Intervenção fonoaudióloga no transtorno de aprendizagem e da fluência associados ao transtorno de déficit de atenção/ hiperatividade: relato de caso

Abstract

Objective: To analyze the contributions of speech therapy intervention in reading and writing with an adolescent with Specific Learning Disorder and Fluency Disorder associated with Attention Deficit/Hyperactivity Disorder. Method: The research was carried out through a case study at the Clinic-School of Speech Therapy at the Federal University of Paraíba, through the application of protocols aimed at the different areas of language, applied before and after speech therapy intervention. For this intervention, a model of phonological remediation was proposed, in order to obtain advances with regard to the reading and writing skills of the adolescent in this research. Results: There was evidence of the evolution of certain skills worked on during the intervention period, especially phonological awareness, seen as a crucial predictive skill for the appropriation of reading and writing. Conclusion: It was possible to verify that the speech therapy intervention in the case was of paramount importance, considering the gains obtained after the therapeutic intervention.