Profile of children with learning difficulty complaints that seek speech-language therapy in a school clinic

Authors

DOI:

https://doi.org/10.33448/rsd-v9i10.8131

Keywords:

Child; Learning; Speech therapy.

Abstract

Purpose: to describe the children‘s profile seeking speech-language therapy with complaints of learning difficulties and to verify the association between children's school performance and parents' schooling and the agreement between the complaint and the diagnosis. Methods: data collection was performed in speech-language records of a school clinic. The following information was collected: date of birth, sex, date of screening, age presented on the date of screening and this year, education of the child on the date of screening and current, education of parents / guardians, type of speech therapy complaint, origin of the referral and the diagnostic impression. Data were analyzed using SPSS version 20 for Windows®. Results: of the 75 screenings analyzed, the majority were male children (66.77%). The average age of children with learning complaints was 9.25 at the time of screening. Despite the learning difficulty, only 24% of children failed the year. According to statistical analysis, it was observed that the children's school performance is dependent only on the mother's education. Most children were referred to the service by the teacher (58.7%). There was a weak agreement (K = 0.278; p = 0.001) between the complaint presented and the diagnostic impression. Conclusion: It was possible to draw a profile of children who have learning difficulties in the service studied. The mothers' schooling can influence the children's school performance, in addition to low agreement between the complaint and the diagnostic impression.

References

Almeida, G. V. M., Kozlowski, L. de C., & Marques, J, M. (2015). Alterations in written language by students in the literacy cycle, as viewed by teachers. Rev. CEFAC, 17(2), 542-51. doi: 10.1590/1982-0216201519713.

Alves, D. C,, Casella, E. B., & Ferraro, A. A. (2016). Spelling performance of students with developmental dyslexia and with developmental dyslexia associated to attention deficit disorder and hyperactivity. CoDAS, 28(2):123-31. doi: 10.1590/2317-1782/20162015068.

Alves, A. F., Lemos, G. C., Brito, L., Martins, A. A., & Almeida, L. S. (2016). Desempenho Cognitivo na Infância: A Mãe e o Meio Urbano fazem a Diferença. Psic.: Teor. e Pesq., 32(3):1-9. doi: 10.1590/0102-3772e323217.

American Psychiatric Association. (2013). Diagnostic and Statistical Manual for Mental Disorders DSM-V. 5th ed. APA. Washington.

Brasil. LEI N.o 6965, DE 09 DE DEZEMBRO DE 1981. Brasília; 1981.

Brasil. Ministério da Educação. PNAIC- Pacto Nacional pela Alfabetização na Idade Certa: Documento orientador. 2017.

Capellini, S. A., Tonelotto, J. M. de F., & Ciasca, S. M. (2004). Medidas de desempenho escolar: avaliação formal e opinião de professores. Estud Psicol., 21(2):79-90. doi: 10.1590/S0103-166X2004000200006.

Carvalho, F. B. de, Crenitte, P. A. P., & Ciasca, S. M. (2007). Distúrbios de aprendizagem na visão do professor. Rev Psicopedag., 24(75):229-39. Recuperado de https://cdn.publisher.gn1.link/revistapsicopedagogia.com.br/pdf/v24n75a03.pdf.

Cesar, L. R., Reis, R. A., & Stefani, F. M. (2016). Correlation between speech pathology screening and diagnosis of children aged 0-12 years. Rev. CEFAC, 18(1):129-36. doi: 10.1590/1982-021620161818115

Published

24/10/2020

How to Cite

GOLKE, M.; ALTMANN, R. F.; URRUTIA, G. A.; KESKE-SOARES, M.; PAGLIARIN , K. C. Profile of children with learning difficulty complaints that seek speech-language therapy in a school clinic. Research, Society and Development, [S. l.], v. 9, n. 10, p. e8789108131, 2020. DOI: 10.33448/rsd-v9i10.8131. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/8131. Acesso em: 9 feb. 2023.

Issue

Section

Health Sciences