No description available.

No description available.

No description available.

The general purpose of this study was to increase the knowledge about graduate-level trained personnel in the area of deafness. The first group of subjects were master's and doctoral degree graduates from The University of Arizona Rehabilitation Counseling with the Deaf Program who graduated during the period of June, 1969, to June, 1977. A total of 45 of a possible 60 graduates were included in the study. The second group of subjects were employers of the graduates. A total of 36 of a possible 45 employers were included in the study. Information from the two groups of subjects was obtained from questionnaires especially developed for use in this study.The results of the study show that the sex of the graduates was evenly divided between male and female; that the majority of graduates started the Program in the early 1970s and that twelve of the graduates had a hearing loss. Twenty-eight of the 45 graduates worked with the hearing impaired before entering the program. The employment history of the graduates since graduation from the Program showed that the majority worked in positions related to the profession of rehabilitation and that they have stayed in the field over a period of years.Furthermore, 86% of the graduates who were working at the time of the study were employed in positions related to hearing impaired populations. The majority of the master's degree graduates worked in positions as counselors or administrators , whereas the doctoral degree graduates worked in positions as professors or administrators. The median salary at the time of the study was $13,994 for the master's degree graduates and $24,000 for the doctoral degree graduates . The results showed that slightly over one-half of the graduates were working in school or rehabilitation education settings at the time of the study. Another one-fourth were working for State-Federal Vocational Rehabilitation programs. The graduates performed a wide variety of duties in the various settings. The 29 graduates who listed counseling spent a median amount of only 25% of their time on this activity. The amount of "paper work" that the graduates were doing increased substantially from past positions to the positions they held at the time of the study. The graduates gave a large number of reasons for entering the Program. The most frequently mentioned reasons for entering were to fulfill a goal of working with deaf people and to increase their skill in counseling deaf people. The graduates rated "Manual Communication Skills" as the component of the curriculum they thought was the most relevant to their present position. This component was followed closely by that of "Practicum and Internship" and "Medical-Psychological-Social Aspects of Disabilities." "Rehabilitation-related Knowledge" and "Research and Testing" received the lowest ratings. The most frequently suggested way to improve the program was through more emphasis on counseling theory and practical applications of the theories. The second most frequently mentioned suggestion was to provide more exposure to deaf residents of the community.The employers of the graduates seemed to be satisfied with the professional competence of the graduates. Their rankings of specific areas of professional competence were for the most part in the "Above Average" or "Excellent" categories. The employers listed a number of other strengths which included such positive adjectives as empathic, caring, capable, effective, responsible, dependable, dedicated and hard working. The employers mentioned some weaknesses but in less frequently occurring numbers than the strengths. The largest single category mentioned was overcommitted or overinvolved.

published_or_final_version / Speech and Hearing Sciences / Master / Master of Science in Audiology

It is the purpose of this investigation to examine the theoretical and methodological developments in the field of aphasia, to examine therapeutic applications of such research and clinical material to the language rehabilitation of cerebrovascular accident patients, and to examine a number of existing language rehabilitation programs in the light of recent developments.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-04-05T12:25:01Z No. of bitstreams: 1 Tatiana Medeiros Deperon.pdf: 3084468 bytes, checksum: 25c018058ea863a026fad05f4842617b (MD5) / Made available in DSpace on 2018-04-05T12:25:01Z (GMT). No. of bitstreams: 1 Tatiana Medeiros Deperon.pdf: 3084468 bytes, checksum: 25c018058ea863a026fad05f4842617b (MD5) Previous issue date: 2018-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Introduction: The child's auditory experiences are influenced by the audibility of speech sounds. These experiences are modified by hearing loss, thereby altering developmental opportunities. Audibility, which can be measured by SII, has been shown to be a necessary condition for language development, since it allows access to the linguistic input. Several factors influence the development of these children and will moderate the relationship between their hearing loss and the results that each child will achieve. Vocabulary development has been shown to be a good indicator of language development. On this perspective, considering that audibility for speech sounds may not be sufficient for the development of oral language, it is necessary to analyze how these factors can interfere in the course and in ways to develop processes that facilitate rehabilitation. Objective: To identify the factors related to the development of oral language when audibility was established for speech sounds in hearing impaired children using who are hearing aid (HA) users. Methods: Sixty-five children aged 6 to 17 years old, HA users and based in the state of São Paulo, were evaluated for their receptive vocabulary performance (PPVT-4) and the relation to the following aspects: socioeconomic status, maternal education level, speech-language therapy, etiology, risk factors for hearing loss, age at diagnosis and intervention, use of the device, hearing and language categories, speech perception and audibility. Results: Within the population analyzed, audibility did not determine vocabulary performance. The variables: socioeconomic level, etiology, number of risk factors for hearing impairment, device usage and speech perception interfered in vocabulary performance. It was also verified that the chance of belonging to the group which scored greater vocabulary performance gets 84% smaller upon the increase of 1 risk factor, but increases in 55% when using the device for one extra hour per day. By relating chronological age and age equivalent in vocabulary performance, it was noted that the difference between the two indexes increases as subjects move away from the normal curve. It was observed that audibility tends to be higher in the group with higher vocabulary performance, and decreases with distance. In the group with good audibility and poor performance, late diagnosis and intervention and inconsistent device use may have been responsible for below-expected vocabulary performance. Conclusions: Factors such as: early diagnosis and intervention, device use, audibility and speech therapy are essential for language development. However, none of them stand-alone is sufficient to make this development happen, and aspects such as early diagnosis and intervention, device use, audibility and speech therapy are also fundamental for the language development to occur / dos sons de fala. Essas experiências são modificadas pela perda de audição, alterando consequentemente as oportunidades de desenvolvimento. A audibilidade, que pode ser medida pelo SII, tem se mostrado como uma condição necessária para o desenvolvimento de linguagem, pois permite o acesso ao input linguístico. Diversas variáveis influenciam o desenvolvimento destas crianças e irão moderar a relação entre a perda de audição e os resultados que cada criança vai alcançar. O desenvolvimento de vocabulário tem se mostrado um bom indicador do desenvolvimento de linguagem. Nesta perspectiva, considerando que a audibilidade para sons de fala pode não ser suficiente para o desenvolvimento da linguagem oral, cabe analisar quais e como estas variáveis podem interferir no percurso e desenvolver processos facilitadores na reabilitação. Objetivo: identificar os fatores relacionados ao desenvolvimento de linguagem oral quando estabelecida a audibilidade para sons de fala em crianças com deficiência auditiva usuárias de aparelho de amplificação sonora individual (AASI). Método: foram avaliadas 65 crianças entre 6 e 17 anos, usuárias de AASI de um centro de saúde auditiva no estado de São Paulo, quanto ao desempenho de vocabulário receptivo (PPVT-4) e sua relação com seguintes aspectos: nível socioeconômico, escolaridade materna, terapia fonoaudiológica, etiologia, fatores de risco para deficiência auditiva, idade no diagnóstico e na intervenção, uso do dispositivo, categorias de audição e linguagem, percepção de fala e audibilidade. Resultados: para a população estudada, a audibilidade não determinou o desempenho do vocabulário. As variáveis: nível socioeconômico, etiologia, número de fatores de risco para deficiência auditiva, uso do dispositivo e percepção de fala interferiram no desempenho de vocabulário. Verificou-se ainda que a chance de pertencer ao grupo com melhor desempenho de vocabulário fica 84% menor com o aumento de um fator de risco para deficiência, e aumenta 55% com o aumento de 1 hora/dia no uso do dispositivo. Ao relacionar a idade cronológica e a idade equivalente no desempenho de vocabulário, notou-se que a diferença entre os dois índices aumenta à medida que os sujeitos se afastam da curva de normalidade. Observou-se que a audibilidade tende a ser maior no grupo com desempenho de vocabulário superior, e diminui com a distância. No grupo com boa audibilidade e desempenho insatisfatório, o diagnóstico e intervenção tardios e uso inconsistente do dispositivo podem ter sido responsáveis pelo desempenho de vocabulário abaixo do esperado. Conclusões: fatores como: diagnóstico e intervenção precoces, uso do dispositivo, audibilidade e terapia fonoaudiológica são essenciais para o desenvolvimento de audição e linguagem. Entretanto, nenhum deles isoladamente é suficiente para ocasionar este desenvolvimento, e aspectos como: diagnóstico e intervenção precoces, uso do dispositivo, audibilidade e terapia fonoaudiológica também são fundamentais para que o desenvolvimento de audição e linguagem ocorra

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-11-14T13:39:22Z No. of bitstreams: 1 Lesle Maciel.pdf: 2105457 bytes, checksum: 569ddfc3d56e3def02f0761a9918655d (MD5) / Made available in DSpace on 2017-11-14T13:39:23Z (GMT). No. of bitstreams: 1 Lesle Maciel.pdf: 2105457 bytes, checksum: 569ddfc3d56e3def02f0761a9918655d (MD5) Previous issue date: 2017-10-06 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The deaf who has not developed any oral and / or signal language has not had access to assistance that introduces him to the sound world. The objective of this research is to develop a protocol of psychological assistance for the deep deaf subject who wishes to do the Cochlear Implantation procedure. Three records attended at a private hospital, from 2006 to 2009, were analyzed. A multiprofessional team (physicians, speech therapists and psychologist) was performed the medical services. Two patients were treated by the whole team and the third one was attended according to the standard protocol, being assisted by the physician and speech therapist. The criteria for selecting the medical records were: be diagnosed with severe or profound bilateral hearing loss neurosensory, prelingual with medical and phonoaudiological indication for Cochlear Implant procedures. The project was submitted and approved by the Research Ethics Committee, under number CAAE 68162017.0.0000.5482. The choice of data analysis was the Content Analysis. The results of psychological counseling in these profound pre-lingual deaf users did not meet the speech therapist criterion, but when listening to certain noises that were throughout the services symbolized and incorporated into the daily routine of their lives, dismissed of caregivers and / or companions. The recognition and symbolization of noise in sounds with meanings indicate the magnification of the subjectivity of these subjects. These results indicate guidelines for the creation of a psychological protocol that allows gains in the life quality of the subject who submits to the Cochlear Implant process, as well as autonomy and decrease in the dependence of third parties or caregivers / O surdo profundo, que não desenvolveu nenhuma linguagem oral e/ou de sinais, não tem tido acesso a assistência que o introduza no mundo sonoro. O objetivo dessa pesquisa é desenvolver um protocolo de assistência psicológica para o sujeito surdo pré lingual profundo que deseja fazer o procedimento do Implante Coclear. Foram analisados três prontuários de pessoas atendidas em hospital particular, no período de 2006 a 2009. Os atendimentos foram realizados por uma equipe multiprofissional (médicos, fonoaudiólogos e psicólogo). Em dois prontuários, os usuários foram atendidos pela equipe toda e o terceiro teve atendimento segundo o protocolo padrão sendo assistido pelo médico e fonoaudiólogo. Os critérios de seleção dos prontuários foram ser pessoa com diagnostico de perda neurossensorial severa e ou profunda bilateral, pré-linguais com indicação médica e fonoaudiológica para os procedimentos do Implante Coclear. O projeto foi submetido e aprovado pela Comissão de Ética em Pesquisa, sob número CAAE 68162017.0.0000.5482. A escolha de análise dos dados foi a Análise de Conteúdo. Os resultados da assistência psicológica nesses usuários surdos profundos pré-linguais não atenderam ao critério fonoaudiólogo, mas ao escutar certos ruídos que foram ao longo dos atendimentos simbolizados e incorporados no cotidiano de suas vidas, possibilitou a dispensa de cuidadores e ou acompanhantes. O reconhecimento e simbolização dos ruídos em sons com significados indicam a ampliação da subjetividade desses sujeitos. Estes resultados indicam diretrizes para a criação de protocolo psicológico que possibilita ganhos na qualidade de vida do sujeito que se submete ao processo de Implante Coclear, além de autonomia e diminuição da dependência de terceiros ou cuidadores