Revista de Logopedia, Foniatria y Audiologia最新文献_第6页

1. Recopilatorio de estrategias tempranas comunicativas realizadas por los padres para niños con diagnóstico de Autismo 1. 为诊断为孤独症的儿童开展的家长早期沟通策略汇编

Revista de Logopedia, Foniatria y Audiologia Pub Date : 2025-01-01 Epub Date: 2025-02-21 DOI: 10.1016/j.rlfa.2025.100521

María Teresa Rodríguez Fernández, Tutora: María Consuelo Martín Huguet

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Validación y precisión diagnóstica del Índice Acústico Calidad Vocal v03.01 en las lenguas catalana y española para su uso clínico en población bilingüe 在双语人群中临床使用的加泰罗尼亚语和西班牙语声音质量指数v03.01的验证和诊断准确性

Revista de Logopedia, Foniatria y Audiologia Pub Date : 2025-01-01 Epub Date: 2024-12-23 DOI: 10.1016/j.rlfa.2024.100510

Josep Vila-Rovira

{"title":"Validación y precisión diagnóstica del Índice Acústico Calidad Vocal v03.01 en las lenguas catalana y española para su uso clínico en población bilingüe","authors":"Josep Vila-Rovira","doi":"10.1016/j.rlfa.2024.100510","DOIUrl":"10.1016/j.rlfa.2024.100510","url":null,"abstract":"<div><h3>Objective</h3><div>To determine the validity and diagnostic accuracy of the AVQI in Catalan and Spanish, to define a cut-off point and to assess the equivalence of the Catalan and Spanish versions in a bilingual population.</div></div><div><h3>Methodology</h3><div>The study was carried out with a sample of 214 participants with normal and dysphonic voices. All of them were native speakers of Catalan and Spanish and residents of Catalonia. AVQI scores were calculated. Four speech-language pathologists, native speakers of Catalan and Spanish, were in charge of scoring the voice samples based on the CAPE-V index. Inter-rater reliability, concurrent validity, diagnostic accuracy and cut-off points were assessed.</div></div><div><h3>Results</h3><div>AVQI and CAPE-V scores showed significant correlations (r=0.724 and r=0.737, in Catalan and Spanish, respectively). Areas under the curve (AUC) for the AVQI-C were 0.829 (95% CI: 0.775-0.882) and an AUC of 0.856 (95% CI: 0.807-0.905) for the AVQI-E. Mean AVQI scores in Catalan and Spanish were significantly different.</div></div><div><h3>Conclusions</h3><div>The Catalan and Spanish adaptations of the AVQI are valid for clinical use for the acoustic assessment of general voice quality in a bilingual context.</div></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":"45 1","pages":"Article 100510"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143160341","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}

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2. Diferencias de Género en Comunicación en Personas con Trastorno del Espectro Autista en la Etapa Adulta: Una Revisión Sistemática 2. 成年期自闭症谱系障碍患者沟通方面的性别差异：系统审查

Revista de Logopedia, Foniatria y Audiologia Pub Date : 2025-01-01 Epub Date: 2025-02-21 DOI: 10.1016/j.rlfa.2025.100522

María Teresa Rodríguez Fernández, Tutoras: Rocío García-Retamero, Dunia Garrido

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Dos medidas de producción fonológica para la identificación de comorbilidad en los trastornos de los sonidos del habla en niños mexicanos 用于识别墨西哥儿童言语发音障碍合并症的两种语音生成测量方法。

Revista de Logopedia, Foniatria y Audiologia Pub Date : 2025-01-01 Epub Date: 2024-10-22 DOI: 10.1016/j.rlfa.2024.100505

Alejandra Auza B. , Chiharu Murata , Franklin Susanibar , Denisse D. Rodríguez-Maldonado

{"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. , Chiharu Murata , Franklin Susanibar , 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":"2025-01-01","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}

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De las tendencias emergentes a los pilares del futuro: armonización, bases de datos globales e inteligencia artificial en la investigación de la voz 从新兴趋势到未来的支柱：统一、全球数据库和语音研究中的人工智能

Revista de Logopedia, Foniatria y Audiologia Pub Date : 2025-01-01 Epub Date: 2025-02-07 DOI: 10.1016/j.rlfa.2025.100517

Neus Calaf

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M. Monfort: hacer y enseñar logopedia M.蒙特福特：言语治疗的实践与教学

Revista de Logopedia, Foniatria y Audiologia Pub Date : 2024-10-01 Epub Date: 2024-10-24 DOI: 10.1016/j.rlfa.2024.100507

Gerardo Aguado Alonso

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Marc Monfort o la centralidad psicológica del lenguaje en la Logopedia (y viceversa) 马克-蒙福尔特或语言在言语治疗中的心理中心地位（反之亦然）

Revista de Logopedia, Foniatria y Audiologia Pub Date : 2024-10-01 Epub Date: 2024-10-23 DOI: 10.1016/j.rlfa.2024.100508

Mercedes Belinchón Carmona

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Reading comprehension skills in children with language development disorder—Systematic review 语言发育障碍儿童的阅读理解能力--系统综述

Revista de Logopedia, Foniatria y Audiologia Pub Date : 2024-10-01 Epub Date: 2024-08-19 DOI: 10.1016/j.rlfa.2024.100504

Tatiane Sbrugnara, Simone Rocha de Vasconcellos Hage

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Eficacia de las prácticas inclusivas para compensar los resultados académicos de escolares con dificultades del lenguaje oral y escrito 包容性做法在补偿有口头和书面语言困难的学童的学习成绩方面的有效性

Revista de Logopedia, Foniatria y Audiologia Pub Date : 2024-10-01 Epub Date: 2024-07-11 DOI: 10.1016/j.rlfa.2024.100500

Eva Aguilar-Mediavilla, Mario Valera-Pozo, Lucía Buil-Legaz, Jorge Luis Guirado-Moreno, Daniel Adrover-Roig

{"title":"Eficacia de las prácticas inclusivas para compensar los resultados académicos de escolares con dificultades del lenguaje oral y escrito","authors":"Eva Aguilar-Mediavilla, Mario Valera-Pozo, Lucía Buil-Legaz, Jorge Luis Guirado-Moreno, 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":"2024-10-01","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}

引用次数: 0

Uso de estrategias sintácticas o semánticas para la comprensión lectora del alumnado adolescente con sordera 青少年聋哑学生在阅读理解中使用句法或语义策略。

Revista de Logopedia, Foniatria y Audiologia Pub Date : 2024-10-01 Epub Date: 2024-08-17 DOI: 10.1016/j.rlfa.2024.100503

Ana Belén Mallén Biel , Jesús Valero García

{"title":"Uso de estrategias sintácticas o semánticas para la comprensión lectora del alumnado adolescente con sordera","authors":"Ana Belén Mallén Biel , 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":"2024-10-01","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}

引用次数: 0