Correlation between body balance exams and schoolchildren reading assessments.

OBJECTIVES: This study aimed to correlate the results in the body balance exams with the reading assessments of 27 students, 16 girls and 11 boys, students of the third year of public elementary school, whose average age was 8.21 years. METHODS: Children with auditory, visual, language and nonverbal intelligence deficits were discarded. Body balance was evaluated with oculomotor tests of vectoelectronystagmography (VENG) and cervical and ocular Vestibular Evoked Myogenic Potential. Reading of Isolated words, reading fluency and textual comprehension were evaluated. RESULTS: The results obtained uniformly in most findings of the oculomotor tests showed no statistical difference between the right and left ear in the cervical and ocular VEMP, the reading of regular stimuli were statistically higher than the reading of irregular stimuli and pseudowords, there were no differences between the literal and inferential questions. Finally, a positive and significant correlation was found between vertical saccadic and irregular stimuli, and between horizontal pendular tracking and most reading evaluations. Ocular VEMP correlated with reading, except for inferential questions. CONCLUSION: The main correlation between reading and VENG oculomotor tests was with horizontal pendular tracking, which evaluates the slow movement of the eyes in the horizontal direction, the same performed during reading. Correlation between ocular VEMP and reading was evidenced, indicating that the students with the best developed vestibular-ocular reflex presented better reading results.

[Working memory, phonological awareness and spelling hypothesis]. / Memória de trabalho, consciência fonológica e hipótese de escrita.

BACKGROUND: Working memory, phonological awareness and spelling hypothesis. AIM: To verify the relationship between working memory, phonological awareness and spelling hypothesis in pre-school children and first graders. METHOD: Participants of this study were 90 students, belonging to state schools, who presented typical linguistic development. Forty students were preschoolers, with the average age of six and 50 students were first graders, with the average age of seven. Participants were submitted to an evaluation of the working memory abilities based on the Working Memory Model (Baddeley, 2000), involving phonological loop. Phonological loop was evaluated using the Auditory Sequential Test, subtest 5 of Illinois Test of Psycholinguistic Abilities (ITPA), Brazilian version (Bogossian & Santos, 1977), and the Meaningless Words Memory Test (Kessler, 1997). Phonological awareness abilities were investigated using the Phonological Awareness: Instrument of Sequential Assessment (CONFIAS - Moojen et al., 2003), involving syllabic and phonemic awareness tasks. Writing was characterized according to Ferreiro & Teberosky (1999). RESULTS: Preschoolers presented the ability of repeating sequences of 4.80 digits and 4.30 syllables. Regarding phonological awareness, the performance in the syllabic level was of 19.68 and in the phonemic level was of 8.58. Most of the preschoolers demonstrated to have a pre-syllabic writing hypothesis. First graders repeated, in average, sequences of 5.06 digits and 4.56 syllables. These children presented a phonological awareness of 31.12 in the syllabic level and of 16.18 in the phonemic level, and demonstrated to have an alphabetic writing hypothesis. CONCLUSION: The performance of working memory, phonological awareness and spelling level are inter-related, as well as being related to chronological age, development and scholarity.

[Comparative analyses of the effectiveness of three different phonological therapy models]. / Análise comparativa da eficiência de três diferentes modelos de terapia fonológica.

BACKGROUND: phonological therapy in children with phonological disorders. AIM: to verify changes in the phonological system of children with phonological disorders, based on the comparison of number of acquired phonemes, number of sounds in the phonetic inventory and altered distinctive features, before and after therapy, and to verify differences between therapy models: Modified Cycles, Maximal Oppositions and ABAB--Withdrawal and Multiple Probes. METHOD: the research group was composed of 21 subjects, 15 male and 6 female, with phonological disorders, who had already completed speech-language treatment. The initial and final phonological assessments were compared taking into consideration the number of phonemes in the phonological systems, the number of sounds in the phonetic inventory and the altered distinctive features. Phonological changes that resulted from the application of the three therapeutic models were also compared. RESULTS: statistically significant differences were observed between the initial and final assessments in all of the three therapeutic models considering the number of acquired phonemes and the altered distinctive features, whereas in the phonetic inventory a statistically significant difference was observed only between the ABAB--Withdrawal and Multiple Probes and the Maximal Oppositions model. No statistical difference was observed between the therapy models. CONCLUSION: the three therapy models were effective in the treatment of children with phonological disorders, once all of the children presented improvement of their phonological system, phonetic inventory and altered distinctive features. No significant statistical difference was found between the models

The contrast between alveolar and velar stops with typical speech data: acoustic and articulatory analyses. / O contraste entre oclusivas alveolares e velares em dados típicos de fala: análises acústica e ultrassonográfica.

PURPOSE: This study used acoustic and articulatory analyses to characterize the contrast between alveolar and velar stops with typical speech data, comparing the parameters (acoustic and articulatory) of adults and children with typical speech development. METHODS: The sample consisted of 20 adults and 15 children with typical speech development. The analyzed corpus was organized through five repetitions of each target-word (/'kap ə/, /'tapə/, /'galo/ e /'daɾə/). These words were inserted into a carrier phrase and the participant was asked to name them spontaneously. Simultaneous audio and video data were recorded (tongue ultrasound images). The data was submitted to acoustic analyses (voice onset time; spectral peak and burst spectral moments; vowel/consonant transition and relative duration measures) and articulatory analyses (proportion of significant axes of the anterior and posterior tongue regions and description of tongue curves). RESULTS: Acoustic and articulatory parameters were effective to indicate the contrast between alveolar and velar stops, mainly in the adult group. Both speech analyses showed statistically significant differences between the two groups. CONCLUSION: The acoustic and articulatory parameters provided signals to characterize the phonic contrast of speech. One of the main findings in the comparison between adult and child speech was evidence of articulatory refinement/maturation even after the period of segment acquisition.

Correlations between vocabulary and phonological acquisition: number of words produced versus acquired consonants. / Correlações entre aquisição do vocabulário e da fonologia: número de palavras produzidas versus consoantes adquiridas.

PURPOSE: To verify the probable correlations between the number of word types and the number of consonants in the general phonological system in children with typical language development. METHODS: Study participants were 186 children aged one year and six months to five years, 11 months and 29 days who were monolingual Brazilian Portuguese speakers with typical language development. Data collection involved speech, language and hearing assessments and spontaneous speech recordings. Phonology was assessed with regard to the number of acquired consonants in the general phonological system, in each syllable structure and in Implicational Model of Feature Complexity (IMFC) levels. Vocabulary was assessed with regard to number of word types produced. These data were compared across age groups. After that, correlations between the word types produced and the variables established for the phonological system were analyzed. The significance level adopted was 5%. RESULTS: All phonological aspects evaluated presented gradual growth. Word types produced showed a similar behavior, though with a small regression at the age of five years. Different positive correlations occurred between the spoken word types and the variables analyzed in the phonological system. Only one negative correlation occurred with respect to the production of complex onset in the last age group analyzed. CONCLUSION: The phonology and vocabulary of the study participants present similar behaviors. There are many positive correlations between the word types produced and the different aspects of phonology, except regarding complex onset.

The use of conjunctions by children with typical language development. / O uso das conjunções por crianças com desenvolvimento típico de linguagem.

PURPOSE: To investigate the use of conjunctions in the spontaneous speech of three years old children with typical language development, who live in Santa Maria - RS. METHODS: 45 children, aged 3:0;0 - 3:11;29 (years:months;days) from the database of the Center for the Study of Language and Speech (CELF) participated of this study. The spontaneous speech of each child was transcribed and followed by analysis of the samples to identify the types of conjunctions for each age group. The samples were statistically analyzed using the R software that allowed the evaluation of the number and type of conjunctions used in each age group by comparing them with each other. RESULTS: The data indicated that the higher the age of the child, the greater the number of types of conjunctions used by them. The comparison between age groups showed significant differences when comparing the average number of conjunctions per age group, as well as for additive conjunctions and subordinating conjunctions. CONCLUSION: At age of three the children begin to develop the grammatical use of conjunctions, early appearing additive, adversative and explanatory coordinating conjunctions, and at 3:6 they are able to use the most complex conjunctions, as subordinating conjunctions.

Relação entre avaliações de leitura em escolares e queixas relatadas pelos responsáveis / Relationship between reading assessments in schoolchildren and complaints reported by guardians / Relación entre evaluaciones de lectura en escolares y denuncias reportadas por tutores

Introdução: Ler significa processar informações e transformar material escrito em fala e em significado. As pessoas que tiverem aprendido a ler terão desenvolvido um sistema mental de processamento de informações capaz de realizar essas transformações. Objetivo: correlacionar as habilidades de leitura e as queixas relacionadas à leitura de estudantes do terceiro ano do ensino fundamental. Método: 40 escolares de ambos os gêneros, idade média de 8,16 anos. Avaliou-se decodificação, fluência e compreensão textual, e as queixas relacionadas à leitura foram levantadas. Resultados: houve 37,5% de incidência de pelo menos uma queixa relacionada à leitura, prevalecendo a leitura lenta; acertos nos estímulos regulares foram estatisticamente superiores aos demais estímulos; os acertos na fluência variaram entre 0 e 45, o desempenho na compreensão leitora foi alto, sem diferença estatística entre questões inferenciais e literais; houve correlação entre as habilidades de leitura entre si, e entre a queixa "não lê" com estas habilidades. Conclusão: confirmou-se que a melhor decodificação favorece a fluência, que otimiza a compreensão leitora; a queixa "não lê" correlacionou-se com todas as avaliações de leitura, indicando os pais sensíveis à leitura de seus filhos.

Introduction: Reading means processing information and transforming written material into speech and meaning. People who have learned to read will have developed a mental information processing system capable of carrying out these transformations. Objective: To correlate reading skills and reading-related complaints of third grade students. Method: 40 students of both genders, mean age 8.16 years. Decoding, fluency and textual comprehension were evaluated, and reading-related complaints were raised. Results: there was a 37.5% incidence of at least one reading-related complaint, with slow reading prevailing; hits on regular stimuli were statistically superior to other stimuli; fluency scores ranged from 0 to 45, reading comprehension performance was high, with no statistical difference between inferential and literal questions; There was a correlation between reading skills among themselves, and between the complaint "not reading" with these skills. Conclusion: the incidence of reading-related complaints was high, and slow reading prevailed. It was confirmed that the best decoding favors fluency, which optimizes reading comprehension; the "not reading" complaint correlated with all reading assessments, indicating parents sensitive to their children's reading.

Introducción: Leer significa procesar información y transformar el material escrito en habla y significado. Las personas que han aprendido a leer habrán desarrollado un sistema de procesamiento de información mental capaz de realizar estos cambios. Objetivo: correlacionar las habilidades de lectura y las quejas relacionadas con la lectura de los estudiantes en el tercer año de la escuela primaria. Método: 40 estudiantes de ambos sexos, edad media 8,16 años. Se evaluaron la decodificación, fluidez y comprensión textual, y se plantearon quejas relacionadas con la lectura. Resultados: hubo una incidencia del 37,5% de al menos una queja relacionada con la lectura, prevaleciendo la lectura lenta; los golpes en estímulos regulares fueron estadísticamente superiores a otros estímulos; la fluidez correcta varió entre 0 y 45, el rendimiento de comprensión de lectura fue alto, sin diferencias estadísticas entre preguntas inferenciales y literales; existía una correlación entre las habilidades de lectura entre ellos y entre la queja "no leer" con estas habilidades. Conclusión: se confirmó que la mejor decodificación favorece la fluidez, lo que optimiza la comprensión de lectura; la queja "no lee" se correlacionó con todas las evaluaciones de lectura, lo que indica que los padres son sensibles a la lectura de sus hijos.

Proposal for a body balance training program for children through an integrative literature review / Proposta de programa de treinamento do equilíbrio corporal para público infantil por meio de revisão integrativa da literatura

ABSTRACT Objective: to verify, in the literature, the proposals to rehabilitate the vestibular function, so as to propose a training program for body balance for children. Methods: this article sought studies that proposed to rehabilitate or train body balance in the Medical Literature Analysis and Retrieval System Online (MEDLINE/PubMed) and Scientific Electronic Library Online (SCIELO) databases, in addition to digital sources from Brazilian public universities. As descriptors, the terms "rehabilitation", "balance" and "child" were used, combined with the Boolean operator AND. The variables analyzed were: public submitted to the intervention, number of subjects and age group, number and frequency of sessions, number and/or time of execution of the exercise, duration of the session and the program. Results: 17 (60.74%) articles were Brazilian, 14 (50%) used the Cawthorne and Cooksey protocol, 9 (32.14%) studied children, and the majority (67.85%) organized the program in weeks. A body balance training program, stimulating the three body balance systems, consisting of 30-minute sessions twice a week for 7 weeks, totaling 14 sessions, was developed. Conclusion: the analysis of the variable related to the protocol/strategy to rehabilitate the vestibular function indicated that no study proposed the stimulation of the three body balance systems, with no standardization for children, adults and the elderly. A vestibular function rehabilitation program was developed for children, with stimulation of these three systems, expanding the therapeutic possibilities in this area.

RESUMO Objetivo: verificar, na literatura, as propostas para reabilitar a função vestibular e propor um programa de treinamento do equilíbrio corporal para o público infantil. Metodos: buscou-se estudos propondo reabilitar/treinar o equilíbrio corporal nas bases de dados MEDLINE/PubMed e SCIELO, além das fontes digitais de universidades públicas brasileiras. Descritores utilizados: rehabilitation, balance e child, combinando-os com o operador boleano AND. Analisou-se as variáveis: público submetido à intervenção, número de sujeitos e faixa etária, número e periodicidade das sessões, número e/ou tempo de execução do exercício, duração da sessão e do programa. Resultados: 17 eram brasileiros, 14 utilizaram o protocolo de Cawthorne e Cooksey, nove estudaram crianças, a maioria organizou o programa em semanas. Elaborou-se um programa de treinamento do equilíbrio corporal que estimula os três sistemas do equilíbrio corporal, constituido por sessões de 30 minutos duas vezes por semana, durante 7 semanas, totalizando 14 sessões. Conclusão: a análise da variável relativa ao protocolo/estratégia para reabilitar a função vestibular indicou que nenhum estudo propôs a estimulação dos três sistemas do equilíbrio corporal, não havendo padronização para os públicos infantil, adulto e idoso. Elaborou-se um programa de reabilitação da função vestibular para crianças, com estimulação destes três sistemas, ampliando as possibilidades terapêuticas.

[Phonological awareness therapy in the literacy process]. / A terapia em consciência fonológica no processo de alfabetização.

BACKGROUND: Phonological awareness and literacy. AIM: to verify the influence of phonological awareness therapy in the literacy process. METHOD: 46 children were submitted to an assessment involving the reading and writing of words and non-words and of phonological awareness. The experimental group was submitted to therapy. RESULTS: Therapy had a positive influence in the performance of the children in the experimental group (76.47%) regarding tasks of phonological awareness and regarding their performance in reading and writing; only literate children were able to perform tasks involving phonemic awareness. CONCLUSION: Phonological awareness therapy facilitates the acquisition of the alphabetic code.

[Working memory abilities and the severity of phonological disorders]. / Habilidades de memória de trabalho e o grau de severidade do desvio fonológico.

BACKGROUND: Working memory. AIM: To verify the performance of working memory abilities and their relation with the severity of phonological disorders. METHOD: 45 children, with ages between 5.0 and 7.11 years, with evolutional phonological disorders (EFD), 17 female and 18 male, were evaluated. All subjects were assessed using the Child Phonological Evaluation proposed by Yavas et al. (1991). The severity of the disorder was determined by the Percentage of Correct Consonants (PCC) proposed by Shriberg and Kwiatkowski (1982), classifying the phonological disorder as severe, moderate-severe, average-moderate and average. After that, subtest 5 of the Psycholinguistic Abilities Test (ITPA--Bogossian & Santos, 1977) and the non-word repetition test (Kessler, 1997) were applied. RESULTS: After analyzing the data according the statistical tests of Kruskal Wallis and Duncan, it was verified that the performance of moderate-severe and severe individuals in the non-word repetition test was inferior to that of average-moderate and average individuals. However, performance results in the digit repetition test did not present a positive correlation with severity. CONCLUSION: The performance of phonological memory has a relation with the severity of phonological disorders. This allows us to accept the idea that the phonologic memory is related to speech production. Regarding the central executor, the results indicate that the performance in digit repetition, used to assess the central executor, did not present a correlation with the severity of the disorder. This can be justified by the fact that the central executor is more directly related to vocabulary acquisition and is responsible for processing and storing information.

[Generalization based on implicational relations in subjects treated with phonological therapy]. / A generalização baseada nas relações implicacionais em sujeitos submetidos a terapia fonológica.

BACKGROUND: Generalization based on implicational relations. AIM: To analyze generalization based on implicational relations in subjects with mild-moderate phonological disorder, who underwent therapy based on the Maximal Oppositions Model. METHOD: The initial phonological system of four subjects was analyzed, taking in consideration sounds that were not completely acquired and their changes in probes. A final phonological assessment was made. RESULTS: All subjects presented generalizations based on implicational relations and expanded their phonological systems. CONCLUSION: The Maximal Oppositions Model favored generalizations based on implicational relations.

[Working memory in children with phonological deviation]. / Memória de trabalho em crianças com desvio fonológico.

BACKGROUND: working memory. AIM: to verify the performance of children with normal speech development (NSD) and with evolutional phonological deviation (EPD), in tasks which demand the use of working memory. METHOD: as a research instrument, subtest 5 of the Illinois Test of Psycholinguistics Abilities (ITPA) was used, as well as the meaningless word repetition test. The answers were analyzed based on the results of the digit repetition test and the meaningless word repetition test, comparing the performance of both groups. RESULTS: when comparing the groups, it was verified that the performance of children with EPD is lower than children with NSD in both of the analyzed tests. CONCLUSION: the obtainded results confirm that the working memory is fundamental for the development of speech and for the phoneme choice when producing words.

Early lexical and phonological acquisition and its relationships.

PURPOSE: Verifying likely relationships between lexical and phonological development of children aged between 1 year to 1 year, 11 months and 29 days, who were enrolled in public kindergarten schools of Santa Maria (RS). METHODS: The sample consisted of 18 children of both genders, with typical language development and aged between 1 year to 1 year, 11 months and 29 days, separated in three age subgroups. Visual recordings of spontaneous speech of each child were collected and then lexical analysis regarding the types of the said lexical items and phonological assessment were performed. The number of sounds acquired and partially acquired were counted together, and the 19 sounds and two all phones of Brazilian Portuguese were considered. To the statistical analysis, the tests of Kruskal-Wallis and Wilcoxon were used, with significance level of prelace_LT0.05. RESULTS: When compared the means relating to the acquired sounds and mean of the acquired and partially acquired sounds percentages, there was difference between the first and the second age subgroup, and between the first and the third subgroup. In the comparison of the said lexical items means among the age subgroups, there was difference between the first and the second subgroup, and between the first and the third subgroup again. In the comparison between the said lexical items and acquired and partially acquired sounds in each age subgroup, there was difference only in the age subgroup of 1 year and 8 months to 1 year, 11 months and 29 days, in which the sounds highlighted. CONCLUSION: The phonological and lexical domains develop as a growing process and influence each other. The Phonology has a little advantage.

Ultrasound applicability in Speech Language Pathology and Audiology.

PURPOSE: To present recent studies that used the ultrasound in the fields of Speech Language Pathology and Audiology, which evidence possibilities of the applicability of this technique in different subareas. RESEARCH STRATEGY: A bibliographic research was carried out in the PubMed database, using the keywords "ultrasonic," "speech," "phonetics," "Speech, Language and Hearing Sciences," "voice," "deglutition," and "myofunctional therapy," comprising some areas of Speech Language Pathology and Audiology Sciences. The keywords "ultrasound," "ultrasonography," "swallow," "orofacial myofunctional therapy," and "orofacial myology" were also used in the search. SELECTION CRITERIA: Studies in humans from the past 5 years were selected. In the preselection, duplicated studies, articles not fully available, and those that did not present direct relation between ultrasound and Speech Language Pathology and Audiology Sciences were discarded. DATA ANALYSIS: The data were analyzed descriptively and classified subareas of Speech Language Pathology and Audiology Sciences. The following items were considered: purposes, participants, procedures, and results. RESULTS: We selected 12 articles for ultrasound versus speech/phonetics subarea, 5 for ultrasound versus voice, 1 for ultrasound versus muscles of mastication, and 10 for ultrasound versus swallow. Studies relating "ultrasound" and "Speech Language Pathology and Audiology Sciences" in the past 5 years were not found. CONCLUSION: Different studies on the use of ultrasound in Speech Language Pathology and Audiology Sciences were found. Each of them, according to its purpose, confirms new possibilities of the use of this instrument in the several subareas, aiming at a more accurate diagnosis and new evaluative and therapeutic possibilities.

Estudo comparativo sobre a aquisição de palavras de classe aberta e classe fechada em crianças com desenvolvimento típico de linguagem / Comparative study on the acquisition of open class words and closed class in children with typical language development / Estudio comparativo sobre la adquisición de palabras de clase abierta y clase cerrada en niños con desarrollo típico de lenguaje

Introdução: O aumento do vocabulário é um aspecto de grande importância para o desenvolvimento cognitivo da criança. Abrange vários aspectos das palavras como suas pronúncias, as definições de seus significados, regras sintáticas de seus usos e o modo como as palavras são escritas. Objetivo: verificar a aquisição de palavras de classe e 29 dias, matriculadas em escolas de educação infantil da rede pública municipal de de Santa Maria.Métodos: a amostra foi composta por 72 crianças com idades entre dois e quatro anos, 11 meses e 29 dias, sendo 36 meninos e 36 meninas, distribuídos uniformemente entre faixas etárias, com desenvolvimento típico de linguagem. Foram realizadas filmagens da fala espontânea de cada sujeito, e após, realizou-se a análise do vocabulário. Para análise estatística foram utilizados o Programa Statistical Analysis System, versão 9.2 e os testes de Mann-Whitney e Kruskal-Wallis. Em ambos os testes o nível de significância adotado foi de 5% (p < 0,05). Resultados: não houve influência do sexo no desempenho de aquisição de classes de palavras. No entanto, quanto à faixa etária, pode ser observada diferença estatisticamente significante na aquisição de palavras de classe fechada. Conclusão: de acordo com os resultados, foi possível concluir que a aquisição de palavras de classe aberta não é influenciada pelas variáveis sexo e idade. Houve relação positiva entre aquisição de palavras de classe fechada e a faixa etária, sendo maior nas crianças com maior idade. aberta e fechada em crianças com idades entre 2 anos e 4 anos, 11 meses.

Introduction: The increasing of vocabulary is an aspect of great importance for the child's cognitive development. Covering various aspects of words as their pronunciations, definitions of their meanings, syntactic rules of their uses and the way words are written. Purpose: to investigate the acquisition of open and closed class words in children aged 2 years to 4 years, 11 months and 29 days, enrolled in preschools within the municipal public network of Santa Maria. Methods: the sample was composed of 72 children aged from two to four years, 11 months and 29 days, being 36 boys and 36 girls, with typical language development, distributed evenly among age groups. Filming of spontaneous speech of each subject was held, and after, was held the analysis of the vocabulary and mean length of utterance. For statistical analysis was used the Statistical Analysis System, 9.2, and Mann-Whitney and Kruskal-Wallis tests, with significance level p<0.05. Results: it was not observed influence of gender in performance acquisition of speech. However, as to the age group, it can be observed significant difference in the acquisition of closed-class words. Conclusion: According to the results, it was concluded that the acquisition of open class words is not influenced by gender and age variables. There was a positive relationship between acquisition of closed-class words and the age range, being higher in children with higher age.

Introducción: El aumento del vocabulario es un aspecto de gran importancia para el desarrollo cognitivo del niño. Abordando varios aspectos de las palabras como sus pronunciaciones, las definiciones de sus significados, reglas sintácticas de sus usos y el modo en que se escriben las palabras. Objetivo:verificar la adquisición de palabras de clase abierta y cerrada en niños con edades entre 2 años a 4 años, 11 meses y 29 días, matriculadas en escuelas de educación infantil de la red pública municipal de Santa Maria. Métodos: la muestra fue compuesta por 72 niños con edades entre dos años a cuatro años, 11 meses y 29 días, siendo 36 niños y 36 niñas, distribuidos uniformemente entre franjas etarias, con desarrollo típico de lenguaje. Se realizaron filmaciones del habla espontánea de cada sujeto, y después, se realizó el análisis del vocabulario. Para el análisis estadístico se utilizó el Programa Statistical Analysis System, versión 9.2 y las pruebas de Mann-Whitney y Kruskal-Wallis. En ambas pruebas el nivel de significancia adoptado fue del 5% (p <0,05). Resultados: no hubo influencia del sexo en el desempeño de adquisición de clases de palabras. Sin embargo, en cuanto al grupo de edad, puede observarse una diferencia estadísticamente significativa en la adquisición de palabras de clase cerrada. Conclusión: de acuerdo con los resultados, fue posible concluir que la adquisición de palabras de clase abierta no está influenciada por las variables de género y edad. Hubo relación positiva entre adquisición de palabras de clase cerrada y el grupo de edad, siendo mayor, en los niños con mayor edad.

Performance de crianças com desenvolvimento típico de linguagem em tarefas de produção e compreensão de orações relativas em relação ao desempenho escolar / Performance of children with typical language development in tasks of production and understanding relative clauses in relation to school performance / Rendimiento de niños con desarrollo típico de lenguaje en tareas de producción y comprensión de oraciones relativas en relación al desempeño escolar

Objetivo: Analisar a performance de crianças com desenvolvimento típico de linguagem, em tarefas de produção e de compreensão de orações relativas comparando com o desempenho escolar. Métodos: Fizeram parte deste estudo 30 crianças, com idades entre 4:0 e 8:11 (anos:meses). Foi realizada avaliação fonológica da criança (AFC), exame articulatório, teste de compreensão de orações relativas, teste de produção de orações relativas, avaliação da linguagem oral e triagem auditiva. Para análise do desempenho escolar, foi dada uma escala de 1 a 5 para a professora responsável pela criança. Após, foram selecionadas as crianças dentro dos critérios de inclusão e divididas por desempenho escolar. Os resultados foram analisados estatisticamente, realizando a comparação entre o desempenho escolar e a compreensão de orações relativas, e entre o desempenho escolar e a produção das orações relativas. Resultados: Na comparação entre o desempenho escolar e o teste de compreensão, houve diferença estatística, indicando que quanto melhor o desempenho escolar, melhor o desempenho no teste de compreensão de orações relativas. Na comparação do desempenho escolar com o teste de produção, não houve diferença estatística significativa. Conclusão: O desempenho escolar interfere na compreensão das orações relativas, pois, quanto melhor o desempenho escolar melhor será a performance das crianças no teste de compreensão de orações relativas. Quanto à produção, o desempenho escolar não interfere.

Objective: To analyze the performance of children with typical language development, in production tasks and in the understanding of relative clauses, comparing with school performance. Methods: This study included 30 children, aged between 4: 0 and 8:11 (years: months). A phonological evaluation of the child (AFC), articulatory examination, relative sentence comprehension test, relative sentence production test, oral language evaluation and auditory screening were performed. For analysis of school performance, a scale of 1 to 5 was given to the teacher responsible for the child. Afterwards, the children were selected according to inclusion criteria and divided by school performance. Samples were analyzed statistically, performing tests comparing school performance and understanding of relative sentences. Results: In the comparison between the school performance and the comprehension test, there was a statistical difference, indicating that the better the school performance, the better the test for understanding relative sentences. In the comparison of school performance with production, there was no significant statistical difference. Conclusion: School performance interferes in the understanding of relative clauses and the better the school performance, the better the performance of children in the test of relative sentence comprehension. As for production, school performance does not interfere.

Objetivo: Analizar el desempeño de los niños con el desarrollo típico del lenguaje, las tareas de producción y la comprensión de las oraciones relativas comparando con el desempeño escolar. Métodos: Hizo parte de este estudio 30 niños, con edades entre 4:0 y 8:11 (años:meses). Se realizó una evaluación fonológica del niño (AFC), examen articulatorio, prueba de comprensión de oraciones relativas, prueba de producción de oraciones relativas, evaluación del lenguaje oral y clasificación auditiva. Para el análisis del desempeño escolar, se dio una escala de 1 a 5 para la profesora esponsable del niño. Después de haber sido seleccionados los niños dentro de los criterios de inclusión y divida por desempeño escolar. Los resultados fueron analizados estadísticamente, realizando la comparación entre el desempeño escolar y la comprensión de oraciones relativas, y entre el desempeño escolar y la producción de las oraciones relativas. Resultados: En la comparación entre el desempeño escolar y la prueba de comprensión, hubo diferencia estadística, indicando que cuanto mejor el desempeño escolar, mejor el desempeño en la prueba de comprensión de oraciones relativas. En la comparación del desempeño escolar con la prueba de producción, no hubo diferencia estadística significativa. Conclusión: El desempeño escolar interfiere en la comprensión de las oraciones relativas, pues, cuanto mejor el desempeño escolar mejor será el desempeño de los niños en la prueba de comprensión de oraciones relativas. En cuanto a la producción el desempeño escolar no interfiere.

The interaction between awareness of one's own speech disorder with linguistics variables: distinctive features and severity of phonological disorder.

PURPOSE: To analyze the possible relationship among the awareness of one's own speech disorder and some aspects of the phonological system, as the number and the type of changed distinctive features, as well as the interaction among the severity of the disorder and the non-specification of distinctive features. METHODS: The analyzed group has 23 children with diagnosis of speech disorder, aged 5:0 to 7:7. The speech data were analyzed through the Distinctive Features Analysis and classified by the Percentage of Correct Consonants. One also applied the Awareness of one's own speech disorder test. The children were separated in two groups: with awareness of their own speech disorder established (more than 50% of correct identification) and without awareness of their own speech disorder established (less than 50% of correct identification). Finally, the variables of this research were submitted to analysis using descriptive and inferential statistics. RESULTS: The type of changed distinctive features weren't different between the groups, as well as the total of changed features and the severity disorder. However, a correlation between the severity disorder and the non-specification of distinctive features was verified, because the more severe disorders have more changes in these linguistic variables. CONCLUSION: The awareness of one's own speech disorder doesn't seem to be directly influenced by the type and by the number of changed distinctive features, neither by the speech disorder severity. Moreover, one verifies that the greater phonological disorder severity, the greater the number of changed distinctive features.

Augmentative and alternative communication: from qualification to speech, language and hearing science clinical practice / Comunicação suplementar alternativa: da formação a atuação clínica fonoaudiológica

ABSTRACT Purpose: to investigate the qualification of the speech language and hearing therapists and their clinical performance with Augmentative and Alternative Communication. Methods: a descriptive, transversal, individual and contemporary study. Data were collected through a questionnaire, filled by twenty-four speech therapists, selected by a convenience sample. Content analysis was chosen for data study. Results: regarding access to the information media, all speech therapists in the sample presented the initiative to supply the absence of language training with Augmentative and Alternative Communication by different means. Regarding the dual focus on intervention, all speech therapists were favorable to this practice. However, according to experience, they reported resistance from the family, school and other therapists. The results showed two different types of introduction implementation and use of Augmentative and Alternative Communication, predominantly formed by strategies contemplating the pragmatic use of language through the contextualization of significant activities for the user. The other way used the Picture Exchange Communication System. Conclusion: the speech-language and hearing therapists in the present study inserted different interlocutors in the intervention, guided by implicit or explicit linguistic principles, by theoretical frameworks specific to the area of Augmentative and Alternative Communication knowledge, by global neuromotor elements and, finally, by principles of functionality and general wellness.

RESUMO Objetivo: investigar a formação do fonoaudiólogo e sua atuação clínica com a Comunicação Suplementar e Alternativa. Métodos: estudo descritivo, de caráter transversal, individual e contemporâneo. Os dados foram coletados por meio de questionário, preenchido por vinte e quatro fonoaudiólogas, selecionadas por amostra de conveniência. Elegeu-se a análise de conteúdo para estudo dos dados. Resultados: quanto ao acesso aos meios de informação todas as fonoaudiólogas da amostra apresentaram a iniciativa de suprir a ausência da formação em linguagem com Comunicação Suplementar e Alternativa por diferentes meios. Em relação ao foco duplo na intervenção todos os fonoaudiólogos foram favoráveis a essa prática, entretanto relataram, conforme a experiência, resistência da família, da escola e de outros terapeutas. Os resultados mostraram dois tipos diferentes de implementação da introdução e uso da Comunicação Suplementar e Alternativa, sendo predominantemente por estratégias que contemplem o uso pragmático da linguagem por meio de contextualização de atividades significativas para o usuário. A outra forma foi o uso do Picture Exchange Communication System. Conclusão: os fonoaudiólogos investigados na presente pesquisa inseriram diferentes interlocutores na intervenção e guiaram-se em princípios linguísticos implícitos ou explícitos, em referenciais teóricos específicos à área do conhecimento Comunicação Suplementar e Alternativa, em elementos neuromotores globais e, por fim, em princípios de funcionalidade e bem-estar geral.

O contraste entre oclusivas alveolares e velares em dados típicos de fala: análises acústica e ultrassonográfica / The contrast between alveolar and velar stops with typical speech data: acoustic and articulatory analyses

RESUMO Objetivo Caracterizar acústica e articulatoriamente o contraste entre oclusivas alveolares e velares em dados típicos de fala, além de comparar os parâmetros (acústicos e articulatórios) de adultos e de crianças com desenvolvimento típico de fala. Método A amostra consistiu de 20 adultos e 15 crianças com desenvolvimento típico de fala. O corpus analisado no presente estudo foi composto por cinco repetições de cada palavra-alvo (/’kap ə/, /‘tapə/, /‘galo/ e /‘daɾə/). Essas palavras foram inseridas em frase-veículo e o indivíduo foi instruído a nomeá-las espontaneamente. Foi realizada a gravação simultânea de áudio e vídeo (imagens de ultrassom de língua). Os dados passaram por análise acústica (voice onset time; pico espectral e momentos espectrais do burst; transição consoante/vogal e medidas de duração relativa) e articulatória (proporção de eixos significantes da região anterior e posterior de língua e descrição das curvas de língua). Resultados Os parâmetros acústicos e articulatórios investigados foram sensíveis em marcar o contraste entre oclusivas alveolares e velares, principalmente, no grupo de adultos. Ambas as análises de fala sinalizaram também algumas diferenças estatisticamente significantes entre os dois grupos da pesquisa. Conclusão Os parâmetros acústicos e articulatórios investigados forneceram indícios para a caracterização do contraste fônico alvo do estudo. Dentre as principais contribuições da comparação da fala adulta e infantil, destaca-se a evidência de um período de refinamento/amadurecimento articulatório, mesmo após a aquisição dos segmentos oclusivos.

ABSTRACT Purpose This study used acoustic and articulatory analyses to characterize the contrast between alveolar and velar stops with typical speech data, comparing the parameters (acoustic and articulatory) of adults and children with typical speech development. Methods The sample consisted of 20 adults and 15 children with typical speech development. The analyzed corpus was organized through five repetitions of each target-word (/’kap ə/, /‘tapə/, /‘galo/ e /‘daɾə/). These words were inserted into a carrier phrase and the participant was asked to name them spontaneously. Simultaneous audio and video data were recorded (tongue ultrasound images). The data was submitted to acoustic analyses (voice onset time; spectral peak and burst spectral moments; vowel/consonant transition and relative duration measures) and articulatory analyses (proportion of significant axes of the anterior and posterior tongue regions and description of tongue curves). Results Acoustic and articulatory parameters were effective to indicate the contrast between alveolar and velar stops, mainly in the adult group. Both speech analyses showed statistically significant differences between the two groups. Conclusion The acoustic and articulatory parameters provided signals to characterize the phonic contrast of speech. One of the main findings in the comparison between adult and child speech was evidence of articulatory refinement/maturation even after the period of segment acquisition.

Parâmetros acústicos e articulatórios durante a produção do contraste entre oclusivas alveolares e velares: dados típicos e de desvio fonológico / Acoustic and articulatory parameters during the production of the contrast between alveolar and velar stops: typical and phonological disorder data

RESUMO Introdução Análises instrumentais de fala, como a análise acústica e a articulatória (por exemplo, as imagens de ultrassom de língua), podem identificar habilidades linguísticas dos falantes, não detectadas por análise perceptivoauditiva. Objetivo Comparar os parâmetros acústicos e articulatórios entre as oclusivas alveolares e velares e entre crianças com desenvolvimento típico de fala e crianças com desvio fonológico. Métodos A amostra consistiu de 15 crianças com desenvolvimento típico de fala e sete crianças com desvio fonológico. O corpus foi composto pelas palavras alvo: /'kapə/, /'tapə/, /'galo/ e /'daɾə/, inseridas em frase veículo e nomeadas espontaneamente. Foi realizada a gravação simultânea de áudio e vídeo (imagens de ultrassonografia de língua). Os dados passaram por análise acústica e articulatória. Resultados Seis (pico espectral, centroide, variância, assimetria, curtose e transição consoante-vogal) dos nove parâmetros acústicos investigados não mostraram distinções entre os grupos. Os valores de pico espectral e transição consoante-vogal foram os únicos não significativos para a marcação do contraste alvo. Em relação aos dados de ultrassonografia, a proporção de eixos significantes das regiões anterior e posterior de língua mostrou algumas diferenças no grupo típico, diferentemente do grupo com desvio fonológico. As curvas de língua também evidenciaram particularidades, em ambos os grupos. Conclusão Os parâmetros acústicos e articulatórios forneceram evidências sobre o contraste fônico entre oclusivas alveolares e velares, na amostra estudada. Observou-se um refinamento articulatório das crianças com desenvolvimento típico de fala e a presença de contrastes encobertos na fala das crianças com desvio fonológico.

ABSTRACT Introduction Speech instrumental analysis, such as acoustic and articulatory (e.g. ultrasound tongue images) may identify speakers' undetected linguistic skills through auditory perceptual analysis. Purpose To compare the acoustic and articulatory parameters between alveolar and velar stops and between children with typical speech development and children with phonological disorders. Methods The sample consisted of fifteen children with typical speech development and seven children with phonological disorders. The corpus was organized through the target-words: /'kapə/, /'tapə/, /'galo/ and /'daɾə/, into carrier phrase and spontaneously named. Simultaneous audio and video (tongue ultrasound images) recording were performed. The data was analyzed in acoustic and articulatory ways. Results Six (spectral peak, centroid, variance, skewness, kurtosis and consonant-vowel transition) of the nine acoustic parameters investigated did not demonstrate any distinctions between children with and without speech alterations. Only spectral peak and consonant-vowel transition values were not significant for differentiating the target contrast. In relation to the ultrasound data, the proportion of significant axes of the tongue's anterior and posterior region showed some significant variations in the typical group, different from the group with phonological disorders. The tongue curves also evidenced particularities between the groups. Conclusion The acoustic and articulatory parameters provided evidence about the phonic contrast between alveolar and velar stops in the studied sample. It was observed an articulatory refining of children with typical speech development and the presence of covert contrast in the speech of children with phonological disorders.