ABSTRACT
Purpose
This study characterized and analyzed data about children and adolescents that received language assessment and intervention in the last 21 years, in a service where clinical care is systematically associated with research and vocational training covering both at undergraduate and postgraduate levels.
Methods
It is an ex-post-facto research based on an empirical exploratory longitudinal methodology that used data recorded in paper and digitally.
Results
Only 12% of the individuals started intervention before completing 4 years old, or before this age, 74% started between 4 and 9 years and 14% after their 10th year. Among the 340 individuals, 81 (24%) were in therapy process for less than one year.
Conclusion
It was possible to verify that the mean age on therapy onset is delayed, the amount of dropouts is significant and that there is no association between this data. The number of dropouts on speech-language therapy is 36% of the sample. A limitation to be considered in this study is that the age of the individuals analyzed corresponds to the time at which they were brought for speech-language evaluation in the LIF-DEA and not to the age at which they were diagnosed.
Keywords:
Autism; Children; Language; Speech therapy; Longitudinal analysis
Thumbnail
Thumbnail
