Alternative communication training of interlocutors for children with cerebral palsy

Author(s)

Manzini, Mariana Gurian ^[1] ; Simoes Martinez, Claudia Maria ^[2] ; Lourenco, Gerusa Ferreira ^[2] ; Oliveira, Barbara de Brito ^[1]

Affiliation

^[1] Univ Fed Sao Carlos, Rodovia Washington Luiz, Km 235, CP 676, BR-13565905 Sao Carlos, SP - Brazil

^[2] Univ Fed Sao Carlos, Dept Terapia Ocupac, Sao Carlos, SP - Brazil

• Document type: Journal article
• Source: CADERNOS BRASILEIROS DE TERAPIA OCUPACIONAL-BRAZILIAN JOURNAL OF OCCUPATIONAL THERAPY; v. 25, n. 3, p. 553-564, 2017.
• Web of Science Citations: 1

Abstract

Introduction: Children with complex communication needs benefit from alternative communication when their interlocutors make good use of this resource. Objective: Describe the process of alternative communication training of interlocutors for children with cerebral palsy. Method: The participants were children with cerebral palsy and their interlocutors in the respective environments: teacher (school), mother (home) and physiotherapist (clinic). We used instruments to characterize the participants, analysis of mime dynamics, selection of figures, analysis of the footage and perception of participants on the implementation of alternative communication. The data collection and analysis were organized in five stages: knowledge of communicative skills, theoretical and practical training, preparation of the communication board, and evaluation of the training. Results: In the theoretical formation, the sensitization allowed the interlocutors to understand the child's daily difficulty to communicate without the use of oral communication. This resulted, in the course of the practical training sessions, in the increase of the strategies offered by the interlocutors during the activities, therefore, increasing the child's chance of responding with the use of alternative communication figures. Conclusion: The training of three interlocutors for a child with cerebral palsy favored that alternative communication in three contexts of the child's development. The theoretical-practical support offered to the interlocutors in three natural contexts can provide greater independence and social participation of a child with non-speaking cerebral palsy in the accomplishment of daily activities. (AU)

• FAPESP's process: 14/17741-6 - Alternative communication for children with cerebral palsy non verbal: programs for context of daily life
• Grantee: Mariana Gurian Manzini
• Support Opportunities: Scholarships in Brazil - Doctorate