[Time of pragmatic analysis in children with specific language impairment]
Debora Maria Befi-Lopes1, Marcely Vieira, Ana Manhani Cáceres
1Curso de Fonoaudiologia da Faculdade de Medicina, Universidade de São Paulo – USP – São Paulo (SP), Brasil. dmblopes@usp.br
Purpose:
To verify whether the use of a shorter filmed sample influences the results of pragmatic assessment in children with language impairment.
Methods:
Data was obtained from videotaped samples and protocols for pragmatic analysis of 30 children between 3 and 6 years old. Each 15-minute sample (total moment) was analyzed and divided into three moments with five minutes each (initial, medial and final moments). For data comparison, the number of communicative acts per minute, the percentage of communicative space, the predominant communicative functions and the percentage of each communicative mean (gestural, vocal and verbal) were registered in all moments.
Results:
No differences were found between moments for number of communicative acts, communicative space used and communicative functions used. Regarding communicative functions, in all moments the most recurrent were Comment, Information Request and Performative, and the least frequent were Request for Social Routine, Non-Focused and Narrative. Regarding communicative means, a difference was found between initial and final moments (p=0.048) and a tendency of difference was found between initial and medial moments (p=0.097) only in the use of the gestural mean.
Conclusion:
Pragmatic assessment in children with language impairment can be reduced five-minute samples, as long as the first minutes are discarded and the medial or final minutes are used for analysis.
