Habilidades de resolução de conflito em crianças com Distúrbio Específico de Linguagem / Conflict resolution abilities in children with Specific Language Impairment

OBJETIVO: Verificar as habilidades de resolução de conflito de crianças com Distúrbio Específico de Linguagem e verificar se há correlação entre o tempo de terapia fonoaudiológica e o desempenho na tarefa de resolução de conflito. MÉTODOS: Os sujeitos foram 20 crianças com Distúrbio Específico de Linguagem (Grupo Pesquisa) e 40 crianças em desenvolvimento normal de linguagem (Grupo Controle), com idades entre 7 anos e 8 anos e 11 meses. Para avaliar as habilidades de resolução de conflito, cinco contextos hipotéticos de conflito foram apresentados. As estratégias propostas foram assim classificadas e pontuadas em níveis: nível 0 (soluções que não se enquadram nos demais níveis); nível 1 (soluções físicas); nível 2 (soluções unilaterais); nível 3 (soluções cooperativas); e nível 4 (soluções mútuas). RESULTADOS: A análise estatística demonstrou efeito de grupo para a variável pontuação total. Houve diferença entre os grupos para o nível de desenvolvimento modal, sendo que o Grupo Controle apresentou maior nível de desenvolvimento modal que o Grupo Pesquisa. Não houve correlação entre o tempo de terapia e a pontuação total. CONCLUSÃO: Crianças com Distúrbio Específico de Linguagem enfrentam dificuldades para resolver problemas, pois utilizam predominantemente estratégias físicas e unilaterais. Não há correlação entre o tempo de terapia e o desempenho na tarefa de resolução de conflito.

PURPOSE: To investigate the conflict resolution abilities of children with Specific Language Impairment, and to verify whether the time of speech-language therapy correlates to the performance on the conflict resolution task. METHODS: Participants included 20 children with Specific Language Impairment (Research Group) and 40 children with normal language development (Control Group), with ages ranging from 7 years to 8 years and 11 months. To assess the conflict resolution abilities, five hypothetical contexts of conflict were presented. The strategies used by the children were classified and scored by the following levels: level 0 (solutions that do not match the other levels), level 1 (physical solutions), level 2 (unilateral solutions), level 3 (cooperative solutions), and level 4 (mutual solutions). RESULTS: Statistical analysis showed group effect for the variable total score. There was a difference between the groups for modal development level, with higher level of modal development observed in the Control Group. There was no correlation between the period of speech-language therapy attendance and the total score. CONCLUSION: Children with Specific Language Impairment present difficulties in solving problems, in view of the fact that they mainly use physical and unilateral strategies. There was no correlation between the time of speech-language therapy and performance in the task.

Speech Delay of Children with Mental Retardation / 대한소아신경학회지

PURPOSE:The purposes of this paper are to analyse the degree of language delay according to the classification and the etiology of mental retardation and to assess the efficacy of language treatment in children who received language treatment. METHODS:The number of the subjects for the research is 79. The subjects had been diagnosed as children of mental retardation after a language development test from the language treatment center of the Chungnam National University Hospital from January, 2003 to December, 2007. We gathered the data concerning their main complaints, their etiology of mental retardation, their results of a language development test and an intelligence test, and their results of language treatment. RESULTS:The results of our analysis to the data are as follows: The distribution of mental retardation classified as mild, moderate, and severe is 51.9% of the subjects, 27.9% and 20.2% each. The etiology of mental retardation is distributed as postnatal(20.3%), prenatal(13.9%), prenatal(5.1%), and idiopathic(60.7%). According to the classification of mental retardation, receptive, expressive, and synthetic language show a significant difference. There is no significant difference in the etiology of mental retardation in statistics. Among 28 children taken a language test after language treatment, 14 mild mental retarded children made their language delay to be shortened by 19.9 months, 10 moderate mental retarded children made their language delay to be shortened by 7.2 months, and 4 severe mental retarded children reduced their language delay by 1.3 month. CONCLUSION:The more severe mental retardation is, the longer language delay occurred. But there is no significant difference to language delay according to the etiology of mental retardation. After language treatment, mild mental retarded children show the remarkable shortening of language delay, while moderate and severe mental retarded children are slightly shortening. Therefore, it is thought that more active language treatment is needed to mild mental retarded children.