RESUMEN
AIM: Congenital Zika Virus Syndrome (CZS) presents notable hurdles to neurodevelopment, with language development emerging as a crucial aspect. This study investigates sleep patterns and language skills in children with CZS, aiming to explore the potential synchronization of sleep development with their neurodevelopment. METHOD: We studied cross-sectionally 135 children with CZS aged 0 to 48 months, investigating sleep using the BISQ Questionnaire. Language development was assessed using the Early Language Milestone Scale, while motor development and cognitive and social ability were assessed using the Bayley Scales of Infant and Young Child Development 3rd edition. We also studied longitudinally a cohort of 16 children (initially aged 0 to 12 months) whom we followed for four years, assessing at one-year intervals. RESULTS: Sleep disturbances and language deficits were highly frequent in this population. In the 0-12 months group, a late bedtime and frequent nighttime awakenings were associated with poorer auditory expressive skills. At 13-24 months, nighttime awakenings were associated with poorer auditory expressive skills, while among 25-36-month-olds decreased auditory receptive skills were associated with longer sleep onset latency and reduced nighttime sleep duration. CONCLUSION: The brain alterations caused by Zika virus infection affect both sleep disturbances and delays in language development. It is possible that sleep disturbance may be a mediating factor in the pathway between CZS and delayed language development, as the three analyzed language skills showed a correlation with sleep parameters.
Asunto(s)
Desarrollo del Lenguaje , Sueño , Infección por el Virus Zika , Humanos , Infección por el Virus Zika/complicaciones , Infección por el Virus Zika/fisiopatología , Infección por el Virus Zika/virología , Infección por el Virus Zika/congénito , Lactante , Femenino , Masculino , Preescolar , Sueño/fisiología , Recién Nacido , Estudios Transversales , Trastornos del Sueño-Vigilia/fisiopatología , Trastornos del Sueño-Vigilia/virología , Virus Zika/fisiología , Estudios Longitudinales , Encuestas y Cuestionarios , Trastornos del Desarrollo del Lenguaje/fisiopatología , Trastornos del Desarrollo del Lenguaje/virologíaRESUMEN
OBJECTIVE: To determine whether infants who have regulatory problems (eg, sleeping, crying, and feeding problems) at 1 year of age are at increased risk of experiencing language difficulties at ages 5 and 11 years, compared with settled infants. STUDY DESIGN: Parent survey and child assessment data (n = 1131) were drawn from a longitudinal community cohort study. Latent Class Analysis identified 5 profiles of infant regulation including those who were settled (37%), had tantrums (21%), had sleep problems (25%), were moderately unsettled (13%), and severely unsettled (3%) at 12 months of age. Adjusted regression analyses examined associations between infant regulatory profiles and language ability (Clinical Evaluation of Language Fundamentals-fourth edition) at ages 5 and 11 years. RESULTS: Infants who were moderately unsettled had lower language scores at age 5 (adjusted mean difference, -3.89; 95% CI, -6.92 to -0.86) and were more likely to have language difficulties (aOR, 2.71; 95% CI, 1.28-5.75), than infants who were settled. Infants who were severely unsettled at 12 months of age, had lower language scores at ages 5 (adjusted mean difference, -7.71; 95% CI, -13.07 to -2.36) and 11 (adjusted mean difference, -6.50; 95% CI, -11.60 to -1.39), than infants who were settled. Severely unsettled infants were 5 times more likely to have language difficulties at age 5 than their settled counterparts (aOR, 5.01; 95% CI, 1.72-14.63). CONCLUSIONS: Children at 1 year of age with multiple regulatory problems are at an increased risk for poorer language skills at ages 5 and 11 years.
Asunto(s)
Llanto/fisiología , Conducta del Lactante/fisiología , Trastornos del Desarrollo del Lenguaje/fisiopatología , Trastornos del Sueño-Vigilia/fisiopatología , Niño , Desarrollo Infantil/fisiología , Preescolar , Estudios de Cohortes , Femenino , Humanos , Lactante , Desarrollo del Lenguaje , Estudios Longitudinales , MasculinoRESUMEN
BACKGROUND/OBJECTIVE: The effects of otitis media on the function of the central auditory nervous system in different populations is unknown. Understanding how the history of otitis media affects children from different nations will guide health professionals worldwide on the importance of adequate auditory stimulus in childhood. For this reason, the aim of the present study was to investigate the long-term auditory effects of middle ear disease on temporal processing and P300 in two different populations of children: Australian and Brazilian. METHODS: Temporal processing tests (Frequency Pattern Tests-FPT and Gaps in noise-GIN) and P300 were measured in 68 Brazilian and Australian children, aged between 8 to 14 years. The Brazilian otitis media group (BrOM) and Australian otitis media group (AusOM) consisted of 20 children each who had a documented history of otitis media. Control groups of 14 children (BrControl and AusControl) were also recruited from each country, all with no documented history of otitis media. RESULTS: The BrOM group showed significantly poorer performance (p<0.001) for FPT and the GIN compared to BrControl. The P300 response showed significantly longer mean latencies (p = 0.02) compared to BrControls. The AusOM group also showed significant delayed latency of P300 (p = 0.04) compared to the AusControl. The FPT showed significantly poorer performance (p = 0.04) compared to AusControls. The two otitis media groups showed no significant differences between each other on P300. Significant differences were seen however in temporal processing tests performance between the two cohorts for the otitis media groups. The BrOM group had significantly poorer responses (p<0.001) for FPT and GIN compared to the AusOM group. CONCLUSIONS: These findings support that although differences exist between BrOM and AusOM groups, otitis media can be demonstrated to affect the underlying mechanisms of the P300 measures and behavioral auditory responses in two different populations of children.
Asunto(s)
Potenciales Relacionados con Evento P300 , Trastornos del Desarrollo del Lenguaje/etiología , Otitis Media con Derrame/fisiopatología , Percepción del Tiempo/fisiología , Estimulación Acústica , Adolescente , Corteza Auditiva/fisiopatología , Umbral Auditivo , Australia , Brasil , Niño , Estudios Transversales , Femenino , Humanos , Trastornos del Desarrollo del Lenguaje/diagnóstico , Trastornos del Desarrollo del Lenguaje/fisiopatología , Trastornos del Desarrollo del Lenguaje/psicología , Masculino , Pruebas Neuropsicológicas , Otitis Media con Derrame/psicología , Desempeño Psicomotor , Recurrencia , Estudios Retrospectivos , Tálamo/fisiopatologíaRESUMEN
PURPOSE: This study aimed to characterize and compare the use of typical story grammar elements and global coherence level in the oral narrative of children with Attention Deficit Hyperactivity Disorder with the narrative of children without the disorder and with typical development. METHODS: A total of 40 children of both sexes aged 5 to 10 years who attended elementary school participated in the study, 20 of whom were diagnosed with Attention Deficit Hyperactivity Disorder (ADHD Group), and 20 with typical development (TD Group). Participants from each group were similar in sex, chronological age, schooling and socioeconomic status. The wordless picture book Frog, Where Are You? was used to elicit the oral narrative analyzed for the presence of the main typical elements of the story schema (character, theme/topic, event/plot and outcome), and afterwards their narration was classified according to four different levels of organization corresponding to the global story coherence level. RESULTS: The ADHD Group presented lower scores on the structural elements "theme/ topic" and "outcome" and a narrative with lower degree of coherence compared to the TD Group. CONCLUSION: The children with ADHD included in this study presented difficulties to use typical story grammar elements, mainly related to the maintenance of the central theme and outcome of the story. These elements are considered fundamental for construction of narrative coherence, which justifies the lower levels of global coherence found in the oral narrative of the ADHD Group.
OBJETIVO: O objetivo do estudo foi caracterizar e comparar o uso de elementos típicos da gramática de história e o nível de coerência global na narrativa oral de crianças com Transtorno de Déficit de Atenção e Hiperatividade à narrativa de crianças sem o transtorno e com desenvolvimento típico. MÉTODO: Participaram 40 crianças com idade entre 5 e 10 anos, de ambos os sexos, que frequentavam o ensino fundamental, sendo 20 com diagnóstico de Transtorno de Déficit de Atenção e Hiperatividade (Grupo TDAH) e 20 com desenvolvimento típico (Grupo TD). Os participantes de cada grupo eram semelhantes quanto ao sexo, idade cronológica, escolaridade e nível socioeconômico. O livro "Frog Where Are You?" foi utilizado para eliciar a narrativa oral de história, que foi analisada quanto à presença dos principais elementos típicos do esquema de história (personagem, tema/tópico, evento/trama e desfecho) e posteriormente classificada dentre quatro diferentes níveis crescentes de organização, correspondendo ao nível de coerência global da história. RESULTADOS: O grupo TDAH apresentou menor pontuação nos elementos estruturais "tema/tópico" e "desfecho" e narrativa com grau de coerência inferior quando comparado ao grupo TD. CONCLUSÃO: As crianças com TDAH deste estudo apresentaram dificuldades no uso de elementos típicos da gramática de história, principalmente relacionados com a manutenção do tema central e desfecho da história. Tais elementos são considerados fundamentais para a construção do sentido da narrativa, o que justifica os níveis inferiores de coerência encontrados na narrativa oral do grupo TDAH.
Asunto(s)
Trastorno por Déficit de Atención con Hiperactividad/fisiopatología , Trastornos del Desarrollo del Lenguaje/fisiopatología , Narración , Trastorno por Déficit de Atención con Hiperactividad/diagnóstico , Estudios de Casos y Controles , Niño , Lenguaje Infantil , Preescolar , Femenino , Humanos , Desarrollo del Lenguaje , Trastornos del Desarrollo del Lenguaje/diagnóstico , Lingüística , MasculinoRESUMEN
This study aimed to measure the effects of a Computer-based Auditory Training Program (CBATP) on an adolescent diagnosed with Autism Spectrum Disorder (ASD) and Central Auditory Processing Disorder (CAPD). This is the case report of a male, 14-year-old adolescent diagnosed with ASD. The individual was submitted to basic audiological evaluation, central auditory processing assessment and hearing electrophysiology (EP), pre- and post-therapeutic intervention. Central auditory processing (CAP) was assessed by means of the following instruments: Time-compressed Speech Test (TCST), Random Gap Detection Test (RGDT), Staggered Spondaic Word Test (SSWT), Frequency (Pitch) Pattern Sequence Test (FPST), and Duration Pattern Test (DPT). The P300 component of the Event-related Potential (ERP) was used in the hearing EP. Pre-intervention assessment of CAP showed changes in the auditory skills of closure, figure-ground and temporal ordering, but normal temporal resolution ability. Post-intervention evaluation of CAP showed improvement in all previously mentioned auditory skills, except for the figure-ground ability, which remained unchanged. Regarding the findings of the hearing EP, a decrease in the latency of the P300 component was observed pre- and post-intervention. This study demonstrated that the use of a CBATP resulted in improvement in the hearing abilities assessed in an adolescent diagnosed with ASD.
Asunto(s)
Trastorno del Espectro Autista/complicaciones , Trastornos del Desarrollo del Lenguaje/rehabilitación , Adolescente , Trastorno del Espectro Autista/fisiopatología , Potenciales Relacionados con Evento P300/fisiología , Humanos , Trastornos del Desarrollo del Lenguaje/etiología , Trastornos del Desarrollo del Lenguaje/fisiopatología , Estudios Longitudinales , MasculinoRESUMEN
The aim of the present study was to investigate the quality of life of children with poor school performance and its association with behavioral aspects and hearing abilities. METHODS: This cross-sectional observational study, developed in a town in the state of Minas Gerais, Brazil, investigated a random sample of public school children, aged 7-12 years old, who performed poorly in school and received specialized educational assistance. The study comprised two stages: 1) collection of data from parents on their children's health, educational, and socioeconomic profile, and from the Strengths and Difficulties Questionnaire; 2) administration of a quality of life evaluation scale to the schoolchildren. For the assessment of auditory function, transient otoacoustic emissions were used and auditory processing was tested. The following tests were used: verbal sequential memory, nonverbal sequential memory, sound localization, dichotic digits, duration pattern test (flute) and random gap detection. The collected data were analyzed using Excel and STATA 11.0 software. Quality of life was considered the response variable. The explanatory variables were grouped for univariate and multivariate logistic regression analysis with the level of significance set at 5%. RESULTS: A statistically significant association was found between impaired quality of life, altered pro-social behavior, and the absence of parental complaints about the children's written language development. CONCLUSIONS: Quality of life is impaired in children with poor school performance. The lack of parental complaints about written language and changes in social behavior increased the likelihood of a child having a poor quality of life.
Asunto(s)
Rendimiento Académico/psicología , Conducta Infantil/fisiología , Audición/fisiología , Calidad de Vida/psicología , Rendimiento Escolar Bajo , Brasil , Niño , Conducta Infantil/psicología , Desarrollo Infantil/fisiología , Estudios Transversales , Femenino , Pérdida Auditiva/fisiopatología , Pérdida Auditiva/psicología , Pruebas Auditivas , Humanos , Desarrollo del Lenguaje , Trastornos del Desarrollo del Lenguaje/fisiopatología , Trastornos del Desarrollo del Lenguaje/psicología , Discapacidades para el Aprendizaje/fisiopatología , Discapacidades para el Aprendizaje/psicología , Modelos Logísticos , Masculino , Análisis Multivariante , Conducta Social , Factores Socioeconómicos , Encuestas y CuestionariosRESUMEN
OBJECTIVES: To analyze the central auditory nervous system function through behavioral and electrophysiological tests in children with a history of otitis media and subsequent bilateral tubes placement surgery. METHODS: The participants were divided into two groups between eight and 14 years old: control group (CG) consisted of 40 children with no history of otitis media; experimental group (EG) consisted of 50 children with documented history of otitis media and undertook a surgery for bilateral tubes placement. All children completed audiological evaluation (audiometry, speech audiometry, and immittance audiometry), behavioral evaluation (tests: dichotic digits, synthetic sentence identification with ipsilateral competing message, gaps-in-noise, frequency pattern), and electrophysiological evaluation (Auditory Brainstem Response, ABR, Frequency Following Response, FFR (verbal), and Long Latency Auditory Evoked Potential, LLAEP). RESULTS: The EG group showed significantly poorer performance (p<0.001) than the CG for all auditory abilities studied. The results revealed significant latency delays and reduced amplitude (p<0.05) of waves III and V for ABR; significant latency delay was seen of potentials P2, N2, and P300 for LLAEP; significant latency delays and reduced amplitude (p<0.05) were observed for FFR in children with a history of otitis media. CONCLUSION: The results demonstrate negative effect of otitis media in the auditory abilities and electrophysiological measures in children with a history of otitis media.
Asunto(s)
Enfermedades del Sistema Nervioso Autónomo/fisiopatología , Sistema Nervioso Central/fisiopatología , Trastornos del Desarrollo del Lenguaje/fisiopatología , Otitis Media/fisiopatología , Adolescente , Audiometría de Tonos Puros , Audiometría del Habla , Enfermedades del Sistema Nervioso Autónomo/etiología , Enfermedades del Sistema Nervioso Autónomo/cirugía , Niño , Trompa Auditiva/fisiopatología , Trompa Auditiva/cirugía , Potenciales Evocados Auditivos , Potenciales Evocados Auditivos del Tronco Encefálico/fisiología , Femenino , Humanos , Trastornos del Desarrollo del Lenguaje/etiología , Trastornos del Desarrollo del Lenguaje/cirugía , Masculino , Otitis Media/complicaciones , Otitis Media/cirugíaRESUMEN
ABSTRACT The aim of the present study was to investigate the quality of life of children with poor school performance and its association with behavioral aspects and hearing abilities. Methods: This cross-sectional observational study, developed in a town in the state of Minas Gerais, Brazil, investigated a random sample of public school children, aged 7-12 years old, who performed poorly in school and received specialized educational assistance. The study comprised two stages: 1) collection of data from parents on their children's health, educational, and socioeconomic profile, and from the Strengths and Difficulties Questionnaire; 2) administration of a quality of life evaluation scale to the schoolchildren. For the assessment of auditory function, transient otoacoustic emissions were used and auditory processing was tested. The following tests were used: verbal sequential memory, nonverbal sequential memory, sound localization, dichotic digits, duration pattern test (flute) and random gap detection. The collected data were analyzed using Excel and STATA 11.0 software. Quality of life was considered the response variable. The explanatory variables were grouped for univariate and multivariate logistic regression analysis with the level of significance set at 5%. Results: A statistically significant association was found between impaired quality of life, altered pro-social behavior, and the absence of parental complaints about the children's written language development. Conclusions: Quality of life is impaired in children with poor school performance. The lack of parental complaints about written language and changes in social behavior increased the likelihood of a child having a poor quality of life.
RESUMO Investigar a qualidade de vida de crianças de 7 a 12 anos de idade com mau desempenho escolar e a associação com as características comportamentais e habilidades auditivas. Métodos: Estudo observacional transversal realizado com crianças de 7 a 12 anos de idade, com mau desempenho escolar das escolas públicas municipais de uma cidade do interior de Minas Gerais, Brasil, participantes de atendimentos educacionais especializados. Etapas: 1) coleta de informações com os pais sobre a saúde, perfil escolar e socioeconômico e preenchimento do Strengths and Difficulties Questionnaire; 2) etapa com as crianças para aplicação da Escala de Avaliação da Qualidade de Vida. Para a avaliação da função auditiva foram utilizadas as Emissões Otoacústicas Transientes e a avaliação do processamento auditivo, sendo os testes aplicados: teste de memória de sons verbais em sequência, teste de memória de sons não verbais em sequência, localização sonora, teste dicótico de dígitos, teste de padrão de duração (flauta) e Random Gap Detection. Os dados coletados foram analisados por meio dos programas Excel e STATA 11.0. Foi considerada como variável resposta a qualidade de vida e as variáveis explicativas foram agrupadas para análise de regressão logística uni e multivariada, considerando o nível de significância de 5%. Resultados: Foi encontrada associação estatística entre qualidade de vida prejudicada, comportamento pró-social alterado e ausência de queixa parental de linguagem escrita. Conclusão: A qualidade de vida está comprometida nas crianças com mau desempenho escolar. A ausência de queixa sobre o desenvolvimento da linguagem escrita e comportamento pró-social alterado aumentaram a chance de a criança apresentar qualidade de vida prejudicada.
Asunto(s)
Humanos , Masculino , Femenino , Niño , Calidad de Vida/psicología , Rendimiento Escolar Bajo , Conducta Infantil/fisiología , Rendimiento Académico/psicología , Audición/fisiología , Conducta Social , Factores Socioeconómicos , Brasil , Modelos Logísticos , Conducta Infantil/psicología , Desarrollo Infantil/fisiología , Estudios Transversales , Análisis Multivariante , Encuestas y Cuestionarios , Pérdida Auditiva/fisiopatología , Pérdida Auditiva/psicología , Pruebas Auditivas , Desarrollo del Lenguaje , Trastornos del Desarrollo del Lenguaje/fisiopatología , Trastornos del Desarrollo del Lenguaje/psicología , Discapacidades para el Aprendizaje/fisiopatología , Discapacidades para el Aprendizaje/psicologíaRESUMEN
ABSTRACT This study aimed to measure the effects of a Computer-based Auditory Training Program (CBATP) on an adolescent diagnosed with Autism Spectrum Disorder (ASD) and Central Auditory Processing Disorder (CAPD). This is the case report of a male, 14-year-old adolescent diagnosed with ASD. The individual was submitted to basic audiological evaluation, central auditory processing assessment and hearing electrophysiology (EP), pre- and post-therapeutic intervention. Central auditory processing (CAP) was assessed by means of the following instruments: Time-compressed Speech Test (TCST), Random Gap Detection Test (RGDT), Staggered Spondaic Word Test (SSWT), Frequency (Pitch) Pattern Sequence Test (FPST), and Duration Pattern Test (DPT). The P300 component of the Event-related Potential (ERP) was used in the hearing EP. Pre-intervention assessment of CAP showed changes in the auditory skills of closure, figure-ground and temporal ordering, but normal temporal resolution ability. Post-intervention evaluation of CAP showed improvement in all previously mentioned auditory skills, except for the figure-ground ability, which remained unchanged. Regarding the findings of the hearing EP, a decrease in the latency of the P300 component was observed pre- and post-intervention. This study demonstrated that the use of a CBATP resulted in improvement in the hearing abilities assessed in an adolescent diagnosed with ASD.
RESUMO O objetivo deste estudo foi mensurar o efeito do treinamento auditivo computadorizado em um adolescente diagnosticado com Transtorno do Espectro Autista e Transtorno do Processamento Auditivo. Participou do estudo um adolescente de 14 anos, do sexo masculino, diagnosticado com Transtorno do Espectro Autista. O sujeito foi submetido à avaliação audiológica básica, avaliação do processamento auditivo central e avaliação eletrofisiológica da audição pré e pós-intervenção. A avaliação do processamento auditivo foi composta do Teste de Fala Comprimida (FC), Randon Gap Detection Test (RGDT), Staggered Spondaic Words (SSW), Teste de Padrão de Frequência (TPF) e Teste de Padrão de Duração (TPD). Na avaliação eletrofisiológica, utilizou-se o Potencial Evocado Auditivo Cognitivo (P300). Na avaliação do processamento auditivo central pré-intervenção terapêutica, observou-se alteração nas habilidades de fechamento auditivo, figura-fundo e ordenação temporal. Na habilidade auditiva de resolução temporal, o sujeito da pesquisa demonstrou desempenho dentro dos padrões de normalidade. Na realização do processamento auditivo central, foi possível observar melhora nos resultados de todas as habilidades auditivas citadas anteriormente, exceto na habilidade de figura-fundo, que permaneceu alterada. Quantos aos achados da avaliação eletrofisiológica da audição, verificou-se diminuição da latência do componente P300 na comparação dos resultados pré e pós-treinamento auditivo. Este estudo demonstrou que a utilização de treinamento auditivo trouxe como efeito uma melhora das habilidades auditivas avaliadas de um adolescente diagnosticado com Transtorno do Espectro Autista.
Asunto(s)
Humanos , Masculino , Adolescente , Trastorno del Espectro Autista/complicaciones , Trastornos del Desarrollo del Lenguaje/rehabilitación , Estudios Longitudinales , Potenciales Relacionados con Evento P300/fisiología , Trastorno del Espectro Autista/fisiopatología , Trastornos del Desarrollo del Lenguaje/etiología , Trastornos del Desarrollo del Lenguaje/fisiopatologíaRESUMEN
Los niños con TEL son considerados un grupo de riesgo para el aprendizaje del lenguaje escrito, dado que sus dificultades lingüísticas pueden influir en su desempeño en comprensión lectora, aunque esto no necesariamente ocurre en todos los niños con TEL. El objetivo de este estudio es comparar el desempeño en las habilidades lingüísticas y decodificación entre niños con TEL que se agruparon según la presencia o ausencia de dificultades en comprensión lectora. La muestra estuvo constituida por 60 niños con TEL de primer año básico, 42 de ellos con problemas de comprensión lectora y 18 niños que no presentaban dificultad en este aspecto. Se evaluaron habilidades lectoras (decodificación y comprensión lectora) y habilidades lingüísticas (conciencia fonológica, vocabulario y discurso narrativo expresivo y comprensivo). Los resultados muestran que no existen diferencias estadísticamente significativas en las habilidades lingüísticas entre niños con y sin dificultades de comprensión lectora. En cuanto a la decodificación, se observa un rendimiento significativamente inferior en el grupo de niños con dificultades de comprensión lectora. En este grupo, conciencia fonológica y decodificación están altamente correlacionadas con la comprensión lectora, mientras que estas mismas variables no se correlacionan en los niños sin problemas de comprensión lectora.
Children with Specific Language Impairment (SLI) are deemed to be a group at risk in learning written language. Their linguistic deficit may impact on their reading comprehension performance, although this not the case for all children with SLI. The aim ofthis study is to observe the possible differences in linguistic and decoding skills in children with SLI with and without reading comprehension problems. The sample consisted of 60 first grade children with SLI, of which 42 are poor comprehenders and 18 are good comprehenders. Reading skills (decoding and reading comprehension) and linguistic skills (phonological awareness, vocabulary as well as expressive and comprehensive narrative speech) were assessed. Results show that there are no statistically significant differences in linguistic skills between good comprehenders and poor comprehender. Significant differences were found for decoding, with children with reading comprehension problems performing significantly lower than good comprehenders. In the group of children with reading comprehension problems, phonological awareness and decoding highly correlate with reading comprehension, while the very same variables have no correlation among children with good reading comprehension.
Asunto(s)
Humanos , Masculino , Femenino , Niño , Aptitud , Lectura , Comprensión/fisiología , Trastornos del Desarrollo del Lenguaje/fisiopatología , Lingüística , Estudios TransversalesRESUMEN
El objetivo del presente estudio fue describir el desempeño en decodificación y en comprensión lectora de escolares con Trastorno Específico del Lenguaje (TEL). Para ello, se trabajó con 58 niños de 2do básico, distribuidos en dos grupos: uno de 29 escolares con Trastorno Específico del Lenguaje (TEL) y otro de 29 escolares con desarrollo típico (DT). Las habilidades evaluadas fueron decodificación y comprensión lectora. Los resultados generales mostraron que el grupo con TEL presentó un menor desempeño que los niños con DT en ambas habilidades lectoras. Los menores con TEL tendieron a mostrar un mejor rendimiento en decodificación que en comprensión lectora. Respecto a la decodificación, los resultados mostraron que los niños con TEL lograban decodificar palabras comunes y trisilábicas. En cuanto a comprensión lectora, comprendían frases, oraciones y textos. Sin embargo, en el nivel del texto evidenciaron dificultades para responder las preguntas inferenciales y en el reconocimiento de la idea central.
This study was conducted to describe the reading performance of schoolers with Specific Language Impairment (SLI), observing their decoding skills and reading comprehension. A sample of 58 children of a second-grade primary school was studied, evenly grouped in two conditions: SLI and TLD (Typical Language Development). General results show that children with SLI perform lower than children with TLD on decoding and reading comprehension. Results for decoding skills showed that SLI children were able to decode trisyllabic words and common words. As for reading comprehension abilities, children were able to understand phrases, complete sentences, and give a proper title to the texts they read.
Asunto(s)
Humanos , Masculino , Femenino , Niño , Lectura , Lenguaje Infantil , Comprensión/fisiología , Trastornos del Desarrollo del Lenguaje/fisiopatologíaRESUMEN
El objetivo de este estudio es proporcionar información sobre el rendimiento lector de 24 estudiantes de 4o año de educación básica, que presentan diagnóstico de Trastorno Específico del Lenguaje (TEL) y que asisten a escuelas públicas y particulares subvencionadas en Santiago de Chile. Se evaluó de manera individual decodificación y comprensión lectora en estos estudiantes y también en un grupo control compuesto por escolares con Desarrollo Típico del Lenguaje (DTL). Los resultados muestran que los estudiantes con TEL poseen diferencias de rendimiento significativas en los promedios obtenidos en las pruebas de comprensión lectora, en comparación al grupo DTL. Este bajo rendimiento no se explica por dificultades en decodificación, ya que en este proceso los promedios alcanzados fueron similares en ambos grupos. Además, a partir del análisis individual de los casos que componen el grupo TEL, se identifica alta variabilidad en sus perfiles lectores. Igualmente, se observa ausencia de correlación entre ambos procesos de lectura en los niños con este déficit lingüístico. Se discuten resultados a partir de le evidencia recogida en el área y desde la Visión Simple de la Lectura (VSL).
The purpose of this study is to provide information about the reading performance of 24 4th graders with have Specific Language Impairment (SLI) attending public and private subsidized schools in Santiago, Chile. Specifically, decoding and reading comprehension were assessed for all students (children with SLI and typical children -TLD-from a contrast group). The results show that students with SLI have significant performance differences on reading comprehension tests when compared to TLD group. Low performance is not explained by difficulties in decoding, since means for decoding are similar in both groups. Also, by means of an individual analysis of data from children with SLI, it was possible to identify a high diversity in their reading profile. There was no correlation between both reading processes among children with SLI. Results are discussed based on the evidence collected in the area and from the Simple Reading Vision (SRV).
Asunto(s)
Humanos , Masculino , Femenino , Niño , Lectura , Comprensión/fisiología , Trastornos del Desarrollo del Lenguaje/fisiopatología , Pruebas del LenguajeRESUMEN
PURPOSE: To evaluate the phonological characteristics of children with congenital hypothyroidism (CH). METHODS: Observational, analytical, cross-sectional, ambispective study including prepubertal children with CH (n=100; study group, SG) and controls without CH ( n=100; control group, CG). Assessments included a speech language pathology interview, the phonological evaluation of the ABFW Child Language Test, medical data, and neuropsychological tests in the first three years of life. RESULTS: On treatment onset of the SG, the median chronological age of the participants was 18.0 days and 48.4% had total T4 <2.5 µg/dL (31.75 nmol/L). At the age of 7 years, children in the SG had higher rates of consonant cluster simplification and lower rates of complete phonological system compared to those in the CG. On analysis of combined age groups (4+5 and 6+7 years), the CG had a higher frequency of complete acquisition versus the SG. On multivariate analysis, thyroid agenesis, abnormal scores on the Clinical Linguistic and Auditory Milestone Scale and developmental quotient tests were associated with the occurrence of phonological disorders. CONCLUSION: Children with CH present delay in phonological acquisition, despite early diagnosis and adequate treatment, especially between the ages of 6-7 years. The etiology of CH and the results of neuropsychological tests in the first years of life seem to be related to this delay.
Asunto(s)
Hipotiroidismo Congénito/fisiopatología , Hipotiroidismo Congénito/terapia , Trastornos del Desarrollo del Lenguaje/fisiopatología , Desarrollo del Lenguaje , Fonética , Factores de Edad , Análisis de Varianza , Estudios de Casos y Controles , Niño , Lenguaje Infantil , Preescolar , Estudios Transversales , Femenino , Humanos , Trastornos del Desarrollo del Lenguaje/etiología , Pruebas del Lenguaje , Modelos Logísticos , Masculino , Pruebas Neuropsicológicas , Índice de Severidad de la Enfermedad , Estadísticas no Paramétricas , Tirotropina/sangre , Tiroxina/sangreRESUMEN
OBJECTIVE: The objective of this study was to evaluate and compare the performance of children in preschool age who were born premature and term, without neurological injury, regarding receptive and expressive language skills, and to reflect on the importance of these skills for performance in preschool. MATERIALS AND METHODS: Two groups named Preterm Group and Comparison Group, each composed by 40 children, as well as 80 legal representatives (mothers) and 80 teachers of the participants. To pair the groups, we considered chronological age (months), sex, educational level, type of school (public or private) and socioeconomic status. To assess the groups we used structured and semi-structured Observation of Communicative Behavior and applied the ABFW Child Language Test - Part B-Vocabulary and the Peabody Picture Vocabulary Test. To assess the legal representatives we applied an anamnesis questionnaire and the MacArthur Communicative Development Inventory. The assessment of the teachers consisted of the MacArthur Communicative Development Inventory and a Student Assessment Protocol developed by the authors. RESULTS: For the observation of communicative behavior, the categories with the highest losses were: narrative, maintaining dialogic activities and attention difficulties. In the ABFW Child Language Test and Peabody Picture Vocabulary Test there were statistically significant differences. In the MacArthur Communicative Development Inventory there were statistically significant differences in expressive vocabulary, but no differences in receptive vocabulary, for both the mothers and the teachers. CONCLUSION: Children born prematurely with low risk of neurological sequelae in preschool age may have greater difficulties in linguistic performance than their peers born to term.
Asunto(s)
Desarrollo Infantil/fisiología , Lenguaje Infantil , Recien Nacido Prematuro/fisiología , Vocabulario , Adolescente , Adulto , Preescolar , Femenino , Humanos , Recién Nacido , Trastornos del Desarrollo del Lenguaje/fisiopatología , Pruebas del Lenguaje , Masculino , Madres , Nacimiento Prematuro/fisiopatología , Valores de Referencia , Factores de Riesgo , Factores Socioeconómicos , Encuestas y Cuestionarios , Nacimiento a Término/fisiología , Adulto JovenRESUMEN
The aim of this study was to assess the parameters of choice, such as duration, intensity, rate, polarity, number of sweeps, window length, stimulated ear, fundamental frequency, first formant, and second formant, from previously published speech ABR studies. To identify candidate articles, five databases were assessed using the following keyword descriptors: speech ABR, ABR-speech, speech auditory brainstem response, auditory evoked potential to speech, speech-evoked brainstem response, and complex sounds. The search identified 1288 articles published between 2005 and 2015. After filtering the total number of papers according to the inclusion and exclusion criteria, 21 studies were selected. Analyzing the protocol details used in 21 studies suggested that there is no consensus to date on a speech-ABR protocol and that the parameters of analysis used are quite variable between studies. This inhibits the wider generalization and extrapolation of data across languages and studies.
Asunto(s)
Estimulación Acústica/métodos , Potenciales Evocados Auditivos del Tronco Encefálico/fisiología , Percepción del Habla/fisiología , Habla/fisiología , Audiometría de Respuesta Evocada/métodos , Preescolar , Humanos , Trastornos del Desarrollo del Lenguaje/fisiopatologíaRESUMEN
PURPOSE: To compare and to correlate the performance of women with behavioral dysphonia and without voice disorders in auditory processing tests and in the Voice Tone Reproduction Test (VTRT). METHODS: Forty women aged from 18 to 44 years participated and were divided in two groups: dysphonic (DG) and non-dysphonic (NDG). The participants underwent interview, hearing, otorhinolaryngology and voice assessments (voice record, VTRT through phonetography), and auditory processing assessment-using the Pitch Pattern Sequence (PPS) test and the Duration Pattern Sequence (DPS) test. The statistical analysis compared both groups, and there was a correlation test (P < 0.05). RESULTS: The NDG had a better performance in the PPS test (P = 0.000), in the VTRT test in the first attempt (P = 0.025), and in the total of correct answers (P = 0.017). There was a positive correlation between the PPS and both the first attempt of the VTRT and the total number of attempts. Regarding the DPS, there was a positive correlation for the left ear with the total number of VTRT attempts. CONCLUSIONS: Dysphonic women presented disorders in temporal auditory processing skills, revealing an important relation between vocal production and impairment of some central auditory functions. There was a positive correlation between the performance in the auditory processing assessment and the performance in voice tone reproduction in both groups. The VTRT may assist speech therapists and voice trainers in verifying difficulties of auditory perception of dysphonic women when the cause is due to behavioral tdysphonia.
Asunto(s)
Percepción Auditiva , Disfonía/diagnóstico , Pruebas Auditivas/métodos , Trastornos del Desarrollo del Lenguaje/diagnóstico , Calidad de la Voz , Estimulación Acústica , Adolescente , Adulto , Audiometría de Tonos Puros , Umbral Auditivo , Disfonía/fisiopatología , Disfonía/psicología , Femenino , Humanos , Juicio , Trastornos del Desarrollo del Lenguaje/fisiopatología , Trastornos del Desarrollo del Lenguaje/psicología , Patrones de Reconocimiento Fisiológico , Percepción de la Altura Tonal , Valor Predictivo de las Pruebas , Reproducibilidad de los Resultados , Percepción del Habla , Medición de la Producción del Habla , Prueba del Umbral de Recepción del Habla , Adulto JovenRESUMEN
ABSTRACT Purpose To evaluate the phonological characteristics of children with congenital hypothyroidism (CH). Methods Observational, analytical, cross-sectional, ambispective study including prepubertal children with CH (n=100; study group, SG) and controls without CH ( n=100; control group, CG). Assessments included a speech language pathology interview, the phonological evaluation of the ABFW Child Language Test, medical data, and neuropsychological tests in the first three years of life. Results On treatment onset of the SG, the median chronological age of the participants was 18.0 days and 48.4% had total T4 <2.5 µg/dL (31.75 nmol/L). At the age of 7 years, children in the SG had higher rates of consonant cluster simplification and lower rates of complete phonological system compared to those in the CG. On analysis of combined age groups (4+5 and 6+7 years), the CG had a higher frequency of complete acquisition versus the SG. On multivariate analysis, thyroid agenesis, abnormal scores on the Clinical Linguistic and Auditory Milestone Scale and developmental quotient tests were associated with the occurrence of phonological disorders. Conclusion Children with CH present delay in phonological acquisition, despite early diagnosis and adequate treatment, especially between the ages of 6-7 years. The etiology of CH and the results of neuropsychological tests in the first years of life seem to be related to this delay.
RESUMO Objetivo Avaliar as características fonológicas de crianças com hipotireoidismo congênito (HC). Método Estudo observacional, analítico, transversal e ambispectivo que incluiu crianças pré-púberes com HC (n = 100, Grupo de Estudo, GE) e um grupo controle de crianças pré-púberes sem HC (n = 100, Grupo Controle, GC). As avaliações incluíram uma entrevista fonoaudiológica, avaliação fonológica por meio do teste de linguagem infantil ABFW, e coleta de dados nos prontuários referentes às avaliações médicas e testes neuropsicológicos realizados nos três primeiros anos de vida. Resultados Quanto ao início do tratamento no GE, a idade cronológica mediana dos participantes foi de 18,0 dias e 48,4% apresentaram T4 total <2,5 μg / dL (31,75 nmol / L). Na comparação da avaliação fonológica por idade, aos 7 anos as crianças no GE tiveram maior ocorrência de simplificação de encontros consonantais e menor ocorrência de sistema fonológico completo quando comparadas às crianças do GC. Na análise de grupos etários combinados (4 + 5 e 6 + 7 anos), observou-se que o GC teve aquisição completa do sistema fonológico mais precocemente. Na análise multivariada, agenesia da tireoide, resultados alterados nos testes Clinical Linguistic and Auditory Milestone Scale (CLAMS) e Developmental Quotient Tests (CDC) foram associados à ocorrência de desvios fonológicos. Conclusão Crianças com HC apresentam atraso na aquisição fonológica, mesmo com diagnóstico precoce e tratamento adequado, especialmente entre as idades de 6-7 anos. A etiologia do HC, bem como os resultados obtidos nos testes neuropsicológicos nos primeiros anos de vida, parecem ter relação com este atraso.
Asunto(s)
Humanos , Masculino , Femenino , Preescolar , Niño , Fonética , Hipotiroidismo Congénito/fisiopatología , Hipotiroidismo Congénito/terapia , Desarrollo del Lenguaje , Trastornos del Desarrollo del Lenguaje/fisiopatología , Tiroxina/sangre , Índice de Severidad de la Enfermedad , Tirotropina/sangre , Estudios de Casos y Controles , Modelos Logísticos , Lenguaje Infantil , Estudios Transversales , Análisis de Varianza , Factores de Edad , Estadísticas no Paramétricas , Trastornos del Desarrollo del Lenguaje/etiología , Pruebas del Lenguaje , Pruebas NeuropsicológicasRESUMEN
Abstract Objective The objective of this study was to evaluate and compare the performance of children in preschool age who were born premature and term, without neurological injury, regarding receptive and expressive language skills, and to reflect on the importance of these skills for performance in preschool. Materials and Methods Two groups named Preterm Group and Comparison Group, each composed by 40 children, as well as 80 legal representatives (mothers) and 80 teachers of the participants. To pair the groups, we considered chronological age (months), sex, educational level, type of school (public or private) and socioeconomic status. To assess the groups we used structured and semi-structured Observation of Communicative Behavior and applied the ABFW Child Language Test - Part B-Vocabulary and the Peabody Picture Vocabulary Test. To assess the legal representatives we applied an anamnesis questionnaire and the MacArthur Communicative Development Inventory. The assessment of the teachers consisted of the MacArthur Communicative Development Inventory and a Student Assessment Protocol developed by the authors. Results For the observation of communicative behavior, the categories with the highest losses were: narrative, maintaining dialogic activities and attention difficulties. In the ABFW Child Language Test and Peabody Picture Vocabulary Test there were statistically significant differences. In the MacArthur Communicative Development Inventory there were statistically significant differences in expressive vocabulary, but no differences in receptive vocabulary, for both the mothers and the teachers. Conclusion Children born prematurely with low risk of neurological sequelae in preschool age may have greater difficulties in linguistic performance than their peers born to term.
Asunto(s)
Humanos , Masculino , Femenino , Recién Nacido , Preescolar , Adolescente , Adulto , Adulto Joven , Vocabulario , Recien Nacido Prematuro/fisiología , Desarrollo Infantil/fisiología , Lenguaje Infantil , Valores de Referencia , Factores Socioeconómicos , Encuestas y Cuestionarios , Factores de Riesgo , Nacimiento Prematuro/fisiopatología , Nacimiento a Término/fisiología , Trastornos del Desarrollo del Lenguaje/fisiopatología , Pruebas del Lenguaje , MadresRESUMEN
PURPOSE: To analyze the performance of children without alteration of central auditory processing in the Time-compressed Speech Test. METHODS: This is a descriptive, observational, cross-sectional study. Study participants were 22 children aged 7-11 years without central auditory processing disorders. The following instruments were used to assess whether these children presented central auditory processing disorders: Scale of Auditory Behaviors, simplified evaluation of central auditory processing, and Dichotic Test of Digits (binaural integration stage). The Time-compressed Speech Test was applied to the children without auditory changes. RESULTS: The participants presented better performance in the list of monosyllabic words than in the list of disyllabic words, but with no statistically significant difference. No influence on test performance was observed with respect to order of presentation of the lists and the variables gender and ear. Regarding age, difference in performance was observed only in the list of disyllabic words. CONCLUSION: The mean score of children in the Time-compressed Speech Test was lower than that of adults reported in the national literature. Difference in test performance was observed only with respect to the age variable for the list of disyllabic words. No difference was observed in the order of presentation of the lists or in the type of stimulus.
OBJETIVO: Analisar o desempenho das crianças sem alteração do processamento auditivo central no teste de fala comprimida. MÉTODO: Trata-se de um estudo do tipo descritivo, observacional, transversal. Participaram do estudo 22 crianças com idade entre 7 e 11 anos, normo-ouvintes, sem transtorno do processamento auditivo central. Para descartar esse transtorno, foram aplicados o questionário Scale of Auditory Behaviors, a avaliação simplificada do processamento auditivo e o teste dicótico de dígitos na etapa de integração binaural. Nas crianças sem alteração, foi aplicado o teste de fala comprimida. RESULTADOS: Os indivíduos apresentaram melhor desempenho na lista de monossílabos do que na de dissílabos, apesar de não haver diferença significativa. Não houve influência da ordem de apresentação das listas, das variáveis gênero e orelha no desempenho do teste. Em relação à idade, apenas na lista de dissílabos houve diferença no desempenho. CONCLUSÃO: Foi possível concluir que a média de acertos das crianças no Teste de Fala Comprimida foi inferior aos achados na literatura nacional em adultos. Houve diferença no desempenho do Teste de Fala Comprimida com a idade apenas na lista de dissílabos. Não houve diferença quanto à ordem de apresentação das listas de aplicação nem em relação ao tipo de estímulo.
Asunto(s)
Trastornos del Desarrollo del Lenguaje/fisiopatología , Pruebas de Discriminación del Habla/métodos , Inteligibilidad del Habla/fisiología , Niño , Estudios Transversales , Femenino , Pruebas Auditivas , Humanos , Trastornos del Desarrollo del Lenguaje/diagnóstico , Masculino , Percepción del Habla/fisiología , Factores de TiempoRESUMEN
PURPOSE: To investigate and compare the oral narrative of individuals with FASD and individuals with typical language development (TLD), as well as to correlate the narrative performance with the score from 4-Digit Diagnostic Code. METHODS: Participants were 20 individuals with FASD, of both genders, with chronological age between 6 and 16 years, and 20 individuals with TLD, same gender and similar to the FASD group in age and socioeconomic status. The oral narrative was elicited using the book Frog, where are you? and the data were analyzed in terms of macrostructure, microstructure and global coherence level. Measures regarding the macrostructure included the presence of typical structural elements of storytelling, while the microstructural aspects included words (total and different words), communication units (C-Units), lexical diversity, and mean length of C-Units. RESULTS: Low performance was found in the FASD group for all macrostructural aspects, with the exception of linguistic markers. Among the microstructural aspects, lexical diversity and incomplete C-Units were different between the FASD and TLD groups. The FASD group presented lower global coherence level compared to the TLD group. Negative correlations were found between macrostructural aspects, facial characteristics, and Central Nervous System impairment. CONCLUSION: Restricted use of typical structural elements of storytelling with lower levels of coherence and reduced vocabulary distinguished the FASD from the TDL group. Future studies may explore whether the association between narrative performance and the 4-Digit Diagnostic Code items present predictive values in the narrative performance of individuals with FASD.