Jornal da Sociedade Brasileira de Fonoaudiologia最新文献

This study aimed to compare the phonological changes due to the application of a speech therapy approach based on distinctive features, using two types of target sounds (the ones which emphasize the contrast, and others which reinforce the distinctive features) in the treatment of phonological disorder. The sample was constituted by seven children with phonological disorder (four boys and three girls), with ages between 3 years and 10 months and 6 years and 9 months. The children were classified according to the severity of the phonological disorder and then underwent treatment based on the Modified Maximal Oppositions Model. Two subjects were grouped for each degree; one subject was treated by "contrast" and the other one by "reinforcement" of the distinctive features in which they showed difficulties. The moderate-severe degree was the only one to include only one subject. After 20 therapy sessions, the phonological changes before and after the treatment were analyzed, considering the type of stimulus presented ("contrast" or "reinforcement"). All subjects, either treated by "contrast" or "reinforcement", showed an increase in their Percentage of Consonants Correct (PCC), in the number of acquired sounds and of generalizations in their phonological inventories. It was verified that both groups presented changes in their phonological inventories. On the comparative analysis between the groups, it was observed that both groups, treated by "contrast" and by "reinforcement", demonstrated differences regarding the types of generalizations studied.

Purpose: To analyze scientific bibliographic production on the practice of occupational health surveillance related to voice disorders in teachers.

Search strategy: The Cochrane Handbook precepts which involves the formulation of the question to be investigated, the location, the studies selection and articles' critical evaluation were followed.

Selection criteria: The articles published between 2000 and 2011 were selected in the PubMed, LILACS, MEDLINE database, and the Cochrane Library using the descriptors voice disorders; teachers, occupational health, workers' health surveillance.

Data analysis: Texts were analyzed, using a standardized form when the following data were collected: objectives, research design, characteristics of the study group, obtained results and discussion on the practice of surveillance related to voice disorder.

Results: Initially, 141 studies were identified. After reviewing the titles and abstracts, considering inclusion and exclusion criteria, verifying consistency with the topic researched and eliminating the ones which were concurrently in more than one database, 32 articles were effectively analyzed for relating in the findings and/or conclusions to the practice of surveillance related to voice disorders in teachers.

Conclusion: The practice of monitoring workers' health was evidenced in this research mainly as the identification of risk factors associated with voice disorders in teachers, aimed at the transformation of the working conditions and the assurance of quality of assistance to these workers as professionals.

Purpose: To study the frequency of cervical spine dysfunction (CCD) signs and symptoms in subjects with and without temporomandibular disorder (TMD) and to assess the craniocervical posture influence on TMD and CCD coexistence.

Methods: Participants were 71 women (19 to 35 years), assessed about TMD presence; 34 constituted the TMD group (G1) and 37 comprised the group without TMD (G2). The CCD was evaluated through the Craniocervical Dysfunction Index and the Cervical Mobility Index. Subjects were also questioned about cervical pain. Craniocervical posture was assessed by cephalometric analysis.

Results: There was no difference in the craniocervical posture between groups. G2 presented more mild CCD frequency and less moderate and severe CCD frequency (p=0.01). G1 presented higher percentage of pain during movements (p=0.03) and pain during cervical muscles palpation (p=0.01) compared to G2. Most of the TMD patients (88.24%) related cervical pain with significant difference when compared to G2 (p=0.00).

Conclusion: Craniocervical posture assessment showed no difference between groups, suggesting that postural alterations could be more related to the CCD. Presence of TMD resulted in higher frequency of cervical pain symptom. Thus the coexistence of CCD and TMD signs and symptoms appear to be more related to the common innervations of the trigeminocervical complex and hyperalgesia of the TMD patients than to craniocervical posture deviations.

Purpose: To compare and correlate the performance of students with learning difficulties in rapid naming, reading and comprehension.

Methods: Participants were 32 students from 4th grade of elementary school of both genders, with ages between 11 years and 4 months and 12 years and 7 months. The first and second oral reading of a text selected based on the indication of 4th grade teachers were conducted, as well as the first and second reading comprehension task composed by four questions presented right after the reading, to which students should answered orally, and the rapid naming task from the Test of Cognitive-Linguistic Performance, individual version.

Results: Differences were found between the first and the second comprehension scores, and between rapid naming, first and second reading. There was a strong correlation between comprehension and reading, suggesting that the performance in the first reading significantly influenced the performance in the second reading, which also occurred for comprehension.

Conclusion: The delay in the activities of naming, reading and comprehension in the first evaluation provoked failures in the phoneme-grapheme conversion that may be enough to cause learning difficulties in reading.

Purpose: To analyze the occurrence of the repair strategy of stopping in the different severities of phonological disorder, and to verify the phonemes most affected by this strategy.

Methods: Participants were 33 children, 14 female and 19 male, aged between 4 and 8 years. All children used the repair strategy of stopping for at least one phoneme or allophone, with percentage equal to or greater than 40%. Data were selected from the first speech assessment, before starting intervention, and phonological disorder severity was determined by the Percentage of Consonants Correct-Revised. The number of children who used the repair strategy of stopping was accounted, analyzing the phonological disorder severity and the phonemes most affected by this strategy. Data were statistically analyzed.

Results: The use of the repair strategy of stopping was more observed for the degrees moderate-severe and severe, with 42.86% of occurrence in each one. No difference was found in the comparison between the types of phonemes and allophones affected in the sample: /s/, /ƒ/, /f/ and /z/, /[see text]/, /v/, [tƒ]/ and [d[see text]]/, /[see text]/, and /n/.

Conclusion: The stopping repair strategy is more frequent in the most severe degrees of phonological disorder. This strategy is used similarly by children with phonological disorders, with regards to the affected phonemes.

Paradoxical vocal fold motion (PVFM) is a laryngeal disorder characterized by abnormal adduction of the vocal folds during respiration. It is caused by a multitude of etiologies and their interactions. In the current study, a 24-year-old female patient with a 12-year complaint of shortness of breath was diagnosed with paradoxical vocal fold motion following nasal endoscopy, spirometry testing and detailed case history analysis. She had no history or indication of laryngopharyngeal reflux or chronic cough. She performed respiratory retraining exercises three to four times daily for a period of four weeks, and continued daily exercises for two additional months as needed. After four weeks of treatment, abnormal vocal fold adduction continued to be seen on endoscopy and the patient was mildly symptomatic. One month post-treatment, there was no abnormal vocal fold adduction and the patient reported rare shortness of breath. At three months post-treatment, there was no abnormal vocal fold adduction and the patient no longer reported shortness of breath. She reported normal breathing with no symptoms one year later. The results suggest that non-pulmonary related shortness of breath treated with respiratory retraining can effectively eliminate dyspnea in patients with long term breathing difficulties caused by paradoxical vocal fold motion. Resolution may require treatment over an extended period of time.

Purpose: To analyze the impact of auditory training for auditory-perceptual assessment carried out by Speech-Language Pathology undergraduate students.

Methods: During two semesters, 17 undergraduate students enrolled in theoretical subjects regarding phonation (Phonation/Phonation Disorders) analyzed samples of altered and unaltered voices (selected for this purpose), using the GRBAS scale. All subjects received auditory training during nine 15-minute meetings. In each meeting, a different parameter was presented using the different voices sample, with predominance of the trained aspect in each session. Sample assessment using the scale was carried out before and after training, and in other four opportunities throughout the meetings. Students' assessments were compared to an assessment carried out by three voice-experts speech-language pathologists who were the judges. To verify training effectiveness, the Friedman's test and the Kappa index were used.

Results: The rate of correct answers in the pre-training was considered between regular and good. It was observed maintenance of the number of correct answers throughout assessments, for most of the scale parameters. In the post-training moment, the students showed improvements in the analysis of asthenia, a parameter that was emphasized during training after the students reported difficulties analyzing it. There was a decrease in the number of correct answers for the roughness parameter after it was approached segmented into hoarseness and harshness, and observed in association with different diagnoses and acoustic parameters.

Conclusion: Auditory training enhances students' initial abilities to perform the evaluation, aside from guiding adjustments in the dynamics of the university subject.

The aim of this research was to verify whether the difference of singing styles and the presence of vocal complaints influence the perception of voice handicap of singers. One hundred eighteen singing voice handicap self-assessment protocols were selected: 17 popular singers with vocal complaints, 42 popular singers without complaints, 17 classic singers with complaints, and 42 classic singers without complaints. The groups were similar regarding age, gender and voice types. Both protocols used--Modern Singing Handicap Index (MSHI) and Classical Singing Handicap Index (CSHI)--have specific questions to their respective singing styles, and consist of 30 items equally divided into three subscales: disability (functional domain), handicap (emotional domain) and impairment (organic domain), answered according to the frequency of occurrence. Each subscale has a maximum of 40 points, and the total score is 120 points. The higher the score, the higher the singing voice handicap perceived. For statistical analysis, we used the ANOVA test, with 5% of significance. Classical and popular singers referred higher impairment, followed by disability and handicap. However, the degree of this perception varied according to the singing style and the presence of vocal complaints. The classical singers with vocal complaints showed higher voice handicap than popular singers with vocal complaints, while the classic singers without complaints reported lower handicap than popular singers without complaints. This evidences that classical singers have higher perception of their own voice, and that vocal disturbances in this group may cause greater voice handicap when compared to popular singers.