Made available in DSpace on 2016-04-27T18:12:44Z (GMT). No. of bitstreams: 1 Manuela Luchesi Brazil Araujo.pdf: 354351 bytes, checksum: 7e97a09f7c9d90c565bd1b8b468f2cef (MD5) Previous issue date: 2010-02-24 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Objective: to search the theory of the clinical process resulting from the analysis of the therapeutical effects of the group words about the symptoms of the speech of their own group, guided by a Speech and language clinics, based on the notion of the structure that has as object the working of the language symptoms. Justification: the recognition of that the different practical and theories of attendance in group in the area of Speech and language clinics,, with adoption of concepts of other areas without joint, reflection or (re)structing with the phonoaudiological pratical clinic, don´t allow the reach of a structure that legitimizes the relation between practical of attendance in group and the phonoaudiological clinic. Hypothesis: the functioning of the group is articulated to a practical clinic supported for the notion of structure and guided by a model of functioning of the language symptoms; the recognition that the group is made for the functioning; the affirmation that the goal procedure of the sanction reached for the Speech and language therary and the speech sanction operated by the citizens of the group potentiate the effects that operate the intersubjective displacements. Theoretical and methodological aspects: adoption of the model of functioning of the symptoms of language for the analysis of the pieces of speech and language therary sessions of the attendance in group of two groups of children with symptoms in the language, cared for fuor month, performed in a UBS of the capital of São Paulo. Conclusions: the functioning of the Speech and language therary attendance in group is marked by the Speech and language therary intervention of the handling of the sanction and increased by the sanctions operated for the citizens of the group among them, that produce effects on the symptoms of speaks of the group / Objetivo: buscar uma teorização do processo clínico decorrente da análise dos efeitos terapêuticos dos dizeres do grupo sobre os sintomas de fala do próprio grupo, norteada por uma clínica fonoaudiológica pautada na noção de estrutura que tem como objeto o funcionamento dos sintomas de linguagem. Justificativa: o reconhecimento de que as diferentes práticas e pressupostos teóricos do atendimento em grupo na área de Fonoaudiologia, com uma certa adoção de conceitos de outras áreas sem articulação, reflexão ou (re)estruturação com a prática clínica fonoaudiológica, não permitem o alçamento de uma estrutura que legitime a relação entre as práticas de atendimento em grupo e a clínica fonoaudiológica. Hipótese: o funcionamento do grupo está articulado à uma prática clínica sustentada pela noção de estrutura e norteado por um modelo de funcionamento dos sintomas de linguagem; o reconhecimento de que o grupo se faz pelo funcionamento; a afirmação de que o meta procedimento da sanção alçado pelo fonoaudiólogo e a sanção linguageira operada pelos sujeitos do grupo potencializam os efeitos que operam os deslocamentos intersubjetivos. Aspectos teórico-metodológicos: adoção do modelo de funcionamento dos sintomas de linguagem para a análise de fragmentos de sessões fonoaudiológicas do atendimento em grupo de dois conjuntos de crianças com sintomas na linguagem, atendidas pelo período de quatro meses, realizado em uma UBS do estado de São Paulo. Conclusões: o funcionamento do atendimento fonoaudiológico em grupo é marcado pela intervenção fonoaudiológica do manejo da sanção nas falas dos sujeitos e potencializado pelas sanções operadas pelos sujeitos do grupo entre si, que produzem efeitos sobre os sintomas de fala do próprio grupo

There is a scarcity of research exploring the field of Speech and Language Disorders (SLD) in the Greek mainstream primary education context. Accordingly, the aim of this study was twofold: (i) to identify the nature and extent of speech, language and communication skills of Greek pupils with noticeably slow progress, and (ii) to examine the provision made for these pupils in Greek mainstream and inclusion classes. The study was in two phases. For the first phase, pupils whose speech and language development was below expectations were assessed using a battery of tests. Data analysis indicated no significant differences in the language profile and non-verbal reasoning ability of the pupils with SLD, General Learning Difficulties (GLD) and other Special Educational Needs (SEN). The data also gave an indication of SLD incidence in Greek mainstream primary classrooms. Phase two involved seven case studies. Together, these provided a rich profile of the speech/language and literacy functioning of the pupils identified with SLD, GLD and Specific Writing difficulties (SpWd) and the provision offered to them in Greek primary mainstream settings. The findings revealed that these pupils shared difficulties in the domains of speech/language and literacy, which impacted on their access to the curriculum and academic attainments. However, teaching practices were not differentiated according to the pupils’ specific needs or year group. Additionally, pupils’ difficulties in the above areas had a negative impact on their social participation and acceptance by peers. Overall, the study highlights the complex nature of SLD, and the similarities in the language profile and the non-verbal reasoning skills of the SLD and other SEN subgroups. This raised questions about whether SLD, as used in these schools, is a distinct area of difficulty or on a continuum with other areas of difficulties. In addition, the study raised questions regarding the assessment and identification of SLD in the Greek context, as well as the practical teaching of pupils who experience such difficulties.

ABSTRACT Thus far, literature is scant in assessing the ability of children with conductive hearing impairment to understand everyday speech. This assessment is important in determining the functional ability of children with conductive hearing impairment. In order to identify the hearing ability of children with conductive hearing impairment, many assessments to date have used speech stimuli, such as syllables, words and sentences, to measure how well children perform. In general, these tests are useful in measuring speech recognition ability, but are not adequate in measuring the functional ability of children to understand the conversations they encounter in their daily lives. In addition, many of these tests are not designed to be interesting or engage the children whom they are assessing. The University of Queensland Understanding of Everyday Speech (UQUEST) Test was developed to address the above issues by providing a stimulating speech perception assessment for children aged 5 to 10 years. This overall objectives of this thesis were to: (1) determine the applicability of a computer-based, self-driven assessment of speech comprehension, the UQUEST, (2) establish normative UQUEST data for school children, (3) compare the UQUEST results in children with and without histories of otitis media in understanding everyday speech, and (4) measure speech understanding in noise by children with minimal conductive hearing impairment. A total of 1094 children were assessed using the UQUEST. All children were native speakers of English and attended schools in the Brisbane Metropolitan and Sunshine Coast regions within the state of Queensland, Australia. All children were firstly assessed using otoscopic examination, pure tone audiometry testing and tympanometry. Children with sensorineural hearing impairment were excluded from the study. Following the initial audiological assessments, the UQUEST was administered to all participants. Three experiments were performed on three cohorts of children selected from the pool of 1094 children. Experiment 1 aimed to assess whether the UQUEST is a feasible speech perception assessment tool for school children and to establish normative data in a sample of normally hearing children. ix In this experiment, participants were a total of 99 children (55 boys / 44 girls), attending Grade 3 and grade 4 (41/58, mean age = 8.3 yr, range = 7 – 10 yr, SD = 0.7). The results showed that the UQUEST is a feasible test of speech understanding in children aged 7 to 10 years. In general, the UQUEST scores decreased as the signal-to-noise-ratio (SNR) decreased from 10 to 0 dB. Normative data based on the scores of six passages of equal difficulty were established for the 0 dB and 5 dB SNR conditions. In addition, the children appeared to be captivated with the UQUEST task and the attention of all the children was sustained throughout the duration of the test. Experiment 2 determined whether children with histories of otitis media (experimental group) performed worse on the UQUEST in comparison to those children without histories of otitis media (OM). A total of 484 children (246 boys / 238 girls), attending Grade 3 (272, mean age = 8.25 yr, SD = 0.43) and Grade 4 (212, mean age = 9.28 yr, SD = 0.41), were assessed. Children were grouped according to the number of episodes of otitis media as per parental report (control: < 4 episodes; mild history group: 4-9 episodes; and moderate history group: > 9 episodes OM). All children had normal hearing as determined by otoscopy, pure tone audiometry screening and tympanometry results. Results showed no significant difference in UQUEST scores between the control group in comparison to the experimental groups. However, children with a history of OM demonstrated varying speech comprehension abilities. Some children had severe difficulty with the speech comprehension task, suggesting that in cases with extensively reported episodes of OM, performance on the UQUEST was compromised. Experiment 3 determined the prevalence of conductive hearing loss in the Australian primary school population and investigated the ability of school children with minimal conductive hearing loss to understand everyday speech under noisy conditions. Based on a sample of 1071 children (mean age = 7.7 yr; range = 5.3 - 11.7 yr), 10.2% of children were found to have conductive hearing loss in one or both ears. To evaluate the binaural speech comprehension ability of children, a sample of 542 children were divided into four groups according to their audiological assessment results: Group 1: 63 children (34 boys, 29 girls, mean age = 7.7 yr, SD = 1.5) who failed the pure tone audiometry and tympanometry tests in both ears; Group 2: 38 children (17 x boys, 21 girls, mean age = 7.5 yr, SD = 1.2) who passed pure tone audiometry and tympanometry in one ear but failed both tests in the other ear; Group 3 (control group): 357 children (187 boys, 170 girls, mean age = 7.8 yr, SD = 1.3) who passed pure tone audiometry and tympanometry in both ears; Group 4: 84 children (41 boys, 43 girls, mean age = 7.2 yr, SD = 1.3) who passed pure tone audiometry in both ears, but failed tympanometry in one or both ears. The results showed that Group 1 had the lowest mean scores of 60.8% - 69.3% obtained under noise conditions. Their scores were significantly lower than the corresponding scores of 69.3% - 75.3% obtained by children in Group 4; 70.5% - 76.5% obtained by children with unilateral conductive hearing loss (Group 2); and 72.0% - 80.3% obtained by their normally hearing peers (Group 3). This study confirmed that young children, who are known to have poorer speech understanding in noise than adults, show further disadvantage when a bilateral conductive hearing loss is present In summary, the UQUEST has been found to be a useful tool to measure children‟s understanding of everyday speech. This test could be successfully used as a measure of speech comprehension in background noise in children. The UQUEST met expectations of being an interesting and engaging test for children aged 5-10 years. In addition, the UQUEST scores showed that children performed worse when challenged by the more difficult noise conditions incorporated in the test design. The findings from this thesis demonstrated that, at the group level, children with histories of OM did not perform any differently from those without significant histories of OM. However, at the individual level, children with significant OM histories had degraded functional performance with low UQUEST scores. Lastly, this thesis provided much needed speech comprehension data obtained from children with minimal conductive hearing impairment and provided evidence that young children were more affected by the co-occurrence of environmental noise and bilateral conductive hearing loss than their normally hearing peers in understanding everyday speech.

Syftet med denna studie var att undersöka hur användningen av bedömningsmetoden cervikal auskultation (CA) ser ut hos dysfagilogopeder i Sverige. Våra frågeställningar var: Hur utspridd är metoden inom logopedkåren? Hur utspridd är metoden i landet? Vilka åsikter finns kring metoden bland logopeder i Sverige? Vilka undersökningsmetoder vid dysfagi används mest bland logopeder i Sverige? Totalt deltog 82 personer i studien. Data samlades in genom en webbenkät. Frågorna i enkäten var blandat öppna och slutna. Resultaten visade att 18 % av de svarande använde CA. Det fanns ett signifikant samband mellan hur ofta man använde metoden och hur säker man kände sig i bedömningen. Signifikans hittades också mellan hur ofta man använde CA och hur stor vikt man lade vid det man kom fram till med metoden när man gjorde sin totala bedömning. Större vikt tillskrevs även CA:s resultat av dem som kände sig säkra i att bedöma med CA. Resultaten visade också att ju fler år man hade använt metoden desto säkrare kände man sig i att göra bedömningar med den. Majoriteten av de som använde CA var självlärda eller hade lärt sig metoden genom kollegor. En tanke som uppkom var om logopeder i Sverige eventuellt tror att CA är menat att användas som enskild bedömningsmetod och därmed ersätta icke-instrumentell bedömning. CA tycks inte användas så frekvent i Sverige främst på grund av brister i evidens och tillförlitlighet men många ser fördelar som skulle motivera användning av CA som en del i icke-instrumentell bedömning. / The purpose of this study was to investigate the use of the assessment method cervical auscultation (CA) amongst speech and language pathologists (SLPs) in Sweden working with dysphagia. We wanted to find out: How widespread is the method in the SLP profession? How widespread is the method in the country? What opinions are there about the method amongst SLP´s in Sweden? What assessment methods within dysphagia are mostly used among SLP´s in Sweden? A total of 82 SLPs participated in the study. Data were collected through an online survey. The survey questions were of both quantitative and qualitative nature. The results showed that 18% of the respondents used CA. There was a significant correlation between the frequency of use of the method and how confident SLPs felt in the assessment. Significance was also found between the frequency of use of CA and how much importance SLPs assigned to what was discovered with the method when making the overall assessment. More importance was also ascribed to the results of CA from those who felt confident in assessing with the method. The results also showed that the longer SLPs had used the method, the more confident they felt in assessing with it. The majority of those who used CA were self-taught or had learned the method through colleagues. A thought that arose was whether the SLPs in Sweden possibly believe that CA is meant to be used as the sole method of assessment, replacing non-instrumental assessment. CA does not seem to be used frequently in Sweden, mainly because of lack of evidence and reliability but many see benefits that would justify the use of CA as part of the clinical assessment.

The main purpose of this study is to establish a Turkish slips of the tongue (SOT) corpus and make typological comparisons with English, French and German corpora. In the first part of the study, a slips of the tongue corpus has been created. 85 podcast recordings were analyzed and 53 SOT errors were found. SOT errors were extracted from the podcasts and these audio clips were combined with their spectrograms in a flash video. Classification of SOT errors were carried out with respect to linguistic units involved, type of error, and repair behavior. In this study it is hypothesized that Turkish will have more morphological errors due to agglutination, and Turkish will have less phonological errors as vowel harmony will function as an extra control mechanism. Classification of the SOT errors with respect to linguistic units that are involved shows that 54.27% of the errors are phonological, 16.98% of errors are morphological, 13.21% of errors are lexical and 7.55% errors are phrasal. The classification with respect to error type shows that 26.42% of errors are anticipations, 30,19% of errors are perseverations, 18.87% errors are substitutions and 7.56% of errors are blends. There is a difference in the percentages of errors as compared to the other corpora. Turkish has more morphological and phonological errors. Also the data shows that there are more perseverations than anticipations, similar to German. Typological comparisons with other languages suggests that the difference in the ratio might be caused by the SOV sentence structure rather than agglutination. The first hypothesis was therefore confirmed partly. However, the second hypothesis was not supported. Vowel harmony did not function as a control mechanism on the phonological well-formedness of the utterance. Rather, it seems to be located at the level of morpho-phonology in the lexicon proper. Turkish having more phonological errors might also be related with a higher demand on working memory because of the head-final SOV sentence structure. In order to be able to draw more reliable conclusions the size of the Turkish SOT database needs to be increased.

Tyrimo objektas – tėvų ir logopedų nuomonė apie logopedinės pagalbos teikimą vaikams, turintiems kalbėjimo ir kalbos sutrikimų. Tyrimo tikslas – išsiaiškinti, tėvų ir logopedų nuomonę apie logopedinės pagalbos teikimą vaikams, turintiems kalbėjimo ir kalbos sutrikimų. Uždaviniai: 1. Atlikti mokslinė literatūros analizę apie logopedo teikiamos pagalbos būdų įvairovę. 2. Empirinio tyrimo metu išsiaiškinti kokius metodus taiko logopedai, įveikdami vaikų kalbėjimo ir kalbos sutrikimus. 3. Atskleisti su kokiais sunkumais susiduria logopedai tiesioginiame darbe. 4. Išsiaiškinti tėvų nuomonę apie teikiamą logopedinę pagalbą. 5. Palyginti tėvų ir logopedų nuomonę apie teikiamą logopedinę pagalbą. Pagrindinės empirinio tyrimo išvados: 1. Empirinis tyrimas rodo, kad logopedai vaikų kalbėjimo ir kalbos sutrikimams įveikti taiko tokius metodus: • Tradicinius mokymo metodus - skaitymą, rašymą, pasakojimą, atpasakojimą ir pratybų sąsiuvinį; • Aktyvius mokymo(si) metodus– darbą grupėmis ir vaikų pašnekesiai, dėlionės pagal seką, bendraamžių paramą; • Siekiant pakeisti situaciją dirbant su vaikais taiko – bendrosios ir smulkiosios motorikos lavinimą, vizualizavimą, vaizdingą kalbą, vaikų patirties įtraukimą, vaizduotės skatinimą, pojūčių naudojimą, piešimą, muziką ir konstravimą. 2. Paaiškėjo, kad logopedai dažniausiai susiduria su tokiais sunkumais darbe: maži kabinetai, darbo priemonių trūkumas, taip pat bendradarbiavimo su kolegomis ir patirties pasidalijimo. 3. Tėvų nuomone, jų vaikas... [toliau žr. visą tekstą] / The work carried out an analysis of documentsgoverningtheoretical special education and speech therapists’ work, speech therapy assistance methods and techniques, cooperation of speech therapists and parents. The main conclusions of the empiric research: 1. Empiric research shows, that in order to overcome children‘s speech and language disorders speech therapists use the following methods: • Traditional teaching methods–reading, writing, narration, a recital and exercise books; • Active teaching (learning) methods – work groups and children‘s conversations, doing puzzles in the order, peer support; • In order to change a situation use – general and fine motor training, visualization, evocative language, inclusion of children's experience, imaginative promotion, use of the senses, drawing, music and construction. 2. It appeared that speech therapists are most often faced with the difficulties at work like: small rooms, lack of working tools and also cooperation with colleagues and sharing experience. 3. Parents think, their child receives all the necessary assistance, basically, all the parents are satisfied with the quality of speech therapy classes, but they would prefer to have more classes. 4. Comparing parents’ and speech therapists approach, who else except speech therapists assist the children with speech and language disorders, a pattern was revealed that both, parents and speech therapists, usually take a passive means of communication, i.e. during meetings... [to full text]

BACKGROUND: Oral communication impairments (OCIs) are a common childhood problem with often long-term negative outcomes for both the child and society. Despite the growing body of knowledge about the epidemiology of this problem, the shift from traditional treatment approaches to population based approaches to management has been slow. One suggested reason for this is a lack of community based population data on such problems with which to plan services more broadly. AIM: The aim of this thesis is to contribute to the population knowledge of children with OCIs by developing and trialing a data collection method at a community level. LITERATURE REVIEW: One of the major issues in understanding OCIs from a population perspective is the disparate and often incongruent nature of epidemiological data reported in the literature. Five areas of epidemiological research were reviewed in order to critically evaluate the existing evidence base and identify gaps for further research. The five areas reviewed were: Prevalence (Regardless of the methodology used to collect prevalence data, OCIs have been described as a common childhood problem), Life Course (Children with OCIs often have ongoing communication problems and are at risk for poorer life outcomes in social, educational and occupational domains), Comorbidities (OCIs rarely occur in isolation and most children will have other developmental or health issues), Risk factors (There is no one easily definable cause of OCIs, however, genetic and environmental factors appear to increase the risk of OCI in the general population), and Service use (Only around half of children with recognised OCIs will access specialist intervention services).The review concluded that local community data measuring the 'burden', or impact, of the problem, comorbidities and service use in children with and without OCIs would assist in service planning. Therefore a methodology would need to be developed which addressed these issues.A further review of the literature considered this methodology development with specific reference to the issues of study design, sampling and identification of OCIs. The review concluded that a cross-sectional survey design of a community sample could provide the necessary data. Parent and teacher report was suggested as a method for identifying OCIs in surveys, however, a tool needed to be developed and trialed to ensure this method was effective, valid and reliable. PILOT STUDY: A survey tool for parents was designed which included the Child Health Questionnaire (PF - 28), questions relating to socio-demographic features, health and development conditions, service use and specifically developed questions regarding OCIs. The survey methodology was trialed in one school and one childcare centre. The results of the study were reviewed and suggestions made for methodological changes before a community trial was carried out. The reliability and validity of the questions designed to identify OCIs was assessed in a number of ways. Test-retest reliability of parent completed questionnaires proved to be good. Interrater reliability was examined by comparing parent and teacher responses. Parents and teachers agreed on identification of OCI in over 75% of cases for each of the OCIs studied. Criterion validity was assessed by comparing parent report to speech pathologist evaluation in a clinical sample and by comparing parent and teacher report to screening assessments of communication skills in a school sample. Both parents and teachers tended to over-identify children, however, when parent and teacher reports were considered together the validity approached that of the 'gold standard'. Construct validity was assessed by comparing reported OCIs with reports of other developmental conditions known to be commonly comorbid with OCIs. Once again using both parent and teacher report proved to be the most valid method of identifying OCIs using the developed tool. COMMUNITY STUDY: A targeted community survey of 3 to 7 year old children was conducted in a regional centre in Queensland, Australia. Children were sampled through schools and childcare centres. Information letters were distributed to the parents of 898 eligible children. Completed questionnaires were received for 397 children. Teachers completed questionnaires on 375 children which was 42% of the population sampled. Parents and teachers identified OCIs in 16% of the children. However, only 3% of the population were rated by parents or teachers as having severe problems. Over 70% of parents and teachers of children with a reported OCI rated the problem as having an impact on the child's life. Ratings of impact were not related to parent/teacher ratings of severity. Children with OCIs were reported to have significantly more health, developmental and behaviour problems than their peers. Children with OCIs were rated lower by their parents on most aspects of the Child Health Questionnaire (PF-28). In particular, parents reported impacts on their own time and family activities due to the child's problems. No significant differences were found between children with and without reported OCIs on any of the socio-demographic variables studied. Children with reported OCIs used more health and educational services than their peers. Around 60% of children with reported OCIs had seen a speech pathologist, but many parents had also sought advice from a range of other health and educational professionals. Those with two or more OCI conditions were more likely to have seen a professional, however socio-demographic variables did not generally predict service use. Parents reported that the type of service they chose was most commonly influenced by advice from a doctor or teacher. The limitations of this methodology for collecting this type of data are discussed. However despite these limitations data were collected which has major implications for the provision of population based services for children with OCI. CONCLUSION: This thesis has contributed to the understanding of children with OCIs by researching the development of a methodology to study this problem in a defined community sample. The information gained from the literature review and the community study were considered within two models of service provision. The models encompass service delivery from individualised to more population based approaches to the management of OCIs in children. From these models, specific suggestions for the community involved in the study were discussed. This thesis, therefore, provided a survey methodology that is resource efficient in the collection of community data useful in suggesting improved services for children with oral communication impairments.

A partir da análise fonético-acústica dos sons da fala (espectrograma), esta dissertação busca descrever os padrões vocálicos do português brasileiro (PB) em pacientes laringectomizados totais, realizada no início e após quatro meses de intervenção fonoaudiológica, como também comparar esses padrões vocálicos dos laringectomizados totais com outros padrões vocálicos estabelecidos em sujeitos sem alterações de acordo com os padrões nos estudos referidos por Behlau (1984), e ainda verificar se este método de mensuração de análise acústica através do espectrograma será ou não um facilitador, um recurso adequado, para o prognóstico no processo de reabilitação na emissão da produção vocálica dos laringectomizados totais com a terapia instituída. As medidas acústicas analisadas foram freqüência dos formantes (em Hz) e duração e intensidade da produção vocálica do português brasileiro (PB) nos pacientes laringectomizados. Para este estudo, foram selecionados 10 sujeitos em tratamento no Hospital do Câncer de Pernambuco, sendo sete do sexo masculino e três do sexo feminino, submetidos à retirada total do órgão laríngeo. As vogais analisadas do português brasileiro foram as orais, apresentadas oralmente aos participantes para repetição, já que a maioria dos participantes era de analfabetos, combinados com a consoante /k/ injetora, ou seja, facilitadora da emissão esofágica e solicitada à repetição em forma de stacatto (repetição consecutiva da sílaba). As gravações foram realizadas em ambiente silencioso. A taxa de amostragem utilizada foi de 11025 Hz e resolução de 16 bits. Para a realização da análise acústica das amostras, foram utilizados os programas Fonoview, versão 1.1, Voxmetria, versão 2.7 e o Praat, versão 4.6.22. Os resultados foram discutidos e fundamentados na teoria acústica da produção de fala. Os resultados constataram que a análise acústica espectrográfica permite o monitoramento dos parâmetros acústicos possibilitando um feedback do tratamento e o acompanhamento, sendo um meio objetivo e útil para o estudo da voz esofágica. Verificaram-se valores agudos para a freqüência dos formantes, aumento de 37,29% de intensidade após treino fonoterápico e menor duração de produção espontânea das sílabas e vogais à medida que se consegue melhor controle da voz esofagiana, a produção torna-se mais rápida. A partir desse estudo, espera-se que a análise acústica espectrográfica seja utilizada e adaptada à prática clínica como um método de referência para o prognóstico dos pacientes laringectomizados totais no processo de reabilitação fonoterápica / From the acoustic-phonetic analysis of the sounds of speech (spectrogram), this dissertation aims to describe vocalic patterns of Brazilian Portuguese (BP) in patients without larynx, held at the beginning and after four months of phonological intervention but also compare these vocalics patterns of the total laryngectomized with other standards established in vocalics subject unchanged in accordance with the standards in the studies referred by Behlau (1984), and also verify that this method of measurement of acoustic analysis through the spectrogram would be a facilitator, an action appropriate, the prognosis for the process of rehabilitation in the issuance of vocalic production of total laryngectomized with therapy instituted. The measures were analyzed acoustic frequency of formants (in Hz), and duration and intensity of vocalic production of Brazilian Portuguese (BP) in patients laryngectomized. For this study, 10 subjects were selected in treatment at the Hospital Cancer of Pernambuco, with seven males and three females, submitted to the total withdrawal of the body laryngeal. The vowels analyzed the Brazilian Portuguese were the oral, presented orally to the participants to repeat, since the majority of the participants was illiterate, combined with the on / k / injector, or facilitating the issuance esophageal and required to repeat the form of stacatto (repetition of consecutive syllable). The recordings were performed in quiet environment. The sampling rate used was 11025 Hz and resolution of 16 bits. For the realization of the acoustic analysis of the samples, were used programs Fonoview, version 1.1, Voxmetria, version 2.7 and Praat, version 4.6.22. The results were discussed and substantiated in the theory of the production of speech acoustics. The results found that the acoustic spectrografic analysis allows the tracking of acoustic parameters allowing a feedback treatment and monitoring, and a means objective and useful for the study of esophageal voice. There were figures for the frequency of acute formants, an increase of 37.29% in intensity after training phonological and shorter duration of spontaneous production of vowels and syllables as you can better control the esophagic voice , production becomes faster . From this study, it is expected that the acoustic spectrografic analysis adapted to be used in clinical practice as a reference method for the prognosis of patients totals laryngectomized in the process of phonological rehabilitation

A narrativa oral de história trata-se de uma habilidade de grande complexidade uma vez que requer preservação de capacidades linguísticas e cognitivas. O desempenho em tarefa de narração tem contribuído para a identificação de diferentes subgrupos clínicos com alterações de linguagem, como o quadro de atraso no desenvolvimento da linguagem (ADL). Essa população caracteriza-se ao longo do desenvolvimento da linguagem por um ritmo lento para novas aquisições. A habilidade narrativa é descrita em crianças com ADL por produções de histórias mais curtas e com menor complexidade. Contudo, poucas pesquisas abordam a narrativa oral desta população específica, e sobre à influência de programas de intervenção. Desta forma, o presente estudo teve como objetivo comparar o desempenho em tarefa de narrativa oral de histórias de crianças com histórico de ADL antes e após serem submetidas a um programa de intervenção fonoaudiológica. Participaram deste estudo 10 crianças com ADL e 10 crianças com desenvolvimento típico de linguagem, pareadas quanto ao sexo e idade cronológica. Cada grupo foi composto por indivíduos de ambos os sexos, com idade cronológica entre cinco e seis anos. Os participantes de ambos os grupos foram avaliados antes e após a intervenção, nos níveis macro e microestruturais da narrativa oral, utilizando como instrumento de análise: (a) índice de complexidade da narrativa (b) nível de coerência global da narrativa; (c) análise de construção dos episódios que compõem a narrativa. Além da (d) produtividade e (e) complexidade linguística da narrativa. Após a avaliação, as crianças com ADL foram submetidas ao programa de intervenção fonoaudiológica da narrativa. O referido programa foi composto por três fases com objetivos distintos: (a) elementos estruturais da narrativa-apresentar a criança; (b) elaboração da narrativa; (c) contagem de histórias de forma independente. O programa foi organizado em dez sessões de intervenção. Os resultados permitiram concluir que os indivíduos com ADL apresentaram melhora em seu desempenho após intervenção na narrativa oral em relação aqueles com desenvolvimento típico. Foi constatada diferença significativa entre os desempenhos pré e pós intervenção para o grupo com ADL em todos os aspectos macro e microestruturais (exceto total de C-Units). O desempenho do grupo com desenvolvimento típico de linguagem foi mais discreto, não foram observadas diferenças significantes para desafios, resolução e coerência da narrativa e total de palavras, total de C-Units, extensão média dos enunciados e C-Units complexos. / Oral storytelling is a skill of great complexity as it requires preservation of linguistic and cognitive abilities. The performance in narrative task has been contributing to the identification of different clinical subgroups with language alterations, such as late talking condition. This population is characterized throughout language development by late onset or at a slow pace for new acquisitions. Narrative ability is described on children in late talking condition for shorter and less complex storytelling. However, few studies address the oral narrative of this specific population, and the influence of interventional programs. Thus, this study had the aim to compare the performance in task of oral narrative of children in late talking condition before and after being submitted to a speech-language intervention program. The participants were 10 children late talkers and 10 children with typical language development, matched for sex and chronological age. Each group consisted individuals of both sexes, with a chronological age between five and six years. Participants of both groups were evaluated before and after intervention at the macro and microstructural levels of the oral narrative using as an analytical tool: (a) narrative complexity index; (b) level of global narrative coherence; (c) construction analysis of the episodes; (d) productivity and (e) linguistic complexity of the narrative. After the evaluation, the late talkers were submitted to the speech-language intervention program of the narrative. The program was composed by three phases with distinct objectives: (a) structural elements of the narrative; (b) elaboration of the narrative; (c) storytelling independently. The program was organized in ten interventional sessions. The results allowed to conclude that late talkers showed improvement in their performance after intervention in the oral narrative in relation to those with typical development. It was observed a significant difference between the pre and post intervention performances for late talkers group in all macro and microstructural aspects (except total of C-Units). The performance of the group with typical language development was more discreet, no significant differences were found in challenges, resolution and coherence of the narrative and total words, total C-Units, mean length of utterances and complex C-Units.

Made available in DSpace on 2017-06-01T18:24:24Z (GMT). No. of bitstreams: 1 pre-textual.pdf: 182147 bytes, checksum: 33bb4f146d1cfec6740795f91753cb12 (MD5) Previous issue date: 2006-04-26 / The aim of this work is to investigate the effects of Verbotonal Methodology on syntactic development of one language simple delayed child. The 5 year old child had been previously chosen for being diagnosticated as showing a language simple delay at the Clínica Escola de Fonoaudiologia da Universidade, João Pessoa - PB, by the Language Pathology Clinic. The work was structured in four steps: first, a semi-structured interview was carried out with the child mother in order to get information about the child neuro-psycho-motor development. Then, the child was submitted to a language pathology test which showed some evidences of telegraphic speech not fitting with her age. After that, the child was submitted to a six month language therapy using the Verbotoal Methodology. By the end of the therapy sessions a language test was again carried out to check the child language syntactic development by using Vilela and Koch (2001) language description model. Aware of the positive results presented by hearing and nonhearing children with the help of Verbotonal Methodology, its use in the case of this child proved to be successful in phonotherapy, with positive results both to the child language improvement and to the work of the language therapist. This paper hopes to give a contribution for the studies on Language therapy as well as to those working with simple delayed language / Esta pesquisa tem como objetivo principal investigar os efeitos de parte da metodologia verbotonal no desenvolvimento sintático em um paciente com atraso simples de linguagem. A criança, com 5 anos de idade, foi previamente selecionada por apresentar diagnóstico de atraso simples de linguagem, na Clínica Escola de Fonoaudiologia da Universidade de João Pessoa (UNIPÊ), João Pessoa - PB, no setor de Fonoaudiologia. O trabalho foi desenvolvido em quatro etapas: a primeira, realizada através de uma entrevista semi-estruturada com a mãe da criança, teve como objetivo colher dados mais detalhados sobre o desenvolvimento neuropsicomotor da criança. Na segunda etapa, foi realizada, com a criança, uma avaliação fonoaudiológica de linguagem. Como resultado, observou-se uma fala telegráfica, não compatível com a sua idade cronológica. Para a realização da terceira etapa, foram agendados dias e horários para a realização do processo terapêutico com a criança, à luz da metodologia verbotonal, durante o período de seis meses. Ao término deste período, foi realizada a quarta etapa com a aplicação de uma avaliação fonoaudiológica de linguagem com o intuito de verificar e identificar as evoluções na linguagem oral da criança em seu nível sintático, utilizando, para a análise, o modelo proposto por Vilela e Koch (2001). Como a metodologia verbotonal tem apresentado respostas positivas em relação à linguagem oral em deficientes auditivos e surdos, a proposta de aplicação dessa metodologia em paciente com atraso simples de linguagem foi de grande auxílio no ratamento fonoterápico, favorecendo tanto ao terapeuta quanto à criança. Por ser um tema bastante atual na área de linguagem, e, principalmente, para a Fonoaudiologia, esta pesquisa abre novo campo de estudo e amplia a visão do fonoaudiólogo em relação ao tratamento em crianças com atraso simples de linguagem