Publications by authors named "Fernanda Dreux Miranda Fernandes"
Purpose: to assess the pragmatic and social communicative abilities of children with Typical Language Development (TLD), Autism Spectrum disorder (ASD) and Developmental Language Disorder (DLD).
Methods: Participants were 40 parents and 29 teachers of 40 children ages between 3 and 6 years. Ten children had DLD, ten had ASD and 20 had typical development.
Purpose: To analyze the perception of caregivers of children with Autism Spectrum Disorder regarding the functional profile of their children's communication in three moments, before and after the guidelines.
Methods: Caregivers of 62 children diagnosed with ASD (AUTISM SPECTRUM DISORDER) participated in this study, divided into three groups of interventions. All interventions included a program with five pre-set monthly orientation sessions to provide information on the development of communication and encourage practical communication activities in daily life.
Objectives: This study aimed to analyze the neural encoding of verbal and nonverbal stimuli in individuals with autism spectrum disorder using brainstem auditory evoked potentials.
Methodology: Thirty individuals between 7 and 12 years of age and of both genders participated in this study. Fifteen were diagnosed with autism spectrum disorder, and 15 had typical development.
Purpose: The purpose of this study was to apply the Test of Pragmatic Skills in Brazilian children with normal development.
Methods: Participants of this study were 60 children 3:00 to 8:11 years old, equally divided between genders. The examiners had prior contact with the group of children and applied the TOPS - a traditional test that proposes four sets of simple activities, with the common material, applicable in a short period of time - according to the procedure proposed by the author.
Autism is defined by persistent deficits in social communication and social interaction in multiple contexts as well as restricted and repetitive patterns of behavior. There are also reported difficulties in the dynamic activation and modification of cognitive processes in response to changes in tasks' demands. Such difficulties are believed to be due to poor flexible cognition.
View Article and Find Full Text PDFPurpose: This paper aims to present the first descriptions of experiences of parents and caretakers of children with Autism Spectrum Disorders (ASD) enrolled as mediators in a structured program of speech-language intervention with remote follow-up.
Methods: Research with focus on speech-language intervention for children with ASD was carried out with remote follow-up. Forty parents were instructed to perform daily activities focused on communication and interaction with their children, at home, for a period of six weeks.
The increased prevalence of autism spectrum disorder (ASD) worldwide has been a major public health concern; therefore, discussion about the services and therapies required has become important. This study aimed to characterize the provision of speech-language therapy services in the metropolitan area of Sao Paulo. To this end, a questionnaire with 23 questions was developed based on the Balanced Scorecard methodology.
View Article and Find Full Text PDFObjective: To review what the literature says about reading abilities of children on the autism spectrum (autism spectrum disorders, ASD) as well as to assess the results of intervention proposals. The broad ASD diagnosis used in the last decades and the resulting changes in the prevalence of these disorders have led to a relevant increase in the number of children diagnosed with ASD in the school system. The purpose of this review is to identify the different profiles of reading abilities shown by children with ASD described in the recent literature and the results of reported intervention methods.
View Article and Find Full Text PDFPurpose: To analyze the sociocognitive performance of children and adolescents with autism spectrum disorders in two environments of language therapy, which differ as to the physical structure.
Methods: Ten children and adolescents with ages between 4 and 13 years, of both genders, diagnosed with autism spectrum disorders took part in the study. For data collection, eight filming sessions were performed during individual language therapy lasting 30 minutes, being four in a room with conventional environmental organization (common room) and four in a room with specific ambiance [children's interaction core (CIC) room], interspersed during a month.
Introduction: The child's inclusion in his/her social-cultural context is very important to his/her adaptation and well-being. The family has a major role as a facilitator of this process. Therefore the difficulties of these families in communicating with children with communication disorders are an important issue to be assessed in order to support orientations to families.
View Article and Find Full Text PDFPurpose: To verify if there are characteristic behaviors of the different diagnosis included in the autism spectrum according to the Differential Assessment of Autism and Other Developmental Disorders (DAADD) and to the Autism Behavior Checklist (ABC).
Method: Participants were 45 individuals and their respective speech-language therapists. All therapists are graduate students working with the children for at least 1 year.
The last 25 years produced important changes in the Speech Language intervention for children with Autism Spectrum Disorders in the whole world. They refer to diagnostic criteria, research methods and systematization of data about diagnostic and intervention processes. In this context, the first results about the use of a recording system used on a specialized service highlights the importance of including information about each intervention process on reliable and accessible systems.
View Article and Find Full Text PDFPurpose: Systematic literature review about Applied Behavior Analysis (ABA) proposals directed towards persons with Autistic Spectrum Disorders aiming to contribute to a truly evidence-based practice.
Methods: [corrected] References from the last five years were obtained from the Web of Science, Medline, SciELO and Lilacs databases. Papers published in peer-reviewed journals were selected.
Purpose: To assess the Quality of Life in siblings of children of the autism spectrum through self-response to the World Health Organization Quality of Life (WHOQOL)-BREF questionnaire.
Methods: Social-demographic data of 77 children included in the autism spectrum, aged 3 to 16 years, were collected. From these information, 21 older siblings, aged 16 to 30 years, were selected to answer said questionnaire, proposed by the World Health Organization Mental Health Program for quality of life evaluation.
Purpose: To compare the pragmatic profile referring to the communicative initiatives and the bi-dimensional profile involving the aspects of initiative and responsivity. It also aimed to analyze the most common types of responses presented by the studied individuals.
Methods: Thirty recorded samples of interaction between speech-language therapist and children with autism spectrum disorders (mean age: 9 years and 6 months) sessions were analyzed.
Purpose: The use of a different protocol to assess the same aspects of the Functional Communication Profile (FCP) may contribute to a faster and less expensive determination of individual profiles of abilities and inabilities. The purpose of this study was to verify the applicability of a checklist to replace the aforementioned complete protocol as a way to facilitate clinical and therapeutic follow-up processes.
Methods: The participants in this study were 50 children aged from 3 to 12 years, with diagnoses within the autism spectrum who were receiving specialized speech-language therapy for at least six months.
Purpose: To assess any changes in the Functional Communicative Profile (FCP) and in the Social Cognitive Performance (SCP) of children with Autism Spectrum Disorders, based on two short periods of intervention.
Methods: The study was conducted with 21 children with Autism Spectrum Disorder diagnoses, randomly allocated into two groups, who received the same short-term intervention types (6 weeks with the mother and 6 weeks with the support of an educational software program). The intervention process was conducted by speech-language pathologists who were part of a graduate program in this area.