DEBORA MARIA BEFI LOPES
Projetos de Pesquisa
Unidades Organizacionais
Departamento de Fisioterapia, Fonoaudiologia e Terapia Ocupacional, Faculdade de Medicina - Docente
LIM/34 - Laboratório de Ciências da Reabilitação, Hospital das Clínicas, Faculdade de Medicina
LIM/34 - Laboratório de Ciências da Reabilitação, Hospital das Clínicas, Faculdade de Medicina
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- Análise da ortografia de alunos do 4º ano do Ensino Fundamental a partir de ditado de palavras(2013) SANTOS, Maria Thereza Mazorra dos; BEFI-LOPES, Debora MariaPURPOSE: The purpose of this study was to establish a profile of the spelling patterns studied in students from public and private schools and to describe a word spelling task for clinical and educational settings. METHODS: Eighty-two fourth grade students belonging to the elementary school of public and private schools in São Paulo, ranging in age from nine to ten years, took part in this study. The spelling task consisted of a list of ten high frequency words (HFW), ten low frequency words (LFW), and ten pseudowords (PW), in which the typology and number of spelling errors were described. To compare the average number of mistakes on the HFWs, LFWs, and PWs, we used an analysis of variance and Tukey's multiple comparisons (p<0.05). Using a cluster analysis, homogeneous groups were formed based on their performance. RESULTS: Results indicated that the average number of mistakes in the LFWs was higher than in the HFWs (p=0.000) and PWs (p=0.000), and the number of mistakes in the HFWs was lower than in the PWs (p=0.009). The highest number of mistakes was found in the following categories: ""others"", ""rule generalization"", ""omission"", ""voiced-voiceless"", and ""addition"". There were no mistakes of the type ""ão-am"" and ""blend-separation"" in the HFWs. CONCLUSION: Spelling errors are a part of the process of learning to write, and students can show some variance in spelling performance. Furthermore, students need to be stimulated to analyze words and their aspects of phonology, morphology, and semantics. An analysis from the types of errors is not enough to plan intervention programs, but instead is necessary to understand the strategies that the child uses to write.
- Complexidade da história e pausas silentes em crianças com e sem distúrbio específico de linguagem(2013) BEFI-LOPES, Debora Maria; BACCHIN, Letícia Bondezan; PEDOTT, Paula Renata; CÁCERES-ASSENÇO, Ana ManhaniPURPOSE: To verify the average time of silent pauses in narratives and the influence of story's complexity in the occurrence of these pauses in narratives of children with typical language development and children with specific language impairment (SLI), and further to compare these aspects between groups. METHODS: Sixty children aged between seven to ten years took part in this research, being 40 typical language developing children and 20 with SLI. To collect data, each child produced 15 narratives, each one based on a four-scene-sequence. These narratives show increasing complexity of the relations between the characters, since absence of intentionality (mechanical and behavioral sequences) to relations between characters with mental states attribution (intentional sequences), which allowed the survey of the average time of silent pauses in the narratives produced. RESULTS: Story's complexity has influenced the average time of silent pauses in narratives of children with typical language development, however, for children with SLI this pattern was not observed. The comparison between groups indicates a significant difference in all types of narratives, with the highest average in the group with SLI. CONCLUSION: Due to their linguistic impairment, children with SLI had longer silent pauses in their narratives. Story's complexity has influenced the average time of silent pauses in narratives of children with typical language development, but this difference hasn't occurred in SLI children's narratives.
- Adaptation of Clinical Evaluation of Language Functions - 4th Edition to Brazilian Portuguese(2014) BENTO-GAZ, Ana Carolina Paiva; BEFI-LOPES, Debora MariaPURPOSES: To translate and adapt the Clinical Evaluation of Language Functions - 4th Edition (CELF-4) to Brazilian Portuguese. METHOD: One hundred and sixty normal language development school children between the ages of seven and ten, half from public schools and the other half from private schools, both located on the east side of São Paulo. RESULTS: CELF-4's translation and adjustment to Brazilian Portuguese language showed equivalence between the original and translated versions, which demonstrates that there were no significant changes in the test's form and content. Cronbach's α test was used in order to verify CELF-4's subtests internal consistency, in other words, if every subtest measures consistently the evaluated constructors. In this analysis, we observed that by excluding right or wrong items, and problematic items from the pool (those different from the rest of the group), all analyzed subtest presented satisfactory internal consistency, except for the Word Association Task for eight years old. CONCLUSION: Most subtests, as well as the Pragmatic Profile and the Observational Evaluation Scale, were simply translated, dismissing significant adaptations. The alterations performed were due to morphosyntactic and phonological differences between both languages. CELF-4's translated and adapted version to Brazilian Portuguese was able to characterize the language performance in the studied population.
- Uso de substantivos e verbos por pré-escolares com alteração específica de linguagem(2016) VERRESCHI, Marianne Querido; CÁCERES-ASSENÇO, Ana Manhani; BEFI-LOPES, Debora MariaABSTRACT Purpose To compare the functional use of verbs and nouns by Brazilian Portuguese-speaking children with language impairment (LI) and to verify whether their use of these word classes is different from that of children with typical language development (TLD). This study also aimed to compare the use of each verb type between groups. Methods Participants were 80 preschool children, 20 of them diagnosed with LI and 60 with TLD. The age ranges of participants were 3 to 6 years for children with LI and 2 to 4 years for children with TLD. Individuals were paired based on their expressive language age. Ludic interaction was used to elicit the speech sample from which nouns and verbs were selected from spontaneous speech. All nouns and verbs were tabulated and verbs were classified. Results Preschoolers with LI use verbs more often than nouns in their production of spontaneous speech. The use of nouns presented no difference between the groups, but verb use frequency was higher in children with LI for the 3-year-old subgroup. The verbs most frequently used by children with LI were copula, intransitive, and transitive direct. Comparison between the groups revealed few differences regarding the use of transitive direct, bitransitive, and copular verbs. Only transitive circumstantial verbs were more often used by children with TLD at all ages. Conclusion The use of nouns and verbs by children with LI complies with the typical development standard, but it occurs more slowly. The use of verbs with fewer complements is predominant in these children.
- Mean length utterance in Brazilian children: a comparative study between Down syndrome, specific language impairment, and typical language development(2014) CARVALHO, Angela Maria de Amorim; BEFI-LOPES, Debora Maria; LIMONGI, Suelly Cecília OlivanPURPOSE: To describe the linguistic performance of Brazilian Portuguese-speaking children with Down syndrome by analyzing their Mean Length Utterance; to compare their performance to that of children with Specific Language Impairment and Typical Development; and to verify whether children with Down syndrome present developmental language delay or disorder. METHOD: Participants were 25 children with Down syndrome (Research Group), matched by mental age to a Control Group of typically developing children, and to a Control Group of children with Specific Language Impairment. Participants were divided into subgroups, according to age range (three, four and five years). Speech samples were collected for the Research Group, and the Mean Length Utterance was analyzed for morphemes and words. RESULTS: Differences were observed between the performance of the Research Group and both Control Groups, and the former presented inferior Mean Length Utterance values for all age ranges, characterizing a delay in grammar and general language development. CONCLUSION: The description of the linguistic abilities of Brazilian Portuguese-speaking children with Down syndrome indicated important grammatical deficits, especially regarding the use of functional words.
- Relação entre pausas silentes e classe gramatical em narrativas de crianças com distúrbio específico de linguagem(2013) BEFI-LOPES, Debora Maria; PEDOTT, Paula Renata; BACCHIN, Letícia Bondezan; CÁCERES, Ana ManhaniPURPOSE: To determine whether word class has any influence on the mean duration of silent pauses in the spoken narratives of children with specific language impairment (SLI) and in those with typical language development (TLD). METHODS: The study sample consisted of 60 children in the age range from 7 to 10 years: 20 with SLI; and 40 with TLD. Each child produced 15 narratives, each based on a set of four pictures (scenes) and each set of pictures being more complex than the last. The narratives were analyzed, and nouns, adjectives, verbs, conjunctions, prepositions, and pronouns were identified. A computer program was used in order to determine the duration (in milliseconds) of the silent pauses preceding words of each class. RESULTS: In both groups, silent pauses were shortest before nouns and longest before conjunctions. For all word classes, the mean duration of silent pauses was longer in the SLI group than in the TLD group. CONCLUSION: Word class influences the duration of silent pauses, which are shorter before nouns and longer before conjunctions. Children with SLI produce longer silent pauses, possibly because of their language processing difficulties.
- Impacto do distúrbio específico de linguagem e do tipo de escola nos diferentes subsistemas da linguagem(2016) PUGLISI, Marina Leite; BEFI-LOPES, Debora MariaABSTRACT Purpose This study aimed to explore quantitative and qualitative effects of type of school and specific language impairment (SLI) on different language abilities. Methods 204 Brazilian children aged from 4 to 6 years old participated in the study. Children were selected to form three groups: 1) 63 typically developing children studying in private schools (TDPri); 2) 102 typically developing children studying in state schools (TDSta); and 39 children with SLI studying in state schools (SLISta). All individuals were assessed regarding expressive vocabulary, number morphology and morphosyntactic comprehension. Results All language subsystems were vulnerable to both environmental (type of school) and biological (SLI) effects. The relationship between the three language measures was exactly the same to all groups: vocabulary growth correlated with age and with the development of morphological abilities and morphosyntactic comprehension. Children with SLI showed atypical errors in the comprehension test at the age of 4, but presented a pattern of errors that gradually resembled typical development. Conclusion The effect of type of school was marked by quantitative differences, while the effect of SLI was characterised by both quantitative and qualitative differences.
- Short-term phonological memory in preschool children(2013) RODRIGUES, Amalia; BEFI-LOPES, Debora MariaPURPOSE: The purpose of this study was to design a short-term memory test, to describe quantitative performance in typically language developing children and to verify the relationship between the non-words repetition and oral phonological measure. METHODS: The participants included 136 typically language developing children aged from 3 years to 6 years and 11 months old in this study, who were evaluated. The test consisted of 40 non-words of one, two, three, and four syllables. The subjects' repetitions were transcribed and the number of right answers was calculated for each age range. RESULTS: The effect of age was observed in the test, as well as the effect of length, only for disyllabic non-words. The performance in the non-word repetition task showed correlation with the oral phonology measure. CONCLUSION: The test designed in this research was able to verify the short-term memory in typically language developing children and the results showed correlation between this memory and phonological performance.
- Desempenho linguístico de prematuros de 2 anos, considerando idade cronológica e idade corrigida(2016) MONTEIRO-LUPERI, Telma Iacovino; BEFI-LOPES, Debora Maria; DINIZ, Edna Maria Albuquerque; KREBS, Vera Lucia; CARVALHO, Werther Brunow deABSTRACT Introduction Preterm birth causes problems that are not restricted to perinatal mortality. Some premature, even in the absence of brain damage, have negative effects on various aspects of development, such as language difficulties. Objective This study aimed to verify the linguistic performance of preterm children at 2 years old, considering the chronological age and corrected age. Methods The study included 23 preterm children and applied the Test of Early Language Development- TELD-3 to assess the language skills. Results The premature children showed the linguistic performance alterations in Teld-3 in 39.13% of cases. They were also analyzed considering the delay to the chronological and corrected ages and there was no difference in performance for both receptive subtests (p = 0.250) and significant (p = 1.000). Conclusion The group of premature children at 2 years is a population at risk for language disorders that cannot be compensated with age correction.
- Aplicação de uma prova brasileira de vocabulário expressivo em crianças falantes do Português Europeu(2018) CÁCERES-ASSENÇO, Ana Manhani; FERREIRA, Sandra Cristina Araújo; SANTOS, Anabela Cruz; BEFI-LOPES, Debora MariaABSTRACT Objective to investigate the performance of European Portuguese children in a Brazilian test of expressive vocabulary, seeking to identify differences between age groups and gender, and to verify its applicability in this population. Methods the sample consisted of 150 typical developed children, of both genders, between the ages of 5 and 6. All children attended public schools in the north area of Portugal. To assess the semantic performance, the expressive vocabulary sub-test of the language test (ABFW) was used, considering the percentage of usual verbal assignments and the classification (adequate/inadequate) according to the Brazilian reference values. Results the performance of the European Portuguese children indicated that at age 6 they have a higher percentage of correct answers in expressive vocabulary. As for the gender, there were only occasional differences: the girls showed a greater dominance in the semantic fields of clothing (both ages) and furniture and utensils (at age 5), whereas the boys showed more dominance in the semantic field means of transportation (6 years). Regarding classification, there was no difference between age groups in overall performance. Only the semantic field shapes and colors had more individuals of 6 years with inadequate performance. Conclusion the reference values adopted in the Brazilian population for semantic performance indicated that more than 80% of the children of each age group could have their performance classified as adequate. Such evidence suggests that this tool shows potential as an instrument of quantitative vocabulary’s assessment of 5 and 6-years old children in European Portuguese.