Magister Legum - LLM

O presente estudo teve por objetivo a investigação de estratégias terapêuticas para auxiliar na intervenção fonoaudiológica quanto ao desenvolvimento das habilidades auditivas de atenção, detecção, discriminação, reconhecimento, memória e compreensão de crianças com deficiência auditiva usuárias de IC. Elaborou-se material de orientação a fonoaudiólogos, composto por livro e DVD ilustrativo. Dezessete fonoaudiólogas, responsáveis pela terapia aurioral de dezessete diferentes crianças implantadas, receberam o material de orientação e o utilizaram durante o período de seis meses, durante os quais o material e as crianças foram por elas avaliados. As crianças passaram por avaliações periódicas quanto ao desenvolvimento das habilidades auditivas no Centro de Pesquisas Audiológicas (CPA) do Hospital de Reabilitação de Anomalias Craniofaciais (HRAC) da Universidade de São Paulo (USP). Todas as crianças evoluíram quanto aos aspectos de audição e de linguagem avaliados pelas Escalas Integradas de Desenvolvimento e questionário IT-MAIS. Todas, exceto uma, evoluíram quanto às Categorias de Audição. Todas as estratégias utilizadas foram avaliadas como muito boas ou ótimas quanto à facilidade de compreensão e acesso ao material sugerido. A facilidade de execução e a motivação da criança durante a execução das estratégias tenderam a melhorar conforme a sua utilização seqüencial. O cumprimento dos objetivos propostos nas estratégias foi diretamente influenciado pela facilidade de execução e motivação da criança. Foi possível concluir que a terapia fonoaudiológica aurioral com estratégias terapêuticas elaboradas a partir de atividades lúdicas apropriadas ao desenvolvimento cognitivo da criança contribuiu para o desenvolvimento das habilidades auditivas e de linguagem, em um período de seis meses de intervenção. / This work aimed at investigating therapeutic strategies to aid in speech therapy intervention, as to the development of hearing skills such attention, detection, discrimination, recognition, memory and understanding of children presented with hearing impairment, users of CI. A material comprising a book and an illustrative DVD to guide speech therapists, was compiled. Seventeen female speech therapists, responsible for the aurioral therapy of 17 implanted children, received this guiding material and utilized it for a six-month period, during which they assessed both the material and the children who underwent periodical evaluations as for the development of hearing abilities, at the Audiological Research Center (CPA) with the Craniofacial Anomalies Rehabilitation Hospital (HRAC) of the São Paulo University (USP). All children progressed in terms of hearing and language, as assessed by the Development Integrated Scales and IT-MAIS questionnaire All, but one, progressed as for Hearing Categories. All strategies used were regarded as quite good or excellent as for the easy understanding and access to the material suggested. The easy execution and motivation of the child, as strategies were performed, tended to improve according to their sequential utilization. The accomplishment of goals set in the strategies was directly influenced by the easy execution and motivation of the child. It was concluded that the aurioral speech therapy with therapeutic strategies elaborated out of ludic activities suitable for the child´s cognitive development, contributed to the development of hearing and language skills, in a six-month intervention period.

Para que o indivíduo esteja engajado no uso do Aparelho de Amplificação Sonora Individual (AASI), é necessário que esteja motivado no seu processo de reabilitação e o profissional, tendo como ponto de partida a identificação do estágio motivacional do paciente, poderá apoiá-lo ao longo desse processo. Neste estudo foram realizados 2 experimentos distintos. O experimento 1 teve como objetivo caracterizar os perfis estabelecidos pela análise de clusters da Escala de Estágios de Mudança para Deficientes Auditivos (URICA-Audição), com base nos estágios motivacionais para a mudança em pacientes com deficiência auditiva. O experimento 2 teve como objetivo verificar se a URICA-Audição é sensível na identificação dos estágios de mudança em indivíduos submetidos à reabilitação auditiva. No experimento 1, foram analisados 200 protocolos preenchidos por indivíduos candidatos e usuários de AASI, com idade entre 24 e 94 anos, sendo 52 candidatos e 148 usuários de AASI há pelo menos um mês. Foi aplicada a URICA-Audição, composta por 25 itens divididos em cinco subescalas, com cinco itens cada: Pré-contemplação, Contemplação, Preparação, Ação e Manutenção. Para a análise dos resultados, foi realizada a Análise de Cluster Hierárquica por meio do método de centroides. Esta análise resultou em um total de 16 clusters distintos e, na solução encontrada, 167 sujeitos (83,5% da amostra) foram distribuídos em 8 clusters principais que continham mais de 10 participantes cada; 21 sujeitos (10,5% da amostra) se distribuíram em outros 3 clusters menores com 6 a 9 participantes; e 12 sujeitos (6% da amostra) se distribuíram em 5 clusters com 1 a 4 participantes cada. Dessa forma, verificou-se que os perfis dos pacientes subdividem-se em mais do que apenas 4 ou 5 estágios, como que em um continuum e, que a URICA-Audição é uma medida que pode, potencialmente, ser utilizada para avaliar onde os pacientes encontram-se no decorrer do seu processo de reabilitação auditiva. No experimento 2, foi realizado um estudo com avaliação pré e pósintervenção em usuários de AASI. Os participantes participaram em 4 sessões de reabilitação auditiva e responderam questionários avaliativos no início e no final da pesquisa. Os resultados indicaram que houve diferença nos momentos pré e pós-intervenção, no fator Ação/Manutenção da amostra estudada, assim como, na prontidão para a mudança do grupo. Houve correlação significante entre o tempo de uso do AASI na pós-intervenção com o estágio de Ação/Manutenção. Toda a amostra do presente estudo teve progressão nos estágios de mudança após a reabilitação auditiva. Apesar da amostra reduzida, foi possível realizar um estudo de reabilitação auditiva utilizando os preceitos do MTT, no entanto, é necessária a realização de outros estudos visando estabelecer estratégias de aconselhamento em reabilitação auditiva para cada estágio de mudança de comportamento. / In order for the individual to be engaged in the use of the Hearing Aid (HA), it is necessary that he is motivated in his rehabilitation process and starting with the identification of the patient\'s motivational stage the professional can support him throughout this process. There were performed two different experiments in this study. Experiment 1 aimed to characterize the profiles established by the clusters analysis of the Stages of Change for the Hearing Impaired Scale (URICA-Hearing) based on the motivational stages for change in patients with hearing impaired. Experiment 2 had as objective to verify if the URICA-Hearing is sensitive in the identification of the stages of change in individuals submitted to auditory rehabilitation. In the Experiment 1, two hundred protocols were filled out by candidates and users of HA, aged between 24 and 94 years, of which 52 were candidates and 148 were users of HA for at least one month. It was applied the URICA-Hearing that is composed of 25 items divided into five subscales, with five items each subscale: Pre-contemplation, Contemplation, Preparation, Action and Maintenance. For the analysis of the results, the Hierarchical Cluster Analysis was performed by means of the centroid method. This analysis resulted in a total of 16 distinct clusters and, in the solution found, 167 subjects (83.5% of the sample) were distributed in 8 main clusters that contained more than 10 participants each; 21 subjects (10.5% of the sample) were distributed in 3 other smaller clusters with 6 to 9 participants; and 12 subjects (6% of the sample) were distributed in 5 clusters with 1 to 4 participants each. Thus, it was verified that patients\' profiles were subdivided into more than 4 or 5 stages, as in a continuum, and that URICA-Hearing is a measure that can potentially be used to assess where the patients are in the course of their auditory rehabilitation process. In Experiment 2, an study with pre and post-intervention evaluation was performed in HA users. Subjects participated in 4 sessions of auditory rehabilitation and answered evaluative questionnaires at the beginning and at the end of the research. The results indicated that there were differences in the pre and post-intervention moments, in the Action/Maintenance factor as well as in the readiness to change of the studied sample. There was a significant correlation between the time of use of the HA in the post-intervention with the Action/Maintenance stage. All the sample of the present study had progression in the stages of change after the auditory rehabilitation. Despite the reduced sample, it was possible to perform a hearing rehabilitation study using the TTM precepts, however, it is necessary to carry out other studies aimed at establishing auditory rehabilitation counseling strategies for each stage of behavior change.

Made available in DSpace on 2016-03-15T19:40:29Z (GMT). No. of bitstreams: 1 Margarete Ligia Pinto Vieira.pdf: 1170117 bytes, checksum: 808aef17e6d653573a2debde3ae865fa (MD5) Previous issue date: 2008-01-29 / Fundo Mackenzie de Pesquisa / To identify and to understand the conditions provided by the teachers in a special education school classroom for hearing impaired students was the objective of this investigation carried out in a school placed in the greater São Paulo area. Data collected during 2007 included semi-structured interviews and videos recorded from August to October showing a hearing impaired student performing activities related to the learning of Portuguese in the classroom, assisted by two hearing teachers. Qualitative analysis was considered for such data based on the David Ausubel's (1969) theory of significant learning; on the contributions of Moreira(1983), Masini (1999,1993, 2002) e Moreira; Masini (2006); and on the studies on hearing impairment by Moura (1993, 2000), Quadros (1997), Skliar (1999 e 1997) e Salles (2004) on the sociolinguistic aspects on the learning of written language. Bridges of knowledge were built on their contributions. The main finding was that the condition mostly contributing for learning was the connections established from the information the student already had. The hearing impaired student observed herein had no communication skills on the Brazilian Sign Language (LIBRAS), did not present any interaction with the teachers and, therefore, no achievements were noticed on his/her ability for perceiving, elaborating and learning new concepts. / Este estudo teve como objetivo identificar e entender as condições oferecidas pelo professor em situação de sala de aula para a ocorrência de aprendizagem significativa do aluno Surdo em uma Escola Especial. A pesquisa foi realizada em uma Escola Especial no Município da Grande São Paulo que atende crianças e jovens com deficiências e alunos Surdos. Foram coletados dados durante o ano letivo de 2007, por meio de entrevista semi-estruturada e gravação em vídeo de algumas atividades em Língua portuguesa, em situações em sala de aula, oferecidas por duas professoras ouvintes a uma aluna surda nos meses de agosto, setembro e outubro. Para análise dos dados foi adotada a modalidade qualitativa. Esta investigação fundamentou-se nos princípios teóricos da Aprendizagem Significativa de David Ausubel (1969); nas contribuições de Moreira (1983), Masini (1999,1993, 2002) e Moreira; Masini (2006); e nos estudos sobre o Surdo de Moura (1993, 2000), Quadros (1997), Skliar (1999 e 1997) e Salles (2004) no que tange ao processo sociolingüístico da aquisição da língua escrita. Os principais achados da indicaram que as condições que oferecem aprendizagem significativa são as que permitem ao aluno estabelecer relações com as novas informações a partir do que já possui armazenado na sua estrutura cognitiva; que o aluno Surdo na situação investigada não teve comunicação por meio da Língua Brasileira de Sinais - LIBRAS nem apresentou interação com o professor, e, dessa forma, não foram registrados ganhos em seu perceber, elaborar e adquirir conceitos.

Die hoofdoelstelling van die navorsing was om die ontwikkelende sosialisering van adolessente met ernstige gehoorverlies met hul normaalhorende portuur te begryp en te beskryf. Die navorsingsvraag was, Hoe ontwikkel die adolessent met ernstige gehoorverlies sosiale verhoudings met sy/haar normaal horende portuurgroep? ‘n Ondersoek na vier adolessente met ernstige gehoorverlies is gedoen, om hul interaksiesituasie met hul horende portuurgroep beter te begryp. Die studie het ‘n meervoudige gevallestudie-ontwerp gevolg vanuit die postmoderne interpretiwistiese perspektief. Bronfenbrenner se bio-ekologiese sisteemteorie is benut as die teoretiese basis vir die studie, ten einde die totale konteks van die adolessent met gehoorverlies te begryp. Die deelnemers is volgens die maksimum variasiebeginsel gekies en die data is met behulp van kwalitatiewe metodes, naamlik observasies en onderhoude, ingesamel. Die analiseproses het uit gerigte tematiese analise en analitiese vergelyking bestaan. Die resultate het getoon dat interaksie tussen adolessente met gehoorverlies en hul normaal horende portuur suksesvol kan geskied, maar dat dit met bepaalde hindernisse (soos oningeligtheid en onsekerheid omtrent die gehoorverlies) gepaard gaan en van beide partye word aanpassings geverg. Individuele bates van die adolessent met gehoorverlies moet ook benut word en uitgebou word om die minder sterk punte te ondersteun. Die adolessent met gehoorverlies se spraak (artikulasie) en spraakleesvermoë is van kernbelang ten einde deur die horende gemeenskap verstaan te word, asook om hulle te verstaan. Gereelde deurlopende blootstelling aan die horende gemeenskap wat deur die ouers gefasiliteer word, blyk die sleutel te wees tot suksesvolle interaksie en integrasie in die breë gemeenskap. ENGLISH ABSTRACT: The main purpose of the study was to understand and describe the developing socialization of adolescents with severe hearing loss with their normally hearing peers. The central research question was, How does the adolescent with severe hearing loss develop social relationships with his/her normally hearing peers? The research was conducted with four adolescents with severe hearing loss, better to understand their interactive situation with their normally hearing peers. The research took the form of a multiple case study design, conducted from the postmodern interpretive perspective. Bronfenbrenner’s bio-ecological systems theory formed the theoretical basis of the study, to understand the full context of the adolescent with hearing loss. Participants were selected in accordance with the maximum variation sampling principle. Data were collected by qualitative methods, namely observations and interviews. The data analysis consisted of focussed thematic analysis and analytical comparison. The results showed that interaction between adolescents with hearing loss and their normally hearing peers can be successful, but it is accompanied by certain challenges such as a lack of information and uncertainty about the hearing loss and adaptations are required from both parties. The individual assets of die adolescent with hearing loss should be utilised and developed to support the weaker characteristics. The speech- and speech reading skills of the adolescent with hearing loss are of the utmost importance to be understood by the hearing community as well as to understand them. Continual exposure to the hearing community, facilitated by the parents, appears to be key to the successful interaction and integration into the broader community. / Dissertation (MEd)--University of Pretoria, 2008. / Educational Psychology / unrestricted

The purpose of the present study was to test the use of visually displayed EMG biofeedback as a means for training hearing impaired adolescents to reduce anterior temporalis or frontalis muscle tension . Five male and four female hearing impaired students between the ages of 13 and 15 were chosen from the California School for the Deaf, Fremont, CA to serve as participants. Each participant was randomly assigned to either an experimental or control condition. Participants in the experimental groups were given five 15 minute EMG biofeedback training sessions. An additional group of 4 adolescents with normal hearing from Marshall Junior High School, Stockton, CA served as a hearing control group. The dependent measure was a 5 minute pretest and post-test measurement of muscle tension (in microvolts). Split-plot analyses were performed to determine if there were significant differences between a ) the .hearing impaired experimental and the hearing impaired control groups, b) the hearing impaired control and the hearing control groups, and c) the hearing impaired experimental group and the hearing control group. Results of the analyses showed that at post-test both the hearing impaired experimental group and the hearing control group showed a significant decrease in muscle tension F(1,7)=5.85 p< .05. The interaction was nonsignificant. Comparison of the two control groups showed that at post-test the two groups were not significantly different in levels of muscle tension. The comparison between the hearing impaired experimental and the hearing control groups resulted in a significant interaction (Group X Time of Testing) F( 1,6)=9.47, p=.02, and the main effect for time of testing approached significance.

Spel har förvandlats till en mainstream underhållningskälla och har utvecklats tillsammans med teknologin. Till en nivå som nyttjar en spelares alla sinnen för att fördjupa de i ett spel. Uppmärksamheten kring tillgänglighet inom spel har dock försvagats.Detta examensarbete undersöker de tillgängliga lösningarna som syftar till att hjälpa döva eller hörselskadade, främst när det gäller situationsmedvetenhet genom att ersätta ljud med en visuell representation. De i skrivande stund tillgängliga lösningarna jämförs sedan med resultaten i relaterad forskning och en undersökning som genomfördes för detta arbete. Målsättningen var att hitta vad som fungerade som en visuell representation av ljud, med undersökningssvaren som ger insikt i döva och hörselskadade individers perspektiv på lösningarna.Dessa resultat kan fungera som en referenspunkt för utvecklare som vill implementera en visuell representation av ljud eller liknande funktion i deras spel. / Video Games have turned into a mainstream source of entertainment and have evolved alongside technological improvements. To the point of being able to bring the player immersive gaming experiences that rely heavily on their senses. However, the attention to the accessibility aspects of video games has been lagging behind.This thesis explores the available solutions that aim to help Deaf or Hard of Hearing (DHH) players, primarily in terms of situational awareness by substituting audio with a visual representation. The currently available solutions are then compared with the findings in related research and a survey that was conducted for this paper. The objective was to find what worked as a visual representation of audio, with the survey responses providing insight into DHH players perspective.These findings can serve as a reference point for developers who want to implement a visual substitute for audio or a similar feature intheir game.

The theoretical part of the presented work focuses on the description of the characteristics of a secondary school pupil, hearing impairment and possibilities of education of pupils with hearing impairment in the Czech Republic. Finally, it touches on the issue of distance education, a theme that has currently been very topical. The aim of the practical part of the work was to describe the course of distance education of pupils with hearing impairment in the secondary school for the hearing-impaired during the closure of schools in the academic year 2020/2021. For the purposes of the work, three Czech secondary schools for the hearing-impaired were selected. To achieve the research goal, a qualitative research design was used. Eleven teachers from the selected schools were interviewed. The interviews were then analyzed by open coding. The results of the research showed that from the teachers' point of view, distance learning appears to be demanding, ineffective, and has a number of negative effects on students with hearing impairment such as social separation from the Deaf community they identify with at school. KEYWORDS distance learning, pubescence, interwiew, hearing impairment, secondary school for the hearing-impaired

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Developmental Sentence Scoring (DSS) and the Language Assessment, Remediation, and Screening Procedure (LARSP) are among the more common analyses for syntax and morphology, and automated versions of these analyses have been shown to be effective. This study measured the accuracy of automated DSS and LARSP on the written English output of six prelingually deaf young adults, ranging in age from 18 to 32 years. The samples were analyzed using the DSS and LARSP programs on Computerized Profiling; manual analysis was then performed on the samples. Point-by-point accuracy for DSS and for each level of LARSP was reported. Characteristics of the participants' language at the clause, phrase, and word levels were described and discussed, including the implications for clinicians working with this population.