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Early Identification of Language and Behavioral Deficits for Psycho-educational Intervention as a Public Policy

Published online by Cambridge University Press:  23 March 2020

C. Varanda ,
E.C. Mendes ,
N. Campina ,
M.D.G. Aulicino ,
R.D.C.G. Nascimento ,
K.R. Grilo ,
C.M. Marczak ,
E.C. Diogo ,
F. Mello  and
R.C. Corrêa
...Show all authors
C. Varanda*
Affiliation:
University of São Paulo, Department of Physical Therapy, Speech-Language Pathology and Audiology and Occupational Therapy, São Paulo, Brazil Paulista University, Human Sciences, Santos, Brazil
E.C. Mendes
Affiliation:
Paulista University, Human Sciences, Santos, Brazil
N. Campina
Affiliation:
Paulista University, Health Sciences, Santos, Brazil
M.D.G. Aulicino
Affiliation:
Paulista University, Human Sciences, Santos, Brazil
R.D.C.G. Nascimento
Affiliation:
Santos City Hall, Secretariat of Education, Santos, Brazil
K.R. Grilo
Affiliation:
Santos City Hall, Secretariat of Education, Santos, Brazil
C.M. Marczak
Affiliation:
Santos City Hall, Secretariat of Education, Santos, Brazil
E.C. Diogo
Affiliation:
Santos City Hall, Secretariat of Education, Santos, Brazil
F. Mello
Affiliation:
Santos City Hall, Secretariat of Education, Santos, Brazil
R.C. Corrêa
Affiliation:
Santos City Hall, Secretariat of Education, Santos, Brazil
F.D.M. Fernandes
Affiliation:
University of São Paulo, Department of Physical Therapy, Speech-Language Pathology and Audiology and Occupational Therapy, São Paulo, Brazil
*
*Corresponding author.

Abstract

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The impact of educational public policies in developing countries such as Brazil is determinant in the improvement of socioeconomic outcomes as well as in the increase of individual's well-being.

This research aimed to study the effects of early detection and intervention in language and behavioral difficulties among 3–4-year-old preschoolers in Brazil. It was designed as a pretest–posttest model with a total of 178 subjects, 90 girls and 88 boys, divided in control (n = 94) and experimental groups (n = 84), with average age of 3.7 y. Children were evaluated in receptive and expressive vocabulary, central auditory processing and behavior. Subjects of the experimental group were engaged in intervention for three months for the development and refinement of language and behavior through activities developed in software used in tablets and orientation provided to their parents and teachers by a professional team composed by speech therapists, psychologists and psycho-pedagogues. The subjects improved their performance in all tests. There was a significant difference in the performance of behavioral and language tests in posttest, indicating that improvement was due to the intervention proposed. This research was supported by the Foundation for Research Support of the State of São Paulo (FAPESP) and Maria Cecilia Souto Vidigal Foundation (FMCSV) whose agreement aims to develop and support projects with potential application in society. These results are meant to guide the design of a project, which will allow the early identification of communication disorders and behavioral difficulties and the development of continuing education actions for the teachers.

Disclosure of interest

The authors have not supplied their declaration of competing interest.

Type
EV609
Information
European Psychiatry , Volume 33 , Issue S1: Abstracts of the 24th European Congress of Psychiatry , March 2016 , pp. S438 - S439
Copyright
Copyright © European Psychiatric Association 2016
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