvolvimento e aprimoramento de linguagem e manejo de comportamentos-problema por meio de atividades desenvolvidas em aplicativos usados em tablets, jogos concretos e orientações fornecidas a seus pais e professores por uma equipe de fonoaudiólogos, psicólogos e psicopedagogos. As análises do pós-teste indicaram diferença significativa entre os resultados dos testes de vocabulário e comportamento, sugerindo que esse modelo de avaliação e intervenção precoce pode ser uma estratégia bem-sucedida em ambiente escolar.
ISSN:0102-3772
1806-3446
1806-3446
DOI:10.1590/0102.3772e35313