Funcionamento diferencial dos itens do teste não-verbal de inteligência SON-R 2½-7[a]

Karino, Camila Akemi; Laros, Jacob Arie; Jesus, Girlene Ribeiro de

doi:10.1590/s0102-37722012000100003

Cited by 3 publications

(3 citation statements)

References 14 publications

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“…In terms of language, the Assessment of Language Development (ADL) was used (20) , a scale that aims to assess the receptive and expressive domains of language, in the age range of one year to six years and eleven months. In the neuropsychological assessment, the non-verbal intelligence quotient (IQ) was measured using the Son-R 2 ½-7 [a] (21) , which includes the subtests: mosaics, patterns, categories, and situations, forming an execution, and reasoning scale.…”

Section: Methodsmentioning

confidence: 99%

Checklist of relevant ICF categories for speech and language development

Pinto,

Schiefer,

Perissinoto

2024

CoDAS

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Purpose Create a checklist of the International Classification of Functioning, Disability and Health (ICF) based on relevant categories for the development of speech and language, according to the perception of parents and speech therapists. Methods Pilot application and research were carried out. 100 parents of preschool children with typical language/cognition development and 57 language specialist speech therapists participated in the survey. A questionnaire was created with 199 ICF categories of body function components, activities and participation, and environmental factors. Each category was scored as: indispensable (2); important (1) or unimportant (0). Statistical analysis was performed (descriptive, sum, cluster/K-means and Mann-Whitney method). Results With the sum of the points (essential, important and unimportant) and the number of responses essential, the most relevant categories were identified for each group of respondents, as well as the set of categories in common (72 considered to have the greatest influence). The common list to the groups included the three components: body functions (30 categories/40% of the total), activities and participation (35/49.29%) and environmental factors (seven/13.20%). From the selected categories, 58.33% presented statistically significant results between the groups, regarding the relevance given. Conclusions The categories were considered with different scores between the groups: those of body functions were more scored by speech therapists, while those of environmental factors by parents. Thus, it was possible to create a checklist from the identification of the most relevant categories for the development of speech and language, in preschool age, contemplating the components of body functions, activities and participation and environmental factors.

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Section: Methodsmentioning

confidence: 99%

Checklist of relevant ICF categories for speech and language development

Pinto,

Schiefer,

Perissinoto

2024

CoDAS

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“…The Snijders-Oomen Nonverbal Intelligence Test (SON 2½-7): A non-verbal measure of IQ comprising six tests (categories, analogies, scenarios, stories, mosaics, and patterns). This battery was standardized and validated for the Brazilian social and cultural context [35].…”

Section: Measurementsmentioning

confidence: 99%

Exploring the Acquisition of Social Communication Skills in Children with Autism: Preliminary Findings from Applied Behavior Analysis (ABA), Parent Training, and Video Modeling

Bordini,

Moya,

Asevedo

et al. 2024

Brain Sciences

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Social communication skills, especially eye contact and joint attention, are frequently impaired in autism spectrum disorder (ASD) and predict functional outcomes. Applied behavior analysis is one of the most common evidence-based treatments for ASD, but it is not accessible to most families in low- and middle-income countries (LMICs) as it is an expensive and intensive treatment and needs to be delivered by highly specialized professionals. Parental training has emerged as an effective alternative. This is an exploratory study to assess a parental intervention group via video modeling to acquire eye contact and joint attention. Four graded measures of eye contact and joint attention (full physical prompt, partial physical prompt, gestural prompt, and independent) were assessed in 34 children with ASD and intellectual disability (ID). There was a progressive reduction in the level of prompting required over time to acquire eye contact and joint attention, as well as a positive correlation between the time of exposure to the intervention and the acquisition of abilities. This kind of parent training using video modeling to teach eye contact and joint attention skills to children with ASD and ID is a low-cost intervention that can be applied in low-resource settings.

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“…Dos aspectos de linguagem, utilizou-se a Avaliação do Desenvolvimento da Linguagem (ADL) (20) , escala que possui como objetivo avaliar os domínios receptivos e expressivos da linguagem, na faixa etária de um ano a seis anos e onze meses. Da avaliação neuropsicológica, mediu-se o quociente de inteligência (QI) não verbal, por meio do Son-R 2 ½-7 [a] (21) , que engloba os subtestes: mosaicos, padrões, categorias e situações, formando uma escala de execução e de raciocínio. Do total de crianças matriculadas na escola, 134 (referente a 86,54% do total de escolares da instituição) receberam a autorização dos pais para serem avaliadas.…”

Section: Procedimentosunclassified

Checklist das categorias da CIF relevantes para o desenvolvimento de fala e linguagem

Pinto,

Schiefer,

Perissinoto

2024

CoDAS

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RESUMO Objetivo Criar um checklist da Classificação Internacional de Funcionalidade, Incapacidade e Saúde (CIF) a partir de categorias relevantes para o desenvolvimento de fala e linguagem, segundo a percepção de pais e fonoaudiólogos. Método Realizou-se aplicação piloto e pesquisa. Na pesquisa participaram 100 pais de pré-escolares, com desenvolvimento típico de linguagem/cognição e 57 fonoaudiólogos especialistas em linguagem. Elaborou-se questionário com 199 categorias da CIF dos componentes de funções do corpo, atividades e participação e fatores ambientais. Cada categoria foi pontuada como: indispensável (2); importante (1) ou sem importância (0). Realizou-se a análise estatística (descritiva, soma, cluster/Método K-means e Mann-Whitney). Resultados Com a soma dos pontos (indispensável, importante e sem importância) e a quantidade de respostas indispensável, foram identificadas as categorias de maior relevância para cada grupo de respondentes, assim como o conjunto de categorias em comum (72 consideradas de maior influência). A listagem comum aos grupos contou com os três componentes: funções do corpo (30 categorias/40% do total), atividades e participação (35/49,29%) e fatores ambientais (sete/13,20%). Das categorias selecionadas, 58,33% apresentaram resultados estatisticamente significantes entre os grupos, quanto à relevância dada. Conclusão As categorias foram consideradas com pontuações distintas entre os grupos: as de funções do corpo foram mais pontuadas pelos fonoaudiólogos, enquanto as de fatores ambientais pelos pais. Assim, foi possível criar um checklist a partir da identificação das categorias mais relevantes para o desenvolvimento de fala e linguagem, em idade pré-escolar, contemplando os componentes funções do corpo, atividades e participação e fatores ambientais.

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Funcionamento diferencial dos itens do teste não-verbal de inteligência SON-R 2½-7[a]

Cited by 3 publications

References 14 publications

Checklist of relevant ICF categories for speech and language development

Checklist of relevant ICF categories for speech and language development

Exploring the Acquisition of Social Communication Skills in Children with Autism: Preliminary Findings from Applied Behavior Analysis (ABA), Parent Training, and Video Modeling

Checklist das categorias da CIF relevantes para o desenvolvimento de fala e linguagem

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