NCOA3 identified as a new candidate to explain autosomal dominant progressive hearing loss.

Hearing loss is a frequent sensory impairment in humans and genetic factors account for an elevated fraction of the cases. We have investigated a large family of five generations, with 15 reported individuals presenting non-syndromic, sensorineural, bilateral and progressive hearing loss, segregating as an autosomal dominant condition. Linkage analysis, using SNP-array and selected microsatellites, identified a region of near 13 cM in chromosome 20 as the best candidate to harbour the causative mutation. After exome sequencing and filtering of variants, only one predicted deleterious variant in the NCOA3 gene (NM_181659, c.2810C > G; p.Ser937Cys) fit in with our linkage data. RT-PCR, immunostaining and in situ hybridization showed expression of ncoa3 in the inner ear of mice and zebrafish. We generated a stable homozygous zebrafish mutant line using the CRISPR/Cas9 system. ncoa3-/- did not display any major morphological abnormalities in the ear, however, anterior macular hair cells showed altered orientation. Surprisingly, chondrocytes forming the ear cartilage showed abnormal behaviour in ncoa3-/-, detaching from their location, invading the ear canal and blocking the cristae. Adult mutants displayed accumulation of denser material wrapping the otoliths of ncoa3-/- and increased bone mineral density. Altered zebrafish swimming behaviour corroborates a potential role of ncoa3 in hearing loss. In conclusion, we identified a potential candidate gene to explain hereditary hearing loss, and our functional analyses suggest subtle and abnormal skeletal behaviour as mechanisms involved in the pathogenesis of progressive sensory function impairment.

Phoniatric evaluation: relationships between a set of tests and academic difficulties.

INTRODUCTION: Learning disability has a significant relevance and can generate negative social impacts on the future of an individual if not corrected in time. Phoniatrics is an area of otorhinolaryngology responsible for evaluating, diagnosing, and referring these cases for therapy and/or complementing the multidisciplinary diagnosis. OBJECTIVE: To evaluate in school-aged children the association between the application of a set of tests used in the phoniatric assessment and complaints of academic difficulties. To identify which tests would show the main association with academic performance when applied individually. METHODS: Blind, cross-sectional study, subdivided into 4 stages. In the 1st stage, 66 children in the third year of elementary school were submitted to the set of tests of skills applied by the phoniatrician; in the 2nd stage, the physician asked the educators about complaints of academic difficulties regarding the students; in the 3rd stage the students' Portuguese language school grade was obtained and in the 4th stage an analysis was made between the data. RESULTS: The educator identified complaints of academic difficulties in 27.2% of the 66 students. There was a statistically significant association between academic difficulties and the following tests of skills: dictation of words and pseudowords, dictation of words, dictation of pseudowords, rhyming, phonemic synthesis, and in the reading test; fluency, intonation and comprehension of the text and morals were analyzed in the reading test. In the multivariate logistic regression analysis, the tests selected to comprise the final model, showing greater association with the academic difficulty complaint were: dictation of words, intonation in reading and comprehension of the morals of the story. CONCLUSION: The tests identified as the most relevant in identifying academic difficulties were dictation of words, intonation in reading and comprehension of the morals of the story. However, the other tests that were part of the phoniatric consultation allowed the observation of the individual and their functioning abilities, leading to a better assessment of the case, regarding aspects not directly related to the pedagogical one.

Reading and comprehension: phoniatric assessment in students with reading difficulties.

INTRODUCTION: Reading is a highly refined skill that encompasses two main components: decoding graphic symbols and understanding the written message. These aspects generally develop together, but reading comprehension is a much more complex process, sustained not only by the identification of written words and vocabulary but also by language systems, such as syntax and general knowledge. Although there is a well-established technique for performing the phoniatric assessment, there is no common use of tests that assess reading comprehension or the association of this information with other assessment data. OBJECTIVE: The objective of this study is, in the context of the phoniatric consultation, to evaluate the reading and retelling in children with relevant reading difficulties and to correlate the decoding and comprehension problems with the alterations observed in auditory and visual perceptual tests, pointing out the evidence that best contributed to the differential diagnosis of these subjects. METHODS: Starting from a population of 301 children enrolled in the 4th and 5th grades of elementary school, 13 children with evident reading and writing difficulties were evaluated regarding the reading and retelling tasks and separated into groups according to the problem of decoding, fluency, and comprehension. Reading performance was correlated with the performance in visual and auditory perceptual tests and based on the similarity analysis, the tests considered to be the most relevant in the diagnosis process of these children were identified. RESULT: The results suggest that the tasks: naming of figures, repetition of numbers in reverse order, figure copying, syllabic synthesis, phonemic synthesis, rhyme, and phonemic manipulation altogether contribute to diagnosis and multidisciplinary intervention aspects. CONCLUSION: Some tasks are more relevant to the diagnostic process of children with complaints of learning difficulties in reading.

Adherence to Remote Microphone System use at school in children and adolescents with hearing loss. / Adesão ao uso do Sistema de Microfone Remoto em estudantes com deficiência auditiva usuários de dispositivos auditivos.

PURPOSE: To identify relationships between Remote Microphone System (RMS) use in the classroom and the schools' and teachers' characteristics. METHODS: We analyzed 120 subjects aged 5 to 17 years with hearing loss who had received an RMS from a health service accredited by the Unified Health System (SUS). The teachers of RMS users were the other subjects in the study. We analyzed the patients' medical records and interviewed their parents/guardians at the follow-up visit to verify issues related to the RMS and its use at school. We contacted the schools over the phone and visited some of them. RESULTS: Of the students, 54% used the device at school; 22% involuntarily did not use it; and 24% voluntarily did not use it. The Speech Intelligibility Index pattern of those who used the RMS was similar to those who involuntarily did not use it. There was a significant difference between the type of school and educational level - 86% of regular school students and elementary school students tend to use the device more often (62%). CONCLUSION: Most subjects use the RMS at school. The students' educational level also interfered with the adherence to RMS use, as elementary school students had a higher adherence. The data suggest that the coordination between health services and schools favors RMS use. However, when the parents mediate this relationship, other factors interfere with the systematic RMS use in the school routine.

OBJETIVO: Identificar relações entre a utilização sistemática do Microfone Remoto (MR) em sala de aula de estudantes com deficiência auditiva e características das escolas e dos professores. MÉTODO: Foram analisados 120 sujeitos, entre cinco e 17 anos, com deficiência auditiva que foram adaptados MR em um Serviço de Saúde credenciada pelo Sistema Único de Saúde (SUS). Também foram sujeitos, professores de usuários de MR. Realizou-se uma análise de prontuários e no momento que os sujeitos compareceram para acompanhamento foi realizado entrevista com os pais/responsáveis para caracterizar rotina de utilização do MR na escola. Foram realizados contatos telefônicos e visitas presenciais em algumas escolas. RESULTADOS: Quanto ao uso, observa-se que a maioria dos sujeitos utilizava o dispositivo na escola. Aqueles que não utilizavam involuntariamente e voluntariamente consistiu na minoria dos sujeitos. Houve uma similaridade no padrão do Speech Intelligibility Index -SII dos sujeitos que 'usam' e 'não usam involuntariamente' o MR. Houve diferença significativa entre o tipo de escola e o nível de escolaridade, a maioria dos sujeitos que frequentavam escola regular e estavam matriculados no ensino fundamental I tendem a usar mais o dispositivo. CONCLUSÃO: A maioria dos sujeitos faz uso do MR na escola. O nível educacional do estudante também foi um fator que interferiu na adesão ao uso dos MR, com maior adesão em estudantes do Ensino Fundamental I. Os dados sugerem que a articulação entre serviço de saúde e escola favorece a utilização do MR, entretanto quando essa relação é intermediada pelos pais, outros fatores acabam interferindo no uso sistemático no cotidiano da escola.

Relationship between hearing capacity and performance on tasks of speech perception in children with hearing loss. / Relações entre medidas de capacidade auditiva e desempenho em tarefas de percepção da fala em crianças com deficiência auditiva.

PURPOSE: To establish the relationship between the performance on word recognition tasks, using words with and without sense and degree, and the configuration of hearing loss, by using Speech Inteligibility Index (SII) values as indicators, in children with hearing loss. METHODS: SII were established for 55 and 65 Decibel of Sound Pressure Level (dB SPL) input sounds of ten children presenting bilateral sensorineural hearing loss (SNHL), adapted with bilateral hearing aids, and who have oral language as the main mode of communication. The children were submitted to a word and nonsense-word repetition task of two or three intensity degrees. Their productions were analyzed according to the Word Association for Syllable Perception (WASP) Protocol. In the data analysis, the values of SII were compared with the results obtained in each analysis criterion. RESULTS: Pertaining to the words, there was statistically significant difference between the two types of stimuli in 55 dBSPL. As for the performance of consonants and point of articulation, there was a statistically significant difference between stimuli types in 65 and 55 dB SPL, and between intensities 65 and 55 dB SPL in nonsense words. CONCLUSION: Overall, there was no regularity in the relationship between hearing ability and performance in speech perception tasks. The results suggest that performance in the nonsense words recognition tasks was more related to intelligibility index than to words with meaning, possibly because it limits semantic closure strategies by the subject.

OBJETIVO: Estabelecer relações entre o desempenho em tarefa de reconhecimento de palavras com e sem sentido e grau e configuração da perda auditiva, utilizando valores de Índices de Inteligibilidade de Fala (SII) como indicadores, em crianças com deficiência auditiva. MÉTODO: Foram estabelecidos os SII para sons de entradas de 55 e 65 Decibéis Nível de Pressão Sonora (dBNPS) de dez crianças com perda auditiva neurossensorial usuárias de aparelho de amplificação sonora individual bilateralmente que têm a linguagem oral como principal modalidade de comunicação. As crianças foram submetidas à tarefa de repetição de palavras com e sem sentido em duas ou três diferentes intensidades. As emissões foram analisadas de acordo com o Protocolo Word Association for Syllable Perception (WASP). Na análise dos dados, o SII foi comparado com os resultados obtidos em cada critério de análise. RESULTADOS: Para o desempenho em palavras, houve diferença estatisticamente significante entre os dois tipos de estímulo em 55dBNPS. Para o desempenho em consoantes e ponto de articulação, houve diferença estatisticamente significante entre os tipos de estímulos em 65 e 55dBNPS e também entre as intensidades de 65 e 55 dBNPS nas palavras sem sentido. CONCLUSÃO: De modo geral, não houve regularidade na relação entre capacidade auditiva e desempenho em tarefas de percepção da fala. Os resultados sugerem que o desempenho nas tarefas de reconhecimento de palavras sem sentido tem maior relação com o índice de inteligibilidade do que as palavras com sentido, possivelmente por limitar as estratégias de fechamento semântico pelo sujeito.

Audiology in Brazil.

The profession of audiology took root in Brazil nearly a half a century ago and has since blossomed into a flourishing, well-developed field. Currently, audiologists in Brazil work at private institutions, including private medical practices and dedicated speech and hearing clinics. They are also employed in a wide array of public institutions, including community clinics, elementary schools, colleges, and universities. In both the private sector and health clinics, audiologists perform diagnostic evaluations of auditory and vestibular disorders, select and fit hearing aids, and provide aural rehabilitation. At the public level, they assist with workers' health programs, dispense hearing aids, and aural rehabilitation. There is always room to grow, however, and the future of audiology in Brazil holds both challenges and opportunity. The following article will sketch the development of audiology training and practice in Brazil, provide a picture of how the field stands today, and summarize the unique challenges which the profession faces in this large and diverse nation.

Phoniatric evaluation: relationships between a set of tests and academic difficulties

Abstract Introduction: Learning disability has a significant relevance and can generate negative social impacts on the future of an individual if not corrected in time. Phoniatrics is an area of otorhinolaryngology responsible for evaluating, diagnosing, and referring these cases for therapy and/or complementing the multidisciplinary diagnosis. Objective: To evaluate in school-aged children the association between the application of a set of tests used in the phoniatric assessment and complaints of academic difficulties. To identify which tests would show the main association with academic performance when applied individually. Methods: Blind, cross-sectional study, subdivided into 4 stages. In the 1st stage, 66 children in the third year of elementary school were submitted to the set of tests of skills applied by the phoniatrician; in the 2nd stage, the physician asked the educators about complaints of academic difficulties regarding the students; in the 3rd stage the students' Portuguese language school grade was obtained and in the 4th stage an analysis was made between the data. Results: The educator identified complaints of academic difficulties in 27.2% of the 66 students. There was a statistically significant association between academic difficulties and the following tests of skills: dictation of words and pseudowords, dictation of words, dictation of pseudowords, rhyming, phonemic synthesis, and in the reading test; fluency, intonation and comprehension of the text and morals were analyzed in the reading test. In the multivariate logistic regression analysis, the tests selected to comprise the final model, showing greater association with the academic difficulty complaint were: dictation of words, intonation in reading and comprehension of the morals of the story. Conclusion: The tests identified as the most relevant in identifying academic difficulties were dictation of words, intonation in reading and comprehension of the morals of the story. However, the other tests that were part of the phoniatric consultation allowed the observation of the individual and their functioning abilities, leading to a better assessment of the case, regarding aspects not directly related to the pedagogical one.

Reading and comprehension: Phoniatric assessment in students with reading difficulties

Abstract Introduction: Reading is a highly refined skill that encompasses two main components: decoding graphic symbols and understanding the written message. These aspects generally develop together, but reading comprehension is a much more complex process, sustained not only by the identification of written words and vocabulary but also by language systems, such as syntax and general knowledge. Although there is a well-established technique for performing the Phoniatric assessment, there is no common use of tests that assess reading comprehension or the association of this information with other assessment data. Objective: The objective of this study is, in the context of the Phoniatric consultation, to evaluate the reading and retelling in children with relevant reading difficulties and to correlate the decoding and comprehension problems with the alterations observed in auditory and visual perceptual tests, pointing out the evidence that best contributed to the differential diagnosis of these subjects. Methods: Starting from a population of 301 children enrolled in the 4th and 5th grades of elementary school, 13 children with evident reading and writing difficulties were evaluated regarding the reading and retelling tasks and separated into groups according to the problem of decoding, fluency, and comprehension. Reading performance was correlated with the performance in visual and auditory perceptual tests and based on the similarity analysis, the tests considered to be the most relevant in the diagnosis process of these children were identified. Result: The results suggest that the tasks: naming of figures, repetition of numbers in reverse order, figure copying, syllabic synthesis, phonemic synthesis, rhyme, and phonemic manipulation altogether contribute to diagnosis and multidisciplinary intervention aspects. Conclusion: Some tasks are more relevant to the diagnostic process of children with complaints of learning difficulties in reading.

Nível de Leitura de Crianças com Deficiência Auditiva de um Centro Especializado de Reabilitação / Reading Level of Hearing-Impaired Children in a Specialized Rehabilitation Center / Nivel de lectura de niños con discapacidad auditiva de um Centro de Rehabilitación Especializado

Introdução: Crianças com deficiência auditiva necessitam de acompanhamento no serviço de saúde auditiva em uma abordagem ampliada para o cuidado integral à saúde, que considere além da audibilidade outras dimensões do desenvolvimento, como é o caso do desempenho acadêmico. Objetivo: Identificar o nível de compreensão de leitura de vocábulos e sentenças de crianças com deficiência auditiva, usuárias de aparelhos de amplificação sonora individual de um Centro Especializado em Reabilitação correlacionando à audibilidade, vocabulário receptivo e o tempo de uso do AASI. Método: Amostra composta por 18 crianças com deficiência auditiva usuárias de dispositivos eletrônicos sonoros individuais, entre 8 e 12 anos, já alfabetizadas, em escola regular. Os testes utilizados foram: para leitura - Teste de "Compreensão de Sentenças -TELCS", Teste de Desempenho Escolar TDE-II (leitura de palavras) e para o vocabulário receptivo o Peabody-PPVT4. Resultados: O SII-Indice de Inteligibilidade de Fala 55dB e 65dB ≥ 64% demonstraram relação significante com o vocabulário receptivo. O teste de leitura e compreensão de sentenças apresentou relação estatisticamente significante com o SII 65dB ≥ 64% e com o vocabulário receptivo maior que 85. A consistência do uso do aparelho não demonstrou relação com nenhum dos dados do SII 55dB, SII 65dB, vocabulário, leitura de palavras e leitura de sentenças. Conclusão: A avaliação de leitura indica ser um fator relevante na análise de desenvolvimento da criança com deficiência auditiva correlacionada aos fatores de audibilidade e vocabulário. (AU)

Introduction: Children with hearing impairment need monitoring in the hearing health service in an expanded approach to comprehensive health care, which considers other dimensions of development, such as academic performance, in addition to audibility. Objective: To identify the level of reading comprehension of words and sentences of children with hearing impairment, hearing aid users at a Specialized Rehabilitation Center, correlating it with audibility, receptive vocabulary and the time of use of the hearing aid. Method: Sample composed of 18 children with hearing impairment fitted to individual electronic sound devices, between 8 and 12 years old, already literate, in regular school. The tests used were: for reading - "Sentence Comprehension-TELCS" Test, TDE-II School Performance Test (word reading) and for receptive vocabulary the Peabody-PPVT4. Results: The SII-Speech Intelligibility Index 55dB and 65dB ≥ 64% demonstrated a significant relationship with receptive vocabulary. The sentence reading and comprehension test showed a statistically significant relationship with SII 65dB ≥ 64% and receptive vocabulary greater than 85. The consistency of device use did not demonstrate a relationship with any of the SII 55dB, SII 65dB, vocabulary, word reading and sentence reading. Conclusion: The reading assessment indicates that it is a relevant factor in the analysis of the development of children with hearing impairment, correlated with audibility and vocabulary factors. (AU)

Introducción: Los niños con discapacidad auditiva necesitan seguimiento en el servicio de salud auditiva en un enfoque ampliado de atención integral en salud, que considere otras dimensiones del desarrollo, como el rendimiento académico, además de la audibilidad. Objetivo: Identificar el nivel de comprensión lectora de palabras y oraciones de niños con discapacidad auditiva, usuarios de dispositivos individuales de amplificación de sonido en un Centro de Rehabilitación Especializado, correlacionándolo con la audibilidad, el vocabulario receptivo y el tiempo de uso del audífono. Método: Muestra compuesta por 18 niños con discapacidad auditiva que utilizan dispositivos electrónicos de sonido individuales, entre 8 y 12 años, ya alfabetizados, en escuela regular. Las pruebas utilizadas fueron: para lectura - Test de "comprensión de oraciones -TELCS", TDE-II School Performance Test (lectura de palabras) y para vocabulario receptivo el Peabody-PPVT4. Resultados: El Índice de Inteligibilidad del Habla SII 55dB y 65dB ≥ 64% demostró una relación significativa con el vocabulario receptivo. La prueba de lectura y comprensión de oraciones mostró una relación estadísticamente significativa con SII 65dB ≥ 64% y vocabulario receptivo mayor a 85. La consistencia en el uso del dispositivo no demostró relación con ninguna de las pruebas SII 55dB, SII 65dB, vocabulario, lectura de palabras y oraciones. lectura. Conclusión: La evaluación de la lectura indica que es un factor relevante en el análisis del desarrollo de niños con discapacidad auditiva, correlacionado con factores de audibilidad y vocabulario. (AU)

Comportamento Auditivo e Validação no Diagnóstico Audiológico e Intervenção em Bebês e Crianças com Deficiência Auditiva / Auditory Behavior and Validation in Audiological Diagnosis and Intervention in Infants and Children with Hearing Impairment / Comportamiento auditivo y validación en el diagnóstico e intervención audiológicos en bebés y niños con deficiencia auditiva

Introdução: A atuação profissional com bebês e crianças pequenas com deficiência auditiva exige conhecimento e técnica específica no que diz respeito à prescrição e adaptação do aparelho de amplificação sonora individual (AASI) e ao processo de desenvolvimento de linguagem. Limitações e imprecisões ao longo do processo diagnóstico poderão comprometer todos os procedimentos subsequentes do processo de intervenção. Objetivo: Analisar a validação do processo de diagnóstico audiológico e intervenção em bebês e crianças com deficiência auditiva a partir da análise comparativa de exames audiológicos, comportamento auditivo e aplicação do princípio de verificação cruzada após adaptação de AASI. Método: Foram sujeitos da pesquisa 12 crianças de até 36 meses de idade, com diagnóstico de perda auditiva neurossensorial bilateral, selecionados a partir da disponibilidade de acesso ao serviço para a avaliação e agrupados em G1 (sujeitos com Índice de Inteligibilidade de Fala - SII 65 dB até 35%) e G2 (sujeitos com Índice de Inteligibilidade de Fala - SII 65 dB acima de 54%). Resultados: A média de idade do diagnóstico audiológico foi de 4,33 meses. Os resultados audiológicos de todas as crianças tiveram correspondência entre si, com exceção de dois sujeitos do G2. Conclusão: O comportamento auditivo não só permitiu a validação dos processos de diagnóstico e intervenção auditiva dos sujeitos da pesquisa, como também permitiu a identificação de comportamentos não compatíveis com a audibilidade devido ao uso inconsistente dos AASI. A aplicação dos instrumentos de acompanhamento de desenvolvimento mostrou-se adequada para o monitoramento do desenvolvimento de habilidades de audição e linguagem em crianças pequenas. (AU)

Introduction: Professional work with infants and young children with hearing impairment requires specific knowledge and technique regarding the prescription and adaptation of the individual sound amplification device (PSAD) and the language development process. Limitations and inaccuracies throughout the diagnostic process may compromise all subsequent procedures of the intervention process. Purpose: To analyze the validation of the process of audiological diagnosis and intervention in infants and children with hearing impairment based on the comparative analysis of audiological tests, auditory behavior and application of the cross-checking principle after adaptation of hearing aids. Method: The research subjects were 12 children aged up to 36 months, with a diagnosis of bilateral sensorineural hearing loss, selected from the availability of access to the service for the evaluation and grouped into G1 (subjects with Speech Intelligibility Index - SII 65 dB up to 35%) and G2 (subjects with Speech Intelligibility Index - SII 65 dB above 54%). Results: The average age of the audiological diagnosis was 4.33 months. The audiological results of all children corresponded to each other, except for two subjects from G2. Conclusion: The auditory behavior not only allowed the validation of the processes of diagnosis and auditory intervention of the research subjects, but also allowed the identification of behaviors that are not compatible with audibility due to the inconsistent use of hearing aids. The application of developmental monitoring instruments proved to be adequate for monitoring the development of hearing and language skills in young children. (AU)

Introducción: El trabajo profesional con lactantes y niños pequeños con discapacidad auditiva requiere conocimientos y técnica específicos respecto a la prescripción y adaptación del dispositivo individual de amplificación del sonido (PSAD) y el proceso de desarrollo del lenguaje. Las limitaciones e imprecisiones a lo largo del proceso de diagnóstico pueden comprometer todos los procedimientos posteriores del proceso de intervención. Propósito: Analizar la validación del proceso de diagnóstico e intervención audiológica en lactantes y niños con discapacidad auditiva a partir del análisis comparativo de pruebas audiológicas, conducta auditiva y aplicación del principio de cruce tras adaptación de audífonos. Método: Los sujetos de investigación fueron 12 niños de hasta 36 meses, con diagnóstico de hipoacusia neurosensorial bilateral, seleccionados de la disponibilidad de acceso al servicio para la evaluación y agrupados en G1 (sujetos con Índice de inteligibilidade del Habla - SII 65 dB hasta 35%) y G2 (sujetos com Índice de inteligibilidade del Habla - SII 65 dB por encima del 54%). Resultados:La edad promedio del diagnóstico audiológico fue de 4,33 meses. Los resultados audiológicos de todos los niños se correspondieron entre sí, a excepción de dos sujetos del G2. Conclusión: La conducta auditiva no sólo permitió validar los procesos de diagnóstico e intervención auditiva de los sujetos de investigación, sino que también permitió identificar conductas no compatibles con la audibilidad debido al uso inconsistente de audífonos. La aplicación de instrumentos de seguimiento del desarrollo demostró ser adecuada para controlar el desarrollo de las habilidades auditivas y lingüísticas en niños pequeños. (AU)

Tympanometry in neonates with normal otoacoustic emissions: measurements and interpretation.

UNLABELLED: Tympanometry is used in evaluating middle ear functional conditions. Before six months of age its results may be misleading. High frequency studies aim to provide more valid procedures. AIM: To describe and discuss tympanometric measurements and the interpretation in normal hearing neonates at 226, 678 and 1000Hz. METHOD: 110 neonates that were analyzed had normal otoacoustic emissions and no risk for hearing impairment. The age range was 6 to 30 days. Curves were obtained using the GSI-33-II, at the Divisão de Educação e Reabilitação dos Distúrbios da Comunicação, São Paulo, in 2004. STUDY DESIGN: Clinical prospective. RESULTS: There was a balance between single and double peak curves at 226Hz. Most of the curves were asymmetric at 678Hz, and single-peaked at 1000Hz. quantitative measurements showed a significant gender difference in the Equivalent Ear Canal Volume at 226Hz and on the Peak Compensated Static Acoustic Admittance at 1000Hz. The English protocol showed that almost 100% of ears were normal at 678 and 1000Hz. CONCLUSION: 1000Hz yielded superior results for characterizing normality. The English protocol was efficient to reduce the variability of tympanometric measurements. Data from this study may be used as a guide for diagnosis using tympanometry in neonates.

História de vida de egressas do sistema prisional / Life story of ex-prisoners / La historia de vida de los ex presos

Objetivo: Relatar o desenvolvimento do trabalho de campo com uso do método história de vida com mulheres egressas do sistema prisional do Distrito Federal e RIDE (Região Integrada de Desenvolvimento Econômico). Método: Trata-se de relato de experiência enfatizando os aspectos dessa vivência por meio de ferramentas originárias de estudos do método história de vida. Apresentam-se os caminhos adotados ao longo do desenvolvimento da coleta, registro e análise das informações, utilizando a observação participante e entrevista clínica. Seguiu-se o padrão cíclico do método proposto por Gaulejac, no qual os dados obtidos foram repetidamente aprofundados por outras observações e análises. Resultado: As técnicas utilizadas mostraramse valiosas para a revelação psicológica. Conclusão: As vivências na entrevista clínica foram momentos ricos em aprendizado e investigação, percebendo a amplitude da influência que as dimensões psicossociais têm no cotidiano e comportamentos humanos. O desenvolvimento da habilidade do olhar da psicologia social pode aperfeiçoar as práticas de saúde.

Objective: To report the development of fieldwork using the life history method with women from the prison system of the Federal District and RIDE (Integrated Region of Economic Development). Method: This is an experience report emphasizing the aspects of this experience through tools originating from studies of the life history method. The paths adopted throughout the development of information collection, recording and analysis are presented, using participant observation and clinical interview. The cyclic pattern of the method proposed by Gaulejac was followed, in which the obtained data were repeatedly deepened by other observations and analyses. Results: The techniques used proved to be valuable for psychological revelation. Conclusion: The experiences in the clinical interview were moments rich in learning and research, realizing the extent of the influence that psychosocial dimensions have on daily life and human behaviors. The development of the ability of the social psychology look can improve health practices.

Objetivo: Informar sobre el desarrollo del trabajo de campo utilizando el método de historia de vida con mujeres del sistema penitenciario del Distrito Federal y RIDE (Región Integrada de Desarrollo Económico). Método: Este es un informe de experiencia que enfatiza los aspectos de esta experiencia a través de herramientas que se originan en estudios del método de historia de vida. Se presentan los caminos adoptados a lo largo del desarrollo de la recolección, registro y análisis de la información, utilizando la observación participante y la entrevista clínica. Se siguió el patrón cíclico del método propuesto por Gaulejac, en el que los datos obtenidos fueron profundizados repetidamente por otras observaciones y análisis. Resultados: Las técnicas utilizadas demostraron ser valiosas para la revelación psicológica. Conclusión: Las experiencias en la entrevista clínica fueron momentos ricos en aprendizaje e investigación, dándose cuenta del alcance de la influencia que las dimensiones psicosociales tienen en la vida cotidiana y los comportamientos humanos. El desarrollo de la capacidad de la mirada de psicología social puede mejorar las prácticas de salud.

Adesão ao uso do Sistema de Microfone Remoto em estudantes com deficiência auditiva usuários de dispositivos auditivos / Adherence to Remote Microphone System use at school in children and adolescents with hearing loss

RESUMO Objetivo Identificar relações entre a utilização sistemática do Microfone Remoto (MR) em sala de aula de estudantes com deficiência auditiva e características das escolas e dos professores. Método Foram analisados 120 sujeitos, entre cinco e 17 anos, com deficiência auditiva que foram adaptados MR em um Serviço de Saúde credenciada pelo Sistema Único de Saúde (SUS). Também foram sujeitos, professores de usuários de MR. Realizou-se uma análise de prontuários e no momento que os sujeitos compareceram para acompanhamento foi realizado entrevista com os pais/responsáveis para caracterizar rotina de utilização do MR na escola. Foram realizados contatos telefônicos e visitas presenciais em algumas escolas. Resultados Quanto ao uso, observa-se que a maioria dos sujeitos utilizava o dispositivo na escola. Aqueles que não utilizavam involuntariamente e voluntariamente consistiu na minoria dos sujeitos. Houve uma similaridade no padrão do Speech Intelligibility Index -SII dos sujeitos que 'usam' e 'não usam involuntariamente' o MR. Houve diferença significativa entre o tipo de escola e o nível de escolaridade, a maioria dos sujeitos que frequentavam escola regular e estavam matriculados no ensino fundamental I tendem a usar mais o dispositivo. Conclusão A maioria dos sujeitos faz uso do MR na escola. O nível educacional do estudante também foi um fator que interferiu na adesão ao uso dos MR, com maior adesão em estudantes do Ensino Fundamental I. Os dados sugerem que a articulação entre serviço de saúde e escola favorece a utilização do MR, entretanto quando essa relação é intermediada pelos pais, outros fatores acabam interferindo no uso sistemático no cotidiano da escola.

ABSTRACT Purpose To identify relationships between Remote Microphone System (RMS) use in the classroom and the schools' and teachers' characteristics. Methods We analyzed 120 subjects aged 5 to 17 years with hearing loss who had received an RMS from a health service accredited by the Unified Health System (SUS). The teachers of RMS users were the other subjects in the study. We analyzed the patients' medical records and interviewed their parents/guardians at the follow-up visit to verify issues related to the RMS and its use at school. We contacted the schools over the phone and visited some of them. Results Of the students, 54% used the device at school; 22% involuntarily did not use it; and 24% voluntarily did not use it. The Speech Intelligibility Index pattern of those who used the RMS was similar to those who involuntarily did not use it. There was a significant difference between the type of school and educational level - 86% of regular school students and elementary school students tend to use the device more often (62%). Conclusion Most subjects use the RMS at school. The students' educational level also interfered with the adherence to RMS use, as elementary school students had a higher adherence. The data suggest that the coordination between health services and schools favors RMS use. However, when the parents mediate this relationship, other factors interfere with the systematic RMS use in the school routine.

Hearing loss classification by degree, configuration and relationship with amplified Speech Intelligibility Index (SII). / Classificação de perdas auditivas por grau e configuração e relações com Índice de Inteligibilidade de Fala (SII) amplificado.

PURPOSE: To establish the relationship between speech intelligibility index (SII) values generated at the verification of hearing aids programmed according to DSLm [i/o] v5 prescription rule and a proposed individual classification that considers the combination of hearing loss degree and configuration. METHODS: Forty-one children aged between 4 and 80 months were selected, totaling 78 ears for analysis. We considered hearing thresholds at the frequencies of 250, 500, 1000, 2000 and 4000 Hz; and analyzed values of the Speech Intelligibility Index (SII) for the input signal of 65 dB SPL obtained during the verification of hearing aids using the equipment Verifit®Audioscan. RESULTS: Hearing losses were classified into five homogeneous groups regarding audiometric degree and configuration. The groups were heterogeneous when compared to each other. From the groups, three ranges of SII values were determined. Equations were developed for classification of hearing loss according to groups and for determination of the adjusted SII values. CONCLUSION: The SII value is a useful indicator of audibility for speech sounds in different characteristics of hearing losses, and can guide observations of auditory skills. The SII has stronger relationship with the association of the audiometric degree and configuration when compared with degree of hearing loss alone.

Epidemiology of communication disorders in childhood phoniatric clinical practice.

INTRODUCTION: Language acquisition and development require an understanding of physical and psychosocial aspects during diagnosis and treatment. At this point, a partnership between phoniatric physicians and other health professionals is often a determinant for favorable prognosis. OBJECTIVE: To identify the clinical and epidemiological characteristics of a pediatric population attending a phoniatric clinical practice. STUDY DESIGN: Cross-sectional cohort. Retrospective, epidemiological study of 297 children, seen in phoniatric appointments between 1976 and 2005. Outcome variables were referral origin, gender, age, mean age, diagnosis, and treatment approach. RESULTS: 66% were male and 34% were female, with a mean age of 6.4 years. The largest number of referrals for phoniatric treatments came from speech therapists (38%). The predominant complaint was alteration in speech (35%); the diagnostics in speech, language, and fluency (49.5%) are noteworthy. Considering the total of the patients analyzed, 28.2% were referred for speech therapy and 11.8% for psychotherapy. CONCLUSION: The studied population is predominantly male, the diagnosis points to a higher incidence in cases of impairment in speech, language, and fluency; the most common treatment was speech therapy.

Estudos de casos múltiplos: escolares com fissura labiopalatina no contexto da avaliação foniátrica / Multiple case studies: schoolchildren with cleft lip and palate in context of phoniatric evaluation / Múltiplesestudios de caso: escolares conlábio leporino y paladar hendido en el contexto de la evaluación foniátrica

Introdução: A foniatria tem interesse em fissura labiopalatina (FLP) devido à complexidade em aspectos de fala, linguagem e audição. Objetivo: No contexto da avaliação foniátrica em crianças escolares com fissura labiopalatina, o objetivo do estudo de múltiplos casos foi descrever a interferência de fatores clínicos no desempenho em testes da função perceptiva auditiva de linguagem, assim como a associação entre eles. Método: Trinta crianças, entre 6 anos e 2 meses e 9 anos e 11 meses, foram avaliadas pelo médico foniatra, em serviço interdisciplinar de tratamento da FLP: 13 (43%) fissura pós-forame incisivo e 17 (57%) fissura transforame incisivo. Foram descritos os fatores clínicos (incluindo tipo de fissura, idade na avaliação, sexo, condição socioeconômica, desempenho escolar, realização de fototerapia, exame audiológico e outros) e o desempenho em testes de discriminação auditiva, memória auditiva e consciência fonológica, incluindo a associação entre eles. Resultados: Não houve diferença significativa entre os grupos de fissura e médias de idade (p=0,618), sexo (p=0,431), nível socioeconômico (p=0,580) e desempenho escolar (p=0,785).A porcentagem de crianças que fez terapia é maior no grupo de fissura transforame (94,1%). Alterações nos testes: 4 crianças (13,3%) discriminação auditiva, 6 (20%) memória auditiva e 8 (26,7%) consciência fonológica. Os casos com desempenho escolar insatisfatório, mais tempo de fonoterapia e piores médias do limiar de reconhecimento de fala tiveram desempenho pior em memória auditiva e consciência fonológica. Conclusão: A avaliação foniátrica possibilitou o apontamento de fatores clínicos da fissura, que parecem, de alguma forma, interferir no desenvolvimento da linguagem destas crianças.

Introduction: Phoniatrics is interested in cleft lip and palate (CLP) due to the complexity in aspects of speech, language and hearing. Objective: In context of phoniatric evaluation in schoolchildren with CLP, the objective of multiple cases study was to describe the interference of clinical factors in the performance in tests of auditory perceptual function of language, as well as the association between them. Method: Thirty children, between 6 years and 2 months and 9 years and 11 months, were evaluated by Phoniatric doctor, in interdisciplinary treatment service for CLP: 13 (43%) cleft palate and 17 (57%) cleft lip and palate. Clinical factors (including type of cleft, age at evaluation, sex, socioeconomic status, school performance, speech therapy, audiological examination and others) and performance in tests of auditory discrimination, auditory memory and phonological awareness were described, including the association between them. Results: There was no significant difference between the cleft groups and the mean age (p = 0.618), sex (p = 0.431), socioeconomic level (p = 0.580) and school performance (p = 0.785). The percentage of children who had attended therapy is higher in cleft lip and palate group (94.1%). Changes in tests: 4 (13.3%) auditory discrimination, 6 (20%) auditory memory and 8 (26.7%) phonological awareness. The cases with unsatisfactory school performance, more speech therapy time and worse speech recognition thresholds had a worse performance in auditory memory and phonological awareness. Conclusion: The phoniatric evaluation made it possible to identify clinical factors of the cleft, which seems, in some way, to interfere in the language development of these children.

Introducción: Foniátrica está interesado en el labio leporino y paladar hendido debido a la complejidad en los aspectos del habla, el lenguaje y la audición. Objetivo: El contexto de la evaluación foniatría en escolares con labio leporino y paladar hendido, el objetivo del estudio de múltiples casos fue describir la interferencia de factores clínicos en el desempeño en las pruebas de la función auditiva perceptiva del lenguaje, así como la asociación entre ellos. Método: Treinta niños, entre 6 años y 2 meses y 9 años y 11 meses de edad, fueron evaluados por un médico foniátrico, en un centro de tratamiento interdisciplinario para labio leporino y paladar hendido: 13 (43%) paladar hendido y 17 (57%) labio leporino y paladar hendido. Se describieron y verificaron los factores clínicos (incluido el tipo de hendidura, la edad en la evaluación, el sexo, el estado socioeconómico, el rendimiento escolar, la fototerapia, el examen audiológico y otros) y el rendimiento en las pruebas de discriminación auditiva, memoria auditiva y conciencia fonológica, incluida la asociación entre ellos. Resultados: No hubo diferencias significativas entre los grupos de hendidura y la edad media (p = 0.618), sexo (p = 0.431), nivel socioeconómico (p = 0.580) y rendimiento escolar (p = 0.785). El porcentaje de niños que se sometieron a terapia es mayor en el grupo de paladar hendido y labio leporino (94.1%). Cambios en las pruebas: 4 niños (13.3%) discriminación auditiva, 6 (20%) memoria auditiva y 8 (26.7%) conciencia fonológica. Los casos con un rendimiento escolar insatisfactorio, más tiempo de terapia del habla y peores umbrales de reconocimiento del habla tuvieron un peor rendimiento en la memoria auditiva y la conciencia fonológica. Conclusión: La evaluación foniátrica permitió identificar factores clínicos de la hendidura, que de alguna manera, parece interferir en el desarrollo del lenguaje de estos niños.

Relações entre medidas de capacidade auditiva e desempenho em tarefas de percepção da fala em crianças com deficiência auditiva / Relationship between hearing capacity and performance on tasks of speech perception in children with hearing loss

RESUMO Objetivo Estabelecer relações entre o desempenho em tarefa de reconhecimento de palavras com e sem sentido e grau e configuração da perda auditiva, utilizando valores de Índices de Inteligibilidade de Fala (SII) como indicadores, em crianças com deficiência auditiva. Método Foram estabelecidos os SII para sons de entradas de 55 e 65 Decibéis Nível de Pressão Sonora (dBNPS) de dez crianças com perda auditiva neurossensorial usuárias de aparelho de amplificação sonora individual bilateralmente que têm a linguagem oral como principal modalidade de comunicação. As crianças foram submetidas à tarefa de repetição de palavras com e sem sentido em duas ou três diferentes intensidades. As emissões foram analisadas de acordo com o Protocolo Word Association for Syllable Perception (WASP). Na análise dos dados, o SII foi comparado com os resultados obtidos em cada critério de análise. Resultados Para o desempenho em palavras, houve diferença estatisticamente significante entre os dois tipos de estímulo em 55dBNPS. Para o desempenho em consoantes e ponto de articulação, houve diferença estatisticamente significante entre os tipos de estímulos em 65 e 55dBNPS e também entre as intensidades de 65 e 55 dBNPS nas palavras sem sentido. Conclusão De modo geral, não houve regularidade na relação entre capacidade auditiva e desempenho em tarefas de percepção da fala. Os resultados sugerem que o desempenho nas tarefas de reconhecimento de palavras sem sentido tem maior relação com o índice de inteligibilidade do que as palavras com sentido, possivelmente por limitar as estratégias de fechamento semântico pelo sujeito.

ABSTRACT Purpose To establish the relationship between the performance on word recognition tasks, using words with and without sense and degree, and the configuration of hearing loss, by using Speech Inteligibility Index (SII) values as indicators, in children with hearing loss. Methods SII were established for 55 and 65 Decibel of Sound Pressure Level (dB SPL) input sounds of ten children presenting bilateral sensorineural hearing loss (SNHL), adapted with bilateral hearing aids, and who have oral language as the main mode of communication. The children were submitted to a word and nonsense-word repetition task of two or three intensity degrees. Their productions were analyzed according to the Word Association for Syllable Perception (WASP) Protocol. In the data analysis, the values of SII were compared with the results obtained in each analysis criterion. Results Pertaining to the words, there was statistically significant difference between the two types of stimuli in 55 dBSPL. As for the performance of consonants and point of articulation, there was a statistically significant difference between stimuli types in 65 and 55 dB SPL, and between intensities 65 and 55 dB SPL in nonsense words. Conclusion Overall, there was no regularity in the relationship between hearing ability and performance in speech perception tasks. The results suggest that performance in the nonsense words recognition tasks was more related to intelligibility index than to words with meaning, possibly because it limits semantic closure strategies by the subject.

Uso do sistema auxiliar de escuta com estudantes com deficiência auditiva: identificação de barreiras e facilitadores / Use of hearing assistance technology with students with hearing loss: identification of barriers and facilitators / Uso del sistema auxiliar de escucha com alunos com hipoacusia: identificación de barreras y facilitadores

Introdução: A relação sinal-ruído na sala de aula pode ser um vilão na inclusão na escola regular de alunos com deficiência auditiva, usuários de dispositivos eletrônicos, que utilizam a língua oral para se comunicar. Os recursos tecnológicos são determinantes para a melhor audibilidade de sons de fala em ambientes ruidosos e sua efetividade depende da adesão ao uso do dispositivo. Esse processo é determinado pela parceria entre profissionais da saúde, família e  escola. Objetivo: Identificar a relação entre a utilização consistente do sistema de microfone remoto (SMR) em estudantes com deficiência auditiva e o uso pelos professores, que favoreceram ou dificultaram sua adaptação e o desenvolvimento escolar desses estudantes. Método: Foram analisados 175 sujeitos entre 5 e 17 anos que receberam o SMR num serviço de saúde auditiva entre os anos de 2017 e 2018. Pais e professores de usuários também foram sujeitos do estudo. O funcionamento do SMR e a classificação quanto ao seu uso foram verificados. Resultado: Os indivíduos que mais 'usam' o SMR estão no ensino fundamental I, e os que 'não usam voluntariamente' estão no ensino médio e fundamental II. Considerando-se o tipo de escola, a maioria que 'não usa voluntariamente' o SMR está em escola ou sala para surdos com uso de libras e/ou tem intérprete na sala da escola regular. Conclusão: Houve associação entre uso do SMR e tipo de escola. Recomenda-se que o tipo de escola seja um critério de indicação do dispositivo. O nível educacional também foi uma variável determinante no uso do dispositivo na escola.

Introduction: The signal-to-noise ratio in the classroom can be a villain in the inclusion of hearing-impaired students in regular school, users of electronic devices, that use the oral language to communicate. The technological resources are determinant for better audibility of speech sounds in noisy environments and their effectiveness depends on adherence to the use of the device. This process is determined by the partnership between health professionals, family and school. Objective: Identify the relation between the use of remote microphone system (RMS) in hearing impaired students and the use by teachers, which favored or hindered their adaptation and the school development of hearing-impaired students. Method:175 subjects between 5 and 17 years of age who received the HAT in a hearing health service between the years 2017 and 2018 were analyzed. Parents and teachers of users were also subjects of the study. The functioning of the HAT and the classification regarding its use was verified. Result: Most of the individuals who 'use' HAT are in elementary school, and those who 'don't use it voluntarily' are in high school and middle school. Considering the type of school, most who 'don't use voluntarily' the HAT is in school or room for deaf students using sign language /or has interpreter in regular school. Conclusion:There was an association between the use of the HAT and the type of school. It is recommended that the type of school is a criterion for the indication of the device. The educational level was also a determinant variable in the use of the device at school.

Introducción: La relación señal-ruido en el aula puede ser un villano en la inclusión de estudiantes con discapacidad auditiva en la escuela normal, usuarios de dispositivos electrónicos que utilizan el lenguaje oral para comunicarse. Los recursos tecnológicos son cruciales para una mejor audibilidad de los sonidos del habla en ambientes ruidosos y su eficacia depende de la adherencia al uso del dispositivo. Este proceso está determinado por la asociación entre los profesionales de salud, familia y escuela. Objetivo: Identificar la relación entre el uso del sistema de micrófono remoto(SMR) en los alumnos con deficiencias auditivas y el uso por parte de los maestros, que han favorecido o dificultado su adaptación y el desarrollo escolar de los alumnos con deficiencias auditivas. Método: Se analizaron 175 sujetos de entre 5 y 17 años que recibieron el SMR en un servicio de salud auditiva entre los años 2017 y 2018. Los padres y maestros de los usuarios también fueron sujetos del estudio. Se ha comprobado el funcionamiento del SMR y la clasificación relativa a su uso. Resultado: Los individuos que "usan" más el SMR están en la escuela primaria, y los que "no usan voluntariamente" están en la secundaria. Considerando el tipo de escuela, la mayoría de los que "no usan voluntariamente" el SMR está en una escuela o sala para sordos con uso de libras y/o tiene un intérprete en la sala de la escuela regular. Conclusión: Hubo una asociación entre el uso del SMR y el tipo de la escuela. Se recomienda que el tipo de escuela sea un criterio para indicar el dispositivo. El nivel educativo, también fue una variable determinante en el uso del dispositivo en la escuela.

[Dialogue-based diary with the hearing impaired child: a case report]. / O diário dialogado na terapia com a criança surda: um estudo de caso.

BACKGROUND: A dialogue-based diary, used in the clinical speech therapy setting, as a specific strategy for working with hearing-impaired children and their parents. AIM: To retrospectively analyze a diary that was completed throughout the therapeutic process undergone by a hearing-impaired child during a period of two years. METHOD: A qualitative research design and the analysis of categories based on the discursive modalities were used. RESULTS: Characteristics of this diary were the exchange of information, the discussion of the expectancies and the counseling given to the family. CONCLUSION: This paper initiates the discussion about the use of a diary as a language therapeutic technique for hearing-impaired children. At this moment, the maximum use of the hearing capability by means of amplification depends on the constant contact with the family in the sense of dealing with the parents' expectations about the process of turning the deaf or hearing-impaired child into a deaf individual who can speak.