Logical sequence: the use as a tool for language assessment in children with phonological disorder

Abstract

Purpose: verify the effectiveness of the use of logical sequence (LS) as a tool for language assessment in children with phonological disorder (FD) through the average value of phrase (MVF), and describe the MVF regarding the variables: gender, age group and severity of FD. Methods: 30 records of subjects were selected to constitute the sample, 15 girls and 15 boys, aged between 4:4 and 7:5 (years: months). These children did not present variations in previous evaluations, except in the phonological evaluation. The assessments used for collecting and analyzing data in this study were the phonological assessment and analysis of LS. The SL was analyzed by the MVF – syntax, semantics, total of construction and extension – in the LS, the results of MVF in relation to the variables: gender, age group, the severity of the FD were verified. Results: It was observed that 93.33% of the children with FD managed to organize the sequence by themselves, and all of them told the three scenes. In the comparison of elements syntax, semantics, construction total and extension total in relation to gender, it was verified significant differences for the first three quoted variables and the girls were those with the best performance. When analyzing the variables: syntax, semantics, construction total and extension total in relation to the FD severity and age group no significant results were observed. Conclusions: the use of LS serves as to complement the assessments of language to aid in the diagnosis of FD, considering analysis of syntactic and semantic.