Navegando por Palavras-chave "Speech-language pathology"
Agora exibindo 1 - 4 de 4
Resultados por página
Opções de Ordenação
- ItemAcesso aberto (Open Access)Narrative competence among hearing-impaired and normal-hearing children: analytical cross-sectional study(Associação Paulista de Medicina - APM, 2010-01-01) Soares, Alexandra Dezani [UNIFESP]; Goulart, Bárbara Niegia Garcia de [UNIFESP]; Chiari, Brasilia Maria [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)CONTEXT AND OBJECTIVE: Oral narrative is a means of language development assessment. However, standardized data for deaf patients are scarce. The aim here was to compare the use of narrative competence between hearing-impaired and normal-hearing children. DESIGN AND SETTING: Analytical cross-sectional study at the Department of Speech-Language and Hearing Sciences, Universidade Federal de São Paulo (UNIFESP). METHODS: Twenty-one moderately to profoundly bilaterally hearing-impaired children (cases) and 21 normal-hearing children without language abnormalities (controls), matched according to sex, age, schooling level and school type, were studied. A board showing pictures in a temporally logical sequence was presented to each child, to elicit a narrative, and the child's performance relating to narrative structure and cohesion was measured. The frequencies of variables, their associations (Mann-Whitney test) and their 95% confidence intervals was analyzed. RESULTS: The deaf subjects showed poorer performance regarding narrative structure, use of connectives, cohesion measurements and general punctuation (P < 0.05). There were no differences in the number of propositions elaborated or in referent specification between the two groups. The deaf children produced a higher proportion of orientation-related propositions (P = 0.001) and lower proportions of propositions relating to complicating actions (P = 0.015) and character reactions (P = 0.005). CONCLUSION: Hearing-impaired children have abnormalities in different aspects of language, involving form, content and use, in relation to their normal-hearing peers. Narrative competence was also associated with the children's ages and the school type.
- ItemSomente MetadadadosPhonetic and phonological aspects of speech in Alzheimer's disease(Routledge Journals, Taylor & Francis Ltd, 2018) Cera, Maysa Luchesi; Ortiz, Karin Zazo; Ferreira Bertolucci, Paulo Henrique; Minett, ThaisBackground: Alzheimer's disease (AD) can involve changes in communication and can lead to mutism in severe cases. Oral communication may be impaired by phonetic-motor disorders, such as apraxia of speech (AOS), or by language disorders, such as aphasia. Therefore, the identification of manifestations of AOS and phonemic paraphasias in patients with AD is critical to understanding the communication changes and determining the therapeutic planning. Aims: To identify the distribution of phonetic-phonological manifestations in older patients with AD and healthy older subjects and assess whether these manifestations indicate the origin of the changes, including a predominantly phonetic-motor origin, a predominantly phonological-linguistic origin, or both. Methods & Procedures: This cross-sectional study evaluated 90 patients with AD and 30 healthy older volunteers. All of the participants underwent the same repetition task for phonetic and phonological assessments using the current classification of phonetic-phonological manifestations
- ItemAcesso aberto (Open Access)Resolução Temporal, localização e identificação de sons verbais degradados em portadores de perda auditiva unilateral com e sem dificuldade de linguagem(Universidade Federal de São Paulo (UNIFESP), 2010-02-24) Nishihata, Regiane [UNIFESP]; Chiari, Brasilia Maria [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The goal of this research is to verify the temporal resolution , sound localization and identification of degraded verbal sounds in individuals with unilateral hearing loss and investigate possible associations with learning or language disorders. Method: Twenty-six 8 to 15 year-old girls and boys participated in this study .Thirteen had normal hearing ( GSP ).Thirteen had a unilateral hearing loss ( GP ) and were divided into 2 groups: GPAD, with right hearing loss, and GPAE, with left hearing loss . An anamnesis was performed with parents who provided information about child’s auditory, communicative and linguistic behavior as well as performance at school. They informed what the risk factors were, the age of the child when they suspected there might be a hearing loss and the age when the diagnosis was established .The individuals underwent auditory processing assessment with speech in noise tests, sound localization and a gap detection test (RGDT).The data were analyzed with non- parametric tests and a 0.05 significance level. Results. There was no significant difference between the group with hearing loss (GP) and the group without hearing loss (GSP) as to temporal resolution. There was significant difference between the group with hearing loss (GP) and the group without loss (GSP) in degraded sound analysis through speech in noise test. There was significant difference between the group with hearing loss (GP) and the group without loss (GSP) in sound localization in five directions. The group with hearing loss (GP) presented more auditory, communicative and linguistic difficulties than the group without hearing loss. Within the group with hearing loss (GP), the children with right hearing loss ( GPAD ) had a history of speech and language delay, failed at school, attended school remedial programmes , and had behavioural problems more often than GPAE, the children with left hearing loss . Conclusion: Temporal resolution did not distinguish individuals without hearing loss and those with unilateral hearing loss. Individuals with unilateral hearing loss did less well in sound localization and closure tasks and did not communicate as proficiently as those without hearing loss. The Individuals with right hearing loss (GPAD) had often had speech and language delay, academic difficulty, and behavioural problems.
- ItemAcesso aberto (Open Access)Sinais de desenvolvimento de linguagem em crianças com Síndrome de Down entre 17 e 48 meses(Universidade Federal de São Paulo, 2020-12-11) Silva, Julia Rodrigues da [UNIFESP]; Perissinoto, Jacy [UNIFESP]; http://lattes.cnpq.br/6591561982003926; http://lattes.cnpq.br/2574781899855974; Universidade Federal de São Paulo (UNIFESP)Objetivo: Verificar os comportamentos de linguagem oral expressiva e receptiva em crianças de 17 a 48 meses com Síndrome de Down. Considerou-se haver desempenhos abaixo do esperado em habilidades receptivas e expressivas e no desempenho em vocabulário e habilidades morfossintáticas. Método: Estudou-se protocolos de 10 crianças, 04 meninas, com idades de 17 a 48 meses (CEP 1091/2015). Em entrevista com os pais, adotou-se a Lista de Avaliação do Vocabulário Expressivo – LAVE (Capovilla, 1997); para avaliação de habilidades morfossintáticas e semânticas, adotou-se a Avaliação de Desenvolvimento de Linguagem – ADL (Menezes, 2004) e; para avaliação de vocabulário, adotou-se o Teste de Vocabulário Auditivo (TVAud) e Teste de Vocabulário Expressivo (TVExp) Validado e Normatizado para o Desenvolvimento da compreensão e produção da fala dos 18 meses aos 6 anos (Capovilla, Negrão e Damázio, 2011). Após análise descritiva, buscou-se correlações com o Coeficiente de Spearman. Resultado: Ainda que em uma amostra reduzida, em análise descritiva observou-se desempenhos de habilidades semântico-lexicais do vocabulário e morfossintáticas, tanto receptivas quanto expressivas abaixo da média, sendo que houve melhor desempenho receptivo, especialmente nas meninas da amostra. Houve relação direta entre os desempenhos em vocabulário receptivo e habilidades receptivas avaliadas pela ADL, da mesma maneira que no vocabulário expressivo e as habilidades expressivas avaliadas pela ADL. A idade relacionou-se inversamente com as habilidades morfossintáticas expressivas da ADL. Conclusão: O desempenho em linguagem oral das crianças deste estudo esteve abaixo da média em habilidades de vocabulário e aspectos morfossintáticos de recepção e de expressão, mais evidentemente conforme aumenta a idade e a complexidade de aspectos morfossintáticos da linguagem.