{"id":71026,"date":"2020-08-10T06:16:35","date_gmt":"2020-08-10T05:16:35","guid":{"rendered":"https:\/\/aulaabierta.arasaac.org\/intervencion-pragmatica-sindrome-down"},"modified":"2023-02-09T11:19:19","modified_gmt":"2023-02-09T10:19:19","slug":"intervencao-pragmatica-sindrome-para-baixo","status":"publish","type":"page","link":"https:\/\/aulaabierta.arasaac.org\/pt-pt\/intervencao-pragmatica-sindrome-para-baixo","title":{"rendered":"2018 &#8211; Estudo preliminar sobre &#8220;Interven\u00e7\u00e3o pragm\u00e1tica em crian\u00e7as e adolescentes com s\u00edndrome de Down: o papel dos apoios na constru\u00e7\u00e3o de scripts&#8221;"},"content":{"rendered":"<div id='av-layout-grid-1'  class='av-layout-grid-container av-3dy6c1-89493982ef21cb7a44d62f4f3a00a190 entry-content-wrapper main_color av-flex-cells  avia-builder-el-0  el_before_av_textblock  avia-builder-el-first   container_wrap fullsize'  >\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-vy1x69-7052a12aa3e100b6f6bea1790247b4bd\">\n.flex_cell.av-vy1x69-7052a12aa3e100b6f6bea1790247b4bd{\nvertical-align:top;\n}\n.responsive #top #wrap_all .flex_cell.av-vy1x69-7052a12aa3e100b6f6bea1790247b4bd{\npadding:30px 30px 30px 30px !important;\n}\n<\/style>\n<div class='flex_cell av-vy1x69-7052a12aa3e100b6f6bea1790247b4bd av-gridrow-cell av_one_fourth no_margin  avia-builder-el-1  el_before_av_cell_one_half  avia-builder-el-first ' ><div class='flex_cell_inner'>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-v3ulnl-b23fd1355d6b6b169c7289eea8428613\">\n.avia-image-container.av-v3ulnl-b23fd1355d6b6b169c7289eea8428613 img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-v3ulnl-b23fd1355d6b6b169c7289eea8428613 .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-v3ulnl-b23fd1355d6b6b169c7289eea8428613 av-styling- avia-align-center  avia-builder-el-2  avia-builder-el-no-sibling '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><a href=\"https:\/\/aulaabierta.arasaac.org\/pt-pt\/pesquisa-cientifica-realizada-nos-simbolos-pictograficos-de-arasaac\" class='avia_image' ><img decoding=\"async\" class='wp-image-30090 avia-img-lazy-loading-not-30090 avia_image ' src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-180x180.png\" alt='' title='investigaciones_arasaac_blanco'  height=\"180\" width=\"180\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-300x300.png 300w, 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#wrap_all .flex_cell.av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7{\npadding:30px 30px 30px 30px !important;\n}\n<\/style>\n<div class='flex_cell av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7 av-gridrow-cell av_one_half no_margin  avia-builder-el-3  el_after_av_cell_one_fourth  el_before_av_cell_one_fourth ' ><div class='flex_cell_inner'>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-av_heading-be8930e99c71ce71eafdd6a0b623ceb7\">\n#top .av-special-heading.av-av_heading-be8930e99c71ce71eafdd6a0b623ceb7{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-av_heading-be8930e99c71ce71eafdd6a0b623ceb7 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n#top #wrap_all .av-special-heading.av-av_heading-be8930e99c71ce71eafdd6a0b623ceb7 .av-special-heading-tag{\nfont-size:30px;\n}\n.av-special-heading.av-av_heading-be8930e99c71ce71eafdd6a0b623ceb7 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-av_heading-be8930e99c71ce71eafdd6a0b623ceb7 av-special-heading-h2  avia-builder-el-4  avia-builder-el-no-sibling '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >2018 &#8211; Estudo preliminar sobre <span class='special_amp'>&#8220;<\/span>Interven\u00e7\u00e3o pragm\u00e1tica em crian\u00e7as e adolescentes com s\u00edndrome de Down: o papel dos apoios na constru\u00e7\u00e3o de scripts<span class='special_amp'>&#8221;<\/span><\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n<\/div><\/div>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-q3reld-37da44d2d4c139914e9ba49da1ec9aed\">\n.flex_cell.av-q3reld-37da44d2d4c139914e9ba49da1ec9aed{\nvertical-align:top;\n}\n.responsive #top #wrap_all .flex_cell.av-q3reld-37da44d2d4c139914e9ba49da1ec9aed{\npadding:30px 30px 30px 30px !important;\n}\n<\/style>\n<div class='flex_cell av-q3reld-37da44d2d4c139914e9ba49da1ec9aed av-gridrow-cell av_one_fourth no_margin  avia-builder-el-5  el_after_av_cell_one_half  avia-builder-el-last ' ><div class='flex_cell_inner'><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1\">\n.avia-image-container.av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1 img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1 .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-o4pbjl-f7bcf644595787cb2901f2808ba2abf1 av-styling- avia-align-center  avia-builder-el-6  el_before_av_textblock  avia-builder-el-first '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><a href=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po\u0301ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.pdf\" class=\"avia_image\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class='wp-image-24694 avia-img-lazy-loading-not-24694 avia_image ' src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download.png\" alt='' title='pdf_download'  height=\"128\" width=\"128\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download.png 128w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-120x120.png 120w\" sizes=\"(max-width: 128px) 100vw, 128px\" \/><\/a><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-mdusxd-eb83356455e55d34aa931343fbbf8656'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p style=\"text-align: center;\"><a href=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po%CC%81ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.pdf\" target=\"_blank\" rel=\"noopener\"><strong>DESCARREGUE O CARTAZ<\/strong><\/a><\/p>\n<\/div><\/section><\/p>\n<\/div><\/div><\/div><div id='after_grid_row_1'  class='main_color av_default_container_wrap container_wrap fullsize'  ><div class='container av-section-cont-open' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-71026'><div class='entry-content-wrapper clearfix'><section  class='av_textblock_section av-l0yh0h-ea048aa6d21a96326c2b3a328d083b32'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h3 style=\"text-align: right;\"><strong>Autores<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Manuela Miranda<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Ver\u00f3nica Mart\u00ednez <\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Eliseo Diez-Itza<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Universidade Oviedo<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Raquel Rodr\u00edguez<\/strong><\/h3>\n<\/div><\/section><\/p>\n<div class='flex_column av-ipp7s1-3d4a81d60b38240a59cad99d0ade8b6a av_one_full  avia-builder-el-9  el_after_av_textblock  el_before_av_layout_row  avia-builder-el-last  first flex_column_div column-top-margin'     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9\">\n#top .av_textblock_section.av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9 .avia_textblock{\nfont-size:14px;\n}\n<\/style>\n<section  class='av_textblock_section av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h5 style=\"text-align: right;\"><b>Cartaz apresentado no Congresso Mundial da S\u00edndrome de Down,  <\/b><\/h5>\n<h5 style=\"text-align: right;\"><b>WDSC 2018 Glasgow, Reino Unido, 25 a 27 de julho de 2018.<\/b><\/h5>\n<\/div><\/section><br \/>\n<section  class='av_textblock_section av-kdo2lcru-ac616db72aa8eb501550746f89674973'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p style=\"text-align: center;\"><span style=\"color: #ffffff;\">___________________________________________________________________<\/span><\/p>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-g2556p-125a6cff07d390c276123d70676b57e1\">\n#top .av_textblock_section.av-g2556p-125a6cff07d390c276123d70676b57e1 .avia_textblock{\nfont-size:14px;\n}\n<\/style>\n<section  class='av_textblock_section av-g2556p-125a6cff07d390c276123d70676b57e1'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h3><b>Resumo &#8220;Interven\u00e7\u00e3o pragm\u00e1tica em crian\u00e7as e adolescentes com s\u00edndrome de Down: o papel dos apoios na constru\u00e7\u00e3o de scripts&#8221;<\/b><\/h3>\n<p>As pessoas com s\u00edndrome de Down (DS) mostram for\u00e7a relativa na cogni\u00e7\u00e3o n\u00e3o verbal, nas habilidades sociais e na compreens\u00e3o da linguagem, o que lhes permite ter um bom desempenho em tarefas narrativas. A interven\u00e7\u00e3o pragm\u00e1tica baseada em narrativas estruturadas permite ao sujeito comunicar experi\u00eancias de forma coerente e \u00e9 altamente eficaz quando se utiliza suportes visuais.<\/p>\n<p>O objetivo \u00e9 duplo: determinar se os assuntos com DS contam hist\u00f3rias de forma coerente e utilizar marcadores pragm\u00e1ticos adequados \u00e0s exig\u00eancias do discurso e do contexto comunicativo; e melhorar as habilidades narrativas quando a interven\u00e7\u00e3o \u00e9 apoiada por uma apresenta\u00e7\u00e3o prezi com pictogramas e apoio verbal.<\/p>\n<p>O design \u00e9 quase experimental pretest postest. A amostra \u00e9 constitu\u00edda por 10 indiv\u00edduos com DS entre 9 e 17 anos pertencentes \u00e0 Associa\u00e7\u00e3o de S\u00edndrome de Down do norte de Espanha.<\/p>\n<p>No pr\u00e9-teste e p\u00f3s-teste cada tema tinha dois scripts de diferentes dificuldades, apenas com apoio conversacional. Realizou-se uma sess\u00e3o de interven\u00e7\u00e3o semanal durante quatro semanas em que foram treinados para utilizar, atrav\u00e9s de imita\u00e7\u00e3o verbal, os elementos lexical b\u00e1sicos e discursivos para contar a hist\u00f3ria, utilizando pictogramas ARASAAC apresentados no apoio prezi e com os apoios conversais, hist\u00f3ricos e psicol\u00f3gicos do investigador. As narrativas pr\u00e9-mais preteste e p\u00f3s-teste foram gravadas e transcritas usando o Projeto CHILDES (MacWhinney, 2000). A estrutura narrativa em termos de eventos e epis\u00f3dios, e a frequ\u00eancia de marcadores discursivos foram codificados e analisados.<\/p>\n<p>Os resultados mostram uma melhoria na coer\u00eancia, na recupera\u00e7\u00e3o da hist\u00f3ria e nos marcadores ap\u00f3s a interven\u00e7\u00e3o. Conclui-se que este tipo de interven\u00e7\u00e3o reflete a import\u00e2ncia do apoio visual, da imita\u00e7\u00e3o verbal e dos apoios do interlocutor no desenvolvimento lingu\u00edstico a n\u00edvel pragm\u00e1tico, lexical e gramatical em DS.<\/p>\n<h3><b>Resumo &#8220;<\/b> Interven\u00e7\u00e3o pragm\u00e1tica em crian\u00e7as e adolescentes com s\u00edndrome de Down: O papel do apoio na constru\u00e7\u00e3o de gui\u00f5es&#8221;<\/h3>\n<p>As pessoas com S\u00edndrome de Down (DS) mostram uma for\u00e7a relativa na cogni\u00e7\u00e3o n\u00e3o verbal, nas capacidades sociais e na compreens\u00e3o da linguagem, o que lhes permite um bom desempenho em tarefas narrativas. A interven\u00e7\u00e3o pragm\u00e1tica baseada em narrativas estruturadas permite ao sujeito comunicar as suas experi\u00eancias de forma coerente e \u00e9 altamente eficaz quando o suporte visual \u00e9 usado. O objetivo \u00e9 duplo: determinar se os sujeitos de DS narram hist\u00f3rias de forma coerente e utilizar marcadores pragm\u00e1ticos adequados para o discurso e contexto comunicativo; e melhorar as capacidades narrativas quando a interven\u00e7\u00e3o \u00e9 apoiada por uma apresenta\u00e7\u00e3o prezi com pictogramas e suporte verbal. Design: \u00c9 um design experimental p\u00f3s-teste pr\u00e9-teste com grupo de controlo. M\u00e9todos: A amostra \u00e9 de 20 indiv\u00edduos, dez com DS com idades compreendidas entre os 6 e os 16 anos, pertencentes \u00e0 Associa\u00e7\u00e3o de S\u00edndrome de Down, no norte de Espanha, combinados com dez indiv\u00edduos t\u00edpicos de desenvolvimento com 5 anos de idade em pronuncia\u00e7\u00e3o m\u00e9dia de comprimento (MLU). No pr\u00e9-teste e no p\u00f3s-teste, cada um dos sujeitos narrava dois scripts de diferentes dificuldades, apenas com suporte de conversa\u00e7\u00e3o. Realizou-se uma sess\u00e3o semanal durante quatro semanas, onde os sujeitos foram treinados atrav\u00e9s de imita\u00e7\u00e3o verbal para usar itens lexical b\u00e1sicos e discursivos para contar a hist\u00f3ria, empregando pictogramas ARASAAC na apresenta\u00e7\u00e3o de Prezi e com apoio conversacional, hist\u00f3rico e psicol\u00f3gico do investigador. As narra\u00e7\u00f5es pr\u00e9-teste e p\u00f3s-teste foram gravadas e transcritas utilizando o Projeto CHILDES (MacWhinney, 2000). A estrutura narrativa foi codificada e analisada em termos de eventos e epis\u00f3dios. A frequ\u00eancia dos marcadores de discurso tamb\u00e9m foi codificada e analisada. Os dados foram analisados com o programa estat\u00edstico SPSS. Resultados: Os sujeitos mostram uma melhoria na coer\u00eancia, recorda\u00e7\u00e3o da hist\u00f3ria, marcadores, MLU, Tipos e Tokens. Implica\u00e7\u00f5es: Este tipo de interven\u00e7\u00e3o mostra a import\u00e2ncia da imita\u00e7\u00e3o e do apoio visual no desenvolvimento lingu\u00edstico a n\u00edveis pragm\u00e1ticos, lexical e gramatical em DS.<\/p>\n<h3 style=\"text-align: center;\"><a href=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po%CC%81ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.pdf\" target=\"_blank\" rel=\"noopener\"><strong>Descarregue o cartaz em pdf<\/strong><\/a><\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-20360 size-full aligncenter\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/08\/Po%CC%81ster_Glasgow_Intervencion_pragmatica_Sindrome_Down_ARASAAC.jpg\" alt=\"\" width=\"539\" height=\"766\"><\/p>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-eu0htt-68ae75e55c2be1f3cc32d1a4eb439e6f\">\n#top 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