CoDAS最新文献

Purpose: To describe sound processing in the auditory system based on auditory evoked potentials.

Research strategies: A literature review was conducted on auditory processing from the perspective of electrophysiological auditory assessment, considering both classical and current studies in the field.

Selection criteria: Studies addressing auditory evoked potentials and their relationship with sound encoding, decoding, discrimination, perception, and semantic congruence processes were included.

Data analysis: Data were analyzed in a descriptive and critical manner, integrating information on different auditory evoked potentials and their respective roles in auditory processing.

Results: The auditory system organizes and encodes acoustic features, such as frequency, intensity, and temporal modulations, transforming them into neural representations interpreted by the cortex. Auditory evoked potentials provide information on encoding, decoding, discrimination, perception, and semantic congruence processes. The frequency-following response evaluates the accuracy of neural encoding of sounds, especially speech; cortical auditory evoked potentials reflect advanced processes of encoding, decoding, and discrimination; and the N400 is associated with semantic congruence, elucidating cognitive auditory processing.

Conclusion: Auditory evoked potentials are important tools for evaluating auditory processing, contributing to the diagnosis of disorders and to the monitoring of auditory performance across different populations.

Purpose: This study aimed to evaluate the impact of preclinical simulation-based learning experience in reducing student anxiety in interacting with real patients and enhancing their self-perceived clinical competence.

Methods: Second-year undergraduate speech-language pathology (SLP) students undertaking a preparatory course for clinical work and placement participated. Two clinical case simulation sessions were embedded as part of this course. In each session, two professional actors role-played as caregivers of family members with communication disorders. The first simulation focused on foundational assessment skills, and students were required to obtain a case history with the simulated caregivers. The second simulation focused on intervention, and students recommended communication strategies to the simulated caregivers. Students' self-perceived level of skills, confidence and anxiety were assessed before and after the simulation sessions.

Results: Students reported significant increases in their confidence level following simulation sessions. They perceived themselves as much better prepared for working with real patients in upcoming clinical placements.

Conclusion: Simulation-based learning experience in a controlled environment enhances preclinical SLP students' perceived confidence levels and clinical competence.

Purpose: To evaluate the psychometric properties of the naming and imitation tasks of the Digital Speech Assessment Instrument.

Methods: Forty-five Brazilian Portuguese (BP)-speaking children aged 4 to 9 years, with and without Phonological Disorder (PD) participated in the study. Construct validity was verified by convergent validity, criterion validity was analyzed using Student's t-test for independent samples, and inter-rater reliability was assessed.

Results: The naming task demonstrated satisfactory construct validity. In the imitation task, correlations ranged from moderate to nearly perfect. Both tasks discriminated well between groups, with children with PD presenting consistently lower scores. Inter-rater agreement was substantial to nearly perfect.

Conclusion: The results indicate that the naming and imitation tasks of the Digital Speech Assessment Instrument are valid and reliable.

Purpose: This study aimed to map studies that investigated the influence of speech rate on the reproduction of audiovisual resources in university students' learning using a Scope review.

Research strategies: The PCC strategy was used where P- University students, C- Increased or decreased speech rate, C- Learning. The searches were conducted using the SciELO, Lilacs, PubMed, Scopus, Web of Science, and Google Scholar databases.

Selection criteria: Scientific articles published in the databases above with a target audience of university students were included; works that compared average speech rate with increased or decreased speed and had learning-related skills as the study response.

Data analysis: The Joanna Briggs Institute checklists were used for methodological quality assessment.

Results: We found that four articles observed an improvement in learning performance when the audiovisual resource was presented at a speed of up to 2x, three did not observe a difference and two studies observed a worsening in the skills involved in learning.The results indicate a low risk of bias in most studies included.

Conclusion: A study indicated improved learning in audiovisuals at a speed slower than 1x. It was observed that reproduction speed rates of audiovisual resources impact university students' learning process. Rates greater than 2x limit the learning process. Rates within the normal range (between 1x and 1.75x) are more favorable for capturing the content.

The aim of this study was to examine the effects of tDCS during intensive word-finding therapy on subacute aphasia after stroke. A single-case study with an 86-year-old man with four years of formal education, diagnosed with an ischemic stroke in the left hemisphere, resulting in non-fluent aphasia of the mixed type, accompanied by acquired apraxia of speech. For this purpose, the Montreal-Toulouse Language Assessment Battery - Brief Version was administered at five different time points: (A1) one week before the start of treatment; (A2) after the first session; (A3) after five sessions; (A4) after ten sessions and; (A5) after 30 days without intervention. The Naming and Visual Recognition Test was also administered at points A1, A4 and A5. After the intervention, improvements were noted in word naming and verbal word comprehension. There was a reduction in linguistic errors such as paraphasias. These results support the combination of tDCS and behavioral training.

Purpose: To analyze the correlation and association between the Long Latency Auditory Evoked Potential (LLAEP) and the Frequency Following Response (FFR) in young adults with normal hearing thresholds.

Methods: This was a cross-sectional, quantitative, and qualitative study. The sample included 32 young adults (mean age of 22.5 years) of both sexes who met the inclusion criteria. The participants underwent basic audiological evaluation, screening of auditory skills through the Random Gap Detection Test and Dichotic Digits Test, and electrophysiological tests: Auditory Brainstem Response with click stimulus, Long Latency Auditory Evoked Potential, and Frequency Following Response with verbal stimulus.

Results: A statistically significant and positive brightness was observed between waves V, A and C and waves P1 and N2, evidencing the participation of auditory structures of the primary auditory cortex in the generation of FFR responses, and a negative appearance between waves C and N2, reflecting the different auditory abilities to generate the responses of each component. There was no significant association between individuals classified as normal and altered in the tests in general performed in the present study or when associated between each component.

Conclusion: Waves V, A, and C correlate with waves P1 and N2 of the Long Latency Auditory Evoked Potential in young adults. There was no evidence of associations between the qualitative results of the Frequency Following Response and the Long Latency Auditory Evoked Potential.

Purpose: To compare neural response times among cortical components of the Long-Latency Auditory Evoked Potential (LLAEP) by measuring latency and interpeak intervals in individuals with and without tinnitus.

Method: This was an analytical, cross-sectional, and quantitative study. A total of 28 participants were included, divided into two groups: the Control Group, comprising 12 individuals without tinnitus perception, and the Study Group, comprising 16 individuals diagnosed with tinnitus disorder. Assessments were conducted over two sessions. Initially, all participants underwent a semi-structured anamnesis, basic audiological evaluation, behavioral tests of central auditory processing, as well as neuropsychological and tinnitus assessments. On the second day, verbal LLAEP and neurodiagnostic ABR were performed. The responses were compared by analyzing the latency of P1, N1, and P2 potentials. A between-group comparison was conducted using an independent sample t-test.

Results: A statistically significant difference was observed in the interpeak intervals of P1-P2 potentials, as well as a trend toward significance in N1-P2 interpeak intervals between groups in the right ear. Additionally, a significant difference was found in P1-P2 interpeak intervals between groups in the left ear.

Conclusion: Individuals with tinnitus disorder exhibited longer interpeak intervals, suggesting central auditory processing dysfunction and increased neural response within auditory processing pathways.

Purpose: To translate and culturally adapt the Hyperacusis Handicap Questionnaire (HHQ) to Brazilian Portuguese.

Methods: The cultural adaptation followed the Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) guidelines and included five stages: 1) translation of the questionnaire from English to Brazilian Portuguese (BP) by two bilingual translators; 2) synthesis of the translations into a consensus version; 3) back-translation into English by two professional translators; 4) development of the pre-final version of the HHQ in Brazilian Portuguese by a committee of experts; and 5) testing of the pre-final and adjusted pre-final versions with individuals from the target population.

Results: No discrepancies were observed in the title, key responses, or questionnaire items throughout the translation process. In the pre-final version testing phase, more than 80% of participants understood the HHQ items in BP, demonstrating the effectiveness of the adaptation. However, four items were adjusted based on participants' suggestions during the testing phase. Subsequently, the adjusted pre-final version was tested, with 100% of participants demonstrating comprehension of the items, confirming its appropriateness for the Brazilian population. During the linguistic equivalence assessment, none of the participants selected the "not applicable" option, further validating the relevance of the questions to the Brazilian context. Additionally, an introductory statement was added, providing detailed instructions on how to complete the questionnaire.

Conclusion: The cultural adaptation of the HHQ to Brazilian Portuguese was completed, resulting in the final version titled Hyperacusis Handicap Questionnaire in Brazilian Portuguese (HHQ-BP). Validation of this version is currently in progress.

Purpose: To analyze the outpatient production of the visual reinforcement audiometry (VRA) in the Unified Health System (SUS), in the Federation Units (UFs) of Brazil, between 2004 and 2021, and its association with Neonatal Hearing Screening (NHS) and offering audiologists, hearing health services and VRA equipment.

Methods: Ecological mixed study, which used data from the SUS Outpatient Information System, of the National Registry of Health Establishments and of the Brazilian Institute of Geography and Statistics. The dependent variable was the rate of performance of the "visual reinforcement audiometry (air/bone route)" procedure, per 10 thousand inhabitants, while the independent variables were the rates of NHS, speech therapists, hearing health services and VRA equipment. Descriptive and inferential statistics and spatial analysis were performed.

Results: The VRA rate in Brazil was 11.8/10 thousand inhabitants between 2004 and 2021. In the UFs, VRA rates varied from 0 to 125.1/10 thousand inhabitants in the periods studied. The lowest rate for this exam was recorded in the 2004-2006 triennium, while the highest was seen in the 2007-2009 triennium. It was found that there was no significant correlation between the VRA performance rate for the 2016-2018 three-year period with the rates of NHS, speech therapists, hearing health services and VRA equipment.

Conclusion: The realization of the VRA is restricted and discrepant among Brazilian states and does not show any association with the variables investigated, indicating the need for measures to improve access to this exam in the SUS.

Purpose: To map childhood voice interventions developed in Brazilian public schools and analyze them according to components of the School Health Program (SHP).

Research strategies: This was a scoping review, structured according to the methodological guidelines of the Joanna Briggs Institute (JBI). The research question was, "What childhood voice interventions are developed in Brazilian public schools, and which SHP components are included in these interventions?". An electronic search was conducted in the MEDLINE, LILACS, Scopus, Web of Science, Embase, and Cochrane databases, along with a manual search of gray literature, citation lists, and expert consultations.The search strategies consisted of free and indexed terms related to the topic and adapted for each source of evidence.

Selection criteria: The review included studies involving schoolchildren up to 12 years old with voice interventions developed by speech-language-hearing pathologists in public schools, published after 2007. It extracted data regarding the publication, the sample, and childhood voice interventions according to the SHP components.

Data analysis: Data analysis was descriptive.

Results: 4,087 studies were found, and 27 were selected. The most common interventions involved students, followed by parents and teachers. Twenty-six studies included assessments of students' health conditions, and one included health promotion and disease prevention actions in an online course for parents and students. The most common assessment procedure was auditory-perceptual evaluation.

Conclusion: Studies on childhood voice in schools are scarce and prioritize assessment of vocal health conditions.