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Distúrbios da Comunicação
By Raquel Luzardo and Ana Luiza Navas.
Social interaction plays a central role in language development. Despite the relevance of peer interactions for communicative development, there is still a lack of systematized models and materials to guide their incorporation into pediatric speech-language therapy practice.
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To present the foundations and systematization of an Interactive Speech-Language Therapy Model, as well as the instructional material developed to support the implementation of this proposal.
In Stage 1, a narrative literature review was conducted on group therapy, social interaction, motivation, and language development. Based on the findings in Stage 1 an instructional material was developed to guide the implementation of the model, in Stage 2.
Sixteen references were selected to provide the foundations of the Model. The studies highlighted peer interaction as a context for functional communication, the potential of group therapy for interaction, participation, and language use. Based on these findings, the Interactive Speech-Language Therapy Model was systematized, grounded on peer interaction, active therapist mediation, individualized therapeutic goals, and dynamic goals. To support its implementation, an instructional material was developed and organized into two complementary tracks: a theoretical track addressing the model’s foundations and a practical track focused on its clinical application.
The Interactive Speech-Language Therapy Model proposes therapy sessions in a shared environment, while maintaining individualized therapeutic goals and incorporating peer interaction as a therapeutic resource. The instructional material provides theoretical and practical support for its implementation, contributing to the systematization of pediatric speech-language therapy practice.
Published in Distúrbios da Comunicação. The abstract is shown as published and remains the work of its authors; read the full article at the source.
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