ABSTRACT
PURPOSE: to describe the procedure which could be useful for teachers and speech therapists engaged within a school context, in the treatment of the phonological mistakes exhibited by children during their primary-school education. It is an attempt to present an intra-subject study and to observe the generalization suffered by the untrained phonemes and processes during the training of a phoneme. METHODS: two children with phonological impairment participated in this research. A Test of Phonology Acosta et al. (1998) was used for the analysis of the simplifications and, later on, an intervention program by minimal pairs was applied. RESULTS: the results seem to indicate that the treatment should start with the process affecting more phonemes and that the most difficult; for example, the phoneme where the process is compulsory applied, should be chosen as the one to be trained. CONCLUSION: the results showed that treatment must begin with the process that affects a major number of phonemes which have more difficulty in their production.
OBJETIVO: descrever procedimento de intervenção fonológica. MÉTODOS: duas crianças com transtorno fonológico participaram do estudo. Foi aplicada a prova de Fonologia de Acosta et al. (1998) para o levantamento das simplificações e, posteriormente, aplicado o programa de intervenção por pares mínimos. RESULTADOS: observou-se generalização dos fonemas e processos fonológicos não treinados durante o tratamento. CONCLUSÃO: os resultados indicam que o tratamento deve começar por aqueles processos que afetam um maior número de fonemas e que apresentam maior dificuldade em sua produção.
