Revista de Logopedia, Foniatria y Audiologia最新文献

{"title":"Estilos de afrontamiento de padres de niños con fisura labio-alveolo-palatina en los Andes Centrales del Ecuador (Cuenca-Ambato)","authors":"Marcelo Enrique Cazar Almache ,&nbsp;María Paz Pinos Gavilanes ,&nbsp;Ruth Fabiola Palacio Coello ,&nbsp;Miriam Alexandra Lucio Bravo ,&nbsp;Franginett Joselin Quintana Parra ,&nbsp;Elena Maribel Cevallo Barzallo ,&nbsp;Maria Paz Quito","doi":"10.1016/j.rlfa.2024.100506","DOIUrl":"10.1016/j.rlfa.2024.100506","url":null,"abstract":"<div><h3>Background and objective</h3><div>Coping are the cognitive and behavioral efforts that are developed to manage specific demands that are valued as situations that exceed or overflow the resources of a person, so the objective of this study is to identify coping styles in parents and caregivers of children with FLAP in the cities of Cuenca and Ambato, Ecuador.</div></div><div><h3>Participants and materials</h3><div>35 families with children diagnosed with different types of cleft lip and palate (CLP) from the cities of Cuenca and Ambato, Ecuador, participated. Ad hoc sociodemographic data and as a technique for the psychological measurement of coping styles: COPE-28 (according to the original by Carver, 1997).</div></div><div><h3>Method</h3><div>The participants completed questionnaires with the necessary help of a member of the research team.</div></div><div><h3>Results</h3><div>The study showed that children had more problems with language and in addition, parents, and caregivers of children with FLAP developed positive strategies such as acceptance, active coping, and religion in the face of their children's condition.</div></div><div><h3>Conclusions</h3><div>The involvement of a multidisciplinary team is considered important for the evaluation, early intervention, and a long-term follow-up of patients with FLAP, being essential to obtain promising results.</div></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"45 1","pages":"Article 100506"},"PeriodicalIF":0.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553024","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":"Dos medidas de producción fonológica para la identificación de comorbilidad en los trastornos de los sonidos del habla en niños mexicanos","authors":"Alejandra Auza B. ,&nbsp;Chiharu Murata ,&nbsp;Franklin Susanibar ,&nbsp;Denisse D. Rodríguez-Maldonado","doi":"10.1016/j.rlfa.2024.100505","DOIUrl":"10.1016/j.rlfa.2024.100505","url":null,"abstract":"<div><div>Speech Sound Disorder (SSD), formerly known as “dyslalia” or “phonological disorder,” is a condition that affects the phonetic and phonological aspects of language. It manifests through difficulties in the functional use of phonemes, syllables, and phonotactic organization. SSD often coexists with expressive, receptive, or mixed language disorders and is present in approximately 29% of children with language disorders. The aim of this study is to evaluate the effectiveness of the Percentage of Consonants Correct (PCC) and the Percentage of Phonological Processes (PPP) in differentiating children with SSD with and without comorbidities. This will may help on determining if any type of PPP is associated with a particular clinical group. Fifty monolingual children who speak Mexican Spanish participated in the study, which included a questionnaire assessing phonetics and phonology. The results revealed that the PCC is useful for distinguishing between SSD with and without comorbidity. The analysis of types of PPP also showed associations with certain clinical groups. In conclusion, PCC and PPP are effective in differentiating some groups of SSD with and without comorbidity, opening possibilities for various clinical applications.</div></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"45 1","pages":"Article 100505"},"PeriodicalIF":0.0,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142531560","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":"M. Monfort: hacer y enseñar logopedia","authors":"Gerardo Aguado Alonso","doi":"10.1016/j.rlfa.2024.100507","DOIUrl":"10.1016/j.rlfa.2024.100507","url":null,"abstract":"","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"44 4","pages":"Article 100507"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528374","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":"Marc Monfort o la centralidad psicológica del lenguaje en la Logopedia (y viceversa)","authors":"Mercedes Belinchón Carmona","doi":"10.1016/j.rlfa.2024.100508","DOIUrl":"10.1016/j.rlfa.2024.100508","url":null,"abstract":"","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"44 4","pages":"Article 100508"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528000","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":"Reading comprehension skills in children with language development disorder—Systematic review","authors":"Tatiane Sbrugnara,&nbsp;Simone Rocha de Vasconcellos Hage","doi":"10.1016/j.rlfa.2024.100504","DOIUrl":"10.1016/j.rlfa.2024.100504","url":null,"abstract":"<div><p>Children with Developmental Language Disorder (DLD) are at risk for reading problems. Thus, the objective of this study was to assess the scientific evidence available about the reading difficulties of these children.</p><p>The systematic review method was used. To answer the research question and design search strategies, the study employed the PRISMA-P – Preferred Reporting Items for Systematic review and Meta-Analysis Protocols checklist. Papers considered eligible were submitted to qualitative analysis by two independent researchers using the Newcastle–Ottawa Scale (NOS). The search retrieved 96,561 articles, bring 29,377 articles from the main databases and 67,184 from the gray literature. After selection, 13 papers were considered eligible.</p><p>Children with DLD performed worse in reading comprehension tests when compared to children with typical development; however, considering their individual performance, many do not present difficulties.</p></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"44 4","pages":"Article 100504"},"PeriodicalIF":0.0,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142006414","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":"Uso de estrategias sintácticas o semánticas para la comprensión lectora del alumnado adolescente con sordera","authors":"Ana Belén Mallén Biel ,&nbsp;Jesús Valero García","doi":"10.1016/j.rlfa.2024.100503","DOIUrl":"10.1016/j.rlfa.2024.100503","url":null,"abstract":"<div><h3>Background and objective</h3><p>Traditionally, it has been described that the vast majority of deaf students do not use or misuse the grammatical aspects of the sentence and, therefore, they have a partial understanding of its meaning. In recent years, given the improvements in both hearing aids and early detection and intervention, numerous studies have highlighted substantial improvements in reading comprehension results achieved by deaf students. This study examines whether reading comprehension strategies in students with hearing loss have changed in the light of scientific and educational developments in recent decades.</p></div><div><h3>Participants, materials and method</h3><p>The reading comprehension strategies used by both a group of students with hearing loss (N<!--> <!-->=<!--> <!-->29) and a group of hearing students (N<!--> <!-->=<!--> <!-->359) were evaluated. All of these students are in the sixth grade of primary and the second and fourth grades of compulsory secondary education (CSE). The task used was an adaptation to Catalan of the Keyword Strategy Screening Test of the PEALE Battery (Domínguez et al., 2013).</p></div><div><h3>Results</h3><p>The results showed that deaf students had a lower mastery of syntax, resulting in significantly lower levels of reading comprehension compared to the control group.</p></div><div><h3>Conclusions</h3><p>The study emphasizes, on one hand, the importance of working on morphosyntactic aspects to improve the reading comprehension of students with deafness. On the other hand, there is a need to identify the specific difficulties that the student presents in order to adjust our intervention as much as possible.</p></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"44 4","pages":"Article 100503"},"PeriodicalIF":0.0,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141997976","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":"Eficacia de las prácticas inclusivas para compensar los resultados académicos de escolares con dificultades del lenguaje oral y escrito","authors":"Eva Aguilar-Mediavilla,&nbsp;Mario Valera-Pozo,&nbsp;Lucía Buil-Legaz,&nbsp;Jorge Luis Guirado-Moreno,&nbsp;Daniel Adrover-Roig","doi":"10.1016/j.rlfa.2024.100500","DOIUrl":"https://doi.org/10.1016/j.rlfa.2024.100500","url":null,"abstract":"<div><h3>Background and objectives</h3><p>Previous studies have shown lower academic results in school children with Developmental Language Disorder (DLD) and/or reading difficulties (RD). This paper aims to evaluate whether some of the measures proposed by the inclusive school to enrich the teaching-learning processes have a positive effect on the grades of school children with DLD or RD. Inclusive education measures that foster individualized communication skills are expected to exert a compensatory effect on pupils with difficulties.</p></div><div><h3>Method</h3><p>The official academic history of 103 students (26 with DLD, 36 with RD, and 41 with typical development; TD) attending 10 schools from Balearic Islands were collected. Inclusive school indicators were evaluated with ACADI's questionnaire.</p></div><div><h3>Results</h3><p>No significative correlations were found between official grades and school inclusivity scores for the DLD and TD groups, while three indicators of inclusivity showed correlations with the academic results in the RD group. The ANOVA (Group x Inclusivity) on the mean grade of the primary school revealed significant results of the Group factor, a tendency in the Inclusivity factor, but the interaction was non-significant. Grade retention frequency was similar between centers with indicators of high or low inclusivity, and higher in the DLD group compared to the RD and TD groups.</p></div><div><h3>Discussion and conclusions</h3><p>Worse academic results were found in the DLD and RD groups. Inclusion measures appear to partially compensate school children with RD, but not the DLD group. In conclusion, inclusive schools must continue looking for measures to compensate for the learning difficulties of students with DLD.</p></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"44 4","pages":"Article 100500"},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141595078","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":"Detección precoz del deterioro del lenguaje oral en el adulto mayor con déficit cognitivo: resultados de un estudio piloto en la población colombiana","authors":"Carlos José De los Reyes-Aragón ,&nbsp;José A. Adrián ,&nbsp;María José Rodríguez-Parra ,&nbsp;Karina Cantillo Santis ,&nbsp;Juan Carlos Arango-Lasprilla","doi":"10.1016/j.rlfa.2024.100498","DOIUrl":"https://doi.org/10.1016/j.rlfa.2024.100498","url":null,"abstract":"<div><h3>Background and objective</h3><p>The NEUROBEL is a short test for the psycholinguistic evaluation of language comprehension and production impairment in older adults. The utility of this instrument has been primarily tested in the Spanish population. The NEUROBEL consists of tasks that assess comprehension through phoneme discrimination tasks, auditory lexical decision, spoken word-picture matching, and sentence comprehension. Additionally, it evaluates language production through repetition tasks, object naming, action naming, and sentence completion. This study aims to investigate the utility of the NEUROBEL in detecting oral language deficits related to cognitive impairment in the Colombian population.</p></div><div><h3>Method</h3><p>Eighty-two monolingual older adults, aged 59 to 92 years, participated, including 23 men. Of the total sample, 26 participants met the clinical criteria for early Alzheimer's disease, and 25 for mild cognitive impairment, according to the Global Deterioration Scale. The remaining 31 participants served as the control group.</p></div><div><h3>Results</h3><p>The results showed good internal consistency (Cronbach's Alpha=.81) and a high bivariate Pearson correlation with the MMSE (r=.85; <em>P</em>&lt;.001).</p></div><div><h3>Conclusion</h3><p>Differences were observed among the three groups in the total scale score. In conclusion, the NEUROBEL proves to be a useful tool for detecting language difficulties in patients with suspected AD (Alzheimer Dessease) and MCI (Mild Cognitive Impairment).</p></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"44 4","pages":"Article 100498"},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141595077","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":"La Audiología que se avecina","authors":"Pedro Salesa Isart","doi":"10.1016/j.rlfa.2024.100501","DOIUrl":"https://doi.org/10.1016/j.rlfa.2024.100501","url":null,"abstract":"","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"44 3","pages":"Article 100501"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141593243","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":"The Pediatric Version of Caregivers’ Mealtime and Dysphagia Questionnaire (P-CMDQ): A validity study in Greek-Cypriot caregivers","authors":"Rafaella Georgiou ,&nbsp;Louiza Voniati ,&nbsp;Alexandros Gryparis ,&nbsp;Andri Papaleontiou ,&nbsp;Vassiliki Siafaka ,&nbsp;Nafsika Ziavra ,&nbsp;Dionysios Tafiadis","doi":"10.1016/j.rlfa.2024.100499","DOIUrl":"https://doi.org/10.1016/j.rlfa.2024.100499","url":null,"abstract":"<div><h3>Introduction and objectives</h3><p>Caregivers’ compliance with speech and language pathologist's (SLP) recommendations plays a valuable role in the dysphagia therapy process. The Caregiver Mealtime and Dysphagia Questionnaire (CMDQ) is a tool for determining why caregivers do not follow SLP recommendations for dysphagia patients. The purpose of this study was to translate, adapt, and validate the CMDQ, which had previously been created for adults with dysphagia, among Greek-Cypriot caregivers of children with feeding and/or swallowing difficulties.</p></div><div><h3>Material and methods</h3><p>The Pediatric Version of Caregivers’ Mealtime and Dysphagia Questionnaire (P-CMDQ) was administered to 222 parents/caregivers who had children with (<em>N</em> <!-->=<!--> <!-->122) and without (<em>N</em> <!-->=<!--> <!-->100) feeding and/or swallowing disorders. For the test–retest reliability measures, the questionnaire was re-administered after two weeks to all participants.</p></div><div><h3>Results</h3><p>A significant test–retest reliability was found (<em>r</em> <!-->=<!--> <!-->0.999, <em>p</em> <!-->&lt;<!--> <!-->.001). The P-CMDQ cut-off point was 85.00 [AUC 0.851, <em>p</em> <!-->&lt;<!--> <!-->.001] for the two groups. Principal component analysis (PCA) and confirmatory factor analysis (CFA) results showed the P-CMDQ to be a reliable questionnaire: factor 1 – <em>α</em> <!-->=<!--> <!-->0.950, factor 2 – <em>α</em> <!-->=<!--> <!-->0.494, and factor 3 – <em>α</em> <!-->=<!--> <!-->0.678.</p></div><div><h3>Conclusions</h3><p>Overall, the P-CMDQ appears to be a reliable tool for the Greek-Cypriot caregivers who have children with feeding and/or swallowing disorders. It can assess the reasons for caregiver compliance with SLP recommendations for children with dysphagia. Hence, the P-CMDQ may be suitable for clinical implementation in the field of dysphagia assessment in children.</p></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"44 3","pages":"Article 100499"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141486196","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}