Abstract Purpose To review studies that have intervention in reading with impacts on phonological awareness in children with autism spectrum disorder. Research strategies Searches took place until February 2021 in Cochrane, Embase, ERIC (Education Resources Information Center), LILACS (Latin American and Caribbean Health Sciences Literature), PubMed/Medline, Scopus, Web of Science and gray literature databases. Selection criteria The review included experimental studies with preschoolers and schoolchildren with ASD. Two independent reviewers selected the studies and, in case of disagreement, a third reviewer was consulted. Data analysis Joanna Briggs Institute checklists were used for risk of bias. A random effects meta-analysis was performed and the certainty of the evidence was assessed using the GRADE tool. Results Eight studies with some impact on phonological awareness were reviewed. The risk of bias was low and moderate. The certainty of the evidence was low for randomized trials and very low for non-randomised trials. Comparison of pre- and post-therapy on the Preschool Literacy Test (TOPEL) showed that children with ASD improved phonological awareness, with a mean difference between baseline and post-therapy of 6.21 (95% CI = 3.75-8.67; I2 = 0%). Conclusion Shared reading and software activities with words and phrases can alter phonological awareness. These results support further research with larger samples and a detailed description of the intervention to observe its effectiveness in phonological awareness. disorder 202 Cochrane Embase Education Center, Center , Center) Latin Literature, Literature Literature) PubMedMedline PubMed Medline PubMed/Medline Scopus databases disagreement consulted metaanalysis meta tool reviewed moderate nonrandomised non randomised pre posttherapy post therapy TOPEL (TOPEL 621 6 21 6.2 95% 95 (95 3.758.67 375867 3.75 8.67 3 75 8 67 3.75-8.67 I 0%. 0 0% . 0%) 20 62 2 6. 9 (9 758 3.758.6 37586 375 3.7 867 8.6 7 3.75-8.6 ( 3.758. 3758 37 3. 86 8. 3.75-8. 3.758 3.75-8 3.75-

TEMA: avaliar o desenvolvimento da linguagem é uma tarefa complexa que exige conhecimentos teóricos e práticos a respeito dos aspectos que se deseja investigar, considerando-se a metodologia a ser utilizada na coleta e na análise dos dados, a fim de serem obtidos resultados consistentes e confiáveis, que reflitam a realidade do sujeito. OBJETIVO: considerando-se a obtenção do maior número de dados em menor tempo possível, sem prejuízo da qualidade e efetividade dos dados obtidos, nosso objetivo é identificar o momento e o tempo de filmagem de situação de interação, mais adequados para realizar a análise da pragmática de crianças com síndrome de Down. MÉTODO: foi traçado o perfil comunicativo de 25 crianças com síndrome de Down, de dois a sete anos de idade, utilizando-se a proposta de avaliação elaborada por Fernandes (2004), comparando-se os dados obtidos na análise de amostras de 30 e 15 minutos de filmagem. A situação analisada foi a de interação entre terapeuta e criança em brincadeira lúdica. Para verificar a significância dos dados, foi realizada análise estatística, utilizando os testes de Friedman e Wilcoxon e a técnica de Intervalo de Confiança, com nível de significância igual a 0,05 (5%). CONCLUSÃO: não foram encontradas diferenças significativas relacionadas às amostras obtidas com diferentes durações de filmagem para a análise da pragmática da comunicação de crianças com síndrome de Down.

BACKGROND: assessing language development is a complex task that requires practical and theoretical knowledge about the investigated issues. It is also important to take into account data gathering and analysis methodology, in order to achieve consistent and reliable results that mirror the subject's reality. AIM: considering the purpose of obtaining the maximum data in minimum time, without jeopardizing their quality and effectiveness, our aim is to identify the better sample's size and moment of videotaped interaction to study the pragmatic abilities of children with Down syndrome. METHOD: the communicative profile of 25 children with Down syndrome aged between 2 and 7 years were determined as proposed by Fernandes (2004). Data obtained through samples of 15 and 30 minutes were analyzed and compared. The situation analyzed provided interaction between the child and a speech-and language-therapist in play situations. To determine the statistical significance of data the tests Friedman, Wilcoxon and confidence interval were applied with a significance level of 0.05 (5%). CONCLUSION: there were no significant differences related to the obtained samples with different videotaped duration for pragmatic analysis of the communication of children with Down syndrome.

TEMA: funções comunicativas utilizadas por terapeutas e pacientes. OBJETIVO: analisar o uso de funções comunicativas por terapeutas de pacientes do espectro autístico. MÉTODO: Foram analisadas as funções comunicativas utilizadas por seis terapeutas em interação com seis pacientes cada, constituindo um corpo de análise de 36 perfis de funções comunicativas por díade terapeuta-paciente. Todas as terapeutas faziam parte do Programa de Aprimoramento em Distúrbios Psiquiátricos da Infância, seus pacientes pertenciam ao espectro autístico. Para a coleta dos dados foram utilizadas as transcrições da gravação de uma sessão de terapia e analisadas segundo Fernandes, (2000). As funções comunicativas foram divididas de duas formas: mais e menos interpessoais e instrumental, regulatória, interacional, pessoal, heurística e imaginativa . RESULTADOS: a comparação entre as funções usadas por terapeutas e paciente revelou que houve diferença estatisticamente significante no uso das funções: pedido de rotina social, de informação e de ação, comentário, reconhecimento do outro, exclamativa, não focalizada, exploratória, exibição, jogo e reativa. Quanto à divisão em funções mais e menos interpessoais ou entre funções instrumental, regulatória, interacional, pessoal, heurística e imaginativa houve diferença estatisticamente significante no uso das funções mais e menos interpessoais e das funções regulatória, interacional, pessoal e heurística. CONCLUSÃO: o perfil funcional da comunicação das terapeutas é bastante distinto do de seus pacientes quando comparamos cada uma das funções e quando analisamos os agrupamentos de funções (mais e menos interpessoais e instrumental, regulatória, interacional, pessoal, heurística e imaginativa). As terapeutas utilizam funções para preencher o espaço comunicativo e realizar pedidos, resultado que concorda com estudos anteriores.

ABSTRACT BACKGROUND: communicative functions used by language therapists and patients. AIM: to analyze the communicative functions used by language therapists and patients of the autistic spectrum. METHOD: the communicative functions expressed by six therapists in interaction with six patients each were analyzed, constituting 36 profiles of communicative functions expressed by the dyad therapist-patient. All therapists were part of a Training Program in Childhood Psychiatric Disorders and the patients were diagnosed within the autistic spectrum. Data were gathered using the transcriptions of a videotaped therapy session and these were analyzed according to the criteria suggested by Fernandes (2000). The communicative functions were divided in two different ways: interpersonal and non-interpersonal, and instrumental, regulatory, interactive, personal, heuristic and imaginative. RESULTS: the comparison between the functions used by the language therapists and the patients indicated a statistically significant difference in use of the following functions: request of social routine, request of information, request of action, comment, recognition of other, exclamation, non-focused, exploratory, exhibition, play and reactive. There was also a statistically significant difference between the use of interpersonal, non-interpersonal, regulatory, interactive, personal and heuristic communicative functions. CONCLUSION: the functional communicative profile of language therapists is different from the one presented by their patients when comparing each communicative function and when the communicative functions are grouped (interpersonal and non-interpersonal, and instrumental, regulatory, interactive, personal, heuristic and imaginative). Therapists use communicative functions to fill in the communicative space and to make requests. This finding agrees with the findings of previous studies.