Boletín de AELFA最新文献

Speech therapy as a health profession is experiencing a great development in recent years and is making significant efforts to incorporate the principles of evidence-based practice to their performances. Improving academic training in the university context along with better access to research have been the cornerstones of this development. As a result, an increased scientific output in each of the aspects of our discipline can currently be observed. Furthermore, professionals are trying to open new fields and policy areas where hospital services did hitherto restablecinot contemplate the intervention of speech therapists and where their contributions can be of vital importance for improving both quality of care and health status and quality of life of patients. A clear example of this can be found in the Region of Valencia, where the Hospital at Home Unit of the Consorcio Hospitalario Provincial de Castellón and the Intensive Care Unit of the Hospital Universitario de la Ribera in Alzira have made pioneering efforts at speech therapy to establish and implement a performance before oropharyngeal dysphagia.

Craniofacial syndromes are complex and heterogeneous entities involving abnormalities affecting primarily structures responsible for the morphology of the face and skull. His treatment involves a multidisciplinary approach and early, which include reconstructive surgery, orthodontics, orthodontic treatment, and speech therapy in pre-and postoperative orofacial system functions at myofunctional.

The audiology is a discipline that since its inception has sought in technology resources to address communication problems resulting from hearing disorders. Among the different possibilities that enhance auditory perception, cochlear implants are an important milestone as it is indicated in the bilateral profound sensorineural hearing loss involving major problem for human communication. Currently, the widespread use of cochlear implants can raise new perspectives in the study of hearing and communication disorders associated with this loss. The voice is one of the aspects of communication that are most altered in relation to the degree of hearing loss. Although there are many studies that relate speech and hearing, yet little literature studying this relationship in adult patients with cochlear implants. The aim of this paper is to raise this ratio in patients with post-lingual profound bilateral sensorineural hearing loss that after undergoing cochlear implant surgery are able to reflect through a subjective assessment by the Voice Handicap Index an evolution in the perception of their own voice. The results regarding the perception of voice before and after cochlear implant by study subjects correlated with the publications to date and reflect a subjective improvement in this perception.

The preschool period is critical to the acquisition process of reading foundations. The majority of children learn to read considerably fast and, apparently, effortless. However, a percentage of children show a slow and hard process of reading acquisition. The aim of this work is to review the main risk factors to be considered in early identification of reading and writing difficulties. We also summarize different proposals of intervention in order to improve the predictive abilities related to the adequate performance in reading. These are related to the decoding mechanism (phonological awareness, grapheme-phoneme correspondence, rapid naming, print awareness) and to the access to meaning (vocabulary knowledge and narrative ability). Research shows the efficacy of these approaches. They have lead to minimize the severity and reduce the incidence of problems in this area. Besides, we describe briefly the Response to intervention model (RTI), an evidence-based practice in this field. We present the developmental analysis of the detection process and preventive intervention in a case with a vulnerability profile of reading disabilities.

To assess the functional hearing ability of a small child with hearing loss, it is necessary to resort to different indirect tests that can reflect the information being provided by hearing aids, or by exploring what the child is doing with this acoustic information, mainly as regards the abilities in the acquisition and development of language. From the results of this assessment, it can be determined if the adjustment is the best that this child can achieve at that time, or if modifications need to be made to optimise it and thus achieve the best intelligibility of speech in a variety of communication environments and situations.

In this work are described the principles of functional-pragmatic and the reasons for developing an exploration protocol for natural metalinguistic abilities. This study explains the base hypothesis and structure of METALANG protocol. This protocol consists in a Test and a Questionnaire for parents with two different scales: A = Ability, B = Frequency. Each element of the protocol has 6 sections and 40 items. It is performed a preliminary contrast with 12 subjects aged 6 to 9 years. Among the 12 subjects, 4 were diagnosed with dysphasia. METALANG shows high scores in reliability and internal consistency. This result confirms the hypothesis that it is possible a joint exploration of different capacities or metalinguistic abilities with children from 6 to 9 years. Differential scores are obtained for the group of people with dysphasia, but not about the age of the people. By comparing the results of the test and each of the scales of the questionnaire we can observe significant differences between the test and the B scale (Frequency), and when we comparing the two scales of the questionnaire together. These results confirm that the frequency of use of metalinguistic abilities depends on other factors in addition to the acquisition or presence of a particular capacity or ability.

Behavioral problems are shown daily in the classroom. Their effect in secondary education is evident, causing not only the pupils with these disorders to dropout, but many others who share a classroom with them are also affected by these behaviors. On many occasions, impaired communication skills appear to be associated with highly disruptive behavior and can be predecessors of later school failure. This article presents a program that improves communication skills with schoolchildren with behavioral disorders.

Language disorders in child abuse victims are an area of special interest, both for its negative consequences for the children and their involvement on a social level and their interpersonal adaptation. Five children in residential care, between 8 and 10 years of age, participated in this study. A pragmatic intervention programme, aimed at developing functional skills that allowed the children to communicate effectively, was implemented. It aimed to encourage the children's capacity for taking initiatives and creating conversational spontaneity. To do this, they work on the conversational skills of making requests, as well as narrative discourse. The pre-test/post-test evaluation of the children confirmed the effectiveness of the intervention.

The case is presented of a six-year-old child of Bulgarian origin, with serious language problems, both oral and reading-writing skills, as well as problems with social interaction and communication stemming from them. The intervention consisted of nine sessions in an interdisciplinary programme to work simultaneously with the areas of language and music in a complementary manner with the whole class group. The main objective of the intervention was to encourage the child's communication, comprehension, speaking and writing in Spanish, in order to improve his linguistic development.

The diagnosis and treatment is described in a case of a three-year old child withcerebral palsy with a good level of language progression, but with significant difficulties in speech and voice. Treatment was developed over two years, in which exercises of oral zone control were applied. Voice output exercises were more intense, based on variations of melody, intensity and rhythm associated with statements and short stories. Progress was very positive and allows the child's speech to be understood in different contexts after two years.