<b>Attitudes towards Augmentative and Alternative Communication for young children with cerebral palsy</b> - doi: 10.4025/actascieduc.v33i2.12266

  • Eduardo Chaves Cruz Universidade de Trás-os-Montes e Alto Douro
  • José João Pinhanços de Bianchi Universidade de Trás-os-Montes e Alto Douro
  • Rosangela Bertelli Universidade de Trás-os-Montes e Alto Douro
Palavras-chave: cerebral palsy, Augmentative and Alternative Communication Systems, primary care provider's attitudes

Resumo

Considering that the use of Augmentative and Alternative Communication Systems (AACS) has been recommended for children who are severely impaired in their development of communicative abilities, it may be assumed that caregivers' attitudes toward AACS would be driven by children's degree of cognitive and linguistic impairments. To verify this, 40 dyads of children with cerebral palsy and their primary caregivers participated in this study evaluating children's degree of cognitive and linguistic impairments through the use of Battelle's questionnaire, and the caregivers' attitudes toward AACS by means of a Likert scale containing 15 items. Results showed that the provider's most negative attitudes toward the use of AACS were found among those caring for children with the most severe impairments.

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Biografia do Autor

Eduardo Chaves Cruz, Universidade de Trás-os-Montes e Alto Douro

Escola de Ciências Humanas e Sociais

Departamento de Educação e Psicologia

José João Pinhanços de Bianchi, Universidade de Trás-os-Montes e Alto Douro

Escola de Ciências Humanas e Sociais

Departamento de Educação e Psicologia

Rosangela Bertelli, Universidade de Trás-os-Montes e Alto Douro

Escola de Ciências Humanas e Sociais

Departamento de Educação e Psicologia

Publicado
2011-10-10
Como Citar
Cruz, E. C., Bianchi, J. J. P. de, & Bertelli, R. (2011). <b>Attitudes towards Augmentative and Alternative Communication for young children with cerebral palsy</b&gt; - doi: 10.4025/actascieduc.v33i2.12266. Acta Scientiarum. Education, 33(2), 273-279. https://doi.org/10.4025/actascieduc.v33i2.12266
Seção
Ensino e Aprendizagem