RESUMO
OBJECTIVE:: To identify children at risk for hearing and/or language disorders and to investigate the association between these risks by conducting pre-validated hearing and language screenings. METHODS:: The study was conducted during a polio vaccination campaign in August of 2013 in basic health units in western São Paulo. Parents of children between 2 and 5 years of age were asked to complete two screening tools: a hearing questionnaire (regarding hearing development) and a language production and comprehension scale (including the major language development milestones). The screening tools were administered by different researchers. We compared the risk of having language disorders among children at risk for hearing loss versus children not at risk, as well as the attributable risk and odds ratios. Chi-squared tests and logistic regression analyses were used. RESULTS:: The study included 479 children with a mean age of three and one-half years, of whom 26.9% were identified as at risk for deficits in language production, 8.6% were at risk for deficits in language comprehension and 14% were at risk for hearing disorders. The children at risk for hearing disorders were twice as likely as those not at risk to exhibit language production and comprehension deficits. CONCLUSION:: The results of this study highlight the importance of establishing and adopting low-cost procedures such as screenings to identify children at risk of developing language and/or hearing disorders in early childhood.
Assuntos
Desenvolvimento Infantil , Transtornos da Audição/complicações , Transtornos da Linguagem/complicações , Medição de Risco/métodos , Fatores Etários , Pré-Escolar , Estudos Transversais , Feminino , Transtornos da Audição/diagnóstico , Testes Auditivos/estatística & dados numéricos , Humanos , Transtornos da Linguagem/diagnóstico , Testes de Linguagem/estatística & dados numéricos , Masculino , Fatores Sexuais , Fatores Socioeconômicos , Inquéritos e QuestionáriosRESUMO
OBJECTIVE: To identify children at risk for hearing and/or language disorders and to investigate the association between these risks by conducting pre-validated hearing and language screenings. METHODS: The study was conducted during a polio vaccination campaign in August of 2013 in basic health units in western São Paulo. Parents of children between 2 and 5 years of age were asked to complete two screening tools: a hearing questionnaire (regarding hearing development) and a language production and comprehension scale (including the major language development milestones). The screening tools were administered by different researchers. We compared the risk of having language disorders among children at risk for hearing loss versus children not at risk, as well as the attributable risk and odds ratios. Chi-squared tests and logistic regression analyses were used. RESULTS: The study included 479 children with a mean age of three and one-half years, of whom 26.9% were identified as at risk for deficits in language production, 8.6% were at risk for deficits in language comprehension and 14% were at risk for hearing disorders. The children at risk for hearing disorders were twice as likely as those not at risk to exhibit language production and comprehension deficits. CONCLUSION: The results of this study highlight the importance of establishing and adopting low-cost procedures such as screenings to identify children at risk of developing language and/or hearing disorders in early childhood.
Assuntos
Humanos , Masculino , Feminino , Pré-Escolar , Desenvolvimento Infantil , Transtornos da Audição/complicações , Transtornos da Linguagem/complicações , Medição de Risco/métodos , Fatores Etários , Estudos Transversais , Transtornos da Audição/diagnóstico , Testes Auditivos/estatística & dados numéricos , Transtornos da Linguagem/diagnóstico , Testes de Linguagem/estatística & dados numéricos , Fatores Sexuais , Fatores Socioeconômicos , Inquéritos e QuestionáriosRESUMO
OBJECTIVE: Test associations between household water and sanitation (W&S) and children's concurrent and subsequent Peabody Picture Vocabulary Test (PPVT) scores. DESIGN: Prospective cohort study. SETTING: Ethiopia, India, Peru, Vietnam. PARTICIPANTS: 7269 children. PRIMARY OUTCOME MEASURES: PPVT scores at 5 and 8â years. Key exposure variables were related to W&S, and collected at 1, 5 and 8â years, including 'improved' water (eg, piped, public tap or standpipe) and 'improved' toilets (eg, collection, storage, treatment and recycling of human excreta). RESULTS: Access to improved water at 1â year was associated with higher language scores at 5â years (3/4 unadjusted associations) and 8â years (4/4 unadjusted associations). Ethiopian children with access to improved water at 1â year had test scores that were 0.26 SD (95% CI 0.17 to 0.36) higher at 5â years than children without access. Access to improved water at 5â years was associated with higher concurrent PPVT scores (in 3/4 unadjusted associations), but not later scores (in 1/4 unadjusted associations). 5-year-old Peruvian children with access to improved water had better concurrent performance on the PPVT (0.44 SD, 95% CI 0.30 to 0.59) than children without access to improved water. Toilet access at 1â year was also associated with better PPVT scores at 5â years (3/4 unadjusted associations) and sometimes associated with test results at 8â years (2/4 unadjusted associations). Toilet access at 5â years was associated with concurrent PPVT scores (3/4 unadjusted associations). More than half of all associations in unadjusted models (water and toilets) persisted in adjusted models, particularly for toilets in India, Peru and Vietnam. CONCLUSIONS: Access to 'improved' water and toilets had independent associations with children's PPVT scores that often persisted with adjustment for covariates. Our findings suggest that effects of W&S may go beyond subacute and acute infections and physical growth to include children's language performance, a critical component of cognitive development.
Assuntos
Desenvolvimento Infantil , Testes de Linguagem/estatística & dados numéricos , Saneamento/estatística & dados numéricos , Vocabulário , Qualidade da Água , Criança , Pré-Escolar , Estudos de Coortes , Etiópia , Feminino , Humanos , Índia , Lactente , Masculino , Peru , Estudos Prospectivos , VietnãRESUMO
Even though theories and research have pointed out the importance of variables such as age, gender, or education on neuropsychological assessment, much less emphasis has been placed on language and culture. With the increasing population of Spanish speakers in North America and the limited amount of clinical and scholarly information currently available, neuropsychological assessment of this group has similarly become of increasing importance. Though several studies have been published over the last two decades, an assumption exists that all Spanish speakers, holding education and age constant, would perform similarly regardless of their origin. To address this assumption, a sample of 126 participants was tested from four different countries (Chile, Dominican Republic, Puerto Rico, and Spain). Participants were compared on the following commonly used neuropsychological tests: Verbal Serial Learning Curve, Rey- Osterrieth Complex Figure Test, Verbal Phonemic Fluency Test, the Stroop Color and Word Test, and the Trail Making Test. Analyses revealed significant differences across the groups in two of the five tests administered. Significant differences were observed in the delayed recall of the Serial Learning Test and in the Verbal Fluency Test. The findings highlight the importance of within-group differences between Spanish speakers.
Assuntos
Comparação Transcultural , Testes de Linguagem/estatística & dados numéricos , Testes Neuropsicológicos/estatística & dados numéricos , Desempenho Psicomotor/fisiologia , Adulto , Chile/etnologia , República Dominicana/etnologia , Feminino , Humanos , Masculino , Porto Rico/etnologia , Espanha/etnologia , Teste de Stroop/estatística & dados numéricos , Teste de Sequência Alfanumérica/estatística & dados numéricos , Adulto JovemRESUMO
The objective of this study was to investigate the psycholinguistic abilities of children with Williams syndrome (WS) and typically developing children using the Illinois Test of Psycholinguistic Abilities (ITPA). Performance on the ITPA was analysed in a group with WS (N=20, mean age=8.5 years, SD=1.62) and two typically developing groups, matched in mental (MA, N=20, mean age=4.92 years, SD=1.14) and chronological age (CA, N=19, mean age=8.35 years, SD=3.07). Overall, within-group analyses showed that individuals with WS displayed higher scalar scores on the visual reception and visual association subtests. When groups were compared, we observed inferior performance of the WS group on all ITPA subtests when compared with typically developing groups. Moreover, an interaction between reception and group was found, only the WS group demonstrated superior performance on the visual reception subtest when compared to the auditory reception subtest. Evidence from this study offers relevant contributions to the development of educational intervention programs for children with WS.
Assuntos
Aptidão , Transtornos da Percepção Auditiva/diagnóstico , Transtornos do Desenvolvimento da Linguagem/diagnóstico , Transtornos da Percepção/diagnóstico , Psicolinguística , Percepção Visual , Síndrome de Williams/diagnóstico , Transtornos da Percepção Auditiva/psicologia , Criança , Pré-Escolar , Feminino , Humanos , Transtornos do Desenvolvimento da Linguagem/psicologia , Testes de Linguagem/estatística & dados numéricos , Masculino , Testes Neuropsicológicos/estatística & dados numéricos , Transtornos da Percepção/psicologia , Psicometria/estatística & dados numéricos , Valores de Referência , Reprodutibilidade dos Testes , Escalas de Wechsler , Síndrome de Williams/psicologiaRESUMO
UNLABELLED: BECTS represents the vast majority of childhood focal epilepsy. Owing to the age peculiarity of children who suffer from this disease, i.e., school-going age of between 6 and 9 years, the condition is often referred to as a school disorder by parents and teachers. OBJECTIVE: The aim of this study was to evaluate the academic performance of children with BECTS, according to the clinical and electroencephalographic ILAE criteria, and compare the results of neuropsychological tests of language and attention to the frequency of epileptic discharges. METHODS: The performances of 40 school children with BECTS were evaluated by applying a school performance test (SBT), neuropsychological tests (WISC and Trail-Making), and language tests (Illinois Test Psycholinguistic Abilities-ITPA--and Staggered Spondaic Word-SSW). The same tests were applied in the control group. RESULTS: Children with BECTS, when compared to those in the control group, showed lower scores in academic performance (SPT), digits and similarities subtests of WISC, auditory processing subtest of SSW, and ITPA--representational and automatic level. The study showed that epileptic discharges did not influence the results. CONCLUSION: Children with BECTS scored significantly lower scores in tests on academic performance, when compared with those in the control group probably due to executive dysfunction.
Assuntos
Epilepsia Rolândica/fisiopatologia , Epilepsia Rolândica/psicologia , Deficiências da Aprendizagem/fisiopatologia , Adolescente , Criança , Eletroencefalografia , Feminino , Humanos , Testes de Linguagem/estatística & dados numéricos , Masculino , Testes NeuropsicológicosRESUMO
PURPOSE: To characterize the mean length utterance in morphemes (MLU-m) and words (MLU-w) produced by children with Down syndrome (DS), and to verify the effectiveness of using EME-w as a measure of general language development of children with DS. METHODS: Participants were 15 children with ages between 5 and 12 years, who were submitted to a free interaction situation. They were divided into three groups, according to chronological and mental age, as established by the results of the Primary Test of Nonverbal Intelligence. The first 100 utterances were analyzed considering: number of grammatical morphemes (GM) for articles, nouns and verbs (GM-1), and pronouns, prepositions and conjunctions (GM-2); mean length utterance for morphemes (MLU-m) and words (MLU-w). RESULTS: The between-groups comparison showed that the MLU averages were higher for older groups, and differences were found for all variables, except for GM-2. The same results were obtained in the within-group comparison, for all variables. There was a strong correlation between MLU-m and MLU-w. CONCLUSION: MLU-w can be used as an identification measure of general linguistic development. However, it is emphasized that the use of all MLU variables provides more efficacy in the characterization of linguistic development and the analysis of language impairments.
Assuntos
Linguagem Infantil , Síndrome de Down/complicações , Síndrome de Down/fisiopatologia , Transtornos da Linguagem/fisiopatologia , Testes de Linguagem/estatística & dados numéricos , Criança , Pré-Escolar , Humanos , Psicolinguística , SemânticaRESUMO
OBJETIVO: Caracterizar a extensão média de enunciados em morfemas (EME-m) e palavras (EME-p) produzida por crianças com síndrome de Down (SD) e verificar a eficácia da utilização da EME-p como medida do desenvolvimento linguístico geral de crianças com SD. MÉTODOS: Participaram 15 crianças com SD, com idades entre cinco e 12 anos, que foram submetidas à situação de interação livre. As crianças foram divididas em três grupos, com base na idade cronológica e mental, a partir da aplicação do Primary Test of Nonverbal Intelligence. Os 100 primeiros enunciados foram analisados quanto a: número de morfemas gramaticais para artigos, substantivos e verbos (MG-1) e pronomes, preposições e conjunções (MG-2); extensão média dos enunciados considerando-se morfemas (EME-m) e palavras (EME-p). RESULTADOS: A comparação intergrupos mostrou que quanto maior a idade, mais altas foram as médias obtidas, havendo diferença para todas as variáveis, com exceção de MG-2. Os mesmos resultados foram obtidos na comparação intragrupo para todas as variáveis. Houve forte correlação entre EME-m e EME-p. CONCLUSÃO: A EME-p pode ser utilizada como medida de identificação de desenvolvimento linguístico geral. No entanto, ressalta-se que a utilização de todas as variáveis relacionadas à extensão média de enunciados fornece maior eficiência na identificação do desenvolvimento linguístico e na análise de suas alterações.
PURPOSE: To characterize the mean length utterance in morphemes (MLU-m) and words (MLU-w) produced by children with Down syndrome (DS), and to verify the effectiveness of using EME-w as a measure of general language development of children with DS. METHODS: Participants were 15 children with ages between 5 and 12 years, who were submitted to a free interaction situation. They were divided into three groups, according to chronological and mental age, as established by the results of the Primary Test of Nonverbal Intelligence. The first 100 utterances were analyzed considering: number of grammatical morphemes (GM) for articles, nouns and verbs (GM-1), and pronouns, prepositions and conjunctions (GM-2); mean length utterance for morphemes (MLU-m) and words (MLU-w). RESULTS: The between-groups comparison showed that the MLU averages were higher for older groups, and differences were found for all variables, except for GM-2. The same results were obtained in the within-group comparison, for all variables. There was a strong correlation between MLU-m and MLU-w. CONCLUSION: MLU-w can be used as an identification measure of general linguistic development. However, it is emphasized that the use of all MLU variables provides more efficacy in the characterization of linguistic development and the analysis of language impairments.
Assuntos
Criança , Pré-Escolar , Humanos , Linguagem Infantil , Síndrome de Down/complicações , Síndrome de Down/fisiopatologia , Transtornos da Linguagem/fisiopatologia , Testes de Linguagem/estatística & dados numéricos , Psicolinguística , SemânticaRESUMO
INTRODUCCION: las dificultades del lenguaje (DL) conllevan inconvenientes en el contexto familiar, escolar y social, siendo fundamental la pesquisa e intervención temprana. En Atención Primaria de la Salud (APS) el lenguaje se evalúa en el marco del desarrollo psicomotor, a los 4 años, mediante el test TEPSI. OBJETIVO: Establecer la concordancia entre pruebas de lenguaje específicas efectuadas por fonoaudiólogos y el TEPSI en la pesquisa de DL de preescolares. METODOLOGIA: Durante 2006 se evaluó a todos los niños entre 3 y 5 años asistentes a dos establecimientos de educación preescolar de nivel socioeconómico bajo, del área norte de la Región Metropolitana de Santiago. La información se obtuvo en forma simultánea y a ciego mediante aplicación del TEPSI por enfermeras y dos pruebas específicas aplicadas por fonoaudiólogos. Se estableció la concordancia y discordancia entre ambas evaluaciones, además de la relación entre gravedad de las DL y los resultados del TEPSI. RESULTADOS: De un total de 219 niños, 194 (89%) completaron la evaluación con los instrumentos señalados. El 48.8% presentó DL según la evaluación fonoaudiológica y el 13.9%, según el TEPSI. La concordancia fue escasa (kappa 0.2), la discordancia fue altamente significativa p < 0.0000. Se puso de manifiesto una tendencia significativa a presentar dificultades en el subtest de lenguaje del TEPSI a mayor gravedad de las DL (p < 0.0000). CONCLUSION: Destaca la alta frecuencia de DL en la población estudiada y la escasa concordancia entre las pruebas aplicadas en APS y la evaluación fonoaudiológica, aún cuando el subtest de lenguaje del TEPSI tiende a pesquisar las DL más graves. Los hallazgos invitan a replantear las estrategias de pesquisa utilizadas en APS y a la implementación de programas integrales de estimulación en poblaciones desfavorecidas, consideradas de riesgo para las dificultades del lenguaje.(AU)
Assuntos
Humanos , Masculino , Pré-Escolar , Feminino , Transtornos da Linguagem/diagnóstico , Testes de Linguagem/estatística & dados numéricos , Patologia da Fala e Linguagem/instrumentação , Patologia da Fala e Linguagem/métodos , Patologia da Fala e Linguagem/estatística & dados numéricos , Pré-EscolarRESUMO
INTRODUCCIÓN: las dificultades del lenguaje (DL) conllevan inconvenientes en el contexto familiar, escolar y social, siendo fundamental la pesquisa e intervención temprana. En Atención Primaria de la Salud (APS) el lenguaje se evalúa en el marco del desarrollo psicomotor, a los 4 años, mediante el test TEPSI. OBJETIVO: Establecer la concordancia entre pruebas de lenguaje específicas efectuadas por fonoaudiólogos y el TEPSI en la pesquisa de DL de preescolares. METODOLOGÍA: Durante 2006 se evaluó a todos los niños entre 3 y 5 años asistentes a dos establecimientos de educación preescolar de nivel socioeconómico bajo, del área norte de la Región Metropolitana de Santiago. La información se obtuvo en forma simultánea y a ciego mediante aplicación del TEPSI por enfermeras y dos pruebas específicas aplicadas por fonoaudiólogos. Se estableció la concordancia y discordancia entre ambas evaluaciones, además de la relación entre gravedad de las DL y los resultados del TEPSI. RESULTADOS: De un total de 219 niños, 194 (89%) completaron la evaluación con los instrumentos señalados. El 48.8% presentó DL según la evaluación fonoaudiológica y el 13.9%, según el TEPSI. La concordancia fue escasa (kappa 0.2), la discordancia fue altamente significativa p < 0.0000. Se puso de manifiesto una tendencia significativa a presentar dificultades en el subtest de lenguaje del TEPSI a mayor gravedad de las DL (p < 0.0000). CONCLUSIÓN: Destaca la alta frecuencia de DL en la población estudiada y la escasa concordancia entre las pruebas aplicadas en APS y la evaluación fonoaudiológica, aún cuando el subtest de lenguaje del TEPSI tiende a pesquisar las DL más graves. Los hallazgos invitan a replantear las estrategias de pesquisa utilizadas en APS y a la implementación de programas integrales de estimulación en poblaciones desfavorecidas, consideradas de riesgo para las dificultades del lenguaje.
Assuntos
Humanos , Masculino , Pré-Escolar , Feminino , Patologia da Fala e Linguagem/estatística & dados numéricos , Patologia da Fala e Linguagem/instrumentação , Patologia da Fala e Linguagem/métodos , Pré-Escolar , Testes de Linguagem/estatística & dados numéricos , Transtornos da Linguagem/diagnósticoRESUMO
The study of the cognitive processes in the production of language demands careful selection of stimuli and requires normative databases. The main goal of the present research was to collect normative data for the set of 400 figures taken from Cycowicz, Friedman, Rothstein, and Snodgrass (1997; including the 260 figures of Snodgrass & Vanderwart, 1980) using a sample of native Argentinean Spanish speakers. The pictures have been standardized on the following variables: name agreement, image agreement, familiarity, visual complexity, image variability, age of acquisition, and word association. The obtained norms were compared with the normative data of other studies in Spanish, English, and French. This comparison highlights the variability of some of the measures (e.g., name agreement in naming and verbal association) across the different studies and confirms the necessity of elaborating specific norms that are adapted to the studied population's linguistic and sociocultural context. The norms described may be downloaded as supplemental materials for this article from http://brm.psychonomic-journals.org/content/supplemental.
Assuntos
Testes de Linguagem/estatística & dados numéricos , Testes de Linguagem/normas , Estimulação Luminosa/métodos , Psicolinguística/métodos , Percepção Visual , Adolescente , Adulto , Argentina , Comparação Transcultural , Feminino , Humanos , Idioma , Masculino , Reconhecimento Visual de ModelosRESUMO
In the normal aging processes, complaints of memory loss and auditory comprehension are not uncommon, principally in complex and cognitively demanding situations. Objective: The objective of this study was to investigate skills of discourse comprehension and retention in a natural situation, by healthy aged in relation to variables such as age, schooling and cognitive screening measurement. Methods: Thirty healthy elderly participated in the study (mean age=73.56 yrs; SD=6.26 and mean schooling=8.6 yrs; SD=4.41). Twelve news items were recorded and presented in three sequences of four news-groups. Participants were instructed to listen to the four news items, and upon completion were questioned about one of them. Results: We found no age or schooling effect on the performance of the subjects. The participants achieved almost full scores on all answers (ceiling effect). Discussion: The heterogeneity of elderly and cognitive compensation in natural situations could explain these results of elderly behavior.
No processo de envelhecimento, queixas sobre declínio de memória e dificuldades de compreensão auditiva não são raras, principalmente em situações complexas e com maior demanda cognitiva. Objetivos: O objetivo do estudo foi investigar habilidades de compreensão e retenção de discurso por idosos, em situações naturais, considerando as variáveis: idade, escolaridade e medida cognitiva. Métodos: 30 idosos participaram do estudo (média de idade=73,56; desvio padrão=6,26 e média de escolaridade=8,6; desvio padrão=4.41). Doze noticias foram gravadas e apresentadas em três seqüências de quatro grupos cada. Os participantes foram instruídos a ouvir as seqüências e ao final foram questionados sobre uma das notícias. Resultados: Não foram encontrados efeitos de idade ou escolaridade na perfórmance dos participantes. Notou-se efeito teto em todos os escores. Discussão: A heterogeneidade do envelhecimento e compensações cognitivas em situações naturais poderiam explicar o comportamento dos idosos da amostra.
Assuntos
Humanos , Idoso , Amnésia Retrógrada , Cognição , Memória , Transtornos da Memória , Testes de Linguagem/estatística & dados numéricos , Testes Neuropsicológicos/estatística & dados numéricosRESUMO
OBJECTIVE: Congenital bilateral perisylvian syndrome (CBPS) is frequently caused by polymicrogyria (PMG). The aim of this study was to correlate the clinical and psycholinguistic aspects with neuroradiological data of patients with CBPS. METHODS: Thirty-one patients were studied. We performed a clinical investigation of the patients and their families, including MRI scanning, neuropsychological tests and language evaluation. RESULTS: The statistical analysis showed that: a) prenatal events are associated with the non-familial type of PMG; b) diffuse PMG is associated with pseudobulbar signs, as opposed to BPPP; c) motor deficit is associated with diffuse PMG; d) epilepsy is equally present in patients with both familial or non-familial PMG, but is more frequently seen in patients with diffuse PMG; e) dyslexia and SLI can be a feature of both the diffuse or BPPP, and either familial or sporadic cases of PMG. CONCLUSIONS: The severity of clinical manifestations in CBPS is correlated with the extent of cortical involvement. Most patients with CBPS have a history of speech delay or language difficulties and no epilepsy. Dyslexia can be found in patients with PMG.
Assuntos
Córtex Cerebral/anormalidades , Malformações do Sistema Nervoso/diagnóstico , Psicolinguística/métodos , Adolescente , Adulto , Idoso , Córtex Cerebral/patologia , Córtex Cerebral/fisiopatologia , Criança , Dislexia/etiologia , Dislexia/patologia , Epilepsia/congênito , Epilepsia/etiologia , Epilepsia/patologia , Saúde da Família , Feminino , Humanos , Transtornos do Desenvolvimento da Linguagem/etiologia , Transtornos do Desenvolvimento da Linguagem/fisiopatologia , Testes de Linguagem/estatística & dados numéricos , Imageamento por Ressonância Magnética/métodos , Masculino , Malformações do Desenvolvimento Cortical/complicações , Malformações do Desenvolvimento Cortical/patologia , Malformações do Desenvolvimento Cortical/fisiopatologia , Pessoa de Meia-Idade , Malformações do Sistema Nervoso/classificação , Malformações do Sistema Nervoso/genética , Testes Neuropsicológicos/estatística & dados numéricos , Linhagem , Estudos Prospectivos , Fatores de Risco , Síndrome , Adulto JovemRESUMO
Phonological verbal fluency studies in English most commonly employ the letters F-A-S as stimuli. We assessed the production of words with these and 14 other letters in Portuguese-speaking healthy subjects (n = 74). The letters F-A-S were ranked among the easiest to produce words in one minute, which is consistent with the findings of studies with English-speaking subjects. There were differences in the overall ranking of letters depending on whether the total word number or the latency between words were considered. Our findings provide a databank of phonological verbal fluency performance using different stimuli in Portuguese, and demonstrate that the ranking of the letters F-A-S is comparable between the English and Portuguese languages in terms of the level of difficulty to produce words, when the task is used in its traditional format.
Assuntos
Cognição/fisiologia , Testes de Linguagem/estatística & dados numéricos , Fonética , Comportamento Verbal/fisiologia , Adolescente , Adulto , Brasil , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Valores de Referência , SemânticaRESUMO
Objetivo: descrever o desempenho em comportamentos lingüísticos em crianças prematuras aos quatro anos de idade, e identificar quais de maior e menor ocorrência. Método: foram selecionados protocolos de crianças nascidas prematuras, acompanhadas desde o nascimento, com avaliação de linguagem e sem alteração neurológica. Os comportamentos lingüísticos foram reordenados em Emissão, Recepção e missão/Recepção, e a amostra foi dividida em três grupos: Normal, Risco e Atraso. Resultados: o grupo Normal obteve desempenho melhor que o grupo Risco, e o grupo Atraso obteve os piores desempenhos. Os comportamentos receptivos obtiveram maior porcentagem de acerto do que os comportamentos emissivos. A verbalização de ações (E3) foi o único comportamento, entre os comportamentos de Recepção, Emissão ou Recepção/Emissão, com diferençaestatisticamente significante entre os grupos. Conclusão: as crianças prematuras apresentam alterações no desenvolvimento da linguagem aos 4 anos de idade.
Purpose: to describe the performance in linguistic behaviors in four-year old premature children, and to identify which are of major and minor occurrence. Methods: premature childrens protocols were selected,accompanied since birth, with language evaluation and without neurological alteration. The linguistic behaviors were reorganized in Emission, Reception and Emission / Reception, and the sample was divided in three groups: Normal, Risk and Delay. Results: the Normal group reached better performancethan the Risk group, and the Delay group reached the worse performance. The receptive behaviors obtained larger success percentage than the emissive behaviors. The occurrence of actions (E3) was the only behavior between Reception, Emission or Reception / Emission, with statistically significantdifference among the groups. Conclusion: premature children have alterations in the development ofthe language when they are four-year old.
Assuntos
Humanos , Masculino , Feminino , Pré-Escolar , Recém-Nascido Prematuro/crescimento & desenvolvimento , Transtornos do Desenvolvimento da Linguagem/psicologia , Desempenho Psicomotor , Estatísticas não Paramétricas , Testes de Linguagem/estatística & dados numéricosRESUMO
El objetivo de este trabajo es presentar el desarrollo de un banco de ítem de razonamiento verbal a partir de la Teoría de Respuesta al Item (TRI). Se presenta la TRI y su aplicación en la elaboración de bancos de ítem que posibilitan el diseño de tests adaptativos. Los ítem son de elección múltiple y miden la habilidad para reconocer y discriminar relaciones entre palabras. Un banco de ítem es un conjunto de ítem que miden una misma variable y cuyos parámetros están calibrados (estimados) en una misma escala. La construcción de un banco es un proceso de creación-calibración de ítem que se realiza en sucesivas etapas. Como los sujetos de las muestras son diferentes en cada etapa, los ítem a calibrar deben ser administrados junto con un pequeño grupo de ítem calibrados en etapas anteriores, los cuales sirven de enlace para que todas las estimaciones resulten en la misma escala. La estimación de los parámetros se lleva a cabo por el método de máxima verosimilitud marginal ajustando el modelo logístico de tres parámetros con el programa XCALIBRE. Los análisis del funcionamiento diferencial (Differential Item Functioning - DIF) se basan en el test normal para la diferencia de los parámetros de dificultad, dicha diferencia con sus errores estándar para cada item es proporcionada por BILOG-MG. Se eliminan aquellos que no ajustan al modelo y los que presentan DIF. El banco cuenta hasta el momento con 93 ítem
Assuntos
Humanos , Psicometria/métodos , Testes de Linguagem/estatística & dados numéricos , Psicometria/estatística & dados numéricosRESUMO
El objetivo de este trabajo es presentar el desarrollo de un banco de ítem de razonamiento verbal a partir de la Teoría de Respuesta al Ítem (TRI). Se presenta la TRI y su aplicación en la elaboración de bancos de ítem que posibilitan el diseño de tests adaptativos. Los ítem son de elección múltiple y miden la habilidad para reconocer y discriminar relaciones entre palabras. Un banco de ítem es un conjunto de ítem que miden una misma variable y cuyos parámetros están calibrados (estimados) en una misma escala. La construcción de un banco es un proceso de creación-calibración de ítem que se realiza en sucesivas etapas. Como los sujetos de las muestras son diferentes en cada etapa, los ítem a calibrar deben ser administrados junto con un pequeño grupo de ítem calibrados en etapas anteriores, los cuales sirven de enlace para que todas las estimaciones resulten en la misma escala. La estimación de los parámetros se lleva a cabo por el método de máxima verosimilitud marginal ajustando el modelo logístico de tres parámetros con el programa XCALIBRE. Los análisis del funcionamiento diferencial (Differential Item Functioning - DIF) se basan en el test normal para la diferencia de los parámetros de dificultad, dicha diferencia con sus errores estándar para cada item es proporcionada por BILOG-MG. Se eliminan aquellos que no ajustan al modelo y los que presentan DIF. El banco cuenta hasta el momento con 93 ítem
Assuntos
Humanos , Psicometria , Testes de Linguagem/estatística & dados numéricosRESUMO
Conventional behavioral testing of hearing shows that children with Down syndrome have a high prevalence of hearing deficits. However, most young (< 3.5 years of age) children with Down syndrome are unable to cooperate in this type of testing. We evaluated auditory brain-stem responses of 47 unselected patients 2 months to 3 1/2 years of age. Thirty-four percent had normal hearing, 28% had unilateral loss, and 38% had bilateral loss. Type of loss was conductive in 19 ears, mixed in 14, and sensorineural in 16. Degree of loss was mild in 33 ears, moderate in 13, and severe to profound in 3. Language quotients and degree of hearing loss were compared and an association was not found. Because of the high prevalence of hearing loss in children with Down syndrome, we recommend evaluation of auditory brain-stem responses in the first 6 months of life.
Assuntos
Síndrome de Down/complicações , Transtornos da Audição/diagnóstico , Testes de Impedância Acústica/estatística & dados numéricos , Distribuição de Qui-Quadrado , Chicago/epidemiologia , Pré-Escolar , Síndrome de Down/epidemiologia , Potenciais Evocados Auditivos do Tronco Encefálico , Transtornos da Audição/classificação , Transtornos da Audição/epidemiologia , Transtornos da Audição/etiologia , Humanos , Incidência , Lactente , Testes de Linguagem/estatística & dados numéricos , PrevalênciaRESUMO
Correlations between the Clinical Adaptive Test/Clinical Linguistic Auditory Milestone Scale (CAT/CLAMS) and the Bayley Scales of Infant Development--Mental Scale (BSID) were examined in 61 infants and toddlers with suspected developmental delay. Highly significant correlations were found between the two instruments. Gender, race, and gestational age did not influence the relationship between CAT/CLAMS and BSID scores. The CAT/CLAMS was both sensitive (88%) and specific (67%) for mental retardation (BSID < 70). The CAT/CLAMS correlates with the BSID and can be used as an instrument for detecting cognitive delay.
Assuntos
Transtornos Cognitivos/diagnóstico , Testes de Linguagem , Testes Neuropsicológicos , Pré-Escolar , Transtornos Cognitivos/epidemiologia , Deficiências do Desenvolvimento/diagnóstico , Deficiências do Desenvolvimento/epidemiologia , Estudos de Avaliação como Assunto , Feminino , Humanos , Lactente , Deficiência Intelectual/diagnóstico , Deficiência Intelectual/epidemiologia , Testes de Linguagem/estatística & dados numéricos , Masculino , Análise Multivariada , Testes Neuropsicológicos/estatística & dados numéricos , Desempenho PsicomotorRESUMO
Because there has been no suitable diagnostic instrument for evaluation of olfaction in children, we designed an odorant identification test for that purpose. We screened 40 microencapsulated odorants ("scratch 'n' sniff" cards) by randomly grouping them into 40 overlapping sets of five odorants each. Forty-one children, 4 and 5 years of age, tried to identify each test odorant, selecting their responses from among five photographs depicting the substances in the set of odorants. We used the results to select a subset of five odorants (baby powder, bubble gum, candy cane, fish, and orange). To determine how well these odorants could be identified by normal children, we tested another 134 subjects, 3 1/2 to 13 years of age. For children 3 1/2 years to 5 years 4 months of age, the mean (+/- SEM) percentage of correct responses increased from 66% +/- 8% to 92% +/- 2%. Thereafter the mean percentage of correct responses remained at a plateau of about 90%. The 10th percentile for the percentage of correct responses tended to be higher for girls than for boys throughout childhood. We concluded that this set of five odorants can be correctly identified by most normal children 5 years of age or older. The performances of three older subjects with Kallmann syndrome were all subnormal, but the overall efficacy of the test for evaluating children with olfactory deficits needs to be determined.