Intervenção no contexto familiar: promoção da comunicação, linguagem e interação mãe-criança com síndrome de down durante leitura compartilhada

Abstract

Shared reading is considered a structured activity that encourages dialogue between parents and children, it provides children with Down Syndrome opportunities for language development and social interaction. Family intervention programs focused on shared reading using Augmentative and Alternative Communication (AAC) are scarce in Brazil. This study aimed to implement an intervention focused on the development of communication and language of children with DS, through the shared reading of children's books adapted by pictographic systems and carried out between the mother-child dyad. This research was conducted with a convenience sample concerning four pairs of mother and children aged between six and seven years. The families answered the following instruments: a questionnaire, semi-structured interviews and a weekly training checklist. Information materials on AAC, instructional leaflet, adapted children's books and question book were used as materials. To record the shared reading sessions, were used the behavioral observation technique by video technology. The Program consisted of five stages, namely: Presentation, Pre-Intervention, Initial Orientations, Training and Post-Intervention; with a variability of visits according to each stage, including the training, since each pair presented a particular rhythm regarding the reading the books. Before starting the training itself, an observation of free reading shared between mother and child was performed, providing data for the baseline (BL). A quantitative analysis of the questionnaire and a checklist of responses were applied, content analysis was used in the interview reports; and for video sessions, the frequency of record was adopted based on a category system built for this research. The results during the BL indicated that the children participated little, remaining passive in the activity. The data showed variability between the four mother and children pairs. It was observed that the shared care strategy is used more frequently by mothers, which led to an increase in the frequency of verbal communicative means by children. There was an increase in the frequency of qualitative positive mother and children interaction episodes in the weekly training of the book, when compared to BL or training sessions. It can be said that families benefit from home reading interventions, favoring the quality of mother and children interaction which can have implications for the development of children with DS.