Pro-fono : revista de atualizacao cientifica最新文献

Background: Williams-Beuren Syndrome (WBS) is a genetic disorder caused by the deletion of multiples genes of long arm of chromosome 7 (region 7q11-23), which causes behavioral and intellectual disability. For the effectiveness of educational inclusion of these children, multidisciplinary approaches are needed to guide teachers and parents.

Aim: to describe the behavioral, cognitive and language profiles and to identify autistic behavior in a group of children and adolescents with WBS.

Method: 10 children and adolescents with WBS, aged 5 to 16 years, and 10 children and adolescents with typical development, matched by gender and age. Instruments used for assessment were: Nonverbal Intelligence Test (Leiter-R); Child Behavior Checklist (CBCL/1½-5; CBCL/6-18); Language Exam (TIPITI) and the Autism Screening Questionnaire (ASQ).

Results: the group with WBS presented a greater number of behavioral changes with more inattention and social problems. Regarding the Leiter-R scale the intelligence scores were below the average for age (67.8 points) in WBS. The control group (CG) scored into the average (101.2). The group with WBS presented discrepancy in the morphosyntactic structure as well as an increased number of echolalia in the subtests of TIPITI, when compared to the CG.

Conclusion: based on the behavioral and cognitive problems found in individuals with WBS, the need for a multidisciplinary follow-up focused on cognitive stimulation and behavior control is confirmed, due to the interference of these characteristics in learning abilities.

Background: hearing discrimination abilities in children with phonological disorders.

Aim: to investigate the ability of hearing discrimination in children with Phonological Disorders who received or were receiving phonological treatment; to verify if the altered phonemes were the same as those which were not discriminated in the Picture Test for Hearing Discrimination (adapted for Portuguese language by Mota et al 2000, based on "The Boston University Speech Sound Discrimination Picture Test") and to verify if the ability of hearing discrimination is related to gender, age and the phonological disorder severity level.

Method: 41 children, 16 females and 25 males, with ages ranging between 4 and 8.2 years were evaluated. Data used for analyses were taken from the results obtained in the Picture Test for Hearing Discrimination and from the Phonological Assessment.

Results: no statistically significant difference between genders Statistical analyses also indicated that the performance in the Picture Test for Hearing Discrimination was correlated to age. The more severe the phonological disorder the higher the number of phonemes that were not discriminated.

Conclusions: hearing discrimination inability can be a causative or aggravating factor of phonological disorder, although this rule does not apply to all cases.

Background: central auditory processing and exposure to metallic mercury.

Aim: to evaluate the performance on tests of central auditory processing in adolescents exposed to metallic mercury.

Method: participants were 52 adolescents, of both genders, who presented hearing thresholds within normal limits. The study group (SG) was composed by 21 adolescents who worked on the burning of gold-mercury amalgams, on the re-burning of gold in stores that sell this metal or who lived next to gold mines or gold shops. The control group (CG) was composed by 31 adolescents who had no history of exposure to mercury. Investigation procedures included the application of a clinical, occupational and mercury exposure history questionnaire, basic audiometric assessment as well as central auditory processing tests.

Results: Statistical significant differences in the auditory processing tests of non-verbal sound sequence memory test (p = 0,001), frequency pattern test (p = 0,000), duration pattern test (p = 0,000) and SSW test in Portuguese (p = 0,006) were observed between SG and CG.

Conclusion: adolescents exposed to metallic mercury presented a lower performance on most of the auditory processing tests when compared to those who had no history of exposure to mercury. The main deficit found in the study was related to difficulty in distinguishing successive brief sounds.

Background: Rolandic Epilepsy is the most common form of childhood epilepsy. It is classified as idiopathic, age-related epileptic syndrome with benign evolution. The absence of neuropsychological impairment is part of the criteria of benignity of this epilepsy syndrome. Recently, however, several deficits related to attention and language have been suggested.

Aim: to assess school performance and to investigate praxis problems in patients with rolandic epilepsy in comparison to a control group of normal children, paired by age, gender and educational level.

Method: nineteen patients aged between 7 and 12 years underwent clinical neurological evaluation, psychological assessment, through the Weschsler Scales of Intelligence, and language evaluation, to assess the academic performance and to investigate the presence or absence of praxis difficulties.

Result: the obtained data indicate that although intellectual efficiency (measured through the Intelligence Quatient - IQ) was within average, children with rolandic epilepsy presented a significantly poorer performance when compared to the control group in tests involving writing, arithmetic and reading. Another important aspect was the absence of orofacial apraxia in children with epilepsy.

Conclusion: the results of the study suggest that the assessment of children with epilepsy is necessary to investigate specific deficits that require appropriate professional assistance. Regarding the presence of oral language and/or writing disorders in these children, academic, social and emotional deficits can be avoided. The prognosis of epileptic syndrome does not exclusively depend on the control of the crises, since social or cultural problems can interfere in life quality as much as the crisis.

Background: lexical and metaphonological abilities of phonologically disordered preschoolers.

Aim: to investigate the influence of Phonological Disorder on the lexical and metaphonological abilities of a group of preschoolers and the correlation between them.

Method: participants were 56 preschoolers - 32 boys and 24 girls - with ages between 4 years and 6 months and 6 years and 11 months, divided into two different groups: the Research Group, composed of 28 preschoolers with Phonological Disorder, and the Control Group, composed of 28 preschoolers with normal speech and no oral speech-related complaints, paired to the research group by gender and age. All of the participants were initially assessed by the ABFW Test - Phonology. After that, they were assessed on their lexical and metaphonological abilities by the ABFW Test - Vocabulary and phonological awareness test: sequential assessment instrument, CONFIAS - identification tasks and, rhyme and alliteration production, respectively.

Results: regarding lexical ability, the preschoolers from both groups presented similar behavior. The disordered preschoolers presented the worst performance on the overall analysis of the metaphonological ability. Age had an influence on the performance of lexical ability for both groups and the metaphonological abilities only for the Control Group. Correlations were identified, mostly positive, good to moderate between lexical and metaphonological abilities.

Conclusion: the influence of Phonological Disorder may only be observed on the metaphonological performance. Phonological Disorder did not interfere with the development of the lexical ability of this group of preschoolers. Positive correlations were identified between both abilities in the studied age group.

Background: self-assessment of the impact of vocal deviation in the quality of life of erudite singers.

Aim: to verify whether the presence of vocal complaints in erudite singers produces quality of life handicap in the use of singing voice and whether this handicap is related to gender, age, vocal classification or time of singing.

Method: fifty-nine professional erudite choir singers answered the questionnaire including general questions such as identification, vocal classification, gender, time of study and dedication to classical singing. The choir singers were categorized into two groups, according to the presence of vocal complaints. They all answered the protocol Classical Singing Handicap Index (CSHI), which analyzes the impact of abnormal voice on singing voice in three subscales: Disability, Handicap and Impairment.

Results: subscales Impairment (6.39) and Disability (5.39) presented higher scores than subscale Handicap (3.34) for all singers. Moreover, there was statistically significant correlation between presence of vocal complaint and higher score of CSHI (p > 0.001 to all subscales). In the group with complaints, women had higher score in subscale Disability than men. In the group without complaints, older subjects and those who had sung longer presented lower CSHI scores.

Conclusion: singers with vocal complaints and/or symptoms had higher handicap index in singing, expressed in subscales Impairment and Disability, without relationship with vocal classification.

Background: the abilities of school children for reading static texts have been widely discussed, however little is known about how well they can read dynamic texts and what skills are required for this kind of reading.

Aim: to evaluate the skills involved in reading movie subtitles of 2nd and 4th graders of students at the a public school.

Method: analysis of the level and skills needed for movie subtitles reading, through the retelling of a section of a movie watched individually by 60 students, 30 2nd graders and 30 4th graders matched for age and gender, with no sound and with subtitles.

Results: there were no significant differences in the level of school literacy between students of the different school grades. Considering the skills and the subtitles reading level, 4th graders presented a significant better performance when compared to the 2nd graders. Fourth graders presented skills related to the levels of literal comprehension and independent comprehension, whereas 2nd graders where mostly at the decoding level.

Conclusion: 2nd graders are at the textual decoding level of movie subtitles, while 4th graders are at the literal comprehension level of movie subtitles. This indicates that schooling has an influence on the reading of movie subtitles. However, the school literacy literacy was not a significant factor for movie subtitles reading.

Background: speech comprehension difficulty is a very common complaint of individuals with tinnitus with and without hearing loss. This study was conducted in order to analyze if tinnitus interferes in auditory processing and speech comprehension in individuals with normal hearing levels.

Aim: to asses and compare the auditory behavior of temporal resolution and selective attention of adults with normal hearing levels with and without tinnitus.

Method: 45 individuals, 15 with continuous tinnitus and 30 without tinnitus were selected and assessed by three auditory processing tests: Speech in Noise Test, Dichotic Digits Test and Gaps in Noise. After that, the results of each group were compared by appropriated statistic's tests; one of them was ANOVA.

Results: there were no significant statistical differences between the groups and both ears.

Conclusion: tinnitus did not interfere in the auditory abilities of selective attention and temporal resolution.

Background: auditory temporal processing.

Aim: to determine the performance profile of normal hearing children in temporal sequence and order detection and identification tasks in free-field.

Method: forty three children with ages raging from 7 to 11 years and 5 months were evaluated in two behavioral tests - frequency patterns test (FPT) and duration patterns test (DPT) - child's version by Auditec. Both tests were applied at 60 dBNA in free-field. Children were requested to provide two types of answers: nonverbal (NV) being murmuring for FPT and manual for DPT, and verbal (V), nomination for TPF and TPD. For both tests (FPT and DPT), ten repetitions of six sequence patterns totalizing 60 stimuli were presented to each child.

Results: the performance on FPT with a non-verbal response was significantly better when compared to V response for all of the subjects. Significant performance improvements with age were observed in VFPT, NVDPT and VDPT. The performance on FPT was better than the performance on PDT. The results of this study showed similar performance on temporal sequence and order detection and identification tasks when compared to other studies conducted with Brazilian population in which these tasks were applied with supra-aural earphones.

Conclusion: the values obtained for FPT and DPT can be considered the parameter of normal performance for Auditec's child version in free-field for children with ages between 7 to 11 years and 5 month.

Background: speech production in different modalities of oral prosthetic rehabilitation.

Aim: to study the speech production of subjects submitted to different oral rehabilitation modalities.

Method: 36 elderly individuals (average = 68 years) of both gender were evaluated. Participants were divided in three groups: 13 subjects with natural teeth (A); 13 edentate using maxillary and mandibular conventional dentures (B); and 10 edentate using maxillary conventional dentures and mandibular implant-supported prosthesis (C). Prosthesis stability was evaluated by a dentist and speech samples were analyzed by five speech-language pathologists. In order to determine the frequency of speech sound alterations, the Percentage of Correct Consonants (PCC) was used.

Results: few individuals presented speech alterations. Group C presented a higher occurrence of speech alterations (23.08%). Locked articulation was present in all groups; the reduction in lip movement was observed for groups A and B; exaggerated articulation and absence of saliva control was observed for group C. A smaller Percentage of Correct Consonants value was observed for the linguodental phonemes, in groups B and C, followed by the alveolar phonemes. Group A presented the majority of individuals with no speech alterations. On the other hand, for groups B and C, lips and tongue projection was frequently observed. No statistical difference was found between the groups. Most of the individuals in group B presented unsatisfactory prosthesis stability, but no association was identified between speech alterations and prosthesis stability.

Conclusion: despite the small sample, the results of the study suggest that individuals using dentures present alterations in linguodental and alveolar phonemes. The type of prosthesis and its stability do not seem to interfere in speech production.