Thesis (Ph. D.)--University of Missouri--Columbia, 2001. / "May 2001." Typescript. Vita. Includes bibliographical references (leaves 65-70). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri--Columbia, 2003. / "December 2003." Typescript. Vita. Includes bibliographical references (leaves 146-165). Also issued on the Internet.

Na gestaÃÃo existem necessidades nutricionais aumentadas para apoiar o crescimento fetal e desenvolvimento gestacional. O consumo de frutas, hortaliÃas, tubÃrculos e leguminosas fazem parte de uma alimentaÃÃo saudÃvel na gravidez e devem ser incentivadas. Este estudo tem como objetivo avaliar os efeitos de uma intervenÃÃo educativa na gravidez sobre alimentaÃÃo saudÃvel com o uso dos alimentos regionais. Pesquisa do tipo Ensaio ClÃnico Controlado e Randomizado (ECR), dois braÃos e unicego. A intervenÃÃo foi uma cartilha educativa, construÃda e validada por juÃzes e gestantes, intitulada âAlimentaÃÃo SaudÃvel na Gravidez com os Alimentos Regionaisâ. O local do estudo foram comunidades urbanas de Recife-PE. A amostra foi constituÃda de 185 gestantes. Sendo, 91 para o grupo de intervenÃÃo (GI) e 94 para o grupo controle (GC). A randomizaÃÃo foi por conglomerados. As Unidades de SaÃde da FamÃlia (USF) do conglomerado A, apÃs alocaÃÃo aleatÃria, fizeram parte do GI e as do conglomerado B do GC. O recrutamento se deu no perÃodo de 16 de dezembro de 2012 a 12 de agosto de 2013. A coleta de dados foi em trÃs etapas. Primeira etapa: recrutamento das gestantes na USF no mesmo dia que foi marcado a consulta prÃ-natal, aplicaÃÃo da Escala Brasileira de InseguranÃa Alimentar e do prÃ-teste utilizando o inquÃrito Conhecimento, Atitude e PrÃtica (CAP) no GC e GI. Segunda etapa: AplicaÃÃo da intervenÃÃo educativa para as gestantes do GI. Foi utilizado o aconselhamento baseado na Entrevista Motivacional Breve e a cartilha educativa. Cada gestante do GI recebeu um exemplar da cartilha. A intervenÃÃo foi individual, antes da consulta prÃ-natal. Terceira etapa: Os pÃs-testes com inquÃrito CAP foram administrados no 7 e 30 dia apÃs a consulta prÃ-natal para as gestantes do GC e no7 e 30 dia, da intervenÃÃo educativa, para as gestantes do GI. Os pÃs- testes foram realizados por meio de contato telefÃnico. A pesquisa segue ResoluÃÃo n 466/2012 do Conselho Nacional de SaÃde e foi aprovada pelo Comità de Ãtica em Pesquisa do Centro de CiÃncias da SaÃde da Universidade Federal de Pernambuco, protocolo n 123.140/2012. A validaÃÃo da cartilha pelos juÃzes mostra que a mÃdia do I-CVI foi de 0,91. No ECR, a homogeneidade da amostra sinaliza para equivalÃncia entre os grupos. NÃo foi detectada diferenÃa estatÃstica significativa na linha de base com relaÃÃo Ãs variÃveis sociais e econÃmicas, gradiente de inseguranÃa alimentar, idade, idade gestacional e prÃ-consulta. O nÃvel de avaliaÃÃo adequada do inquÃrito CAP, no sÃtimo e trigÃsimo dia, do grupo de intervenÃÃo, apresentou significÃncia estatÃstica com maior chance e valorâp (p<0,001) quando comparados com o GC. As gestantes do GI apresentaram no 7 e 30 dia, respectivamente: Conhecimento adequado 90,8% e 94,7%. Atitude adequada 93,4% e 97,4% e PrÃtica adequada 56,6% e 69,7%. Conclui-se que a intervenÃÃo educativa obteve impacto positivo no efeito do aumento do nÃvel adequado do conhecimento, da atitude, e da prÃtica, com relaÃÃo aos alimentos regionais. Ademais, recomenda-se o uso da cartilha educativa para orientaÃÃo nutricional as gestantes nos cuidados primÃrios de saÃde. / Nutritional needs are increased during pregnancy to support fetal growth and gestational development. The consumption of fruits, vegetables, tubers and legumes are part of a healthy diet during pregnancy and it should be encouraged. This study has the purpose of evaluating the effects of an educational intervention on healthy eating with the consumption of regional foods during pregnancy. Research the type of Controlled Clinical Trial and Randomized, two arms and blind. The intervention was an educational booklet entitled "Healthy Eating in Pregnancy with Regional Food" was created and reviewed by judges and pregnant women to help with the process. The study site was in urban communities of Recife-PE. The sample consisted of 185 pregnant women. From this total, 94 were designated to the control group (CG) and 91 for the intervention group (IG). Randomization occurred in clusters. The health units from conglomerateâs family A, after random allocation, were part of the IG and the other ones from conglomerateâs B to the CG. Recruitment took place in the period from December 16, 2012 a August 12, 2013. The data collection occurred in three stages. The First Stage: recruitment of pregnant women at USF on the same day that was schedule prenatal consultation. Application of the Brazilian Food Insecurity Scale (EBIA) and the pretest using the Knowledge, Attitude and Practice survey (KAP) on CG and IG. Second stage: Introduction of the educational intervention for pregnant women at the IG. The intervention was done individually, before the prenatal visit. Counseling based on the Brief Motivational Interviewing and the educational booklet was used. Each pregnant woman from the IG group received a copy of the booklet. Third stage: The post-tests with inquiry KAP were administered on the 7th and 30th day of prenatal consultation for pregnant women of CG and on the 7th and 30th day for pregnant women for the IG. Follow-ups were done by phone for the CG and IG groups. The research follows the Resolution n 466/2012 of the National Board of Health and was approved by the Ethics Committee in Research of the Health Science Center of the Federal University of Pernambuco, protocol n 123.140/2012. Regarding the validation of the booklet by the judges the results indicated that the average I-CVI was 0.91. In clinical validation sample homogeneity signals for equivalence between the groups. No statistically significant difference was detected at the baseline related with social and economic variables, gradient of food insecurity, age, gestational age and pre-consultation. Levels adequate assessment of the CAP, the seventh and thirtieth day, the pregnancy who participated in the intervention, showed statistical significance with a greater chance and p-value (p <0.001) when compared with the CG. Pregnant women of the IG group showed on the seventh and thirtieth day, respectively: adequate knowledge 90.8% and 94.7%. The adequate attitude 93.4% and 97.4% and adequate practice 56.6% and 69.7%. It is concluded that educational interventions achieved positive impact on the effect of increasing the appropriate level of knowledge, attitude and practice with regard to regional food. Furthermore, we recommend the use of the booklet for nutritional counseling pregnant women in primary health care.

The purpose of this study was to perform a cost-benefit analysis of an intervention to treat all the children in Bolivia (under 15 years of age) who are infected with Chagas disease. This research was carried out in La Paz, Bolivia where the author lived for a year collecting data in collaboration with the National Chagas Control Program, Bolivian Ministry of Health. Operational costs were based on current prices for laboratory testing and pharmaceuticals, average hourly wages for health care workers, and the number of children who would be treated. The benefit of the program was estimated as the sum of direct and indirect costs associated with chronic cardiac disease caused by Chagas infection. Direct costs were calculated as the minimum amount needed for adequate medical treatment summed over the patients life span. Indirect costs were measured in Disability-Adjusted Life Years (DALYs) multiplied by average yearly salary to more fully account for the true burden of disease. Implementation cost was estimated to be approximately $35 million. This intervention would prevent over 279,000 DALYs and alleviate $123 million in direct and $632 million in indirect costs. Clearly, such a program would be extremely cost-effective. Thus, with an initial investment of less than $135 per infected child, approximately $2,900 worth of future costs would be prevented, in addition to improvements in quality of life not captured by DALYs. A sensitivity analysis showed that even while assuming a high variability of the data, the cost and benefit of this intervention were significantly different (p-value < 0.001).

Thesis (Ph. D.)--University of Missouri--Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 65-70). Also available on the Internet.

The multilevel model (MLM) is easily parameterized to handle partially clustered data (see, for example, Baldwin, Bauer, Stice, & Rohde, 2011). The current study evaluated the performance of this model under various departures from underlying assumptions, including assumptions of normally distributed and homoscedastic Level 1 residuals. Two estimating models – one assuming homoscedasticity, the other allowing for the estimation of unique Level 1 variance components – were compared. Results from a Monte Carlo simulation suggest that the MLM for partially clustered data yields consistently unbiased parameter estimates, except for an underestimation of the Level 2 variance component under heteroscedastic generating conditions. However, this negative parameter bias desisted when the MLM allowed for Level 1 heteroscedasticity. Standard errors for variance component estimates at both levels were underestimated in the presence of nonnormally distributed Level 1 residuals. A discussion of results, as well as suggestions for future research, is provided. / text

Submitted by ALEXANDRA BEATRIZ PORTES DE CERQUEIRA CÉSAR (ale.bia.cesar@gmail.com) on 2018-04-18T15:19:44Z No. of bitstreams: 1 Dissertacao_final_Alexandra.pdf: 5671441 bytes, checksum: 3f93e91f4ca5ce03f302390f2946a1db (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-04-19T13:02:31Z (GMT) No. of bitstreams: 1 cerqueiracesar_abp_me_mar.pdf: 5671441 bytes, checksum: 3f93e91f4ca5ce03f302390f2946a1db (MD5) / Made available in DSpace on 2018-04-19T13:02:31Z (GMT). No. of bitstreams: 1 cerqueiracesar_abp_me_mar.pdf: 5671441 bytes, checksum: 3f93e91f4ca5ce03f302390f2946a1db (MD5) Previous issue date: 2018-03-22 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Este estudo teve por objetivos elaborar um programa de intervenção multissensorial para sujeitos com dislexia e analisar a significância clínica do desempenho dos sujeitos em dois estudos pilotos. Método: O estudo foi desenvolvido em 2 fases, sendo a Fase 1 a elaboração de um programa de intervenção multissensorial pra sujeitos com dislexia com base nos estudos descritos na literatura e a Fase 2 a aplicação e análise da significância clínica do desempenho dos escolares com dislexia no programa de intervenção multissensorial elaborado. Na Fase 1 foi realizado levantamento bibliográfico para elaboração do programa, elaborado a partir das habilidades de reconhecimento do alfabeto, correspondência grafema-fonema, conhecimento do ponto articulatório do fonema, realização do traçado de letra, estereognosia, identificação de rima, produção de rima, identificação de aliteração, produção de aliteração, adição silábica, subtração silábica, substituição silábica, combinação silábica, adição fonêmica, subtração fonêmica, substituição fonêmica e combinação fonêmica. A Fase 2 foi dividida em dois estudos pilotos. Participaram do Estudo Piloto I 5 sujeitos do 3º ao 5º ano do ensino fundamental, com idade de 8 a 10 anos e 11 meses, de ambos os gêneros, com diagnóstico interdisciplinar de dislexia; e o Estudo Piloto II teve como participantes 10 sujeitos do 3º ao 5º ano do ensino fundamental, com idade de 8 a 10 anos e 11 meses, de ambos os gêneros, com diagnóstico interdisciplinar de dislexia, divididos em 2 grupos. Grupo I (GI): composto por 5 sujeitos com diagnóstico interdisciplinar de dislexia submetidos à intervenção e Grupo II (GII): composto por 5 sujeitos com diagnóstico interdisciplinar de dislexia não submetidos à intervenção. Todos os sujeitos foram submetidos na pré e pós-testagem à aplicação das Provas de habilidades metalinguísticas e de leitura e do Protocolo de avaliação da Ortografia. A análise estatística foi realizada por meio do Método JT para verificar se houve mudança positiva ou negativa e significância clínica evidenciando assim a eficácia terapêutica do programa elaborado na Fase 1. Resultados: A partir dos resultados e da aplicação do Programa de Intervenção Multissensorial no Estudo Piloto I, fez-se necessário a mudança de estímulos nas sessões 6 a 10, bem como nas atividades da habilidade de Domínio do Princípio Alfabético. Os resultados do Estudo Piloto II mostraram que houve melhora e significância clínica nas provas de habilidades metalinguísticas, como identificação de fonema inicial e medial; adição, subtração, substituição e segmentação de sílabas; repetição de não-palavras polissilábicas com 4, com 5 e com 6 sílabas; e nas provas de ortografia, como quanto aos erros do tipo CF/G nas provas de ditado de palavras, ditado de pseudopalavras e ditado de figuras; quanto aos erros do tipo OAS nas provas de ditado de palavras, ditado de pseudopalavras e ditado de figuras; quanto aos erros do tipo CF/GDC nas provas de ditado de palavras, ditado de pseudopalavras e ditado de figuras; quanto aos erros do tipo APIA na prova de ditado de figuras; quanto aos erros do tipo OA na prova de ditado de figuras e quanto aos erros dos tipos OP e AP na prova de ditado de frases. Os sujeitos do GI, submetidos à intervenção obtiveram melhor desempenho na pós-testagem em comparação com a pré-testagem. Conclusão: o programa elaborado mostrou-se eficaz e com aplicabilidade, podendo ser utilizado como um instrumento de intervenção baseada em evidência científica que auxilie a melhroa do desempenho em decodificação e codificação da leitura e escrita de escolares com dislexia. / This study aimed to develop a multisensory intervention program for subjects with dyslexia and to analyze the clinical significance of the subjects' performance in two pilot studies. Method: The study was developed in 2 phases, Phase 1 being the elaboration of a multisensory intervention program for subjects with dyslexia based on the studies described in the literature and Phase 2 the application and analysis of the clinical significance of the performance of students with dyslexia in the multisensory intervention program developed. In Phase 1 a bibliographical survey was carried out for the elaboration of the program, elaborated from the alphabet recognition skills, grapheme-phoneme correspondence, knowledge of articulatory point of the phoneme, accomplishment of letter tracing, stereognosia, rhyme identification, rhyme production, identification of alliteration, alliteration production, syllabic addition, syllabic subtraction, syllabic substitution, syllabic combination, phonemic addition, phonemic subtraction, phonemic substitution and phonemic combination. Phase 2 was divided into two pilot studies. Pilot Study I participated in 5 subjects from the 3rd to the 5th year of primary education, aged 8 to 10 years and 11 months, of both genders, with an interdisciplinary diagnosis of dyslexia; and the Pilot Study II had as participants 10 subjects from the 3rd to the 5th year of primary education, aged 8 to 10 years and 11 months, of both genders, with an interdisciplinary diagnosis of dyslexia, divided into 2 groups. Group I (GI): composed of 5 subjects with interdisciplinary diagnosis of dyslexia submitted to the intervention and Group II (GII): composed of 5 subjects with an interdisciplinary diagnosis of dyslexia not submitted to the intervention. All subjects were submitted in the pre- and post-test to the application of the Metalinguistic and Reading Skills Tests and the Spelling Assessment Protocol. Statistical analysis was performed using the JT method to verify whether there was a positive or negative change and clinical significance, thus evidencing the therapeutic efficacy of the program elaborated in Phase 1. Results: Based on the results and the application of the Multisensory Intervention Program in the Pilot Study I, it was necessary to change stimuli in sessions 6 to 10, as well as in the activities of the Domain ability of the Alphabetical Principle. The results of the Pilot Study II showed that there was improvement and clinical significance in the tests of metalinguistic abilities, as identification of initial and medial phoneme; addition, subtraction, substitution and segmentation of syllables; repetition of non-polysyllabic words with 4, with 5 and with 6 syllables; and in spelling tests, as for CF/G type errors in word dictation, pseudoword dictation and figure dictation; as for OAS-type errors in proofs of word dictation, dictation of pseudowords and dictation of figures; for CF/GDC type errors in word dictation tests, pseudowell dictation and figure dictation; as for the APIA type errors in the dictation test of figures; as well as for errors of type OA in the proof of dictation of figures and for errors of types OP and AP in the proof of dictation of sentences. The GI subjects who underwent the intervention obtained better performance in the post-test compared to the pre-test. Conclusion: the elaborated program was effective and can be used as an intervention instrument based on scientific evidence that helps improve performance in decoding and coding of students with dyslexia. / FAPESP: 2016/01370-4

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O pà diabÃtico à uma das complicaÃÃes do Diabetes Mellitus (DM) e acomete de forma significativa a populaÃÃo idosa com DM, desta forma, desenvolver aÃÃes de prevenÃÃo e estÃmulo ao autocuidado com os pÃs à fundamental para prevenir tal complicaÃÃo. Objetivou-se avaliar a eficÃcia de uma intervenÃÃo educativa para o autocuidado com os pÃs de idosos com DM. Estudo do tipo quase experimental, realizado com dois grupos: Grupo Experimental (GE) e no Grupo Controle (GC), com realizaÃÃo de prÃ-teste e pÃs-teste. O estudo foi realizado de marÃo de 2014 a janeiro de 2015, na cidade de Fortaleza-CE, em duas unidades de atenÃÃo primÃria de saÃde. A amostra foi composta por 150 idosos, 93 no GE e 57 no GC, porÃm concluÃram todas as fases do estudo 103 idosos, sendo 53 do GE e 50 GC. Para a coleta de dados, utilizaram-se o FormulÃrio SociodemogrÃfico e ClÃnico; a Ficha de AvaliaÃÃo de Risco para o pà diabÃtico, o QuestionÃrio para o Autocuidado em Diabetes (QAD), a Escala de AvaliaÃÃo da Capacidade para o Autocuidado (ASA-A), o QuestionÃrio sobre o conhecimento e comportamento para cuidados essenciais com o pÃ. Para intervenÃÃo foram usados dois Ãlbuns seriados, um sobre tratamento para DM e o Ãlbum âVamos pegar no pà com amor e carinhoâ. Os aspectos Ãticos da resoluÃÃo 466/12 foram respeitados em todas as fases do estudo. Os resultados mostraram que a mÃdia da idade foi de 68,71 (Â6,10) anos, sendo 81,3% do sexo feminino, grau de escolaridade com mÃdia de 6,04 (Â4,27) anos de estudos, 74% possuÃam renda individual e familiar variando de 1 a 2 salÃrios mÃnimos. A mÃdia do tempo de diagnÃstico foi de 9,56 anos, 50,7% possuÃam hipertensÃo, 93,3% faziam uso de antidiabÃtico oral, 64% usavam insulina, 34,7% realizavam atividade fÃsica. ApÃs a intervenÃÃo educativa no GE, houve aumento do autocuidado em diabetes relacionado à alimentaÃÃo saudÃvel, orientaÃÃo alimentar e ao exame dos pÃs. Quanto ao conhecimento sobre o cuidado com os pÃs, apresentaram significÃncia estatÃstica o exame dos pÃs, com relaÃÃo à utilizaÃÃo de cinta-liga, o que se deve usar para enxugar os pÃs, retirada de cutÃcula, horÃrio adequado para comprar sapatos, o que se deve utilizar para esfregar os pÃs, tipo de meia indicada, sobre as caracterÃsticas das meias, utilizaÃÃo de hidrantes nos pÃs e aspecto interno do sapato, no GC, nenhum aspecto houve significÃncia estatÃstica. No que diz respeito ao comportamento para cuidado com os pÃs, no GE, apresentou mudanÃa comportamental sobre a lavagem e hidrataÃÃo dos pÃs, aspecto interno do sapato, retirada da cutÃcula e exame dos pÃs, no GC, um nÃmero representativo de participantes passou a examinar os pÃs. Conclui-se que a intervenÃÃo educativa favoreceu o aumento do autocuidado com os pÃs dos idosos com DM em diversos aspectos avaliados apÃs intervenÃÃo. Ressalta-se a importÃncia do desenvolvimento de atividades grupais desenvolvidas pelos enfermeiros dirigidas aos idosos na atenÃÃo primÃria, considerando as particularidades desta faixa etÃria, principalmente voltadas para a prevenÃÃo de incapacidades e complicaÃÃes relacionadas Ãs doenÃas crÃnicas, em particular, o DM. / The diabetic foot is one of the complications of Diabetes Mellitus (DM) and it significantly affects the elderly population with DM; thus developing actions for prevention and encouragement of self-care with the feet is essential to prevent such complication. The present study aimed at evaluating the effectiveness of an educational intervention for self-care with the feet of elderly people with DM. Quasi-experimental study carried out with two groups: experimental group (GE) and control group (GC), with conduction of pre-test and post-test. The study was developed from March 2014 to January 2015 in the city of Fortaleza, in two primary health care units. The sample consisted of 150 elderly, 93 in GE and 57 in CG, but 103 completed all phases of the study, 53 in GE and 50 in GC. To collect data, it was used the Sociodemographic and Clinical form; Risk Assessment Form for the diabetic foot, Diabetes Self-Care Activities Questionnaire (QAD), Appraisal of self-care agency scaleâ (ASA-A), the Questionnaire on knowledge and behavior for essential care foot. For intervention, it was used two flip charts, one on treatment for DM and another named âVamos pegar no pà com amor e carinhoâ. The ethical aspects of the Resolution 466/12 were respected at all stages of the study. The results showed that the average age was 68.71 ( 6.10) years, 81.3% female, with an average education level of 6.04 ( 4.27) years of study, 74% had individual and family income ranging from 1 to 2 minimum wages. The average time of diagnosis was 9.56 years, 50.7% had hypertension, 93.3% were using oral anti-diabetic agent, 64% used insulin, 34.7% did physical activity. After the educational intervention in the GE, there was an increase of self-care in diabetes related to healthy eating, nutritional guidance and examination of the feet. Regarding knowledge about foot care, the following points showed statistical significance: examination of the feet, use of garter belt, what should be used to wipe the feet, cuticle removal, appropriate time to buy shoes, what should be used to rub the feet, kind of indicated socks, characteristics of the socks, use of moisturizing on the feet and internal aspect of the shoe. In the GC, no aspect had statistical significance. Regarding the behavior for foot care, the GE showed behavioral change on washing and moisturizing feet, internal aspect of the shoe, cuticle removal and examination of feet; in the GC, a representative number of participants went on to examine the feet. We conclude that educational intervention favored the increase of self-care with the feet of the elderly with DM in several aspects evaluated after the intervention. It is worth highlighting the importance of developing group activities performed by nurses directed to the elderly in primary care, considering the particularities of this age group, mainly aiming at preventing disabilities and complications related to chronic diseases, in particular, the DM.

Made available in DSpace on 2016-04-27T18:11:58Z (GMT). No. of bitstreams: 1 Gabriela Carolina de Oliveira.pdf: 1761659 bytes, checksum: 551e95e16bbc0d9766451b61287cf779 (MD5) Previous issue date: 2013-01-30 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Introduction: The speech therapy by the expressiveness has grown in fields, such as radio and television. Due to this progress, the speech therapist has faced some obstacles. One of them is the hardness of working with the interpretation of text read aloud, since many cannot comprehend what they read. Objective: To analyze the performance of graduating students on audiovisual production, during the process of speech therapy focusing on reading aloud. Method: The intervention was performed in 6 weekly meetings, lasting 1 and a half hour each one of them with four groups of volunteers. They answered a reader profile questionnaire. Recordings were made from two different new segments of pre and post intervention contents. At the end of each meeting, the researcher recorded and registered the contents on a daily basis. Results: The sample profile showed that 61.53% were male and the average age was 25.61 years, 84.61% of the persons considered themselves readers, but highlighted the purpose of reading solely for learning ( 69.23%) and a minor percentage, referred to it as a pleasurable activity (30.76%). Regarding the recordings made, 88.46% were considered an appropriate post intervention; aspects of prosody (emphasis, pauses, inflection and speed) were extensively highlighted by the use of post intervention, which contributed to the production of meaning and interpretation of the message. Throughout the analysis of the intervention process, persons have discovered experiences, strategies and exercises that changed the understanding and the interpretation as well when read aloud. Conclusion: The Speech Therapy program focusing on oral reading was positive, as improved text understanding and provided a more appropriate reading aloud / Introdução: o trabalho fonoaudiológico com a expressividade tem crescido em campos de atuação, como o rádio e a televisão. Com esse avanço, o fonoaudiólogo tem enfrentado alguns obstáculos. Um desses é a dificuldade para se trabalhar a interpretação do texto lido em voz alta, uma vez que muitos não conseguem compreender o que leem. Objetivo: analisar o desempenho de estudantes de um curso superior de tecnologia em produção audiovisual, durante o processo de intervenção fonoaudiológica com foco na leitura em voz alta. Método: a intervenção foi realizada em 6 encontros semanais, com duração de uma 1h30m cada, com quatro grupos de voluntários. Estes responderam a um questionário de caracterização de leitor. Foram realizadas gravações de duas notícias com conteúdos distintos nos seguimentos de pré e pós intervenção. Ao fim de cada encontro a pesquisadora registrava em diário os encontros. Resultados: a caracterização da amostra evidenciou que 61,53 % eram do sexo masculino; a média de idade foi de 25,6 anos; 84,61% dos sujeitos consideraram-se leitores; porém destacaram o uso da leitura, exclusivamente, para aprendizado (69,23%) e, uma proporção menor, referiu como uma atividade prazerosa (30,76%). Com relação as gravações realizadas, 88,46% foram consideradas adequadas pós intervenção; aspectos relacionados a prosódia (ênfase, pausa, inflexão e velocidade) foram destacados com ampliação no uso pós intervenção, o que colaborou para produção de sentido e interpretação da mensagem. Na análise do processo de intervenção os sujeitos experimentaram vivências, estratégias e exercícios que modificaram a compreensão e interpretação no momento da leitura em voz alta. Conclusão: O programa de intervenção fonoaudiológica com foco na leitura oral mostrou-se positivo, uma vez que melhorou a compreensão do texto e possibilitou uma leitura em voz alta mais adequada

<p>Syfte</p><p>Tidigare forskning har visat att Tai Chi träning förbättrar balansen hos äldre. Syftet med denna studie var att undersöka om barns balans påverkades av träning som utfördes i ett långsamt tempo liknande Tai Chi träning.</p><p>Studien syftade också till att utreda om det förelåg någon skillnad i balans mellan pojkar och flickor och om något av könen tog till sig träningen bättre. Studien syftade även till att undersöka hur balansen påverkades då barnen utförde olika kognitiva uppgifter.</p><p>Metod</p><p>Studien fullföljdes av 41 barn i åldern 9-10 år. En interventionsgrupp, 19 barn tränade Tai Chi liknande rörelser dagligen under åtta veckor och denna jämfördes med en kontrollgrupp, 22 barn som inte fick denna träning.</p><p>Balansövningar utfördes på en kraftplatta samt på en metallprofil. Från övningarna på kraftplattan mättes standardavvikelse och amplitud av tryckcentrums mediolaterala och anterioposteriora förflyttning. Från övningarna på metallprofilen mättes antalet nedtramp.</p><p>Resultat</p><p>Många parametrar mättes men endast en uppvisade en signifikant träningseffekt. Pojkarna minskade standardavvikelsen på tryckcentrums mediolaterala förflyttning vid stående med öppna ögon.</p><p>Studien uppmätte vissa skillnader i balans mellan pojkar och flickor.</p><p>Mätningar av tryckcentrums förflyttning då barnen utförde olika uppgifter uppmätte en signifikant skillnad vid stående med öppna ögon jämfört med stående då ögonen var stängda (med eller utan utförande av en samtida kognitiv uppgift).</p><p>Övningarna på metallskenan förbättrades lika mycket i tränings- som kontrollgrupp.</p><p>Slutsats</p><p>Studien ger indikationer att träningsformen i viss utsträckning var effektiv då daglig träning under åtta veckor gav signifikant förbättring i en av de testade parametrarna.</p><p>Dessa fynd är i linje med de fåtal studier som finns på träning av balans hos barn.</p><p> </p> / <p>Aim.</p><p>Previous studies have shown that Tai Chi exercises improve postural control in elderly people. The primary aim of this study was to investigate if similar Thai Chi like training affects postural control in children. Secondary aims of the study was 1) to investigate if any such effects from training differs between boys and girls and 2) to investigate whether performing a cognitive task during balance testing had any effect on postural control in these children.</p><p>Method.</p><p>In the balance tests, different tasks were performed on a force plate and on a metal profile. From the tasks performed on the force plate, the standard deviations and amplitudes of the mediolateral and anterioposterior displacements of center of pressure were measured. From the tasks performed on the metal profile, the number of clampdowns were counted.</p><p>The study was conducted over an eight week period with 41 children in the ages 9-10 years old. The children were divided into two groups; children in the training group (n=19) who participated in Tai Chi like training every day, and children in the control group (n=22) who did not participate in this training.</p><p>Results.</p><p>The study also showed some differences in postural control between boys and girls.</p><p>When comparing the displacement in center of pressure between different two-legged tasks performed on the force plate, significantly less displacement was found in the task involving standing with open eyes compared to all tasks involving standing with closed eyes (with or without a concurrent cognitive task).</p><p>The number of clampdowns from the metal profile were reduced after the training period, to a similar extent in the control and the training groups.</p><p>Several different aspects of the postural control were measured in the study. Only one of these improved significantly with training. Boys in the intervention group showed a decrease in the standard deviation of the mediolateral displacement of the center of pressure when standing with open eyes.</p><p>Conclusion.</p><p>These results are also consistent with similar studies on postural control among children.</p><p>This study indicates that slow motion training, similar to Tai Chi, has a small but positive effect on postural control, for boys 9-10 year old, when conducted every day over an eight week period, as one of the tested parameters shows an improvement.</p><p> </p>