Orientadora: Olga Maria Piazentin Rolim Rodrigues / Banca: Gimol Benzaquen Perosa / Banca: Sandra Leal Calais / Resumo: A interação mãe-bebê é a mais importante das interações, possibilitando à mãe o oferecimento de afetividade e segurança para um vínculo sadio e promotor do desenvolvimento do seu bebê. Muitos são os fatores que podem comprometer esse vínculo e, entre eles, estão a saúde auditiva do bebê e a saúde emocional materna. O objetivo do presente estudo foi descrever e comparar a interação de mães ouvintes e bebês com suspeita de deficiência auditiva e de mães e bebês ouvintes, associando-a com indicadores emocionais maternos. Participaram 50 díades, sendo 25 mães e bebês com suspeita de deficiência auditiva (G1) e 25 mães e bebês ouvintes (G2). Foram utilizados os instrumentos Sistema de Codificação da Interação Mãe Criança Revisado (CITMI-R), para avaliar a interação mãe-bebê e a Escala de Estresse Percebido (PSS), o Inventário de Ansiedade Traço-Estado (IDATE) e o Inventário de Depressão Beck (BDI), para avaliar a saúde emocional materna. Os dados referentes à saúde emocional desta amostra foram organizados e descritos conforme os crivos e tabelas de apuração e interpretação contidos no manual de cada instrumento. A interação mãe-bebê foi codificada de acordo com o protocolo do CITMI-R, adaptado para este estudo. Os resultados foram comparados utilizando o Teste de Mann Whitney e correlacionados utilizando o Teste de Spearman. Observou-se diferenças estatísticas entre os grupos, sendo que os bebês do G1 apresentaram menos comportamentos positivos e neutros e mais comportamentos não... (Resumo completo, clicar acesso eletrônico abaixo) / Mestre

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

Research evidence indicates that hearing aids and auditory trainers worn by school children routinely malfunction. Ensuring properly functioning amplification is a preferred educational practice and is required by PL 94-142 regulations. Research was needed to determine if schools were complying with the regulations and recommended educational procedures. This study described and evaluated procedures used by educational agencies to monitor and maintain amplification units worn by hearing-impaired students. Two examiner-developed survey intruments were mailed to residential and public day school teachers and administrators to collect data and answer 11 research questions pertaining to: (1) monitoring and maintenance procedures, (2) relationships between demographic, personnel, and placement characteristics and preferred monitoring and maintenance practices, and (3) monitoring and maintenance practices compared with a model of preferred practice. Personnel were surveyed in one residential school for the deaf in each state and a stratified random sample of 200 public day schools. A total of 310 (63%) surveys were returned from 164 (65.6%) administrators and 146 (58.4%) teachers. Results indicated that the majority of programs had some system of monitoring and maintaining amplification units, but only 54.1% (73) performed daily checks of hearing aids and 58.3% (67) performed daily checks of auditory trainers. Teachers in 76.9% of the sample reported that electroacoustic analysis was available as one part of audiologic evaluation, but not usually scheduled on a routine basis. Teachers were responsible for monitoring activities in over 75% of programs, regardless of the educational model: self-contained, resource, or itinerant. Significant positive relationships were found between (1) program size and one preferred monitoring and maintenance variable, (2) full-time audiologist and three preferred variables, (3) residential school placement and four preferred variables, (4) inservice training and three preferred variables, (5) full-time audiologist and program size and (6) full-time audiologist and residential school placement. These and additional findings suggest that while some improvement in monitoring and maintenance practices has occurred since the implementation of PL 94-142, full compliance by employing preferred professional practices has not been achieved. Recommendations are made for improving personnel preparation, monitoring and maintenance practices, and research.

Microreproduction of original thesis. / Thesis (MA)--Stellenbosch University, 1986. / ENGLISH ABSTRACT: see item for full text AFRIKAANSE OPSOMMING: sien item vir volteks.

Children with hearing loss, mostly show a significant gap in the educational, social and emotional development. After the creation of the National Hearing Health Care in 2004, hearing loss has been discussed in the context of public policies in order to determine and plan actions that aim to develop strategies for promoting quality of life. Objectives: To describe the audiological profile of children attending reference service in High Complexity; determine the map of origin of the patients; correlate hearing loss to gender and age, to identify the type and degree of hearing loss, characterize the type of apparatus Personal Sound Amplification selected and analyze the continuity of the process in the rehabilitation of speech. Methodology: a descriptive study was conducted in 129 children from 0-15 years of old who were referred to the high complexity in Hearing Health at São José Hospital, State of Sergipe. Audiometry, Impedanciometry, Evoked Otoacoustic Emissions and Auditory Brainstem Response to characterize the hearing loss, electrophysiological tests and corresponding age group behavioral responses were used. After clinical evaluation by a multidisciplinary team, the children were sent to check the Sound Amplification Device and speech rehabilitation therapy. Results: children were studied, of both genders, aged 0-15 years old. Regarding gender, 69 (53.5 %) were female. With respect to age, 91 (70.5 %) were from 11-15 years old. Regarding demographic factors, 43 (33.3 %) lived in Aracaju. Hearing loss in both ears, occurred in 124 (96.1 %) cases. According to information gathered in the interview, in 67 (51.9 %) children were reported as unknown etiology. On the type and degree of hearing loss, 111 (86.1 %) children had sensorneural loss and in 101 (78.3 %) the loss was severe to profound. The speech rehabilitation therapy was performed for 46 (35.7 %) children in the study. The Sound Amplification Device selected in 127 (98.4 %) children were of the BTE model, and 79 (61.2 %) belonging to Class |A|. Conclusion: higher percentage of female children aged 11-15 years has been identified. The sensorneural hearing loss of severe to profound bilateral showed high prevalence. The type and model of appliance Sound Amplification selected following the recommendations of the Ministry of Health Among children who did speech therapy, most reside in the capital or near the cities Hearing Health Service. / As crianças que apresentam deficiência auditiva, na sua maioria demonstram defasagem significativa no desenvolvimento pedagógico, social e emocional. Após a criação da Política Nacional de Atenção à Saúde Auditiva em 2004, a deficiência auditiva vem sendo discutida no âmbito das políticas públicas a fim de determinar e de programar ações que objetivam desenvolver estratégias voltadas à promoção da qualidade de vida. Objetivos: descrever o perfil audiológico das crianças atendidas em serviço de referência na Alta Complexidade; determinar o mapa de procedência dos pacientes; correlacionar a perda auditiva ao sexo e faixa etária; identificar o tipo e o grau da perda auditiva; caracterizar o tipo de Aparelho de Amplificação Sonora Individual selecionado e analisar a continuidade do processo na reabilitação de fala. Metodologia: foi realizado estudo descritivo em 129 crianças na faixa etária de 0 a 15 anos de idade encaminhadas ao serviço de alta complexidade em Saúde Auditiva do Hospital São José, Estado de Sergipe. Para caracterizar a perda auditiva, foram utilizados exames eletrofisiológicos e respostas comportamentais correspondentes à faixa etária: Audiometria, Impedanciometria, Emissões Otoacústicas e Potencial Evocado Auditivo de Tronco Encefálico. Após avaliação clínica realizada por uma equipe multidisciplinar, as crianças foram encaminhadas à seleção do Aparelho de Amplificação Sonora e terapia de reabilitação de fala. Resultados: foram estudadas crianças de ambos os gêneros, na faixa etária de 0 a 15 anos de idade. Quanto ao gênero, 69 (53,5%) eram do sexo feminino. Com relação à faixa etária, 91 (70,5%) apresentavam 11 a 15 anos de idade. Quanto aos fatores demográficos, 43 (33,3%) residiam em Aracaju. A perda auditiva acometeu ambas as orelhas em 124 (96,1%) dos casos. De acordo com informações colhidas na entrevista, em 67 (51,9%) crianças a etiologia foi referida como desconhecida. Quanto ao tipo e grau da perda auditiva, 111 (86,1%) crianças apresentaram perda sensorioneural e em 101 (78,3%) a perda era de grau severo a profundo. A terapia de reabilitação de fala foi realizada por 46 (35,7%) crianças do estudo. O Aparelho de Amplificação Sonora selecionado em 127 (98,4%) crianças foi do modelo retroauricular, sendo (79) 61,2% pertencentes à Classe A . Conclusão: foi identificado maior percentual de crianças do sexo feminino com faixa etária de 11 a 15 anos. A perda auditiva do tipo sensorioneural de grau severo a profundo bilateralmente apresentou alta prevalência, sendo indicado o Aparelho de Amplificação Sonora tipo A . A terapia de fala não foi realizada pela maioria das crianças atendidas.

Made available in DSpace on 2017-06-01T18:24:20Z (GMT). No. of bitstreams: 1 Diana_Babini.pdf: 1195718 bytes, checksum: 3755c4e79c14d7d1cd52abcc35c6dbfb (MD5) Previous issue date: 2007-04-27 / The disorders of the auditory processing (APD) intimate are related to the difficulties in the verbal language and writing. The hearing is the main way of entrance for the acquisition of the verbal language and the learning of the writing, in turn, is based on the standards of the orality. In such a way, some studies already had demonstrated to the relation between the DPA and the difficulties in the learning of the reading and the writing. However, still a gap exists to be explored, that it consists in the investigation of as the Auditory Processing (AP) is related with the important abilities for the pertaining to school success, as is the case of the reading comprehension. The present study it has, therefore, the objective to investigate the relation between the comprehension of reading and the abilities of auditory processing in children. 28 children had participated of the study, of both sexs, attending a course 2ª and 4ª series of the elementary school of a public school of Recife. The participants had been submitted to a task of evaluation of level of reading understanding and the following tests of AP: test of sonorous localization, sequential memory for verbal and non-verbal sounds, speaks filtered, dichotic test of dissyllabics and directed listening non-verbal. The results had evidenced that did not have difference significant statistics between the levels of comprehension of reading of the children of 2ª series to the children oh 4º series, having, however, an advance in the comprehension of reading to the measure that occurred an advance in the age and the schooling. As to the AP tests carried was only found difference significant statistics between the series in the dichotic test of directed listening non-verbal (p<.05), in which the ability of binaural separation was evaluated. It is important to detach here that some of the children who if had classified in the levels most advanced of reading comprehension had presented alteration in the ability of investigated binaural separation in this test. It was still verified a predictive effect of the ability of binaural separation on the reading comprehension. The results suggest that the reading comprehension is an independent process of the abilities of auditory processing and that the different abilities related to the AP can present different results. / As desordens do processamento auditivo (DPA) estão intimamente relacionadas às dificuldades na linguagem oral e escrita, pois a audição é a principal via de entrada para a aquisição da linguagem oral e a aprendizagem da escrita, por sua vez, baseia-se nos padrões da oralidade. Desta forma, vários estudos já demonstraram a relação entre os DPA e as dificuldades na aprendizagem da leitura e da escrita. Entretanto, ainda existe uma lacuna a ser explorada, que consiste na investigação de como o Processamento Auditivo (PA) se relacionado com as habilidades importantes para o sucesso escolar, como é o caso da compreensão de leitura. O presente estudo tem, portanto, o objetivo de investigar a relação entre a compreensão de leitura e as habilidades de processamento auditivo em crianças. Participaram do estudo 28 crianças, de ambos os sexos, cursando 2ª e 4ª série do ensino fundamental de uma escola pública do Recife. Os participantes foram submetidos a uma tarefa de avaliação de nível de compreensão de leitura e as seguintes provas de PA: teste de localização sonora, memória seqüencial para sons verbais e não-verbais, fala filtrada, teste dicótico de dissílabos e escuta direcionada não-verbal. Os resultados evidenciaram que não houve diferença estatística significativa entre os níveis de compreensão de leitura das crianças da 2ª série para as crianças da 4ª série, havendo, no entanto, um avanço na compreensão de leitura à medida que ocorreu um avanço na idade e na escolarização. Quanto aos testes de PA realizados, só foi encontrado diferença estatística significativa entre as séries no teste dicótico de escuta direcionada não-verbal (p<.05), no qual foi avaliada a habilidade de separação binaural. É importante destacar aqui que mesmo algumas das crianças que se classificaram nos níveis mais avançados de compreensão de leitura apresentaram alteração na habilidade de separação binaural investigada neste teste. Foi verificado ainda um efeito preditivo da habilidade de separação binaural sobre a compreensão de leitura. Os resultados sugerem que a compreensão de leitura é um processo independente das habilidades de processamento auditivo e que as diferentes habilidades relacionadas ao PA podem apresentar diferentes resultados.

Made available in DSpace on 2017-06-01T18:24:31Z (GMT). No. of bitstreams: 1 katia maria.pdf: 1815990 bytes, checksum: 885a4a864b697e307134fba759c335af (MD5) Previous issue date: 2004-10-04 / This study analyses metaphor comprehension by children with moderate hearing loss, individuais who are located at an intermediate zone between listeners and more severely deaf children. They recognize themselves as speakers and Iisteners, although their oral language acquisition channel -the articulate-acoustic -has a receptive limitation. 80, there are some concerns such as: if the limitation causes lacks on the interactive changes oportunities that interfere on the metaphorical comprehension. The sample consisted of two children with moderate hearing loss, nine to twelve years-old, hearing aids users, undergoing speech therapy and attending private schools. The research procedure was the oral presentation of twelve metaphors inserted in brief stories to each of the participant, when they were questioned about the constructed meaning of the metaphor comprehension and which were the strategies used for such understanding. Metaphor analysis was based on the Conceptual Metaphor Theory by Lakoff and Johnson (1980, 2002) and it was observed if the constructions made by the children agreed with the meaning suggested by the utterance. We found out, after data analysis, that the children with moderate hearing loss, even though they are at the age that we expect them to be able to comprehend and to explain the metaphorical process of meaning construction, they had difficulty with these skills. We hope that, with this study, we can contribute to the knowledge of these individuais with hearing loss, in their interactive and linguistic particularities, as they are subjects that have been little dealt with in the literature, and that we can contribute to improving their speech therapeutic and educacional needs / Este estudo analisa a compreensão de metáforas pela criança com perda auditiva de grau moderado, indivíduo situado numa zona limítrofe entre o mundo dos ouvintes e dos surdos de grau mais severo. Ele se reconhece como falante e ouvinte, entretanto o seu canal de aquisição da língua oral -o acústico-articulatório - apresenta uma limitação receptiva. Surgem daí inquietações, como: se essa limitação acarreta perdas nas oportunidades de trocas interativas que interfiram na compreensão metafórica. A amostra foi constituída por duas crianças com perda auditiva moderada, com idade entre os nove e os doze anos, que usam próteses auditivas, recebem acompanhamento fonoaudiológico e freqüentam escolas privadas. O procedimento de pesquisa consistiu da apresentação oral de doze metáforas contextualizadas em histórias curtas a cada um dos participantes individualmente, ocasião em que foram questionados sobre o sentido construído na compreensão das metáforas e quais as estratégias realizadas nessa leitura. As metáforas foram analisadas segundo a Teoria da Metáfora Conceptual de Lakoff e Johnson (1980,2002), verificando-se se as construções realizadas pelas crianças estavam em conformidade com o sentido sugerido pelo enunciado. A análise dos dados evidencia que as crianças com perda auditiva moderada apresentam dificuldade nessas habilidades, corroborando as hipóteses da pesquisa. Esperamos, com este estudo, contribuir para o conhecimento desse indivíduo com perda auditiva, nas suas peculiaridades interativas e lingüísticas, por ser um sujeito tão pouco particularizado na literatura, e aprimorar o atendimento às suas necessidades fonoaudiológicas e educacionais

No description available.

Afrikaans text / Die doel van die studie is om buffer- en risikofaktore te verken wat ‟n rol in die ontwikkeling van gehoorgestremde kleuters kan speel. Gehoorgestremde kleuters presenteer met ‟n gehoorverlies, wat hul van normaalhorende kleuters onderskei. Tog beskik alle kleuters oor primêre behoeftes. Lewenskwaliteit word verbeter deur behoeftevervulling, wat die ontwikkelingsproses beïnvloed. Hierdie behoeftes word vervul deur die kleuter, asook faktore vanuit die omgewing. ‟n Literatuurstudie is onderneem as teoretiese raamwerk, wat teorieë omtrent die omgewing en behoeftes, buffer- en risikofaktore en kleuterontwikkeling insluit. Data is vanuit ‟n kwalitatiewe benadering ingesamel deur semi-gestruktureerde onderhoude en ekokaarte saamgestel deur ouers van gehoorgestremde kleuters. Kontrolering en integrering van data het deur triangulering geskied. Buffer- en risikofaktore binne kleuters self, die gesin en die breër gemeenskap is verken. Die studie is verkennend en beskrywend, en toegepaste navorsing is gebruik. So is gevolgtrekkinge en aanbevelings gemaak om toepaslike ondersteuning aan ouers van gehoorgestremde kleuters te bewerkstellig. / The aim of the study is to explore the protective and risk factors that may contribute to the development of hearing-impaired toddlers. Hearing impaired toddlers present with a hearing loss, which distinguish them from toddlers with normal hearing. However, all toddlers have primary needs. Quality of life is improved by the fulfilment of needs, which influences the developmental process. These needs are fulfilled by the toddler, as well as by factors from the environment. A literature study was conducted as theoretical framework. This included theories regarding the environment and needs, protective and risk factors, and toddler development. In this qualitative study, data collection was conducted by semi-structured interviews and the compilation of ecomaps by parents of hearing impaired toddlers. Triangulation was used to verify and integrate data. Protective and risk factors were explored within the toddler, the family and the wider community. This study is exploratory and descriptive and applied research was used. In this way conclusions and recommendations were made to provide appropriate support to parents of hearing impaired toddlers. / Social Work / M. Diac. (Spelterapie)

Afrikaans text / Die doel van die studie is om buffer- en risikofaktore te verken wat ‟n rol in die ontwikkeling van gehoorgestremde kleuters kan speel. Gehoorgestremde kleuters presenteer met ‟n gehoorverlies, wat hul van normaalhorende kleuters onderskei. Tog beskik alle kleuters oor primêre behoeftes. Lewenskwaliteit word verbeter deur behoeftevervulling, wat die ontwikkelingsproses beïnvloed. Hierdie behoeftes word vervul deur die kleuter, asook faktore vanuit die omgewing. ‟n Literatuurstudie is onderneem as teoretiese raamwerk, wat teorieë omtrent die omgewing en behoeftes, buffer- en risikofaktore en kleuterontwikkeling insluit. Data is vanuit ‟n kwalitatiewe benadering ingesamel deur semi-gestruktureerde onderhoude en ekokaarte saamgestel deur ouers van gehoorgestremde kleuters. Kontrolering en integrering van data het deur triangulering geskied. Buffer- en risikofaktore binne kleuters self, die gesin en die breër gemeenskap is verken. Die studie is verkennend en beskrywend, en toegepaste navorsing is gebruik. So is gevolgtrekkinge en aanbevelings gemaak om toepaslike ondersteuning aan ouers van gehoorgestremde kleuters te bewerkstellig. / The aim of the study is to explore the protective and risk factors that may contribute to the development of hearing-impaired toddlers. Hearing impaired toddlers present with a hearing loss, which distinguish them from toddlers with normal hearing. However, all toddlers have primary needs. Quality of life is improved by the fulfilment of needs, which influences the developmental process. These needs are fulfilled by the toddler, as well as by factors from the environment. A literature study was conducted as theoretical framework. This included theories regarding the environment and needs, protective and risk factors, and toddler development. In this qualitative study, data collection was conducted by semi-structured interviews and the compilation of ecomaps by parents of hearing impaired toddlers. Triangulation was used to verify and integrate data. Protective and risk factors were explored within the toddler, the family and the wider community. This study is exploratory and descriptive and applied research was used. In this way conclusions and recommendations were made to provide appropriate support to parents of hearing impaired toddlers. / Social Work / M. Diac. (Spelterapie)