Estudo clínico dos sinais enunciativos de aquisição da linguagem: relações com prematuridade e psiquismo nos dois primeiros anos

Abstract

This thesis aimed to analyze the language acquisition, by Language Acquisition Enunciative Signals (SEAL) of preterm and full term infants, with and without psychic risk, from three to 24 months. The analysis included correlation and comparison analyzes between SEAL, the Bayley III Scale and the Denver II Scale, as well as scripts and signs of psychic risk and prematurity. It was also sought to analyze the language functioning in children who obtained exclusive delay in language acquisition, from the comparison of the results obtained with the Bayley III Scale and SEAL. For the statistical analyzes, a sample of 101 mother-baby dyads was used for SEAL analysis. This sample was reduced for Bayley III Scale to 45 babies. The qualitative analysis was proposed for the language functioning of seven babies. As results of this research, a significant correlation was found between the SEAL and the traditional protocols, Denver II and Bayley III, although with a higher correlation coefficient in the case of Bayley III Scale. The correlation and comparison between SEAL and PREAUT Signs in the first half of the baby's life were significant, as well as the correlation between the SEAL and the Clinical Inventory of Infant Development Reference (IRDI) at 18 months and the M- CHAT at 24 months, which shows a correlation between risk of language acquisition and psychic risk. Also, there was a significant result in the comparison of SEAL results between term and preterm babies, showing worse performance in preterm infants. In the qualitative analysis of seven children data it was observed that the Bayley III Scale and the SEAL are complementary, however, the SEAL allows us to visualize the maternal factor in the process of language acquisition, an important data to understand the linguistic functioning. The results of this thesis allowed to conclude on the clinical value of the SEAL as a tool for the detection of language acquisition risk, and from its analysis, to think an initial direction for the intervention, in the construction of a hypothesis of language functioning.