Services on Demand
- Cited by Google
- Similars in SciELO
- Similars in Google
Jornal da Sociedade Brasileira de Fonoaudiologia
On-line version ISSN 2179-6491
BRETANHA, Andreza Carolina and LOPES-HERRERA, Simone Aparecida. Study on pragmatic assessment data reliability in children with typical language development. J. Soc. Bras. Fonoaudiol. [online]. 2012, vol.24, n.3, pp.276-281. ISSN 2179-6491. http://dx.doi.org/10.1590/S2179-64912012000300014.
The aim of this study was to verify the moment with more reliable data to survey children's pragmatic profile. Participants were five children with typical language development and ages between 7 years and 1 month and 8 years and 11 months. Data collection involved a 150-minute recording of a child-researcher interaction, divided into five 30-minute individual sessions. Data were later analyzed according to a verbal communicative abilities protocol, and the individual pragmatic profiles of each 30-minute sample and the whole 150-minute sample were outlined for comparison (sessions 1 through 5 x overall total of sessions) of reliability indexes (RI) and reliability status (RS). Inter and intra-observer analyses were performed to calculate the RI and RS, respectively. The results presented by children 1 and 2 reached the larger RI in session 2; the child 3 showed similar RI values in sessions 3, 4 and 5; the child 4 had the largest RI in sessions 1 and 3; and the child 5 reached the same RI value in all sessions. Regarding the RS, session 2 presented the largest percentage of high reliability for most children, followed by session 3. On the analysis performed by category of verbal communicative abilities, session 3 presented the largest RS for dialogic and narrative-discursive abilities, and also for the overall total of verbal communicative abilities. In general, it was observed that sessions 2 and 3 allowed the largest RI and RS on the analysis performed to outline the children's pragmatic profile.
Keywords : Speech, language and hearing sciences; Communication; Child language; Evaluation; Child development.