Grammatical comprehension in language and communication disorders.

Autism Spectrum Disorder (ASD) and Developmental Language Disorder (DLD) have traditionally been considered separate disorders, although some similarities and overlaps in certain aspects of language have been detected. In this paper, we compare the deficits in receptive grammar in these two disorders. We analyse the proportion of grammatical errors in relation to semantic complexity in 84 children divided into four groups: children with autism language impairment (ALI), with autism language normal (ALN), with DLD, and with typical development (TD), all groups with the same age of receptive vocabulary. The results show significant differences in the comprehension of grammatical structures, both simple (canonical and non-reversible) and complex (non-canonical and reversible). Children with ASD and DLD show different language profiles depending on the syntactic complexity. In the simplest structures, no differences are found between the groups, starting at an equivalent vocabulary age of 7:8 years. However, there are differences between the ALI and DLD groups with respect to the TD group in the more complex structures, starting at an equivalent vocabulary age of 3 years. Therefore, both groups ALI and DLD present the greatest difficulties compared to ALN and TD. The paper discusses the importance of attending to these differences, since the repercussion of comprehension difficulties increases as children grow.

Word structures of Granada Spanish-speaking preschoolers with typical versus protracted phonological development.

BACKGROUND: Research on children's word structure development is limited. Yet, phonological intervention aims to accelerate the acquisition of both speech-sounds and word structure, such as word length, stress or shapes in CV sequences. Until normative studies and meta-analyses provide in-depth information on this topic, smaller investigations can provide initial benchmarks for clinical purposes. AIMS: To provide preliminary reference data for word structure development in a variety of Spanish with highly restricted coda use: Granada Spanish (similar to many Hispano-American varieties). To be clinically applicable, such data would need to show differences by age, developmental typicality and word structure complexity. Thus, older typically developing (TD) children were expected to show higher accuracy than younger children and those with protracted phonological development (PPD). Complex or phonologically marked forms (e.g. multisyllabic words, clusters) were expected to be late developing. METHODS & PROCEDURES: Participants were 59 children aged 3-5 years in Granada, Spain: 30 TD children, and 29 with PPD and no additional language impairments. Single words were digitally recorded by a native Spanish speaker using a 103-word list and transcribed by native Spanish speakers, with confirmation by a second transcriber team and acoustic analysis. The program Phon 1.5 provided quantitative data. OUTCOMES & RESULTS: In accordance with expectations, the TD and older age groups had better-established word structures than the younger children and those with PPD. Complexity was also relevant: more structural mismatches occurred in multisyllabic words, initial unstressed syllables and clusters. Heterosyllabic consonant sequences were more accurate than syllable-initial sequences. The most common structural mismatch pattern overall was consonant deletion, with syllable deletion most common in 3-year-olds and children with PPD. CONCLUSIONS & IMPLICATIONS: The current study provides preliminary reference data for word structure development in a Spanish variety with restricted coda use, both by age and types of word structures. Between ages 3 and 5 years, global measures (whole word match, word shape match) distinguished children with typical versus protracted phonological development. By age 4, children with typical development showed near-mastery of word structures, whereas 4- and 5-year-olds with PPD continued to show syllable deletion and cluster reduction, especially in multisyllabic words. The results underline the relevance of multisyllabic words and words with clusters in Spanish phonological assessment and the utility of word structure data for identification of protracted phonological development.

Bilingualism and language in children with autistic spectrum disorder: a systematic review.

INTRODUCTION: Communication and language skills are among the most severely affected domains in individuals with autistic spectrum disorder (ASD). When a child diagnosed with ASD lives in a bilingual environment, the parents often express concerns about whether their child should learn both languages simultaneously, turning to specialists for advice. Despite the lack of evidence of any negative effect, some professionals disagree on this subject. In this systematic review we study whether bilingualism affects language development in children with ASD. METHODS: We reviewed the literature published in 4 different databases. After applying a series of selection criteria, we selected 12 scientific articles, including a total of 328 children diagnosed with ASD (169 bilingual and 159 monolingual), with ages ranging from 3 to 12 years. These patients were evaluated with different receptive and expressive language assessment instruments covering several areas. The assessments were performed directly on the children, although indirect assessment of parents was also performed in some studies. CONCLUSIONS: There seems to be consensus regarding the assertion that bilingualism does not entail any additional difficulty for language development in children with ASD from the age of 3.

Bilingualism and language in children with autistic spectrum disorder: a systematic review. / Bilingüismo y lenguaje en niños con trastorno del espectro autista: una revisión sistemática.

INTRODUCTION: Communication and language skills are among the most severely affected domains in individuals with autistic spectrum disorder (ASD). When a child diagnosed with ASD lives in a bilingual environment, the parents often express concerns about whether their child should learn both languages simultaneously, turning to specialists for advice. Despite the lack of evidence of any negative effect, some professionals disagree on this subject. In this systematic review we study whether bilingualism affects language development in children with ASD. METHODS: We reviewed the literature published in 4 different databases. After applying a series of selection criteria, we selected 12 scientific articles, including a total of 328 children diagnosed with ASD (169 bilingual and 159 monolingual), with ages ranging from 3 to 12 years. These patients were evaluated with different receptive and expressive language assessment instruments covering several areas. The assessments were performed directly on the children, although indirect assessment of parents was also performed in some studies. CONCLUSIONS: There seems to be consensus regarding the assertion that bilingualism does not entail any additional difficulty for language development in children with ASD from the age of 3.

Copper, zinc and lead bioaccumulation in marine snail, Strombus gigas, from Guacanayabo Gulf, Cuba.

Levels of copper, zinc and lead were determined in sediments and edible muscle of marine snail Strombus gigas collected from Guacanayabo Gulf, Cuba. The concentration range of each metal in marine snail muscle on mg kg(-1) wet weight varied as follows: Cu = 6.4-32.6, Zn = 20.4-31.1 and Pb = 0.2-2.3; and in corresponding sediments (on mg kg(-1) dry weight) as: Cu = 157-186, Zn = 56-94 and Pb = 20-37. The average biota-sediment accumulation factors (BSAFs) obtained for studied metals are less than unity in all cases, indicating that only a little fraction of metal content in the sediments is bioavailable, independently of their possible enrichments in the sediments. The concentrations of copper and lead in some of the marine snails are above typical public health recommended limits.

Copper, zinc and lead enrichments in sediments from Guacanayabo Gulf, Cuba, and its bioaccumulation in oysters, Crassostrea rhizophorae.

Levels of iron, copper, zinc and lead were determined in sediments and soft tissue of the oyster Crassostrea rhizophorae collected from Guacanayabo Gulf, Cuba. Metal-to-Iron ratio in sediments shows an average enrichment for Cu (5,1), Pb (11,7) and Zn (1,3) in the last 20 years. Metal concentrations found in soft tissue of C. rhizophorae are site dependent. The average biota-sediment accumulation factors (BSAFs) obtained for Fe, Cu and Pb are less than unity in all cases, indicating that only a little fraction of Cu and Pb in the sediments is bioavailable, independently of their enrichments. Zinc has an average BSAF value of 2.4 and may represent a serious impact in the area. The concentrations of zinc and copper in some of the oysters are above typical public health recommended limits.

[Psychological adaptation in children with autism spectrum disorder and its effect on family quality of life]. / Conducta adaptativa en niños con trastorno del espectro autista y su efecto sobre la calidad de vida familiar.

INTRODUCTION: In most children with autism spectrum disorder (ASD), other difficulties that do not fall within the diagnostic criteria arose, and could have an impact on family quality of life. Previous research has shown several relationships among these variables and family quality of life, however results are contradictories. AIM: To examine the role of psychological adaptation (including emotional symptoms, behavioral problems, hyperactivity, problems with peers, and prosocial behavior) in children with ASD and typical development, and its impact on family quality of life. SUBJECTS AND METHODS: Twenty-four families of children with ASD (level 1 of support) and 25 families of children with typical development between 6 and 13 years old. We have considered diagnosis of Asperger syndrome (following DSM-IV-TR) with ASD-level 1 of support (following DSM-5). We have evaluated intelligence, vocabulary, adaptive behavior, and family quality of life. RESULTS: We have found significant differences in those variables related to psychological adaptation, and in some components of the family quality of life (family interaction, physical and emotional wellbeing). In our regression model, prosocial behaviors and the group were the main predictors of satisfaction on family quality of life. CONCLUSION: It is important to pay attention to the prosocial behaviors in ASD due to its potential protective effect.

TITLE: Conducta adaptativa en niños con trastorno del espectro autista y su efecto sobre la calidad de vida familiar.Introducción. En la mayoría de los niños con trastorno del espectro autista (TEA) aparecen dificultades asociadas que, aunque no se incluyen en los criterios diagnósticos, podrían tener impacto sobre la calidad de vida familiar. La bibliografía ha mostrado algunas relaciones entre estas variables y la calidad de vida familiar, aunque los resultados no son concluyentes. Objetivo. Examinar el papel de la conducta adaptativa (incluyendo síntomas emocionales, problemas de conducta, hiperactividad/falta de atención, problemas de relaciones entre compañeros y comportamiento prosocial) en niños con TEA y con desarrollo típico, y su posible impacto sobre la calidad de vida familiar. Sujetos y métodos. Veinticuatro familias de niños con TEA (nivel 1 de apoyo) y 25 familias de niños con desarrollo típico con edades comprendidas entre 6 y 13 años. Se ha igualado el síndrome de Asperger (según el DSM-IV-TR) con el TEA con nivel 1 de apoyo (según el DSM-5). Se han evaluado la inteligencia, el vocabulario, la conducta adaptativa y la calidad de vida familiar. Resultados. Se han encontrado diferencias significativas en las variables relacionadas con la conducta adaptativa y en algunos de los componentes de la calidad de vida familiar (interacción familiar, bienestar físico y emocional). En el modelo de regresión, presentar unos mejores niveles de conducta prosocial y el grupo aparecieron como los principales predictores de la satisfacción percibida en la calidad de vida familiar. Conclusión. Es importante atender a las dificultades en la conducta prosocial en el TEA, dado su potencial efecto protector sobre la calidad de vida familiar.

Bilingüismo y lenguaje en niños con trastorno del espectro autista: una revisión sistemática / Bilingualism and language in children with autistic spectrum disorder: a systematic review

Introducción La comunicación y el lenguaje de las personas con trastorno del espectro autista (TEA) son algunos de los aspectos que más frecuentemente se ven alterados en este trastorno del neurodesarrollo. Cuando un niño que recibe el diagnóstico de TEA vive en un entorno bilingüe, los padres con frecuencia manifiestan su preocupación sobre si sus hijos deberían aprender dos idiomas simultáneamente y acuden a especialistas para ser aconsejados al respecto. A pesar de que no exista evidencia de sus efectos negativos, algunos profesionales se han mostrado en desacuerdo. Este trabajo pretende conocer si el bilingüismo afecta al lenguaje de niños con TEA. Desarrollo Se ha realizado una revisión de la literatura científica publicada en cuatro bases de datos y siguiendo una serie de criterios se han seleccionado 12 artículos publicados en revistas científicas. Participaron 328 niños diagnosticados con TEA (169 bilingües y 159 monolingües) con edades entre los 3 y 12 años, evaluados con diferentes pruebas de lenguaje receptivo y expresivo que abarcan áreas diversas. La evaluación se realizó de modo directo a los niños, aunque también se evaluaron indirectamente a los padres en algunos trabajos. Conclusiones Se ha comprobado en esta revisión que existe acuerdo sobre que el bilingüismo no supone ninguna dificultad adicional para el desarrollo del lenguaje de niños con TEA a partir de los 3 años. (AU)

Introduction Communication and language skills are among the most severely affected domains in individuals with autistic spectrum disorder (ASD). When a child diagnosed with ASD lives in a bilingual environment, the parents often express concerns about whether their child should learn both languages simultaneously, turning to specialists for advice. Despite the lack of evidence of any negative effect, some professionals disagree on this subject. In this systematic review we study whether bilingualism affects language development in children with ASD. Methods We reviewed the literature published in 4 different databases. After applying a series of selection criteria, we selected 12 scientific articles, including a total of 328 children diagnosed with ASD (169 bilingual and 159 monolingual), with ages ranging from 3 to 12 years. These patients were evaluated with different receptive and expressive language assessment instruments covering several areas. The assessments were performed directly on the children, although indirect assessment of parents was also performed in some studies. Conclusions There seems to be consensus regarding the assertion that bilingualism does not entail any additional difficulty for language development in children with ASD from the age of 3. (AU)

Bilingüismo y lenguaje en niños con trastorno del espectro autista: una revisión sistemática / Bilingualism and language in children with autistic spectrum disorder: a systematic review

Introducción La comunicación y el lenguaje de las personas con trastorno del espectro autista (TEA) son algunos de los aspectos que más frecuentemente se ven alterados en este trastorno del neurodesarrollo. Cuando un niño que recibe el diagnóstico de TEA vive en un entorno bilingüe, los padres con frecuencia manifiestan su preocupación sobre si sus hijos deberían aprender dos idiomas simultáneamente y acuden a especialistas para ser aconsejados al respecto. A pesar de que no exista evidencia de sus efectos negativos, algunos profesionales se han mostrado en desacuerdo. Este trabajo pretende conocer si el bilingüismo afecta al lenguaje de niños con TEA. Desarrollo Se ha realizado una revisión de la literatura científica publicada en cuatro bases de datos y siguiendo una serie de criterios se han seleccionado 12 artículos publicados en revistas científicas. Participaron 328 niños diagnosticados con TEA (169 bilingües y 159 monolingües) con edades entre los 3 y 12 años, evaluados con diferentes pruebas de lenguaje receptivo y expresivo que abarcan áreas diversas. La evaluación se realizó de modo directo a los niños, aunque también se evaluaron indirectamente a los padres en algunos trabajos. Conclusiones Se ha comprobado en esta revisión que existe acuerdo sobre que el bilingüismo no supone ninguna dificultad adicional para el desarrollo del lenguaje de niños con TEA a partir de los 3 años. (AU)

Introduction Communication and language skills are among the most severely affected domains in individuals with autistic spectrum disorder (ASD). When a child diagnosed with ASD lives in a bilingual environment, the parents often express concerns about whether their child should learn both languages simultaneously, turning to specialists for advice. Despite the lack of evidence of any negative effect, some professionals disagree on this subject. In this systematic review we study whether bilingualism affects language development in children with ASD. Methods We reviewed the literature published in 4 different databases. After applying a series of selection criteria, we selected 12 scientific articles, including a total of 328 children diagnosed with ASD (169 bilingual and 159 monolingual), with ages ranging from 3 to 12 years. These patients were evaluated with different receptive and expressive language assessment instruments covering several areas. The assessments were performed directly on the children, although indirect assessment of parents was also performed in some studies. Conclusions There seems to be consensus regarding the assertion that bilingualism does not entail any additional difficulty for language development in children with ASD from the age of 3. (AU)

Photoactivated chlorophyllin-based gelatin films and coatings to prevent microbial contamination of food products.

The aim of this work was to develop antimicrobial photosensitizer-containing edible films and coatings based on gelatin as the polymer matrix, incorporating sodium magnesium chlorophyllin (E-140) and sodium copper chlorophyllin (E-141). Chlorophyllins were incorporated into the gelatin film-forming solution and the inhibiting effect of the cast films was tested against Staphylococcus aureus and Listeria monocytogenes. The results demonstrated that water soluble sodium magnesium chlorophyllin and water soluble sodium copper chlorophyllin reduced the growth of S. aureus and L. monocytogenes by 5 log and 4 log respectively. Subsequently, the activity of self-standing films and coatings containing E-140 was assessed on cooked frankfurters inoculated with S. aureus and L. monocytogenes. These tests showed that it was possible to reduce microorganism growth in cooked frankfurters inoculated with S. aureus and L. monocytogenes by covering them with sodium magnesium chlorophyllin-gelatin films and coatings.

[Communicative and social-adaptive profile in children with autism spectrum disorder: a new approach based on the DSM-5 criteria]. / Perfil comunicativo y de adaptacion social en poblacion infantil con trastornos del espectro autista: nuevo enfoque a partir de los criterios del DSM-5.

INTRODUCTION: Following the adoption of the new international diagnosis classification from the Diagnostic and Statistical Manual (DSM-5), autism spectrum disorder (ASD) has been established as a dimensional category that includes other disorders that were previously considered as separate entities. Previous research has shown that some people with this disorder exhibit different communicative and linguistic profiles. Therefore, contradictory results could be found among people who receive the same diagnosis. AIM: To distinguish structural language aspects (expression and comprehension), interactive aspects (pragmatics), and social adaptation between children with an ASD-level 1 of support and children with typical development. SUBJECTS AND METHODS: Seventeen children with Asperger syndrome (according to the DSM-IV-TR), and 20 children with typical development between 7 and 12 years old. We have equated diagnosis of Asperger syndrome with ASD-level 1 of support. We have evaluated intelligence quotient, communication, and social adaptation with direct and indirect standardized parental scales. RESULTS: We have found significant differences in comprehension (p = 0.025), interaction (p = 0.001), and social adaptation (p = 0.001) between the two groups. CONCLUSIONS: Subjects with ASD-level 1 of support demonstrate an average intelligence quotient, and good expressive structure (syntax and semantic level), which may be different from other children who receive the same diagnosis, due to the wide heterogeneity of the disorder. Nevertheless, our subjects have problems related to comprehension of grammar structure, pragmatics, and social adaptation. These difficulties could be related to emotional and social problems.

TITLE: Perfil comunicativo y de adaptacion social en poblacion infantil con trastornos del espectro autista: nuevo enfoque a partir de los criterios del DSM-5.Introduccion. Tras la nueva clasificacion diagnostica del Manual diagnostico y estadistico de los trastornos mentales, quinta edicion (DSM-5), el trastorno del espectro autista (TEA) ha pasado a considerarse una categoria dimensional que engloba una serie de trastornos que antes se consideraban como entidades diferentes. La bibliografia previa ha mostrado perfiles comunicativos y linguisticos diferentes en personas con estos trastornos, por lo que podrian encontrarse resultados contradictorios en los individuos que en la actualidad reciben un diagnostico de TEA. Objetivo. Identificar los aspectos del lenguaje estructural (expresion y comprension), interaccion (pragmatica) y adaptacion social diferenciales en niños con diagnostico de TEA de nivel 1 de apoyo y compararlos con niños con desarrollo tipico. Sujetos y metodos. Diecisiete niños con sindrome de Asperger (segun el DSM-IV-TR) y 20 niños con desarrollo tipico de entre 7 y 12 años. Se ha equiparado el sindrome de Asperger del DSM-IV-TR con el TEA con nivel 1 de apoyo del DSM-5. Se ha evaluado la inteligencia, la comunicacion y la adaptacion social con medidas directas estandarizadas y medidas indirectas paternas. Resultados. Se han encontrado diferencias significativas en comprension (comprension de estructuras gramaticales; p = 0,025), interaccion (cuestionario de capacidades y dificultades total; p = 0,001) y adaptacion social (Children's Communication Checklist-2 total; p = 0,001) entre los grupos. Conclusiones. Los participantes con TEA con nivel 1 muestran un nivel de inteligencia normal y buena expresividad estructural (sintaxis y semantica), lo que podria diferenciarlos sustancialmente, dada la gran heterogeneidad del trastorno, de otros niños que en la actualidad tambien reciben el diagnostico de TEA. No obstante, nuestros participantes tambien presentan problemas de comprension de estructuras gramaticales, interaccion pragmatica y adaptacion social. Estas dificultades podrian relacionarse con posibles problemas emocionales y de socializacion.

Binding of von Willebrand factor to collagen by flow cytometry.

We developed a new method for the detection of large von Willebrand factor (vWf) multimers binding to collagen and for the determination of vWf antigen (vWf:Ag) using flow cytometry. Collagen is coated on to polystyrene beads, allowing detection of found large vWf multimers. In addition, rabbit antibody against vWf is coated on to the beads allowing detection of all vWf:Ag. In plasma samples from healthy persons and patients (with type 1, 2A, 2N, or severe von Willebrand disease or hemophilia), 4 different assays were performed: vWf:Ag by immunoelectrophoresis; vWf ristocetin cofactor (vWf:RCof); CBA; and vWf:Ag based on an enzyme-linked immunosorbent assay using polystyrene beads. We assayed the flow cytometric method using 2 bead sizes. The optimal bead size was 3.136 microns. The results of CBA and vWf:Ag closely correlated with those of vWf:RCof and vWf:Ag (immunoelectrophoresis), respectively, and showed a low limit of detection. Interassay variance of cytometric methods was lower than interassay variance of traditional assays. In addition, we used the new assays to monitor desmopressin therapy.

The influence of Span20 on stratum corneum lipids in langmuir monolayers: comparison with Azone.

Recently we have proved that Span 20 has the same enhancer effect as Azone on in vitro percutaneous penetration of lipophilic compounds (logP(oct) from 1.34 to 2.33). The purpose of this work is to study the interactions of Span 20 with stratum corneum lipids monolayers and to compare them with Azone. The surface pressure-area characteristics of Span 20 in mixed monolayers with different model lipids (ceramides, cholesterol, free fatty acids and two mixtures of ceramides+cholesterol, and ceramides+cholesterol+free fatty acids) in similar proportions to that which exists in human stratum corneum lipids were recorded as compression isotherms at 25 degrees C. Azone was also investigated on monomolecular films of some of these lipids. The results indicate that the effect exerted upon lipid packing by the Span 20 correspond, as in the case of Azone, to increased fluidity within monolayers. To quantify and compare the effect of Span 20 and Azone, the compressibility of enhancer-lipid model mixed monolayers was calculated, and expressed as a function of mole fraction of enhancer present on the films. Statistical comparison of the results obtained from both enhancers shows that they are equally potent in their interaction with the lipid models assayed. These models, if restricted, seem to be good for predict the activity and potency of percutaneous enhancers on the fluididity of the lipidic structure of the stratum corneum.

Vocal tremor and psychological stress.

This study examines vocal tremor and its decrease in high versus low experimentally induced stress situations. We have analyzed the Amplitude Tremor Intensity Index (ATRI) and Frequency Tremor Intensity Index (FTRI) from the prolongation of vowel /a/ for approximately 5 seconds, under baseline conditions and under 3 different test conditions (reading of tongue twister, reading of tongue twister with delayed auditory feedback [DAF], and spelling of alphabet in reverse order), in a 2-test series, with and without demanding experimental instructions (Experiments 1 and 2, respectively). Inclusion of experimental instructions was considered as making the first test situation more stressful than the second one. Our results show a significant decrease in the ATRI variable when reading a tongue twister with DAF in relation to the baseline for the first test but not in the second, which suggests a suppression or significant reduction of amplitude tremor only in high-stress situations.

Acoustic analysis of induced vocal stress by means of cognitive workload tasks.

The purpose of this study was to determine the acoustic effects on voice of three tasks of cognitive workload and their possible relationship to stress. Acoustic analysis was used to measure stress and workload in four experimental tasks and two experiments. In the first experiment, subjects performed cognitive workload tasks under a stressful condition, performing the tasks as rapidly as possible without errors and with the knowledge that any errors committed would reduce their grade in a course. The second condition was to perform the same tasks but without the condition of stress related to the final grade. Four testing conditions were included. One was a baseline measure in which subjects spelled the Spanish alphabet. The second was the reading of a tongue twister, the third was the reading of a tongue twister with delayed auditory feedback, and the fourth was spelling the Spanish alphabet in reverse order. In each condition the subjects prolonged the vowel /a/ for, approximately 5 sec. All subjects performed a test to determine their overall level of anxiety. The results suggest that in conditions of experimentally induced stress there is an increase in the fundamental frequency (F0) relative to baseline, an increase in jitter and shimmer, an increase in the high-frequency harmonic energy, and a decrease in spectral noise.

Interobserver agreement of perceived intelligibility of magnitude of r in children.

This study was designed to test whether independent listeners could correctly classify 162 stimuli (words) that started with a multiple trill, magnitude of r, followed by a vowel magnitude of a. The sounds were from 27 Spanish children between the ages of 3.0 and 6.6 years, pronouncing Spanish words current in their vocabulary. Twelve listeners were presented with the recordings of the children's magnitude of r production and were instructed to rate the intelligibility of the pronounced sound as high, medium, or low. Inter-rater agreement ranged from 85 to 96%. Analyses of variance for each of the three production categories showed that there were significant differences, so it seems possible to classify the words starting with a trilled magnitude of r based on auditory-perceptual features into three broad categories according to intelligibility.

Perceptual analysis in different voice samples: agreement and reliability.

The objective of this study was to estimate the agreement and reliability of voice evaluation by a group of expert listeners using the central portion of a sustained vowel and a fragment of connected speech as voice samples. Ratings were made using Wilson's Buffalo III Voice Screening Profile. Analysis showed that intraindividual listeners' agreement presented variability in the evaluation of both voice samples. In the evaluation of the central portion of the sustained vowel, interindividual listener agreement was moderate for breathiness, hyponasal resonance, and overall voice rating; in connected speech, agreement was moderate for most voice qualities (breathy, rough, high/low pitch, and hyponasal resonance). Finally, Wilson's Buffalo III Voice Screening Profile presented good reliability values for both voice samples, with overall voice rating achieving higher values (.90) than any other voice-quality variable.

[Fibroadenoma of the breast in a 17 month old girl]. / Fibroadenoma de mama en una niña de 17 meses.

Breast pathology is uncommon in infancy and adolescence. Fibroadenoma is the most frequent lesion. The juvenile variant is rare, occurring in only 2-7% of all the fibroadenomas. We report a case of juvenile breast fibroadenoma in a patient of 17 months of age.