Revista de Logopedia, Foniatria y Audiologia最新文献

{"title":"Traducción y adaptación cultural de la escala de autoinforme de esfuerzo de escucha «Effort Assessment Scale» al español de Chile (E-EAS)","authors":"Ricardo Cartajena Gatica ,&nbsp;Mariano Guillermo Blake","doi":"10.1016/j.rlfa.2026.100567","DOIUrl":"10.1016/j.rlfa.2026.100567","url":null,"abstract":"<div><h3>Introduction</h3><div>Subjective self-report scales are instruments that significantly contribute to clinical practice, as they consider personal perspectives in the assessment of difficulties caused by listening effort in individuals, especially in those experiencing hearing loss. Currently, there are no such types of scales available in Spanish. This study was aimed to translate and culturally adapt the Effort Assessment Scale (EAS) to Chilean Spanish.</div></div><div><h3>Method</h3><div>Through a six-stage process, a working committee carried out the initial translation of the instrument. After that, the cultural adaptation was performed. Ten people with hearing loss, both users and non-users of hearing aid devices, participated in a cognitive debriefing process for adjusting the semantic equivalence and cultural accessibility of the instrument.</div></div><div><h3>Results</h3><div>To achieve conceptual and operational equivalence, the constructs included in the items were adapted primarily, and everyday situations were incorporated to aid understanding.</div></div><div><h3>Conclusions</h3><div>The process performed here leaves the «Listening Effort Assessment Scale (E-EAS)» instrument with acceptable semantic equivalence and cultural accessibility. With a subsequent psychometric validation process, the E-EAS will allow professionals to have an instrument in Spanish to optimize hearing assessment and rehabilitation processes, as well as research in the area.</div></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"46 2","pages":"Article 100567"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147599911","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}

{"title":"Habilidades de lectoescritura en niños y adolescentes españoles con seis años o más de experiencia auditiva con implante coclear bilateral","authors":"Estefanía Díaz-Fresno ,&nbsp;Faustino Núñez-Batalla ,&nbsp;Verónica Martínez","doi":"10.1016/j.rlfa.2026.100568","DOIUrl":"10.1016/j.rlfa.2026.100568","url":null,"abstract":"<div><h3>Background and objective</h3><div>Learning to read and write is complicated for individuals with hearing impairments due to their difficulties in accessing spoken language. The main objective was to assess literacy skills in Spanish-speaking children with hearing impairment who are CI users with six or more years of auditory experience, comparing them with a group of normal-hearing (NH) children based on hearing age (HA). A second objective was to study whether age at implantation (AI) is a determining factor in the development of literacy abilities.</div></div><div><h3>Materials and methods</h3><div>The sample included 36 participants, 18 with CIs (7.08-16.06 years) and 18 NH peers (7.05-14.08 years). According to AI, 10 participants had received their implant before the age of 2 years, and 8 after the age of 2 years. Tests were administered on reading (Collective Reading Efficiency Test, TECLE), grammatical knowledge (Syntactic Strategies Assessment Test, PEES, and Grammatical Closure Test, CG), application of spelling rules (Spelling Decision Task, TDO) and receptive language (Peabody Picture Vocabulary Test, PPVT-III).</div></div><div><h3>Results</h3><div>Significant differences were found between groups in TECLE, TDO, and PPVT-III. In the CI group, HA correlated with TECLE and PEES scores, while in NH group, HA and PPVT-III correlated with TECLE, PEES, and TDO. Error analysis revealed differences in lexical substitutions within the PEES. No significant differences were observed according to AI.</div></div><div><h3>Conclusions</h3><div>Accumulated auditory experience promotes literacy skills in children with CIs, although differences with NH peers persist in syntactic and semantic processing.</div></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"46 2","pages":"Article 100568"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147599912","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}

{"title":"Perfil neuropsicológico y del lenguaje de las personas con síndrome de Arboleda-Tham: Revisión de alcance","authors":"Dolores María Peñalver-García ,&nbsp;Rosa María Bermejo Alegría ,&nbsp;Francisco Cabello Luque","doi":"10.1016/j.rlfa.2026.100566","DOIUrl":"10.1016/j.rlfa.2026.100566","url":null,"abstract":"<div><div>Arboleda-Tham syndrome (KAT6A) is a rare genetic condition associated with neurodevelopmental disorders. Given the limited characterization of its neurocognitive and communicative profile, this study aimed to synthesize the available scientific evidence on this topic and identify gaps in the literature. A scoping review was conducted, and seven studies were included. The findings revealed intellectual disability, global developmental delay, and severe communicative impairment. Verbal apraxia/dyspraxia was frequently present. The studies predominantly presented used single-case or cross-sectional designs and variable reporting quality, highlighting a lack of information on the psychometric properties of the tests used. KAT6A syndrome presents a heterogeneous neuropsychological and communicative profile, with language impairment. Current evidence is limited and comes mainly from descriptive studies with small samples. Future research with longitudinal designs and multidisciplinary assessments is needed to further characterize the profile and support specific interventions.</div></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"46 2","pages":"Article 100566"},"PeriodicalIF":0.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147599913","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}

{"title":"Formación docente e implementación de comunicación aumentativa y alternativa con comunicadores electrónicos en entornos escolares","authors":"Clara Laosa Campos ,&nbsp;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}

{"title":"Las palabras importan, o cómo nombramos a las personas en situación de discapacidad. Veinte años de cambio de paradigma","authors":"Dolores María Peñalver-García ,&nbsp;Lidia Rodríguez García","doi":"10.1016/j.rlfa.2026.100563","DOIUrl":"10.1016/j.rlfa.2026.100563","url":null,"abstract":"","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"46 1","pages":"Article 100563"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397787","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}

{"title":"3. Análisis perceptual de las vocales nasalizadas","authors":"María Dolores García Méndez,&nbsp;Rosa María Bermúdez de Alvear,&nbsp;Ignacio Moreno-Torres","doi":"10.1016/j.rlfa.2026.100562","DOIUrl":"10.1016/j.rlfa.2026.100562","url":null,"abstract":"","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"46 1","pages":"Article 100562"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397894","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}

{"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 ,&nbsp;Marina Estima Neiva Nunes ,&nbsp;Angela Cristina Pontes-Fernandes ,&nbsp;Raphael Lopes Sartori ,&nbsp;Paulo Braga Barros Nhani ,&nbsp;Roberta Olivério-Naegeli ,&nbsp;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}

{"title":"1. Programa de estimulación del lenguaje oral: “Detectives a la obra”","authors":"Isabella Rosillo Vera,&nbsp;Judit Ayala","doi":"10.1016/j.rlfa.2026.100560","DOIUrl":"10.1016/j.rlfa.2026.100560","url":null,"abstract":"","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"46 1","pages":"Article 100560"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397788","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}

{"title":"Perfil léxico-semántico asociado a microduplicación 4p16.3: un estudio de caso","authors":"Ana Alejandra Espinosa-Mojica ,&nbsp;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}

{"title":"Dispositivos electrónicos para una comunicación eficaz en niños con trastorno del espectro autista y sus madres: un estudio piloto","authors":"Ana Muiño Tato,&nbsp;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> <!-->&lt;<!--> <!-->.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}