Revista de Logopedia, Foniatria y Audiologia最新文献_第2页

Estrategias logopédicas utilizadas con niños con implante coclear durante una actividad de conversación 在谈话活动中对人工耳蜗儿童使用的语言医学策略

Q3 Nursing

Revista de Logopedia, Foniatria y Audiologia

Pub Date : 2025-06-19 DOI: 10.1016/j.rlfa.2025.100531

Daniela Mieres, Cristina Cambra

Background and objective

The study of speech-language pathologist (SLP) strategies with students with cochlear implants (CI) to promote language development has been scarcely explored, unlike the study of maternal strategies with their children and SLP strategies used with students with language disorders.

The objective of this study is to explore the strategies used by SLPs with children with CI during a conversation activity.

Materials and method

The sample consists of 7 SLPs interacting with 25 students with CI (13 girls and 12 boys) aged 5 to 7 years. Twelve questions from the conversation subtest of the PADIL protocol were formulated, and the strategies used by the SLP were analysed based on the children's errors and considering the possible influence of auditory age.

Results

It is noted that the most frequent SLP strategies were adapted repetition, identical repetition, and semantic aids. These three strategies were used to a greater extent to repair comprehension errors, non-responses, and failures to adhere to the maxim of quantity.

Conclusions

This study confirms that SLP use a wide variety of resources to elicit an appropriate response from children with CI and support their participation in conversation. The practical applications of this study highlight the importance of diversifying interaction contexts so that infants can practice their conversational skills in different communicative situations.

背景与目的不同于母亲对孩子的言语病理学策略和语言障碍学生的言语病理学策略的研究，对植入人工耳蜗（CI）学生言语病理学策略促进语言发展的研究很少。本研究的目的是探讨语言障碍儿童在会话活动中使用的策略。材料和方法样本由7名slp与25名5至7岁的CI学生（13名女孩和12名男孩）互动组成。制定了PADIL协议会话子测试中的12个问题，并根据儿童的错误并考虑听觉年龄可能的影响，分析了SLP所采用的策略。结果最常见的SLP策略是适应性重复、相同重复和语义辅助。这三种策略在很大程度上用于修复理解错误、无反应和不遵守数量准则。结论：本研究证实，语言语言干预使用多种资源来诱导CI儿童做出适当的反应，并支持他们参与对话。本研究的实际应用强调了多样化互动环境的重要性，这样婴儿就可以在不同的交际情境中练习他们的会话技能。

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引用次数: 0

Beneficios del uso de sistema de micrófono remoto en el hogar: una revisión panorámica 在家中使用远程麦克风系统的好处：概述

Q3 Nursing

Revista de Logopedia, Foniatria y Audiologia

Pub Date : 2025-06-12 DOI: 10.1016/j.rlfa.2025.100541

María José Quintana Llanquileo , Yosseline Ortega Martínez , Carolina Mansilla Turra

Introduction

Remote microphones are devices that improve the signal-to-noise ratio in unfavorable acoustic environments. Although there is evidence of its effectiveness in school settings, there is a lack of information about the communicative benefits and access to speech at home.

Objective

Determine the benefits of using a remote microphone at home in the child and adolescent population.

Method

A panoramic review was carried out in EBSCO, PubMed, Scopus, and Web of Science databases, using specific search terms. Of the 77 articles found, 5 met the inclusion criteria.

Results

Improvements in receptive speech and a 42% loss of acoustic information were found when not using the device at home. Parents highlight benefits in vocabulary acquisition and attention in noisy environments.

Conclusion

Using remote microphones at home is promising and further research is recommended.

远程麦克风是在不利的声学环境中提高信噪比的设备。虽然有证据表明它在学校环境中的有效性，但缺乏关于交流益处和在家中使用语言的信息。目的确定儿童和青少年在家中使用远程麦克风的好处。方法采用特定检索词对EBSCO、PubMed、Scopus和Web of Science数据库进行全景式综述。在发现的77篇文章中，有5篇符合纳入标准。结果不在家使用该设备时，接受性言语得到改善，听觉信息丢失42%。父母强调在嘈杂环境中词汇习得和注意力的好处。结论在家中使用远程麦克风是一种很有前途的技术，值得进一步研究。

引用次数: 0

Factores asociados con el estrés en madres con hijos con trastorno de desarrollo del lenguaje: un estudio piloto 患有语言发育障碍儿童的母亲的压力因素：一项试点研究

Q3 Nursing

Revista de Logopedia, Foniatria y Audiologia

Pub Date : 2025-06-12 DOI: 10.1016/j.rlfa.2025.100540

Gabriela Portillo Menéndez , Ana Muiño Tato , Pilar Pozo Cabanillas

Background and objectives

Family wellbeing plays a critical role in the prognosis of children with Developmental Language Disorder (DLD). Research indicates that stress levels in mothers of children with DLD are high. This research study aims to identify the key factors related to the level of stress in mothers of children with DLD, according to the double ABCX model of parental stress (McCubbin & Patterson, 1983).

Methods and instruments

The sample consisted of 31 mothers of children diagnosed with DLD living in Spain. Participants completed an online questionnaire and scales assessing the study variables. Descriptive and predictive analyses were carried out.

Results

The predictive model accounted for 49% of the variance in maternal stress. The most significant predictor was the parenting sense of competence, followed by perceived social support and the child's emotional difficulties.

Conclusions

Based on the findings, potential guidelines are proposed to enhance professional interventions aimed at supporting mothers of children with DLD.

背景与目的家庭幸福感在发育性语言障碍（DLD）患儿的预后中起着至关重要的作用。研究表明，患有DLD儿童的母亲的压力水平很高。本研究旨在根据父母压力的双ABCX模型(McCubbin &；帕特森,1983)。方法和工具样本包括31名居住在西班牙的诊断为DLD的儿童的母亲。参与者完成了一份在线问卷和评估研究变量的量表。进行了描述性和预测性分析。结果该预测模型解释了49%的产妇压力方差。最重要的预测因子是父母的能力感，其次是感知到的社会支持和孩子的情感困难。结论基于研究结果，提出了潜在的指导方针，以加强对DLD儿童母亲的专业干预。

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引用次数: 0

Augmentative and alternative communication as language development 作为语言发展的辅助和替代交流

Q3 Nursing

Revista de Logopedia, Foniatria y Audiologia

Pub Date : 2025-06-11 DOI: 10.1016/j.rlfa.2025.100535

Stephen von Tetzchner

Background and aims

Some children with motor impairments, intellectual disabilities, autism spectrum disorder or severe developmental speech or language disorder have severe difficulties in developing spoken language and some never develop intelligible speech. They need augmentative and alternative communication (AAC) in the form of manual signs or communication aids with graphic symbols to supplement or substitute for limited or no intelligible speech and achieve an optimal language development; for them the role of AAC is to complement or fill the functions of speech. The aim of this paper is to discuss AAC as an atypical form of language development, the elements and processes involved in development of AAC, and the importance of learning from observing the untaught strategies children apply in everyday use of AAC.

Materials and methods

Recent literature was examined and reflections based on the author's own AAC expertise were made to analyze the state of the art regarding AAC as an atypical form of language development. Vocabulary, grammar, conversation, narratives, and expository discourse are among the topics reviewed.

Results

Studies have demonstrated that these children can learn to use AAC to express needs, thoughts, feelings and so forth, but compared to the large scientific literature on typical language development, research on AAC appears narrow in scope.

Conclusions

Many core aspects of language development are rarely addressed in AAC research, implying that essential parts of the foundation for supporting language development with AAC are lacking.

背景和目的一些患有运动障碍、智力障碍、自闭症谱系障碍或严重发育性言语或语言障碍的儿童在发展口语方面有严重困难，有些儿童从未发展出可理解的言语。他们需要辅助和替代交流（AAC），以手语或图形符号的交流辅助形式来补充或替代有限或无法理解的言语，实现最佳的语言发展；对他们来说，AAC的作用是补充或填补语言的功能。本文的目的是讨论作为一种非典型语言发展形式的自适应交际，自适应交际发展的要素和过程，以及通过观察儿童在日常使用中运用的非教策略来学习的重要性。材料和方法对最近的文献进行了研究，并根据作者自己的AAC专业知识进行了反思，以分析将AAC视为一种非典型语言发展形式的艺术现状。词汇，语法，对话，叙述和说明性话语是其中的主题审查。结果研究表明，这些儿童可以学习使用AAC来表达需求、思想、感情等，但与大量关于典型语言发展的科学文献相比，对AAC的研究范围显得狭窄。语言发展的许多核心方面在AAC研究中很少得到解决，这意味着支持AAC语言发展的必要基础部分缺乏。

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引用次数: 0

La subordinación conceptual en niños hispanohablantes con y sin trastorno del espectro autista 患有和未患有自闭症谱系障碍的西班牙语儿童的概念从属关系

Q3 Nursing

Revista de Logopedia, Foniatria y Audiologia

Pub Date : 2025-06-06 DOI: 10.1016/j.rlfa.2025.100537

Carola Alvarado, Priscila Pizarro, Dafne Román, Maryam Reinares

Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by long-lasting and significant difficulties in communication and social interaction. Longitudinal studies show that those children who present deficiencies in verbal and non-verbal linguistic skills are at greater risk of having unfavorable outcomes in adult life. Within this framework, grammatical complexity constitutes a key element in this process, since it implies not only a structural domain of the system, but also a functional one.

Objective

To analyze linguistic complexity through conceptual subordination and its forms of coding in the oral production of Spanish-speaking children with typical development (TD) and ASD.

Method

Cross-sectional mixed approach study with descriptive, non-experimental design. The sample was made up of 19 who attended regular educational establishments with a school integration program: TD group (n = 11), ASD group (n = 8). The measurement was conducted through the Subordinate Clause Production Test.

Results

The results allow us to conclude that there are no significant differences in the production of conceptual subordination and in the forms of coding between both groups. However, significant differences were evident in two qualitative categories: ungrammaticality and misuse of visual stimuli with a greater presence in the ASD group.

自闭症谱系障碍（ASD）是一种神经发育障碍，其特征是长期和显著的沟通和社会互动困难。纵向研究表明，那些在语言和非语言技能方面存在缺陷的孩子在成年后的生活中有更大的不利后果的风险。在这个框架中，语法复杂性构成了这个过程的关键因素，因为它不仅意味着系统的结构领域，而且意味着系统的功能领域。目的分析典型发展（TD）和ASD儿童口语生产中概念从属关系及其编码形式的语言复杂性。方法采用描述性、非实验设计的横断面混合方法研究。样本由19名接受学校整合计划的正规教育机构的学生组成：TD组（n = 11）， ASD组（n = 8）。通过从句生成测试进行测量。结果两组学生在概念从属的产生和编码形式上没有显著差异。然而，在两个定性类别上有明显的差异：不语法和视觉刺激的滥用，在ASD组中存在更多的存在。

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引用次数: 0

Validación de la prueba oral de inferencias en escolares de educación primaria 小学生口头推论测试的验证

Q3 Nursing

Revista de Logopedia, Foniatria y Audiologia

Pub Date : 2025-06-04 DOI: 10.1016/j.rlfa.2025.100536

Andrea Salvador-Carrillo , Juan Cruz Ripoll Salceda , Gerardo Aguado Alonso

Background

Inferential ability is one of the most relevant skills that contribute to the complex process of reading comprehension. Therefore, it is important to have a test to evaluate it and assist students with low performance in this skill.

Objective

This study aimed to validate the Oral Inference Test (OIT), which considers 4 of the 5 types of pragmatic inferences with a didactic orientation.

Methods

The sample consisted of 213 students in 4 th, 5 th, and 6 th grade, 104 boys and 109 girls, from three schools in Lima and Piura, Peru. The test was administered collectively, and the items were read aloud by the examiner.

Results

The OIT showed adequate internal consistency, which was not altered by the removal of any item. Construct validity was assessed using exploratory factor analysis, suggesting a seven-factor model. The correlations of the POI with other reading comprehension tests were moderate, indicating good criterion validity.

Conclusions

The OIT proved to be a valid and reliable tool for assessing inferential comprehension in primary school students. The absence of decoding influence in this test facilitates its application. Further studies with larger and more diverse samples are recommended to confirm the applicability and optimization of this test in different educational contexts.

差异能力是与复杂的阅读理解过程密切相关的技能之一。因此，重要的是要有一个测试来评估它，并帮助学生在这方面表现不佳。目的本研究旨在验证口语推理测试（OIT），该测试考虑了5种语用推理中的4种具有教学倾向。方法选取秘鲁利马和皮乌拉市三所学校的四、五、六年级学生213名，男生104名，女生109名。考试是集体进行的，题目由主考人大声朗读。结果OIT表现出足够的内部一致性，不因去除任何项目而改变。建构效度评估采用探索性因子分析，提出一个七因子模型。POI与其他阅读理解测验的相关性为中等，表明标准效度良好。结论OIT是评价小学生推理理解能力的有效、可靠的工具。该测试不受解码影响，便于应用。建议进一步研究更大、更多样化的样本，以确认该测试在不同教育背景下的适用性和优化。

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引用次数: 0

Pragmatic and socioemotional competence in adolescents with DLD: An analysis of their interdependence 青少年DLD的语用能力和社会情绪能力：相互依赖的分析

Q3 Nursing

Revista de Logopedia, Foniatria y Audiologia

Pub Date : 2025-06-04 DOI: 10.1016/j.rlfa.2025.100534

Iria Botana Lois, Mónica Quetglas Valenzuela, Mónica Vilameá Pérez

Introduction and objectives

Adolescence is a complex period of development, as it involves crucial challenges and changes at the cognitive, linguistic, and socio-emotional levels. In the context of Developmental Language Disorder (DLD), it is common for difficulties to increase in the face of new demands and challenges. The aim of this study is to determine the extent to which DLD typical linguistic limitations are associated with impairments in pragmatic and socio-emotional competence in adolescence, and whether one influences the other.

Materials and methods

Based on the work of Andrés-Roqueta and Conti-Ramsden and colleagues, the CCC-2 and SDQ parent versions were administered to a sample of 18 adolescents aged 10 and 18 years old, 9 of them with DLD and the other 9 with typical development.

Results

Significant differences were identified between the two groups, both in pragmatic and socio-emotional difficulties, while no differences were found in prosociality.

Conclusions

It was verified that deficits in pragmatics in adolescents with DLD are related to difficulties at a social and emotional level by hindering the development and maintenance of social relationships and by negatively affecting the expectation of self-efficacy and socio-emotional welfare. Consequently, it is concluded that speech therapy intervention for language and communication disorders must include the functional use of language in various contexts from an early age, as it will allow the development of satisfactory relationships and protection against exclusion, which will improve well-being in adolescence and long term.

青春期是一个复杂的发展时期，因为它涉及认知、语言和社会情感层面的重大挑战和变化。在发展性语言障碍（DLD）的背景下，面对新的需求和挑战，困难增加是常见的。本研究的目的是确定DLD典型语言限制与青少年语用能力和社会情感能力障碍的关联程度，以及两者是否相互影响。材料与方法基于andr - roqueta和Conti-Ramsden及其同事的工作，对18名10岁和18岁的青少年进行CCC-2和SDQ父母版本的测试，其中9名患有DLD，另外9名发育正常。结果两组在实用主义和社会情感困难方面存在显著差异，而在亲社会性方面无显著差异。结论DLD青少年的语用缺陷与社会和情感层面的困难有关，阻碍了社会关系的发展和维持，并对自我效能感和社会情感福利的期望产生负面影响。因此，我们得出结论，语言和沟通障碍的言语治疗干预必须包括从早期开始在各种环境中使用语言的功能，因为它将允许发展令人满意的关系和防止排斥，这将改善青少年和长期的福祉。

{"title":"Pragmatic and socioemotional competence in adolescents with DLD: An analysis of their interdependence","authors":"Iria Botana Lois, Mónica Quetglas Valenzuela, Mónica Vilameá Pérez","doi":"10.1016/j.rlfa.2025.100534","DOIUrl":"10.1016/j.rlfa.2025.100534","url":null,"abstract":"<div><h3>Introduction and objectives</h3><div>Adolescence is a complex period of development, as it involves crucial challenges and changes at the cognitive, linguistic, and socio-emotional levels. In the context of Developmental Language Disorder (DLD), it is common for difficulties to increase in the face of new demands and challenges. The aim of this study is to determine the extent to which DLD typical linguistic limitations are associated with impairments in pragmatic and socio-emotional competence in adolescence, and whether one influences the other.</div></div><div><h3>Materials and methods</h3><div>Based on the work of Andrés-Roqueta and Conti-Ramsden and colleagues, the CCC-2 and SDQ parent versions were administered to a sample of 18 adolescents aged 10 and 18 years old, 9 of them with DLD and the other 9 with typical development.</div></div><div><h3>Results</h3><div>Significant differences were identified between the two groups, both in pragmatic and socio-emotional difficulties, while no differences were found in prosociality.</div></div><div><h3>Conclusions</h3><div>It was verified that deficits in pragmatics in adolescents with DLD are related to difficulties at a social and emotional level by hindering the development and maintenance of social relationships and by negatively affecting the expectation of self-efficacy and socio-emotional welfare. Consequently, it is concluded that speech therapy intervention for language and communication disorders must include the functional use of language in various contexts from an early age, as it will allow the development of satisfactory relationships and protection against exclusion, which will improve well-being in adolescence and long term.</div></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"45 3","pages":"Article 100534"},"PeriodicalIF":0.0,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204903","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}

引用次数: 0

Efecto de la terapia miofuncional orofacial en la apnea obstructiva del sueño: revisión sistemática 口腔面肌功能治疗对阻塞性睡眠呼吸暂停的影响：系统综述

Q3 Nursing

Revista de Logopedia, Foniatria y Audiologia

Pub Date : 2025-06-04 DOI: 10.1016/j.rlfa.2025.100533

Andrea Marcela Medina-Rodríguez, Rosa Virgina Mora-Guerra

Obstructive sleep apnea (OSA) occurs when the upper airway collapses during sleep. In recent years, myofunctional exercises have emerged as a promising alternative for its treatment. This study reviewed clinical trials published between 2006 and 2023 to evaluate their effectiveness in adults with OSA. Out of 1,217 analyzed articles, six met the inclusion criteria. Participants ranged from 19 to 85 years old, and diagnostic methods included polysomnography, the apnea-hypopnea index, the Epworth Sleepiness Scale, BMI, and neck circumference. The results showed that speech therapy significantly reduces OSA severity, improving the apnea hypopnea index, neck circumference, and daytime symptoms, with a reference p-value (<.05). In conclusion, myofunctional exercises targeting orofacial muscles and functions such as breathing, chewing, and swallowing represent an effective alternative for managing OSA and promoting adherence to CPAP devices.

阻塞性睡眠呼吸暂停（OSA）发生时，上呼吸道塌陷在睡眠中。近年来，肌功能锻炼已成为一种有希望的治疗方法。本研究回顾了2006年至2023年间发表的临床试验，以评估其对成人OSA患者的有效性。在1217篇分析文章中，有6篇符合纳入标准。参与者年龄从19岁到85岁不等，诊断方法包括多导睡眠图、呼吸暂停低通气指数、爱普沃斯嗜睡量表、BMI和颈围。结果显示，言语治疗可显著降低OSA严重程度，改善呼吸暂停低通气指数、颈围和日间症状，参考p值（< 0.05）。总之，针对口面部肌肉和呼吸、咀嚼和吞咽等功能的肌功能锻炼是治疗OSA和促进CPAP设备依从性的有效选择。

引用次数: 0

Masticación de alimentos duros y precisión articulatoria en niños de 6 a 8 años: resultados preliminares 6 - 8岁儿童咀嚼硬食物和关节精准度：初步结果

Q3 Nursing

Revista de Logopedia, Foniatria y Audiologia

Pub Date : 2025-06-03 DOI: 10.1016/j.rlfa.2025.100532

Alba Lucas-Pedro, Josep Vila-Rovira

Background

Articulatory precision (AP) refers to the accuracy with which the speech structures achieve their intended goals. In typical development there may be slight articulatory imprecision. Studies on this subject are limited, and the development of AP remains unclear. We aimed to investigate whether there is an association between the hardness of the foods consumed and the development of AP.

Materials and methods

This study examined the relationship between the introduction of solid foods, masticatory ability (MA) for hard solids and beef, avoidant behaviors toward hard foods, and AP. Forty-two typically developing Spanish-speaking children, aged between 6 and 8 years, participated. Family interviews were conducted to gather information about the participants’ food history and behaviors related to food hardness, and AP was assessed perceptually.

Results

Significant associations were found between food history, masticatory skills, and avoidant behaviors related to food hardness. A significant relationship was also observed between the introduction of food and MA for beef with AP. No significant associations were found between MA for hard solids, avoidant behaviors, and AP.

Conclusions

Participants with delayed food introduction present poorer MA and greater rejection of hard foods. The results suggest an association between MA when chewing meat and AP, that is, individuals with lower ability to chew meat show poorer PA. The results are exploratory; further studies are needed to complement them.

发音精度（articatory precision， AP）是指语音结构达到预期目标的准确性。在典型的发育中，可能有轻微的发音不精确。这方面的研究有限，AP的发展仍不清楚。材料和方法本研究考察了固体食物的引入、对硬固体和牛肉的咀嚼能力（MA）、对硬食物的回避行为和AP之间的关系。研究对象为42名年龄在6 - 8岁之间的典型发育中的西班牙语儿童。通过家庭访谈收集参与者的食物史和与食物硬度相关的行为信息，并对AP进行感知评估。结果食物史、咀嚼技能和回避行为与食物硬度之间存在显著相关性。研究还发现，对于有AP的牛肉，食物的引入与MA之间也存在显著的关系。在硬固体的MA、回避行为和AP之间没有发现显著的关联。结论：延迟食物引入的参与者表现出较差的MA和更大的对硬食物的排斥。结果表明，咀嚼肉类时的MA与AP之间存在关联，即咀嚼肉类能力较低的个体PA较差。结果是探索性的；需要进一步的研究来补充它们。

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引用次数: 0

The effects of attentional control and educational experience on reading ability in bilingual children 注意控制和教育经验对双语儿童阅读能力的影响

Q3 Nursing

Revista de Logopedia, Foniatria y Audiologia

Pub Date : 2025-04-22 DOI: 10.1016/j.rlfa.2025.100525

Sara Incera , Inés Elena Martín , Paz Suárez-Coalla

Introduction and objective

There is a substantial body of research focused on the educational experiences of bilingual children, but additional research is needed to determine the specific factors that influence bilingual reading. In this study, we examined the influence of attentional control (the ability to maintain a goal in the face of distraction) and educational experience (amount of time practice reading) on the reading abilities of bilingual children (English – Spanish).

Methodology

The sample included 72 developing bilingual children from an immersion school in the United States. Participants responded to a Flanker task (a measure of attentional control) and a Lexical Decision task (a measure of reading ability).

Results

Attentional control significantly predicted reading ability in bilingual children. In addition, children more efficient at avoiding distraction from English pseudohomophones were also more efficient at avoiding distraction from Spanish pseudohomophones.

Conclusions

These findings point to a close connection between attentional control and reading ability in bilingual children. Furthermore, the results support the linguistic interdependence hypothesis, as literacy skills are transferred across the two languages of bilingual children.

前言和目的有大量的研究集中在双语儿童的教育经历上，但需要进一步的研究来确定影响双语阅读的具体因素。在本研究中，我们考察了注意力控制（面对分心时保持目标的能力）和教育经历（练习阅读的时间）对双语儿童（英语-西班牙语）阅读能力的影响。样本包括来自美国一所浸入式学校的72名发展中的双语儿童。参与者对侧卫任务（衡量注意力控制）和词汇决策任务（衡量阅读能力）做出反应。结果注意控制对双语儿童阅读能力有显著的预测作用。此外，儿童在避免被英语假同音字分散注意力方面效率更高，在避免被西班牙语假同音字分散注意力方面效率也更高。结论双语儿童的注意力控制与阅读能力之间存在密切联系。此外，研究结果支持语言相互依赖假说，因为双语儿童的读写技能是跨两种语言传递的。

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引用次数: 0