The purpose of this presentation is to describe the application of The International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY) (WHO, 2007) as a framework for international collaboration with the aim of translating an outcomes measure and to field test the clinical applicability and cultural validity thereof.

This paper explores literature on the effects of communication disorders on the social development of children. The paper discusses such topics as the effects of communication disorders on personality development, the ability to make friends and resolve conflict with peers, and academic success. It also discusses the influences of multiculturalism and bilingualism on the diagnosis of communication disorders and reflects on the importance of awareness of cultural differences in communication style to avoid a misdiagnosis. Research shows that without intervention and treatment communication disorders can have irreversible detrimental effects on a child’s ability to develop effect social-communication, to make friends, and to be successful in academic pursuits. Intervention strategies are discussed, such as group and individual therapy, as well as social skills and communication skills treatment. Effective intervention can help children overcome or avoid many of the negative effects of communication disorders and can allow them to reach their developmental potential and achieve success in many areas of life.

Many positive outcomes have been documented for children with hearing loss utilizing current treatment approaches such as early identification and intervention, including appropriately fit sensory devices and communication modes that focus on listening and spoken language. However, challenges related to social-emotional development have been widely observed. The development of communication skills in children with hearing loss is impacted by many factors, including the degree of hearing loss, the child's age at onset and identification, the presence of other disabilities, and when the child receives intervention. While there are a variety of therapeutic options available for children with hearing loss to develop communication skills, listening and spoken language is of particular interest to parents with normal hearing. In addition to affecting social competence and participation, problems with social-emotional development are linked to poor academic performance. This study examined the social-emotional development of a small group of young children who communicated using listening and spoken language as measured by parent and caregiver report. Three psychosocial scales were used to evaluate the children's social-emotional development in comparison to peers. These results were analyzed within the context of other demographic variables. One of the five children was identified as facing problems with social-emotional development.

Diss. Linköping : Linköpings universitet, 2007.

Made available in DSpace on 2015-07-22T20:50:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-03-31 / Introdução: A saúde se depara com um novo desafio: gerenciar adequadamente as doenças crônicas incapacitantes, comuns nos idosos, como as demências - quadros importantes por prejudicarem de forma significativa o sujeito acometido e seus cuidadores. A comunicação também sofre alterações desde a fase inicial da Demência, podendo causar impacto negativo no seu portador e no cuidador. Os estudos revisados que analisaram a relação entre as inabilidades comunicativas dos idosos com demência e o estresse dos seus cuidadores principais o fizeram de forma indireta. Não se verificou, dentre os estudos revisados, nenhum que analisasse a correlação entre estas inabilidades e a qualidade de vida dos cuidadores. Objetivos: 1)Verificar o impacto das inabilidades funcionais de comunicação de idosos com demência na sobrecarga e na qualidade de vida dos seus cuidadores principais. 2)Identificar se existe associação entre as inabilidades funcionais da comunicação e os distúrbios do comportamento dos idosos com demência. Em caso afirmativo, identificar se há associação entre os distúrbios do comportamento, a sobrecarga e a qualidade de vida dos seus cuidadores principais. Métodos: Trata-se de um estudo observacional transversal analítico prospectivo, realizado num Serviço público de Referência em Assistência à Saúde do Idoso em Alagoas, Brasil, com os cuidadores principais de idosos com Demência de Alzheimer ou Demência Mista, em uso de medicação anticolinesterásica, sem outras alterações neurológicas e/ou psiquiátricas não esperadas nestes quadros. Avaliou-se o impacto das inabilidades funcionais da comunicação (Questionário de Avaliação Funcional das Habilidades de Comunicação da Associação Americana de Fonoaudiologia - ASHA-FACS) no estresse do cuidador (Escala Careviver Burden Scale - CBS) e na qualidade de vida do mesmo (Questionário de Qualidade de Vida Abreviado da Organização Mundial de Saúde – WHOQoL – Bref), analisando-se ainda a relação destas inabilidades com os distúrbios do comportamento dos idosos, e destes, por sua vez, com o estresse e a qualidade de vida dos cuidadores, mediante Correlação de Spearman (SPSS 17.0). Resultados: Verificou-se correlação estatisticamente significante entre a sub-escala Comunicação Social das Habilidades Comunicativas (ASHA-FACS) e o Domínio Psicológico da Qualidade de Vida, bem como entre as Necessidades Básicas, o Valor Médio de Independência Comunicativa (ASHA-FACS) e o item “Depressão e Disforia” do Inventário Neuro-Psiquiátrico. Este, por sua vez, se correlacionou com as escalas “Decepção” e “Ambiente” do Estresse (CBS). Conclusões: As inabilidades funcionais de comunicação social destes idosos com demência tiveram impacto no aspecto psicológico da qualidade de vida de vida dos seus cuidadores principais, mas não na sobrecarga deles. Há indícios de que associação indireta entre as inabilidades comunicativas dos demenciados e a sobrecarga dos seus cuidadores, mediada pelos distúrbios do comportamento dos idosos com demência. / Background: Health is facing a new challenge - the managing of incapacitating chronic disease, common among the elderly such as dementia, which affects significantly both the sick individual and their caregiver. The impairment of communication since the early stage of dementia may cause negative impact on the old people with dementia and their caregivers. The reviewed studies that evaluated the relationship between communicative inabilities of elderly people with dementia and the burden of their caregivers did so indirectly. There was, among the studies reviewed, none that examine the correlation between these disabilities and quality of life of caregivers. Objectives: 1) To verify the impact of functional communicative inabilities of old people with dementia on the burden and quality of life of their primary caregivers. 2) To verify the association between these inabilities and behavior disorders in old people with dementia, and, so, between this behavior disorders, burden and quality of life of the caregivers. Methods: This is an observational cross-sectional analytical study in a geriatric public service in Maceió, Alagoas, Brazil. The sample comprised 50 elderly with Alzheimer’s disease isolated or associated to vascular dementia and their primary caregivers, on anticholinergic drugs without neurological and psychiatric disorders that are not commonly associated to dementia, and their primary caregivers (Study Group – SG), and 100 controls (Control Group – CG) – 50 healthy old people (matched for sex, age and literacy) plus 50 people who had close contact with the former. We evaluated the impact of functional communicative inabilities of old people with dementia (Questionnaire Functional Assessment of Communication Skills of the American Speech - ASHA-FACS) on the burden (Caregiver Burden Scale - CBS) and quality of life (World Health Organization Quality of Life Questionnaire - short version - WHOQOL - Bref) of their primary caregivers. We also analyzed the association between these inabilities and behavioral disorders of the old people with dementia in SG, and so, between the former, burden and quality of life of their caregivers, using Spearman correlation (SPSS 17.0). Results: There was a statistically significant correlation between the Social Communication (ASHA-FACS) and Psychological domain of Quality of Life (WHOQoL-Bref), as well as between Communication of Basic Needs, the Independence Communicative Index (ASHA-FACS) and "Depression and Dysphoria" of Neuro-Psychiatric Inventory. This, in turn, correlated with the “total index” of Burden (CBS). Conclusions: The functional inability of social communication of old people with dementia proved to have a psychological impact on the quality of life of their caregivers. There was probably an indirect association between the communication inabilities in dementia and the burden of the caregivers, mediated by the behavior disorders in the old people with dementia. / TEDE / BV UNIFESP: Teses e dissertações

The present study aimed to analyse the formation and the training of physical education teachers regarding the identification, referral and performance with students who exhibit disorders of human communication. The study is quantitative character, is characterised as transversal and its methodological option to exploratory-descriptive research but also the analytical character. In the first stage of the study to analyze the initial training of teachers, 426 were analyzed curricula (curricular or curricular grids arrays) online physical education courses-Degree of public and private universities throughout Brazil, referring to identify whether the theme of human communication Disorders is covered or not. . It can be concluded at this stage that 99% of the courses studied, not address the topic in his starting line-up. In the second stage of the research, to analyze the training of teachers, were contacted to participate in the entire study population of physical education teachers in the city of Santa Maria-RS (88 teachers), for which he was sent the link to the data collection instrument and, of these, 62 were respondents, which was constituted in the sample of this research. The data were collected with the Google Docs Offline tool ®, with autoaplicado questionnaire. For data analysis we used descriptive statistics of the variables studied, using frequency distribution, and the results, grouped into tables. At the end of this step, it is concluded that the majority of teachers, from its initial formation, do not consider themselves empowered to identify, escalate and work with students with disorders of human communication. Given this context, it is possible to point out the need for a reorganization of the curriculum of the course in question, so that we can reflect on what do teacher. It is evident the need for physical education teachers have knowledge on the subject of study, in order to intervene and minimize their effects, in search of help in the development of the communication of its students in its prevention and treatment, and to provide a better quality of life and teaching-learning students under its guidance. / O presente estudo teve como objetivo analisar a formação e a capacitação de Professores de Educação Física quanto à identificação, encaminhamento e atuação com alunos que apresentem Distúrbios da Comunicação Humana. O estudo é de caráter quantitativo, caracteriza-se como transversal e tem como opção metodológica a pesquisa exploratório-descritiva e caráter analítico. Na primeira etapa do estudo para análise da formação inicial dos professores, foram analisados 426 currículos (matrizes curriculares ou grades curriculares) online dos cursos de Educação Física Licenciatura das Universidades públicas e privadas de todo o Brasil, referente a identificar se o tema Distúrbios da Comunicação Humana é abordado ou não. Pode-se concluir nesta etapa que 99% dos cursos analisados, não abordam o tema na sua formação inicial. Na segunda etapa da pesquisa, para análise da capacitação dos professores, foram contatados para participação no estudo toda a população de Professores de Educação Física da cidade de Santa Maria-RS (88 professores), para os quais foi enviado o link do instrumento de coleta de dados e, destes, obtiveram-se 62 respondentes, que se constituiu na amostra desta pesquisa. Os dados foram coletados com a ferramenta Google Docs Offline®, com questionário autoaplicado. Para análise dos dados utilizou-se estatística descritiva das variáveis estudadas, adotando-se distribuição de frequência, e os resultados, agrupados em tabelas. Ao término desta etapa, conclui-se que a maioria dos professores, a partir de sua formação inicial, não se consideram capacitados para identificar, encaminhar e atuar com alunos com Distúrbios da Comunicação Humana. Diante deste contexto, é possível apontar a necessidade de uma reorganização dos currículos do curso em questão, para que se possa refletir sobre o fazer docente. Fica evidente a necessidade de que os Professores de Educação Física tenham conhecimento a respeito do tema de estudo, a fim de intervir e minimizar seus efeitos, na busca do auxilio no desenvolvimento da comunicação de seus alunos, na sua prevenção e no seu tratamento, e á proporcionar uma melhor qualidade de vida e de ensino-aprendizagem aos alunos sob sua orientação.

Responses of 122 children were obtained on two measures of central auditory processing to establish normative data. Children aged 6.5 through 12.5 years were tested for humming and tapping responses to the Pitch Pattern Sequence Test (PPST) and the two- and four-digit Dichotic Digit Tests (DDT). Children between ages 6.5 and 9.5 years showed progressively better scores on the tapping response of the PPST and on the four-digit DDT. Children above 9.5 years of age demonstrated adult-like responses on both tests. No differences were demonstrated in performance of children aged 6.5 through 12.5 years on the two-digit DDT or on the humming response of the PPST.

Research in the area of clinical supervision has historically been limited, especially in the field of speech-language pathology. Furthermore, those few studies that do exist were primarily published during the decade of the 1980's. Clinical supervision, and specifically its critical component of supervisory feedback, is crucial to all clinical training programs. However, supervision research only mentions the topic of supervisory feedback and neglects the relationship between supervisory feedback preferences and actual supervisory practices. This study was designed to identify and compare supervisor and supervisee preferences and perceptions regarding supervisory feedback, to relate these preferences to a continuum-based model of clinical supervision, and to compare the feedback preferences of all participants to actual supervisory practices. Supervisory feedback preferences and perceptions were obtained by using a 31-item Supervisory Feedback Preferences and Perceptions Questionnaire (SFPPQ) developed for this study. Supervisory practices relevant to feedback were examined and described by collecting written feedback from participating supervisors at three different points within a six-week period of supervisory interaction. Participants included 37 speech-language pathology graduate students and 10 supervisors from two ASHA-accredited university training programs. Results revealed that both supervisors and student clinicians prefer verbal, in-person feedback, which is provided immediately and consistently after each treatment session. Additional preferences supported the continuum-based model of clinical supervision; however, actual practices did not reflect adherence to this model. Findings regarding supervisory practices revealed that supervisors gave mainly direct feedback to their supervisees and that this feedback did not change over time, unlike that suggested by the continuum model. Although no link was found between level of supervisory experience and nature of feedback given, clinicians with advanced experience levels received a higher percentage of direct feedback. This finding again contradicts the recommended model of supervision. This research expands and extends the limited amount of supervision literature, delineates areas for future research, and discusses implications for future clinical and supervisory training. These implications include information related to specialized supervisory training and styles of adult learning.

This study surveyed speech-language pathologists (SLPs) working in medical settings in the state of Florida in order to: (a) assess the availability of AAC devices, related materials, and services in acute, sub-acute, long-term care, and outpatient medical facilities, (b) examine barriers and supports in providing AAC services to patients with complex communication needs (CCN) in the aforementioned settings, and (c) determine perceived levels of AAC knowledge of health care practitioners. One of the study's major findings was that 97.59% of SLPs served at least one patient they identified as having CCNs, and 94.1% of respondents indicated that their patients could benefit from increased access to AAC devices and service delivery. A notable finding relating to the need for increased AAC-related communication partner instruction (CPI) is as follows: 97% and 100% of respondents indicated that increased CPI for medical practitioners/staff and family members, respectively, were important elements in order to ensure functional communication for individuals with AAC needs in the medical setting. Major barriers to providing AAC services related to device access (i.e., lack of AAC supports / devices, lack of funding for equipment, length of time of device funding). Other barriers were related to the nature of medical settings (i.e., frequently changing caseloads, limited time with patients) and demands of the job (i.e., lack of time to prepare AAC materials / devices). Supports to providing AAC services included low-tech AAC options and mobile technologies. In terms of practitioner knowledge, 57.6% of respondents rated themselves not at all or somewhat knowledgeable regarding AAC. Physicians, nurses, and other rehabilitation professionals were rated as less than knowledgeable by 95%, 97%, and 84.3% of participants, respectively. Overall, the findings of this study suggests there is a high prevalence of patients in medical settings with AAC needs, and some face unmet communication needs resulting from barriers related to the setting itself, lack of access to AAC devices and materials, and limited time spent on AAC service delivery.

The thesis deals with severe speech impairments, which require using assistive verbal devices as the means of everyday communication. Its main objective was to create an augmentive communication appplication for a mobile phone. The thesis specifies some severe communication disorders, mentions available communication applications for mobile phones and gives a description of developing and trial testing of the application. The appliaction is primarily intended for children of pre-school and younger school age who suffer from sever communication disorders. Its main purpose is to support the target groupe in communication with other people.