Pub Date : 2026-01-01DOI: 10.1016/j.rlfa.2025.100552
Clara Laosa Campos , Adoración Díaz López
Background and objectives
Inclusive education faces the challenge of ensuring the participation of students with complex communication needs in the school environment. In this regard, Augmentative and Alternative Communication (AAC) plays a crucial role, and its benefits depend largely on the knowledge and training of educational professionals. The purpose of this study is to determine the level of AAC knowledge possessed by teachers and other educational specialists, as well as its impact on the use of technology-aided AAC in the classroom.
Materials and methods
Through a quantitative survey design, information was collected from 98 educational professionals regarding: 1) specialized AAC training; 2) the use of high-tech AAC systems; and 3) the application of fundamental principles and strategies.
Results
The analysis reveals a widespread lack of specific AAC training among teachers from various specialties, which could explain the methodological inconsistency in the process of teaching technology-aided AAC.
Conclusions
Professionals with less training tend to implement speech-generating devices less frequently. Among the strategies analyzed, modeling was the most commonly used in AAC teaching, while instruction to communication partners was the least frequently used. These findings underscore the need to address training deficiencies, which compromise the teaching process and the participation of students who use AAC systems during their schooling.
{"title":"Formación docente e implementación de comunicación aumentativa y alternativa con comunicadores electrónicos en entornos escolares","authors":"Clara Laosa Campos , Adoración Díaz López","doi":"10.1016/j.rlfa.2025.100552","DOIUrl":"10.1016/j.rlfa.2025.100552","url":null,"abstract":"<div><h3>Background and objectives</h3><div>Inclusive education faces the challenge of ensuring the participation of students with complex communication needs in the school environment. In this regard, Augmentative and Alternative Communication (AAC) plays a crucial role, and its benefits depend largely on the knowledge and training of educational professionals. The purpose of this study is to determine the level of AAC knowledge possessed by teachers and other educational specialists, as well as its impact on the use of technology-aided AAC in the classroom.</div></div><div><h3>Materials and methods</h3><div>Through a quantitative survey design, information was collected from 98 educational professionals regarding: 1) specialized AAC training; 2) the use of high-tech AAC systems; and 3) the application of fundamental principles and strategies.</div></div><div><h3>Results</h3><div>The analysis reveals a widespread lack of specific AAC training among teachers from various specialties, which could explain the methodological inconsistency in the process of teaching technology-aided AAC.</div></div><div><h3>Conclusions</h3><div>Professionals with less training tend to implement speech-generating devices less frequently. Among the strategies analyzed, modeling was the most commonly used in AAC teaching, while instruction to communication partners was the least frequently used. These findings underscore the need to address training deficiencies, which compromise the teaching process and the participation of students who use AAC systems during their schooling.</div></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"46 1","pages":"Article 100552"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145908815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01DOI: 10.1016/j.rlfa.2025.100553
Patrícia Aparecida Zuanetti , Marina Estima Neiva Nunes , Angela Cristina Pontes-Fernandes , Raphael Lopes Sartori , Paulo Braga Barros Nhani , Roberta Olivério-Naegeli , Ana Paula Andrade Hamad
Introduction and objectives
Schools were temporarily closed to control the dissemination of the coronavirus disease 2019 (COVID-19), leading to the implementation of remote teaching. To compare the performance in oral and written language and arithmetic skills among students assessed before and after the COVID-19 pandemic with lower socioeconomic levels.
Materials and methods
Comparative and cross-sectional and quantitative study. Altogether, 189 low-socioeconomic-level 1st to 4th graders participated in the study. They were divided into two groups: Pre-Pandemic (children assessed in 2019) and Post-Pandemic (children assessed in 2022). A standardized and validated screening test was used to investigate oral language, written language, and arithmetic skills. Statistical inferences were made by comparing the percentage of children with deficits in each skill – two-proportion Z-test (α = 0.05).
Results
No differences were found in the oral language tasks. There was no difference either in phonological awareness, reading, written comprehension, spontaneous writing, and arithmetic skills between the groups. However, a significant percentage of children had an atypical performance at both assessment moments. The writing skill (dictation) was the most impaired one in children who learned to read and write while schools were closed.
Conclusion
Canceled in-person classes highlighted and potentialized the school learning deficit that had already been observed among low-income children before the COVID-19 pandemic. The most affected children were those who attended 1st and 2nd grades while schools were closed.
{"title":"Effects of the pandemic on the learning process of students from a low socioeconomic level: Comparative and cross-sectional and quantitative study","authors":"Patrícia Aparecida Zuanetti , Marina Estima Neiva Nunes , Angela Cristina Pontes-Fernandes , Raphael Lopes Sartori , Paulo Braga Barros Nhani , Roberta Olivério-Naegeli , Ana Paula Andrade Hamad","doi":"10.1016/j.rlfa.2025.100553","DOIUrl":"10.1016/j.rlfa.2025.100553","url":null,"abstract":"<div><h3>Introduction and objectives</h3><div>Schools were temporarily closed to control the dissemination of the coronavirus disease 2019 (COVID-19), leading to the implementation of remote teaching. To compare the performance in oral and written language and arithmetic skills among students assessed before and after the COVID-19 pandemic with lower socioeconomic levels.</div></div><div><h3>Materials and methods</h3><div>Comparative and cross-sectional and quantitative study. Altogether, 189 low-socioeconomic-level 1st to 4th graders participated in the study. They were divided into two groups: Pre-Pandemic (children assessed in 2019) and Post-Pandemic (children assessed in 2022). A standardized and validated screening test was used to investigate oral language, written language, and arithmetic skills. Statistical inferences were made by comparing the percentage of children with deficits in each skill – two-proportion <em>Z</em>-test (<em>α</em> <!-->=<!--> <!-->0.05).</div></div><div><h3>Results</h3><div>No differences were found in the oral language tasks. There was no difference either in phonological awareness, reading, written comprehension, spontaneous writing, and arithmetic skills between the groups. However, a significant percentage of children had an atypical performance at both assessment moments. The writing skill (dictation) was the most impaired one in children who learned to read and write while schools were closed.</div></div><div><h3>Conclusion</h3><div>Canceled in-person classes highlighted and potentialized the school learning deficit that had already been observed among low-income children before the COVID-19 pandemic. The most affected children were those who attended 1st and 2nd grades while schools were closed.</div></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"46 1","pages":"Article 100553"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145908854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01DOI: 10.1016/j.rlfa.2025.100550
Ana Alejandra Espinosa-Mojica , Carmen Varo Varo
Background and objectives
Microduplications at the 4p16.3 locus are rare genetic alterations that can affect neurodevelopment, particularly language. Several studies suggest that these variants are associated with an atypical linguistic profile, but there is little empirical evidence on the lexical mechanisms involved. This study aims to characterise the lexical-semantic abilities of a girl with 4p16.3 microduplication from a clinical-linguistic perspective. Special attention is paid to the interaction between the phonological and conceptual dimensions of the lexicon and the relationship between lexical processing and grammatical structures.
Materials and methods
Standardised language assessment tests (CELF-5, PPVT-III, CEG) were administered and transcripts of spontaneous speech were analysed to describe the lexical-semantic profile. In addition, the temporal and regional expression of the duplicated genes was explored using molecular databases.
Results
The results show a dissociation between performance on structured tests and functional language use. Compensatory strategies were observed in verbal production, a partially adequate expressive vocabulary, and difficulties in the organisation of lexical networks. These findings suggest a mismatch between available lexical knowledge and its integration into communicative contexts.
Conclusions
The study describes the linguistic characteristics observed in a case with duplications at 4p16.3 and highlights the importance of integrating qualitative measures of language, detailed discourse analysis, and molecular data into the clinical evaluation of children with rare diseases. This approach allows for a more complete and functional characterisation of the linguistic profile, facilitating the identification of patterns that could be explored in future studies with a larger number of participants. Overall, the approach adopted highlights how the combination of clinical and molecular information can contribute to a deeper understanding of the phenotypic diversity associated with low-prevalence chromosomal duplications, without implying direct causal relationships.
{"title":"Perfil léxico-semántico asociado a microduplicación 4p16.3: un estudio de caso","authors":"Ana Alejandra Espinosa-Mojica , Carmen Varo Varo","doi":"10.1016/j.rlfa.2025.100550","DOIUrl":"10.1016/j.rlfa.2025.100550","url":null,"abstract":"<div><h3>Background and objectives</h3><div>Microduplications at the 4p16.3 locus are rare genetic alterations that can affect neurodevelopment, particularly language. Several studies suggest that these variants are associated with an atypical linguistic profile, but there is little empirical evidence on the lexical mechanisms involved. This study aims to characterise the lexical-semantic abilities of a girl with 4p16.3 microduplication from a clinical-linguistic perspective. Special attention is paid to the interaction between the phonological and conceptual dimensions of the lexicon and the relationship between lexical processing and grammatical structures.</div></div><div><h3>Materials and methods</h3><div>Standardised language assessment tests (CELF-5, PPVT-III, CEG) were administered and transcripts of spontaneous speech were analysed to describe the lexical-semantic profile. In addition, the temporal and regional expression of the duplicated genes was explored using molecular databases.</div></div><div><h3>Results</h3><div>The results show a dissociation between performance on structured tests and functional language use. Compensatory strategies were observed in verbal production, a partially adequate expressive vocabulary, and difficulties in the organisation of lexical networks. These findings suggest a mismatch between available lexical knowledge and its integration into communicative contexts.</div></div><div><h3>Conclusions</h3><div>The study describes the linguistic characteristics observed in a case with duplications at 4p16.3 and highlights the importance of integrating qualitative measures of language, detailed discourse analysis, and molecular data into the clinical evaluation of children with rare diseases. This approach allows for a more complete and functional characterisation of the linguistic profile, facilitating the identification of patterns that could be explored in future studies with a larger number of participants. Overall, the approach adopted highlights how the combination of clinical and molecular information can contribute to a deeper understanding of the phenotypic diversity associated with low-prevalence chromosomal duplications, without implying direct causal relationships.</div></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"46 1","pages":"Article 100550"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01DOI: 10.1016/j.rlfa.2025.100551
Ana Muiño Tato, Helena López-Bueno
Background and objetive
This study analyses the relationship between communication difficulties in children with autism spectrum disorder (ASD) and the subjective well-being of their mothers, exploring the role of augmentative and/or alternative communication systems (AACs). Families who use electronic devices, such as tablets, for communication are compared with those who do not.
Method
A total of 81 mothers of children with ASD in Spain were included, divided into 2 groups: 43 who use electronic devices and 38 who do not. Adhoc questionnaires were used to assess interference in daily life, communication with the child, and activities compared to other families, using Likert-type scales.
Results
The results showed a significant negative correlation between interference in daily life and effective communication with the child (r = −.85). Furthermore, the use of AACs was associated with a reduction in interference in daily activities (p < .001).
Conclusions
The study confirms that communication difficulties affect the quality of life of mothers of children with ASD and that the use of electronic devices improves communication, reducing interference in daily life. These findings highlight the importance of promoting appropriate access to and use of AACs to improve family well-being. However, further research is needed to assess the long-term effects.
{"title":"Dispositivos electrónicos para una comunicación eficaz en niños con trastorno del espectro autista y sus madres: un estudio piloto","authors":"Ana Muiño Tato, Helena López-Bueno","doi":"10.1016/j.rlfa.2025.100551","DOIUrl":"10.1016/j.rlfa.2025.100551","url":null,"abstract":"<div><h3>Background and objetive</h3><div>This study analyses the relationship between communication difficulties in children with autism spectrum disorder (ASD) and the subjective well-being of their mothers, exploring the role of augmentative and/or alternative communication systems (AACs). Families who use electronic devices, such as tablets, for communication are compared with those who do not.</div></div><div><h3>Method</h3><div>A total of 81 mothers of children with ASD in Spain were included, divided into 2 groups: 43 who use electronic devices and 38 who do not. <em>Ad</em> <em>hoc</em> questionnaires were used to assess interference in daily life, communication with the child, and activities compared to other families, using Likert-type scales.</div></div><div><h3>Results</h3><div>The results showed a significant negative correlation between interference in daily life and effective communication with the child <em>(r</em> <!-->=<!--> <!-->−.85). Furthermore, the use of AACs was associated with a reduction in interference in daily activities (<em>p</em> <!--><<!--> <!-->.001).</div></div><div><h3>Conclusions</h3><div>The study confirms that communication difficulties affect the quality of life of mothers of children with ASD and that the use of electronic devices improves communication, reducing interference in daily life. These findings highlight the importance of promoting appropriate access to and use of AACs to improve family well-being. However, further research is needed to assess the long-term effects.</div></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"46 1","pages":"Article 100551"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145908814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01DOI: 10.1016/j.rlfa.2025.100554
Ana Isabel Liranzo, Ignasi Ivern, Olga Bruna
Background and Objective
In a society facing the challenge of an aging population, identifying factors that support cognitive functioning and cognitive reserve in older adults is crucial for promoting successful aging and enhancing quality of life. Bilingualism has been proposed as one such protective factor. This study aimed to examine the impact of second language (L2) usage frequency on executive functions, specifically working memory, in older adults.
Materials and methods
The sample consists of 45 individuals over the age of 65, residing in Catalonia, whose first language is Spanish and whose second language (L2) is Catalan, acquired after the age of 6. A non-probabilistic sampling method was employed. The frequency of L2 use was assessed using the Language History Questionnaire (LHQ3), and attention and working memory were evaluated using the Digit Span subtest (forward and backward) from the WAIS-III scale.
Results
A correlational analysis indicated a moderate association between second language use frequency and performance on the Backward Digit Span task (WAIS III).
Conclusion
The frequency of second language use is associated with enhanced executive functioning, specifically working memory, in the context of aging.
{"title":"Bilingüismo y funciones ejecutivas. Influencia de la frecuencia de uso de una segunda lengua en la memoria de trabajo en el envejecimiento","authors":"Ana Isabel Liranzo, Ignasi Ivern, Olga Bruna","doi":"10.1016/j.rlfa.2025.100554","DOIUrl":"10.1016/j.rlfa.2025.100554","url":null,"abstract":"<div><h3>Background and Objective</h3><div>In a society facing the challenge of an aging population, identifying factors that support cognitive functioning and cognitive reserve in older adults is crucial for promoting successful aging and enhancing quality of life. Bilingualism has been proposed as one such protective factor. This study aimed to examine the impact of second language (L2) usage frequency on executive functions, specifically working memory, in older adults.</div></div><div><h3>Materials and methods</h3><div>The sample consists of 45 individuals over the age of 65, residing in Catalonia, whose first language is Spanish and whose second language (L2) is Catalan, acquired after the age of 6. A non-probabilistic sampling method was employed. The frequency of L2 use was assessed using the <em>Language History Questionnaire</em> (LHQ3), and attention and working memory were evaluated using the Digit Span subtest (forward and backward) from the WAIS-III scale.</div></div><div><h3>Results</h3><div>A correlational analysis indicated a moderate association between second language use frequency and performance on the Backward Digit Span task (WAIS III).</div></div><div><h3>Conclusion</h3><div>The frequency of second language use is associated with enhanced executive functioning, specifically working memory, in the context of aging.</div></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"46 1","pages":"Article 100554"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Noonan syndrome (NS) is a neurodevelopmental genetic disorder caused by mutations in the RAS-MAPK pathway. It presents with a characteristic facial phenotype and cognitive and behavioral disfunctions, which may include learning difficulties or mild intellectual disability. In the linguistic phenotype, different deviations can be observed, including pragmatic difficulties. The aim of this study was to assess on-line the microstructure and macrostructure of narratives in children with NS, and to analyze the relationships between narrative structure and language and intelligence test scores.
Materials and methods
11 children with NS (6-11 years old) and their typically developing peers participated. Linguistic and non-verbal intelligence tests were adapted on-line, narratives were elicited from a silent tv cartoon, and they were recorded, transcribed, and analyzed with the tools of the CHILDES Project and the Pragmatic Evaluation Protocol for Corpora (PREP-CORP).
Results
The feasibility of on-line assessment for eliciting narratives and administering standardized tests was established. Children with NS produced poorer narratives, less extensive and complex in their microstructure, and more limited at all levels of the macrostructure. Some dissociation between microstructure and macrostructure was observed, language and non-verbal intelligence were below chronological age, and language fundamentals correlated with narrative structure, mainly in the subgroup of older children.
Conclusions
children with NS would display specific linguistic profiles, with atypical features in their narrative production, suggesting asymmetries consistent with neuroconstructivist approaches and raising the need for personalized speech therapy interventions.
{"title":"Evaluación on-line de la competencia narrativa en el síndrome de Noonan","authors":"Tamara Pérez-Sanjurjo, Verónica Martínez, Eliseo Diez-Itza","doi":"10.1016/j.rlfa.2025.100549","DOIUrl":"10.1016/j.rlfa.2025.100549","url":null,"abstract":"<div><h3>Background and objective</h3><div>Noonan syndrome (NS) is a neurodevelopmental genetic disorder caused by mutations in the RAS-MAPK pathway. It presents with a characteristic facial phenotype and cognitive and behavioral disfunctions, which may include learning difficulties or mild intellectual disability. In the linguistic phenotype, different deviations can be observed, including pragmatic difficulties. The aim of this study was to assess <em>on-line</em> the microstructure and macrostructure of narratives in children with NS, and to analyze the relationships between narrative structure and language and intelligence test scores.</div></div><div><h3>Materials and methods</h3><div>11 children with NS (6-11 years old) and their typically developing peers participated. Linguistic and non-verbal intelligence tests were adapted <em>on-line</em>, narratives were elicited from a silent tv cartoon, and they were recorded, transcribed, and analyzed with the tools of the CHILDES Project and the Pragmatic Evaluation Protocol for Corpora (PREP-CORP).</div></div><div><h3>Results</h3><div>The feasibility of <em>on-line</em> assessment for eliciting narratives and administering standardized tests was established. Children with NS produced poorer narratives, less extensive and complex in their microstructure, and more limited at all levels of the macrostructure. Some dissociation between microstructure and macrostructure was observed, language and non-verbal intelligence were below chronological age, and language fundamentals correlated with narrative structure, mainly in the subgroup of older children.</div></div><div><h3>Conclusions</h3><div>children with NS would display specific linguistic profiles, with atypical features in their narrative production, suggesting asymmetries consistent with neuroconstructivist approaches and raising the need for personalized speech therapy interventions.</div></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"46 1","pages":"Article 100549"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145908813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-01DOI: 10.1016/j.rlfa.2025.100547
Dolores María Peñalver-García
{"title":"Enfermedades poco frecuentes: la importancia de la logopedia","authors":"Dolores María Peñalver-García","doi":"10.1016/j.rlfa.2025.100547","DOIUrl":"10.1016/j.rlfa.2025.100547","url":null,"abstract":"","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"45 4","pages":"Article 100547"},"PeriodicalIF":0.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-01DOI: 10.1016/j.rlfa.2025.100548
Claudia Tatiana Escorcia-Mora
{"title":"Derecho a comunicar, derecho a participar: logopedia y comunicación aumentativa","authors":"Claudia Tatiana Escorcia-Mora","doi":"10.1016/j.rlfa.2025.100548","DOIUrl":"10.1016/j.rlfa.2025.100548","url":null,"abstract":"","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"45 4","pages":"Article 100548"},"PeriodicalIF":0.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-01DOI: 10.1016/j.rlfa.2025.100544
Lidia Rodríguez García
{"title":"Identidad científica que revierte en las prácticas. Balance del XXXIV Congreso Internacional de AELFA-IF, Salamanca 2025","authors":"Lidia Rodríguez García","doi":"10.1016/j.rlfa.2025.100544","DOIUrl":"10.1016/j.rlfa.2025.100544","url":null,"abstract":"","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"45 3","pages":"Article 100544"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144914025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dysphagia in individuals with neurodegenerative diseases presents clinical and ethical challenges when deciding whether to implement percutaneous endoscopic gastrostomy (PEG). Speech-language pathologists (SLPs) play a crucial role in this process, assessing not only the severity of dysphagia and the underlying pathology but also bioethical and psychosocial factors. Previous studies have indicated that this decision is not based solely on clinical criteria but integrates multiple dimensions. This study aims to explore the clinical, bioethical, and psychosocial perceptions of SLPs regarding decision-making in the indication of PEG in individuals with neurodegenerative diseases.
Patients or materials and methods
A qualitative study was conducted using semi-structured interviews with 10 SLPs experienced in managing dysphagia in neurodegenerative diseases. Content analysis was applied to identify emerging patterns in decision-making, categorizing findings into five key dimensions: diagnostic and prognostic considerations, clinical swallowing assessment, social and healthcare context, decision-making process, and the role of the SLP in the indication of PEG.
Results
Decision-making regarding PEG is not solely dependent on clinical assessment but also considers the individual's autonomy, advance directives, perceived quality of life, and socio-family context. Ethical dilemmas related to disease progression and family involvement were identified. Additionally, SLPs emphasized the need for greater training in bioethics and communication to effectively address these challenges.
Conclusions
This study highlights the importance of an interdisciplinary approach to PEG indication, balancing clinical, ethical, and psychosocial factors. Strengthening training in bioethics and communication, along with the development of policies that ensure equitable access to specialized resources, is recommended.
{"title":"Perspectivas clínicas, bioéticas y psicosociales en la toma de decisiones para la gastrostomía endoscópica percutánea en personas con enfermedades neurodegenerativas","authors":"Sara Tapia-Saavedra , Paulina Matus-Rosas , Valeria López-Inzunza , Javiera Rivera-López , Tamara Carrasco-Fierro","doi":"10.1016/j.rlfa.2025.100542","DOIUrl":"10.1016/j.rlfa.2025.100542","url":null,"abstract":"<div><h3>Background and objective</h3><div>Dysphagia in individuals with neurodegenerative diseases presents clinical and ethical challenges when deciding whether to implement percutaneous endoscopic gastrostomy (PEG). Speech-language pathologists (SLPs) play a crucial role in this process, assessing not only the severity of dysphagia and the underlying pathology but also bioethical and psychosocial factors. Previous studies have indicated that this decision is not based solely on clinical criteria but integrates multiple dimensions. This study aims to explore the clinical, bioethical, and psychosocial perceptions of SLPs regarding decision-making in the indication of PEG in individuals with neurodegenerative diseases.</div></div><div><h3>Patients or materials and methods</h3><div>A qualitative study was conducted using semi-structured interviews with 10<!--> <!-->SLPs experienced in managing dysphagia in neurodegenerative diseases. Content analysis was applied to identify emerging patterns in decision-making, categorizing findings into five key dimensions: diagnostic and prognostic considerations, clinical swallowing assessment, social and healthcare context, decision-making process, and the role of the SLP in the indication of PEG.</div></div><div><h3>Results</h3><div>Decision-making regarding PEG is not solely dependent on clinical assessment but also considers the individual's autonomy, advance directives, perceived quality of life, and socio-family context. Ethical dilemmas related to disease progression and family involvement were identified. Additionally, SLPs emphasized the need for greater training in bioethics and communication to effectively address these challenges.</div></div><div><h3>Conclusions</h3><div>This study highlights the importance of an interdisciplinary approach to PEG indication, balancing clinical, ethical, and psychosocial factors. Strengthening training in bioethics and communication, along with the development of policies that ensure equitable access to specialized resources, is recommended.</div></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"45 4","pages":"Article 100542"},"PeriodicalIF":0.0,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144489479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号