Speech Therapy and Psychoanalysis: a case study with children with oral language delay

ABSTRACT The present research aims to study the effects of interdisciplinary interventions of Speech Therapy and Psychoanalysis in children with language delay. This is a comparative case study between two groups with quantitative and qualitative analysis, with four children, through the application of the Protocol of Behavioral Observation Protocol pre and post intervention, interviews with parents, records of children's filming during playing and interdisciplinary dialogues among the professionals. The pre-intervention evaluations showed that underage children obtained similarity in aspects that related to communicative skills and functions, cognitive development and toy level. Both groups presented difficulties regarding the alternation of turns. The assessments of older children, in the pre-intervention phase, also indicated similarities in the results. One subject presented a greater difficulty when waiting for his turn in dialogic activity. The results post-interdisciplinary intervention showed a superior improvement compared to the two cases followed only by the speech therapist. The interdisciplinary dialogue made it possible to effectively evolve in the cases of group 2. A psychoanalytic look over the cases that received only speech therapy intervention would allow intervention along with parents, children and school.

摘要
本研究旨在探讨言语治疗（Speech Therapy）与精神分析（Psychoanalysis）的跨学科干预对语言发育迟缓儿童的作用效果。本研究纳入4名儿童并分为两组，采用结合定量与定性分析的比较案例研究设计，通过实施干预前后的行为观察方案（Behavioral Observation Protocol）、家长访谈、儿童游戏录像记录以及专业人员间的跨学科研讨开展研究。
干预前评估结果显示，低龄儿童在沟通技能与功能、认知发展及玩具使用水平相关维度上表现相似，两组儿童均存在会话轮次交替方面的困难。针对高龄儿童的干预前评估同样显示出结果相似性，其中1名受试者在对话活动中等待轮次的困难更为突出。
跨学科干预后的结果表明，相较于仅接受言语治疗的2个案例，本研究案例的改善效果更为显著。跨学科研讨使得第2组案例的干预进程得以有效推进。针对仅接受言语治疗干预的案例，从精神分析视角出发，可结合家长、儿童与学校三方开展协同干预。