<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382021000100400</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702021v27e0007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Comunicação Aumentativa e Alternativa e Habilidades de Linguagem de Crianças com Paralisia Cerebral: uma Revisão Sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Augmentative and Alternative Communication and Language Skills of Children with Cerebral Palsy: a Systematic Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MIRANDA]]></surname>
<given-names><![CDATA[Vanessa Souza Gigoski de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVEIRA]]></surname>
<given-names><![CDATA[Karoline de Abreu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RECH]]></surname>
<given-names><![CDATA[Sinara Thaís]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VIDOR]]></surname>
<given-names><![CDATA[Deisi Cristina Gollo Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Ciências da Saúde de Porto Alegre Programa de Pós-Graduação em Pediatria ]]></institution>
<addr-line><![CDATA[Porto Alegre ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Ciências da Saúde de Porto Alegre  ]]></institution>
<addr-line><![CDATA[Porto Alegre ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Ciências da Saúde de Porto Alegre  ]]></institution>
<addr-line><![CDATA[Porto Alegre ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal de Ciências da Saúde de Porto Alegre Departamento de Fonoaudiologia ]]></institution>
<addr-line><![CDATA[Porto Alegre ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382021000100400&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382021000100400&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382021000100400&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O objetivo deste artigo foi identificar quais os sistemas de comunicação aumentativa e alternativa interferem nas habilidades de linguagem de crianças com paralisia cerebral. A questão norteadora foi: Quais os métodos de comunicação aumentativa e alternativa interferem nas habilidades de linguagem de crianças com paralisia cerebral? A população foi delimitada como crianças com diagnóstico médico de paralisia cerebral. Considerou-se comunicação aumentativa e/ou alternativa como intervenção. Habilidades comunicativas foram consideradas o desfecho. Foram selecionados artigos nas bases Medline, The Cochrane Central Register of Controlled Trials e EMBASE e em bases secundárias, por meio dos termos "Cerebral Palsy" e "Infant" e "Communication Aids for Disabled" e "Language Development". Os termos foram incluídos com seus entretermos e na língua indicada e requerida por cada base de dados. Não houve restrição de idioma, independentemente do ano de publicação até abril de 2019, que apresentassem, no título, resumo ou corpo do artigo, relação com o objetivo da pesquisa e os critérios de elegibilidade. Após a extração dos dados, as medidas foram transformadas em percentagem e descritas em uma síntese qualitativa. Foram encontrados 427 artigos nas bases de dados, sendo incluídos, após análises, seis artigos. As pranchas manuais foram as mais utilizadas pelos estudos encontrados, apesar de suas construções serem realizadas por meio de sistema simbólico computadorizado. Em todos os estudos encontrados, foram identificadas melhoras das habilidades comunicativas das crianças, independentemente do recurso e do modo de acesso utilizados. Todos os métodos de comunicação aumentativa e/ou alternativa utilizados nos estudos, apresentaram benefícios para as habilidades comunicativas de crianças com paralisia cerebral]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The aim of this paper was to identify which augmentative and alternative communication systems interfere with the language skills of children with cerebral palsy. The guiding question was: What augmentative and alternative communication methods interfere with the language skills of children with cerebral palsy? The population was defined as children with a medical diagnosis of cerebral palsy. Augmentative and/or alternative communication was considered as an intervention. Communicative skills were considered the outcome. Papers were selected in Medline, The Cochrane Central Register of Controlled Trials and EMBASE and in secondary databases, using the terms "Cerebral Palsy" and "Infant" and "Communication Aids for Disabled" and "Language Development". The terms were included with their related terms and in the language indicated and required by each database. There was no language restriction, regardless of the year of publication until April 2019, which presented in the title, abstract or body of the article a relation with the research objective and the eligibility criteria. After data extraction, the measurements were transformed into percentages and described in a qualitative synthesis. Four hundred and twenty-seven articles were found in the databases, and after analysis 6 articles were included. The hand planks were the most used by the studies found, although their constructions were made through a computerized symbolic system. In all studies found, improvements in children&#8217;s communication skills were identified, regardless of the resource and mode of access used. All augmentative and/or alternative communication methods used in the studies showed benefits for the communicative skills of children with cerebral palsy.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Paralisia Cerebral]]></kwd>
<kwd lng="pt"><![CDATA[Criança]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Auxílios de comunicação para pessoas com deficiência]]></kwd>
<kwd lng="en"><![CDATA[Cerebral Palsy]]></kwd>
<kwd lng="en"><![CDATA[Child]]></kwd>
<kwd lng="en"><![CDATA[Communication]]></kwd>
<kwd lng="en"><![CDATA[Communication aids for people with disabilities]]></kwd>
</kwd-group>
</article-meta>
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