document - International Association of Logopedics

Transcription

International Association of
Logopedics and Phoniatrics
The worldwide organization of professionals and scientists in communication,
voice, speech language pathology, audiology and swallowing
WHERE PRACTICE MEETS SCIENCE
August 25-29, 2013
Lingotto Congress Centre
Torino, Italy
FINAL PROGRAM &
ABSTRACT BOOK
Under the Auspices of
City of Turin
Università degli Studi di Torino
Società Italiana di Foniatria e Logopedia (SIFEL)
Associazione Geriatri Extraospedalieri (AGE)
Associazione Igienisti Dentali Italiani (AIDI)
Associazione Italiana di Otorinoloringoiatria e Geriatria (AIOG)
Associazione Italiana Fisioterapisti (AIFI)
Associazione Italiana Terapisti Occupazionali (AITO)
Associazione Nazionale Dentisti Italiani (ANDI)
Associazione Nazionale Unitaria Psicomotricisti
e Terapisti della Neuro e Psicomotricità dell’età evolutiva Italiani (ANUPI)
Federazione Logopedisti Italiani (FLI)
Gruppo Italiani Studio Disfagia (GISD)
Società Italiana di Audiologia e Foniatria (SIAF)
Società Italiana di Geriatria e Gerontologia (SIGG)
Società Italiana di Pediatria (SIP)
Società Italiana di Psicogeriatria (AIP)
Società Italiana Geriatria Ospedale e Territorio (SIGOT)
Società Scientifica Logopedisti Italiani (SSLI)
Comité Permanent de Liaison des Orthophonistes / Logopedes de l’Union Européenne (CPLOL)
Deutsche Gesellschaft für Sprach-und Stimmheilkunde e.V. (DGSS)
South African Speech Language Hearing Association (SASLHA)
2
Table of Contents
WELCOME ADDRESS
PAGE
4
MESSAGE OF THE PRESIDENT OF THE CONGRESS
PAGE 5
IALP COMMITTEES
PAGE 6
CONGRESS COMMITTEES
PAGE 8
CONGRESS MAIN REPORTS
PAGE 9
CONGRESS SPECIAL EVENTS
PAGE 10
SCIENTIFIC PROGRAM
SCIENTIFIC
SCIENTIFIC
SCIENTIFIC
SCIENTIFIC
SCIENTIFIC
PROGRAM
PROGRAM
PROGRAM
PROGRAM
PROGRAM
SUNDAY AUGUST 25TH, 2013
MONDAY AUGUST 26TH, 2013
TUESDAY AUGUST 27TH, 2013
WEDNESDAY AUGUST 28TH, 2013
THURSDAY AUGUST 29TH, 2013
PAGE
PAGE
PAGE
PAGE
PAGE
11
12
22
30
35
GENERAL INFORMATION
PAGE 44
REGISTRATION INFORMATION
PAGE 45
SOCIAL PROGRAM
PAGE 45
CONGRESS VENUE PLAN
PAGE 46
INSTRUCTION FOR PRESENTERS & POSTER PRESENTATIONS
PAGE 48
POSTER LIST
PAGE 49
ABSTRACT – POSTER PRESENTATIONS
PAGE 62
ABSTRACT – ORAL PRESENTATIONS
PAGE 137
3
Welcome address
Dear Colleagues:
Welcome to the 29th World Congress of the International Association of
Logopedics and Phoniatrics (IALP), the oldest international organization
working from a global perspective on scientific, educational and professional issues affecting persons with communication, language, voice,
speech, hearing and swallowing disorders. It is an honor and a privilege
to hold our Congress for this first time in the beautiful city of Torino,
Italy. This vibrant city with its great history, culture, and opportunities to
explore its many points of interest is a most fitting and welcoming place
in which to hold our meeting whose theme is “Where Science Meets
Practice”.
Attending the Congress are physicians, clinicians and scientists from all
over the world who have come together to share and discuss recent research findings, and educational and professional advances. The Congress
will provide us with opportunities to meet, and share perspectives with
colleagues that will enrich our work, and enable our thinking to transcend
geographic and cultural boundaries.
The social activities that have been planned will also enable us to relax
and enjoy the rich setting in which our meeting is being held and will
provide additional opportunities to meet and network with colleagues.
Italy is famous for its gracious hospitality.
Benvenuto! Godetevelo, e grazie mille.
4
Tanya M. Gallagher
President of the 29 th IALP Congress
Message of the Chair of the Organizing Committee
I’m profoundly glad, proud and pleased to be able to welcome you at the
29th World Congress of the IALP, International Association of Logopedics
and Phoniatrics, the only scientific and professional organization in the
world with knowledge and competence on each chapter of the pathophysiology of the communication and the deglutition in the child, adult and
geriatric ages.
Actually IALP represents a specialized sciencearea which is engaged in
the normal functioning and disorders of communication, voice, speech,
language, audiology and swallowing in the educational, cognitive, professional aspects.
Next year will be the 90th anniversary of the foundation of the IALP,
which was constituted in Wien in 1924 by a group of phoniatricians,
mainly of MidEurope, guided by Emil Frocshels; in that time neither medical doctors nor riabilitators formally specialized in communicology existed. In the following years the IALP extended to the entire Europe and in
the 60s to the whole world with increasing participation of logopaedists
who are now the absolute majority of the members, coming from more
than 60 countries.
The sectors of competence of logopedics and phoniatrics are overlapping
and include specifically the physiology and the pathology (and related
fields) in their scientific and professional aspects (diagnostic, prognostic,
habilitative, rehabilitative, care, social) in the following fields:
- Voice
- Speech
- Language
- Fluency (especially verbal)
- The entire aspects of the communication and other related (or not)
abilities and in particular aphasia, the neuromotricity (dysarthria, anarthria), the encephalic holism (oligophremia, dementia)
- Child communication
- Deafness (especially of the child)
- Learning (dyslexia, disortographia, dyscalculia)
- The interpersonal relationship (dual. e.g. Autism) and plural, e.g. social and mainly cultural and the multilinguism
- Artistic aspects (musical, theatric)
- Deglutition
Obviously, to handle the above mentioned sectors is absolutely necessary
to manage well scientifically and professionally the following propaedeutic areas: linguistics, acoustics, auxology, neurology and neuroscience.
The field is so large that probably the professional beyond a core competence could be divided in:
- A generic profession with abilities in all fields
- Many specialized competences: age linked (evolutive, adult, involutive), sectorialized (auditive, neurologic, interpersonal and social etc) or
even over-specialized (voice, artists).
The professional competences, respectively logopaedics and phoniatrics,
have a large overlapping and there are not rigidly differentiated competences. Logopedists are mainly involved diagnostically to recognize the
type and the degree of the impairment; they also play a key role in the
habilitative and rehabilitative remediation (intends in an omnicomprehensive way) as well as in the collegial evaluation with school and social
professionals. Phoniatricians, or in their absence other physicians such
as pediatricians, neurologists, ENT, are mainly devoted to analysis of
the etiology and the pathology, the pharmacological and surgical care,
the collegial evaluation with other medical specialists (for their specific
competences); besides, Phoniatricians are often responsible of the case
management.
What I have mentioned above is widely reflected by the IALP committees: Augmentative Alternative Communication, Aphasia, Audiology, Child
Language, Dysphagia, Educational Committee For Phoniatrics, Education
C For Speech And Language Pathology, Fluency, History, Motor Speech
Disorders, Multilingual Affairs, Voice.
The SIFEL, the Italian Society of Phoniatrics and Logopaedics, is very
happy to welcome you in Torino, the first capital of Italy in 1861. It is the
second time (after Padua in 1962) that we have a IALP Congress organized in Italy. Torino is the city where the Italian Communicology started
in 1932 with Renato Segre, followed by Giuseppe Bellussi and later in
collaboration with Lucio Croatto. In Torino we had since 1972 different
kinds of Logopedic programs and a Phoniatric speciality for physicians.
The enormous work of our university clinic made Torino the main Italian
reference for communicology and swallowing.
Torino, as location for the congress, offers many attractions (e.g. the
Egyptian Museum - the second in the world – the Royal Castle and specially the Venaria Reale, called the Italian Versailles, the National Auto
museum, the Cinema Museum inside the Mole Antonelliana).
Many parks, also on the River Po, a big variety for eating and drinking
(the wines of the piedmontese region are the best of Europe), daily and
night entertainment will delight your staying. Do not forget to taste the
chocolate of Torino.
Thanking you very much for your numerous and qualified presence for
which we are particularly proud, I wish you maximum of pleasure, of
usefulness, of the creation and consolidation of the mutual relationships
and of the future perspectives of the profession.
A special thanks to the organizing committee and staff and especially
to Roberto Albera, Antonio Schindler and Irene Vernero, who did the
maximum of the work to prepare the congress which without them would
have been impossible.
Prof. Oskar Schindler
Chair of the Organizing Committee
5
IALP Committees
EXECUTIVE COMMITTEE IALP 2010-2013
President: Tanya Gallagher (USA)
Immediate Past President: Mara Behlau (Brazil)
Treasurer: Tadeus Nawka (Germany)
Secretary: Bruce Murdoch (Austria)
President Elect: Helen Grech (Malta)
Vice President: Oskar Schindler (Italy)
Editor Ex. Officer: Gary Weismer (USA)
IALP BOARD AT LARGE
Claudia Andrade (Brazil)
Lilly Li Rong Cheng (USA)
Pamela Enderby (UK)
Heila Jordaan (South Africa)
Katrin Neumann (Germany)
Philippe Paquier (Belgium)
Michael Robb (New Zealand))
Antonio Schindler (Italy)
Brian Shulman (USA)
Ken Watkin (USA)
IALP OFFICE MANAGER
Robbin King (USA)
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IALP Committees
AUGMENTATIVE ALTERNATIVE
COMMUNICATION COMMITTEE
Chair: Judy Montgomery, USA
Committee members
Martine Smith (Ireland), Permelia McCain (USA),
Gonda Pickl (Austria)
APHASIA COMMITTEE
Chair: Anu Klippi, Finland
Committee members
Pélagie Beeson (USA), Fofi Constandinidou (Cyprus),
Katerina Hilari (UK), Simon Horton (UK),
Claire Penn (South Africa), Anastasia Raymer (USA),
Luise Springer (Germany), Linda Worrall (Australia),
Nada Zemva (Slovenia)
AUDIOLOGY COMMITTEE
Chair: Katrin Neumann, Germany
Committee members
Peter Alberti (Canada), Xingkuan Bu (China),
Renata Mota Mamede de Carvallo (Brazil),
Corina Farfán-Reyes (Chile), Gilbert Herer (USA),
Kajsa-Mia Holgers (Sweden), Sebastian Hoth (Germany),
Anu Sharma (USA), Somaia Tawfik (Egypt)
CHILD LANGUAGE COMMITTEE
Chair: Yvette Hyter, USA
Committee members
Sarah Eyal (Israel), Gail Gillon (New Zealand),
Yvette Hus (Canada), Ana Luiza Navas (Brazil),
Kakia Petinou (Cyprus), Osnat Segal (Israel),
Leonor Scliar Cabral (Brazil), Yumiko Tanaka Welty (Japan),
Yiannis Vogindroukas (Greece), Carol Westby (USA)
DYSPHAGIA COMMITEE
Chair: Kenneth Watkin, Canada
Committee members
Sandra Ettema (USA), Takahiro Ono (Japan),
EDUCATIONAL COMMITTEE FOR
PHONIATRICS
FLUENCY COMMITTEE
Chair: Hans-Georg Bosshardt, Germany
Committee members
Joseph Agius (Malta), Henny Bijleveld (Belgium),
Michael Blomgren (USA), Véronique Aumont Boucand (France),
Luisella Cocco (Italy), Claudia d’Andrade (Brazil),
Kurt Eggers (Belgium), Steen Fibiger (Denmark),
George Fourlas (Greece), Sharon Millard (Great Britain),
Ann Packman (Australia), Frances M. Cook (UK) Consultant,
Margaret Leahy (Ireland) Consultant, Katrin Neumann (Germany)
Consultant, Herman F.M. Peters (The Netherlands) Consultant,
Beatriz de Touzet (Argentina) Consultant,
Yohko Wakabe (Japan) Consultant
HISTORY COMMITTEE
Chair: Dolores Battle, Usa
Committee members
All past presidents
MOTOR SPEECH DISORDERS COMMITTEE
Chair: Bruce Murdoch, Australia
Committee members
Pamela Enderby (UK), Lena Hartelius (Sweden),
Ben Maassen (The Netherlands), Malcolm McNeil (USA),
Angela Morgan (Australia), Michael Robb (New Zealand),
Gwen van Nuffelen (Belgium), Tara Whitehill (China)
MULTILINGUAL AFFAIRS COMMITTEE
Chair: Heila Jordaan, South Africa
Committee members
Barbara Dodd (Australia), Brian Goldstein (USA),
Elin Thoradottir (Canada), Willem van Steenbrugge (Australia),
Maria Kambanorou (Cyprus), Marion Fredman (Israel),
Yvette Hus (Canada) Consultant
VOICE COMMITTEE
Chair: Rahul Shrivastav, USA
Committee members
Ofer Amir (Israel), Estella Ma (China), Eiji Yumoto (Japan),
Janet Baker (Australia), Philippe Dejonckere (Belgium and the
Netherlands), Thomas Murry (USA), Eeva Sala (Finland),
Ron Baken (USA) Consultant, Mara Behlau (Brazil) Consultant,
Diane Bless (USA) Consultant, Eva B. Holmberg (Sweden)
Chair: Berit Schneider, Austria
Committee members
Antoinette am Zehnhoff-Dinnesen (Germany)
Per Ake Lindestad (Sweden),
Virginie Woisard (France), Bozena (Poland)
EDUCATION COMMITTEE FOR SPEECH
AND LANGUAGE PATHOLOGY
Chair: Fernanda Dreux Fernandes, Brazil
Committee members
Victor Acosta (Spain), Dobrinka Georgieva (Bulgaria),
Hortencia Kayser (USA), Lindy McAllister (Australia),
Sharynne McLeod (Australia), Lemmietta McNeilly (USA),
Masae Shiroma (Japan), Brian Shulman (USA),
Chin-Hsing Tseng (Taiwan), Thomaz Woznick (Poland),
Hilde Chantrain (Belgium) Consultant, Lilly Cheng Li-Rong (USA)
Consultant, Matti Lehtihalmes (Finland) Consultant
7
Congress Committees
CONGRESS SCIENTIFIC COMMITTEE
FLUENCY
Chair: Antonio Schindler (Italy)
Editorial staff: Gary Weismer (USA)
Hans-Georg Bosshardt (Germany)
Margaret Leahy (Ireland)
Kurt Eggers (Belgium)
Ann Packman (Australia)
Michael Blomgren (USA)
AFFILIATED SOCIETIES
Mara Behlau (Brazil)
Helen Grech (Malta)
Tanya Gallagher (USA)
APHASIA
Anu Klippi (Finland)
Simon Horton (UK)
Stacie Raymer (USA)
AUGMENTATIVA ALTERNATIVE
COMMUNICATION
Judith Montgomery (USA)
Gonda Pickl (Austria)
Jayanti Ray (USA)
AUDIOLOGY
Philip Newall (Australia)
Karl White (USA)
Katrine Neumann (Germany)
CHILD LANGUAGE
Carol Westby (USA)
Osnat Segal (Israel)
Kakia Petinou (Cyprus)
DYSPHAGIA
Kenneth L Watkin (USA)
Jeri Logemann (USA)
Sandra Ettema (USA)
EDUCATION FOR PHONIATRICS
Berit Schneider-Stickler (Austria)
Bozena (Poland)
Per Ake Lindstad (Sweden)
EDUCATION FOR SPEECH
AND LANGUAGE PATHOLOGY
Sharynne McLeod (Australia)
Dorbrinka Georgieva (Bulgaria)
Fernanda Dreux M. Fernandes (Brazil)
8
HISTORY
Dolores Battle (USA)
Oskar Schindler (Italy)
MOTOR SPEECH DISORDERS
Bruce Murdoch (Australia)
Angela Morgan (Australia)
Ben Maassen (The Netherlands)
Michael Robb (New Zealand)
MULTILINGUAL AFFAIRS
Heila Jordaan (South Africa)
Marion Friedman (Israel)
Brian Goldstein (USA)
VOICE
Rahul Shrivastav (USA & India)
Philippe Dejonckere (Belgium and the Netherlands)
Ofer Amir (Israel)
ORGANIZING COMMITTEE
Oskar Schindler - Chair (Italy)
Roberto Albera - Co-Chair (Italy)
Irene Vernero (Italy)
Antonella Cusimano (Italy)
Daniela Ginocchio (Italy)
Patrizia Maruzzi (Italy)
Francesco Mozzanica (Italy)
Rossella Muò (Italy)
Simona Raimondo (Italy)
Letizia Scarponi (Italy)
Massimo Spadola Bisetti (Italy)
Congress Main Reports
MONDAY 26TH AUGUST 2013
08.30-10.30
MAIN REPORT 1 Auditorium
ITALIAN CME ACCREDITATION
Neuromotor speech impairment: it’s all in the talking
Main Presenter: Wolfram Ziegler (Germany)
Discussants: Elina Tripoliti (England), Sabine Skodda (Germany)
Abstract
A major aim of this talk is to explicate the uniqueness of the motor activity of speaking and to emphasize its domain-specificity, i. e., its
affiliation with the domain of linguistic expression. I will, as a starting point, take a theoretical stance and discuss (1) neurobiological
data, (2) observations on practice-related neural plasticity, and (3) clinical reports supporting the specificity-hypothesis. The far-reaching
theoretical consequences of this perspective will be outlined briefly.
The second part of the talk then deals with implications of the domain-specific view for clinical research and clinical practice. In this part
I will discuss the relevance of various speech and nonspeech tasks in neuroimaging, physiological experimentation, clinical assessment,
and treatment, especially from the perspectives of acoustic vs. somatosensory reference frame models of speech motor control. I will propose an approach which combines a profound theoretical understanding of motor speech impairment with practical issues of their clinical
management.
TUESDAY 27TH AUGUST 2013 08.30-10.30
MAIN REPORT 2 Auditorium
Cognitive Reserve: Implications for Assessment and Intervention
Main Presenter: Yaakov Stern (USA)
Discussants: Claire Penn (South Africa), Sue Franklin (Ireland)
Abstract
The concept of reserve is used to explain that observation that some individuals function better than others in the presence of brain
pathology. Brain reserve refers to the individual differences in the anatomic substrate. Cognitive refers to differences in the flexibility or
adaptivity of cognitive networks. Epidemiologic evidence indicates that a set of life exposures including higher educational and occupational attainment, and engaging in leisure activities is associated with a lower risk of incident dementia, suggesting that these life exposures
may enhance cognitive reserve. Imaging studies have been designed to explore the neural substrates of cognitive reserve. Also, controlled
clinical studies can test specific exposures that may enhance reserve. The concept of cognitive reserve also has important implications for
clinical practice.
THURSDAY 29TH AUGUST 2013
MAIN REPORT 3 08.30-10.30
Auditorium
DEVELOPMENTAL LANGUAGE DISORDERS: CHALLENGES AND IMPLICATIONS OF CROSS – GROUP COMPARISON
Main Presenter: Susan Ellis Weismer (USA)
Discussant: Paavo H.T. Leppänen (Finland), Anna Maria Chilosi (Italy)
Abstract
Historically, specific language impairment (SLI) and language deficits associated with autism spectrum disorders (ASD) have been viewed
as distinct developmental language disorders. However, over the last decade or so a considerable amount of research has explored general
similarities or specific areas of overlap between children with SLI and ASD based on language and cognitive profiles, neuroimaging findings, and genetic research. The theoretical assumptions regarding the nature of these developmental disorders as well as the clinical classification schemes that are used to identify the children necessarily influence the extent to which SLI and ASD are viewed as overlapping
or distinct conditions. In addition to differing theoretical perspectives, the criteria used to diagnosis these two populations varies across
countries and even across investigators within a given country. This necessarily impacts the findings from comparative investigations of
these groups. With these challenges in mind, clinical implications of evidence for similarities and distinctions between children with SLI
and ASD will be discussed with respect to differential diagnosis and treatment
9
Congress Special Events
MONDAY 26TH AUGUST 2013
14.45-16.15
Auditorium
SP1 - Challenges in occupational voice disorders: legal aspects ITALIAN CME ACCREDITATION
CHAIR: Tadeus Nawka
CO-CHAIR: Andrea Ricci Maccarini
Speakers: Thomas Murry, Massimo Magnani, ORIETTA CALCINONI, VIVEKA LYBERG-ÅHLANDER, IRMA ILOMÄKI, BERNHARD RICHTER
TUESDAY 27TH AUGUST 2013
11.45-13.15
Auditorium
SP2 - WHO WORLD REPORT IN DISABILITY – IMPLEMENTING SOLUTIONS ITALIAN CME ACCREDITATION
CHAIR: MARA BEHLAU
CO-CHAIR: OSKAR SCHINDLER
SPEAKERS: MARA BEHLAU, TANYA GALLAGHER, ALANA MARGARET, PATRICIA PRELOCK, CHISTINE STONE, OSKAR SCHINDLER,
TADUES NAWKA
TUESDAY 27TH AUGUST 2013
14.45-16.15
Auditorium
SP3 - MANAGEMENT OF SWALLOWING DISORDERS IN THE ELDERLY ITALIAN CME ACCREDITATION
CHAIR: ANTONIO SCHINDLER
CO-CHAIR: PERE Clave
SPEAKERS: DAVID Smithard, PERE Clave, MAURITS Vandewoude, ANTONIO Schindler, ENRICO Alfonsi
WEDNESDAY 28TH AUGUST 2013 14.30-16.00
SP4 - ACHIEVING BEST OUTCOME IN CHILDREN WITH COCHLEAR IMPLANTS Chair: Helen Grech
Co-Chair: Alessandro Martini
Speakers: Roberta Buhagiar, Sebastian Hoth, Alessandro Martini, Katrin Neumann
THURSDAY 29TH AUGUST 2013
14.45-16.15
Auditorium
Auditorium
SP5 - COMMUNICATION DISORDERS IN THE MULTILINGUAL POPULATION ITALIAN CME ACCREDITATION
CHAIR: LILLY CHENG
CO-CHAIR: ANDREA MARINI
SPEAKERS: RITA MARI, MARINA PORRELLI, PAOLA BONIFACCI, STEPHANIE BELLOCCHI, SANDRA LEVEY, BENJAMIN R. TSOU
10
Scientific Program
MAIN REPORT
MR
SPECIAL EVENT
SP
SYMPOSIUM SY
SEMINAR SE
SHORT SEMINAR SS
FREE PAPERS
FP
Sunday 25th August 2013
10.00-13.00
LONDRA HALL
VOICE COMMITTEE MEETING
MADRID HALL
MOTOR SPEECH COMMITTEE MEETING
LISBONA HALL
APHASIA COMMITTEE MEETING
ATENE HALL
DYSPHAGIA COMMITTEE MEETING
DUBLINO HALL
FLUENCY COMMITTEE MEETING
COPENHAGHEN HALL
CHILD LANGUAGE COMMITTEE MEETING
14.00-16.00
LONDRA HALL
AAC COMMITTEE MEETING
MADRID HALL
EDUCATION FOR PHONIATRICS COMMITTEE MEETING
LISBONA HALL
EDUCATION FOR SPEECH AND LANGUAGE PATHOLOGY COMMITTEE MEETING
ATENE HALL
AUDIOLOGY COMMITTEE MEETING
DUBLINO HALL
MULTILINGUAL AFFAIRS COMMITTEE MEETING
16.00-19.00
AUDITORIUM
OPENING CEREMONY
19.00-20.00
WELCOME RECEPTION
11
Monday 26th August 2013
08.30-10.30
MAIN REPORT
AUDITORIUM
MR1 - Neuromotor speech impairment: it’s all in the talking
CHAIRS: Gary Weismer (USA) – Pamela Enderby (UK)
Main Presenter: Wolfram Ziegler (Germany)
Discussants: Elina Tripoliti (England) - Sabine Skodda (Germany)
11.00-11.45
AUDITORIUM
CHILD LANGUAGE FREE PAPERS 1
CHAIRS: Donatella Croatto (Italy) - Helen Grech (Malta)
11.00-11.15FP1 - A SYSTEMATIC REVIEW OF THE NTERVENTIONS USED ITH PRESCHOOL CHILDREN WITH PRIMARY
SPEECH AND LANGUAGE IMPAIRMENT
Juliet Goldbart - Sam Harding - Lydia Morgan - Naomi Parker - Elizabeth Lewis
Julie Marshall - Sue Roulstone (UK)
11.15-11.30 FP2 - INTERVENTIONS FOR PRESCHOOL CHILDREN WITH PRIMARY SPEECH AND LANGUAGE IMPAIRMENT WHAT SPEECH AND LANGUAGE THERAPISTS DO AND WHAT INFLUENCES THEM
Julie Marshall - Lydia Morgan - Julie Ward and Sue Roulstone (UK)
11.30-11.45FP3 - IDENTIFYING COMPONENTS OF INTERVENTIONS OR PRESCHOOL CHILDREN WITH PRIMARY SPEECH AND LANGUAGE DIFFICULTIES
SUE ROULSTONE - LYDIA MORGAN - NAOMI PARKER - JULIE MARSHALL (UK)
LONDRA HALL
CHAIRS: Tanya Gallagher (USA) – Irene Vernero (Italy)
11.00-11.15 FP4 - THE DEVELOPMENT AND NORMALIZATIONOF A SPEECH OUTPUT TEST FOR CHILDREN: THE COMPUTER ARTICULATION INSTRUMENT
LEENKE VAN HAAFTEN - SANNE DIEPEVEEN - BERT DE SWART - BEN MAASSEN (NETHERLANDS)
11.15-11.30 FP5 - SCREENING FOR SPEECH DELAY: RELIABILITY, VALIDITY AND NORMATIVE DATA OF A REPETITION TEST FOR ITALIAN CHILDREN
ANNA COLOMBO - MARTINA TRESOLDI - ELENA FAVERO - PAOLA VELARDO - FRANCESCO MOZZANICA ANTONIO SCHINDLER (ITALY)
11.30-11.45FP6 - PHONETIC OR PHONOLOGICAL THERAPY. WHICH MODEL MORE INDICATED FOR CHILDREN THAT REDUCE THE CONSONANT CLUSTER AND APPLY THE REPAIR STRATEGY?
VANESSA GIACCHINI - HELENA BOLLI MOTA - CAROLINA LISBÔA MEZZOMO (BRAZIL)
MADRID HALL
VOICE FREE PAPERS 1
CHAIRS: RAFFAELE Sorrentino (ITALY) - MA Estella (CHINA)
11.00-11.15FP7 - THE SPEAKING FUNDAMENTAL FREQUENCY AND VOICE TYPE OF OPERA SINGERS
SEMYON CHERNOBELSKY (RUSSIAN FEDERATION)
11.15-11.30FP8 - NEURONAL CORRELATES OF SONG PERCEPTION IN COMPARISON OF SINGERS, ACTORS AND LAYMEN
KEN ROSSLAU - SIBYLLE HERHOLZ - ARNE KNIEF - DIRK DEUSTER- ANTOINETTE AM ZEHNHOFF-DINNESEN CHRISTO PANTEV - CHRISTIAN DOBEL (GERMANY)
11.30.11.45 FP9 - VOICE CLASSIFICATION IN PRACTICE: CRITERIA IN CONTEMPORARY SINGING EDUCATION:
AN EXPLORATORY STUDY
FELIX DE JONG - HUGO LYCKE (BAHAMAS)
LISBONA HALL
CHAIRS: Sharynne McLeod (Australia) – Tiziana Rossetto (Italy)
11.00-11.15 FP10 - DEVELOPING A CLINICAL MEASURE FOR PHONOLOGICAL DEVELOPMENT: RELIABILITY OF THE PHONOLOGICAL MEAN LENGTH OF UTTERANCE
MIEKE BEERS - MARIANNE RODENBURG-VAN WEE - ELLEN GERRITS (NETHERLANDS)
11.15-11.30 FP11 - ANALYSIS OF ATYPICAL ACQUISITION SYSTEMS THROUGH THE “MODELO PADRÃO DE AQUISIÇÃO
DE CONTRASTES”: CASE REPORT
VANESSA GIACCHINI - HELENA BOLLI MOTA (BRAZIL)
11.30-11.45FP12 - THE AUDIOPHONIATRIC ASSESSMENT IN THE DIAGNOSTIC EVALUATIO OF THE CHILD OF 24-30 MONTHS WITH DELAY/LANGUAGE DISORDER
ARCADIO VACALEBRE - ATTILIO COVINO - ANGELO CORTILE - RAFFAELE IZZO (ITALY)
12
11.00-11.45
ATENE HALL
AAC FREE PAPERS 1
CHAIRS: Gonda Pickl (Austria) – Elena Favero ( Italy)
11.00-11.15 FP13 - COMMUNICATION INTERVENTION FOR CHILDREN AND ADULTS WITH COMPLEX COMMUNICATION NEEDS: PARENTS’ AND RESEARCHERS’ PRIORITIES
JULIET GOLDBART (UK)
11.15-.11.30 FP14 - HELPING PARENTS WITH INTELLECTUAL IMPAIRMENTS TO UNDERSTAND: COMMUNICATION FACILITATION IN PARENTING MEETINGS
ALISON MATTHEWS - JOIS STANSFIELD (UK)
11.30-11.45 FP15 - OUTCOME MEASURES APPROPRIATE FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION SERVICES
PAMELA ENDERBY (UK)
DUBLINO HALL
DYSPHAGIA FREE PAPERS 1
CHAIRS: FULVIO Vico (ITALY) – Kenneth Watkin,(Canada)
11.00-11.15 FP16 - DYSPHAGIA ASSESMENT IN HOSPITALIZED PATIENTS BETWEEN SEPTEMBER 2010 AND NOVEMBER 2012
AZIA MARIA SAMMARTANO - MANUELE CENA - ANTONELLA CUSIMANO - FRANCESCA MILAN
MASSIMO SPADOLA BISETTI - ROBERTO ALBERA (ITALY)
11.15-11.30 FP17 - RADIOLOGICAL IMAGING IN DYSPHAGIA ASSESSMENT: PRELIMINARY REPORT FOR A COMBINED SCINTIGRAPHY-SPET/CT APPROACH PROCEDURE
VINCENZO SALLUSTIO - ANTONIO ANASTASIA - CRISTIANA RAGANO CARACCIOLO - SILVIA PEDE
PIERO GIORGIO PEDE - KATIA MORCIANO - DANILO PATROCINIO (ITALY)
11.30-11.45 FP18 - MEALTIME ASSESSMENT SCALE (MAS)
MARCO GILARDONE - DEBORA VALENTINI - ANTONIO SCHINDLER (ITALY)
COPENHAGHEN HALL
AUDIOLOGY FREE PAPERS 1
CHAIRS: ANTONIO Pirodda (ITALY) - Somaya Tawfik (Egypht)
11.00-11.15 FP19 - SPACE-TIME RELATIONS IN LANGUAGE EXPRESSION OF HEARING IMPAIRED STUDENTS
ADINDA DUL (CROATIA)
11.15-11.30FP20 - THE NATIONAL PUBLIC NETWORK OF HEARING AIDS LABORATORIES IN VENEZUELA
RAMON HERNÁNDEZ- VILLORIA (VENZUELA)
11.30-11.45 FP21 - ACOUSTIC ANALYSIS OF VOWEL PRODUCTION IN HEARING IMPAIRED CHILDREN USING COCHLEAR
IMPLANT
NARGES JAFARY - FARIBA YADEGARI (IRAN)
11.45-13.15
AUDITORIUM
CHILD LANGUAGE COMMITTEE SYMPOSIUM 1
CHAIRS: Yvette Hyter (USA) - Ioannis Vogindroukas (Greece)
SY1 - BRAIN, COGNITION, AND LANGUAGE CONNECTIONS
HYTER YVETTE - CAROL WESTBY - VOGINDROUKAS IAONNIS - OSNAT SEGAL - YVETTE HUS - KAKIA PETINOU
LONDRA HALL
AUDIOLOGY COMMITTEE SYMPOSIUM SY2
CHAIRS: Katrin Neumann, (Germany) - ETTORE Cassandro (ITALY)
INTELLECTUAL DISABILITIES AND HEARING LOSS
GILBERT R. HERER (GERMANY)
FINDINGS OF STUDIES ON COMMUNICATION DISORDERS IN PERSONS WITH INTELLECTUAL DISABILITIES
KATRIN NEUMANN - DENISE ROSENBERGER - JAN-PETER THOMAS (GERMANY)
11.45-12.30
MADRID HALL
VOICE SHORT SEMINAR 1
CHAIRS: FABRIZIO Colombani (ITALY) - EKATERINA Osipenko (RUSSIA)
SS1 - NEW PROCEDURES IN PHONOSURGERY
ANDREA RICCI-MACCARINI - ANGELO GHIDINI - FLAVIO PIERI - ALFONSO BORRAGAN - GIOVANNI DE ROSSI
MASSIMO MAGNANI (TALY)
13
11.45-12.30 LISBONA HALL
CHAIRS: RAFFAELLA Citro (ITALY) – Yvette Hyter (USA)
11.45-12.00FP22 - TRAINING OF COMMUNITY HEALTH AGENTS TO USE RISK INDICATORS FOR SYMPTOMS IN WRITING AND SPEAKING
BRUNA DIOGENES - REGINA MARIA FREIRE (BRAZIL)
12.00-12.15 FP23 - GLOBAL PATIENT CARE IN LEARNING DISORDERS: AN INTEGRATED AND ENVIRONMENTAL INTERVENTION METHODOLOGY
ELEONORA PASQUA - MANUELA CALANCA - MARTINA MASSINI - EMILIANO RIDOLFI (ITALY)
12.15-12.30 FP24 - PLAYING AS A HEALTH PROMOTION STRATEGY IN PRIMARY CARE
JANAINA VENEZIAN - REGINA MARIA FREIRE (BRAZIL)
ATENE HALL
AAC FREE PAPERS 2
CHAIRS: Martine Smith (Ireland) – Rossella Muò (Italy)
11.45-12.00 FP25 - AN ILLUSTRATION OF GRAPHIC SYMBOL PRACTICES OF SPEECH AND LANGUAGE THERAPISTS
AND TEACHERS
ELIADA PAMPOULOU SALOWM - PANAYIOTIS ANGELIDES (CYPRUS)
12.00-12.15 FP26 - CRITERIA FOR DESIGNING ARABIC ASSISTIVE AUGMENTATIVE COMMUNICATION SOFTWARE FOR DYSPHASIA PATIENTS
AMAL DARWISH (EGYPT)
DUBLINO HALL
DYSPHAGIA SHORT SEMINAR 1
CHAIRS: RAFFAELE Vittiello (ITALY) - TAKAHIRO Ono (JAPAN)
SS2 - IMPACT OF TRAINING ON PERFORMANCE AND DOCUMENTATION OF ORAL CARE IN ACUTE CARE HOSPITAL
NANCY SWIGERT (USA)
COPENHAGHEN HALL
VOICE FREE PAPERS 2
CHAIRS: SALVATORE Ragusa (ITALY) - VICTOR Acosta (SPAIN)
11.45-12.00 FP27 - HOW DOES A SINGER COPE WITH VOICE PROBLEM?
GISELE OLIVEIRA - CAMILA PASSOS - MARA BEHLAU (BRAZIL)
12.00 -12.15FP28 - VALIDATION OF THE ITALIAN VERSION OF THE SINGING VOICE HANDICAP INDEX
Baracca Giovanna - Cantarella Giovanna - Forti Stella - Fussi Franco (italy)
12.15-12.30 FP29 - EFFECTS OF VOICE THERAPY ON VOICE HANDICAP OF POPULAR SINGERS
GISELE OLIVEIRA - FERNANDA FERREIRA DA SILVA - FELIPE MORETI - MARA BEHLAU (BRAZIL)
12.30-13.15
MADRID HALL
CHAIRS: LIBERO AGOSTINO TURINO (Italy) - Eiji Yumoto (Giappone)
SS3 - EVALUATION OF PROFESSIONAL VOICE FUNCTION USING NEWLY DEVELOPED TWO TYPES OF VOICE-MAPS
HARUHITO SAIDA - MASAKO SAIDA - HAJIME HIROSE (JAPAN)
LISBONA HALL
EDUCATION FOR PHONIATRICS COMMITTEE REPORT
CHAIRS: VIRGINIE WOISARD (FRANCE) , BOZENA WOSNIKA, PER-ÅKE LINDESTAD
ATENE HALL
AAC SHORT SEMINAR 1
CHAIRS: Permelia McCain (USA) – Elena Favero (Italy)
SS4 - AN INTEGRATED VOCABULARY INTERVENTION APPROACH FOR CHILDREN WHO USE AIDED COMMUNICATION
MARTINE SMITH - SINEAD CARR - JENNIFER O’BRIEN (IRELAND)
CHAIRS: ANDREA Cavalot (Italy) – ENRICO PAGANELLI (Italy)
SS5 - LINGUAL FRENULUM PROTOCOLS WITH SCORES
IRENE MARCHESAN (BRAZIL)
14
DUBLINO HALL
12.30-13.15
COPENHAGHEN HALL
VOICE FREE PAPERS 3
CHAIRS: PAOLO Pisani (ITALY) - Felix de Jong (Netherland)
12.30-12.45 FP30 - DO TEACHERS CHANGE COPING STRATEGIES TO DEAL WITH DYSPHONIA AFTER VOICE THERAPY?
GISELE OLIVEIRA - RENATA BINDI - FABIANA ZAMBON - MARA BEHLAU (BRAZIL)
12.45-13.00 FP31 - VOICE DISORDERS AND USE OF VOICE ACCORDING TO ROLE AND CONTEXT: IS THERE A RELATIONSHIP?
NICOLA Angelillo - BRIGIDA Di Costanzo - MARIA ROSARIA Barillari - UMBERTO Barillari (Italy)
13.00-13.15 FP32 - THE MEANING OF BELIEFS IN LEADING VOICE-INSTRUMENT-VOICE COACHING FUTURE PRE-SCHOOL TEACHERS
RAIJA PERKO (FINLAND)
13.15-14.00 14.00-14.45
BREAK
AUDITORIUM
CHAIRS: Ana Luiza Navas (Brazil) - Gail Gillon (New Zeland)
14.00-14.15 FP33 - PRESCHOOL CHILDREN’S ENGAGEMENT IN SPEECH AND LANGUAGE THERAPY
SAM HARDING - JANE COAD - HELEN HAMBLY - LYDIA MORGAN - NAOMI PARKER - NORMA DAYKINI
SUE ROULSTONE (UK)
14.15-14.30 FP34 - A SYSTEMATIC REVIEW OF THE INTERVENTIONS TO IMPROVE PRESCHOOL CHILDREN’S PHONOLOGICAL AWARENESS AND SPEECH OUTPUT
YVONNE WREN - SAM HARDING - JULIET GOLDBART - LYDIA MORGAN - NAOMI PARKER - ELIZABETH LEWIS
JULIE MARSHALL - SUE ROULSTONE (UK)
14.30-14.45FP35 - STORY TELLING IN GREEK PRE-SCHOOLERS
IOANNIS VOGINDROUKAS - EVRIPIDES CHELAS - KONSTANTINOS PAPARIZOS - ELENI KIVRAKIDOU (GREECE)
LONDRA HALL
CHAIRS: Carol Westby (USA) - Ana Luiza Navas (Brazil)
14.00-14.15 FP36 - THE IMPORTANCE OF SPEECH THERAPY IN A SECTOR OF EARLY STIMULATION ON A NON-PROFIT INSTITUTION IN SOUTHERN BRAZIL
VANESSA GIACCHINI - ALINE TONIAL (BRAZIL)
14.15-14.30 FP37 - PROPOSAL OF SPEECH THERAPY BASED ON A MODEL OF ORGANIZATION OF LANGUAGE SYMPTOMS. A CASE STUDY
CINTHIA FERREIRA GONÇALVES - REGINA MARIA FREIRE (BRAZIL)
14.30-14.45 FP38 - SPEECH AND LANGUAGE DIFFICULTIES IN YOUNG OFFENDER POPULATIONS: A COMPARATIVE RESEARCH STUDY IN UK AND ITALY FOR SCREENING AND INTERVENTION
RAFFAELLA CITRO - HAZEL RODDAM - ANNA GIULIA DE CAGNO - TIZIANA ROSSETTO - SARAH HENEKER
KAREN BENEDYK (UK, Italy)
MADRID HALL
CHAIRS: FABRIZIO Balzarini (ITALY) - Thomas Murry (USA)
SS6 - VOCAL FOLD PARALYSIS: A STRUCTURED VOICE AND SWALLOWING APPROACH
GAETANO FAVA - GISELE OLIVEIRA (USA)
LISBONA HALL
VOICE FREE PAPERS 4
CHAIRS: KOICHI Tomoda (JAPAN) - PAOLO CANZI (ITALY)
14.00-14.15 FP39 - EFFECT OF IMMEDIATE RECONSTRUCTION OF THE RECURRENT LARYNGEAL NERVE ON
THREE-DIMENSIONAL CONFIGURATION OF THE VOCAL FOLDS DURING PHONATION
EIJI YUMOTO - NARIHIRO KODAMA - KOHEI NISHIMOTO - TETSUJI SANUKI (JAPAN)
14.15-14.30 FP40 - LONG-TERM VOCAL OUTCOMES OF NERVE-MUSCLE PEDICLE FLAP IMPLANTATION COMBINED WITH ARYTENOID ADDUCTION FOR UNILATERAL VOCAL FOLD PARALYSIS.
NARIHIRO KODAMA - TETSUJI SANUKI - NENA NARAJOS - EIJI YUMOTO (JAPAN)
14.30-14.45FP41 - IMPACT OF ARYTENOID ADDUCTION FOR UNILATERAL VOCAL FOLD PARALYSIS
RYOJI TOKASHIKI - SHUN INOUE (JAPAN)
15
14.00-14.45
ATENE HALL
AAC SHORT SEMINAR 2
CHAIRS: Gonda Pickl (Austria) - Judy Montgomery (USA)
SS7 - INTERACTING WITH FIRST GENERATION MIGRANT PARENTS OF CHILDREN WITH MULTIPLE DISABILITIES AND COMPLEX COMMUNICATION NEEDS – CRITICAL ISSUES AND CONSIDERATIONS
GONDA PICKL (AUSTRIA)
DUBLINO HALL
CHAIRS: MAURO Magnano (ITALY) - Paermelia Enderby (uk)
14.00-14.15FP42 - CAIRO UNIVERSITY HOSPITAL’S DYSPHAGIA REHABILITATION PROGRAM FOR EGYPTIAN PATIENTS UNDERGOING SUPRACRICOID LARYNGECTOMIES: A STATE OF THE ART
AYA SHEIKHANY - LOAUY EL SHARKAWY - AZZA ADEL - Wen-Ying YehIA ALY (EGYPT)
14.15-14.30 FP43 - PRELIMINARY DATA ON SWALLOWING AFTER SUBTOTAL LARYNGECTOMY WITH TRACHEOHYOIDOPEXY
ANTONIO SCHINDLER - NICOLE PIZZORNI - MARCO FANTINI - FRANCESCO OTTAVIANI - GIUSEPPE RIZZOTTO
GIOVANNI SUCCO (ITALY)
14.30-14.45 FP44 - HYPOPHARYNGEAL MUCOSAL FLAP RECONSTRUCTION IN ENDOSCOPIC SUPRAGLOTTIC LARYNGECTOMY
SALVATORE COSCARELLI - GIUDITTA MANNELLI - GIAMPIERO PARRINELLO - ORESTE GALLO (ITALY)
COPENHAGHEN HALL
AUDIOLOGY SHORT SEMINAR 1
CHAIRS: ANTONIO Cesarani (ITALY) – ANU Sharma (USA)
SS8 - OUTCOME OF AUDITORY TRAINING PROGRAMS IN EGYPTIAN CHILDREN WITH CENTRAL AUDITORY PROCESSING DISORDERS
SOMAIA TAWFIK - WAFAA ELKHOLY - AMANI SHALABY - MERHAN THABET - DALIA HASSEN (EGYPTH)
14.45-16.15
AUDITORIUM
SPECIAL EVENT
CHAIRS: Tadeus Nawka (Germany) - Andrea Ricci Maccarini (Italy)
SP1- Challenges in occupational voice disorders: legal aspects
Speakers: Thomas Murry - Massimo Magnani - Andrea Ricci Maccarini - Tadeus Nawka
ORIETTA CALCINONI - VIVEKA LYBERG-ÅHLANDER - IRMA ILOMÄKI - BERNHARD RICHTER
MADRID HALL
AAC COMMITTEE SYMPOSIUM
CHAIRS: Judy Montgomery (USA) - Elisabetta Genovese (Italy)
SY3 - AUGMENTATIVE AND ALTERNATIV COMMUNICATION AVCROSS THE LIFE SPAN
JUDY MONTGOMERY - PERMELIA MCCAIN - GONDA PICKL - JAYNATI RAY - MARTINE SMITH (IRELAND)
14.45-15.30
LONDRA HALL
CHILD LANGUAGE SHORT SEMINAR 1
CHAIRS: Irene Walsh (Irlanda) - Tiziana Rossetto (Italy)
SS9 - CHILD WORD FINDING: DIFFERENTIAL DIAGNOSIS OF SEMANTIC AND PHONOLOGICAL WORD FINDING ERROR PATTERNS
DIANE J. GERMAN (USA)
LISBONA HALL
VOICE FREE PAPERS 5
CHAIRS: Yohko Wakabe (Japan) - Philippe Paquier (BELGIUM)
14.45-15.00 FP45 - THE EFFECTIVENESS OF INTERVENTION BY SPEECH THERAPY IN VOCAL FOLD PARALYSIS: OBJECTIVE ASSESSMENT
PEDRO MELO PESTANA - SUSANA VAZ FREITAS - CECÍLIA ALMEIDA E SOUSA (PORTUGAL)
15.00-15.15 FP46 - UNILATERAL VOCAL CORD PARALYSIS: E
FFICIENCY OF VOICE THERAPY
15.15-15.30 FP47 - LARYNGEAL ELECTRICAL STIMULATION FOR VOCAL FOLD PARALYSIS
MOHAMAD SADEGH SEIFPANAHI - TAHMINEH SALMALIAN (IRAN)
16
14.45-15.30
ATENE HALL
CHAIRS: Monica Panella (Italy) - Osnat Segal (Israel)
14.45-15.00 FP48 - EFFECT OF HEAVY METAL POISONING ON THE DEVELOPMENT OF LANGUAGE IN SOHAG GOVERNORATE CHILDREN
AHLAM EL-ADAWY - MAHA HILAL - KHALED ABO-ELHAGAG - SOHIER SOLIMAN (EGYPTH)
15.00-15.15 FP49 - READING AND WRITING ABILITIES IN CHILDREN WITH PHENYLKETONURIA
DIONÍSIA APARECIDA CUSIN LAMÔNICA - MARIANA GERMANO GEJÃO
FERNANDA DA LUZ ANASTÁCIO-PESSAN (BRAZIL)
15.15-15.30 FP50 - LANGUAGE DEVELOPMENT OF 3-7 YEAR OLD CHILDREN BORN FOLLOWING ASSISTED OVOCYTE ACTIVATION (AOA)
EVELIEN D’HAESELEER - FRAUKE VANDEN MEERSCHAUT - HANNELORE GYSELS - YLENIA THIENPONT
GRIET DE WITTE - BJÖRN HEINDRYCKX - AN OOSTRA - HERBERT ROEYERS - PETRA DE SUTTER
KRISTIANE VAN LIERDE (BELGIUM)
DUBLINO HALL
CHAIRS: TONI Pazzaia (ITALY) - GUGLIELMO DAGNA (ITALY)
14.45-15.00 FP51 - PEDIATRIC OBSTRUCTIVE SLEEP APNEA AND ORAL FUNCTIONS
ELENA PIUMETTO - IRENE VERNERO - PAMELA GIORDANO - SARA CARENA - GUENDALINA PROCOPIO
DANIELA FILIPPINI - ROBERTO ALBERA (ITALY)
15.00-15.15 FP52 - OROPHARYNGEAL DYSPHAGIA IN PATIENTS WITH OBSTRUCTIVE SLEEP APNEA SYNDROME
FRANCESCO MOZZANICA - ANTONIO SCHINDLER - GIULIA SONZINI - DANIELA PLEBANI
EMANUELE URBANI - MARIKA PECIS - NICOLA MONTANO (ITALY)
15.15-15.30 FP53 - SWALLOWING DISORDERS IN PATIENTS WITH RESPIRATORY FAILURE. THE GOOD CLINICAL PRACTICE OF SWALLOWING REHABILITATION IN HOSPITAL: FROM THE SCREENING TO DISCHARGE
NICOLETTA BONISOLI - DENISE ZANINI - VALENTINA PASETTO (ITALy)
COPENHAGHEN HALL
CHAIRS: Beatrice FABIO (ITALY) - Mamede de Carvallo Renata Moda (Brazil)
14.45-15.00FP54 - THE ROLE OF THE LANGUAGE THERAPIST WITH DEAF CHILDREN AND THE PARENTS – COCHLEAR IMPLANT AND SIGN LANGUAGE
MARIA CECILIA DE MOURA - PAULA SCAREL DE MEDEIROS - VERA REGINA V. TEIXEIRA (BRAZIL)
15.00-15.15FP55 - PARENTAL VIEW OF FUNCTIONAL OUTCOME OF COCHLEAR IMPLANTED CHILDREN
FRANCES NAN MAI WANG - CHE-MING WU - CHU-JUNG LIU (CHINA)
15.15-15.30FP56 - THE ROLE OF THE LANGUAGE THERAPIST WITH DEAF CHILDREN – PARENT’S CHOICES
MARIA CECILIA DE MOURA - ANA CAROLINA PRISCO - LUIZA BORGES BARCELLOS
SANDRA REGINA LEITE DE CAMPOS (BRAZIL)
15.30-16.15
LONDRA HALL
CHAIRS: Yvette Hus (Canada) - Yumiko Tanaka Welty (Japan)
SS10 - CHILD WORD FINDING: DIFFERENTIAL DIAGNOSIS OF SEMANTIC AND PHONOLOGICAL WORD FINDING ERROR PATTERNS
DIANE J. GERMAN (USA)
LISBONA HALL
VOICE FREE PAPERS 6
CHAIRS: PAOLO TAVORNINA (ITALY) - Gwen van Nuffelen (Belgium)
15.30-15.45FP57 - LARYNGEAL CANCER TREATMENT: CRITICAL REVIEW OF BRAZILIAN LITERATURE PUBLISHED OVER THE LAST TEN YEARS
MONIQUE PACHECO - BÁRBARA GOULART
15.45-16.00FP58 - ANALYZING VOICE ONSET TIME IN ESOPHAGEAL SPEECH
LEILA GHASISIN - ZAHRA GHAYOUMI (IRAN)
16.00-16.15FP59 - EARLY AND LATE COMPLICATIONS IN CONSERVATIVE LARYNGEAL SURGERY
SALVATORE COSCARELLI - GIUDITTA MANNELLI - GUGLIELMO LAROTONDA - ROBERTO SANTORO
GIUSEPPE MECCARIELLO - ORESTE GALLO (ITALY)
17
15.30-16.15
ATENE HALL
CHAIRS: Victor Acosta (Spain) - Dobrinka Georgieva (Bulgaria)
15.30-15.45 FP60 - REHABILITATION OF SEMANTIC AND PRAGMATIC ABILITIES IN SUBJECTS WITH HEARING LOSS
PAOLA Napolitano - NICOLA Angelillo - BRIGIDA Di Costanzo - MARIA ROSARIA Barillari - UMBERTO
Barillari (Italy)
15.45-16.00 FP61 - SEMANTIC AND PRAGMATIC IMPAIRMENT IN CHILDREN
16.00-16.15 FP62 - CLINICAL INTERVENTION PLANNING FOR CHILDREN’S PRAGMATIC LANGUAGE DISORDERS
TANYA GALLAGHER (USA)
DUBLINO HALL
CHAIRS: MAURIZIO Catalani (ITALY) - Kurt Eggers (Belgium)
15.30-15.45 FP63 - PREVALENCE AND COMPLEXITY OF MANAGEMENT OF DYSPHAGIA IN A HURBAN TERTIARY CARE HOSPITAL OF TURIN: QUALITATIVE AND QUANTITATIVE ANALYSIS
Simona Raimondo (Italy)
15.45-16.00 FP64 - SWALLOWING MANAGEMENT OF PATIENTS LIVING AT HOME: THE EXPERIENCE OF SLPS SERVICE IN TURIN
GIULIA GINTOLI - ROSSELLA MUò - LAURA OMEGNA - STEFANIA MARIO - SILVIA ROSSO
MELANIA RUFFINELLO - LOREDANA TROTTA - GISELLA GHIGO - PATRIZIA STENI (ITALY)
16.00-16.15 FP65 - THE ROLE OF THE CLINICAL NETS FOR PATIENTS WITH SWALLOWING DISORDERS: FROM HOSPITAL TO HOME CARE
PATRIZIA LOPEZ (ITALY)
COPENHAGHEN HALL
CHAIRS: MASSIMO Macario (ITALY) - Corina Farfán-Reyes (Chile)
15.30-15.45 FP66 - THE “PRAGMATIC PROFILE” OF CHILDREN WITH UNILATERAL COCHLEAR IMPLANT.
LUCIA D’ALATRI - SARA GIANNANTONIO - SUSANNA BULDRINI - VALERIO NEPOTI
GAETANO PALUDETTI (ITALY)
15.45-16.00 FP67 - IMPACT OF AUDITORY MEMORY ON SPEECH AND LANGUAGE PRODUCTION IN COCHLEAR IMPLANTED CHILDREN
BRANKA MIKIC - DANICA MIRIC - MINA MIKIC-NIKOLIC - SANJA OSTOJIC - MAJA ASANOVIC
NENAD ARSOVIC (SERBIA)
16.00-16.15 FP68 - COMPARISON BETWEEN PHONOLOGICAL SKILLS OF CHILDREN WITH COCHLEAR IMPLANT AND CHILDREN WITH NORMAL HEARING
SHIVA EBRAHIMIAN - SAMINE RAZEGHI - MEHRI SAFARI - SAYED BASIR HASHEMI - FIROOZ SADIGHI (IRAN)
16.45-18.15 LONDRA HALL
CHILD LANGUAGE SEMINAR 1
CHAIRS: Bozena Wiskirs-Woznica (Poland) - MARINA Tripodi (ITALY)
SE1 - STRATEGIES FOR ASSESSING DEVELOPMENT OF THEORY OF MIND
Carol Westby (USA)
16.45-17.30
AUDITORIUM
SWALLOWING COMMITTEE SYMPOSIUM ITALIAN CME ACCREDITATION
SY4 - IALP DYSPHAGIA COMMITTEE SESSION: CURRENT TOPICS IN DYSPHAGIA DIAGNOSTICS AND MANAGEMENT
CHAIRS: Kenneth Watkin (Canada) - Antonio Schindler (Italy)
Recent advances in dysphagia diagnostics
KENNETH WATKIN (USA)
Late chemoradiation treatment-related swallow effects in head and neck cancer patients
J Logemann PhD CCC-SLP, BRS-S (USA
Dysphagia screening: where are we and where are we going?
Antonio Schindler (ITALY)
Temporal measures and observations of video-fluoroscopic study of swallowing
Tamer Abou-Elsaad, MD, PhD. (Egypt)
Pediatric Dysphagia in a Medical Practice
Sandra L. Ettema, MD, PhD, CCC-SLP (USA)
18
16.45-17.30
MADRID HALL
UEP SHORT SEMINAR - GENDER VOCOLOGY
CHAIRS: ANDREA Cavalot (ITALY) - Neuschaefer Rube Christiane (Germany)
SS11 - GENDER SPECIFIC VOICE FITTING IN TRANSGENDER
FELIX DE JONG - CHRISTIANE NEUSCHAEFER-RUBE (GERMANY)
LISBONA HALL
CHAIRS: Shulman Brian (USA) – Lemmietta McNeilly (USA)
16.45-17.00 FP69 - NEUROPSYCHOLOGICAL EVALUATION OF HIGHER CORTICAL FUNCTIONS CHILDREN WITH CLEFT PALATE
MARIA DE LOURDES MERIGHI TABAQUIM TABAQUIM (BRAZIL)
17.00-17.15 FP70 - THE SPEECH DEVELOPMENT OF CHILDREN AGED 4 TO 5 WITH CLEFT PALATE
DOMINIQUE WESTON - ALISON PURCELL - PATRICIA MCCABE - MICHEAL MCGLYNN - MELISSA PARKIN
SHARYN GRIEG (AUSTRALIA)
17.15-17.30 FP71 - IMPACT OF OBTURATION OF PALATAL FISTULAE ON THE SPEECH QUALITY IN PATIENTS WITH CLEFT PALATES
VIRGINIE WOISARD (FRANCE) - EMMANUELLE NOIRRIT-ESCLASSAN - VANESSA VANDREBECK (FRANCE)
ATENE HALL
AAC SHORT SEMINAR 3
CHAIRS: Montgomery Judy (USA) - Smith Martine (Irlanda)
SS12 - PRACTICAL APPLICATIONS OF AUGMENTATIVE AND ALTERNATIVE COMMUNICATION SYSTEMS IN CHILDREN BIRTH TO THREE YEARS OLD
PERMELIA MCCAIN (USA)
DUBLINO HALL
VOICE FREE PAPERS 7
CHAIRS: GIOVANNI Succo (ITALY) - Ofer Amir (Israel)
16.45-17.00 FP72 - STATISTICAL ANALYSIS OF THE RELIABILITY OF ACOUSTIC AND ELECTROGLOTTOGRAPHIC PERTURBATION PARAMETERS FOR THE DETECTION OF VOCAL ROUGHNESS
KIYOHITO HOSOKAWA - MAKOTO OGAWA - HIDENORI INOHARA (JAPAN)
17.00-17.15 FP73 - RELEVANCE OF GLOTTAL FLOW PARAMETERS TO THE PERCEPTION OF VOICE QUALITY
GLÁUCIA LAÍS SALOMÃO (SWDEN)
17.15-17.30 FP74 - VOICE ASSESSMENT USING NONLINEAR DESCRIPTORS AND TRADITIONAL ACOUSTICAL ANALYSIS
MARIA EUGENIA DAJER (BRAZIL)
COPENHAGHEN HALL
CHAIRS: Gilbert Herer (USA) - RICCARDO Dosdegani (ITALY)
16.45-17.00 FP75 - APPLICATION OF LOW-REDUNDANCY AND DICHOTIC TESTS IN AUDIOLOGICAL DIAGNOSIS OF SCLEROSIS MULTIPLEX
Ilona Kaminska - WALDEMAR WOJNOWSKI - BOZENA WISKIRS-WOZNICA - MIECZYSLAW WENDER HANNA
CZERNIEJEWSKA (POLAND)
17.00-17.15 FP76 - CENTRAL AUDITORY PROCESSING DISORDER IN CHILDREN WITH DYSORTOGRAPHIA
OLGA DLOUHA (CZECH REPUBLIC)
17.15-17.30 FP77 - CENTRAL AUDITORY PROCESSING DISORDERS: REFERRAL GUIDELINES & DIAGNOSTIC CRITERIA
SOMAIA TAWFIK (EGYPTH)
17.30-19.00
AUDITORIUM
VOICE COMMITTEE SYMPOSIUM ITALIAN CME ACCREDITATION
CHAIRS: Rahul Shrivastav (Usa) - Umberto Barillari (Italy)
SY5 - INTERDISCIPLINARY COOPERATION IN VOICE RESEARCH: INDISPENSABLE, INSPIRING AND FRUITFUL!
RAHUL SHRIVASTAV - LANA SHEKIM - KATRIN NEUMANN - CLAUDIA MANFREDI - GIOVANNA CANTARELLA
MIEKE MOERMAN - PHILIPPE DEJONCKERE (USA)
17.30-18.15
MADRID HALL
UEP SHORT SEMINAr: VELAR INSUFFICIENCY
CHAIRS: VIRIGNIE Woisard (FRANCE) - Maurizio Accordi (Italy)
SS13 - VELOPHARYNGEAL INSUFFICIENCY
UTE PROESCHEL - ANDREA SCHWAB - NICOLE STUHRMANN - LUCA AUTELITANO (ITALY, GERMANY)
19
17.30-18.15
LISBONA HALL
CHAIRS: Hortencia Kayser (USA) – Kakia Petinou (Cyprus)
17.30-17.45FP78 - THE NASALITY SEVERITY INDEX: AN OBJECTIVE, MULTIPARAMETRIC APPROACH OF HYPERNASALITY
KIM BETTENS - FLORIS WUYTS - PAUL CORTHALS - KRISTIANE VAN LIERDE (BELGIUM)
17.45-18.00FP79 - NASOMETRY IN ITALIAN YOUNG CHILDREN: OUR EXPERIENCE WITH ITS CLINICAL APPLICATION
MAURIZIO ACCORDI - FIORENZA DEROSAS - SABRINA AGNELLI (ITALY)
18.00-18.15FP80 - NASALANCE SCORES IN THE SPEECH OF NORMAL PERSIAN-SPEAKING CHILDREN 3/6-6/6 YEARS OLD IN TEHRAN
HEDIEH HASHEMI - NAHID JALILE VAND - ALI GHORBANI - MOHAMMAD KAMALI (IRAN)
ATENE HALL
AAC SHORT SEMINAR 4
chairs: PARMELIA Mc CAIn (USA) - Gonda Pickl (Austria)
SS14 - ASSISTED COMPUTER SOFTWARE IN PEDIATRIC CLINIC COMMUNICATION DISORDERS HABILITATION
AMAL SALAHELDIN DARWISH (EGYPH)
DUBLINO HALL
chairs: ETTORE Passet (ITALY) - Simon Horton (UK)
17.30-17.45FP81 - FROM WORDS TO ACTIONS: THE IMPORTANCE OF INTER-DISCIPLINARY TRAINING FOR LEARNING THE CORRECT EVALUATION AND TREATMENT OF DYSPHAGIA
ROBERTO ANTENUCCI - ROSSELLA RAGGI - BARBARA OLIZZI - MICHELA BENVENUTI - GIULIA GIOVANARDI
GIULIA BELLINI - CECILIA CARDINALI (ITALY)
17.45-18.00FP82 - EFFICACY OF DYSPHAGIA SCREENING IN PREDICTING AB-INGESTIS PNEUMONIA IN POSTSTROKE PATIENTS
ELENA GARAVAGLIA - FRANCESCO MOZZANICA - LETIZIA SCARPONI - PATRIZIA FRANZA - PAOLA GAMBARO
ANTONIO SCHINDLER (ITALY)
18.00-18.15FP83 - TELE-REHABILITATION FOR DYSPHAGIC PATIENTS: A PRELIMINARY STUDY
VINCENZO SALLUSTIO - AGNESE CONTINI - SILVIA PEDE - ALESSANDRO DE STEFANO - DANILO PATROCINIO (ITALY)
COPENHAGHEN HALL
chairs: Roberto Albera (Italy) - Xingkuan Bu (China)
17.30-17.45FP84 - TEST OF AUDITORY SUSTAINED ATTENTION IN DIFFERENT AGE GROUPS
MARIA RENATA JOSÉ - MARIA FERNANDA CAPOANI GARCIA MONDELLI - MARIZA RIBEIRO FENIMAN (BRAZIL)
17.45-18.00FP85 - BINAURAL INTELLIGIBILITY LEVEL DIFFERENCES FOR MANDARIN TONE RECOGNITION IN
SPEECH-SPECTRUM NOISE
CHENG-YU HO (CHINA)
18.00-18.15FP86 - AUDITORY CORTICAL EVOKED POTENTIALS WITH COMPETING NOISE IN CHILDREN WITH AUDITORY FIGURE GROUND DEFICIT
MOHAMMAD HASSAAN (EGYPTH)
18.15-19.00
LONDRA HALL
chairs: Yiannis Vogindroukas (Greece) – Masae Shiroma (Japan)
SS15 - PROCESSING OF TEMPORAL SPEECH CUES IN CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT AND DYSLEXIC CHILDREN WITH FAMILIAL RISK AT PRE-SCHOOL AGE
PAAVO H.T. LEPPÄNEN - LEENA ERVAST - ANNA KAREN - KAISA LOHVANSUU - JARMO A. HÄMÄLÄINEN
HEIKKI LYYTINEN (Finland)
20
18.15-19.00
MADRID HALL
chairs: Sharynne McLeod (Australia) – Chin-Hsing Tseng (Taiwan)
18.15-18.30 FP87 - PHONOLOGICAL PROCESSING IN INDIVIDUALS WITH ATTENTION DEFICIT DISORDER AND HYPERACTIVITY
LUCIANA MENDONÇA ALVES - CLAUDIA MACHADO SIQUEIRA - HELMA SOUZA - VANESSA SOUZA
DEBORA LODI - JULIANA AGUIAR - JULIANA FLORES - LETÍCIA CELESTE - MARIA DO CARMO FERREIRA (BRAZIL)
18.30-18.45 FP88 - THE EFFCTIVENESS OF A MULTI SENSORY THERAPEUTIC PROGRAM IN ENHANCING LANGUAGE SKILLS FOR CHILDREN WITH ATTENTION DEFICIT HYPERACTIVE DISORDER (ADHD)
TAHANY EL.SAYED AHMAD (KUWAIT)
18.45-19.00 FP89 - COMPLEXITIES AND CAPABILITIES: EXPLORATION OF COMMUNICATION PROFILE OF CHILDREN WITH A PRIMARY DIAGNOSIS OF ATTENTION DEFICIT (HIPERACTIVITY) DISORDER
IRENE WALSH - LOUISE GAFFNEY - DEIRDRE MAC EVILLY - SARAH BURNS - MARY SCULLION - GERALDINE
BROSNAN (IRELAND)
LISBONA HALL
UEP GENERAL ASSEMBLY
ATENE HALL
AAC SHORT SEMINAR 5
chairs: Rossella Muò (Italy) – Elena Favero (Italy)
SS16 - BENCHMARKING IN AAC SERVICES
PAMELA ENDERBY (UK)
DUBLINO HALL
chairs: VITTORIO Ferrero (ITALY) - Thomaz Woznick (Poland)
18.15-18.30 FP90 - ENDOSCOPIC AND ELECTROPHISIOLOGICAL EVALUATION OF NEUROLOGICAL DYSPHAGIA: CLINICAL FEATURE AND INSTRUMENTAL CORRELATION.
FEDERICA MURA - GIULIA BERTINO - MAURO FRESIA - ENRICO ALFONSI - MARCO BENAZZO (ITALY)
18.30-18.45 FP91 - PROGNOSIS OF NEUROGENIC DYSPHAGIA BY CONVENTIONAL SWALLOWING THERAPY VERSUS NMES (NEURO MUSCULAR ELECTRICAL STIMULATION) COUPLED WITH CONVENTIONAL SWALLOWING TRAINING IN SUB ACUTE HOSPITAL AT QATAR
DRAMAL AHMAD - AZHAR OMAR (QUATAR)
18.45-19.00 FP92 - THE EFFECTIVENESS OF COMPENSATORY POSTURES IN THE MANAGEMENT OF DYSPHAGIA CAUSED BY PHARINGEAL AND PHARYNGO-LARINGEAL UNILATERAL PARALYSIS: SEARCH FOR CLINICAL EVIDENCE
ROSALBA DI ROSA (ITALY)
COPENHAGHEN HALL
chairs: ANTONInO Pira (ITALY) - Kajsa-Mia Holgers (Sweden)
18.15-18.30 FP93 - PAEDIATRIC AURAL REHABILITATION SERVICES: A SURVEY OF AUDIOLOGISTS IN SOUTH AFRICA
KARA HOFFMAN - LAVANITHUM JOSEPH (SOUTH Africa)
18.30-18.45 FP94 - ADVANTAGES OF MULTIDISCIPLINARY APPROACH IN CHILDREN WITH COMPLEX SYNDROME
SARA GHISELLI - SILVIA MONTINO - ENZO EMANUELLI - PATRIZIA TREVISI - ALESSANDRO MARTINI (ITALY)
18.45-19.00 FP95 - CHILDREN WITH SEVERE/PROFOUND HEARING LOSS ACHIEVE AGE-APPROPRIATE SPEECH/
LANGUAGE BY 3 YEARS-OF-AGE: CONTRIBUTION OF E3BP MANAGEMENT.
ANNE NIVELLES FULCHER - ALISON PURCELL - ELISE BAKER - NATALIE MUNRO (Australia)
21
Tuesday 27th August 2013
MAIN REPORT 08.30-10.30 AUDITORIUM
MR2 - Cognitive Reserve: Implications for Assessment and Intervention
CHAIRS: Philippe Paquier (BELGIUM) - Bruce Murdoch (Australia)
Main Presenter: Yaakov Stern (United States)
Discussants: Claire Penn (South Africa) - Sue Franklin (Ireland)
11.00-11.45
AUDITORIUM
CHILD LANGUAGE FREE PAPERS 12 ITALIAN CME ACCREDITATION
CHAIRS: Donatella Croatto (Italy) – Sharynne McLeod (Australia)
11.00-11.15 FP96 - PROMOTING LEARNING STRATEGIES ACCORDING TO THE COGNITIVE STYLE OF YOUNG PEOPLE AFFECTED BY LEARNING DISORDERS: THE AFTERSCHOOL EXPERIENCE
MANUELA CALANCA - MARTINA MASSINI - ELEONORA PASQUA - CHRISTIAN VERONESI (ITALY)
11.15-11.30 FP97 - OPTIMISING TEACHER-LEARNER INTERACTIONS: A CRITICAL PROMOTIVE SLP INTERVENTION
HARSHA KATHARD - MERSHEN PILLAY (SOUTH AFRICA)
11.30-11.45 FP98 - A NEW SOFTWARE INTEGRATED INTELLIGENT LEARNING ENVIRONMENT FOR READING AND WRITING (ILEARNRW) IN DYSLEXIA: THEORETICAL PRINCIPLES AND MAIN OBJECTIVES
ELENI MITROPOULOU - VICTORIA ZAKOOULOU - ANTONIOS SYMVONIS (GREECE)
LONDRA HALL
CHAIRS: Pecorari Giancarlo (Italy) – MARIA ENRICA AMASIO (ITALY)
SS17 - BEHAVIOR ASSESSMENT BATTERY: MULTI-MODAL ASSESSMENT OF THE AFFECTIVE, BEHAVIORAL AND COGNITIVE DIMENSIONS SURROUNDING SPASMODIC DYSPHONIA IN ADULTS
MARTINE VANRYCKEGHEM - BARI HOFFMAN RUDDY - GENE BRUTTEN - JEFFREY LEHMAN (USA)
MADRID HALL
FLUENCY FREE PAPERS 1
CHAIRS: Kurt Eggers (Belgium) – Steen Fibiger (Denmark)
11.00-11.15 FP99 - ACOUSTIC ANALYSES OF DIADOCHOKINESIS IN FLUENT AND STUTTERING CHILDREN
CLAUDIA ANDRADE - FERNANDA SASSI - FABIOLA JUSTE - SILMARA RONDON - ANA PAULA RITTO
CLAUDA COLALTO (BRAZIL)
11.15-11.30 FP100 - STUTTERING MEASUREMENT: THE UTILITY AND APPLICABILTY OF THE APM MEASURING PHONATION OUTPUT IN ADULTS WHO STUTTER, BEFORE AND AFTER TREATMENT
LAUREN MENDES (AUSTRALIA)
11.30-11.45 FP101 - ITALIAN PUBLIC OPINION ON STUTTERING: THE POSHA-S AS AN INVESTIGATIVE TOOL
EMILIA CAPPARELLI - FRANCESCA DEL GADO - DONATELLA TOMAIUOLI - PAOLA FALCONE
KENNETH O. ST.LOUIS (USA)
LISBONA HALL
MULTILINGUAL AFFAIRS SHORT SEMINAR 1
CHAIR: Rossetto Tiziana (Italy)
SS18 - MULTILINGUALISM, A HIDDEN REALITY
MIRJAM BLUMENTHAL (NETHERLANDS)
ATENE HALL
VOICE FREE PAPERS 8
CHAIRS: GUIDO Bongioannini (ITALY) - Ma ESTELLA (CHINA)
11.00-11.15FP102 - STROBOSCOPY – STILL A POWERFUL INSTRUMENT FOR VOCAL DISABILITY IN 21ST CENTURY
KOICHIRO SAITO - HARUNA YABE - KOSUKE UNO (JAPAN)
11.15-11.30FP103 - CHEAP AND PORTABLE HIGH DEFINITION VIDEOENDOSCOPY, HOW TO DO IT?
AHMED GENEID (FINLAND)
11.30-11.45FP104 - VIDEOSTROBOKYMOGRAPHY OF THE VOCAL FOLD IN CASES OF REINKE EDEMA
PAULINA KRASNODEBSKA - AGATA SZKIE KOWSKA - BEATA MIAKIEWICZ - HENRYK SKAR (POLAND)
22
11.00-11.45
DUBLINO HALL
CHAIRS: BEATRICE Travalca Cupilllo (ITALY) - Sandra Ettema (USA)
11.00-11.15 FP105 - PROPOSAL FOR AN INTEGRATED APPROACH IN ADULT NEUROLOGICAL DYSPHAGIC PATIENTS
WITH INJURIES OF THE POSTERIOR CRANIAL FOSSA
LISA POLI, MANUELE TAVELLA (ITALY)
11.15-11-30 FP106 - COORDINATION OF SWALLOWING AND BREATHING IN PATIENT WITH AMYOTROPHIC LATERAL SCLEROSIS
FEDERICA BIANCHI - ANTONIO SCHINDLER - ELISABETTA ROMA - CHRISTIAN LUNETTA - NADIA CELLOTTO
DANIELA GINOCCHIO (ITALY)
11-30-11.45 FP107 - IMPACT ASSESSMENT OF A TRAINING COURSE ON TRACHEOSTOMY AND DECANNULATION IN HOSPITAL
MICHELA BENVENUTI - GIAMPIERO FERRARI - ROSSANA D’ALOGNA - DOMENICO CUDA (ITALY)
COPENHAGHEN HALL
CHAIRS: GAETANO Paludetti – Sebastian Hoth (Germany)
11.00-11.15 FP108 - LEBER’S HEREDITARY OPTIC NEUROPATHY WITH HEARING AND NEUROPSYCHOLOGIC IMPAIRMENT AND FAMILIAR ACCUMULATION – MULTIPLE CASE REPORT
JAKUB DRŠATA - ANNA HANUŠOVÁ - A JIRÁSKOVÁ (CZECH REPUBLIC)
11.15-11.30 FP109 - EVALUATION OF CLEAR SPEECH PERCEPTION IN PATIENTS WITH AUDITORY NEUROPATHY
SALWA MOURAD - SOMAIA TAWFEEK - AMANI SHALABY - MOHAMED ABD-EL-GHAFFAR (EGYPTH)
11.30-11.45 FP110 - “FROGS AND SNAKES”: TYPICAL ACQUISITION OF CONSONANT CLUSTERS IN AUDITORY-VERBAL PRESCHOOL CHILDREN WITH SEVERE/PROFOUND HEARING LOSS
ANNE NIVELLES FULCHER - ELISE BAKER - ALISON PURCELL - NATALIE MUNRO (AUSTRALIA)
SPECIAL EVENT 11.45-13.15
AUDITORIUM
SP2 - WHO WORLD REPORT IN DISABILITY – IMPLEMENTING SOLUTIONS
CHAIRS: Mara Behlau (Brazil) - Oskar Schindler (Italy)
MARA BEHLAU (BRAZIL) - TANYA GALLAGHER (USA) - ALANA MARGARET (SWITZERLAND) - PATRICIA
PRELOCK (USA) - CHRISTINE STONE (AUSTRALIA) - OSKAR SCHINDLER (ITALY) - Tadeus NAWKA (GERMANY)
LONDRA HALL
Round Table GISD ROLE OF THE SPEECH THERAPIST IN AMYOTROPHIC LATERAL SCLEROSIS
CHAIRS: Giovanni Ruoppolo (Italy) – Kenneth Watkin (Canada)
Disorders of verbal communication in ALS
Elisabetta Losi - Federica Frigeri
Swallowing disorders in ALS
Bruno Fattori- Andrea Nacci
Role and significance of speech therapy rehabilitation in ALS dysphagia (Antonio Amitrano-Giulia Mazio)
Functional surgery in ALS
Daniele Farneti
Nutrition management in ALS
Augusta Palmo
Telemedicine-assisted for patients with advanced ALS and their caregivers
Danilo Patrocinio - Vincenzo Sallustio
MADRID HALL
FLUENCY SEMINAR 1
CHAIRS: George Fourlas (Greece) - Sharon Millard (UK)
SE2 - COUNSELING/TRAINING PROFESSIONALS AND PARENTS OF CHILDREN WHO ARE DISFLUENT
PATRICIA MERCAITIS (USA)
LISBONA HALL
MULTILINGUAL AFFAIRS SEMINAR 1
CHAIR: CLAUDIA De Canio (ITALY)
SE3 - A SYSTEMATIC REVIEW OF THE OUTCOMES OF CHILDREN WITH HEARING LOSS WHO USE LANGUAGES OTHER THAN ENGLISH
KATHRYN CROWE - SHARYNNE MCLEOD (AUSTRALIA)
23
11.45-12.30
ATENE HALL
CHILD LANGUAGE SEMINAR 2
CHAIRS: Joseph Agius (Malta) – HERAMM FM Peters (THE NETHERLANDS)
SE4 - THE TABLET: APPS ALL THE WAY THROUGH THERAPY THE COST EFFECTIVE WAY
PERMELIA MCCAIN (USA)
DUBLINO HALL
CHAIRS: Andretta Pasqualina ( Italy) - TAKAHIRO Ono (JAPAN)
SS19 - ORTHODONTIC TREATMENT AND AIR WAY MODIFICATIONS; IMPORTANCE OF MIOFUNCTIONAL THERAPY
LUCA LEVRINI (ITALY)
COPENHAGHEN ALL
MULTILINGUAL AFFAIR SHORT SEMINAR 2
CHAIRS: Maria Kambanorou (Cyprus) - Willem van Steenbrugge (Australia)
SS20 - SUPPORTING MULTILINGUAL CHILDREN WITH SPEECH SOUND DISORDERS: PEOPLE, PRACTICALITIES, AND POLICY
Sarah Verdon - Sharynne Mcleod (AUSTRALIA)
12.30-13.15
DUBLINO HALL
CHAIRS: Stefano Carossa (Italy) - FRANCESCO PIGA (ITALY)
SS21 - A TUTORIAL ON ARIWAY PROTECTION DEFICITS FOR THE DYSPHAGIA SPECIALIST
KAREN HEGLAND - MICHELLE TROCHE (USA)
COPENHAGHEN HALL
CHAIRS: ALESSANDRO Martini ( Italy) – Anu Sharma (USA)
SS22 - OBJECTIVE HEARING ASSESSMENT IN EARLY CHILDHOOD: ADVANCES AND RECENT CONVENTIONS
SEBASTIAN HOTH (GERMANY)
13.15-14.00 14.00-14.45
BREAK
AUDITORIUM
CHAIRS: Elisabetta Genovese (Italy) - Barbara Dodd (Australia)
14.00-14.15 FP111 - BRAZILIAN PARENTS PERCEPTION ABOUT COMMUNICATION DISORDERS IN CHILDHOOD
GABRIELA WOLFF - BÁRBARA GOULART (BRAZIL)
14.15-14.30 FP112 - PARENTS PERCEPTION ABOUT COMMUNICATION DISORDERS IN CHILDHOOD
GABRIELA STABEL WOLFF - CARLOS PODALIRIO BORGES DE ALMEIDA
BÁRBARA NIEGIA GARCIA DE GOULART (BRAZIL)
14.30-14.45 FP113 - PARENTAL PERSPECTIVES ON A BRIEF PARENT-CHILD SHARED-READING PROGRAM FOR TYPICALLY DEVELOPING CULTURALLY AND LINGUISTICALLY DIVERSE PRESCHOOLERS
KARLA WASHINGTON - DILLON DAVIS - RACHEL GREENE (USA)
LONDRA HALL
CHAIRS: GIOVANNI Cavallo (ITALY) - VIRGINIE Woisard (FRANCE)
SS23 - PRE AND POST SURGERY PHONIATRIC EVALUATION IN PATIENTS TRANSGENDER MALE-TO-FEMALE CANDIDATES FOR TYPE IV THYROPLASTY (CRICOTHYROID APPROXIMATION)
DIEGO COSSU (ITALY)
24
14.00-14.45
MADRID HALL
CHAIRS: Lindy McAllister (Australia) – Hilde Chantrain (Belgium)
14.00-14.15 FP114 - EVALUATION AND COMPARISON OF SYNTACTIC SPECIFICATION IN 1.5-2.5 YEARS OLD NORMAL PERSIAN CHILDREN IN TEHRAN CITY
MARYAM GHELMANI POUR - TAHERE SIMA SHIRAZI - MASOUD KARIMLU - REZA NILI POUR
HOSSEIN KARIMI (IRAN)
14.15-14.30 FP115 - LANGUAGE DEVELOPMENT IN GREEK TYPICAL DEVELOPED CHILDREN
IOANNIS VOGINDROUKAS - EVRIPIDES CHELAS - KONSTANTINOS PAPARIZOS - ELENI KIVRAKIDOU (GREECE)
14.30-14.45 FP116 - WHAT’S IN AN EARLY WORD? CHARACTERISTICS AND DEVELOPMENT OF WORD PRODUCTION IN YOUNG MALTESE CHILDREN
DANIELA GATT - HELEN GRECH - BARBARA DODD (MALTA-UK)
LISBONA HALL
CHAIRS: Hilde Chantrain (Belgium) – Gail Gillon (New Zealand)
14.00-14.15 FP117 - GRAMMATICALITY AND COMPLEXITY IN THE USE OF SENTENCES IN CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT
MARIANGELA MAGGIOLO - CARMEN JULIA COLOMA - MARÍA MERCEDES PAVEZ - CLAUDIA ARAYA
CHRISTIÁN PEÑALOZA (CHILE)
14.15-14.30 FP118 - LEXICAL LEARNING AND PHONOLOGICAL PROCESSING IN TAIWANESE YOUNG CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT
PAO-HSIANG CHI (CHINA)
14.30-14.45 FP119 - LEXICAL RETRIEVAL DEFICITS IN MULTILINGUAL SPECIFIC LANGUAGE IMPAIRMENT
MARIA KAMBANAROS (CYPRUS)
ATENE HALL
VOICE FREE PAPERS 9
CHAIRS: MARCO Piemonte (ITALY) - Per Ake Lindestad (Sweden)
14.00-14.15 FP120 - SELECTION OF METHODS IN VOICE THERAPY
BIRTE MEIER - TINA OPPERMANN - IRIS BURG - VERENA ROGG - KATHARINA NOLTE
ULLA BEUSHAUSEN (GERMANY)
14.15-14.30 FP121 - COST-EFFECTIVENESS AND VOICE ANALYSIS IN LOGOPEDIC PRACTICE: EXPERIENCE WITH PRAAT
MARTA COMPAGNUCCI - ROBERTA MAZZOCCHI - SANTI CENTORRINO (ITALY)
14.30-14.45 FP122 - THE EFFECTIVENESS OF THE INTEGRATIVE VOICE THERAPIE REGARDING THE OBJECTIVES
of INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITY AND HEALTH, ICF
EVEMARIE HAUPT - JULIA HÖLSCHEIDT (AUSTRA)
DUBLINO HALL
CHAIRS: ELISABETTA Losi (ITALY) - Antonio Schindler (ITALY)
14.00-14.15 FP123 - INCIDENCE OF DYSPHAGIA AND VOCAL CORD PALSY IN CHIARI MALFORMATION WITH OR WITHOUT SYRINGOMYELIA
ANDREA CANALE - PALMA CIARAMITARO - FEDERICO DAGNA - GIULIANO FACCANI - ROBERTO ALBERA (ITALY)
14.15-14.30 FP124 - FEEDING AND FEEDING DIFFICULTIES IN TYPICALLY DEVELOPING CHILDREN AGED 18-26 MONTHS
PANAGIOTIS PAPADATOS - KONSTANTINOS VANTANAS - AGGELIKI KOTSOPOULOS (GREECE)
14.30-14.45 FP125 - DYSPHAGIA AND SWALLOWING RELATED FACTORS IN ADULTS WITH ACQUIRED ANOXIC BRAIN INJURY: DATA OF 28 PATIENTS
ALESSANDRA TURLETTI - DANIELA ALIBERTI - FABIA ROMANO - ERIKA CRAVERO - MARZIA BIANCHI
LAURA BERGAMASCO - MARIA DILENO - MARIA AUSILIA GALOTTI - ANNA MARIA MILETTO (ITALY)
COPENHAGHEN HALL
CHAIRS: MAURIZIO Iengo (ITALY) – Katrin Neumann (Germany)
14.00-14.15 FP126 - RELATIONSHIP BETWEEN QUANTITATIVE WORK AND MUSCULOSKELETAL COMPLAINTS IN OCCUPATIONAL AUDIOLOGISTS
BÁRBARA NIEGIA GOULART - KELY KRUMMENAM (BRAZIL)
14.15-14.30 FP127 - CORRELATION OF ANGIODYNOGRAPHIC FINDINGS OF THE CAROTID AND VERTEBRAL ARTERIES AND HEARING SENSITIVITY IN MIDDLE-AGED AND OLDER ADULTS
HUI-CHI TIEN - KO KUEI (CHINA)
25
SPECIAL EVENT 14.45 -16.15
AUDITORIUM
SP3 - MANAGEMENT OF SWALLOWING DISORDERS IN THE ELDERLY
CHAIRS: Antonio Schindler (ITALY) - Pere Clave (SPAIN)
Prevalence of dysphagia and its complication in the elderly
David Smithard
Pathophysiology of dysphagia in the elderly and its nutritional and respiratory complications
Pere Clave
The role of sarcopenia in primary and secondary presbyphagia
Maurits Vandewoude
How can we screen dysphagia in the elderly?
Antonio Schindler
Management of presbyphagia in nursing homes
David Smithard
New frontiers in the treatment of presbyphagia (TMS and TDCS)
Enrico Alfonsi
To PEG or not to PEG?
Maurits Vandewoude
LONDRA HALL
FLUENCY COMMITTEE SYMPOSIUM
CHAIRS: Hans-Georg Bosshardt (Germany) - Donatella Tomaiuoli (Italy)
SY6 - MEASURING STUTTERING IN PRESCHOOL-AGE CHILDREN ACROSS DIFFERENT LANGUAGES: AN INTERNATIONAL ON-LINE STUDY
Hans-Georg Bosshardt - Ann Packman - Jens Kretschmann - Joseph Agius
Vèronique Aumont-Boucand - Mehdi Bakhtiar - Luisella Cocco - Bodil Damgaard
Bjarne Dammsbo - Marie-Cécile de Lajudie - Steen Fibiger - George Fourlas
Clémence Mennecier - Sharon Millard - Veronika Schade (GERMANY, AUSTRIA, ITALY, MALTA)
LISBONA HALL
CHAIRS: Brian Goldstein (USA) - Marion Fredman (Israel)
SE5 - MULTILINGUAL CHILDREN’S SPEECH, LANGUAGE, AND HEARING
SHARYNNE MCLEOD - KATE CROWE - KARLA WASHINGTON - SARAH VERDON - CAROLINE BOWEN
DAVID MCKINNON - LORAINE FORDHAM - TERESA CHING - MAUREEN SAMMS-VAUGHAN
HUBERT DEVONISH (USA, AUSTRALIA, JAMAICA)
DUBLINO HALL
AAC SEMINAR 1
CHAIRS: Montgomery Judy (USA) - Gonda Pickl (Austria)
SE6 - AUGMENTATIVE AND ALTERNATIVE COMMUNICATION… STATE OF THE ART… STATE OF THE FUTURE
CAROLYN WILES HIGDON (USA)
14.45 -15.30
MADRID HALL
CHAIRS: Dolores Battle (USA) - Lilly Cheng Li-Rong (USA)
SS24 - HOPE, RESILIENCE, AND COMPETENCE: IDENTITY AND MEANING-MAKING IN THE NARRATIVES
OF CHILDREN WITH PRIMARY SPEECH/LANGUAGE IMPAIRMENTS
RENA LYONS (IRELAND)
ATENE HALL
VOICE FREE PAPERS 10
CHAIRS: TIZIANA Fuschini (ITALY) - Eiji Yumoto (Japan)
14.45-15.00FP128 - IDENTIFICATION OF THREE NATURAL VOICE GROUPS BY PHONETOGRAPHY - A DATA DRIVEN APPROACH
Felix De Jong - Hugo Lycke - Anna Ivanova - Wivine Decoster - Marc Van Hulle (BELGIUM)
15.00-15.15FP129 - VOICE CHARACTERISTICS IN ITALIAN PATIENTS WITH DYSPHONIA
MURAT ATAC - FRANCESCO MOZZANICA - DANIELA GINOCCHIO - PATRIZIA MARUZZI - LETIZIA SCARPONI
FRANCESCO OTTAVIANI - ANTONIO SCHINDLER (ITALY)
15.15-15.30FP130 - PSYCHOLOGICAL CHARACTERISTICS OF FUNCTIONAL DYSPHONIA: DIFFERENCES BETWEEN HYPERKINETIC AND HYPOKINETIC PATIENTS
CHIARA CHIALVA - NATASCIA BRONDINO - ROBERTO PAGANI - EDGARDO CAVERZASI - GIULIA BERTINO
MARIA SILVIA MIGLIAZZI - CARLO ROBOTTI - MARCO BENAZZO (ITALY)
26
14.45 -15.30
COPENHAGHEN HALL
CHAIRS: Elisabetta Genovese (Italy ) – Somaia Tawfik (Egypt)
SS25 - DYNAMIC MANAGEMENT OF (CENTRAL) AUDITORY PROCESSING DISORDERS
INGRID GIELOW - DIANA MELISSA FARIA (BRAZIL)
15.30 – 16.15
MADRID HALL
chairs: Yvette Hus (Canada) –Yvette Hyter (USA)
SS26 - OUTCOMES OF INTERVENTION: THE PERSPECTIVES OF PARENTS AND CHILDREN WITH SPEECH, LANGUAGE AND COMMUNICATION IMPAIRMENTS
SUE ROULSTONE (UK)
ATENE HALL
chairs: Franco Fussi ( Italy) – Ron Baken (USA)
15.30-15.45 FP131 - ACOUSTIC VALUES OF THE HUMAN VOICE IN THE SEVEN ALBA EMOTING ™ EMOTIONAL STATES
LUIS ALEJANDRO ROMERO ROMERO - SOLANGE DURAN ELICER - CARLA EVA BADANI SCHONEWEG - KAREN
OLEA ORTEGA - MARÍA JOSEFINA AZOCAR FUENTES - RODRIGO FERNANDO PÉREZ PÉREZ - FELIPE EDUARDO
MONTERO GUARDA - ANTONIO CHANDUVÍ RAMIREZ - ALFREDO ALARCÓN GÓMEZ - BENJAMÍN ORTIZ (CHILE)
15.45-16.00 FP132- IS HOARSE VOICE REALLY SEXY?: LISTENERS’ ATTITUDE TOWARD DYSPHONIC SPEAKERS
OFER AMIR - REUT LEVINE-YUNDOF (ISRAEL)
16.00-16.15 FP133 - SPEECH RANGE PROFILE IN DIFFERENT EMOTIONS
GLAUCYA MADAZIO - LUANA CURTI - MARA BEHLAU (BRAZIL)
COPENHAGHEN HALL
chairs: STEFANO Berretini (ITALY) - Gilbert Herer (USA)
SS27 - ALL THE DAY I CAN LISTEN, TALK AND SING: A REHABILITATIVE SOURCE FOR INFANT AND TODDLER WITH HEARING LOSS
CHRISTINE ROCCA - MARIA NICASTRI - ERSILIA BOSCO - GABRIELLA TRAISCI - LETIZIA GUERZONI
ILARIA PATELLI (ITALY)
16.45-18.15
MULTILINGUAL AFFAIRS COMMITTEE SYMPOSIUM - SY7
CHAIRS: Heila Jordaan (South Africa) – Barbara Dodd (Australia)
AUDITORIUM
Identification of language impairment in english second language learners
HEILA JORDAAN (SOUTH AFRICA)
Comparing multilingual to bilectal children on expressive–receptive measures
MARIA KAMBANAROS (CIPRUS)
Icelandic as an L2: Assessment of educational need and screening for language impairment
ELIN THORDARDOTTIR (CANADA)
How much does bilingual exposure affect test performance? Implications for the identification of language
impairment in bilingual children
ELIN THORDARDOTTIR (CANADA)
LONDRA HALL
ATOS SPONSORED SYMPOSIUM
INSTRUCTORS: CINDY VAN DEN BOER (SWEDEN) - SIMONE SVELTO (ITALY) - PETRA JONGMANS (SWEDEN)
Chairman: Antonio Sarno (ITALY)
MADRID HALL
FLUENCY SEMINAR 2
CHAIRS: Luisella Cocco (Italy) – Ann Packman (Australia)
SE7 - THE CAMPERDOWN PROGRAM FOR ADULTS WHO STUTTER: OVERVIEW AND PRACTICAL GUIDELINES
SUE O’BRIAN (AUSTRALIA)
27
16.45-17.30
LISBONA HALL
CHAIRS: Leonor Scliar Cabral (Brazil) – AILEEN Patterson (UK)
16.45-17.00 FP134 - THE EQUINE ASSISTED THERAPY AS STRATEGY IN SPEECH LANGUAGE PATHOLOGY INTERVENTION
PEDRO MELO PESTANA - SUSANA VAZ FREITAS (PORTUGAL)
17.00-17.15 FP135 - THE EFFECTIVENESS OF THE ADAPTED ‘BOX CLEVER’ PROGRAMME ON DEVELOPING VOCABULARY AND NARRATIVE SKILLS IN YOUNG CHILDREN WITH LANGUAGE-LEARNING DIFFICULTIES IN SRI LANKA
SHYAMANI HETTIARACHCHI - NICKY MORONEY - SENERATH ATTANAYAKE - LASANTHI DASKON-ATTANAYAKE
JONATHAN SOLOMON - LALANI DISSANAYAKE (SRI LANKA)
17.15-17.30 FP136 - THE EFFECT OF VOCABULARY TRAINING IN PRESCHOOLERS WITH DEVELOPMENTAL LANGUAGE DISORDERS
GERRITS ELLEN - FLOOR COHEN TERVAERT - NOELLE UILENBURG (NETHERLANDS)
ATENE HALL
CHAIRS: CARLO Catalano (ITALY) - Diane Bless (USA)
16.45-17.00 FP137 - EFFECT OF VOCAL FUNCTION EXERCISES FOR PRESBYPHONIA
SHUN INOUE - RYOUJI TOKASHIKI (JAPAN)
17.00-17.15 FP138 - EFFECT OF THE FLOW RESISTANT STRAW EXERCISE ACCORDING TO PERFORMANCE TIME
MARA BEHLAU - SABRINA PAES (BRAZIL)
17.15-17.30 FP139 - IMMEDIATE EFFECTS OF THE FINNISH RESONANCE TUBE METHOD ON BEHAVIORAL DYSPHONIA
MARA BEHLAU - SABRINA PAES - FABIANA ZAMBON - ROSIANE YAMASAKI - SUSANNA SIMBERG
(BRAZIL, FINLAND)
DUBLINO HALL
CHAIRS: DANIELE Farneti (ITALY) - Kenneth Watkin (Canada)
16.45-17.00 FP140 - ELECTROYOMYOGRAPHY ANALYSIS OF MASSETER AND SUPRAHYOID MUSCLES IN THE ORAL PHASE OF THE SWALLOWING OF HEALTHY ADULT PEOPLE
ANDREA CRISTINA ROSSI DI GIOIA - ESTHER MANDELBAUM GONÇALVES BIANCHINI (BRAZIL)
17.00-17.15 FP141 - COMPARISON OF TIMING ABNORMALITIES LEADING TO PENETRATION VERSUS ASPIRATION DURING THE OROPHARYNGEAL SWALLOW
NOGAH NATIV - JERILYN LOGEMANN, PHD - PETER KAHRILAS, MD (USA)
17.15-17.30 FP142 - THE INFLUENCE OF TONGUE, JAW, AND LIPS POSITION ON PHARYNGEAL SWALLOW
Yamori Mana (Japan)
COPENHAGHEN HALL
EDUCATION FOR Speech and Language Pathology SHORT SEMINAR 1
CHAIRS: RAFFAELLA Citro (ITALY) - Chin-Hsing Tseng (Taiwan)
SS28 - HOW DO SPEECH PATHOLOGY & AUDIOLOGY POPULATION BASED INTERVENTIONS SERVE THE UNDERSERVED?
Mershen Pillay (SOUTH AFRICA)
17.30-18.15
LISBONA HALL
SIFEL GENERAL ASSEMBLY
ATENE HALL
CHAIRS: Diego Cossu (Italy) – Eva B. Holmberg (Sweden)
17.30-17.45 FP143 - COMPARISON OF INTENSIVE AND STANDARD VOICE THERAPY IN THE MANAGEMENT OF VOCAL NODULES: A SIX MONTHS FOLLOW-UP
SHERRY FU - DEBORAH THEODOROS - LIZ WARD (AUSTRALIA)
17.45-18.00 FP144 - IMMEDIATE EFFECTIVENESS OF HUMMING ON COMPUTED ELECTROGLOTTOGRAPHIC PRAMETERS IN DYSPHONIC PATIENTS WITH MUSCLE TENSION DYSPHONIA
MAKOTO OGAWA - KIYOHITO HOSOKAWA - HIDENORI INOHARA (JAPAN)
18.00-18.15 FP145 - THE EFFECTIVENESS OF THE COMPREHENSIVE VOICE REHABILITATION PROGRAM COMPARED WITH VOCAL FUNCTION EXERCISES TO TREAT FUNCTIONAL DYSPHONIA: A RANDOMIZED BLINDED CLINICAL TRIAL
VANESSA PEDROSA - ANTÔNIO PONTES - PAULO PONTES - MARIA STELLA PECCIN - MARA BEHLAU (BRAZIL)
28
17.30-18.15
DUBLINO HALL
MULTILINGUAL AFFAIRS FREE PAPERS 1
CHAIRS: Matti Lehtihalmes (Finland) – MARY Overton (SWITZERLAND)
17.30-17.45 FP146 - SEARCH (STUDY OF ENVIRONMENT ON ABORIGINAL RESILIENCE & CHILD HEALTH): USING CULTURALLY APPROPRIATE ASSESSMENTS WITH URBAN AUSTRALIAN ABORIGINAL CHILDREN
ALISON PURCELL - HASANTHA GUNESEKERA - DEBRA FERNANDO (AUSTRALIA)
17.45-18.00 FP147 - SEARCH (STUDY OF ENVIRONMENT ON ABORIGINAL RESILIENCE & CHILD HEALTH): HEARING, SPEECH AND DEVELOPMENTAL OUTCOMES
ALISON PURCELL - HASANTHA GUNESEKERA - SUSAN WOOLFENDEN (AUSTRALIA)
18.00-18.15FP148 - SPEECH THERAPY AND THE BILINGUALISM FOR THE DEAF
Maria Cecilia De Moura - Vinicius Nascimento (BRAZIL)
COPENHAGHEN HALL
CHAIRS: GIUSEPPE Gitti (ITALY) - Renata Mota Mamede de Carvallo (Brazil)
SS29 - DEVELOPMENT OF A CANTONESE LEXICAL TONE DICHOTIC LISTENING TEST. A STEP TOWARDS IDENTIFYING INDIVIDUALS WITH AUDITORY PROCESSING DISORDERS
KEVIN YUEN (CHINA)
18.15-19.00
AUDITORIUM
IALP GENERAL ASSEMBLY
29
Wednesday 28th August 2013
08.30 – 14. 30
CITY tOUR
SPECIAL EVENT 14.30 – 16.00 AUDITORIUM
SP4 - ACHIEVING BEST OUTCOME IN CHILDREN WITH COCHLEAR IMPLANTS
ChairS: ALESSANDRO Martini (ITALY) - Helen Grech (MALTA)
Issues Related to Implanting Children at Younger Ages and the Effects on Outcomes
Roberta Buhagiar (UK)
Optimization of objective measures and behavioral examination in speech processor fitting
Sebastian Hoth (Germany)
Cochlear Implants in difficult cases
Alessandro Martini (Italy)
Achieving Best Outcome in Children with Cochlear Implants: A Pediatric-Audiological and Surgical Perspective
Katrin Neumann (Germany)
LONDRA HALL
AFFILIATED SOCIETY ROUND TABLE
CHAIRS: Mara Behlau (Brazil) – Tanya Gallagher (USA)
EMERGING ISSUES IN SPEECH LANGUAGE PATHOLOGY IN YOUR COUNTRY
MARA Behlau (BRAZIL) - IRENE Marchesan (BRAZIL) - CATHY Pringle (SOUTH AFRICA) - MAEVE Murphy
(IRELAND) - YEH Weng-Ying (TAIWAN) - BOZENA Wiskirs-Woznica (POLAND)
MADRID HALL
FLUENCY SEMINAR 3
CHAIRS: Donatella Tomaiuoli (Italy) - Frances M. Cook (UK)
SE8 - STUTTERING THERAPY: WORKING ABOVE AND BELOW THE SURFACE
Michael Blomgren (Usa)
COPENHAGHEN HALL
CHAIRS: Willem van Steenbrugge (Australia) – Tara Whitehill (China)
SE9 - SERVICE DELIVERY TO BILINGUAL INDIVIDUALS BY MONOLINGUAL CLINICIANS: IT’S MORE THAN LANGUAGE
TOMMIE ROBINSON - LEMMIETTA MCNEILLY (USA)
14.30 – 15.15
LISBONA HALL
APHASIA FREE PAPERS 1
CHAIRS: Claire Penn (South Africa) – Anu Klippi (Finland)
14.30-14.45FP149 - THE BOSTON NAMING TEST FOR MALTESE-SPEAKING ADULTS: ADMINISTRATION AND SCORING MODIFICATIONS
Ritienne Grima (Malta) - Sue Franklin (Ireland)
14.45-15.00FP150 - EARLY ASSESSMENT OF COMMUNICATIVE DISORDERS IN PATIENTS WITH ACUTE STROKE: RESULTS OF AN ITALIAN MULTICENTER STUDY
Sandra Peccini - Ilaria Revolon - Nicola Falocci - Irene Gallì - Maria Antonella Gori
Grazia Signorini - Simona Raimondo - Maurizio Paciaroni (ITALY)
15.00-15.15FP151 - VALIDATION OF THE ITALIAN AACHNER APHASIE BEDSIDE TEST (I-AABT) FOR THE ASSESSMENT
OF APHASIA IN THE ACUTE PHASE
Francesca Martufi - Simona Raimondo - Nicoletta Cavagna - Antonio Schindler (ITALY)
30
14.30 – 15.15
ATENE HALL
MOTOR SPEECH DISORDERS FREE PAPERS 1
CHAIRS: ANTONIO Amitrano (ITALY) - Angela Morgan (Australia)
14.30-14.45FP152 - RELATION BETWEEN VOICE HANDICAP INDEX (VHI) AND DISEASE SEVERITY IN IRANIAN PATIENTS WITH PARKINSON’S DISEASE
Fatemeh Madjdinasab - Negin Moradi - Hedieh Hashemi - Gholamali Shahidi
Siamak Karkheiran Masoud Salehi (IRAN)
14.45-15.00FP153 - ANALYSIS OF SPEECH FLUENCY IN PARKINSON´S DISEASE
Natalia Casagrande - Thais Minett - Karin Ortiz (Brazil)
15.00-15.15FP154 - PERCEPTION AND COMPREHENSION OF COMMUNICATIVE FUNCTIONS OF PROSODY IN
INDIVIDUALS WITH DYSARTHRIA DUE TO PARKINSON’S DISEASE
Heidi Martens - Gwen Van Nuffelen - Marc De Bodt (Belgium)
DUBLINO HALL
EDUCATION FOR SPEECH AND LANGUAGE PATHOLOGY FREE PAPERS 1
CHAIRS: Dobrinka Georgieva (Bulgaria) – Hortencia Kayser (USA)
14.30-14.45FP155 - AN ACADEMIC MODEL OF COMBINING UNDERGRADUATE AND GRADUATE STUDIES PROVIDES STUDENTS A COHESIVE AND ACCELERATED CLINICAL EXPERIENCE
Nicole Magaldi (United States)
14.45-15.00FP156 - TEACHING AND OBJECTIVES OF THE UNIVERSITY DEGREE IN SPEECH THERAPY
Debora Lantelme - Serena Paione - Lucia Pecoraro - Daria Protti - Oskar Schindler (Italy)
15.00-15.15FP157 - IDENTIFYING APPROACHES AND THEMES FOR A LONGITUDINAL STUDY OF THE PROFESSIONAL DEVELOPMENT OF STUDENTS OF AUDIOLOGY AND SPEECH LANGUAGE PATHOLOGY
Dorthe Hansen - Jytte Isaksen (Denmark)
15.15-16.00
LISBONA HALL
CHAIRS: Simon Horton (UK) – Anastasia Raymer (USA)
15.15-15.30FP158 - PERFORMANCE OF APHASIC PATIENTS ON A LIMB PRAXIA BATTERY
Joana Mantovani-Nagaoka - Karin Ortiz (Brazil)
15.30-15.45FP159 - VERBAL STEREOTYPE: A MALADAPTIVE RECOVERY? A PILOT STUDY
Inês Rodrigues - Martin Lauterbach - Nádia Canário - Alexandre Castro-Caldas (PORTUGAL)
15.45-16.00FP160 - GENERATIVE NAMING IN MOROCCAN ARABIC-ENGLISH BILINGUAL SPEAKERS : REFERENTIAL DATA FOR APHASIA
Bouzekri Touri (MOROCCO)
ATENE HALL
CHAIRS: Ben Maassen (The Netherlands) – Gwen van Nuffelen (Belgium)
15.15-15.30FP161 - PARKINSON´S DISEASE AND DEAF PEOPLE: SELF-PERCEPTIONS AND INTERPRETER PERCEPTIONS OF CHANGES IN COMMUNICATION WITH SIGN LANGUAGE
Pirkko Rautakoski - Kirsti Martikainen (FINLAND)
15.30-15.45FP162 - CLINICAL OUTCOMES OF PROVIDING LSVT® LOUD VIA TELEREHABILITATION TO THE RURAL HOME
Anne Hill - Deborah Theodoros - Trevor Russell (AUSTRALIA)
15.45-16.00FP163 - FOCAL TASK SPECIFIC EMBOUCHURE DYSTONIA: EVALUATION PROTOCOL AND SPEECH THERAPY PROPOSAL. A PILOT CASE
Eleonora Donà - Pasqualina Andretta - Serena De Pellegrin - Anna Lazzarini (Italy)
DUBLINO HALL
EDUCATION FOR SPEECH AND LANGUAGE PATHOLOGY FREE PAPERS 2
CHAIRS: Thomaz Woznick (Poland) – Chin-Hsing Tseng (Taiwan)
15.15-15.30FP164 - STUDENT TRAINING IN SPEECH LANGUAGE PATHOLOGY IN SERBIA
Mile Vukovic - Irena Vukovic (Serbia)
15.30-15.45FP165 - IMPLEMENTING TEACHING AND RESEARCH IN SPEECH LANGUAGE PATHOLOGY: BULGARIAN EXPERIENCE
Dobrinka Georgieva (Bulgaria)
15.45-16.00FP166 - NETQUES: PAIN, PLEASURE AND POSITIVE OUTCOMES OF PAN-EUROPEAN PROJECT PARTNERSHIP, PRODUCING AND PROMOTING STANDARDS IN SPEECH AND LANGUAGE THERAPY EDUCATION
Aileen Patterson - Jois Stansfield - Kristina Hansson - Martin Peleman - Baiba Trinite
Zsolt Cséfalvay (UK)
31
16.30 -18.00
AUDITORIUM
SIFEL MAIN REPORT - MOTOR SPEECH DISORDERS ITALIAN CME ACCREDITATION
CHAIRS: Irene Vernero (Italy) – Antoinette am Zehnhoff-Dinnesen (Germany)
DYSARTHRIA: CAN WE DO MORE?
GIOVANNI Ruoppolo - ANTONIO AMITRANO - CHIARA BONAZZI - ELISABETTA LOSI - GIULIA MAZIO
DANILO PATROCINIO - FRANCESCA ROMANA PEZZELLA - AGNESE ROSSI - GIUILIA ROSSI
VINCENZO SALLUSTIO - ILENIA SCHETTINO - ANTONIO SCHINDLER (Italy)
LISBONA HALL
FLUECY SEMINAR 4
CHAIRS: Henny Bijleveld (Belgium) – Steen Fibiger (Denmark)
SE10 - RE-SHAPING STUTTERING MODIFICATION THERAPY: WOULD DR. VAN RIPER BE AMUSED?
Joseph G. Agius (Malta)
COPENHAGHEN HALL
EDUCATION FOR SPEECH AND LANGUAGE PATOLOGY committee symposium
SY8 - EDUCATING SLPs FOR PROFESSIONAL PRACTICE IN DIFFERENT ENVIRONMENTS – SESSIONS 1 AND 2
TOMASZ WOZNIAK - DOBRINKA GEOGIEVA - SEYHUN TOPBIAS - MIRELA DURANOVIC - NADJA ZEMVA
MILE VUKOVIC - KATERINA VITASKOVA (BULGARIA)
16.30-17.15
LONDRA HALL
CHAIRS: Gail Gillon (New Zealand) – Leonor Scliar Cabral (Brazil)
SS30 - A QUALITATIVE ANALYSIS OF HINDRANCES TO PLAY AND STRATEGIES FOR UTILIZING SCRIPTS FOR SCAFFOLDING TO IMPROVE LANGAUGE SKILLS IN PRESCHOOLERS
Irene Torres (Unite States) - Lidia Rodriguez (Spain)
MADRID HALL
APHASIA SHORT SEMINAR 1
CHAIRS: CARLO Caltagirone (ITALY) - Linda Worrall (Australia)
SS31 - IMPROVING QUALITY OF LIFE IN APHASIA THROUGH LIFE STORY TELLING.
A BIOGRAPHIC-NARRATIVE APPROACH
Sabine Corsten - Jürgen Konradi - Erika Schimpf - Friedericke Hardering
Annerose Keilmann (GERMANY)
ATENE HALL
CHAIRS: BRUNO Fattori (ITALY) - Tadeus Nawka (Germany)
SS32 - SWALLOW-RESPIRATORY RELATIONSHIPS AND THE IMPACT ON DYSPHAGIA MANAGEMENT
Michelle Troche - Karen Hegland (USA)
DUBLINO HALL
EDUCATION FOR SPEECH AND LANGUAGE PATOLOGY FREE PAPERS 3
CHAIRS: Raimondo Simona (Italy) – Citro Rossella (Italy)
16.30-16.45FP167 - SPEECH AND LANGUAGE THERAPY: USING THE PAST TO INFORM THE FUTURE
Jois Stansfield - Iysha Barratt (UK)
16.45-17.00 FP 168 - Speech Sound Disorders: Interaction between Phonological and Auditory.
Perceptual Processing
Tatiane Barrozzo
17.00-17.15FP169 - CPLOL EDUCATION COMMITTEE: WORKING GROUP REPORT, DOCUMENTING FORMS OF CLINICAL PRACTICE I INITIAL EDUCATION IN EUROPE, (2009-2012)
Overton Venet Mary - Thora Masdottir - Bettina Heinzelmann - Baiba Trinite
Anne-Lise Rvgvold - Irene Vernero - Maria Vlassopoulos (SWITZELAND, ICELAND, LATVIA,
NORWAY, ITALY, GREECE)
17.15-18.00
LONDRA HALL
CHAIRS: Osnat Segal (Israel) - Leonor Scliar Cabral (BRAZIL)
SS33 - AN EXPLORATION OF BRITISH-TAMIL AND SRI LANKAN-TAMIL MOTHERS’ BELIEFS ON CHILD LANGUAGE DEVELOPMENT AND CHILD LANGUAGE IMPAIRMENT AND THEIR VIEWS ON SPEECH AND LANGUAGE THERAPY AND MATERNAL INT
Shyamani Hettiarachchi (SRI LANKA)
32
17.15-18.00
MADRID HALL
CHAIRS: Luise Springer (Germany) – Nada Zemva (Slovenia)
SS34 - AWAKE SURGERY: THE ROLE OF SPEECH THERAPIST IN THE PROCEDURE OF CORTICAL MAPPING AND MONITORING
Anna Lazzarini - Pasqualina Andretta - Serena De Pellegrin (ITALY)
ATENE HALL
CHAIRS: ANDREA Nacci (ITALY) - DANIELE Farneti (ITALY)
SS35 - THE USE OF ACOUSTIC ANALYSIS SOFTWARES IN DYSPHAGIA’S THERAPY
Ingrid Gielow (BRAZIL)
DUBLINO HALL
EDUCATIONAL FOR SPEECH AND LANGUAGE PATHOLOGY FREE PAPERS 4
CHAIRS: Hilde Chantrain (Belgium) – Matti Lehtihalmes (Finland)
17.15-17.30FP170 - LITERACY IN THE BRAZILIAN UNIVERSITY: STUDENTS OF SPECIAL EDUCATION IN INCLUSIVE PERSPECTIVE
Ana Paula Santana (BRAZIL)
17.30-17.45FP171- PSYCHO-COMMUNICATION DISORDERS WITHIN MOROCCAN UNIVERSITY STUDENTS OF HARD SCIENCE MAJORS
Bouzekri Touri - F.Z Ahra Soubhi - Noureddine Knouzi - Mohammed Talbi
Laurent Lima (MOROCCO, FRANCE)
17.45-18.00FP172 - HOUSEHOLD SURVEY CHALLENGES ON SELF-DECLARED COMMUNICATION DISORDERS
Bárbara Goulart - Brasilia Maria Chiari - Vanessa Martins-Reis (BRAZIL)
18.00-18.45
AUDITORIUM
VOICE SHORT SEMINAR 6 ITALIAN CME ACCREDITATION
CHAIRS: Philippe Dejonckere (Belgium and the Netherlands) – Berit Schneider (Austria)
SS37 - ESTILL VOICE CRAFT (TM) - CLINICAL APPLICATION OF JO ESTILL MODEL FOR VOICE QUALITY’S CONTROL
Sandra Fantino (Italy)
LONDRA HALL
MOTOR SPEECH DISORDERS SHORT SEMINAR 1
CHAIRS: Lena Hartelius (Sweden) – Michael Robb (New Zealand)
SS38 - COMMUNICATION CHANGES IN PATIENTS WITH AMYOTROPHIC LATERAL SCLEROSIS DURING TWO YEARS FOLLOW-UP
Tanja Makkonen - Anna-Maija Korpijaakko-Huuhka (FINLAND)
MADRID HALL
CHAIRS: Pélagie Beeson (Cyprus) – Simon Horton (UK)
SS39 - THEORETICAL-METHODOLOGICAL ASPECTS OF LINGUISTIC ACTIVITIES DEVELOPED AT “CCA”. A CENTER FOR APHASIC SUBJECTS IN BRAZIL
Novaes-Pinto - Rosana do Carmo (BRAZIL)
LISBONA HALL
CHAIRS: George Fourlas (Greece) – Margaret Leahy (Ireland)
18.00-18.15FP173 - DEVELOPING AN INTERNET VERSION OF THE LIDCOMBE PROGRAM OF EARLY STUTTERING INTERVENTION
Sabine Van Eerdenbrugh - Ann Packman - Sue O’brian - Mark Onslow (AUSTRALIA)
18.15.-18.30FP174 - IMMEDIATE EFFECTS OF ALTERED AUDITORY FEEDBACK ON ASSOCIATED MOTOR BEHAVIORS OF PEOPLE WHO STUTTER
Kyriaki Kyriakou - Brenda Seal (USA)
18.30-18.45FP175 - A STUDY ON THE EFFICACY OF A GROUP THERAPY COMBINING FLUENCY SHAPING THERAPY WITH STRESS INOCULATION TRAINING ON MANDARIN-SPEAKING ADULTS WITH STUTTERING
Shu-Lan Yang (China)
33
18.00-18.45
ATENE HALL
CHAIRS: LUCIA D’alatri (ITALY) - MASAKI Watanabe (japan)
18.00-18.15FP176 - VOICE IN FEMALE-TO-MALE TRANSSEXUAL PERSONS AFTER LONG-TERM CROSS-SEX HORMONAL THERAPY
Marjan Cosyns - David Dedecker - Fleur Van De Peer - Tine Daelman - Sofie Laenen
John Van Borsel - Guy T’sjoen (BELGIUM)
18.15.-18.30FP177 - PROPOSAL OF A NEW SELF-EVALUATION VOICE QUESTIONNAIRE FOR TRANSGENDER/
TRANSSEXUAL INDIVIDUALS
Francesco Avanzini (ITALY)
18.30-18.45FP178 - THE COMPLEX THERAPY OF TEENAGER’S VOICE DISORDERS IN THE PERIOD OF MUTATION
Olga Orlova - Tatyana Garashenko - Kamola Sultanova - Polina Estrova (RUSSIAN FEDERATION)
DUBLINO HALL
EDUCATION FOR SPEECH AND LANGUAGE PATOLOGY FREE PAPERS 5
CHAIRS: Sharynne McLeod (Australia) – Masae Shiroma (Japan)
18.00-18.15FP179 - FOUNDATIONS FOR INCLUSION: ANALYSIS OF STATEMENTS OF FUTURE PROFESSIONALS ABOUT BEING DEAF AND BEING BLIND – THE IMPORTANCE TO LEARN
Maria Cecilia De Moura - Elcie F. Salzano Masini (BRAZIL)
18.15.-18.30FP180 - CULTURAL COMPETENCE IS IMPORTANT FOR EFFECTIVE SERVICE PROVISION. BUT HOW SYSTEMATICALLY DO WE DEVELOP SKILLS ACROSS THE UNDERGRADUATE CURRICULUM?
Eliabeth Clark (AUSTRALIA)
COPENHAGHEN HALL
MULTILINGUAL AFFAIR FREE PAPERS 3
CHAIRS: Yvette Hus (Canada) - Heila Jordaan (South Africa)
18.00-18.15FP181 - THE EARLY DEVELOPMENT OF THE LEXICON IN MONOLINGUAL AND BILINGUAL FINNISH CHILDREN
Jenny Lindman (Finland)
18.15-18.30FP182 - THE PERFORMANCE OF MALTESE BILINGUAL CHILDREN ON A MALTESE-ENGLISH NON-WORD REPETITION TASK
Nadine Calleja - Helen Grech - Doris-Eva Bamiou (MALTA, UK)
18.30-18.45FP183 - ASSESMENT OF LANGUAGE ABILITIES OF BILINGUAL CHILDREN IN LITHUANIA
Vilma Makauskiene - Regina Ivoskuviene (LITHUANIA)
34
Thursday 29th August 2013
08.30 - 10.30
AUDITOURIUM
MAIN REPORT
CHAIRS: Tanya Gallagher (USA) – Helen Grech (MALTA)
MR3 - DEVELOPMENTAL LANGUAGE DISORDERS: CHALLENGES AND IMPLICATIONS OF CROSS – GROUP COMPARISON
11.00-11.45
AUDITORIUM
CHAIRS: Carol Westby (USA) – Leonor Scliar Cabral (Brazil)
11.00-11.15FP184 - VALIDITATION OF AN ARABIC TEST FOR EVALUATING ACQUIRED SKILLS IN COMMUNICATION
Wen-Ying Yehia Amin Aboras (EGYPTH)
11.15-11.30FP185 - STORY GENERATION IN AUTISM SPECTRUM DISORDER: A NEW LOOK WITH A NEW BOOK
Wendy Arnott - Rebecca Banney - Keely Harper-Hill (AUSTRALIA)
11.30-11.45FP186 - EVALUATING SYNTACTIC AWARENESS IN AUTISM
Cristina De Andrade Varanda - Fernanda Dreux Miranda Fernandes (BRAZIL)
LONDRA HALL
CHAIRS: graziano Brozzi (italY) - VALERIO DI FORTUNAO (ITALY)
11.00-11.15FP187 - LONG TERM EFFECTS OF INFANCY LARYNGEAL RECONSTRUCTION ON HEALTH AND VOICE-RELATED QUALITY OF LIFE
Ahmed Geneid - Assi Aherto - Niklas Pakkasjärvi - Risto Roine - Harri Sintonen - Harry Lindahl
Anne Pitkaranta (FINLAND)
11.15-11.30FP188 - INJECTION LARYNGOPLASTY BY THYROHYOID APPROACH USING CURVED 23G CATHELIN NEEDLE
Fumimasa Toyomura - Ryoji Tokasiki - Mamoru Suzuki (JAPAN)
11.30-11.45FP189 - QUALITY OF LIFE BEFORE AND AFTER TYPE II THYROPLASTY FOR ADDUCTOR SPASMODIC DYSPHONIA
Tetsuji Sanuki - Eiji Yumoto - Narihiro Kodama (JAPAN)
MADRID HALL
CHAIRS: VINCENZO Di Nicola (ITALY) - VIRGINIE Woisard (FRANCE)
11.00-11.15FP190 - LARYNGEAL PROPRIOCEPTION AND MUCOSAL REFLEXES IN HUMAN VOCALIZATION CONTROL WITH AND WITHOUT AUDITORY FEEDBACK: APPLICATION IN VOICE THERAPY AND PEDAGOGY
Elisabetta Rosa - Nico Paolo Paolillo (Italy)
11.15-11.30FP191 - THE USE OF SOUND PRESSURE LEVEL (SPL) METER APPS IN THE CLINICAL SETTING
Gaetano Fava - Gisele Oliveira (BRAZIL, USA)
11.30-11.45FP192 - IMAGING OF THE HUMAN VOCAL FOLD WITH HIGH FREQUENCY ULTRASOUND. POTENTIAL APPLICATION IN DIAGNOSIS AND TREATMENT OF LARYNGEAL GLOTTIC LESIONS
Salvatore Coscarelli - Giuditta Mannelli - Luca Leone - Giuseppe Meccariello
Giovanni Babbino - Oreste Gallo (ITALY)
LISBONA HALL
CHAIRS: Claire Penn (South Africa) – Anu Klippi (Finland)
11.00-11.15FP193 - FUNCTIONAL COMMUNICATION SKILLS IN PERSONS WITH ALZHEIMER’S DEMENTIA
Rossella Muò - Elena Calosso - Antonio Schindler (Italy)
11.15-11.30FP194 - BRIDGING GERIATRY AND LINGUISTICS: NARRATIVE PERSEVERATIONS IN MILD COGNITIVE IMPAIRMENT
Luciana Brandi - Dimitri Becheri - Alice Canossi (Italy)
11.30-11.45FP195 - NON-THALAMIC SUBCORTICAL APHASIA DUE TO LEFT CENTRUM SEMIOVALIS AND BASAL GANGLIA INFARCT
Mozhgan Asadi - Fariba Yadegari - Leila Ghasisin (Iran)
35
11.00-11.45
ATENE HALL
CHAIRS: De Canio C – Beatriz de Touzet (ARGENTINA)
11.00-11.15FP196 - AN EXPERIENCE ON DIRECT INVOLVEMENT OF PARENTS IN THE MULTIDIMENSIONAL THERAPY
OF THE PREADOLESCENT STUTTERING PATIENT
Matilde Maria Marulli - Donatella Tomaiuoli - Roberta Siddi - Maria Grazia Spinetti (Italy)
11.15-11.30FP197 - OUTCOME OF STUTTERING THERAPY ON EGYPTIAN SCHOOL-AGED CHILDREN USING SPEAK
FREELY PROGRAM LENGTH OF PRESENTATION
Wen-Ying Yehia Aboras - Reham El-Maghrabi - Walaa Mohsen (Egypt)
11.30-11.45FP198 - CHILDHOOD STUTTERING: REHABILITATION WITH THE STENDORO ROCCA METHODOLOGY
Renzo Rocca - Giorgio Stendoro - Silvia Gotti - Silvana Pasetti (Italy)
DUBLINO HALL
CHAIRS: DANILO Patrocinio (ITALY) - Angela Morgan (Australia)
11.00-11.15FP199 - OUTCOME MEASURES FOR REHABILITATION OF COMMUNICATION AND SWALLOWING DISORDERS
IN MULTIPLE SCLEROSIS
Maria Laura Lopes De Carvalho - Antonella Cusimano - Giampaolo Brichetto (Italy)
11.15-11.30FP200 - RELIABILITY AND VALIDITY OF A SHORT FORM QOL-DYS (QOL-DYS 20) TO MEASURE QUALITY OF LIFE IN DYSARTHRIC ITALIAN SPEAKER
Serena Arima - Danilo Patrocinio - Antonio Schindler (Italy)
11.30-11.45FP201 - ORAL DIADOCHOKINESIS IN DYSARTHIC SPEAKERS WITH AND WITHOUT LESIONS TO BASAL GANGLIA AND/OR CEREBELLUM
Caroline Oliveira - Simone Barreto - Karin Ortiz (Brazil)
COPENHAGHEN HALL
EDUCATION FOR SPEECH AND LANGUAGE PATHOLOGY SHORT SEMINAR 2
CHAIRS: Tiziana Rossetto (Italy) - BEN Mondelaers (THE NETHERLANDS)
SS40 - CROSS-POLLINATION’ OF OROFACIAL MYOLOGY BETWEEN SOUTH AND NORTH AMERICA
Licia Coceani Paskay - Irene Marchesan (Brazil)
11.45-13.15
MOTOR SPEECH DISORDERS COMMITTEE SYMPOSIUM 1
CHAIRS: Bruce Murdoch (Australia) - DANILO PATROCINIO (ITALY)
SY9 - Evaluation of motor learning principles in speech and nonspeech tasks
Ramesh Kaipa (New Zealand) Michael Robb (New Zealand)
AUDITORIUM
Assessment and treatment of motor speech disorders using Transcranial magnetic stimulation
Bruce Murdoch (Australia). Caroline Barwood (Australia)
Outcome measurement and AAC services review of measures and development of a new tool
Pamela Enderby (UK)
LONDRA HALL
EDUCATION FOR SPeECH AND LANGUAGE PATOLOGY COMMITTEE SYMPOSIUM 2
CHAIRS: MICHELE KaufmanN-MEYER (ITALY) - Miranda Fernandes (BRAZIL)
SY10 - EDUCATING SLPS FOR PROFESSIONAL PRACTICE IN DIFFERENT ENVIRONMENTS – SESSIONS 1 AND 2
Lemmieta McNeilly (USA) - Qi Guosheng (CHIAN) - Lindy McAllister (AUSTRALIA) - Kevin Yuen
(CHINA) - Li Rong Cheng (USA) - Haydée F Wertzner (BRAZIL)
11.45 - 12.30
MADRID HALL
CHAIRS: Eiji Yumoto (Japan) – Franco Fussi (Italy)
11.45-12.00FP202 - GENDER AND AGE IDENTIFICATION OF INDIVIDUALS WITH AND WITHOUT DYSPHONIA
GISELE OLIVEIRA - GAETANO FAVA - CAMILA SAUDA SANTIEIRO - MARA BEHLAU (USA-BRAZIL)
12.00-12.15FP203 - GENDER-SPECIFIC VOICE PERCEPTION IN THE BRAIN. FMRI-DATA IN ADULT VOLUNTEERS
Christiane Neuschaefer-Rube - Jessica Junger - Katharina Pauly - Peter Birkholz
Frank Schneider - Christian Kohler - Sabine Bröhr - Birgit Derntl - Ute Habel (USA)
12.15-12.30FP204-MAGNETIC RESONANCE MICROIMAGING OF THE PEDIATRIC HUMAN LARYNX
Gisele Oliveira - Ian Rowland - Elizabeth Hutchinson - Yo Kishimoto - Nathan Welham (USA)
36
11.45 - 12.30
LISBONA HALL
CHAIRS: Pélagie Beeson (Cyprus) – Linda Worrall (Australia)
11.45-12.00FP205 - THE ART OF SHARED DECISION MAKING: EXAMPLES FROM OUTCOME EVALUATION OF APHASIA THERAPY
Jytte Isaksen (DENMARK)
12.00-12.15FP206 - DO WE TREAT FUNCTIONALLY RELEVANT ITEMS IN APHASIA THERAPY? CURRENT CHALLENGES AND NEW TOOLS
Kati Renvall - Lyndsey Nickels - Bronwyn Davidson (AUSTRALIA)
12.15-12.30FP207 - APHASIA:FROM MEDICAL PRACTICES TO THE SPEECH AND LANGUAGE CLINICS
Gisele Gouvea Da Silva - Regina Maria Freire (BRAZIL)
ATENE HALL
CHAIRS: Luisella Cocco (Italy) – Ann Packman (AUSTRALIA)
11.45-12.00FP208 - WORD-FINAL DYSFLUENCIES: ARE THEY STUTTERING?
Verity Macmillan - Artemi Kokolakis - Ann Packman (AUSTRALIA)
12.00-12.15FP209 - RESULTS OF INTERNAL EXAMINATIONS OF STUTTERERS
Eva Prikrylova - Pavel Florian - Hana Kubesova - Ilona Kejklickova (CZECH REPUBLIC)
12.15-12.30FP210 - PROFILING SUBJECTS THAT STUTTER: THE RESULTS OF A SURVEY
Donatella Tomaiuoli - Emilia Capparelli - Francesca Del Gado - Paola Falcone
Emanuela Lucchini - Maria Grazia Spinetti (ITALY)
DUBLINO HALL
CHAIRS: MICHELE Barbara (ITALY) – Elena Piumetto (Italy)
SS41 - SHOULD POOR PEOPLE, WHO CANNOT EAT OR DRINK SAFELY, BE TREATED DIFFERENTLY? DYSPHAGIA SERVICES IN RESOURCE CONSTRAINED CONTEXTS
Mershen Pillay - Harsha Kathard (SOUTH AFRICA)
COPENHAGHEN HALL
CHAIRS: Elin Thoradottir (Canada) – Yvette Hus (Canada)
SS42 - QUALITATIVE BARRIERS TO SPECIALIZED THERAPIES FOR HISPANIC PEDIATRIC POPULATIONS WITH SPECIAL HEALTH CARE NEEDS
DrKatandria Love Johnson (USA)
12.30-13.15
MADRID HALL
CHAIRS: KOICHI Tomoda (JAPAN) – Janet Baker (Australia)
12.30 -12.45FP211 - ROLE OF MEDICAL TREATMENT AND VOICE THERAPY IN ADULTS LARYNGOMALICIA
Amal Salaheldin Darwish (EGYPT)
12.45-13.00FP212 - EFFECT OF HEMODIALYSIS ON VOICE: AN ACOUSTIC AND AERODYNAMIC ANALYSIS
Eman Hassan - Ahlam El-Adawy - Dalia Yasseen - Effat Tony (EGYPT)
13.00-13.15FP213 - THE POST-TRAUMATIC SUBLUXATION ARYTENOID: CASE REPORT
Michele Barbara - Teresa Maino - Francesco Cariti - Vincenzo Calabrese (ITALY)
LISBONA HALL
CHAIRS: Katerina Hilari (UK) – Simon Horton (UK)
12.30 -12.45FP214 - APHASIA GROUP TREATMENT: PRESENT OUTLOOK AND FUTURE PROSPECTS
Chiara Finesso - Serena De Pellegrin - Cinzia Finco (Italy)
12.45-13.00FP215 - A COMPARISON OF MELODIC INTONATION THERAPY AND RESPONSE ELABORATION TRAINING IN TREATING PERSONS WITH NON-FLUENT APHASIA
Chin-Hsing Tseng - Cher-Wei Hsu (China)
13.00-13.15FP216 - FILM LANGUAGE AND APHASIA: IN SEARCH OF CRITERIA OF A SIMPLIFIED FILM SYNOPSIS THROUGH THE SILENT FILMS OF CHARLIE CHAPLIN.
Angelica Stefania Renata Trovarelli - Gabriella Barilari (Italy)
37
12.30-13.15
ATENE HALL
CHAIRS: Katrin Neumann (Germany) – Herman F.M. Peters (The Netherlands)
12.30 -12.45FP217 - RELATION BETWEEN STUTTERING AND ANXIETY DISORDERS AMONGST ITALIAN CILDREN WHO STUTTER: A PRELIMINARY STUDY
Luisella Cocco - Simona Bernardini - Claudio Zmarich - Mario Di Pietro - Giulia Natarelli (ITALY)
12.45-13.00FP218 - ATTENTIONAL SHIFTING FUNCTION OF SCHOOL-AGED CHILDREN WHO DO AND DO NOT STUTTER
Kowsar Esfandeh - Mohammad Ali Nazari (IRAN)
13.00-13.15FP219 - PREVALENCE AND MODE OF INHERITANCE OF STUTTERING IN PRIMARY SCHOOLS IN CAIRO
Mahmoud Youssef Abou El-Ella - Marwa Mahmoud Saleh - Mohamed Abd El Adl Sawy
Ihab Chehad Habil - Lamiaa Mohamed El Assal (Egypt)
DUBLINO HALL
DISPHAGIA SHORT SEMINAR 8
CHAIRS: FILIPPO Barbiera (ITALY) - ANDREA Canale (ITALY)
SS43 - SWALLOWING REHABILITATION AFTER HEAD AND NECK CANCER SURGERIES
Tamer Abou-Elsaad (Egypt)
COPENHAGHEN HALL
CHAIRS: ORIETTA Vecchio (ITALY) – Ofer Amir (Israel)
SS44 - THE VELO-PHARINGEAL PUMP: A NEW METHOD FOR REHABILITATION OF LARYNGECTOMEES
Nico Paolo Paolillo - Roberto Leoni - Emma Ferri (ITALY)
13.15-14.00 14.00-14.45
BREAK
AUDITORIUM
CHAIRS: Yvette Hyter (USA) – Kakia Petinou (Cyprus)
14.00 -14.15FP220 - DIFFERENCES IN GESTURE USE AND CANONICAL BABBLING IN INFANTS LATER DIAGNOSED WITH SPECIFIC LANGUAGE IMPAIRMENT
Nicole Magaldi Magaldi (USA)
14.15 -14.30FP221 - CONVERSATIONAL REPAIR STRATEGIES IN 4 YEAR OLD CHILDREN
Zahra Ghayoumi - Leila Ghasisin - Faeze Farzadi (Iran)
14.30-14.45FP222 - EXPLORING EVIDENCE OF DEFICIT AND THEORIES OF THERAPY FOR CHILDREN WITH SPECIFIC RECEPTIVE LANGUAGE IMPAIRMENT
Morgan Lydia - Sue Roulstone (UK)
LONDRA HALL
CHAIRS: EUGENIO Tremante (ITALY) - Neuschaefer Rube Christiane (Germany)
SS45 - PHARYNGOESOPHAGEAL SEGMENT CONFIGURATION RELATED TO ESOPHAGEAL AND TRACHEOESOPHAGEAL SPEECH AND VOICE QUALITY
Marina Lang Fouquet - Mara Behlau - Antônio José Gonçalves (Brazil)
MADRID HALL
CHAIRS: RAFFAELLA Citro (ITALY) - AILEEN Patterson (UK)
SS46 - THE COLLABORATIVE PRACTICES OF HEALTH AND EDUCATION PROFESSIONALS IN THE MANAGEMENT OF CHILDREN WITH COMMUNICATION DIFFICULTIES
Jane Mccormack - Catherine Easton (Australia)
38
14.00-14.45
LISBONA HALL
CHAIRS: Anastasia Raymer (USA) - Luise Springer (Germany)
14.00-14.15FP223 - SEVERE ACQUIRED BRAIN INJURY: CASE STUDY ANALYSIS OF THE PAST FIVE YEARS ON MAJOR ISSUES OF SPEECH THERAPY INTEREST
Angela Lucia Fogliato - Patrizia Cancialosi - Claudia Machetta - Natalia Giunta
Lorella Cocchini - Patrizia Milani - Giuseppe Massazza - Maurizio Beatrici (Italy)
14.15 -14.30FP224 - NEW INSTRUMENTS FOR RESEARCH ON SEVERE ACQUIRED BRAIN NJURIES
Patrizia Cancialosi - Melania Saffila - Donato Quercia - Federica Gatti - Chiara Trucco
Rosaria Balbo - Francesca Auxilia (Italy)
14.30-14.45FP225 - THE RELEVANCE OF CASE-STUDIES IN APHASIA RESEARCH: WHAT THEY TELL US ABOUT LANGUAGE FUNCTIONING AND ABOUT LINGUISTIC-COGNITIVE REORGANIZATIONAL PROCESSES
ROSANA NOVAES - MIRIAN CAZAROTTI (BRAZIL)
ATENE HALL
CHAIRS: MASAKI Watanabe (japan) - LUCIA D’alatri (ITALY)
14.00-14.15FP226 - HOW MANY CASES OF LARYNGOPHARYNGEAL REFLUX SUSPECTED BY LARYNGOSCOPY ARE
GERD-RELATED? ROLE OF GAS REFLUXES
Andrea Nacci - Giovanna Baracca - Nicola De Bortoli - Valentina Mancini - Stefania
Santopadre - Santino Marchi - Stefano Berrettini - Bruno Fattori (Italy)
14.15 -14.30FP227 - VOICE DISORDERS IN TEACHERS FROM PRIMARY SCHOOL: A MULTIDISCIPLINARY EVALUATION THROUGH QUESTIONNAIRES, LARYNGOSTROBOSCOPY AND VOICE ANALYSIS
FRANCESCA LIRA LUCE - ROBERTO TEGGI - BARBARA RAMELLA - MATTEO BIAFORA - LAURA GIRASOLI
MARIO BUSSI (ITALY)
14.30-14.45FP228 - AN EDUCATIONAL MOVIE OF LARYNGEAL ELECTROMYOGRAPHY PROCEDURES USING
HOOKED-WIRE ELECTRODES IN PHONIATRICS
Ken-Ichi Sakakibara - Seiji Niimi - Hiroshi Imagawa - Akihito Yamauchi - Hisayuki Yokonishi
Mamiko Otsuka (Japan)
DUBLINO HALL
PRESIDENT ELECT COMMITTEE CHAIRS MEETING
COPENHAGHEN HALL
CHAIRS: BEATRICE Travalca Cupillo (ITALY) - Vernero Irene (Italy)
SS47 - THE ROLE OF SPEECH LANGUAGE PATHOLOGIST IN TAKING CHARGE OF THE PRETERM INFANT: EMPOWERING PREMIES IN THE T.I.N. (N.I.C.U.)
Monica Panella (Italy)
SPECIAL EVENT 14.45-16.15
AUDITORIUM
SP5 - COMMUNICATION DISORDERS IN THE MULTILINGUAL POPULATION
CHAIRS: Lilly Cheng Li-Rong (USA) - ANDREA MARINI (ITALY)
The identification of differences versus disorder: evidence-based assessment and intervention
sandra levey
Sociolinguistic and pathological language variations: problems of complementarity and overlap
Benjamin K. Tsou
Atypical development in dual language children: SLI or delay?
Rita Mari - Marina Porrelli
Bilingual profiles, reading acquisition and bilingual advantage: how to evaluate strengths and difficulties
in bilingual and second language learning children
Paola Bonifacci - Stephanie Bellocchi
14.45-15.30 LONDRA HALL
MOTOR SPEECH DISORDERS COMMITTEE SYMPOSIUM 2
CHAIRS: Bruce Murdoch (Australia) – Giovanni Ruoppolo (Italy)
SY11 - AUTOMATED INTONATION ASSESSMENT AND TREATMENT IN DYSARTHRIA
Heidi Martens - Gwen Van Nuffelen - Tomas Dekens - Lukas Latacz - Diana Torres
Werner Verhelst - Marc De Bodt (BELGIUM, CUBA)
Repetitive transcranial magnetic stimulation combined with intensive voice therapy to improve speech function in
Parkinson’s disease: a clinical case study
Caroline Barwood - Bruce Murdoch (AUSTRALIA)
39
14.45-15.30
MADRID HALL
CHAIRS: Hilde Chantrain (Belgium) – FLORINDA De Simini (ITALY)
SS48 - COMMUNICATION DISABILITY IN A GLOBAL CONTEXT - PART 1: CHALLENGES FROM THE WORLD REPORT ON DISABILITY
Wylie Karen (Australia)
LISBONA HALL
CHAIRS: Muò Rossella (Italy) – F. Costandinidou
14.45-15.00FP229 - APHASIA SEVERITY, QUALITY OF LIFE AND AN ‘OBJECTIVE, MEASURE OF PARTICIPATION:
A SENSECAM PILOT STUDY
Sue Franklin - Claire Smyth - Selena Ouellet - Liane Deasy (Ireland)
15.00-15.15FP230 - LANGUAGE SKILLS AND THE QUALITY OF LIFE OF PATIENTS WITH RIGHT HEMISPHERE STROKE TREATED WITH INTRAVENOUS ALTEPLASE TREATMENT
Paivi Numminen - Anna-Maija Korpijaakko-Huuhka (Finland)
15.15 -15.30FP231 - WHAT CAN WE LEARN FROM USING LONG TERM SAQOL-39 IN PEOPLE WITH APHASIA
Nada Žemva (Slovenia)
ATENE HALL
CHAIRS: FRANCESCO Avanzini (ITALY) - Diane Bless (USA)
14.45-15.00FP232 - VOICE OF MILITARY COMMAND
Sandra Mara Almeida Ferreira - Ariane Kassia Nunes Alves - Eliana Midori Hanayama (Brazil)
15.00-15.15FP233 - THE EFFECTIVENESS OF MANUAL CIRCUMLARYNGEAL THERAPY IN FUTURE ELITE VOCAL PERFORMERS: A PILOT STUDY
Evelien D’haeseleer - Sofie Claeys - Kristiane Van Lierde (Belgium)
15.15 -15.30FP234 - DEVELOPMENT AND VALIDATION OF THE “VOICE FATIGUE HANDICAP INDEX” (VFHI): CLINICAL, PSYCHOMETRIC AND PSYCOSOCIAL FACETS
Nico Paolo Paolillo - Emiliano De Quarto - Giuseppe Pantaleo (Italy)
DUBLINO HALL
DYSPHAGIA SHORT SEMNAR 10
CHAIRS: Kenneth Watkin (Canada) - DANIELE Farneti (ITALY)
SS49 - THE ENDOSCOPIC EVALUATION OF DYSPHAGIA SEVERITY: A WAY OF CONSIDERING POOLING IN THE CLINICAL SETTING
Daniele Farneti - Raffaella Prencipe - Andrea Nacci - Valentina Mancini - Bruno Fattori
Elisabetta Genovese (Italy)
COPENHAGHEN HALL
CHAIRS: Massimo Spadola Bisetti (Italy) – Ron Baken (USA)
SS50 - THE PROPRIOCEPTIVE ELASTIC METHOD (PROEL) IN VOICE THERAPY.
Alfonso Borragán (Spain) - Valentina Romizzi - Andrea Ricci Maccarini - Emanuela Lucchini (Italy)
15.30-16.15
MADRID HALL
CHAIRS: Raimondo Simona (Italy) – Brian Shulman (USA)
SS51 - COMMUNICATION DISABILITY IN A GLOBAL CONTEXT - PART 2: POPULATION-BASED CHALLENGES AND A PUBLIC HEALTH RESPONSE FOR SPEECH-LANGUAGE PATHOLOGISTS
Bronwyn Davidson - Karen Wylie - Julie Marshall - James Law - Lindy Mcallister (AUSTRALIA, UK)
LISBONA HALL
CHAIRS: Brian Goldstein (USA) – MARIA KAMBANAROS (CIPRUS)
SS52 - WHAT WE NEED TO KNOW ABOUT THE COMMUNICATION NEEDS OF PERSONS DISPLACED DUE TO NATURAL DISASTERS, WAR AND/OR CIVIL CONFLICT
Dolores Battle (USA)
40
15.30 -16.15
ATENE HALL
CHAIRS: ANNA Bellomo (ITALY) - Eeva Sala (Finland)
15.30-15.45 FP235 - CROSS-CULTURAL ADAPTATION OF THE ITALIAN VERSION OF THE VOICE ACTIVITY PARTICIPATION PROFILE-VAPP
Gaetano Fava (USA)
15.45-16.00FP236 - THE DUTCH PEDIATRIC VOICE HANDICAP INDEX: A SELF-REPORT INSTRUMENT FOR CHILDREN AGED 7-12 TO MEASURE IMPACT OF DYSPHONIA
Dominique Dautzenberg - Marjet Bosma - Merel Fris - Maud Schouwerwou - Else De Haan
Marietta Aprea (the Netherlands)
16.00-16.15FP237 - VOICE HANDICAP INDEX (VHI) IN PERSIAN-SPEAKING PARKINSON’S DISEASES PATIENTS
Fatemeh Madjdinasab - Negim Moradi - Gholamali Shahidi - Masoud Salehi (IRAN)
DUBLINO HALL
CHAIRS: Ana Luiza Navas (Brazil) - Sarah Eyal (Israel)
15.30-15.45 FP238 - THE RSR-DSA QUESTIONNAIRE: A SCREENING TOOL FOR THE IDENTIFICATION OF CASES AT RISK OF LEARNING DISABILITIES. RESULTS FROM A
Pozzoli Angela - Claudia Cappa - Paola Guglielmino - Sara Giulivi (ITALY, SWITZERLAND)
15.45-16.00FP239 - A SCREENING ON SPECIFIC LEARNING DISABILITIES IN A HIGH GENETIC HOMOGENEITY AREA
Claudia Cappa - Fabrizio Meloni ,Sara Giulivi - Carlo Muzio - Antonino Schilirò
Paola Guglielmino (Italy)
16.00-16.15FP240 - THE PERCEPTION OF FLUENCY IN THE READING ALOUD OF DYSLEXIC CHILDREN AND REGULAR READERS
Luciana Mendonça Alves - Leticia Celeste - César Reis - Muriel Lalain - Alain Ghio (BRAZIL)
COPENHAGHEN HALL
CHAIRS: MATTIA Di Ciccio (ITALY) - Sandra Ettema (USA)
SS53 - THE TAKING CHARGE LOGOPEDIC OF THE SWALLOW IN THE CHILD WITH CEREBRAL PALSY: FEEDING, DROOLING AND POSTURAL DYNAMIC. THE BOBATH’S CONCEPT LIKE LOGOPEDIC RESOURCES
Monica Panella (Italy)
16.45-18.15
AUDITORIUM
APHASIA COMMITTEE SYMPOSIUM SY12
CHAIRS: Anu Klippi (Finland) – Linda Worrall (Australia)
16.45-17.30
QUALITY OF LIFE IN APHASIA: CONCEPTUALISATION, MEASUREMENT AND CURRENT KNOWLEDGE
Katerina Hilari - Claire Penn (UK, SOUTH AFRICA)
17.30-18.15
AN INTERNATIONAL SURVEY ON QUALITY OF LIFE IN APHASIA: RESULTS FROM 16 COUNTRIES
Anu Klippi - Claire Penn - Fofi Constantinidou - Nada Žemva - Katerina Hilari - Simon Horton
Anastasia Raymer - Linda Worrall - Sarah Wallace - Sarah Wallace (FINLAND, SOUTH AFRICA,
SLOVENIA, UK, AUSTRALIA)
LONDRA HALL
EDUCATION FOR SPEECH AND LANGUAGE PATHOLOGY COMMITTEE SYMPOSIUM 2
CHAIRS: Miranda Fernandes (BRAZIL) - Muò Rossella (Italy)
SY13 - EDUCATING SLPS - DIFFERENT EXPERIENCES IN BUILDING RESEARCHERS – SESSIONS 1 AND 2
Brian B. Shulman - Dobrinka GeoRgieva - Sharynne McLeod - Brooke Hallowel - Masae Shiroma
John Bernthal - Lin hong Chin - Matty Letihalmes - Fernanda Dreux M. Fernandes (BRAZIL)
16.45-17.30
MADRID HALL
CHAIRS: MARINA Tripodi (ITALY) - Ofer Amir (Israel)
SS54 - MUSCLE TENSION DYSPHONIA: CLINICAL CASES
Rosiane Yamasaki - Glaucya Madazio - Mara Behlau (BRAZIL)
LISBONA HALL
CHAIRS: Mara Behlau (Brazil) – ANDREA Canale (ITALY)
SS55 - CHRONIC COUGH: SYMPTOMS OF A SENSORY DISEASE
Thomas Murry (Usa)
41
16.45-17.30
ATENE HALL
CHAIRS: Philippe Dejonckere (Belgium and the Netherlands) – EUGENIO Tremante (ITALY)
16.45-17.00FP241 - TELE-FON, A PROMISING CONCEPT IN TELE-HEALTH
Mieke Moerman (Belgium)
17.00 -17.15FP242 - EVALUATING THE EFFECIENCY OF EARLY VOICE THERAPY IN UNILATERAL VOCAL FOLD PARALYSIS USING VOICE PROBLEM SELF ASSESSMENT SCALE
Manal Mohammed El-Banna (EGYPT)
17.15-17.30FP243 - THE SPEECH THERAPIST`S VOICE BEFORE AND AFTER VOCAL TIREDNESS
Svetlana Torbica Marinkovic (SERBIA)
DUBLINO HALL
CHAIRS: Pamela Enderby (UK) – Angela Morgan (Australia)
16.45-17.00FP244 - IDENTIFICATION OF DOMINANCE BY MRI-NAVIGATED REPETITIVE TRANSCRANIAL MAGNETIC STIMULATION IN PATIENTS WITH BRAIN TUMOURS
Gianluca Isoardo - Michele Naddeo - Antonio Melcarne - Andrea Limberti - Patrizia Cancialosi
Carola Juneman - Domenico Serpella - Maria Maddalena Ferraris - Maria Consuelo Valentini Maurizio Beatrici - Letizia Luciano - Cesare Scopece - Giuliano Faccani (ITALY)
17.00 -17.15FP245 - VOWEL QUALITY AND SPEECH INTELLIGIBILITY OF FINNISH ORAL CANCER PATIENTS 5 YEARS POST-TREATMENT
Marika Muttilainen - Anna-Maija Korpijaakko-Huuhka - Elsa Horila (FINLAND)
17.15-17.30FP246 - CHILDHOOD APRAXIA OF SPEECH: CHECKLIST REVISITED
Anniek Van Doornik - Mark Pertijs (the Netherlands)
17.30-18.15
MADRID HALL
CHAIRS: Eva B. Holmberg (Sweden) - Eiji Yumoto (Japan)
SS56 - EXPLORING RIGID AND FLEXIBLE STRAWS WITH AND WITHOUT WATER RESISTANCE FOR VOCAL CONDITIONING AND THERAPY
Glaucya Madazio - Gisele Oliveira - Mara Behlau (BRAZIL)
LISBONA HALL
MULTILINGUAL AFFAIRS FREE PAPERS 3
CHAIRS: Barbara Dodd (Australia) – Marion Friedman (Israel)
17.30-17.45FP247 - GRAMMATICALITY AND COMPLEXITY IN THE USE OF SENTENCES IN CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT
Mariangela Maggiolo Landaeta - María Mercedes Pavez - Carmen Julia Coloma Tirapegui
Claudia Araya - Phristian Peñaloza (CILE)
17.45-18.00FP248 - SENSITIVITY AND SPECIFICITY FOR NONWORD REPETITION (NWR) AND SENTENCE REPETITION (SR) IN DISCRIMINATING BILINGUAL CHILDREN WITH AND WITHOUT SPECIFIC LANGUAGE
IMPAIREMENT (SLI)
Natalia Meir - Sharon Armon Lotem (ISRAEL)
18.00-18.15FP249 - THE EFFECT OF MULTILINGUALISM ON THE DEVELOPMENT OF PHONEMIC AWARENESS - A REVIEW
Yvonne Wren - Helen Hambly - Sue Roulstone (UK)
GISD GENERAL ASSEMBLY
42
ATENE HALL
17.30-18.15
DUBLINO HALL
CHAIRS: Michael Robb (New Zealand) – Yvette Hus (Canada)
17.30-17.45FP250 - PROTOCOL FOR THE EVALUATION OF SPEECH INTELLIGIBILITY IN DYSARTHRIAS: EVIDENCE of RELIABILITY AND VALIDITY
Ortiz karin Zaro (BRAZIL)
17.45-18.00FP251 - THE DUTCH DYSARTHRIA ASSESSMENT: ALSO A RELIABLE INSTRUMENT?
Simone Knuijt - Hanneke Kalf - Harry Goos - Puck Goossens - Judith Kocken - Lotte Kromhout
Bert De Swart - Alexander Geurts (NETHERLANDS)
18.00-18.15FP252 - INTELLIGIBILITY ASSESSMENT OF DYSARTHRIC ITALIAN SPEECH: CORRELATIONS BETWEEN ACOUSTIC MEASURES AND AUDITORY PERCEPTUAL RATINGS
Barbara Gili Fivela - Vincenzo Sallustio - Silvia Pede - Mirko Grimaldi - Danilo Patrocinio
(ITALY)
18.15-19.00
AUDITORIUM
CLOSING CERIMONY
43
General Information
29th World Congress of the International Association
of Logopedics and Phoniatrics
Lunches
No official lunches are provided. Lunch facilities are available in
the Mall on the first level of the Congress Center.
Italian CME accreditation
This program is offered for up to 2.4 ASHA CEUs (Various levels;
Professional area).
ASHA Members who are interesting in ASHA CEUs must follow the
following instructions:
Go to the link http://learningcenter.asha.org/diweb/event
When the user clicks on the link, they will either have to sign into
the ASHA Web site, or set up a new account.
When they enter LMS, they will see the following instructions:
To start reporting your sessions, select the name of the Event.
You may view a summary of the sessions you’ve reported by selecting “Review and Confirm”. After entering all of the sessions you
attended for the entire event and reviewing your record,
1. Select “Finalize Record”
2. Enter three things you learned for the event
3. Select “Confirm & Finalize”
Note: you will not be able to add sessions or change your event
record after Finalizing. After finalizing your record, you will have
immediate access to your Certificate of Completion.
The sessions in Auditorium has been accredited to Italian Health
Ministry for Continual Education in Medicine who attributes 14
CME Credits for the following Italian Professionals: Medical doctors
(Audiology and Phoniatrics) and Logopaedics. Ask to the Congress
Secretariat the CME papers to get credits.
Dress Code
Dress is informal throughout the entire congress.
Hotel Accommodation & Touristic information
The registration desk will handle all enquiries related to touristic
information and hotel accommodation.
Parking
Parking with fee is available at the underground parking area of
the Congress venue. If you park in the city centre in the controlled
parking zones within the blue markings, you have to pay a fee that
comes about 1.3 and 2.50 Euros for 1 hour parking. Private vehicle
traffic and parking are strictly controlled inside the city centre ZTL
(limited traffic zone). The signs at the entrance to the ZTL show the
hours that restrictions are enforced.
Date and Congress Venue
Local Transportation in Torino
August 25-29, 2013
Centro Congressi Lingotto - Via Nizza, 280 - Turin (Italy)
Public transport in the city is well organized. Trams, buses and metro operate without conductors on board. Tickets must be purchased
in advance at tobacco shops or metro stations.
Meeting & Exhibition Venue
The Congress will be held at the Lingotto Conference Centre (Centro
Congressi Lingotto Via Nizza, 280 – Torino). The Congress site is
served by an extensive public transport network, mainly metro, buses & tram (lines 1, 18, 35 are available from the city centre to
Lingotto Conference Centre).
Taxis
Congress Secretariat Operating Hours
The official currency in Italy is the Euro. You can exchange foreign
currency in several banks and Currency Exchange Businesses. Bank
cheques are not so widespread and rarely accepted.
Credit cards are very common in the urban areas. Shops and restaurants that normally accept credits cards display a list of these
cards on their shop windows. It’s advisable to carry some cash with,
since for small purchases, shops do normally prefer to be paid cash.
Bank opening hours: Mo – Fri: from 08:30 a.m. to 01:30 p.m. and from
02:30 p.m. to 04:30 p.m. Banks are closed on Saturdays and Sundays.
The secretariat will be open during the congress, as follows:
Sunday, August 25th, 2013: 15.00-19.30
Monday, August 26th, 2013: 07.30-19.00
Tuesday, August 27th, 2013: 07.30-19.00
Wednesday, August 28th, 2013: 08.00-19.00
Thursday, August 29th, 2013: 07.30-19.30
Language
The official language of the Congress is English. Simultaneous translation into Italian will be provided for the Auditorium. Headsets
will be distributed at the desk outside the Auditorium.
Speakers Ready room
Slide Center for speakers is located at Auditorium Foyer, in front of
the reception desks.
Internet Connection
You can take a taxi anywhere in the city. You can ask the concierge
of your hotel to call one for you or you can dial the +39 011-5730.
Currency, Exchange, Credit Cards
Shopping hours
The usual shopping hours in Torino are from 09:00 to 19:00; in big
shopping centres up to 21:00. The 8 Gallery of Lingotto centre (in the
same building of the Congress Venue) has more than 90 shops, a multiplex cinema, 12 restaurants and bars, a supermarket, a Postal office and
a Bank. Its opening hours are Monday: 14-22; Tuesday-Sunday: 10-22.
Smoking
Wi-Fi connection is available in the Auditorium Foyer. Ask the secretariat for passwords.
Smoking is not allowed inside the Congress buildings, at the venues
for the social functions and in all public locals in the city. Smokers
are kindly required to smoke outdoors or in the smoking areas.
Coffee Breaks
Electricity Supply
Coffee will be offered during the coffee breaks, according to the
time schedule mentioned in the programme. If you wish to have a
coffee or a snack any other time, please note that there is a coffee
shop at the reception level.
44
In Italy electricity is generally supplied at 220 volts and a frequency
of 50 Hz. Plugs are normally with two or three pins. Plug adaptors
or converters might be necessary for those coming e.g. from the
USA, UK and Japan.
Telephones
Weather
International calls can be made using any public telephone in the
city centre. Please remember to dial the international code of the
country you want to call to. The dialling code for Italy is +39 followed by the code of the city (i.e. if you want to call Torino you
should dial +39 011 and the telephone number of the person you
are calling). Pre-paid telephone cards are very easy to use and can
be bought in any tobacco shop or in newsstands. Don’t forget that
Emergencies Numbers are free of charge. Phone numbers in case
of emergency: Ambulance: 118; Police: 112 & 113; Firework: 115
The average High in August is 25° and the low is 18°. We suggest you
to bring a cotton wool pullover with you. Rainy days may be expected.
Liability
The organizers cannot accept liability for any personal accidents,
loss of belongings or damage to private property of participants and
accompanying persons that may occur during the Congress.
Registration Information
Registration (vat 21% included)
Registration for IALP Non-member
Registration for Affiliated societies members
SIFEL members
IM (Individual Member) of IALP
Students*
Accompanying person
Gala Dinner Registration Fee (for accompanying persons)
On site registration
€ 700,00
€ 630,00
€ 610,00
€ 530,00
€ 300,00
€ 260,00
€ 65,00
* Please provide a student document
The accompanying fee includes access to the Opening Ceremony
and Welcome Reception, exhibition, half day tour to Reggia di
Venaria Reale and to the Closing Ceremony.
Badges
Participants, exhibitors and accompanying persons are kindly requested to wear their badges during all congress activities and social events. Entry will not be permitted without a badge.
In case you lose your badge, please proceed directly to the Congress
Secretariat in order to get a new one.
Certificate of Attendance
Registration Fee (for participants and students)
Certificate of Attendance will be available on request at the registration desk from 29th August 2013, at 14.30.
The active participant’s registration fee includes access to all
scientific sessions, exhibition, the Opening Ceremony and Welcome
Reception, one congress bag, a copy of the Final Program &
Abstracts book, half day tour to Reggia di Venaria Reale, Closing
Ceremony, simultaneous translation into Italian for the Main Hall.
Social Program
AUGUST 28th, 2013
AUGUST 28th, 2013
HALF DAY JOURNEY TO REGGIA DI VENARIA REALE
GALA DINNER at Museo Nazionale dell’Automobile
INCLUDED IN THE REGISTRATION FEE
NOT INCLUDED IN THE REGISTRATION FEE - ask to the Congress
Secretariat for availability
La Venaria Reale is one of the finest examples of the majesty of 17th
and 18th century architecture.
The monumental palace, that covers an overall surface of over
80,000 square meters, is a celebration of universal baroque: the
enchanting scenario of the Hall of Diana designed by Amedeo di
Castellamonte, the solemnity of the Great Gallery and the Church of
St. Hubert, the grandiose complex of the Juvarra Stables designed
by Filippo Juvarra in the 18th century, the sumptuous decorations
and the imaginative installations by Peter Greenaway on life at court
are the ideal setting for the Theatre of History and Magnificence,
the permanent display devoted to the House of Savoy that takes our
visitors on a tour that extends over almost 2 km, from the underground level to the piano nobile of the Reggia.
The tour includes:
- Buses leaving from Centro Congressi Lingotto at 8.30
- Entrance ticket to visit Reggia di Venaria and its park
- Buses leaving from Reggia di Venaria at 12.30
to Centro Congressi Lingotto
The National Automobile Museum is reopening after a radical, large-scale transformation of its contents and its building.
The Museum has a new look, thanks to a modern, innovative design: this is not just a simple architectural renovation, but a new
amenity redesigned to be placed among the most cutting-edge of
European cultural centres. It’s a museum that can attract to it not
only an audience of specialists but of young people, families and
students and is a space for all the local people, who will find in the
rebuilt complex a place where they can meet and socialize.
The path taking you around the exhibition tells the story and the
evolution of the motor car, as well as thesocial themes linked to it,
its transformation from a means of transport to an object of worship, from its origins right up to the contemporary evolution of creative thought, and all this is done with spectacular displays showing
off the valuable pieces in the collection.
Gala Dinner fee includes:
- Entrance ticket to visit the Museo Nazioanle dell’Automobile
- Buffet dinner
- Musical entertainment
45
Congress Venue Plan
CONFERENCE CENTRE
ENTRANCE
(side railroad)
TOURIST
INFORMATION
HEADSET
DISTRIBUTION
CONGRESS
SECRETARIAT
SLIDE
CENTER
IALP
SECRETARIAT
CONFERENCE CENTRE
ENTRANCE
(side via Nizza)
46
COPENHAGHEN HALL
Lingotto Conference Centre
DUBLINO HALL
ATENE HALL
AUDITORIUM
EXHIBITION AREA
HOTEL
POSTER AREA
MADRID HALL
LONDRA HALL
LISBONA HALL
47
Instruction for Presenters & Poster Presentations
Thank you for sharing your expertise at IALP 2013. Based on feedback from the most successful IALP presentations, we would like to
make some suggestions for increasing presentation effectiveness.
These recommendations are directly from attendees’ ratings and
remarks on session evaluations. While we acknowledge that many
presenters are very experienced, we hope these suggestions will be
helpful to all presenters for optimizing presentations for the IALP
audience.
Speaker Ready Room
- The speaker ready room is located in the Auditorium Foyer (please check the “Congress Venue Map” in order to find the specific
place).
- All presentations for oral sessions will be submitted to the
Speaker Ready room where they will be distributed to the appropriate computer by our technicians.
- LCD projectors and computers will be provided for all sessions;
presentations are preloaded on the computers inside the session
room. You may not use your own laptop. This is strictly enforced,
in order to avoid or minimize any technical problem arise.
- There will be wireless microphones for questions, where needed.
- The computers in the speaker ready room and each of the session
rooms are exactly alike. If your presentation looks good in the
speaker ready room, it will look good in the session. Please note
that if your presentation has audio, you should inform the technician in the speaker ready room.
- It is strongly recommended that you deliver your presentation
2hrs prior to the session, so please be so kind to deliver your USB
flash disk on time. Please note that the speaker ready room will
operate as the Congress Secretariat so please feel free to drop by
and ask questions:
Sunday, August 25th, 2013: 15.00-19.30
Monday, August 26th, 2013: 07.30-19.00
Tuesday, August 27th, 2013: 07.30-19.00
Wednesday, August 28th, 2013: 08.00-19.00
Thursday, August 29th, 2013: 07.30-19.30
Presentation Tips
- Please be so kind to speak slowly, simply and clearly. Make it
easier for non-native English speakers to take meaningful notes
and more fully understand all the content of your presentation.
- Finish your talk on time or early. Respect the break times.
- It will be very helpful for the attendees to give them examples
during your presentation.
- Use your slides as a visual tool, and to remind you of main points
and do not read the text directly off your slides.
Poster Presentation
Please find here below important information about poster presentations:
P001-P093
TOPIC: Augmentative/Alternative Communication
& Child Language
They will be displayed on Monday, August 26 , 2013
Placement: 08.00-09.00 on 26/8
th
Poster session: 10.30-11.30 on 26/8
(during that hours you are kindly requested to be in front of your poster)
Dismantling: P200-P269
TOPIC: Multilingual affairs, Aphasia, Motor Speech
Disorders, Education Phoniatrics, Education for Speech
and Language Pathology & Affiliated Societies
They will be displayed on Thursday, August 29th, 2013
Placement: 08.00-09.00 on 29/8
Dismantling: 17.30-18.30 on 29/8
17.30-18.30 on 26/8
Important
P094-P199
TOPIC: Voice, Fluency, Audiology & Dysphagia
They will be displayed on Tuesday, August 27th, 2013
Placement: 08.00-09.00 on 27/8
Dismantling: 48
17.30-18.30 on 27/8
Your poster should be cm 70w and 100h.
Please hang up your poster where number of your poster is in the
poster hanger.
Note that in case you will not follow the above date/time schedule, the Organizing Committee and Congress Secretariat, are not
responsible in case of loss or damage of your poster.
Poster List
P001
P012
USE OF AAC AS NEW SYSTEM IN COMMUNICATION DISABILITY
AMAL AHMAD, AZHAR O MAR (QUATAR)
RELATIONSHIP BETWEEN PRAGMATIC COMMUNICATIVE AND
SOCIAL SKILLS IN THE SPECIFIC LANGUAGE IMPAIRMENT (SLI)
DAGMA VENTURINI MARQUES ABRAMIDES, DANIELA DE
OLIVEIRA MANOEL, FABIANA CRISTINA CARLINO (BRAZIL)
P002
ADAPTED TEXT MESSAGING – SMS IN ELDERLY – PRELIMINARY
RESEARCH RESULTS
MAJA OGRIN (SLOVENIA)
P003
EFFECTS OF ICONICITY IN TAIWAN SIGN LANGUAGE AND
AMERICAN SIGN LANGUAGE EXPERIENCE ON TAIWAN SIGN
LANGUAGE LEXICON COMPREHENSION
CHIN-HSING TSENG, HSIU-TAN LIU, JUNG-HSING CHANG
(TAIWAN-CHINA)
P004
USING MULTIPLE WAYS IN SENSORY APHASIC SPEECH
THERAPY: CASE STUDY
ELEN FRANCO, NATALIA GUTIERREZ CARLETO, ALINE
MEGUMI ARAKAWA, CRISTINA DO ESPIRITO SANTO, DIONISIA
APARECIDA CUSIN LAMÔNICA, MAGALI DE LOURDES CALDANA
(BRAZIL)
P013
TELEDUCATION: VIRTUAL LEARNING ENVIRONMENT IN
SPEECH THERAPY
ALINE MARTINS, DAGMA VENTURINI MARQUES ABRAMIDES,
LUCIANA PAULA MAXIMINO, MARÍLIA CANCIAN BERTOZZO
(BRAZIL)
P014
SPEECH AND LANGUAGE DATA BANK: TEACHING AND
RESEARCHING TOOL
REGINA MARIA FREIRE, CAMILA PARDUCCI, GABRIELA
VALIENGO FEITAL DE SOUZA (BRAZIL)
P015
LANGUAGE IMPAIRMENTS IN CHILDREN WITH ADHD AND IN
CHILDREN WITH READING DISORDER
WENCHE ANDERSEN HELLAND (NORWAY)
P005
P016
HANDIPHONE- AN AID FOR VOICE COMMUNICATION
ROBERTO RUSSO (ITALY)
INTERVENTION PROGRAM IN ORAL LANGUAGE FOR CHILDREN
WITH LANGUAGE DELAY
CAMILLA GUARNIERI, BIANCA RODRIGUES LOPES
GONÇALVES, CAMILA MAYUMI ABE, SIMONE APARECIDA
LOPES-HERRERA (brazil)
P006
MEASURING QUALITY OF LIFE OF CHILDREN EXPERIENCING
DISABILITIES IN SRI LANKA: DIFFERING PERSPECTIVES OF
CHILDREN, CAREGIVERS AND PROFESSIONALS
SHYAMANI HETTIARACHCHI (SRI LANKA)
P007
“EASY”: A NEW TOOL TO USE AAC IN THE ACUTE PHASE
GABRIELLA BARILARI , PATRIZIA CANCIALOSI , JESSICA
SACCATO (ITALY)
P017
THE EFFECTIVENESS OF ALTERNATIVE CLINICAL-HOME
SPEECH-LANGUAGE THERAPY PROGRAM TO ENHANCE SOCIAL
INTERACTION SKILLS IN PRE-SCHOOL CHILD WITH “ADHD”:
A CASE STUDY
TAHANY EL SAYED AHMAD (KUWAIT)
P018
TIME OF THERAPY AND COMMUNICATION SKILLS OF NONVERBAL AUTISTIC CHILDREN FACED WITH AN ALTERNATIVE
COMMUNICATION SYSTEM
JACY PERISSINOTO, MÔNICA BEVILACQUA, ANA CARINA
TAMANAHA (BRAZIL)
SPEECH THERAPY INTERVENTION RESULTS OF
PSYCHOLINGUISTIC SKILLS IN A CASE OF CONGENITAL
TOXOPLASMOSIS
CAMILA DE CASTRO CORRÊA, MARIA RENATA JOSÉ, VANESSA
LUISA DESTRO FIDÊNCIO, ANA PAOLA NICOLIELO, SIMONE
APARECIDA LOPES-HERRERA, LUCIANA PAULA MAXIMINO
(BRAZIL)
P009
P019
P008
FLUENCY AND READING COMPREHENSION IN STUDENTS
FROM 3RD TO 5TH GRADE LEVEL
SIMONE CAPELLINI, MAÍRA MARTINS (BRAZIL)
P010
CARE OF CHILDREN WITH SEVERE SPECIFIC LANGUAGE
DISORDERS AND ADHD (PRESCHOOL AGE)
KLARA ANGHELESCU, EVA SKODOVA (CZECH REPUBLIC)
P011
PERCEPTION–PRODUCTION RELATIONS IN SUBSTITUTION
PHONOLOGICAL PROCESSES IN CHILDREN WITH LANGUAGE
DISORDERS WHO SPEECH SPANISH
AMPARO YGUAL FERNÁNDEZ, JOSÉ FRANCISCO CERVERA
MÉRIDA (SPAIN)
RELATIONSHIP BETWEEN THE SOCIOECONOMIC AND SELFREPORTED SPEECH LANGUAGE DISORDERS
CARLA CARDOSO, KAREN GARCIA, DANIELA REGINA MOLINIAVEJONAS (BRAZIL)
P020
SIGNS OF STRESS IN SCHOOL CHILDREN WITH AND WITHOUT
LEARNING TROUBLE
PATRÍCIA ABREU PIINHEIRO CRENITTE, THAIS GONÇALVES,
JANAÍNA BORBA GARBO (BRAZIL)
P021
ORIENTATION PROGRAM FOR PARENTS OF CHILDREN WITH
LANGUAGE DISORDERS
BIANCA RODRIGUES LOPES GONÇALVES, CAMILA MAYUMI
ABE, SIMONE APARECIDA LOPES-HERRERA (BRAZIL)
49
P022
P033
PERCEPTUAL PERFORMANCE IN CHILDREN ON THE NASAL
IDENTIFICATION TASK
LARISSA CRISTINA BERTI, ÉRIKA GUIMARÃES MARQUES
(BRAZIL)
SPEECH BULB IN CHILDREN WITH CLEFT PALATE
MARIA INÊS PEGORARO-KROOK, RAQUEL RODRIGUES,
HOMERO AFERRI,MELINA WHITAKER, JOSIANE ALVES NEVES,
JENIFFER DE CASSIA RILLO DUTKA, OLLIVIA MESQUITA
VIEIRA DE SOUZA (BRAZIL)
P023
LANGUAGE THERAPY RESULTS IN CHILDREN AND
ADOLESCENTS WITH AUTISM SPECTRUM DISORDERS
FERNANDA DREUX M. FERNANDES, CIBELLE A.H. AMATO,
LETICIA A. NASCIMENTO (BRAZIL)
P024
GROSS MOTOR, FINE MOTOR-ADAPTIVE, PERSONAL AND
SOCIAL LANGUAGE SKILLS IN PREMATURE CHILDREN AND
TYPICAL
DIONÍSIA APARECIDA CUSIN LAMÔNICA, CAMILA DA COSTA
RIBEIRO (BRAZIL)
P025
EARLY IDENTIFICATION OF COMMUNICATION DISORDERS IN
CHILDREN
DANIELA REGINA MOLINI-AVEJONAS, SILMARA RONDON,
MARIA INÊS VIEIRA COUTO, CIBELLE AMATO, CARLA CARDOSO
(BRAZIL)
P026
THE EFFECTIVNESS OF ALTERNATIVE CLINIC-HOME SPEECHLANGUAGE THERAPY PROGRAM TO ENHANCE SOCIAL
A CASE STUDY
TAHAN EL SAYED AHMAD (KUWAIT)
P027
AN INVESTIGATION INTO THE GAZE OF THOSE WITH AUTISM
CHIZUKO UTIYAMA (JAPAN)
P028
P-LARSP: DEVELOPMENTAL LANGUAGE PROFILE FOR PERSIAN
CHILDREN
MARYAM GHELMANI POUR, TAHERE SIMA SHIRAZI, MASOUD
KARIMLU, REZA NILI POUR, HOSSEIN KARIMI (IRAN)
P029
MEASURES OF TIME TO SPEECH AND LANGUAGE THERAPY
FOR CHILDREN WITH AUTISM SPECTRUM DISORDER
ANA CARINA TAMANAHA, JACY PERISSINOTO (BRAZIL)
P030
METAPHONOLOGICAL GROUP TRAINING: ENHANCEMENT
EXPERIENCES AS PREREQUISITES FOR READING AND
WRITING
ANDREA BROGI, VALENTINA CAMPANELLA, ALESSANDRO
MALANDRINI (ITALY)
P031
RELATIONSHIP BETWEEN VERBAL IQ (VIQ) SCORES,
PERFORMANCE IQ（PIQ）SUBTESTS, AND READING
COMPREHENSION TEST IN HEARING-IMPAIRED CHILDREN
KAHORU HASHIMOTO, MASAKO NOTOYA, HIROMI HARADA,
MAKOTO ITO, TOMOKAZU YOSHIZAKI (JAPAN)
P032
THE PECULIARITIES OF PERCEPTION AND UNDERSTANDING
OF LITERARY WORKS BY CHILDREN WITH SPEECH
VIOLATIONS
ZAHAROVA TATYANA VASILYEVNA ZAHAROVA, MOISEEVA
ALYONA ANDREEVNA MOISEEVA (RUSSIAN FEDERATION)
50
P034
PROMOTING THEORY OF MIND IN BULLIES AND VICTIMS
LAMONTAGNE JANELLE (USA)
P035
IMPACT OF TIMING OF PRIMARY PALATAL SURGERY AND
CLEFT TYPE ON SPEECH OUTCOME
PARISA REZAEI, SABA SADEGHI, MASOUME SAMANI (IRAN)
P036
CHECKLIST FOR EVALUATE PRAGMATIC SKILLS IN CHILDREN
CAMILA MAYUMI ABE, BIANCA RODRIGUES LOPES
GONÇALVES, CAMILLA GUARNIERI, SIMONE APARECIDA
LOPES-HERRERA (BRAZIL)
P037
S.A.M. METHOD (SENSE AND MIND): THE BODY LEARNING
ANNALISA ZUIN, MANUELA CAPETTINI, ADRIANA
BORTOLOTTI, ANNALISA RISOLI (ITALY)
P038
RUSSIAN MODERN TRENDS AND ALGORITHMS PSYCOPEDAGOGICAL SUPPORT PRESCHOOL CHILDREN WITH
SPECIFIC LANGUAGE DISORDER
TATIANA TUMANOVA, TATIANA FILICHEVA (RUSSIAN
FEDERATION)
P039
WORKING MEMORY AND PHONOLOGICAL AWARENESS IN
STUDENTS FROM CYCLE I OF ELEMENTARY SCHOOL
MARIA SILVIA CÁRNIO, BEATRIZ CAMPOS MAGALHÃES DE SÁ
DE SÁ, APARECIDO JOSÉ COUTO SOARES SOARES (BRAZIL)
P040
EFFECTIVENESS OF READING RATE ASSESSMENT MEASURED
IN SYLLABLES PER MINUTE
APARECIDO JOSÉ COUTO SOARES SOARES, HAYDÉE FIZSBEIN
WERTZNER WERTZNER, MARIA SILVIA CÁRNIO CÁRNIO
(BRAZIL)
P041
PHONOLOGICAL AWARENESS DISORDERS OF LANGUAGE IN
PACIENTS WITH MALFORMATION: WAS THERE COMORBIDITY?
ZELITA GUEDES, ANA PAULA BAUTZER (BRAZIL)
P042
EFFICACY AND OVERALL LEVEL OF AGREEMENT AMONG
AUDITORY-PERCPTUAL AND INSTRUMENTAL ASSESSMENT OF
SPEECH IN CLEFT LIP AND PALATE
MARIA INES PEGORARO-KROOK, MAIRA PERICO, JENIFFER
DUTKA, EDNA PADILHA , OLIVIA MESQUISTA VIEIRA DE
SOUZA, FABIANE RODRIGUES, GABRIELA ZUIM, ANA FLAVIA
RODRIGUES, GABRIELA LIMA (BRAZIL)
P043
LANGUAGE SKILLS AND WORKING MEMORY IN CHILDREN
WITH CLEFT PALATE
MARIA DE LOURDES MERIGHI TABAQUIM TABAQUIM,
MÁRCIA REGINA FERRO FERRO, DIONÍSIA APARECIDA CUSIN
LAMÔNICA LAMÔNICA (BRAZIL)
P044
P055
NARRATIVE SKILLS AND BODY SCHEME DEVELOPMENT IN
PERUVIAN IMMIGRANTS CHILDREN IN CHILE: PRELIMINARY
OUTCOMES
MARIANGELA MAGGIOLO LANDAETA, MARCELA VEGA RIVERO,
MELITA CRISTALDI, RAÚL FERNÁNDEZ CARBONE (CILE)
THE USE OF VERBS BY BRAZILIAN CHILDREN WITH DOWN
SYNDROME: COMPARISON BETWEEN TWO SITUATIONS
LIVIA MARIA IENNE, SUELLY OLIVAN LIMONGI (BRAZIL)
P045
COMPARING EFFECTS BETWEEN ELECTRONIC AND PRINTED
TEXTBOOKS IN JAPANESE CHILDREN WITH READING
DIFFICULTIES
YUMIKO TANAKA WELTY (JAPAN)
P046
ANALYSIS OF THE PRODUCTIVE PHONOLOGICAL KNOWLEDGE
OF A CHILD WITH DOWN SYNDROME
ÉVA S. TAR (HUNGARY)
P047
SOCIAL INTERACTION AND COMMUNICATION OF CHILDREN
WITH NEUROMOTOR DISABILITIES: PARENTS AND SLP’S
APPLICATION OF THE BRAZILIAN VERSION OF THE PEDI
DANIELE THEODORO OSTROSCHI, REGINA YU SHON CHUN
(BRAZIL)
P056
SPEECH DISFLUENCY IN THE NARRATIVES OF BRAZILIAN
PORTUGUESE SPEAKING CHILDREN WITH SPECIFIC
LANGUAGE IMPAIRMENT AND THEIR AGED-MATCHED PEERS
DEBORA BEFI-LOPES, ANA CÁCERES, SUELEN MARQUES,
MARCELY VIEIRA (BRAZIL)
P057
LONG LATENCY AUDITORY EVOKED POTENTIALS (LLAEP)
IN THE STUDY OF READING AND WRITING DISORDERS.
A SYSTEMATIC REVIEW
THAIS FREIRE, THAIS DOS SANTOS GONÇALVES, PATRÍCIA
ABREU PINHEIRO CRENITTE (BRAZIL)
P058
SPEECH-LANGUAGE PATHOLOGIST INTERVENTION ON THE
MACROSTRUCTURE OF ORAL NARRATIVE IN BRAZILIAN
CHILDREN WITH DOWN SYNDROME – PILOT STUDY
ROSANGELA VIANA ANDRADE, SUELLY C. O. LIMONGI (BRAZIL)
P048
P059
THE PECULIARITIES OF NONVERBAL CODING AND DECODING
OF NONVERBAL MEANS OF COMMUNICATION OF CHILDREN
WITH THE SPEECH UNDERDEVELOPMENT
LEKHANOVA OLGA LEO;DOVNA LEKHANOVA (RUSSIAN
FEDERATION)
HEBREW LANGUAGE ASSESSMENT MEASURE FOR
PRESCHOOL CHILDREN: A COMPARISON BETWEEN TYPICALLY
DEVELOPING CHILDREN AND CHILDREN WITH SPECIFIC
LANGUAGE IMPAIRMENT
IRIT KATZENBERGER, SARA MEILIJSON (ISRAEL)
P049
P060
EFFICACY OF THE VISO-MOTOR INTERVENTION FOR
STUDENTS WITH DEVELOPMENTAL DYSLEXIA
CAPELLINI SIMONE, FUSCO NATÁLIA, GERMANO GISELI
DONADON (BRAZIL)
ARTICULATORY AND PHONOLOGICAL CHARACTERISTICS OF
CHILDREN WITH SSD AND ABSENT SOUNDS
HAYDÉE FISZBEIN WERTZNER, THAÍS ZEMLICKAS SILVA,
MARINA JORGE PULGA, LUCIANA OLIVEIRA PAGAN-NEVES
(BRAZIL)
P050
CONTRIBUTIONS OF SPEECH-LANGUAGE PATHOLOGY
TO COMPREHENSIVE HEALTHCARE TO CHILDREN IN A
UNIVERSAL HEALTHCARE SYSTEM”
KATIA DE CASSIA BOTASSO, MARIA TERESA PEREIRA
CAVALHEIRO (BRAZIL)
P061
SPEECH INCONSISTENCY AND ARTICULATION RATE IN
CHILDREN WITH SSD
HAYDÉE FISZBEIN WERTZNER, DANIRA TAVARES FRANCISCO,
TATIANE FARIA BARROZO, LUCIANA PAGAN-NEVES (BRAZIL)
P051
P062
RAPID SERIAL NAMING, READING AND WRITING SKILLS IN
STUDENTS OF BRAZILIAN ELEMENTARY EDUCATION
BIANCA QUEIROGA, MARIANA PEIXOTO (BRAZIL)
REPAIR STRATEGIES USED BY MANDARIN CHINESE SPEAKING
CHILDREN WITH HIGH-FUNCTIONING ASD IN TAIWAN
PAO-HSIANG CHI, PEI MEI LU (TAIWAN)
P052
P063
PARENTING STYLES OF MOTHERS OF INDIVIDUALS WITH
CLEFT PALATE
ULLISSES HERRERA CHAVES, SIMONE APARECIDA LOPESHERRERA, OLGA MARIA PIAZENTIN ROLIM, JOSE ROBERTO
PEREIRA LAURIS (BRAZIL)
AN ACOUSTIC ANALYSIS OF FRICATIVE PRODUCTION – A
COMPARISON OF /S/ COARTICULATION DEVELOPMENT IN
FINNISH-SPEAKING CHILDREN
PENTTI KÖRKKÖ (FINLAND)
P053
PERFORMANCE OF PHONOLOGICAL AWARENESS IN CHILDREN
WITH ATTENTION DEFICIT HIPERACTIVITY DISORDER
TALITA FERNANDA GONÇALVES, PATRICIA ABREU PINHEIRO
CRENITTE (BRAZIL)
P054
ABILITY OF CHILDREN TO CONSTRUCT PICTURE-BASED
NARRATIVES IN RELATION TO COGNITIVE AND LINGUISTIC
ABILITY
MITSURU KOSAKA, JUN TANEMURA (JAPAN)
P064
LANGUAGE INTERVENTION IN ORAL NARRATIVES WITH AND
WITHOUT TECHNOLOGICAL RESOURCES FOR CHILDREN WITH
LANGUAGE DELAY
NACHALE HELEN MACIEL BISPO, BIANCA RODRIGUES LOPES
GONÇALVES, CAMILA MAYUMI ABE, CAMILLA GUARNIERI,
SIMONE APARECIDA LOPES-HERRERA (BRAZIL)
P065
PHONOLOGICAL ASSESSMENT - ANALYSIS COMPARING THE
USE OF TRADITIONAL AND TECHNOLOGICAL RESOURCES
ANA PAOLA NICOLIELO, BIANCA RODRIGUES LOPES
SIMONE APARECIDA LOPES-HERRERA (BRAZIL)
51
P066
P078
SPEECH DISTURBANCES IN CHILDREN WITH EPILEPSY
YI-JEN CHEN, YUNG-JUNG CHEN, CHIN-HSING TSENG (CHINA)
SCHOOLING INFLUENCE ON COGNITIVE-LINGUISTIC SKILLS
MARIA SILVIA CÁRNIO CÁRNIO, BLENDA REGINA ZOCCAL
LICAS LICAS, APARECIDO JOSÉ COUTO SOARES SOARES
(BRAZIL)
P067
RELATED ASPECTS TO THE CANDIDATE SUSCEPTIBILITY
GENES FOR DEVELOPMENTAL DYSLEXIA: A SYSTEMATIC
REVIEW
THAÍS GONÇALVES, THAÍS FREIRE, PATRÍCIA CRENITTE
(BRAZIL)
P068
DO AX AND ABX PERCEPTION TASKS PROVIDE THE SAME
INFORMATION ABOUT PERCEPTION OF SPEECH SOUNDS IN
CHILDREN WITH SPEECH SOUNDS DISORDERS?
AMPARO YGUAL FERNÁNDEZ, JOSÉ FRANCISCO CERVERA
MÉRIDA (SPAIN)
P069
RECEPTIVE AND EXPRESSIVE VOCABULARY PERFORMANCE IN
INDIVIDUALS WITH DIPLEGIA CEREBRAL PALSY
DIONÍSIA APARECIDA CUSIN LAMÔNICA, CORA SOFIA TAKAYA
PAIVA (BRAZIL)
P070
ANALYSIS OF PRODUCTION OF TEXTS OF THE BASIC
EDUCATION SCHOOL OF BRAZILIAN CHILDREN
MARIA APARECIDA G. SANTOS, NAYARA S. BARINI, SIMONE
R.V. HAGE (BRAZIL)
P071
COMMUNICATION AND RESPONSIVITY IN AUTISM SPECTRUM
DISORDERS
LILIANE P. MIILHER , FERNANDA DREUX M. FERNANDES
(BRAZIL)
P072
ASSESSMENT OF SEMANTIC AND LEXICAL SYSTEM IN
DEVELOPENTAL AGE: RESEARCH THROUGH EXPRESSIVE
VOCABULARY TEST-SECOND EDITION (EVT-2)
LEONARDA GISOLDI, FEDERICA MANEO, CHIARA BORELLO
(ITALY)
P073
FIGURATIVE LANGUAGE COMPREHENSION IN STUDENTS
WITH READING DISABILITIES IN TAIWAN
PAO-HSIANG CHI (TAIWAN)
P079
RELATIONSHIPS BETWEEN SYNTACTIC DEVELOPMENT AND
VOCABULARY AND CONVERSATIONAL ABILITIES IN PERSAVE
DEVELPOMENTAL DISDODER CHILDREN DURING THE SCHOOL
PERIOD
SATSUKI ADACHI , YASUKO IKEDA, IKUYO FUJITA,HIROMI
HARADA, KAHORU HASHIMOTO,MASAKO NOTOYA (JAPAN)
P080
SPECIFIC LANGUAGE IMPAIRMENT: PERFORMANCE IN TESTS
OF PHONOLOGICAL WORKING MEMORY AND OF SUSTAINED
AUDITORY ATTENTION
LIDIANE Y. SAWASAKI , MARIZA R. FENIMAN, SIMONE R.V.
HAGE (BRAZIL)
P081
WISC-III INDEX SCORE PROFILES IN VELO-CARDIOFACIAL SYNDROME ASSOCIATED WITH VELOPHARYNGEAL
INSUFFICIENCY
MIYUKI GOTO, RYUSAKU HASHIMOTO, SATOKO KASAI,
KENJI KOBAYASHI, EIKO TAMASHIGE, SATOKO IMAI, NORIKO
NISHIZAWA (JAPAN)
P082
ROSANGELA VIANA ANDRADE, SUELLY LIMONGI (BRAZIL)
P083
DOES THE PATTERN OF SILENT PAUSES DIFFER BETWEEN
TYPICALLY DEVELOPING CHILDREN AND CHILDREN WITH
SPECIFIC LANGUAGE IMPAIRMENT?
DEBORA BEFII-LOPES, ANA CÁCERES, LETÍCIA BACCHIN,
PAULA PEDOTT (BRAZIL)
P084
EXPERIENCE IN RESEARCH OF METALINGUAL ABILITIES OF
CHILDREN WITH SPEECH UNDERDEVELOPMENT
NATALIA SHARIPOVA (RUSSIAN FEDERATION)
P085
FAMILIAL AND GENETIC FACTORS IN NEURODEVELOPMENTAL
DISORDERS: THE CASE FOR PRACTICE-BASED EVIDENCE
MARIA VLASSOPOULOS , HAZEL RODDAM (GREECE, UK)
PERFORMANCE IQ (PIQ) SUBTESTS, AND READING
KAHORU HASHIMOTO, MASAKO NOTOYA, HIROMI HARADA,
MAKOTO ITO (JAPAN)
P075
P086
P074
FLUCTUATIONS IN (PSEUDO-)SYLLABLES OCCURRENCES IN
ITALIAN CHILDREN FROM 6 TO 18 MONTHS OLD
ANTONIO ROMANO, BRUNA SCANAVINO (ITALY)
P076
EFFICACY OF THE USE OF ASSISTIVE TECHNOLOGY BY
PINHEIRO FÁBIO HENRIQUE, CAPELLINI SIMONE (BRAZIL)
P077
MEAN LENGTH UTTERANCE AS AN ASSESSMENT
INSTRUMENT OF THE LINGUISTIC ABILITIES OF BRAZILIAN
CHILDREN WITH DOWN SYNDROME
ANGELA MARIA DE AMORIM CARVALHO, SUELLY OLIVAN
LIMONGI (BRAZIL)
52
EARLY IDENTIFICATION AND INTERVENTION FOR CHILDREN
WITH AUTISM IN BOLIVIA
T. ROSARIO ROMAN, LINDA R WATSON, ELIZABETH R CRAIS
(USA)
P087
AUDITORY PITCH PROCESSING IN 5- TO 6-YEAR-OLD
CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT AND
TYPICALLY DEVELOPING CHILDREN
LEENA ERVAST, MATTI LEHTIHALMES, KAISU HEINÄNEN,
SWANTJE ZACHAU, MARI VEIJOLA, ELISA HEIKKINEN, KAISA
LOHVANSUU, KALERVO SUOMINEN, MIRJA LUOTONEN, PAAVO
H.T. LEPPÄNEN (FINLAND)
P088
P099
EARLY STAGE BRAIN PROCESSING OF SPEECH IS
DIFFERENTLY RELATED TO READING MEASURES IN TYPICALLY
READING CHILDREN AND THOSE WITH DYSLEXIA
KAISA LOHVANSUU, JARMO A. HÄMÄLÄINEN, PAAVO H.T.
LEPPÄNEN (FINLAND)
ANALYSIS OF THE VOCAL RESISTANCE OF CHOIR SINGERS
BY MEANS OF VOICE SELF-PERCEPTION BEFORE AND AFTER
CONTINUOUS SINGING
FERNANDA ONOFRE ONOFRE, EDWIN TAMASHIRO, MARIA
YUKA ALMEIDA PRADO, HILTON MARCOS ALVES RICZ, LILIAN
NETO AGUIARRICZ (BRAZIL)
P089
VALIDITY OF MANDARIN TOKEN TEST WITH TAIWANESE
CHILDREN 7 TO 12 YEARS OLD USING RASCH MODEL
ANALYSIS
YUEH-HSIEN LIN, CHIN-HSING TSENG, YUH-YIH WU (TAIWAN)
P090
PHONOLOGICAL REMEDIATION IN SCHOOLS WITH
DEVELOPMENTAL DYSLEXIA: CONTRIBUTION COGNITIVE
POTENTIAL P300
PATRÍCIA ABREU PINHEIRO CRENITTE, ERIKA FERRAZ
(BRAZIL)
P091
A RANDOMIZED CONTROLLED TRIAL OF TWO SYNTACTIC
TREATMENT PROCEDURES IN SCHOOL-AGE CHINESE
CHILDREN WITH LANUAGE DISORDERS
CAROL K. S. TO, LOUISE W. O. HUI (HONG KONG)
P092
P0100
RESULTS OF ESOPHAGEAL VOICE TRAINING
LIBOR CERNY (CZECH REPUBLIC)
P0101
LENGTH OF PAUSES IN PROSODIC LIMITS IN THEATRICAL
ACTING
MILENA FRAGA (BRAZIL)
P0102
THE OLFACTORY AND GUSTATORY FUNCTIONS HAD BEEN
DECREASED IN LARYNGECTOMYSED.
ADA SALVETTI CAVALCANTI CALDAS , VERA LÚCIA DUTRA
FACUNDES, DANIELE ANDRADE CUNHA, PATRÍCIA MARIA
MENDES BALATA, LEILA BASTOS LEAL, LUCIANA ÂNGELO
BEZERRA, HILTON JUSTINO SILVA (BRAZIL)
P0103
MACROSTRUCTURE ASPECTS IN THE ORAL NARRATIVE OF
INDIVIDUALS WITH FETAL ALCOHOL SPECTRUM DISORDERS
GIULIA GANTHOUS, NATALIA ROSSI, CÉLIA GIACHETI (BRAZIL)
ALTERNATIVE TONGUE MOTION (ATM) AS A DIAGNOSTIC TOOL
FOR MUSCLE TENSION DYSPHONIA (MTD)
OSAMU SHIROMOTO, MIKA TAKAHASHI , TOSHIHIDE HARADA
(BRAZIL)
P093
P0104
INTERVENTION PROGRAM FOR DEVELOPMENT OF VERBAL
COMMUNICATIVE SKILLS IN PARENTS OF CHILDREN WITH
LANGUAGE DISORDERS
BIANCA RODRIGUES LOPES GONÇALVES, NATHÁLIA BOCCA
LOURENÇO MACHADO, CAMILA MAYUMI ABE, SIMONE
APARECIDA LOPES-HERRERA (BRAZIL)
VOICE REHABILITATION OF PATIENTS WITH LARYNX BENIGN
DISEASES IN COMBINATION WITH LARYNGOPGARYNGEAL
REFLUX
EKATERINA OSIPENKO, MARINA GERASIMENKO, NATALIA
DERZHAVINA, NINA LAZARENKO (RUSSIAN FEDERATION)
P094
P105
DYSPHONIA: EVALUATION OF CASE HISTORY
MICHELE BARBARA, TERESA MAINO (ITALY)
AN EVALUATION OF SINGLE BREATH PHONATION TIME
TESTING AS AN INDICATOR OF VOCAL FUNCTION IN SPEECH
TOMOYUKI HAJI (JAPAN)
P095
P106
PERCEPTUAL AND ACOUSTIC VOICE CHARACTERISTICS
FOLLOWING BOTULINUM TOXIN TREATMENT: A CASE STUDY
JAYANTI RAY (USA)
COENZYME Q10 TERCLATRATE + VITAMINE A IN THE
TREATMENT OF FUNCTIONAL VOICE DISORDERS
GIANCARLO PECORARI, JURI NADALIN, LUCA RAIMONDO,
GIUSEPPE RIVA, MATTEO SENSINI, ANNA ACCORNERO,
AGOSTINO SERRA, LUIGI MAIOLINO, MASSIMO MAGNANI,
ANDREA RICCI MACCARINI, PASQUALE CASSANO, LUCIANO
MAGALDI, CLAUDIO VICINI, ALDO CAMPANINI, GIORGIO
PERETTI, RENZO MORA, CARLO ANTONIO LEONE, ANGELO
CAMAIONI, VALERIO DAMIANI, GAETANO PALUDETTI,
LUCIA D’ALATRI , MARCO DE VINCENTIIS, ANTONIO GRECO,
GIOVANNI RUOPPOLO, CARLO GIORDANO (ITALY)
P096
THE STUDY OF THE VOICE THERAPY IN OUR DEPARTMENT
ERI MIYATA, MAKOTO MIYAMOTO, KOICHI TOMODA (JAPAN)
P097
VOCAL COMPLAINTS AND QUALITY OF LIFE IN FEMALE
TEACHING STUDENTS
ELIANA FABRON, MARINA LUDOVICO MASTRIA, SIMONE FIUZA
REGAÇONE, SUELY MAYUMI MOTONAGA, LUCIANA TAVARES
SEBASTIÃO (BRAZIL)
P098
QUALITY OF LIFE, ACOUSTIC AND PERCEPTUAL ANALYSIS OF
VOICE IN PARTIAL LARYNGECTOMY
IARA BITTANTE DE OLIVEIRA OLIVEIRA, JOSE FRANCISCO
SALLES CHAGAS CHAGAS, ELAINE PAVAN GAGARTINI
GARGANTINI, ELIANE DOS SANTOS FERNANDEZ FERNANDEZ
(BRAZIL)
P107
VOCAL PROFILE AND QUALITY OF LIFE AND VOICE IN
PATIENTS SUBMITTED TO RADIOTHERAPY FOR ADVANCED
HEAD AND NECK CANCER
ALINE GONÇALVES, ELISABETE CARRARA DE- ANGELIS,
RAFAELA TOSCANO, CÁSSIO PELLIZZON, CELSO MELLO, LUIS
PAULO KOWALSKI, LUCIANA DALL’ AGNOL, RENATA AZEVEDO,
FERNANDO LEONHARDT, MARCIO ABRAHÃO (BRAZIL)
P108
ANALISYS QUALITY OF LIFE AFTER VOICE THERAPY: A
LOGITUDINAL STUDY
ANA CRISTINA CÔRTES GAMA, JOSIANE MENDES FERREIRA,
NATHÁLIA FERREIRA CAMPOS, IARA BARRETO BASSI, LETÍCIA
CALDAS TEIXEIRA, MARCO AURÉLIO ROCHA SANTOS (BRAZIL)
53
P109
P120
COMPARISON OF NASALANCE BETWEEN TOTAL
LARYNGECTOMEES WHO USE A TRACHEOESOPHAGEAL
PROSTHESIS AND HEALTHY INDIVIDUALS
LÍLIAN NETO AGUIAR-RICZ, ADRIANA PEREIRA DEFINA
IQUEDA, TELMA KIOKO TAKESHITA-MONARETTI, HILTON
MARCOS ALVES RICZ (BRAZIL)
EFFECTS OF HYDRATION BEFORE AND AFTER VOCAL
WARM-UP IN SINGERS
Kelly C A Silverio (1), Lídia Cristina da Silva Teles ( 1),
Carla Marques de Sousa Xavier (1), Maria Aparecida
Miranda de Paula Machado (1)
P110
P121
CHAOS THEORY AND NONLINEAR ACOUSTIC ANALYSIS:
ARTICLES REVIEW
RENATA FURIA (BRAZIL)
VOICE ONSET TIME FOR THE WORD-INITIAL VOICELESS
CONSONANT /T/ IN SPASMODIC DYSPHONIA -A COMPARISON
WITH NORMAL CONTROLSSAORI YANAGIDA, NORIKO NISHIZAWA (JAPAN)
P111
P122
TWO CASES DIAGNOSED WITH THYROARYTENOID MUSCLE
PARALYSIS
MAKOTO MIYAMOTO, ERI MIYATA, KOICHI TOMODA (JAPAN)
USE OF SURFACE ELECTROMYOGRAPHY IN PHONATION
STUDIES: AN INTEGRATIVE REVIEW
PATRÍCIA MARIA MENDES BALATA, HILTON JUSTINO SILVA,
KLYVIA JULIANA ROCHA MORAES, LEANDRO DE ARAÚJO
PERNAMBUCO, LUCIANA ÂNGELO BEZERRA, DANIELE
ANDRADE CUNHA, SILVIA REGINA ARRUDA MORAES (BRAZIL)
P112
STUDY OF DISEASE MODELS OF VOCAL NODULES CHANGE OF
THE POSITION OF THE VOCAL PROCESS DUE TO THE EFFECT
OF VOICE TRAINING.
YOSHIHIRO IWATA (JAPAN)
P113
POSITION OF THE LARYNX DURING LYRICAL SINGING IN
PROFESSIONAL AND AMATEUR FEMALE SINGERS
SNIZHANA DRAHAN, HILTON RICZ , TELMA KIOKO TAKESHITAMONARETTI, LÍLIAN AGUIAR-RICZ (BRAZIL)
P114
FOR MUSCLE TENSION DYSPHONIA
OSAMU SHIROMOTO, MIKA TAKAHASHI , TOSHIHIDE HARADA
(JAPAN)
P115
ADAPTATION TO THE DUTCH, VALIDATION AND NORMATIVE
DATA OF THE VOICE HANDICAP INDEX-10
ANNELIES LABAERE, ELINE DE JONG, ELINE QUINTIENS
(BELGIUM)
P116
INFLUENCE OF SEVERE AIRFLOW LIMITATION ON SPEECH
BREATHING IN PATIENTS WITH CHRONIC OBSTRUCTIVE
PULMONARY DISEASE: PRELIMINARY OBSERVATIONS
EVELIINA JOENSUU (FINLAND)
P117
VOICE AND SPEECH PROFICIENCY OF TOTAL
LARYNGECTOMEES USING A TRACHEOESOPHAGEAL
PROSTHESIS
TELMA KIOKO TAKESHITA-MONARETTI, LÍLIAN NETO AGUIARRICZ, HILTON MARCOS ALVES RICZ (BRAZIL)
P118
AMPLITUDE OF ESOPHAGEAL PRESSURE IN TOTAL
PROSTHESIS DURING SWALLOWING AND PHONATION
TELMA KIOKO TAKESHITA-MONARETTI, HILTON MARCOS
ALVES RICZ , ROBERTO OLIVEIRA DANTAS, LÍLIAN NETO
AGUIAR-RICZ (BRAZIL)
P119
NONLINEAR ANALYSIS OF VOICES OF PATIENTS UNDERGOING
VERTICAL PARTIAL LARYNGECTOMY
RENATA FURIA SANCHEZ, LÍDIA CRISTINA SILVA TELES
(BRAZIL)
54
P123
INCOMPLETE SWALLOWING AND RETRACTED TONGUE
MANEUVERS FOR ELECTROMYOGRAPHIC SIGNAL
NORMALIZATION OF THE EXTRINSIC MUSCLES OF THE
LARYNX
PATRICIA MARIA MENDES BALATA, HILTON JUSTINO SILVA,
GERLANE KARLA OLIVEIRA NASCIMENTO, KLYVIA JULIANA
ROCHA MORAES, LEANDRO DE ARAÚJO PERNAMBUCO, MARIA
CLARA R FREITAS, LEILANE M LIMA , RENATA S BRAGA,
SÍNTIA R SOUZA, LUCIANA ÂNGELO BEZERRA, DANIELE
ANDRADE CUNHA, SILVIA REGINA A MORAES (BRAZIL)
P124
VOICE RESISTANCE IN YOUNG WOMEN BEFORE AND AFTER
CONTINUOUS TALKING FOR 30, 60, 90 AND 120 MINUTES
LÍLIAN NETO AGUIAR-RICZ, PATRÍCIA MASSUCATTO
MILANELLO , ARIANE DAMASCENO PELLICANI, LILIAM
FERNANDA PAZETTO, PATRICIA PEREIRA, STHAEL ANDRADE
MARQUES, HILTON MARCOS ALVES RICZ (BRAZIL)
P125
MEASUREMENT OF VOCAL TRACT DIMENSION OF
LARYNGECTOMEES USING PHARYNGOMETRY
MANWA NG (HONG KONG)
P126
PHONATION IN AN ATMOSPHERE OF 100% RELATIVE
HUMIDITY: EFFECTS ON VOICE HOARSENESS
ROSSELLA MUO’, BARBARA RAMELLA, DANIELA SARANDRIA,
ALFONSO BORRAGAN TORRE (ITALY – SPAIN)
P127
ACOUSTIC COMPARISON BETWEEN TWO DIFFERENT
TECHNIQUES OF ENDOSCOPIC RESECTION OF BENIGN
LARYNGEAL LESIONS
DR. REHAM EL-MAGHRABY, PROF. DR.MOHAMED ABD-EL
MONEAM, PROF. DR. ALAA EL DIN GAAFAR, DR. SAAD ABD-EL
GAWAD (EGYPT)
P128
THE ROLE OF COENZYME Q10 AND VIT.A IN SINGER’S VOCAL
RECOVERY: DOSIMETRIC ANALYSIS
FRANCO FUSSI, GIACOMO BELLO (ITALY)
P129
TRANSLATION AND CROSS-CULTURAL VALIDATION OF THE
“SELF-EVALUATION OF COMMUNICATION EXPERIENCES
AFTER LARINGECTOMY” QUESTIONNAIRE FOR THE BRAZILIAN
PORTUGUESE
GABRIELA FAHL, BÁRBARA GARCIA DE GOULART (BRAZIL)
P130
P141
HOW TO BEHAVE THE LARYNGEAL MUCOSA OF DESCENDANTS
OF CONSUMER OF CAFFEINE? (EXPERIMENTAL STUDY)
GERLANE KARLA OLIVEIRA NASCIMENTO, DANIELE ANDRADE
CUNHA, LUCIANA ÂNGELO BEZERRA, HILTON JUSTINO SILVA,
MARIA DE FÁTIMA GALDINO SILVEIRA (BRAZIL)
FIRST RESULTS OF COMMUNICATIVE PARTICIPATION IN
PRESCHOOL CHILDREN WHO STUTTER USING THE FOCUS-G©
SANDRA NEUMANN (GERMANY)
P131
LOCALIZATION, FREQUENCY AND INTENSITY OF MUSCLE PAIN
IN WOMEN WITH VOCAL NODULES
KELLY CRISTINA ALVES SILVERIO, LARISSA DONALONSO
SIQUEIRA, LÍDIA TELES, CHRISTIANO DE GIACOMO CARNEIRO,
HARDYNN WESLEY SAUNDERS ROCHA TAVARES, ALCIONE
GHEDINI BRASOLOTTO (BRAZIL)
P132
LONG-TERM OUTCOME MEASUREMENTS OF VOCAL
HYGIENE PROGRAM AND RESONANT VOICE THERAPY FOR
HYPERFUNCTIONAL VOICE DISORDERED PATIENTS
SHENG HWA CHEN (TAIWAN)
P133
TRAINING AND TESTING APPLICATION FOR AUDIO
PERCEPTUAL EVALUATION – VOICE-PE (VOICE – PERCEPTUAL
EVALUATION)
SUSANA VAZ FREITAS, VÍTOR ALMEIDA , PEDRO MELO
PESTANA, ANÍBAL FERREIRA (PORTUGAL)
P134
IMMEDIATE EFFECT OF LARYNGEAL MANUAL THERAPY IN
DYSPHONIC WOMEN
KELLY CRISTINA ALVES SILVERIO, ANA VITÓRIA RONDON, ANA
PAULA REIMANN, LARISSA DONALONSO SIQUEIRA, LIDIA
TELES, ALCIONE GHEDINI BRASOLOTTO (BRAZIL)
P135
HESITATIONS IN THE BEGINNING OF ENUNCIATES:
INTERVIEWS WITH CHILDREN ABOUT TWO KINDS OF
PEDAGOGIC WORKSHOPS
CRISTYANE CAMARGO SAMPAIO VILLEGA (BRAZIL)
P136
ART THERAPY AS A PART OF COMPLEX THERAPY OF
STUTTERING
ILONA KEJKLICKOVA , PETR STANICEK, PAVEL FLORIAN
(CZECH REPUBLIC)
P137
THE PROPRIOCEPTIVE ELASTIC METHOD IN THE SPEECH
THERAPY TREATMENT OF FLUENCY DISORDERS
GLORIA VILLA, ROSSELLA MUO’, GIULIA CRISTINELLI, ANNA
ACCORNERO (ITALY)
P138
EFFECTS OF COGNITIVE TRAINING ON VERBAL FLUENCY IN
ADULTS WITH DOWN SYNDROME.
Renata SalvadorinI, MARGHERITA BOZZA, STEFANIA
BARGAGNA (ITALY)
P139
ORAL READING GUIDANCE AND TRAINING TO JAPANESE
CHILDREN WHO STUTTER WITH READING PROBLEMS
MASAKI WATANABE, MASAMUTSU KENJO (JAPAN)
P140
A CASE STUDY ON THE EFFICACY OF A FLUENCY SHAPING
THERAPY WITH COGNITIVE-BEHAVIORAL APPROACH ON A
MANDARIN-SPEAKING ADULT WITH STUTTERING
TSUNG-HSIEN TSAI, SHU-LAN YANG, JUNG-JIUN SHIE, YAFANG CHENG (CHINA)
P142
MULTIDIMENSIONAL APPROACH OF SCHOOL-AGE JAPANESE
CHILDREN WHO DEVELOPED STUTTERING FOCUSING ON
DIRECT SPEECH TREATMENT
MASAMUTSU KENJO (JAPAN)
P143
LISTENERS’ PERCEPTIONS OF DIGITALLY MANIPULATED
MOMENTS OF HESITATIONS
NORIMUNE KAWAI (JAPAN)
P144
SPEECH RATE CHARACTERISTICS OF FUTURE SPEECH
LANGUAGE PATHOLOGISTS
LAUREN LIPUMA, MICHELLE BACH, ELISA PITCHON, MARK
PELLOWSKI (USA)
P145
NEUROGENIC STUTTERING AFTER TRAUMATIC BRAIN INJURY.
CHALLENGES IN EVALUATION
NELLY LEIPAKKA, ANNA-MAIJA KORPIJAAKKO-HUUHKA
(FINLAND)
P146
DEVELOPMENT AND EVALUATION OF A CYBERTUTOR ABOUT
HEARING HEALTH
CAMILA DE CASTRO CORRÊA, RICELLY AVILA DA SILVA, CÁSSIA
DE SOUZA PARDO-FANTON, WANDERLÉIA QUINHONEIRO BLASCA (BRAZIL)
P147
HEARING HEALTH EDUCATION IN BRAZIL
WANDERLÉIA QUINHONEIRO BLASCA, CAMILA DE CASTRO
CORRÊA, CÁSSIA DE SOUZA PARDO-FANTON (BRAZIL)
P148
KANAZAWA METHOD-BASED LONG-TERM STUDY ON
LANGUAGE DEVELOPMENT IN A CHIL WITH SEVERE HEARING
IMPAIRMENT
HIROMI HARADA, MASAKO NOTOYA, KAHORU HASHIMOTO,
SATSUKI ADACHI, MAKOTO ITO, TOMOKAZU YOSHIZAKI
(JAPAN)
P149
ACOUSTIC CHANGES OF SPEECH SIGNAL AFTER COCHLEAR
IMPLANTATION AT THE AGE OTHER THAN OPTIMAL
KATARINA PAVICIC DOKOZA, ADINDA DULCIC, KORALJKA
BAKOTA (CROATIA)
P150
EPIDEMIOLOGICAL ASPECTS OF HEARING HEALTH WITH
EMPHASIS IN CERUMEN IMPACTION IN INSTITUTIONALIZED
ELDERLY OF BAURU, SÃO PAULO, BRASIL
ALINE ARAKAWA , RAFAEL DAMASCENO, ELEN FRANCO,
CRISTINA SANTO, JOSÉ ROBERTO BASTOS, MAGALI CALDANA
(BRAZIL)
P151
ANALYSIS OF HEARING SCREENING IN PREMATURE
DIONÍSIA APARECIDA CUSIN LAMÔNICA, CAROLINE
KAUFFMANN BECARO, NAYARA SALOMÃO BARINI, SIMONE
ROCHA DE VASCONCELLOS HAGE, KÁTIA DE FREITAS
ALVARENGA (BRAZIL)
55
P152
P162
MEASUREMENT OF THE SIGNAL/NOISE RATIO IN
CLASSROOMS OF CHILDREN USERS OF FM SYSTEM
MARIA RENATA JOSé, VANESSA LUISA DESTRO FIDÊNCIO,
REGINA TANGERINO DE SOUZA JACOB, ADRIANE LIMA
MORTARI MORET, MARIA CECÍLIA BEVILACQUA (BRAZIL)
THE FUNCTIONAL AUDITORY PERFORMANCE INDICATORS
APPLIED TO BRAZILIAN CHILDREN
KARINA FERREIRA, REGINA TANGERINO SOUZA JACOB,
MARIA CECILA BEVILACQUA, ADRIANE LIMA MORTARI MORET
(BRAZIL)
P153
P163
EFFECTS OF SPEECH STIMULUS ON CORTICAL AUDITORY
EVOKED POTENTIALS AND AUDITORY COGNITIVE P3
KÁTIA DE FREITAS ALVARENGA, LETICIA CRISTINA VICENTE,
RAQUEL CAROLINE FERREIRA LOPES, RUBEM ABRÃO SILVA,
MARCOS ROBERTO BANHARA (BRAZIL)
THE PECULIARITIES OF PRONUNCIATION OF ORAL SPEECH
AND ITS SELF-CHECKING OF DEAF CHILDREN
DENISOVA OLGA ALEXANDROVNA DENISOVA, KAZANSKAYA
VERA LVOVNA KAZANSKAYA (RUSSIAN FEDERATION)
P154
ARTERIOSCLEROSIS AS A CAUSE OF GENDER DIFFERENCES
IN HEARING LOSS BASED ON ANTI-AGING HEARING DOCK
FINDINGS
KAZUYO MISE, NOBUHIRO HAKUBA, YASUHARU TABARA,
KIYOFUMI GYO (JAPAN)
P155
COMPARING TONEBURST AND NARROW BAND CE-CHIRP®
AUDITORY BRAINSTEM RESPONSES (ABRS) IN YOUNG
INFANTS
GABRIELA I R RODRIGUES, DORIS R LEWIS (BRAZIL)
P156
THE MATURATION OF THE AUDITORY NERVE AND BRAINSTEM
IN THE FIRST YEAR OF LIFE
LETICIA CRISTINA VICENTE, KÁTIA DE FREITAS ALVARENGA,
JOICY AMORIM, RAQUEL SAMPAIO AGOSTINHO-PESSE, LILIAN
CÁSSIA BORNIA JACOB-CORTELETTI (BRAZIL)
P157
CHANGES IN ELDERLY ORAL COMMUNICATION: HEALTH
KNOWLEDGE TRANSMISSION TO PROFESSIONALS IN THE
AMAZON REGION
ALINE MEGUMI ARAKAWA, NATÁLIA CARLETO, ELEN
CAROLINE FRANCO, CRISTINA SANTO, ARIÁDNES OLIVEIRA,
MÔNICA FRANÇA, JOSÉ ROBERTO BASTOS, MAGALI CALDANA
(BRAZIL)
P158
COCHLEAR FUNCTION AT ULTRA-HIGH FREQUENCIES IN
PARENTS OF INDIVIDUALS WITH AUTOSOMAL RECESSIVE
HEARING LOSS
JAQUELINE MEDEIROS MELLO, VALTER AUGUSTO DELLAROSA, SEISSE GABRIELA SANCHES (BRAZIL)
P159
P164
RELATIONSHIP BETWEEN FREQUENCY-SPECIFIC AUDITORY
BRAINSTEM RESPONSE AND BEHAVIORAL THRESHOLDS IN
CHILDREN WITH HEARING LOSS
NATÁLIA RAMOS, MABEL GONÇALVES ALMEIDA, DORIS R
LEWIS (BRAZIL)
P165
THE DEVELOPMENT OF AUDITORY PROCESSING TEST
BATTERY FOR CHILDREN
BEY-LIH CHANG, FANG-LIU SU (TAIWAN)
P166
ASSOCIATION BETWEEN TEMPORAL AUDITORY PROCESSING
AND PHONOLOGICAL AWARENESS IN CHILDREN WITH
READING AND WRITING DISORDERS
APARECIDO JOSÉ SOARES, SEISSE GABRIELA SANCHES,
NADIA VILELA, DÉBORA CRISTINA ALVES, RENATA M CARVALLO, MARIA SILVIA CARNIO (BRAZIL)
P167
UNIVERSAL NEONATAL HEARING SCREENING PROGRAMME AT
VENEZUELA
RAMON HERNANDEZ-VILLORIA (VENEZUELA)
P168
OUTCOMES IN ELDERLY PATIENTS WITH COCHLEAR IMPLANT
ALICE BENATTI, ROBERTO BOVO, VALENTINA CARRIERI,
ALESSANDRO MARTINI (ITALY)
P169
PHONIATRIC-AND SPEECH THERAPY MANAGEMENT IN
AMYOTROPHIC LATERAL SCLEROSIS IN PIEDMONT
VALENTINA PASIAN, ELENA PIUMETTO, ANNA ACCORNERO,
ROBERTO ALBERA, ADRIANO CHIÒ (ITALY)
P170
HEARING IMPAIRED CHILDREN AND COCHLEAR IMPLANT:
LANGUAGE AND AUDITORY SKILL DEVELOPMENT
ELIANE DELGADO PINHEIRO (BRAZIL)
TONGUE BASE HYPERTROPHY AS A CAUSE OF DYSPHAGIA
MASSIMO SPADOLA BISETTI, ANTONELLA CUSIMANO (ITALY)
P160
AN ALGORITHM FOR MANAGING THE TREATMENT OF
PATIENTS WITH SWALLOWING DISORDER
EGLUTE SLIAUTERIENE (LITHUANIA)
THEORY OF MIND AND DEAFNESS: IMPLICATIONS FOR
LITERACY AND SOCIAL DEVELOPMENT
ELIZABETH MARTINEZ (USA)
P161
WHICH CHARACTERISTCS ARE ASSOCIATED WITH AUDITORY
PROCESSING DISORDERS: A SYSTEMATIC REVIEW
ELLEN DE WIT, MARGOT VISSER-BOCHANE, CEES VAN DER
SCHANS, BERT STEENBERGEN, PIM VAN DIJK, MARGREET
LUINGE (NETHERLANDS)
P171
P172
CASE REPORT: COMBINED TREATMENT OF APHASIA AND
APHONIA WITH SURFACE ELECTRICAL STIMULATION OF THE
PHARYNGEAL MUSCLES ( VITALSTIM SYSTEM)
MARCO ANDREOLI, MARIUCCIA FRANZONI, MARIA GRAZIA
CATTANEO (ITALY)
P173
DYSPHAGIA IN ADULT AND ELDERLY PATIENTS:
PRESENTATION OF A HEALTH CARE PATHWAY
SPADOLA BISETTI MASSIMO, MUÒ ROSSELLA, VERNERO
IRENE, PALMO AUGUSTA, ROVERA LIDIA, MANCINO VITTORIA,
FARINA ENZO C., RAIMONDO SIMONA (ITALY)
56
P175
P186
APPLICATION OF SURFACE ELECTROMYOGRAPHY IN
ASSESSMENT OF SWALLOWING FUNCTION IN DYSPHAGIC
STROKE PATIENTS
MEI-JU KO, TYNG-GUEY WANG, WEI-NI CHOU, BOR-SHYH LIN,
CHIN-HSING TSENG (TAIWAN)
MEALTIME ASSESSMENT SCALE (MAS)
MARCO GILARDONE, DEBORA VALENTINI, ANTONIO
SCHINDLER (ITALY)
P176
HISTOLOGICAL CHARACTERISTICS OF HUMAN LINGUAL
FRENULUM
ROBERTA LOPES DE CASTRO MARTINELLI, IRENE QUEIROZ
MARCHESAN, REINALDO JORDÃO GUSMÃO, GIÉDRE
BERRETIN-FELIX, ANTONIO DE CASTRO RODRIGUES (BRAZIL)
P177
SWALLOWING DISORDERS IN MYOTONIC DYSTROPHY TYPE 1
EMANUELE GOBBI, ANTONELLO DAMIANI, GIUSEPPE MARIA
ANTONIO ALGIERI, MARIA CRISTINA GORI, FLAVIA RUBINI,
MAURIZIO CRISPO (ITALY)
P178
SEVERE ACQUIRED BRAIN INJURY AND TRACHEAL CANNULA:
SPEECH THERAPY-PHISIOTHERAPY INTEGRATED APPROACH
ROSSELLA BESSONE, PATRIZIA CANCIALOSI, MELANIA
SAFFILA, ANNA MORRA, MAURIZIO BEATRICI (ITALY)
P179
A DYNAMIC VIDEOFLUOROSCOPIC EVALUATION OF DYSPHAGIA
IN PROGRESSIVE NEURODEGENERATIVE DISEASES
SATOKO KASAI, NORIKO NISHIZAWA, ERIKA KUDOU, TOMOKO
IIZUMI, KENJI KINOSHITA, FUMIYUKI SUZUKI, SEIJI KIKUCHI
(JAPAN)
P180
CHEWING AND SWALLOWING IN POMPE’S DISEASE AND
MITOCHONDRIAL DISEASE
ZELITA GUEDES, NOEMIA CAROLINE SOUZA, LUIZA TELES
BARRETO MENDES, ANA MARIA MARTINS (BRAZIL)
P181
LINGUAL FRENOTOMY: CHANGES IN SUCKING AND
SWALLOWING
IRENE QUEIROZ MARCHESAN, SLPS; ROBERTA LOPES DE
CASTRO MARTINELLI, SLPS; REINALDO JORDÃO GUSMÃO,
ENT (BRAZIL)
P182
P187
QUANTITATIVE INSTRUMENTS FOR SMELL EVALUACION IN
CHILDREN: AN ITEGRATIVE REVIEW
RAISSA GOMES FONSECA MOURA, DANIELE ANDRADE
CUNHA, LUCIANA ÂNGELO BEZERRA, CAROLINA DE LIMA GUSMÃO GOMES, HILTON JUSTINO SILVA
(BRAZIL)
P188
LINGUAL FRENULUM AT THE FIRST MONTHS OF LIFE
MARCHESAN IRENE, MARTINELLI ROBERTA (BRAZIL)
P189
STUDY ON SUCKING IN THE FIRST TWO MONTHS OF LIFE
USING A NEW GENERATION NIPPLE
ELENA GROSSO, ANNA SCARANO, PAOLA CIRAVEGNA, IRENE
VERNERO (ITALY)
P190
DYSPHAGIA IN SEVERE ACQUIRED BRAIN INJURY AND
SPINAL CORD INJURY PATIENTS FROM ACUTE PHASE: A
THERAPEUTIC PATH PURPOSE
PATRIZIA CANCIALOSI, ROSSELLA BESSONE, MELANIA
SAFFILA, NADIA AFFILASTRO, GIOVANNA BALLÌ , ANGELA
LUCIA FOGLIATO, MAURIZIO BEATRICI (ITALY)
P191
INTERDISCIPLINARY MEDICAL AND NO MEDICAL APPROACH
TO THE DYSFAGIC PATIENT. WHEN THE RIABILITATION ENTER
IN THE HOSPITAL’S KITCHEN: BIELLA’S EXPERIENCE
MENEGHELLO MARA (ITALY)
P192
INTEGRATION BETWEEN CLINICAL AND INSTRUMENTAL
EVALUATION IN PEDIATRIC DYSPHAGIA: EXPERIENCE IN A
URBAN TERTIARY CARE HOSPITAL OF TURIN
ELENA GROSSO, ELENA FAVERO, ELSA JULIANI, DEBORAH
BONELLI, ANTONIO SCHINDLER, OSKAR SCHINDLER,
ROBERTO ALBERA (ITALY)
P193
MANEUVER FOR VISUALIZATION OF POSTERIOR LINGUAL
FRENULUM IN INFANTS
MARTINELLI ROBERTA, MARCHESAN IRENE (BRAZIL)
CLINICAL PROGNOSTIC INDICATORS OF SWALLOWING
FUNCTIONAL OUTCOME FOLLOWING PROLONGED
OROTRACHEAL INTUBATION
DANIELLE MORAES, CLAUDIA REGINA ANDRADE (BRAZIL)
P183
P194
RELATIONSHIP BETWEEN THE ANATOMIC CHARACTERISTICS
OF THE LINGUAL FRENULUM AND SUCKING AND
SWALLOWING FUNCTIONS IN INFANTS
ROBERTA MARTINELLI; IRENE MARCHESAN; GIEDRE
BERRETIN-FELIX (BRAZIL)
DYSPHAGIA IN CHILDREN WITH SEVERE MALFORMATION,
NEUROLOGIC IMPAIRMENT OR GENETIC DISEASES
ZELITA GUEDES (BRAZIL)
P184
RESULTS OF PILOT STUDY: APPLICATION OF “CAREGIVER
MEALTIME AND DYSPHAGIA QUESTIONNAIRE”
VITROTTI LAURA, RAIMONDO SIMONA, BERGAMASCO LAURA
(ITALY)
P185
USE OF SCALE DRS (DYSPHAGIA RISK SCORE) FOR THE
IDENTIFICATION OF THE DYSPHAGIC PATIENT AT HOME
MONICA PANELLA, MARA MENEGHELLO, BIBIANA ZULBERTI,
DENISE TRUISI, LIA RUSCA, MICHELANGELO VALENTI (ITALY)
P195
FUNCTIONAL OUTCOMES OF SWALLOWING REHABILITATION
IN HEAD AND NECK CANCER PATIENTS. A RETROSPECTIVE
EVALUATION.
LAURA OMEGNA, GIULIA GINTOLI, SILVIA ROSSO, GISELLA
GHIGO, PATRIZIA STENI (ITALY)
P196
OROPHARYNGEAL DYSPHAGIA IN PATIENTS AFFECTED
BY HEAD AND NECK CANCER UNDERGOING COMBINED
RADIOTHERAPY, CHEMIOTHERAPY AND SURGICAL
TREATMENT
VALENTINA BONSANGUE, CHIARA DI PEDE, ANTONIO
FRIZZIERO, STEFANO MASIERO (ITALY)
57
P197
P209
MULTIDISCIPLINARY EVALUATION OF AGE-RELATED
SWALLOWING DISORDERS BY ENDOSCOPIC, FLUOROGRAPHIC
AND MANOMETRIC STUDIES
KAORI NISHIKUBO, MASAMITSU HYODO (JAPAN)
MANAGING DEMANDS AFTER A MEDICAL TRAUMA:
CAREGIVER PERSPECTIVES AND STRATEGIES
ROANNE BRICE, ALEJANDRO BRICE (USA)
P198
A DEVICE FOR QUANTITATIVE EVALUATION OF CHEEK FORCE
BERBERT MONALISE, THOMAS CARLOS, MARCHESAN IRENE,
MARCZAK ROGÉRIO (BRAZIL)
P199
P210
TREATMENT-INDUCED SPEECH AND LANGUAGE RELEARNING
PROCESS IN APHASIA AND LINGUISTIC NEUROPLASTICITY
PAULA HEIKKINEN, ANU KLIPPI, JYRKI MÄKELÄ (FINLAND)
P211
HYOLARYNGEAL MUSCLE ACTIVATION DURING TWO
REHABILITATIVE DYSPHAGIA EXERCISES
CHRISTOPHER WATTS (USA)
APHASIA AN ALTERATION OF THE VERBAL GESTURE:
EVALUATION AND REHABILITATION.
ANTROPO-PHENOMENOLOGY APPROACH
LIDIA GOMATO (ITALY)
P200
P212
EARLY SPEECH THERAPY INTERVENTION FOR PRESCHOOL
CHILDREN IN BILINGUAL ENVIRONMENTS
CHIERI KATO (GERMANY)
EFFECTIVENESS OF MELODIC INTONATION THERAPY IN
APHASIC PATIENT: A CASE REPORT
CRISTINA ESPÍRITO SANTO, ALINE MEGUMI ARAKAWA, ELEN
CAROLINE FRANCO, NATÁLIA GUTIERREZ CARLETO, MAGALI
DE LOURDES CALDANA (BRAZIL)
P201
MULTILINGUAL CHILDREN IN SPEECH THERAPY SERVICES IN
PIEDMONT
GIULIA GIUNTOLI, IRENE VERNERO (ITALY)
P202
TEAMING ACROSS CULTURES: PROGRAM DEVELOPMENT FOR
MEXICAN CHILDREN WITH DISABILITIES
T. ROSARIO ROMAN, SANDRA NETTLETON, MARIA
GUADALUPE MARENTES (USA)
P203
FEAUTURES OF SOCIOCULTURAL ADAPTATION OF YOUNGER
SCHOOL-AGED CHIL-DREN BROUGHT UP IN BILINGUAL
MIGRANT FAMILIES
IRINA BUCHILOVA, TARLAN ALIYEVA (RUSSIAN FEDERATION)
P204
BILINGUAL PERSON WITH SEVERE ACQUIRED BRAIN INJURY:
AN APPROPRIATE LOGOPEDIC TAKE IN CHARGE
PATRIZIA CANCIALOSI, MELANIA SAFFILA, ROSSELLA
BESSONE, ELISA CARRABS, ELENA ARNOLFO, GIULIA PIVOTTO
(ITALY)
P205
RELATIONSHIP BETWEEN CHILD EXPOSURE TO MULTIPLE
LANGUAGES AND COMMUNICATION PROBLEMS
KARIN GENARO, RUTH PA, MARIA CLAUDIA CUNHA (BRAZIL)
P206
WORKING WITH CLIENTS FROM CULTURALLY AND
LINGUISTICALLY DIVERSE BACKGROUNDS: KNOWLEDGE,
PERCEPTIONS AND EXPERIENCE OF FINAL YEAR SPEECH
PATHOLOGY STUDENTS IN AUSTRALIA
CORI WILLIAMS (AUSTRALIA)
P207
THE INDUCTIVE APPROACH FOR LANGUAGE ASSESSMENT
WITH MULTILINGUAL CHILDREN BY MONOLINGUAL
THERAPISTS
WIEBKE SCHARFF RETHFELDT (GERMANY)
P208
A FIRST PERSON ACCOUNT OF RECOVERY FROM A
SUB-ARACHNOID HEMORRHAGE
ALEJANDRO BRICE, ROANNE BRICE (USA)
58
P213
CRITERIA FOR DESIGNING ARABIC AUGMENTATIVE
COMMUNICATION SOFTWARE FOR DYSPHASIA PATIENTS
AMAL SALAHELDIN DARWISH (EGYPT)
P214
ASSESSING LANGUAGE IN GREEK APHASIC PATIENTS USING
THE COMPREHENSIVE APHASIA TEST (CAT)
SOULTANA PAPADOPOULOU, ELENI MORFIDI (GREECE)
P215
“CONVERSAZIONI NARRATIVE” LABORATORY TO ENHANCE
FUNCTIONAL COMMUNICATION BETWEEN PERSONS WITH
APHASIA: A PRELIMINARY STUDY
ROSSELLA MUO’, MARISTELLA CRIELESI, MARCELLA DI
PIETRO, STEFANO MONTE (ITALY)
P216
DISORDERS OF CONSCIOUSNESS AND AWARENESS IN
SEVERE ACQUIRED BRAIN INJURY: BIOETHICS COMPARE
WITH SPEECH THERAPY
ANGELA LUCIA FOGLIATO, SARA VESCO, CARLA CORBELLA,
FRANCA BALBO MOSSETTO (ITALY)
P217
CORRELATION BETWEEN QUALITY OF LIFE OF THE APHASIC
PATIENT AND HIS FAMILY
NATALIA CARLETO, ALINE ARAKAWA, CRISTINA SANTO, ELEN
FRANCO, MAGALI CALDANA (BRAZIL
P218
APHASIA GROUPS: A DISCUSSION ABOUT THE SPEECH
LANGUAGE REHABILITATION
ANA PAULA SANTANA, ANA CRISTINA GUARINELLO (BRAZIL)
P219
BENEFITS OF A PROGRAM OF SPEECH LANGUAGE PATHOLOGY
AND PSYCHOLOGICAL ORIENTATION TO FAMILIES OF BRAIN
INJURED PATIENTS
NATALIA CARLETO, MARIA LUCIA DE CARVALHO, MAGALI
CALDANA (BRAZIL)
P220
A CASE OF FOREIGN LANGUAGE ICTAL SPEECH ASSOCIATED
WITH TEMPORAL LOBE EPILEPSY
ELENI DIMA, ANITA MCALLISTER, HELENA GAUFFIN, ANNEMARIE LANDTBLOM (SWEDEN)
P221
P231
SPEECH THERAPY GROUP EFFICACY FOR PRAGMATIC
DISORDERS IN PATIENTS WITH SEVERE ACQUIRED BRAIN
INJURY
VALENTINA CANTOIA, FRANCESCA AUXILIA, PAOLA TAVERNA,
PATRIZIA CANCIALOSI (ITALY)
RE-EXAMINING VERB DEFICITS EXHIBITED BY JAPANESE
SPEAKERS WITH APHASIA IN SUB-TESTS OF SALA
NORIKO NAGATSUKA, TAKASHI YOSHIDA (JAPAN)
P222
APHASIA: CHANGES IN NEUROIMAGING AFTER TREATMENT
SPEECH THERAPY, CASE REPORT
ANGELA LUCIA FOGLIATO, SARA VESCO, ROSSELLA BESSONE,
ANGELINA CISTARO, PIERCARLO FANIA, MAURIZIO BEATRICI,
FRANCA BALBO MOSSETTO (ITALY)
P223
PERSONS WITH APHASIA AFTER CVA AND SUBJECTS WITH
DEGENERATIVE DISORDERS OF CNS - COMPARATIVE STUDY
WITH USING CZECH EXPERIMENTAL VERSION “THE BUTT
NON-VERBAL REASONING TEST”
KAREL NEUBAUER, ŠUHAJDOVÁ, IVETA MRÁZKOVÁ (CZECH
REPUBLIC)
P224
P232
CROSS-CULTURAL ADAPTATION INTO ITALIAN AND
VALIDATION OF THE AMERICAN SPEECH-LANGUAGE AND
HEARING ASSOCIATION - FUNCTIONAL ASSESSMENT OF
COMMUNICATION SKILLS FOR ADULTS (ASHA-FACS)
ROSSELLA MUO’, PATRIZIA CANCIALOSI, BARBARA CARRUBBA
CACCIOLA, LAURA GALIMBERTI, ANTONIO SCHINDLER (ITALY)
P233
NOSTRIL MORPHOMETRY EVALUATION BEFORE AND AFTER
CLEFT LIP SURGICAL CORRECTION: CLINICAL EVIDENCES
MARIO JORGE FRASSY FEIJO, STELLA RAMOS BRANDÃO, RUI
MANOEL RODRIGUES PEREIRA, MARIANA BATISTA DE SOUZA
SANTOS, LUCIANA ÂNGELO BEZERRA, DANIELE ANDRADE
CUNHA, HILTON JUSTINO SILVA (BRAZIL)
P234
THERAPEUTICAL FOLLOW-UP OF NON-FLUENT APHASIC
SUBJECTS: THE LINGUISTIC-COGNITIVE WORK THROUTH THE
DEVELOPMENT OF NARRATIVES
CAZAROTTI PACHECO MIRIAN, NOVAES PINTO ROSANA DO
CARMO (BRAZIL)
ORAL BREATH: CHEWING CHANGES IN AN ALLERGIC RHINITIS
AN INTEGRATIVE REVIEW
LUCIANA ÂNGELO BEZERRA, DANIELE ANDRADE CUNHA, ANA
CAROLINA CARDOSO MELO, KLYVIA JULIANA ROCHA MORAES,
RENATA ANDRADE CUNHA, PATRÍCIA MARIA MENDES BALATA,
DÉCIO MEDEIROS, HILTON JUSTINO SILVA (BRAZIL)
P225
P235
EFFECTS OF ORAL READING VERSUS CONFRONTATION
NAMING ON COGNITIVE PROCESSING SPEED IN ELDERLY
INDIVIDUALS AGES 65-74 YEARS
CHRISTY FLECK, MELINDA CORWIN (USA)
HEAD AND NECK POSTURE IN CHILDREN WITH MOUTH
BREATHING SECONDARY TO ALLERGIC RHINITIS
LUCIANA ÂNGELO BEZERRA, HILTON JUSTINO SILVA, ANA
RENATA ANDRADE CUNHA, GERLANE KARLA BEZERRA
OLIVEIRA NASCIMENTO, DANIELE ANDRADE CUNHA, DÉCIO
MEDEIROS (BRAZIL)
P226
EMOTINAL WORK WITH APHASIC PERSONS: USING LANG’S
IMAGES
ALBERTO GIACHERO, MARIATERESA MOLO, MARINA ZETTIN,
MAURIZIO TIRASSA, STEFANO BALASINI, CRISTIAN RUGIERO,
MELANIE CALATI (ITALY)
P227
PROMOTING PARTICIPATION IN PERSONS WITH APHASIA: A
MULTIPROFESSIONAL SOCIAL APPROACH
ROSSELLA MUO’, MARCELLA DI PIETRO, MARISTELLA
CRIELESI, ALESSIA CONGIA, LORENA LA ROCCA, STEFANO
MONTE (ITALY)
P228
SPEECH-LANGUAGE PATHOLOGISTS’ PERCEPTIONS OF THE
ROLE OF MULTIMODAL COMMUNICATION ASSESSMENT FOR
PEOPLE WITH APHASIA
MALI GIL, TAL LEBEL (ISRAEL)
P229
P236
CHEWING TIME IN ORAL BREATHING SECONDARY TO
ALLERGIC RHINITIS
LUCIANA ÂNGELO BEZERRA, DANIELE ANDRADE CUNHA, ANA
RENATA ANDRADE CUNHA, PATRÍCIA MARIA MENDES BALATA,
GERLANE KARLA BEZERRA OLIVEIRA NASCIMENTO, DÉCIO
MEDEIROS, HILTON JUSTINO SILVA (BRAZIL)
P237
NOSTRIL MORPHOMETRIC ANALYSIS PRE AND POST-SURGERY
IN CLEFT-LIP CHILDREN
MARIO JORGE FRASSY FEIJO, STELLA RAMOS BRANDÃO, RUI
MANOEL RODRIGUES PEREIRA, MARIANA BATISTA DE SOUZA
SANTOS, DANIELE ANDRADE CUNHA, LUCIANA ÂNGELO
BEZERRA, HILTON JUSTINO SILVA (BRAZIL)
P238
RELATIONSHIP BETWEEN BRAIN ACTIVITY IN WORD
GENERATION UNDER DIFFERENT STRATEGIES AND
INDIVIDUAL DIFFERENCE OF WORKING MEMORY CAPACITY:
AN FMRI STUDY
MIMPEI KAWAMURA (JAPAN)
OROPHARYNGEAL EXERCISES IMPROVED ADHERENCE TO
CONTINUOUS POSITIVE AIRWAY PRESSURE TREATMENT
GIOVANA DIAFÉRIA, ROGERIO SANTOS-SILVA, EVELI
TRUKSINAS, FERNANDA HADDAD, RENATA SANTOS, SILVANA
BOMMARITO, LUIZ CARLOS GREGÓRIO, SERGIO TUFIK, LIA
RITA AZEREDO BITTENCOURT (BRAZIL)
P230
P239
PRODUCTION OF L1-L2 COMMON SYLLABLES IN APRAXIA OF
SPEECH: A STUDY OF BILINGUAL PRODUCTION IN A LATE
SWEDISH-FRENCH BILINGUAL
MARY OVERTON VENET, MARINA LAGANARO (SWISS)
THE IMPACT OF MUSIC THERAPY IN THE PARKINSON’S
DISEASE’S TREATMENT
ELEN FRANCO, ALINE MEGUMI ARAKAWA, CRISTINA DO
ESPIRITO SANTO, NATÁLIA GUTIERREZ CARLETO, MÔNICA
LIMA FRANÇA, ARIADNES NOBREGA OLIVEIRA, MAGALI DE
LOURDES CALDANA (BRAZIL)
59
P240
P251
PERCEPTUAL AND ACOUSTIC VOICE AND SPEECH ANALYSIS
IN DYSARTHRIAS
MARINA PADOVANI, MARA BEHLAU (BRAZIL)
COGNITIVE-PERCEPTUAL EXAMINATION OF REMEDIATION
APPROACHES TO HYPOKINETIC DYSARTHRIA
MEGAN MCAULIFFE, SARAH KERR, ELIZABETH GIBSON, TIM
ANDERSON, PATRICK LASHELL (NEW ZEALAND)
P241
EFFECT OF SPEECH THERAPY AS ADJUNCT TREATMENT
TO CPAP, ON THE QUALITY OF LIFE OF PATIENTS WITH
OBSTRUCTIVE SLEEP APNEA
GIOVANA DIAFÉRIA, LUCIANA BADKE, ROGÉRIO SANTOSSILVA, SILVANA BOMMARITO, SERGIO TUFIK, LIA RITA
AZEREDO BITTENCOURT (BRAZIL)
P242
P252
THE IALP VALUE FOR THE DEVELOPMENT OF LOGOPEDICS
AND PHONOATRICS IN RUSSIA
OLGA ORLOVA , GENNADY IVANCHENKO, LEV RUDIN, ELENA
LEVINA (RUSSIAN FEDERATION)
P253
AGLOSSIA: CASE REPORT
SILVANA BOMMARITO, LUCIANA ESCANOELA ZANATO,
MARILENA MANNO VIEIRA (BRAZIL)
ADOPT THE CHILD WITH DISABILITY- IMPLEMENTING HOME
PROGRAM BY PSYCHOLOGY STUDENTS ON OUTREACH IN
SEMI-RURAL SOUTH AFRICA
AGATA NATALIA RUNOWICZ (SOUTH AFRICA)
P243
P254
AGREEMENT BETWEEN PERCEPTUAL TESTS AND
NASOENDOSCOPY IN THE DIAGNOSTIC OF VELOPHARYNGEAL
DYSFUNCTION
GABRIELA LIMA, JENIFFER DUTKA, OLIVIA MESQUITA VIEIRA
DE SOUZA, MELINA WHITAKER, JOSIANE DENARDI ALVES NEVES, VIIVIANE MARINO, MARIA
INES PEGORARO-KROOK (BRAZIL)
STUDIOUSLY: TOWARDS A SELF-MANAGEMENT OF THE STUDY
PROCESS USING META-COGNITIVE STRATEGIES
ELENA VIOTTO, NOEMI DOMENINO, ANNALAURA PETTERUTI,
MARCELLA POCCHIOLA (ITALY)
P244
MAXIMUM PERFORMANCE TESTS OF SPEECH PRODUCTION
SIMONE KNUIJT, BERT DE SWART, HARRY GOOS, HANNEKE
KALF (NETHERLANDS)
P255
“EXPLORING EQUAL RELATIONSHIPS IN A DISABILITY
PROVISION” (PHD THESIS IN PROGRESS)
ELLIANNA MANTAKA-BRINKMANN (UK)
P256
USING TRAINING VIDEOS IN DYSARTHRIA ASSESSMENT
EDUCATION
SIMONE KNUIJT, HANNEKE KALF, PUCK GOOSSENS, HARRY
GOOS, BERT DE SWART (NETHERLANDS)
YOUNG DOCTOR PROJECT: INTERACTIVE TELEDUCATION IN
PROCESSES AND DISORDERS OF COMMUNICATION
WANDERLÉIA QUINHONEIRO BLASCA, CAMILA DE CASTRO
CORRÊA, ALINE MARTINS, JÚLIA SPERANZA ZABEU, CÁSSIA
DE SOUZA PARDO-FANTON, RICELLY AVILA DA SILVA, MIRELA
MACHADO PICOLINI, ALCIONE GHEDINI BRASOLOTTO, GIÉDRE
BERRETIN-FELIX, LUCIANA PAULA MAXIMINO (BRAZIL)
P246
P257
MYOFUNCTIONAL THERAPY COMBINED TO BOTULINUM TOXIN
INJECTIONS IN LONG STANDING FACIAL PARALYSIS
PAULA NUNES TOLEDO, MARCUS CASTRO FERREIRA,
ALESSANDRA GRASSI SALLES (BRAZIL)
THE UNIVERSITY EXTENSION AS A LINK BETWEEN THE
UNIVERSITY AND SOCIETY
MAGALI DE LOURDES CALDANA, ELEN CAROLINE FRANCO,
ALINE MEGUMI ARAKAWA, CRISTINA DO ESPIRITO SANTO,
NATALIA GUTIERREZ CARLETO, MÔNICA LIMA FRANÇA,
ARIADNES NÓBREGA OLIVEIRA, RAFAEL JOSÉ DAMASCENO,
ANGELA XAVIER, ROOSEVELT DA SILVA BASTOS, JOSÉ
ROBERTO DE MAGALHÃES BASTOS (BRAZIL)
P245
P247
ACQUISITION OF BITE FORCE: LARYNGECTOMIZED STUDY
GERLANE KARLA OLIVEIRA NASCIMENTO, DANIELE ANDRADE
CU, LUCIANA ÂNGELO BEZERRA, HILTON JUSTINO SILVA (BRAZIL)
P248
CONCORDANCE BETWEEN PERCEPTUAL TESTS
AND VIDEOFLUOROSCOPY IN THE DIAGNOSTIC OF
VELOPHARYNGEAL DYSFUNCTION
MAÍRA DE SOUZA PÉRICO, JENIFFER DE CÁSSIA RILLO
DUTKA, OLÍVIA MESQUITA DE SOUZA VIEIRA, EDNA
ZAKRZEVSKI PADILHA, FABIANE RODRIGUES LARANGEIRA,
MARIA INÊS PEGORARO-KROOK (BRAZIL)
P258
STUDENT TRAINING IN SPEECH LANGUAGE PATHOLOGY IN
BULGARIA
DOBRINKA GEORGIEVA (BULGARIA)
P259
THE TRAINING METHODOLOGIES BETWEEN CONTINUING
MEDICAL EDUCATION AND INNOVATION
FRANCA BALBO MOSSETTO, ANGELA LUCIA FOGLIATO, SARA
VESCO (ITALY)
P249
P260
SPEECH TREATMENT BY DAF IN DYSARTHRIAS: IMMEDIATE
EFFECTS IN CLINIC AND CUMULATIVE EFFECTS OF 3-MONTH
TREATMENT USING A PORTABLE DEVICE
EIJI SHIMURA, KAZUHIKO KAKEHI (JAPAN)
SPEECH-LANGUAGE AND HEARING SCIENCES ACTUATION
WITH RIVERINE COMMUNITIES IN THE BRAZILIAN AMAZON
REGION
CRISTINA ESPÍRITO SANTO, ALINE MEGUMI ARAKAWA, ELEN
CAROLINE FRANCO, MÔNICA LIMA FRANÇA, ANGELA XAVIER,
ARIADNES NOBREGA OLIVEIRA, ROOSEVELT DA SILVA BASTOS,
JOSÉ ROBERTO MAGALHÃES BASTOS, MAGALI DE LOURDES
CALDANA (BRAZIL)
P250
DEVELOPMENT AND VALIDATION OF THE DUTCH DYSARTHRIA
ASSESSMENT
SIMONE KNUIJT, HANNEKE KALF , HARRY GOOS, PUCK
GOOSSENS, JUDITH KOCKEN, LOTTE KROMHOUT, ALEXANDER
GEURTS, BERT DE SWART (NETHERLANDS)
60
P261
FRICATIVES AS A MEASURE FOR PREDICTING LATER
LANGUAGE DEVELOPMENT
CREAGHEAD NANCY, SOTTO CAROLYN, REDLE ERIN,
BANDARANYAKE DAKSHIKA, STRUNJAS JEAN-NEILS (USA)
P262
ENHANCING GRADUATE STUDENT LEARNING OUTCOMES
WITH PORTABLE LABS IN ASSISTIVE TECHNOLOGY
JAYANTI RAY (USA)
P263
CASE STUDY METHOD IN TEACHING ANATOMY: AN
EXPLORATION OF THE MENTAL SELF-GOVERNMENTAL MODEL
JAYANTI RAY (USA)
P263bis
AN INNOVATIVE WEB-PLATFORM FOR LEARNING DISABILITIES
STEFANIA ROMANIELLO, LAURA GRASSO, CHIARA TOMATIS,
SABRINA ATZEI, GABRIELA FERRAZ (ITALY)
P264
LITHUANIAN ASSOCIATION OF LOGOPEDISTS
VILMA MAKAUSKIENE, REGINA IVOSKUVIENE, DAIVA
KAIRIENE (LITHUANIA)
P265
EMERGING ISSUES AND PRACTICE PATTERNS FOR THE
SPEECH PATHOLOGY PROFESSION IN AUSTRALIA
CHRISTINE STONE (AUSTRALIA)
P266
UNION OF THE EUROPEAN PHONIATRICIANS - STATUS QUO
AND PERSPECTIVES
ANTOINETTE AM ZEHNHOFF-DINNESEN, LUCYNA SCHALEN,
ANTONIO SCHINDLER, VIRGINIE WOISARD (FRANCE) ,
CHRISTIANE NEUSCHAEFER-RUBE (GERMANY, SWEDEN,
ITALY)
P267
ABOUT THE SPEECH-LANGUAGE-HEARING ASSOCIATION,
TAIWAN
WEN-YING YEH (TAIWAN)
P268
EMERGING ISSUES AND PRACTICE PATTERNS IN YOUR
COUNTRY
WEN-YING YEH (TAIWAN)
P269
EMERGING ISSUES AND PRACTICE PATTERNS FOR SPEECHLANGUAGE PATHOLOGISTS AND AUDIOLOGISTS IN THE
UNITED STATES
PATRICIA PRELOCK, ARLENE PIETRANTON (USA)
P270
THE LANGUAGE THERAPY/AUDIOLOGY IN BRAZIL:
DESCRIPTION, ADVANCES AND DIFFICULTIES IN THE
PERSPECTIVE OF THE FEDERAL BOARD
Bianca Queiroga, Maria Cecilia de Moura (BRAZIL)
61
Abstact - Poster Presentation
P001
P003
USE OF AAC AS NEW SYSTEM IN COMMUNICATION DISABILITY
AMAL AHMAD, AZHAR O MAR (1)
HAMAD MEDICAL CORPORATION, RHUMELLAH HOSPITAL,
DOHA, QATAR (1)
EFFECTS OF ICONICITY IN TAIWAN SIGN LANGUAGE AND
AMERICAN SIGN LANGUAGE EXPERIENCE ON TAIWAN SIGN
LANGUAGE LEXICON COMPREHENSION
CHIN-HSING TSENG HSIU-TAN LIU (1),(2) JUNG-HSING CHANG (3)
SPEECH LANGUAGE PATHOLOGY & AUDIOLOGY, CHUNG
SHAN MEDICAL UNIVERSITY, TAICHUNG, TAIWAN, PROVINCE
OF CHINA (1) - PROFESSOR OF GRADUATE INSTITUTE OF
AUDIOLOGY AND SPEECH PATHOLOGY, NATIONAL KAOHSIUNG
NORMAL UNIVERSITY, KAOHSIUNG, TAIWAN, PROVINCE OF
CHINA (2) - PROFESSOR OF THE INSTITUTE OF LINGUISTICS,
NATIONAL CHUNG CHENG UNIVERSITY, CHAYI, TAIWAN,
PROVINCE OF CHINA (3)
Success in life can be directly related to the ability to communicate. Full
interpersonal communication substantially enhances an individual’s potential for education, employment, and independence. Therefore, it is imperative that the goal of augmentative and alternative communication (ACC)
use be the most effective interactive communication possible. For more
than three decades now, the field known as Augmentative and Alternative
Communication (AAC) has addressed the communication needs of individuals who cannot consistently rely on speech for functional communication.
Changes that result from aphasia are sudden, unexpected, and unwanted.
Adjustment is difficult for the person with aphasia. It also presents a great
challenge to the family.There may be tension among family members and
feelings of frustration and helplessness. The condition may seem hopeless.
they may feel neglected and may find it difficult to have a family dependent on it. AAC Defined: ASHA defines AAC as an area of clinical practice
that attempts to compensate (either temporarily or permanently) for the
impairment and disability patterns of individuals with severe expressive
communication disorders (i.e., the severely speech-language and writing
impaired). AAC incorporates the individual’s full communication abilities
and may include any existing speech or vocalizations, gestures, manual
signs, and aided communication. AAC is truly multimodal, permitting individuals to use every mode possible to communicate. The ability to use
AAC devices may change over time, although sometimes very slowly, and as
Rackensperger so clearly illustrates, the AAC system chosen today may not
be the best system tomorrow. In any case, an AAC system is an integrated
group of four components used by an individual to enhance communication.
These four components are symbols, aids, techniques, and/or strategies.
Rehabilitation: Most people who rely on AAC can benefit from the ongoing
services of speech-language pathologists and other professionals. Evidencebased practice using observational methods, baseline data collection, language activity monitoring, and automated performance measurement tools
yields the most effective results. Today’s growth in rehabilitation services
and distance learning are opening up new venues for intervention. Success!
-When people who rely on AAC have the benefit of a methodical and scientific process in the selection and application of an AAC system, they also
have the highest potential for personal achievement. Who Uses AAC:- Those
who encounter difficulty communicating via speech cross the life span from
the young child to the older adult.
P002
ADAPTED TEXT MESSAGING – SMS IN ELDERLY – PRELIMINARY
RESEARCH RESULTS
MAJA OGRIN (1)
UNIVERSITY REHABILITATION INSTITUTE, REPUBLIC OF
SLOVENIA, HOSPITAL/UNIVERSITY, LJUBLJANA, SLOVENIA (1)
Abstract: Nowadays, mobile text messaging is a widely spread unique method of communication. An example of this messaging is the use of short
messages – SMS, which is far less frequently used among the elderly than
among younger persons. Based on available data, an evaluation of the use
of SMS among the elderly in Slovenia was made. It was found that among
approximately 350,000 mobile phone users aged from 55 to 75 as many
as 250,000 do not use SMS messages. Reading and writing SMS can be
an important way of including the elderly into the information society. The
research was based on the hypothesis that the use of short messages SMS
could be interesting to those who are separated from their relatives due
to long-term rehabilitation. The aim of the research was to describe the
characteristic of mobile text messaging and by means of a questionnaire
define and analyze the reasons why the elderly do not consider this type of
communication useful enough or easy to use. The data collected with the
questionnaire served as a basis for the development of an innovative system
of simple text messaging, which was technically designed and developed at
the Faculty of electrical engineering in Ljubljana.
Learner Outcomes: Participants will learn about the characteristics of text
messaging in the elderly and about possible adaptations that enable the
elderly simple and effective communication with SMS messages.
62
Abstract: Iconicity is defined as the correspondence between form and meaning. In the 70s iconicity was considered sub-standard; a language that was
considered highly iconic was not a real language (Liddell, 2003). Now, it is
realized that iconicity is a characteristic of all languages, spoken and signed.
However, there is more iconicity in sign language. The purpose of this study
is to explore the effects of iconicity in Taiwan Sign Language (TSL) and the
experience of American Sign Language(ASL) on the lexicon comprehension
of TSL. In experiment 1, 35 participants were asked to do the TSL lexicon
comprehension test. They were all university students in Taiwan with no experience of TSL at all. They were asked to see the TSL vocabulary video, then
guess the meaning of the TSL word, and choose the one picture of 4 pictures
whose meaning is most correspondent to the TSL word. There are 50 words
in the test. In experiment 2, 18 participants were asked to do the same TSL
lexicon test. They all were university students in the USA. They have rich ASL
experience but no TSL experience. They were asked to see the TSL vocabulary
video, then guess the meaning of the TSL word, and chose the one picture of
4 pictures whose meaning is most correspondent to the TSL word. The results
showed both ASL signers and Taiwan non signers can benefit from the iconicity in TSL on the TSL vocabularies test. However ASL signers’ performance
is better than Taiwan non singers. It seems that ASL experience helped them
to get the meaning of the TSL signs. For Taiwan non signers, iconicity of TSL
helps them to understand the signs. For ASL signers, both iconicity and the
ASL experience helped them to understand the signs.
Learner Outcomes: To explore how much iconicity in Taiwan Sign Language;
To know the effect of iconicity on the lexicon comprehension; To know the
effect of American Sign Language experience on the lexicon comprehension
of Taiwan Sign language.
P004
USING MULTIPLE WAYS IN SENSORY APHASIC SPEECH
THERAPY: CASE STUDY
ELEN FRANCO (1) - NATALIA GUTIERREZ CARLETO (1)
ALINE MEGUMI ARAKAWA (1) - CRISTINA DO ESPIRITO SANTO (1)
DIONISIA APARECIDA CUSIN LAMÔNICA (1)
MAGALI DE LOURDES CALDANA (1)
BAURU SCHOOL OF DENTISTRY, UNIVERSITY OF SÃO PAULO,
BAURU, BRASIL (1)
Abstract: The American Speech-Language-Hearing Association defines language as a complex and dynamic system of conventional symbols, used in
various ways during the communication. Changes in brain regions responsible for speech and language, can bring the aphasia, which is defined as
the as the loss or impairment of language function caused by brain disease.
Aphasic individuals may require supplementary resources of communication
and/or altern-5.
Learner Outcomes: The Participant will be able to: 1. Know about language
disorders resulting from stroke; 2. Discuss forms of intervention in aphasia;
3. Know about Augmentative Alternative Communication.
P005
HANDIPHONE- AN AID FOR VOICE COMMUNICATION
ROBERTO RUSSO (1)
ISMB, POLITECNICO DI TORINO, TORINO, ITALY (1)
Abstract: Handiphone is a software that transforms words and sentences
written in abbreviated form into voice, in order to give the opportunity of
vocal communication to disabled people who have problems in speech production within a framework of cognitive integrity. The aim is to increase the
range of autonomy of persons with different forms of motor disability, but
with good intellectual capability, giving them a better chance to communicate. The application can be adapted to the user’s individual characteristics
according to the personal diseases and to their severity. Increasing the range of autonomy, Handiphone contributes to the person construction with
the achievement of improved psycho-physical balance, which is essential to
make appropriate entries in social relationship and also at work. Abbreviated
writing helps people who have reduced mobility, allowing them to be able to
use a small number of keystrokes and get full writing. The software reduces
interlocutors’ waiting time and it allows to hold a conversation quite easily,
especially when the conversation takes place within groups of people.It is
effective in all cases in which the disabled person must be directly heard,
when writing with alphabetic communicator, sms or e-mail, is not enough.
It is also possible using Handiphone in a telephone conversation in short
messages. The research has been carried out as a first step to achieve an appropriate software to a computer or a laptop with Windows system and then
to a tablet with Android system. In this second case, a real vocal communicator usable anywhere is obtained, thanks to the reduced size and weight
of the devices, as well as the duration of the battery that allows functioning
for a whole day. Handiphone must be integrated with a speech synthesizer.
It is possible using the native one from Android devices or others with different quality characteristics available on free of charge from Internet. The
volume of the voice can also be enhanced with a Bluetooth speakers. On the
market, there are also several aids that may replace the traditional keyboard
adding new functionalities in order to make possible even writing in cases
of high compromised manual ability. Particularly, in the Windows version of
Handiphone a scanning keyboard is already integrated and common phrases
can be recalled by appropriate tracking systems. Examples of abbreviations:
Handiphone program is really helpful to speak = hdp prg is rly hpf to spk. This
software is also suitable for blind people = ts sfw is als stb for bld ppl. See
you tomorrow = syt. we meet next week = wmnw.
Learner Outcomes: You can have a voice communicator using a standard
tablet with no need for expensive equipment specifically made for the disabled. Handiphone is designed for people, adults and children, who know
writing, even it is possible to obtain a version with icons. The database of
abbreviated words and phrases could be easily customized by the user and
shared with the web community.
P006
MEASURING QUALITY OF LIFE OF CHILDREN EXPERIENCING
DISABILITIES IN SRI LANKA: DIFFERING PERSPECTIVES OF
CHILDREN, CAREGIVERS AND PROFESSIONALS
SHYAMANI HETTIARACHCHI (1)
DEPARTMENT OF DISABILITY STUDIES, FACULTY OF MEDICINE,
UNIVERSITY OF KELANIYA, RAGAMA, SRI LANKA (1)
Abstract: The dependence on parents/caregivers, for instance, during mealtimes, puts added stress on the child, caregiver and the family (Reilly, Wishbeach
& Carr, 2007). Studies investigating the perceived QOL of children with cerebral palsy report that a decrease in QOL is related to factors such as the parentchild relationship, low levels of social participation, access to healthcare services, psychological well-being and the child’s physical functioning (Lim & Wong,
2009; Sentenac & Arnaud, 2008; Vargus-Adams, 2005). Overall, there has
been a lack of attention given to the inclusion of parental and child perspectives
when devising QOL measures (Parkinson, Rice & Young, 2011). Children, primary caregivers, healthcare professionals and educationists may have diverse
perspectives on the child’s QOL. Children have been found to rate their QOL
higher than their primary caregivers; parents and professionals indicate disagreement although showing a comparable pattern (Dickson, Parkinson et al.,
2007). One challenge is in devising accessible QOL measures for children with
disabilities. In addition, QOL measures developed in the west may not be easily
translatable to resource-poor countries in the east. Existing measures may not
be able to fully capture the realities and expectations of QOL by children experiencing disabilities, their primary caregivers and professionals. Multiple informants are required to gain a comprehensive, accurate and valid assessment of
a child’s QOL in order to address issues of QOL in therapy and at policy level.
Learner Outcomes: Describe the QOL of children experiencing disabilities as reported by primary caregivers, healthcare professionals and the children; Identify
factors influencing the QOL of the child with disabilities, the primary caregiver
and the family in Sri Lanka; Devise a range of child-friendly and accessible
QOL measures for children; Compare with QOL of typically-developing children in the general population as reported by primary caregivers and typicallydeveloping children.
P007
“EASY”: A NEW TOOL TO USE AAC IN THE ACUTE PHASE
GABRIELLA BARILARI (1) - PATRIZIA CANCIALOSI (2)
JESSICA SACCATO (3)
SLP DEPARTMENT, CLINIC MADONNA DEI BOSCHI,
BUTTIGLIERA ALTA (TURIN), ITALY (1) - PRESIDIO C.T.O./ M.
ADELAIDE - S.C. RRF GRAVI CEREBROLESIONI ACQUISITE,
AOU CITTÀ DELLA SALUTE E DELLA SCIENZA, TURIN, ITALY (2)
MEDICINE AND SURGERY FACULTY, UNIVERSITY OF TURIN,
TURIN, ITALY (3)
Abstract: The possibility to communicate early and effectively in hospitals
already in the acute phase is essential for patients with communication
difficulties in health care because it is able to influence the assessment
of consciousness, communication and language, cognitive functions and
deficits and also outcomes and quality of therapeutic interventions. The
Augmentative and Alternative Communication (AAC) includes ways of communication which can facilitate and improve communication to all people
who have difficulty in using the most common communication channels,
especially oral language and writing. Aim of the study The research project
here presented aims to describe the project and experimentation of a model of innovative alternative augmentative communication, which facilitates
communication and interaction since the acute phase. Methods The tool
EASY uses the environment (the context) to facilitate the expression of the
needs of the patient, which touches on the screen cells with images depicting the various hospital spaces (the room, the bathroom, the gym), or of his
home, familiar objects and people (health professionals, family members
and himself). Then are opened, in logical hypertext, windows that from time
to time specify better the need to express. Besides, it is possible to conduct
a short initial assessment of visual acuity and perception, auditory acuity,
verbal comprehension, to modulate the communicator according to the residual capacity of the patient. After processing the content of the communicator it was started the experimental phase of its use with many inpatients of
intensive rehabilitation centers for people with Acquired Brain Injury (ABI),
to highlight the strengths and weaknesses of the tool, and be able to make
the necessary changes, in view of its wider dissemination. Results As the
trial is still in progress, there is no reliable data available, but the expected and partial results are an increase in the activation of inpatients with
communicative deficits in acute phase, due to the use of a tablet, and a
major compliance with health professionals.Furthermore an increase of the
possibilities related to Activities and Participation (ICF) and an improved
quality of life, from the point of view of patients, family members and also
of operators that interface with patient and family are detected. Conclusions
In conclusion it is considered that EASY is a valuable aid to facilitate the
communicative exchange at a delicate and difficult stage such as the acute
phase, for adult patients with communication and language difficulties.
Learner Outcomes: The participant will be able to: understand the rational
design of this communicator (software); become aware of an initial assessment for seriously ill patients that allows the modeling of a communicator
according to their residual capacity and deficit; get to know its applications
and implications in clinical practice, in particular with communication vulnerable patients.
P008
TIME OF THERAPY AND COMMUNICATION SKILLS OF
NON-VERBAL AUTISTIC CHILDREN FACED WITH AN
ALTERNATIVE COMMUNICATION SYSTEM
JACY PERISSINOTO (1) - MÔNICA BEVILACQUA (1)
ANA CARINA TAMANAHA (1)
UNIVERSIDADE FEDERAL DE SÃO PAULO, DEPARTAMENTO DE
FONOAUDIOLOGIA, SÃO PAULO, BRAZIL (1)
Abstract: Many autistic subjects are considered non-verbal since they are
not able to use the linguistic code and seldom use gestures to compensate
for the absence of speech. Considering that the use of alternative communication promotes expressive and receptive communication, the hypothesis
is that its use will have positive implications in the pragmatic skills of autistic subjects within a minimum period of twelve sessions. The aim of the
study was to verify the communication skills of non-verbal autistic subjects
with different interlocutors in a pictorial alternative communication program in two moments of therapeutic intervention.This study was approved
by the Research Ethics Committee of the Federal University of São Paulo
– UNIFESP – Sao Paulo – Brazil under number 1843/10. The parents/caregivers were aware of the methodological procedures and signed an informed
consent term. The sample was composed of five non-verbal autistic boys
aged in between 5 and 10 years, diagnosed by a multidisciplinary team
using criteria in the ICD 10 (1998) and DSM IVTr (2005) and assisted at
the Speech-Language Pathology Research Laboratory at Federal University
of Sao Paulo. Moment 1 consisted of children assessment with instruments:
Autism Behavior Checklist (Krug et al., 1993) as adapted for Brazilian
Portuguese by Marteleto (2003); Language Development Survey (Rescorla,
1989) and Peabody Picture Vocabulary Test (Dunn, 1965), both adapted for
Brazilian Portuguese by Capovilla, Capovilla (1997); functional communication profile using a pragmatics protocol (Fernandes, 2000) and Vocabulary
Selection Spreadsheet (Bondy, Frost, 2009). To increase possibilities of the
subjects’ communicative skills more than one interaction session with different interlocutors – more and less directed - were filmed and analyzed:
free play, semi-directed play with therapist, semi-directed play with mother
and Directed/Imitation. After initial assessment the children began direct
and indirect speech therapy interventions with the same therapist to implement the Picture Exchange Communication System – PECS. Moment 2 was
the re-assessment of children using the same instruments after 12 therapy
sessions. The analysis of the implementation of the PECS evidenced that
all participants increased their graphic vocabulary, had phase changes with
heterogeneous performance of subjects in phase acquisitions. In pragmatics
there was significant decrease in total communication acts and communicative acts per minute in the Direct/Imitation situation. There was significant
difference in occupancy of communicative space by children during Free
63
Play and Directed/Imitation, greater in Free Play and smaller in Directed/
Imitation. The change in interlocutor did not show significant differences
regarding the children’s occupation of communicative space. More interpersonal communicative functions increased in Semi-Directed Play with therapist and the less interpersonal functions decreased in Directed/Imitation
situation. Regarding the means of communication used, there were mainly
gestures. As far as vocabulary, there was significant increase in receptive
oral vocabulary. There were no significant differences in adaptive behaviors,
only a tendency characterized by decrease in intensity and frequency of
certain behaviors in the sensory and personal-social sub-areas. This study
showed that the use of alternative communication favored better adequacy
of functional communication, especially in directed and semi-directed situations with the Speech-Language Therapist. There was an increase in oral
receptive and graphic expressive vocabulary.
Learner Outcomes: The participant will be able to: 1. Familiarize with the alternative communication system named Picture Exchange Communication
System (PECS). 2. Verify the benefits of the use of the PECS in communication skills of non-verbal autistic subjects with different interlocutors in a
minimum period of twelve sessions. 3. Understand the importance of using
alternative tools before and after the implementation of the PECS in order
to measure intervention effects.
because of the very low active vocabulary; the child is unable to understand
what is being said; the inability of others to understand what the child is
saying. Due to ADHD the child is unable to fully concentrate on one task and
see it to its completion. Because of having ADHD and SLI the child is often
diagnosed with having multiple behaviourial disordes. It is vital that the correct diagnosis is made in order to eliminate any incorrect assessments such
as mental retardation,any hearing disorder or pervasive developmental disorders (autism), dysartria.For a complete and correct diagnosis it is necessary
for the child to be seen by doctors specilizing in foniatrie? , clinical speech
therapist, psychologist, neurologist and child psychatrist. If the diagnosis is
made early enough and the correct therapy started, even in worse cases of
SLI and ADHD is possible to prevent serious behaviourial problems. Even if
treatment was begun priar to going to school, the probability of the children
having these specific learning disabilities is very real. For the most difficult
cases, the children can go to the only state- sponsored clinic where the children can get specialised ambulatory care including overnight stays. As part
of the services offered at the clinic, there is a school for these children that
prepares them for entering regular school. A high percentage of the children
who undergo treatment at this special clinic and attend the special school
successfully integrate into regular schools.
P009
PERCEPTION–PRODUCTION RELATIONS IN SUBSTITUTION
PHONOLOGICAL PROCESSES IN CHILDREN WITH LANGUAGE
DISORDERS WHO SPEECH SPANISH
AMPARO YGUAL FERNÁNDEZ (1)
JOSÉ FRANCISCO CERVERA MÉRIDA (2)
UNIVERSIDAD DE VALENCIA, UNIVERSITY, VALENCIA,
SPAIN (1) - DEPARTAMENTO DE LOGOPEDIA. FACULTAD DE
PSICOLOGÍA Y CIENCIAS DE LA EDUCACIÓN. UNIVERSIDAD
CATÓLICA DE VALENCIA, UNIVERSITY, VALENCIA, SPAIN (2)
FLUENCY AND READING COMPREHENSION IN STUDENTS
FROM 3RD TO 5TH GRADE LEVEL
SIMONE CAPELLINI (1) - MAÍRA MARTINS (2)
FACULDADE DE FILOSOFIA E CIÊNCIAS, UNIVERSIDADE
ESTADUAL PAULISTA “JÚLIO DE MESQUITA FILHO”, MARÍLIA
- SP, BRAZIL (1) - FACULDADE DE FILOSOFIA E CIÊNCIAS,
UNIVERSIDADE ESTADUAL PAULISTA “JÚLIO DE MESQUITA
FILHO”, MARÍLIA
SÃO PAULO, BRAZIL (2)
Abstract: Knowing the importance of improving the quality of education of
students in relation to the development and learning of reading, aspects of a
fluent reading were investigated in this study. This study aimed to characterize the performance on fluency and reading comprehension of the students
elementary school I. Participated in this study 97 students from 3rd to 5th
grade level of the public school of the Marília City, São Paulo, Brazil, of both
genders, aged of 7 years to 11 years and 11 months old, distributed in the
following groups: Group I (GI): composed of 32 students from 3rd grade level, Group II (GII): composed of 28 students from 4th grade level and Group
III (GIII): composed of 37 students from 5th grade level. As procedure were
realized to evaluate of the time for reading, prosody and text comprehension.
The oral reading of a text and application of a test with multiple choice
questions to evaluate the performance in the comprehension of the groups
was recorded for later analysis. The performance in reading fluency of the
students was able to reveal aspects of the difficulties that present during
the processing of reading. It was verified that the students of GI, showed
performed worse when compared with GII and GIII, revealing that the measures used in the evaluation were effective in the identifying of differences
between groups, evidencing profiles of fluent readers.
Learner Outcomes: The Participant will be able to: 1. know the controversies about the measures of fluency in reading, 2. understand the need for
measures of fluency, as prosody for assessment in different languages; 3.
understand features the reading fluency of students from 3rd to 5th grade.
P010
CARE OF CHILDREN WITH SEVERE SPECIFIC LANGUAGE
DISORDERS AND ADHD (PRESCHOOL AGE)
KLARA ANGHELESCU (1) - EVA SKODOVA (2)
PRIVATE, PRIVAT AMBULATORY, PRAGUE, CZECH REPUBLIC
(1) - STATE HOSPITAL, DEPARTMENT OF FONIATRICS, PRAGUE,
CZECH REPUBLIC (2)
Abstract: Specific Language Disorders (SLI) affects the entire sensory and
motor system. Speech development is always delayed, specifically aberant
with the late development typically affecting the fonemic hearing. ADHD is
a attention disorder which includes hyperactivity and abnormal cognitive
function, motor perception function and also affects emotional and social
growth. Czech is a very complicated language especially its grammar and
the pronunciation of some the letters in the alfabet. Even some czech native
speakers have great difficulty in pronouncing these letters correctly. The
children with severe SLI are often like foreign speakers: in other words,
when they are trying to speak and communicated in czech. Because ot the
inability of the brain to properly decode what they hear, speech comprehension is severly affected including the ability to remember , e.g, being
unable to remember what was just said to them five minutes before. This is
known as short term memory disorder. ADHD combined with SLI complicates the speech rehabilitation especially at the preschool age. Because of the
age of the child and because of that childś very short attention span. The
consequence of this is that they react unpredictably in any given situation.
This can be aggravated by aggressive behaviour, such as: the child doesn´t
understand what is expected of him; the child is unable to express himself
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P011
Abstract: Auditory perception skills of children with developmental language
disorders are more limited than in typically developing children. It is difficult to determine how they influence each other’s ability to discriminate
and to pronounce the phonemes in children with language disorders. For
most researchers, perception difficulties of phonemes cause developmental
delay in pronunciation, while for others there is a mutual influence. The
aim of this work is to determine which consonants sounds in Spanish occur
more likely perceptual difficulty and which the articulatory difficulty. Eightysix children with specific language disorder participated with a mean age
of 4 years and 7 months. Phonological processes (speech error patterns)
were identified. It was constructed and applied a specific test of speech
perception for each child, depending on his speech errors. We wanted to
know if sounds, that the child mispronounced, were perceived correctly.
We analyzed the relationship between articulatory and perceptual skills of
children with substitute processes by two comparisons: first, the set of all
detected processes; and second the three most common substitute processes to determine whether the nature of the consonant involved more likely
perceptive difficulty. The results report a relationship between articulatory
and perceptual skills and that the nature of the consonant determines more
likely perceptual difficulties or more likely articulator difficulties. These results are relevant to the assessment, design and effectiveness of speech
therapy programs.
Learner Outcomes: The Participant will be able to: Know the controversies
on perception – production relations in speech sound disorders and its therapy; Know an evaluation protocol of perception for children with speech
sounds disorders applicable to clinical situations; Know that the nature of
the consonant sounds also influences their better or worse perception; Know
how likely frequently substitute processes, in speech sounds disorders, include difficulties in perception in Spanish language.
P012
RELATIONSHIP BETWEEN PRAGMATIC COMMUNICATIVE AND
SOCIAL SKILLS IN THE SPECIFIC LANGUAGE IMPAIRMENT (SLI)
DAGMA VENTURINI MARQUES ABRAMIDES (1)
DANIELA DE OLIVEIRA MANOEL (1)
FABIANA CRISTINA CARLINO (2)
DEPARTMENT OF SPEECH PATHOLOGY, SCHOOL OF DENTISTRY
OF BAURU, UNIVERSITY OF SÃO PAULO, BAURU-SÃO PAULO,
BRAZIL (1) - ESPECIAL EDUCATION PROGRAM OF GRADUATE,
FEDERAL UNIVERSITY OF SÃO CARLOS, SÃO CARLOS- SP,
BRAZIL (2)
Abstract: Progressively, the child acquires and uses more interactive communication functions, which control or direct the behavior of others, and this is
an inherent need for social interaction of human beings, which stimulates
the initial linguistic output. The communicative intention is initially conducted through gesture and visual attention, and with the onset of speech, the
pragmatic abilities manifest themselves more productive, through nominations, comments, requests for information, and object of attention, answers,
protests and greetings. However, normal development does not always occur
and it is not uncommon appears alterations such as the Specific Language
Impairment (SLI), a possible framework with difficulties in the comprehension
and expression of speech and language but in the absence of mental disorder, hearing loss, intellectual deficit or severe emotional problems. Thus,
the objective of this study was to examine the relationship between pragmatic communication and components of social skills in children with SLI.
Participants included 18 children; age between seven and nine years, being
that half (n = 9) was the experimental group (EG) with diagnosis of SLI, and
half (n = 9) was the control group (CG). Both groups were comprised of three
females and six males. The children were evaluated for their pragmatic skills
by protocols (sampling and video recording of speech-language) in structured
situations of interaction. Significant group differences were obtained, indicating that the EG was less effective communication, whereas the CG showed
communicative abilities more elaborate. Data analyses indicated that greater
difficulty on pragmatic abilities leads at worst performance in interpersonal
relationships. In conclusion, avoidance behavior of these children as part of
their language difficulties may be considered worrying, since the use of language as a vehicle of communication allows the interaction with their peers,
whether child or adult, and thus encourages the exchange information, experiences, emotions, and contributes to learning. We emphasize the importance
of the interface between the field theoretical-practical of Social Skills, and
area of Speech-Language Patology for the development of assessment tools
and intervention more effectives addressed the children with SLI.
Learner Outcomes: knowledge about field theoretical-practical of Social
Skills; knowledge about the implication of SLI in components of social skills;
reflections of the interface between the field theoretical-practical of Social
Skills of speech and language assessment and therapy for children with SLI.
P013
TELEDUCATION: VIRTUAL LEARNING ENVIRONMENT IN
SPEECH THERAPY
ALINE MARTINS (1) - DAGMA VENTURINI MARQUES
ABRAMIDES (1) - LUCIANA PAULA MAXIMINO (1)
MARÍLIA CANCIAN BERTOZZO (1)
FACULTY OF DENTISTRY OF BAURU, UNIVERSITY OF SÃO
PAULO, BAURU, BRASIL (1)
data bank that is available and to highlight the importance of this kind of
tool for teaching support and research in the field of Speech and Language
acquisition and pathology. METHOD: A detailed description of the material
in the Speech and Language Data Bank, which contains around 606 corpora. Moreover, the paper comprises a description of the methodology of data
collection and storage, from their transcriptions of oral or visual form to the
written form. RESULTS: The database contains 606 corpora corresponding
top: 84.65% of corpora are of children between 0-7 years in the process
of language acquisition and 15.34% of corpora corresponding to subjects
with language symptoms. From the clinical diagnosis 42.4% are of aphasia; 32.95% of language delay; 6,81% of Articulation Disorders, Reading
and Writing Disorder are 4.54%; Dysphonia (3.40%); Stuttering (3.40%)
and Rhinolalia (2.37%). CONCLUSION: It is important to expose this data
banke because of the diversity of the material that was collected and transcribed. In addition, the availability of the data to the scientific community
via software allowed the researchers to choose from the data, decreasing
the time it would take to collect their own speech data. This study contains
Brazilian data from children speaking Portuguese; and it allows for comparative research on the process of language acquisition in several languages.
Learner Outcomes: Get acquainted with data on language acquisition of
Brazilian children; Get acquainted with the tools that allow access to normal or pathological speech and language data; Get to know the Speech and
Language Data bank; Realize how the Corpora data bank in Speech and
Language Pathology and acquisition is a very useful tool for teaching and
researching; Encourage comparative research in language processes and acquisition in several languages.
P015
LANGUAGE IMPAIRMENTS IN CHILDREN WITH ADHD AND
IN CHILDREN WITH READING DISORDER
WENCHE ANDERSEN HELLAND (NORWAY)
Abstract: The first years of a child’s life are the most important to the process
of language acquisition and development, as well as for her overall development. The proper stimulation in this period is essential, so when changes in
an infant’s language development are noted, these should be diagnosed as
early as possible so that, if necessary, the intervention process is performed.
Professionals and families are extremely important in this process, as well
as the pediatric doctor who systematically accompanies the child in the early years of her life. The present study aimed to develop and analyze an electronic media material in the field of speech pathology, focusing on acquisition
and development of children’s language to guide pediatric doctors, using the
Interactive Tele-education. The methodology consisted of a literature review in
the databases SciELO-Brazil, Lilacs, Medline and Pubmed, as well as books
and theses in the area about the stages of language development, chronologically, from birth to the age of 7, pointing out the main characteristics and developmental marks at each stage, in order to prepare the material that would
later be implemented in the virtual learning environment in a blog format.
The developed material is available at the electronic address http://fonoaudiologiaparapediatras.wordpress.com/. An evaluation was made by 63 speech
therapists using two questionnaires: the first one was an adaptation of Emory
(Health-Related Web Site Evaluation Form Emory - University Rollins School
of Public Health, 1998) and the second one was a specific evaluation of the
blog content, prepared by the researcher. The results demonstrated that the
blog had been rated as “Excellent” regarding the aspects: content, accuracy,
authorship, updates, public, navigation, external links and structure, as well
as in the specific content evaluation. Thereby, a virtual learning environment,
in blog format, was developed, containing information about the acquisition
and development of language in order to guide pediatric doctors from typical
phases to changes, prevention, stages of development and possible referrals.
Learner Outcomes: Know a Virtual learning environment about the acquisition and development of children’s language; Know the importance of the
integrated performance of Speech Therapy and Pediatrics; Know about the
importance of telehealth for Speech Therapy and its growth, Know the stages of developing a virtual learning environment, Know the evaluation tools
Abstract: Attention deficit hyperactivity disorder (ADHD) and reading disorder (RD) are the two most prevalent neurodevelopmental disorders of
childhood, and high rates of comorbidity have been reported for both disorders. This large scale population-based study aimed to explore whether
children with symptoms of ADHD, children with symptoms of RD, children
with symptoms of both ADHD and RD and a control group could be differentiated from each other regarding different aspects of language; phonology,
expressive language, receptive language and pragmatics. Method: Out of
a sample of 5672 children aged 7-9 years four groups were initially derived based on the results from a screening questionnaire distributed to teachers and parents of the children; children with RD (N=332); children with
ADHD (N=169); children with AD/HD + RD (N=121) and a control group
(N=5050). However, in this presentation we are focusing on the “pure”
groups, and consequently the comorbid group (children with symptoms of
both ADHD and RD) are excluded. Results:The clinical groups differed significantly from each other as well as from the control group regarding phonology and expressive language; the RD group being more severely impaired
than the ADHD group. On receptive language significant differences were
also revealed between all groups, but on this measure the ADHD group
was performing poorest, followed by the RD group and the control group.
Regarding pragmatics there was a clear trend in the direction of the ADHD
group being most impaired, however this difference between the ADHD
group and the RD group failed to reach significance (p=.02) with significance level set at p<.01 (p=.02).Conclusions: In sum these findings support
findings from clinical samples pointing to a considerable rate of language
impairments both in children with symptoms of ADHD and in children with
symptoms of RD. Although this two clinical groups share many symptoms
of language impairments, they can, at least in this study, be differentiated
from each other regarding their language profiles
Learner Outcomes: The clinical groups differed significantly from each other
as well as from a control group on measures of phonology, expressive language and receptive language; the ADHD group performed significantly better
than the RD group as to phonology and expressive language; the ADHD
group was significantly more impaired than the RD group regarding receptive language; there was a clear trend in the direction of the ADHD group
performing poorer than the RD group regarding pragmatics. However, this
difference failed to reach statistical significance.
P014
P016
SPEECH AND LANGUAGE DATA BANK: TEACHING AND
RESEARCHING TOOL
REGINA MARIA FREIRE (1) - CAMILA PARDUCCI (1) - GABRIELA
VALIENGO FEITAL DE SOUZA (1)
FUNDACAO SAO PAULO, PONTIFICAL CATHOLIC UNIVERSITY
OF SAO PAULO, SAO PAULO, BRAZIL (1)
Abstract: The Speech and Language Data bank from the research group
“Language and Subjectivity” which belongs to the graduate studies program
in Speech Pathology at the Pontifical Catholic University of Sao Paulo was
created in 1997 aiming to increase interdisciplinary discussion and to accommodate concerns in this field. This database provided accessibility to
those interested in researching language. OBJECTIVE: The purpose of this
study is to introduce the scientific community to the speech and language
INTERVENTION PROGRAM IN ORAL LANGUAGE FOR CHILDREN
WITH LANGUAGE DELAY
CAMILLA GUARNIERI, BIANCA RODRIGUES LOPES
GONÇALVES, CAMILA MAYUMI ABE, SIMONE APARECIDA
LOPES-HERRERA
BAURU SCHOOL OF DENTISTRY (FOB), UNIVERSITY OF SÃO
PAULO (USP), BAURU, BRAZIL (1)
Abstract: The acquisition and development of the language are primary in
a child’s life, especially because language is one of the main means of
social interaction. Therefore, it is of great importance that a good language
development has been assured to children and, when necessary, a good
intervention in their difficulties. Currently, in the field of children’s language, different therapeutic approaches are argued, but the necessity of
65
development of structured therapeutic programs is verified, elaborated with
technical and scientific quality so that they may stimulate the different abilities of language, aiming to consider the specificities of every child. Such
intervention programs would guide speech-language pathologists to plan
their intervention and provide greater efficiency on intervention process.
The aim of this study, still in progress, is to elaborate and test the efficiency
of a program of stimulation of oral language for children with language delay
from the ages of three to six years old. The referred intervention program was
divided into stages of 24 sessions and, at the end of each one, each child
to it submitted will be reassessed for the verification of the level of their
language abilities. Until the present moment, there has been the proposal
and the planning of interventions, considering that until the end of the first
semester of 2013, the same will be implemented and tested in its efficiency. The proposed program was elaborated with technical and scientific quality to guide and improve the speech-language intervention in the cases of
child language delay, emphasizing the stimulation of phonetic-phonological,
syntactical, semantical-lexical and pragmatic levels of the language. The
intervention program will be applied in ten children with language delay
without any other commitments (sensory and/or neurological), considering
that there will be a pre-intervention and a post-intervention in every child of
the sample. The complete intervention program counts with two stages of
24 intervention sessions each, totaling 48 sessions, performed in a twicea-week frequency, considering that every step will last a quarter of year. In
pre-intervention and post-intervention assessment the phonetic inventory,
and phonological organization, the receptive and expressive vocabulary,
the syntactical and pragmatic abilities of the child will be analyzed. The
pre-intervention and post-intervention tests will also be applied in control
group (children with language delay that are not under intervention yet). For
ethical issues, by the end of the research the children of control group will
receive the same intervention program proposed. As expected results, there
is the significant improvement in every language level in pre-intervention
and post-intervention comparison on children who have participated in the
proposed program when compared to the children of control group, proving
then the efficiency of the proposed program.
Learner Outcomes: Learn about an intervention program structured for the
stimulation of oral language in children with language change; Know how
a structured intervention program will facilitate the therapeutic planning of
speech therapists, making it simpler and more efficient and it will also bring
proposals of strategies, what will facilitate not only the planning, but also
the whole therapeutic process; Reflect about the therapeutic approaches
focusing differentially the levels of language.
P017
THE EFFECTIVENESS OF ALTERNATIVE CLINICAL-HOME
A CASE STUDY
TAHANY EL SAYED AHMAD (1)
PRIVATE CLINIC OF PSYCHOLOY CONSULTANT, PRIVATE CLINIC
OF PSYCHOLOY CONSULTANT, KUWAIT, KUWAIT (1)
Abstract: A poor pragmatic language skill is a sign of abnormal criteria in
the children development, Pragmatic language use as spouts into executive
skills as in planning, organizing and scans regular behaviours in children
with ADHD. The goals behind this study to prompt family , school teachers
and pre-school child with ADHD to cope with essential pragmatic language
skills as a basic requirement at home, school and society for long life success. The study investigated a child aged 4.8 Yrs. in Kindergarten bilingual
Arabic/English American School. A strategy of combination therapy was used
with ADHD child with typical development children”. The participants given
a behavioural and speech therapy in the same time based on Alternative
Clinical-Home Play Therapy Program for practicing and reviewing appropriate social skills. Results: the Alternative Clinical-Home Speech-Language
Therapy Program and co-training interventions demonstrates that there is
appropriate evidence for their efficacy in reducing symptoms of ADHD in
pre-school child, as measured by school teachers who indicated that there’s a notable changing in the child behaviour and direct observation of
child compared with the supporting group was outstanding. Discussion: The
study results indicate that Alternative Clinical-Home Play Therapy Program
beside combination therapy shows potential efficiency in enhancing social
interaction intervention for children with ADHD. These findings suggest that
delivering social skills training programs to homes and schools system, involving parents, relatives, teachers and peers groups as a natural sittings
focusing on pragmatic language skills, may increase the effectiveness under
the supervision of program professionals.
Learner Outcomes: The author goals are implementing an easy and fast
program to help pre-school child to participate in daily school activities
and learn good model of pragmatic language skills to appropriate level of
performance by using many modes of learning, naturalistic settings, positive
peer models, imitation skills and socially valid skills .Also, the program designed under the child need when it was hard to run it at clinic, we transfer
our work to be clinic-home-clinic, and outcomes would improve pragmatic
language skills as essential developmental requirements in a comfortable,
familiar environment.
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P018
SPEECH THERAPY INTERVENTION RESULTS OF
PSYCHOLINGUISTIC SKILLS IN A CASE OF CONGENITAL
TOXOPLASMOSIS
CAMILA DE CASTRO CORRÊA (1) - MARIA RENATA JOSÉ (1)
VANESSA LUISA DESTRO FIDÊNCIO (1)
ANA PAOLA NICOLIELO (1)
SIMONE APARECIDA LOPES-HERRERA (1)
LUCIANA PAULA MAXIMINO (1)
BAURU, SÃO PAULO, BRAZIL (1)
Abstract: Express and understand language involves a lot of brain mechanisms that are responsible for processing. So, lesions in certain brain regions
may impair this ability. Congenital toxoplasmosis can cause spots of calcification in the brain and changes in the process of reception. Thus, studies
suggest the need to investigate the changes triggered in the psycholinguistic
skills. This study aims to describe the evolution process of psycholinguistic
abilities of a child with a history of congenital toxoplasmosis after speech
therapy. The child is male and has six years old. Your parents were looking for treatment with complaint that his son speaks totally wrong, but did
not have difficulty to understanding the language. For the evaluation of
communication skills was used the Illinois Test of Psycholinguistic Abilities
(ITPA), considering the representational level auditory-vocal and visual-motor test (Auditory Reception, Auditory Association, Verbal Expression, Visual
Reception, and Visual Expression Association Manual) and automatic level
auditory-vocal and visual-motor (auditory Sequential Memory, Closura grammar, Visual Sequential Memory and Visual Closura). The patient underwent
45 sessions of speech therapy for eight months, based on psycholinguistic
model focusing on the language and psycholinguistic skills, with the aplication of ITPA test before and after speech therapy.
The results were obtained by calculating the TE (total score), SE
(scale score) and age corresponding to the score obtained in the
test. Thus, the following results were obtained in the pre-intervention: EB: Auditory Reception = 23; Hearing Association = 15;
Verbal Expression = 13; Visual Reception = 11; Association Visual
= 15; Expression Manual = 20; Auditory Sequential Memory = 10;
Closura grammatical = 16; Sequential Memory Visual = 10; Closura
Visual = 15. In Post-intervention, there was a trend of high scoring
in most levels evaluated, with the following results: EB: Auditory
Reception = 40; Hearing Association = 22; Verbal Expression =
10; Visual Reception = 15; Association Visual = 25; Expression
Manual = 24; Auditory Sequential Memory = 11; Closura grammar
= 17; Visual Sequential Memory = 6; Closura Visual = 19. Thus,
the results of the ITPA test, pre-and post-intervention were obtained with the average earnings representational levels and automatic
auditory-vocal and visual-motor; total score with 4.1 points higher
on assessment post-therapy (sd = 6.19), Scale score of 3.4 points
(SD = 6.43) and average overshoot of 20.8 months (SD = 25.44).
In the auditory-vocal, there was significant progress and the gains
made post-therapeutic intervention in representational level were
higher compared to the automatic level, implying that the skills
that interfere with communication were potentiated. This type of
evaluation is warranted to allow the identification of the level that
should be further explored by means of facilitating strategies to
acquire new skills. We highlight the importance of further studies
investigating this issue in order to provide better clarification related to difficulties in psycholinguistic skills displayed by children
with Congenital Toxoplasmosis
Learner Outcomes: Knowing some implications caused by congenital
toxoplasmosis;Relate changes in psycholinguistic skills with congenital toxoplasmosis; Describe the evolution of psycholinguistic skills in a child with
Congenital Toxoplasmosis, before and after speech therapy.
P019
RELATIONSHIP BETWEEN THE SOCIOECONOMIC AND
SELF-REPORTED SPEECH LANGUAGE DISORDERS
CARLA CARDOSO (1) - KAREN GARCIA (1)
DANIELA REGINA MOLINI-AVEJONAS (2)
UNEB, UNEB, SALVADOR, BRAZIL (1) - UNIVERSIDADE DE SÃO
PAULO, FMUSP, SÃO PAULO, BRAZIL (2)
Abstract: The conditions are social determinants of health status. Some
studies have shown that social factors affect individual biological conditions, risk behaviors, environmental exposures and access to resources for
health promotion. Through preventive measures and the integration of an
interdisciplinary team of professional speech therapy may act directly on
the actions of health promotion assisting in the prevention and detection of
diseases, disabilities and health disorders, as well as the training of other
professionals working in this system. The objective of this study is to identify the combination of socioeconomic and self-reported speech language
disorders a group of subjects in the city of Camaçari, Bahia. Be accompanied by all the children of both sexes, aged four years and one month to
five years and eleven months, assisted by the Family Health Program of
Basic Units of Health Districts selected for this research. All participants
must be registered with the Family Health Program of Basic Health Units
included in the project and be accompanied by Community Health Agents
(CHA). The subjects will be assessed in their own homes, at the time of the
visit of the Community Health Agents who will serve as facilitator in the
relationship between subject and researcher. All Community Health Workers
will be trained in the areas of language, hearing, oral motor and speech.
Participated in this study 167 children. For composition of research groups,
children will be divided into three groups according to socioeconomic conditions according to the criteria established by IBGE/2012: GROUP 01 – Low
Socioeconomic; GROUP 02 – Average Socioeconomic, GROUP 03 - High
Socioeconomic. The procedures for selection and application inventory speech language of patients were initiated only after the relevant ethical processes: the opinion of the ethics committee (CEP/UNEB no 116.083/2012)
and sign the informed consent. The inventory speech language was applied
directly with parents or guardians.Data were plotted as given criteria: 0 to
50% for changes; 51% to 75% with a probability of change (range carefully) and 76% to 100% without any change. Of the 167 subjects, 117 (70,
06%) made up the group 01, 50 (29, 94%) group 02 and no members in
group 03. The results show a small percentage of self-reference speech language disorders, regardless of socioeconomic group. Among the participants
in this study, only 1,8% self-reported changes, but 41,31% are in the range of high probability of change. Parents and caregivers who self-reported
absence of disorder, but they are presented in the range of high probability
of change (51% - 75%) will be accompanied by workshops for health promotion in the area of speech therapy and those who self-reported changes
are evaluated and if necessary forwarded to therapy. We highlight here the
need for prior knowledge of the community in which they will share health,
thereby promoting actions more effective, because they are adapted to the
needs of each community.
Learner Outcomes: The importance of knowledge of the population; The
importance of using screening instruments for detecting needs of each population; The need for partnership with key individual of communities.
P020
SIGNS OF STRESS IN SCHOOL CHILDREN WITH AND WITHOUT
LEARNING TROUBLE
PATRÍCIA ABREU PIINHEIRO CRENITTE (1) - THAIS
GONÇALVES (1) JANAÍNA BORBA GARBO (1)
UNIVERSITY OF SÃO PAULO, FACULTY OF ODONTOLOGY OF
BAURU - FOB/USP, BAURU, BRAZIL (1)
Abstract: Several factors may influence children’s school performance, so
that difficulties in this process may be caused by organic, intellectual/ cognitive and emotional aspects. The child stress can be considered an aggravating factor in such difficultis, since it directly influences the child’s
behavior, and thus can collaborate to child’s failure in school. The aim of
this study is to compare the level of child stress between children with and
without learning disability. Thirty two children participated in the study, of
both sexes, between 8 and 12 years, divided in following groups: GIA - 8
children with Learning Disability in diagnosis process by an interdisciplinary equip, at Clinic of Speech Pathology of Dentistry School of Bauru,
University of São Paulo, according to the DSM-IV and ICD-10 criteria; GIB 8 children with learning Disability in therapeutic process (GI B), at the same
institution; GII - 16 children without any learning problem to read and write,
being this the control group. Children from three groups were submitted to
Child Stress Scale (ESI) developed by Lipp and Lucarelli (1998). The scale
of child stress is composed of 35 items with Likert scale from 0 to 4 points,
grouped under four factors: physical reactions, psychological reactions,
psychological reactions to depressive component and psychophysiological
reactions. The results showed, overall, that there is no predominance of
stressors signals in all groups studied. In all groups (GIA, IGI and GIB) most
children got no stressors signs, and the differences between the groups were
not statistically significant for the analyzed parameters. Therefore, in this
study, stress was not decisive for school performance, because no statistically significant differences were found between children with and without
learning disorder. However, we emphasize the need for new researches with
larger samples to determine if emotional factors such as stress really have
influence in school performance of children with learning disability.
Learner Outcomes: reflect on the possible emotional problems faced by
children with learning disability; understand how stress can prejudice child
learning; discuss the importance of assess the emotional aspects for improving the academic performance of children with and without learning
disabilities.
P021
ORIENTATION PROGRAM FOR PARENTS OF CHILDREN WITH
LANGUAGE DISORDERS
BIANCA RODRIGUES LOPES GONÇALVES, CAMILA MAYUMI
ABE, SIMONE APARECIDA LOPES-HERRERA
Abstract: Verbal language is a form of communication used by most people
for the transmission of message, expressing thoughts, feelings and inclusion
in the social environment. Children with language disorders has difficulty
communicating, even with their parents. It is essential involve parents in
speech-language intervention because the involvement allows them to be
propagators of the knowledge they have acquired about language disorder
for all family, teachers and other parents in the same situation. One of the
ways to involve parents in speech-language intervention is by forming groups
of parents. The aim was to propose, implement and verify the effectiveness of orientation program for parents of children with language delay and
specific language impairment. The research was conducted in the Clinic
of Speech, Hearing and Language Pathology at Bauru School of Dentistry,
University of São Paulo (FOB-USP), Brazil, under the protocol of the ethics
committee (56/2010). Participants were 10 parents of 10 children of both
genders, 3-6 aged, diagnosed with language delay and specific language
impairment. The program lasted for 10 sessions (weekly), lasting 50 minutes each. Questionnaires were used and inventories in parents and children
before and after intervention. The questionnaires were applied in parents: a
questionnaire characterization of the family system, an inventory of parenting styles, a questionnaire to identify verbal communicative skills. The researcher also developed other three instruments for data collect: a checklist
on effective use of verbal communicative skills in parent-child interaction, a
questionnaire for verify parents group´s satisfaction with a language of their
children and a questionnaire for verify the quality of activities developed in a
parents group. The instruments were applied in children: an assessment test
of language development, a test to evaluate the phonology and vocabulary
and a behavioral observation protocol. The program addressed issues related
to language development, as well as parental behaviors that facilitate this
development. Regarding the results of the parents, it was observed that, after the program, there was a statistically significant improvement in parental
satisfaction in relation to the language of children and increase in a use
of verbal communicative skills by parents during their interaction with the
children. In children, it was observed that these improved quantitatively the
level of language development by several tests. Therefore, the research showed that the application of protocols, questionnaires and surveys on children and parents could make the evaluation of this intervention program,
noting that most of the results when compared pre and post intervention,
showed differences both qualitative and quantitative and, for some results,
these differences were statistically significant. Furthermore, the protocols,
questionnaires, surveys and activities used in this research could be use
as tools for development and evaluation of others parent groups not only in
speech-language intervention, but also in other areas of health.
P022
PERCEPTUAL PERFORMANCE IN CHILDREN ON THE NASAL
IDENTIFICATION TASK
LARISSA CRISTINA BERTI (1) - ÉRIKA GUIMARÃES MARQUES (1)
FACULDADE DE FILOSOFIA E CIÊNCIAS, SÃO PAULO STATE
UNIVERSITY (UNESP/MARÍLIA, UNESP/SJRP), MARÍLIA - SP, BRAZIL
(1)
Abstract: Introduction and aims of the study: Auditory perceptual deficits
have repeatedly have been observed in children with developmental communicative disorders. Nevertheless relatively little is known about the prior
development of normal children’s auditory perceptual ability, specifically
to perceptually identify phonic contrasts. In this study, we investigated the
ability of normal children to identify the contrast among nasal sounds of
the Brazilian Portuguese (henceforth BP). Mostly, the aims of this study
were: (i) to verify if there is a determined contrast among nasal sounds that
presents a greater difficulty in its identification; and, (ii) in case there is, to
verify whether the contrast of greater difficulty follows - or not - the same
trend described in terms of the production. Nasals as a class are interesting
for an inquiry into the relative salience of contrast because their place characteristics are notoriously difficult to perceive. Methods: There are three
nasal phonemes in syllabic onset in BP: /m/, /n/ and /ɲ/. A forced-choice
minimal-pair identification task involving the three nasals was conducted
with 52 children, 4-5 years old, using PERCEVAL software. The stimuli
used in the identification task consisted of a typical adult’s recordings of the
familiar disyllabic words (minimum pairs) contrasting the nasal sounds. The
acoustic stimulus was presented to the children using headphones and they
needed to choose which stimulus-correspondent picture was shown on the
computer screen. Both presentation time and reaction time of the stimulus
were measured by PERCEVAL software.Results: Our results showed that the
perceptual accuracy was 87% of correct response. The reaction time of the
incorrect response was significantly higher than the reaction time of the correct response (t=-2,92, df=51, p=0,00). According to the confusion matrix,
the perceptual difficulty varies due to the phonetic distance among nasal
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contrasts. That is, the longer the phonetic distance is; the smaller the similarity perceptual will be, enabling the identification of contrast among the
nasals.Conclusions: The auditory perceptual mastering of the nasal contrast
in BP occurs gradually and, within this class, there seems to be a hierarchy
in the perceptual mastering. The parallel between perceptual and productive acquisition orders of vocalic contrasts does not always hold.
P023
LANGUAGE THERAPY RESULTS IN CHILDREN AND
ADOLESCENTS WITH AUTISM SPECTRUM DISORDERS
FERNANDA DREUX M. FERNANDES (1) - CIBELLE A.H. AMATO (1)
LETICIA A. NASCIMENTO (1)
SCHOOL OF MEDICINE, UNIVERSIDADE DE SÃO PAULO, SÃO
PAULO, BRAZIL (1)
Abstract: This presentation will report the results of a study with 142 individuals (ages 2 to 16) with autism spectrum disorders (ASD) attending
specialized language therapy. The aims of the study involved: verify the
association between the participants’ social demographic characteristics
(mainly gender and age) and the adherence to the therapeutic process and
verify the association between the age at the therapy onset and the clinical evolution. The outcomes of the therapeutic process were verified after
a period of two years. Method included the use of information obtained
by the use of the Functional Communicative Profile (FCP) and the Social
Cognitive Performance (SCP). The FCP proposes the determination of the
number of communicative acts expressed per minute by the subject, the
communicative means used and the communication’s interactivity. The SCP
identifies the subject’s better performance in the areas of vocal and gestural
communicative intent, vocal and gestural imitation, tool use, combinatory
play and symbolic play. The variables considered were: age at first speechlanguage assessment, gender and psychiatric diagnosis. The clinical evolution indexes considered the increase on: each of the SCP’s score, number
of communicative acts per minute, communication’s interactive proportion
and proportion of use of the verbal communicative mean. Results regarding
the diagnosis indicated associated diagnosis of neurological disorders in 5.5
of the participants, language disorders in 4.5% and genetic syndromes in
9.0% of them. Results also show a gender distribution similar to what has
been reported by the literature for several years, that is, a male prevalence
of 3:1. In what refer to the chronological age at the first assessment, is was
observed that children that started speech-language therapy before the 6th
year of life tended to continue the process for a longer period while those
who were brought to the service with more than 10 years tend to abandon
treatment more frequently. Girls tend to be brought to treatment latter in life
and to maintain the process for a shorter period. Children receiving language
therapy at earlier ages tend to present more clinical evolution indexes than
those who started this process as older children or adolescents. However, it
is not an absolute tendency; variables such as environmental factors, severity of the symptoms at the therapy onset, association with other intervention
and educational resources, and, mostly, consistent attendance to the weekly
sessions most probably play a fundamental role to the overall individual
results. These issues should be considered in future researches. However,
these data, referring to a large population confirm the notion that although
early intervention generally lead to better and faster results, older children
and adolescents with ASD should also have access to language therapy,
because they also show some clinical evolution.
Learner Outcomes: Consider some of the variables that may have interference in the speech-language therapy process with individual with ASD;
reflect about the need of some balance between early intervention and the
provision of services to older children, adolescents and even adults; Identify
possible objective measures of clinical evolution in language therapy process with ASD individuals
P024
GROSS MOTOR, FINE MOTOR-ADAPTIVE, PERSONAL AND
SOCIAL LANGUAGE SKILLS IN PREMATURE CHILDREN AND
TYPICAL
DIONÍSIA APARECIDA CUSIN LAMÔNICA (1)
CAMILA DA COSTA RIBEIRO (1)
DEPARTMENT OF SPEECH AND LANGUAGE PATHOLOGY,
SCHOOL OF DENTISTRY OF BAURU, UNIVERSITY OF SÃO
PAULO, UNIVERSITY OF SÃO PAULO, BAURU, BRAZIL (1)
Abstract: Prematurity is considered a biological risk factor for causing interferences in typical children development. Such interferences may occur
in learning and in several areas, such as motor, linguistic and personal-social. However, the nature of these complications is not yet fully understood.
Studies have shown the influence of premature birth on infant development.
The aim of this study was to compare the overall development among premature infants and children with typical development between the ages of
two to three years, through the Denver Developmental Screening Test-II. The
research was conducted in the Speech and Language Clinic of the School
of Dentistry of Bauru, University of São Paulo (FOB-USP) under the protocol of the ethics committee (035/2011). Participants were divided into four
groups: Experimental Group-I (EG-I) with 20 premature; Experimental Group
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II (EG-II) with 16 extremely premature; Control Group-I (CG-I) with 20 typical children and Control Group -II (CG-II) with 16 typical children, matched
by chronological age and sex. The evaluation consisted of signing the free
consent term, which was clarified by those responsible; anamnesis protocol
and development assessments through the Denver Developmental Screening
Test-II (Denver-II), which assesses the personal-social, fine motor-adaptive,
language and gross motor areas. Participants also underwent psychological
evaluation through the Stanford-Binet scale for calculating the mental age
(MA) and intelligence quotient (IQ). Statistical analysis was performed as
follows: when groups had normal distribution, we used Student “t” test.
When at least one of the groups had no normal distribution was used the
Mann-Whitney test. Comparing the results regarding the Gross Motor, Fine
Motor-Adaptive, Personal-Social and Language skills between EG-I and CG-I
and EG-II and CG-II; there was statistical difference in all areas. It was observed that there was no difference when comparing the four abilities tested
by the scale in children CG-I and CG-II, which demonstrates the homogeneity
of the group. It is noteworthy that in the Denver II test, the CG-I and CG-II
obtained normative performances in all areas. Premature children in the EG-I
group had better average in personal-social skills, followed by language, fine
motor, gross motor and adaptive areas. Premature children’s EG-II showed
better average in language ability, then the area of personal-social, gross
motor and fine-adaptive motor. We highlight the worst average in gross motor
skill for both groups (EG-I e EG-II), which relates to the influence of motor
performance in premature infants. Although the results indicate that the
premature groups behaved homogeneously, the casuistry has characteristics
of heterogeneity, considering that some children had low, average and above
results. The results of this study confirm the findings of other studies regarding prematurity and its interferences in the course of typical development.
Learner Outcomes: Knowledge about the development of premature infants; Knowledge about the fine motor, adaptive, gross motor, language and
personal-social skills in premature infants; Knowledge about the changes
resulting from prematurity
P025
EARLY IDENTIFICATION OF COMMUNICATION DISORDERS
IN CHILDREN
DANIELA REGINA MOLINI-AVEJONAS (1) - SILMARA RONDON (2)
MARIA INÊS VIEIRA COUTO (2) - CIBELLE AMATO (2)
CARLA CARDOSO (3)
UNIVERSIDADE DE SÃO PAULO, FMUSP, SÃO PAULO, BRAZIL
(1) - USP, FMUSP, SÃO PAULO, BRAZIL (2) - UNEB, UNEB,
SALVADOR, BRAZIL (3)
Abstract: Health professionals should have the knowledge about the prevalence for a particular disease in the community in order to allocate sufficient
resources. The surveys are instruments used as subsidies for formulating
and evaluating public policy, becoming increasing its use in several countries as a support tool in planning health. The aim of the study was to identify
children with possible speech and language disorders through the application of a translated and adapted questionnaire (“How Does Your Child Hear
and Talk?”; ASHA, 2006). The study was conducted with 353 children from
West region of São Paulo which was facing poor social economic conditions.
Children were allocated in seven different groups, according to their age, varying from zero to five years and eleven months. The procedures for selection
and evaluation of the subjects were started only after the study submission
and approval in relevant institutional ethical processes. Parents or children
guardians were interviewed during the daily routine consultations in pediatrics and answered questions regarding the child’s language development from
the material about language development in a specific hard disc designed in
paper from an American scientific society. When the parents or guardians of
children could not answer some of the questions, the value assigned was zero.
The percentage of positive answers were evaluated and the results were considered to guide the management of the children by the researchers. Children
who were less than 50% of positive answers responses on the hard disc about
speech and language development, were submitted to a speech and language
assessment in a specific health center of São Paulo.
Learner Outcomes: Acquire knowledge about how to apply a fast type of
screening; Know how to early identify communication disorders in children;
Acquire knowledge about Speech-Language and Hearing milestones.
P026
THE EFFECTIVNESS OF ALTERNATIVE CLINIC-HOME
A CASE STUDY
TAHAN EL SAYED AHMAD (1)
AMERICAN BILINGUAL SCHOOL FOR SPECIAL NEEDS,
SPEECH-LANGUAGE CENTER, SALMYIA, KUWAIT (1)
Abstract: A poor pragmatic language skill is a sign of abnormal criteria in
the children development, Pragmatic language use as spouts into executive
skills as in planning, organizing and scans regular behaviours in children
with ADHD. The goals behind this study to prompt family , school teachers
and pre-school child with ADHD to cope with essential pragmatic language
skills as a basic requirement at home, school and society for long life success. The study investigated a child aged 4.8 Yrs. in Kindergarten bilingual
Arabic/English American School. A strategy of combination therapy was used
with ADHD child with typical development children”. The participants given
a behavioural and speech therapy in the same time based on Alternative
Clinical-Home Play Therapy Program for practicing and reviewing appropriate social skills. Results: the Alternative Clinical-Home Speech-Language
Therapy Program and co-training interventions demonstrates that there is
appropriate evidence for their efficacy in reducing symptoms of ADHD in
pre-school child, as measured by school teachers who indicated that there’s a notable changing in the child behaviour and direct observation of
child compared with the supporting group was outstanding. Discussion: The
study results indicate that Alternative Clinical-Home Play Therapy Program
beside combination therapy shows potential efficiency in enhancing social
interaction intervention for children with ADHD. These findings suggest that
delivering social skills training programs to homes and schools system, involving parents, relatives, teachers and peers groups as a natural sittings
focusing on pragmatic language skills, may increase the effectiveness under
the supervision of program professionals.
Learner Outcomes: The author goals are implementing an easy and fast program to help pre-school child to participate in daily school activities and learn
good model of pragmatic language skills to appropriate level of performance
by using many modes of learning, naturalistic settings, positive peer models,
imitation skills and socially valid skills .Also, the program designed under
the child need when it was hard to run it at clinic, we transfer our work to be
clinic-home-clinic, and outcomes would improve pragmatic language skills as
essential developmental requirements in a comfortable, familiar environment.
P027
AN INVESTIGATION INTO THE GAZE OF THOSE WITH AUTISM
CHIZUKO UTIYAMA (1)
DEPARTMENT OF SPEECH, LANGUAGE AND HEARING
THERAPY, MEJIRO UNIVERSITY, SAITAMA-CITY, JAPAN (1)
Abstract: The viewpoint of an autistic child was investigated using a
viewpoint searching machine/eye tracker in order to clarify the relation
between language acquisition and the shared attention of autistic children.
In order to understand what visual stimulus is being focused on, a picture
with the name known, a picture with the name unknown, the face of the
mother from the front and side, and hiragana letters indicating the name
of the picture were used as stimulation materials. The subjects included an
autistic female child with a vocabulary age of 4 years and 10 months old
(chronological age: 8 years old) and a neurotypical male child (chronological
age: 4 years and 8 months old) with the same vocabulary age. As a result,
no difference was found in the gaze duration for the picture with the name
known and the picture with the name unknown in the autistic child, while
the neurotypical child gazed at the picture with the name unknown more
than the picture with the name known. There was no difference in the gaze
duration according to the direction of the face regarding the face of the
mother from the front and side, although the neurotypical child expressed
a short gaze duration regarding the face from the side. The target autistic
child acquired understanding and transmission of spoken language with
letters as the mediator; however, the gaze duration of letters was longer with
the presentation of an acoustic stimulus, while there was no difference in
the gaze duration for the neurotypical child. The autistic child was less likely
to focus on pictures with the name unknown, a possible resistance towards
new stimulation was suggested, and it was believed that this characteristic
is involved in the disability of automatically acquiring new vocabulary and
expanding vocabulary. The autistic child was not able to search in the gaze
direction of the mother, thus exhibiting an inability to share attention with
the mother. The neurotypical child gazed at the indicated object by understanding the meaning of the gaze direction of the mother, exhibiting the
establishment of shared attention. Regarding the present autistic child who
acquired spoken language from letters, it was presumed that she focused
on the letters when a voice was introduced, connecting the voice and letters
and promoting understanding and transmission of spoken language, thus
supporting the acquisition of spoken language.
Learner Outcomes: I would like to convey to the participants that children
with autism spectrum disorder also have joint-attention disorder. At the
same time, I would like to convey that in children with autism spectrum
disorder, there is a relationship between linguistic development and gaze
movement. Such children, who have acquired verbal language via kana
characters because they did not have the ability to speak, understand the
importance of letters.
P028
P-LARSP: DEVELOPMENTAL LANGUAGE PROFILE FOR PERSIAN
CHILDREN
MARYAM GHELMANI POUR (1) - TAHERE SIMA SHIRAZI (1)
MASOUD KARIMLU (1) - REZA NILI POUR (1)
HOSSEIN KARIMI (1)
ABA REHABILITATION RESEARCH CENTER, WELFARE AND
RHABILITATION UNIVERSITY, TEHRAN, IRAN (1)
Abstract: This paper describe P-LARSP, an adaptation of the LARSP profile
for Persian. It is based on data collected as part of a across – sectional
and descriptive_analytic study of 97 monolingual Persian speaking children
between the ages of 1;6 &2;0 and 2;0 &2;6. The resulting profile chart
represents the full renge of grammatical structure produce in spontaneous
utterance by these children. stage 2&3 of LARSP with this collected data.
Kindergartens were selected randomly, and then 1.5-2.5 years old children
that had necessary critics , were included in the study. for each child,100
sentences were recorded. These sentences selected from subject’s spontaneous utterance. Number of sentence structure show more development
than the LARSP profile .In stage 2 of LARSP MLU is 2 word but in this
paper is 3 word and in stage 3 of LARSP MLU is 3 but in this paper is 4
word. About negative sentence and copula verb of LARSP on 4 stage but in
this paper seen on 3 stage (2;0 & 2;6). Another data is similar with LARSP
profile. Resulting of this paper provide a assessing language impairment in
Persian and can be used to compare the language of different children as
well as same child’s language at different stage of development
P029
MEASURES OF TIME TO SPEECH AND LANGUAGE THERAPY
FOR CHILDREN WITH AUTISM SPECTRUM DISORDER
ANA CARINA TAMANAHA (1) - JACY PERISSINOTO (1)
UNIFESP, UNIFESP, SÃO PAULO, BRAZIL (1)
Abstract: The purpose this study was to identify a time parameter of speech
and language therapy for children with Autistic Spectrum Disorders assisted
by the association of both direct and indirect actions, as only by indirect shares. The design of this study is the Clinical Trial. The sample was composed
of 11 autistic children, 4- 10 years old. These children were randomly divided into two groups: Six were receiving both direct and indirect intervention
(Therapy Group-TG), and five were receiving exclusively indirect intervention
(Orientation Group-OG). We used the following parts of ASIEP-2 (Krug et al,
1993): Autism Behavior Checklist (ABC), Interaction Assessment (IA) and
Sample of Vocal Behavior (SVB) on three occasions: at the beginning, six
months later and 12 months later. We observed there was greater evolution of
Therapy Group –TG in the Autism Behavior Checklist, Interaction Assessment
and Sample of Vocal Behavior, specially between 0 and 1 time. The six month
period is strong evidence for indirect action and for the association between
indirect and direct actions. This measure of time can be a parameter for
speech and language therapy for children with autism spectrum disorders.
Learner Outcomes: know to identify a time parameter of speech and language therapy for children with Autistic Spectrum Disorders assisted by
the association of both direct and indirect actions, as only by indirect shares; know about speech and language therapy for children with Autistic
Spectrum Disorders
P030
METAPHONOLOGICAL GROUP TRAINING: ENHANCEMENT
EXPERIENCES AS PREREQUISITES FOR READING AND
WRITING
ANDREA BROGI (1) - VALENTINA CAMPANELLA (2)
ALESSANDRO MALANDRINI (1)
SIENA UNIVERSITY, SANTA MARIA ALLE SCOTTE HOSPITAL,
SIENA UNIVERSITY, SIENA, ITALY (1) - CENTRO DEDALO,
SIENA, ITALY (2)
Abstract: It has been shown that almost the 30% of patients with Specific
Language Disorder develop a Specific Learning Disability. Recent studies
point out that metaphonology can be an useful instrument in the management of Specific Language Disorder patients and therefore in the Specific
Learning Disability prevention. A new conception of metaphonological training has been built, in order to enhance the global metaphonology skills at
the basis of a correct learning development. This training is composed of 80
games created and built particularly for this purpose. A group of 10 patients
with Specific Language Disorder has been enrolled in this study; One was
attending the second year of the primary school and the others were attending the last year of the preschool. Two of the children were been lost at the
follow up. Patients have been preliminary evaluated with a CMF test; then,
the same test has been re-proposed after four months to verify the training
efficacy. The CMF test administered after the metaphonological enhancement, pointed out that: six children out of 8 improved their skills. Moreover,
the most of them reached the highest score. Only 2 patients didn’t show a
positive evolution or an incisive improvement. The results obtained showed
that a specific metaphonological enhancement conducted during the last
year of the preschool, bring to an improvement of the metaphonological tasks and to a consequent decrease of the probabilities of a Specific Learning
Disability development. For what concerns the failure of this training for the
2 sisters attending the first year of primary school we think it may be related
to a suspected syndrome case that is still under investigation. Although this
preliminary study underlines the preventive importance that this particular
training could have, it can not demonstrate with absolute certainty that it
would assure a total Specific Language Disability prevention and needs further investigation with also an improvement of the series of cases.
Learner Outcomes: Know that almost the 30% of patients with Specific
69
Language Disorder develop a Specific Learning Disability; Understand that
solid metaphonological skills are fundamental for a normal learning development; Learn that this metaphonological training seems an effective instrument to improve global metaphonological skills.
P031
PERFORMANCE IQ（PIQ）SUBTESTS, AND READING
KAHORU HASHIMOTO (1) - MASAKO NOTOYA (1) - HIROMI
HARADA (2) - MAKOTO ITO (1) - TOMOKAZU YOSHIZAKI (1)
KANAZAWA, UNIVERSITY, KANAZAWA, JAPAN (1) - SEIREI,
UNIVERSITY, HAMAMATSU, JAPAN (2)
Abstract: Introduction: Retardation of oral language ability of hearing-impaired pupils by several years is reported authors in the all of the world.
Our previous studies have reported that many hearing-impaired children
undergoing the Kanazawa Method training, a multisensory-based language
training method implemented in our clinic, have acquired the almost same
level of language skills as hearing children. Purpose: We analyzed the results of subtest items using the Wechsler Intelligence Scale and Reading
Comprehension Test in hearing-impaired children who had received training
by Kanazawa method during the preschool period in our clinic. Method:
Thirty-three congenitally hearing-impaired children/adults participated in
this study. All of the subjects aged 9 > years and can speak Japanese oral
language. Their scores of WISC/WAIS-Ⅲ,WAIS-R and Kyoken Style Reading
Comprehension Test analyzed ; 1)Relationship between verbal IQ (VIQ) scores and Performance IQ（PIQ）was investigated. 2) Correlation of VIQ and PIQ
subtests scores of WISC/WAIS-Ⅲ was investigated. 3) Moreover, we compared WISC/WAIS-Ⅲ,WAIS-R with Kyoken Style Reading Comprehension Test.
Results: 1) The VIQ score in 33 subjects varied from 54 to 135 with the
mean being 94.2 (SD = 19.3). The PIQ score varied from 89 to 134, with
the mean being 110.8 (SD = 12.5). 2) There was no correlation between the
PIQ and VIQ scores received by the subjects. There was no significant difference between the normal range VIQ group and the group with VIQ < 80 in
their mean PIQ score, but there was significant difference in subtests Picture
Comprehension of PIQ. 3) There was significant correlation between the VIQ
scores and the total scores of Kyoken style Reading Comprehension Test.
Conclusion: The Kanazawa method was designed to encourage hearingimpaired children to acquire words and sentences using sign language and
written language with auditory/oral training. This method promotes ability to
learn language structures in infantile periods.By this method, many severe
hearing-impaired children can acquire oral language sufficiently
P032
THE PECULIARITIES OF PERCEPTION AND UNDERSTANDING
OF LITERARY WORKS BY CHILDREN WITH SPEECH
VIOLATIONS
ZAHAROVA TATYANA VASILYEVNA ZAHAROVA (1) - MOISEEVA
ALYONA ANDREEVNA MOISEEVA (1)
INSTITUTE OF PEDAGOGY AND PSYCHOLOGY / THE
DEPARTMENT OF SPEECH PATHOLOGY EDUCATION,
CHEREPOVETS STATE UNIVERSITY, CHEREPOVETS, RUSSIAN
FEDERATION (1)
Abstract: Authors carried out an experimental study of processes of perception and understanding of literary works by preschool aged children
with speech violations. The concepts of assimilation of social experience
by children of preschool age (L.A. Venger, V.S. Mukhina, V.A. Petrovsky,
A.M. Vinogradova, L.M. Klarina, E.S. Evdokimova, N.L. Kryazheva A.V.
Zaporozhets); theories of perception and understanding of works of fiction
by children of preschool age (A.V. Zaporozhets, L.P. Strelkova, V.G. Belinsky,
I.V. Dubrovina, V. Oklender, M.M. Alekseeva, V.I.Yashina, M.B. Yeliseyeva,
N.L.Kryazheva, L.S. Voyushina, M.V. Matiukhina, T.S. Mikhalchik, N.F.
Prokina, L.N. Rozhina, L.F. Ostrovskaya, S.V. Peterina, L.M. Gurovich);
the concepts of personal and speech development of children with the
general underdevelopment of speech (D.R. Minyazheva, I.V. Kovyazina,
O.K. Agavelyan, O.A. Lekhanova, E.A. Kizimova, E.N. Vasilyeva, G.N.
Efremova, E.E. Dmitrieva, V.A. Kovshikov, L.M. Shipitsina, L.S. Volkova,
I.Yu. Kondratenko) are put in a basis of this work. For our research a diagnostic technique “Studying of influence of fiction on emotional experience
of preschool children” by A.D. Kosheleva which consists of special diagnostic tasks was used. 60 children at the age of 6-7 with speech violations
(clinically diagnosed alaliya, dizartriya) participated in research at different
stages. The analysis of the received data allowed to mark out the peculiarities of perception and understanding of literary works by children with
speech violations. In research the variable attitude of parents to the usage
of fiction in education of children is also revealed. These data confirm the
idea about the necessity of special work on formation of understanding of
literary works as one of effective means of development of social emotions
and social intellect.
Learner Outcomes: Authors carried out an experimental study of processes of perception and understanding of literary works by preschool aged
children with speech violations. 60 children at the age of 6-7 with speech
70
violations (clinically diagnosed alaliya, dizartriya) participated in research
at different stages. For our research a diagnostic technique “Studying of
influence of fiction on emotional experience of preschool children” by A.D.
Kosheleva which consists of special diagnostic tasks was used. The analysis
of the received data allowed to mark out the peculiarities of perception and
understanding of literary works by children with speech violations. In research the variable attitude of parents to the usage of fiction in education of
children is also revealed. These data confirm the idea about the necessity
of special work on formation of understanding of works of fiction as one of
effective means of development of social emotions and social intellect.
P033
SPEECH BULB IN CHILDREN WITH CLEFT PALATE
MARIA INÊS PEGORARO-KROOK (1) - RAQUEL RODRIGUES (2) HOMERO AFERRI (3) - MELINA WHITAKER (3) - JOSIANE ALVES
NEVES (3) - JENIFFER DE CASSIA RILLO DUTKA (2) - OLLIVIA
MESQUITA VIEIRA DE SOUZA (2)
DEPARTMENT OF SPEECH, LANGUAGE AND AUDIOLOGY,
BAURU COLLEGE OF DENTISTRY; HOSPITAL FOR
REHABILITATION OF CRANIOFACIAL ANOMALIES, BAURU
SCHOOL OF DENTISTRY; HOSPITAL FOR REHABILITATION
OF CRANIOFACIAL ANOMALIES, UNIVERSITY OF SÃO
PAULO, BAURU, BRAZIL (1) - DEPARTMENT OF SPEECH,
LANGUAGE AND AUDIOLOGY, BAURU COLLEGE OF DENTISTRY,
UNIVERSITY OF SAO PAULO, BAURU, BRAZIL (2) - HOSPITAL
FOR REHABILITATION OF CRANIOFACIAL ANOMALIES,
UNIVERSITY OF SÃO PAULO, BAURU, BRAZIL (3)
Abstract: Background and Purpose: Individuals with cleft palate can present
with VPI after primary palatoplasty and thus require secondary physical management which may involve surgery or prosthesis. In some cases a speech
bulb (SB) can be used temporarily to optimize surgery by functioning as a
diagnostic or therapeutic tool for the manipulation of the VP mechanism.
The successful use of the SB depends on factors that still need to be investigated. The objective of this study was to document speech and prosthodontic outcome of prosthetic treatment of VPI. Methods: Thirty patients with
VPI after primary correction of unilateral cleft lip and palate with mean age of
9 years participated in this study. All patients were treated for at least 6 months with SB with the goal of improving pharyngeal walls displacement during
speech in order to optimize a future surgical repair of VPI. Speech outcome
was assessed by the Bzoch cul-de-sac test and by a group of 3 speech pathologist who rated paired productions of 5 oral phrases using a 2-point scale
for judgment of presence or absence of hypernasality with and without SB.
Duration and complications observed during the process of construction and
adaptation of the SB was identified with a systematic review of the prosthodontist’s records. Results: A score of 2.6 for the 10-point cul-de-sac test was
retrieved from the records of patients with the SB compared to 9.8 for those
without SB, and this difference in the index of presence of hypernasality
between both conditions was found to be statistically significant (p<0.001;
Wilcoxon). The 4-point scale was used with an intrajudge agreement of
100% with SB and 83% without SB, with an interjudge agreement of 89%
for the condition with SB and 93% for the condition without the SB. Listener
judgments’ of recorded speech revealed presence of hypernasality for 93%
(N=28) of the recording obtained without the SB and for 30% (N=9) of the
recording obtained without the SB, and this difference was found to be statistically significant(p<0.001; Wilcoxon). The mean duration of the process
for construction of the SB was 8 months with need for replacement of that for
56% patients due to breakage and retention difficulties during the process.
Since the device was constructed in parts (anterior, intermediary, and bulb)
and the patients were given time to adjust to each small change, the gag reflex was observed during fittings only for 23% of the patients. When present,
gagging was resolved within few days with a specific training conducted by
the SLP. After the adaptation of the SB all patients were sent to bulb reduction program aimed to obtaining maximum displacement of velopharyngeal
structures for later referral for surgical repair. Conclusion: While the process
for the construction of the SB was long, it was guided to minimize discomfort
and improve tolerance and use of the device. The use of the SB significantly
eliminated hypernasality for 70% of the patients.
Learner Outcomes: This presentation will report speech outcome with and
without SB in children with VPI after primary repair of cleft palate, and will
describe the stages, the time and the complications involved in the construction of a SB fostering a discussion regarding the use of the prosthetic
management of VPI as a resource to improve outcome of future surgical
correction.
P034
PROMOTING THEORY OF MIND IN BULLIES AND VICTIMS
Janelle Lamontagne (1), Carol Westby (1)
(1) Bilingual Multicultural Services Usa ,
ALBUQUERQUE, NM, UNITED STATES
Abstract: Bullying among students is a huge issue in schools. It is a particular problem for children and adolescents with language impairment, autism, and attention-deficit hyperactivity disorder (Chen & Schwartz, 2012;
Redman, 2011). Instances of bullying have been increasing in recent years
in schools. And bullying appears to be happening at earlier ages and with
greater frequency (Monks, Smith, & Swettenham, 2005; Vlachou, Andreou,
Botsoglou, & Didaskalou, 2011). The seeds of bullying and victimization
occur in the preschool and early elementary years. Several recent studies
have proposed that deficits in theory of mind (ToM) before elementary
school might be involved (Gasser & Keller, 2009; Jansen, Veenstra, Ormel,
Verhulst, & Reijneveld, 2011; Shakoor, S. et al, 2012; Vlachou, Andreou,
Botsoglou, & Didaskalou, 2011). Poor ToM at age 5 predicts becoming a
victim or bully-victim in early adolescence. ToM deficits vary in bullies,
victims, and bully victims . (Bully-victims are involved in aggressive exchanges as both initiators and targets. Bullies are only aggressors; they are
not victimized). Studies typically show that children who are victims and
bully-victims have social skill/ToM deficits. Although some bullies exhibit
ToM deficits, most show intact or superior ToM skills (Gini, 2006; Monks,
Smith, & Swettenham, 2005). These competencies may allow them to anticipate others’ thought and actions and therefore to efficaciously manipulate
the group processes underlying the dynamics of bullying. Both bullies and
bully-victims exhibit deficits in moral motivation. Even though they know
what is morally right or wrong, they did not feel obligated to do the right
thing (Gasser & Keller, 2009). Although many children who are victims have
deficits in ToM, some victims have adequate ToM. Their victimization is related to withdrawn behaviors and shy or fearful temperaments that inhibit
their responses to bullies. Their social skills needs are somewhat different
from victims and bully-victims who do not have ToM deficits. Research points
to the need for early intervention and the need for intervention programs to
consider the specific needs of bullies, bully-victim, and victims. Identifying
and supporting children with poor ToM early in life could help reduce their
vulnerability for involvement in bullying and thus limit its adverse effects
on mental health. This poster summarizes the research on the relationships
between ToM and language competence in children who are bullies, victims,
and bully-victims and reports on a program to promote social-emotional skills in kindergarten through third grade children who exhibit bully-like and
victim-like behaviors. Lesson activities address students who need help with
behaviors such as being inclusive or exclusive, teasing, bossiness, hurtful
behavior, impulsive behavior, tolerance, understanding and expressing feelings, etc. Each lesson employs strategies for developing self awareness and
self regulation-mood management. The nature specific objectives of ToM
interventions vary for bullies, victims, and bully-victims.
Learner Outcomes: Participants will be able to describe the social skills and
theory of mind knowledge of bullies, bully-victims, and victims; participants
will be able to explain the components of a social-emotional program to address social awareness and self-regulation; participates will be able to select
stories to develop specific aspects of theory of mind, social understanding,
and self-regulation.
P035
IMPACT OF TIMING OF PRIMARY PALATAL SURGERY AND
CLEFT TYPE ON SPEECH OUTCOME
PARISA REZAEI (1) - SABA SADEGHI (1) - MASOUME SAMANI (1)
DEPARTMENT OF SPEECH THERAPY, SCHOOL OF
REHABILITATION, ISFAHAN UNIVERSITY OF MEDICAL
SCIENCES, ISFAHAN, IRAN (1)
Abstract: There are various types of clefts of the primary and secondary
palate and various degrees of severity. Despite the relatively long history
of palatal surgery, little consensus has been reached regarding the best
surgical techniques, and even less regarding optimal timing. There are still
no standard protocols to address the issues of ideal timing for cleft palate
repair to attain optimal speech and to avoid abnormal maxillofacial growth
after repair. Palatal repairs are often descried as early or late closure with
unclear definition of early and late. This study was conducted to examine
the frequency of preschoolers with cleft palate who demonstrate hypernasality. The impact of the time of primary palatal surgery and cleft type on moderate to severe hypernasality was also examined. Methods: A group of 46
Iranian preschoolers aged 3-6 years with repaird cleft palate was assessed
using Universal Parameters for Reporting Speech Outcomes in Individuals
With Cleft Palate – Farsi Edition. Cleft types were bilateral cleft lip and
palate (BCLP; n=5, 10/9%), unilateral cleft lip and palate (UCLP; n=20,
43/5%), cleft of the hard and soft palate (HSP; n=10, 21/7%), cleft of the
soft palate only (SPO; n=6, 13%) and submucous cleft palate (SMCP; n=5,
10/9%). Judgments of hypernasality were made by two certified speech and
language pathologist and were made using a 4-point rating scale. 33 Had a
primary palatal surgery prior to 12 months of age, 7 had surgery at 12-18
months of age, and 6 had surgery after 18 months.Results: 78/3 percent
of the children demonstrate moderate to severe hypernasality. There were
no significant differences between 5 groups for hypernasality based on cleft
type. The analysis, also, revealed no significant relationship between age of
primary palatal surgery and number of children with significant hypernasality. Conclusion: Because of the high amount of hypernasality in all children,
the need for research documenting the efficacy of surgeries employed with
these children, is essential. In this study the age range was wide, and there
was the small number of children in each cleft palate group. The Additional
research is needed to determine if there are variables that might have masked the influence of timing of primary surgery and cleft type
Learner Outcomes: know frequency of cleft palate children demonstrated
hypernasality; know no significant differences between 5 groups for hypernasality based on cleft type, know no significant relationship between age of
primary palatal surgery and number of children with significant hypernasality.; understand the need of additional researches to determine variables that
might have masked the influence of timing of primary surgery and cleft type.
P036
CHECKLIST FOR EVALUATE PRAGMATIC SKILLS IN CHILDREN
CAMILA MAYUMI ABE, BIANCA RODRIGUES LOPES
GONÇALVES, CAMILLA GUARNIERI, SIMONE APARECIDA
LOPES-HERRERA
Abstract: Part of pragmatic studies focuses on the use of communication
skills, which refer to the individual’s ability to participate in a dyad, aiming
communicative exchange. The communication skills allow the use of language for different purposes and functions, contextual cues to determine what
is said and the interaction between people to start, maintain or end conversations. In Brazil, there is still no checklist for evaluate pragmatic skills
validated or standardized to Portuguese, obeying the statistical and scientific
rigor required, and the materials that are available demand an extensive
analysis time. With this focus, the work presented here was aimed at drawing
up a checklist for characterize the child pragmatic profile, in order to provide
a reduction in analysis time for researchers and clinicians. We designed a
protocol based on a preexisting checklist in this area. To be able to verify
whether there were statistically significant differences were made recordings
of the dyad of 40 children of both genders with his parents, aged 4-7 years,
20 with typical language development, to compose the control group and 20
with language delay, to compose an experimental group, in order to examine
the possible use of such a checklist in different populations, ensuring permeability. A speech-language pathologist has been trained as independent
observer by the researcher to conduct the evaluation of the videos for subsequent statistical analysis and calculation of reliability. At the end of the
work, you can get a checklist easy to apply, with reduced application time
and that can be permeable to detect changes in the use of communicative
skills in children with language disorders. This checklist consists of four
categories related to the dialogical skills, adjustment, narrative-discursive
and non-interactive (imaginative language functions), in which the observer
can note three possible options analysis (present / absent / not observable in
the sample). If present, there are the options of marking the appropriateness
or inappropriateness of use. For its easy applicability this instrument will
allow that the analysis of verbal communicative skills will be performed more
frequently by clinical audiologists or research area. A future validation and
standardization may be proposed from this checklist developed here.
Learner Outcomes: Learn a new instrument to assess verbal communication
skills, which can be analyzed faster and more practical when compared with
assessment tools currently available in Portuguese; Know how it was done the
creation of the checklist, which can serve as a model for developing other assessment tools for different areas of child language; Understand how the checklist,
unlike some instruments, which account for the amount of skills used by children, is concerned with the quality of use of these skills, making sure that the
child is able to use the skill properly or not during the interaction and if the skill
was considered amenable to observation in the sample considered.
P037
S.A.M. METHOD (SENSE AND MIND): THE BODY LEARNING
ANNALISA ZUIN (1) - MANUELA CAPETTINI (2) - ADRIANA
BORTOLOTTI (3) - ANNALISA RISOLI (2)
DON CARLO GNOCCHI FOUNDATION, CENTRO SANTA MARIA
AL CASTELLO, PESSANO CON BORNAGO (MI), ITALY (1) - DON
CARLO GNOCCHI FOUNDATION, VILLA RONZONI DI SEREGNO,
SEREGNO, ITALY (2) - CATTOLICA SACRO CUORE, UNIVERSITA’,
MILANO, ITALY (3)
Abstract: We present the basic theoric model of S.a.M (Sense and Mind) method and its rehabilitation structure. This method was designed by a group of
rehabilitators with a multi-year experience, who has reconciled the last years
studies from neuroscience’s field with the clinic daily life. Considering the
body as the first motor of knowledge and the space as the medium of every
activity, this approach facilitate the multi-modal integration of the sensorial
channels due to allow the passage from the concrete experience of the movement to the different levels of abstraction. The generalization is favored by
the structuring of mental manipulated images, in addition to specific instruments to set in on the lacking areas. A lot of attention is given to the temporal aspects, in particular to rhythm and synchrony, basic elements for the
learnings and the re-learnings. The method finds its application also in the
rehabilitation of different diseases of the evolutive ages, as dyspraxia, dysgraphia, dyscalculia, the development difficulties of the executive functions.
Learner Outcomes: introduce a new rehabilitative approach, based on the
theory of Embodied Cognition and the theory of mirror neurons, which
has, as foudamental element, the concepì of the body as the first motro of
knowledge; share experienceand new projects in the field of speech therapy
71
leading to open own mind to a broader concepì of rehabilitation and to understand how to approach sometimes too much specific, to not only darken
the real aim of the treatment, but also the causes of the difficulty; make
known the concepì that the space and the time are two basic elements for
the life of each one and only settino proper attentino on them can be learned
or re-learned through the body to take conscience and knowledge of own
skills; present an approach to the treatment of dysgraphia that imagines all
other components that approach in writing from the postural aspect to use
of mental images.
P038
RUSSIAN MODERN TRENDS AND ALGORITHMS PSYCOPEDAGOGICAL SUPPORT PRESCHOOL CHILDREN WITH
SPECIFIC LANGUAGE DISORDER
TATIANA TUMANOVA (1) - TATIANA FILICHEVA (1)
MOSCOW CITY PEDAGOGICAL UNIVERCITY, MOSCOW CITY
PEDAGOGICAL UNIVERCITY, MOSCOW, RUSSIAN FEDERATION (1)
Abstract: In modern Russia, revealed an increase in the number of preschool
children of primary school age who have speech disorders. Speech therapy
to help them based on a number of principles, selected L. Vygotsky R.Levina
and later - by modern scholars. Currently, the program has been successfully implemented to overcome the underdevelopment of speech in preschool
children by Prof. Tatiana Filicheva, Galina Chirkina and their disciples. The
program consists of a series of modules focusing on children of different ages
and from different states of speech. Their structure is the following sections:
- Stages and patterns of development of the child’s speech in ontogeny,
as well as conditions that are important for the normal development of
children’s speech;
- Etiology general underdevelopment of speech, the clinical part of this
category of children;
- Principles, methods and differential (depending on the age and status
of the speech) content of speech therapy examination of children with
general speech underdevelopment;
- Psycho-educational characteristics of children with a first, second, third
and fourth levels of speech development, currently on a scientific level;
- Differentiated speech therapy programs work with children of different age
groups I, II, III, IV levels of speech development, provided information
on the corrective training operation, maintenance speech therapy classes,
speech therapy sessions on topics of periods of study and teaching materials complemented by extensive, with each year of study completed totals
requirements for speech and language skills of children, summarizing information about their potential generated in the corrective action etc.
Learner Outcomes: know, that in modern Russia for decades successfully implementing and developing programs (authors Prof.r Tatiana Filicheva and
Galina Chirkina ) to address the underdevelopment of speech in preschool
children; know, that the program consists of several modules; know, that each
module aimed at children of different ages, with different states of speech.
P039
WORKING MEMORY AND PHONOLOGICAL AWARENESS IN
STUDENTS FROM CYCLE I OF ELEMENTARY SCHOOL
MARIA SILVIA CÁRNIO (1) - BEATRIZ CAMPOS MAGALHÃES DE
SÁ DE SÁ (1) - APARECIDO JOSÉ COUTO SOARES SOARES (1)
DEPARTMENT OF PHYSIOTHERAPY, SPEECH AND LANGUAGE
PATHOLOGY AND OCCUPATIONAL THERAPY OF MEDICAL
SCHOOL (FMUSP), UNIVERSITY OF SÃO PAULO, SÃO PAULO,
BRAZIL (1)
Abstract: Several studies pointed out the relationship between Phonological
Awareness (PA) and Working Memory (WM) and claimed that those skills
have an important role in reading and writing acquisition. Nevertheless,
studies which investigate the relationship between the skills previously
mentioned are mainly concerned about initial grades of elementary schools.
This way this study aimed to investigate the performance in PA and WM of
children in the final of cycle I of the elementary school as well as the relationship (1st and 5th grade). The subjects were 80 students, both genders
from a public elementary school where most children are from a slum in São
Paulo. WM was assessed using Pseudoword Repetion Test (PRT). PA was assessed in syllabic and phonemic levels involving rhyme, synthesis, split and
manipulating activities. The maximum score was 40 to syllabic level and 30
to phonemic. Data were analyzed using Wilcoxon, Mann-Whitney tests and
Spearman correlation coefficient with significance level of 5%. The mean
score were similar to 1st and 5th students regarding WM (37,6 and 38,2
respectively). Regarding PA, 5th grade showed greater both to syllabic and
phonemics activities. Students from 1st grade showed better performance
in syllabic activities (mean of 23,7) than phonemic (mean 9,2). Moreover, it
was found significant difference between the performance of students from
1st and 5st grade in WM and PA, which greater mean to WM. Comparing the
performance of 1st and 5th students concerning WM, no significance difference was found both to similarity and total score. Regarding PA, significant
difference was found between total score, syllabic and phonemic activities.
There was found no correlation of performance in none of tests used to both
72
1st and 5th grade. There was found no significant difference in WM between 1st and 5th students. Thus, this study is not in line with other studies
that claimed WM increases as the schooling advancement. Several researchers have found correlation between WM and oral language highlighting
that WM increases with age and schooling due to rise of feedback speed.
This hypothesis was confirmed in this study since all subjects performed
oral language assessment, suggesting WM increase can be related to oral
language mastering. Some studies depict syllabic awareness is mastered
before phonemic skills and schooling provides improvement in phonemic
awareness. This was found in this study concerning syllabic activities, on
the other hand it was not noticed a strong improvement in phonemic awareness. The lack of correlation between PA and WM leads to new discussions
concerning those skills. Further, it can promote best reflections in order to
identify which one has more influence on the other. Data in this study allows
affirm that WM is essential to PA development, however the inverse relation
was not verified. Students from 5th grade showed greater performance in
PA than 1st grade students. However, it was found similar results to WM,
which suggests no increasing of that skill with the schooling advancement.
Learner Outcomes: Know that the performance in WM seems to be more related to oral language development than to schooling advancement; understand
why to Brazilian students, schooling advancement allows stronger increasing
in syllabic activities than phonemic. 3. Know that the correlation between PA
and WM might not be mutual as previously claimed, but otherwise, univocal.
4. Understand why similarity of psedowords does not interfere in WM.
P040
EFFECTIVENESS OF READING RATE ASSESSMENT MEASURED
IN SYLLABLES PER MINUTE
APARECIDO JOSÉ COUTO SOARES SOARES (1)
HAYDÉE FIZSBEIN WERTZNER WERTZNER (1)
MARIA SILVIA CÁRNIO CÁRNIO (1)
BRAZIL (1)
Abstract: Applying a measure which disregards the texts features and its
complexity, might favor the comparison of Reading Rate (RR) in children
who are in different levels of schooling. In studies in which speech rate is
assessed it is often used the syllables per minute (SPM) measure because
it isolates the extension and number of words effect. Thus, this study aimed
to compare the performance of children from the 3rd and 4th grade of elementary school using both WPM and SPM. Each child read a text according
to the grade that she/he was. The two texts used differed between each other
concerning total number of word and its extension, number of syllables and
syllabic structure. Thus, in the text used to children from 4th grade there
were more words as well as disyllables and trisylables words, with greater
syllabic structure. All data were submitted to statistical analysis. To compare
RR distribution it was applied Mann-Whitney test with level significance of
0,05. Data showed WPM mean of 60,1 to the 3rd grade and 60,2 to the 4th.
There was no significant difference in WPM distribution between the groups
(p=0,930), therefore, this measure did not differ the groups. Concerning
SPM, the mean was 115,2 to the 3rd grade and 147,2 to the 4th grade.
Statistical analysis showed a tendency of greater mean to the 4th grade
(p=0,036). There are evidences that SPM measure was more effective to
show difference of RR in children who are in different levels of schooling.
Furthermore, SPM revealed a better profile of RR and it can be used to compare reading skills using different texts. On the other hand, WPM measure
seems to be more suitable when children have to read the same text. As the
schooling levels advances, it is noticed an increase in the number, extension
and complexity of the words in the texts used. This has an important role in
WPM measure since it takes more time to pronounce a polysyllable word than
a monosyllable. It can lead to misunderstandings if only WPM measure be
used. It is important to point out that even considering that the proficient reader uses mostly the lexical route, that is, recognizes the word as a whole and
not per syllables, the RR is calculated as the articulation of words in a certain
time period. That means there is not advisable to disregard the extension of
the words when calculating RR. Thus, this study strongly contributes concerning the different ways of measure the RR, pointing out a measure which
isolates the word extension effect and also the syllable complexity. That leads
to best distinguish reading skills of children. since SPM can be used in different situations either assessment or research. The SPM measure was more
effective to show the difference between children of 3rd and 4th grade once
it isolates linguistic-textual aspects, on the contrary of WPM measure.
Learner Outcomes: Know that SPM measure best distinguishes RR of children
who are in different levels of schooling; understand why the use of WPM measure can jeopardize the reading skills profile when different texts are used;
know why SPM measure is more precise to characterize RR and can be used in
different sets of assessments (either with a unique text or using different texts).
P041
PHONOLOGICAL AWARENESS DISORDERS OF LANGUAGE IN
PACIENTS WITH MALFORMATION: WAS THERE COMORBIDITY?
ZELITA GUEDES (1) - ANA PAULA BAUTZER (1)
ESCOLA PAULISTA DE MEDICINA - DEPARTAMENTO DE
FONOAUDIOLOGIA, UNIVERSIDADE FEDERAL DE SÃO PAULO,
SÃO PAULO, BRASIL (1)
Abstract: This research tries to verify the existence of phonological awareness deficits in individuals born with cleft lip and/or palate associated
with genetic syndromes or not by comparing them to a group of individuals
without malformation but with disorder of reading and writing and phonological awareness deficit. There were compared 25 children divided into
three groups: children with cleft lip and palate associated with the genetic
syndrome (GI), children with isolated cleft lip and palate (GII) that were
compared to children with diagnose of reading and writing disorder and
phonological awareness deficit (GIII). Data collection was carried out in
a speech therapy clinic that two tests were applied for evaluating speech
and language: ABFW – Child Language testing in the area of phonology and
Confias – Phonological Awareness: Sequence Evaluation Instrument, within
the clinical routine both in use at Brazil. The group with cleft lip and palate
associated with genetics syndrome (GI) presents the greatest manifestations
of phonological awareness deficits compared to the other groups. This group
presents greater difficulties in performing tasks with: the initial syllable;
the initial sound; synthesis; and also features more changes rather than
omissions in phonemes, besides dispenses longest time in the automation
process. The children of the three groups showed signs of phonological awareness deficits. The founded differences between GI and GII although not
significant may suggest that the comorbidity of conditions makes difficulty
to the acquisition and development of speech and language. Such observations recommend the compulsory use of phonological intervention to the
group with cleft lip and palate associated to genetic syndromes.
Learner Outcomes: The participants will see that phonological evaluation
and intervention are important to the children with isolated cleft palate or
with genetic syndromes.
P042
EFFICACY AND OVERALL LEVEL OF AGREEMENT AMONG
AUDITORY-PERCPTUAL AND INSTRUMENTAL ASSESSMENT
OF SPEECH IN CLEFT LIP AND PALATE
MARIA INES PEGORARO-KROOK (1) - MAIRA PERICO (1)
JENIFFER DUTKA (1) - EDNA PADILHA (1) - OLIVIA MESQUISTA
VIEIRA DE SOUZA (1) - FABIANE RODRIGUES (1) - GABRIELA
ZUIM (2) - ANA FLAVIA RODRIGUES (2) - GABRIELA LIMA (1)
DEPARTMENT OF SPEECH/LANGUAGE PATHOLOGY AND
AUDIOLOGY, BAURU COLLEGE OF DENTISTRY AND HOSPITAL
FOR REHABILITATION OF CRANIOFACIAL DISORDERS,
UNIVERSITY OF SAO PAULO, BAURU, BRAZIL (1) - HOSPITAL
FOR REHABILITATION OF CRANIOFACIAL DISORDERS,
UNIVERSITY OF SAO PAULO, BAURU, BRAZIL (2)
Abstract: Background and Purpose: To establish sensitivity of the exams
commonly used to confirm speech outcome after primary palatoplasty
and to establish the overall level of agreement among the measures
used to document speech.Methods: The results of auditory-perceptual
and instrumental assessment of speech were studied for a group of 19
individuals with operated unilateral cleft lip and palate. For auditory
perceptual assessment the outcome of a 4-point scale and a cul-de-sac
test were studied while for instrumental assessment the interpretation of
videofluoroscopic and nasoendoscopic evaluation of velopharyngeal function was considered. Sensitivity among the four modalities of evaluation
of speech outcome was calculated. A measure of agreement between all
exams was established with kappa statistics. Results: Sensitivity measures varied between 76% and 100% when all modalities of assessment
were considered. Video fluoroscopic assessment confirmed 100% of the
4-point scale and the naso endocopic assessment findings but failed to
confirm the cul-de-sac test findings in 15% of the cases. Naso endocopic assessment failed to confirm the findings of the cul-de-sac test in
21% of the cases, the video fluoroscopic’s findings in 14% of the cases
and the findings of the 4-point scale in 7% of the cases. The cul-de-sac
test confirmed 100% the findings of the 4-point scale but failed to confirm the video fluoroscopic’s findings in 24% and the naso endoscopic
findings in 8% of the cases. The 4-point scale failed to confirm the findings of the cul-de-sac test and the video fluoroscopic’s findings in 24%
of the cases and in 19% of the cases of naso endoscopic assessment.
With regard to the overall level of agreement among the measures used
to document speech the findings showed an agreement of 79% between
Cul-de-Sac Test and video fluoroscopy, of 84% between Cul-de-Sac Test
and 4-point scale, and 84% between 4-point scale and video fluoroscopy. Conclusion: Sensitivity of the different modalities used clinically
to document speech outcome after management of cleft lip and palate
was found within acceptable level with very good agreement between the
tests-exams.
Learner Outcomes: To present sensitivity of test and exams commonly used
to assess speech outcomeand to establish the overall level of agreement
among the measures used to document speech, fostering a discussion regarding agreement among different modalities of measures.
P043
LANGUAGE SKILLS AND WORKING MEMORY IN CHILDREN
WITH CLEFT PALATE
MARIA DE LOURDES MERIGHI TABAQUIM TABAQUIM (1) MÁRCIA REGINA FERRO FERRO (2) - DIONÍSIA APARECIDA
CUSIN LAMÔNICA LAMÔNICA (1)
UNIVERSITY OF SÃO PAULO, HOSPITAL FOR REHABILITATION
OF CRANIOFACIAL ANOMALIES/ SCHOOL OF DENTISTRY OF
BAURU, UNIVERSITY OF SÃO PAULO, BAURU, BRAZIL (1) UNIVERSITY OF SÃO PAULO, HOSPITAL FOR REHABILITATION
OF CRANIOFACIAL ANOMALIES / UNIVERSITY OF SÃO PAULO,
BAURU, BRAZIL (2)
Abstract: The condition requires individual efforts dynamic, cognitive and
behavioral, that change constantly to manage the demands internal and / or
external adaptation and psychosocial context. Although intellectual ability is
in the average for a large number of this population, especially without the
involvement syndromic, another significant percentage demonstrates low
academic performance, with levels less than expected for age and education, with losses in cognitive functions such as language, attention and memory, involved in academic activities in reading, writing and calculation. The
objective of this research was to identify the attentional resources, memory,
visual and written language in children with cleft palate. The study included
clinical quantitative, descriptive and inferential statistics, 20 children with
cleft lip and palate, aged 7 to 11 years old, both sexes, intellectual level
expected for their age, complaining of poor academic performance. As research instruments were used: Coloured Progressive Matrices Test, to assess
nonverbal intelligence visuo-spatial logic; Academic Performance Test-TDE,
in order to assess the ability of reading and writing; and the Divided Attention
Test - TEDIF -1, to measure the levels of selective attention, sustained and
alternating. Statistical analysis was performed using the method description.
The results showed the expected average percentiles for age with satisfactory
visuospatial resources to establish relationships analog and logical sequence
similarity. In academic tasks read and write single words, 56% were rated
below average, and the written evidence, the more altered. It was found that
62.5% of the sample had scores below the average in tests related to visual
attention and working memory, both in the number of correct as at runtime.
Although participants had complaints of poor academic performance, 44%
had scores in the standard expected for the age group and educational level
in reading and writing, and 37.5% in tests of visual attention and working
memory. It is inferred that this may be due to academic performance is related to several biological variables, psychosocial and educational. The study
identified that the resources of working memory involving selective attention,
sustained and alternating proved lagged by age and education, compromising
efficiency in writing tasks. We identified difficulties in writing words of low
and high frequency, indicating limitations in competence of this function and
damage on the school.
Learner Outcomes: Discuss cognitive functions and skills of reading and
writing in individuals with cleft palate repaired; Know about the risk factors
for changes in the learning of children with cleft lip and palate; Reflect on
the limitations and cognitive potentialities of children with cleft palate.
P044
NARRATIVE SKILLS AND BODY SCHEME DEVELOPMENT IN
PERUVIAN IMMIGRANTS CHILDREN IN CHILE: PRELIMINARY
OUTCOMES
MARIANGELA MAGGIOLO LANDAETA (1) - MARCELA VEGA
RIVERO (2) - MELITA CRISTALDI (2) - RAÚL FERNÁNDEZ
CARBONE (3)
SCHOOL OF SPEECH AND LANGUAGE PATHOLOGY MEDICINE
FACULTY UNIVERSITY OF CHILE, UNIVERSITY, SANTIAGO
OF CHILE, CILE (1) - SCHOOL OF SPEECH AND LANGUAGE
PATHOLOGY MEDICINE FACULTY UNIVERSITY OF CHILE,
UNIVERSITÀ, SANTIAGO OF CHILE, CILE (2) - SCHOOL
OF SPEECH AND LANGUAGE PATHOLOGY CENTER FOR
ADVANCED RESEARCH IN EDUCATION UNIVERSITY OF CHILE,
UNIVERSITÀ, SANTIAGO OF CHILE, CILE (3)
Abstract: Since the psychomotor development is carried out “from the act to
the thought”, the body experience evolution allows the subject construction
by itself. The relationship between subjects and objects promotes the genesis
of motor schemes, which are also mediated by adults. Moreover, the language
development is enabled by environmental experiences during the early stages
of childhood. Consequently these experiences contribute to the world mental
representation, which is in turn organized by linguistic competences, particularly by narrative skills. Multiculturalism is an important factor to consider
when studying the child development throughout different dimensions. The
identification and integration of these dimensions are crucial into regular and
73
special education settings. The present study aimed to characterize the body
schema development and initial narrative skills in a group of Latin American
immigrant children ranged between 4-5 years of age in Chile. Twenty-three
preschool children, Peruvian immigrants were assessed. All participants had
a low socioeconomic status and vulnerable social conditions. None of them
demonstrated sensory or neurological disorders. Informed consent was obtained from parents. Goodenough Human Figure Test was used to assess body
schema and image. Narrative skills were assessed using a discourse narrative
evaluation test. 26% (n=6) of children demonstrated deficits in early narrative skills (scripts), which implies a narrative development level below normal
range. Furthermore, 47.8% (n=11) of participants evidenced a delayed body
schema development. It is important to highlight that 4 from the 6 children
with narrative development deficits, also demonstrated a body schema below
normal range. These preliminary findings are the first stage of a descriptive study whose purpose is to corroborate that a large number of immigrant
children have not yet achieved the expected body scheme and narrative skills development. Since psychomotor development, narrative skills and school
success are highly related, the assessed subjects set constitute a risk group
for future schooling.
Learner Outcomes: Immigrants children are a group of interest for speech
and language therapist and psychomotricist because they are a risk group to
achieve an adequate child development; Narrative skills and psychomotor
development are underdeveloped areas in a important proportion in this
group; The early identification of narrative and psychomotor déficit in immigrant children could be reduce the negative impact on literacy.
P045
COMPARING EFFECTS BETWEEN ELECTRONIC AND PRINTED
TEXTBOOKS IN JAPANESE CHILDREN WITH READING
DIFFICULTIES
YUMIKO TANAKA WELTY (1)
OSAKA UNIVERSITY OF ARTS, UNIVERSITY, OSAKA, JAPAN (1)
Abstract: Electronic books (e-books) are becoming prevalent for teaching in
classrooms. Most e-books read aloud and can highlight words or sentences
as they are read. These functions are thought to assist the poor readers who
cannot effectively decode letters, therefore more for the compensation use.
Recently, research asks a different question: whether these functions of ebooks might promote such reading skills as decoding and comprehension
of children with reading difficulties (RD). This study was done to compare
which was more effective for decoding and comprehension in children with
RD, e-textbooks or regular printed textbooks. Ten students (9 boys and 1 girl)
between 3rd and 5th grades attended in two phases of an intensive readinglanguage intervention using the two media, printed textbooks and e-books.
The intervention program was planned to enhance both decoding and comprehension for reading as well as language learning, as Snowling and Hulme
(2012) suggested. The trained teaching assistants (TAs) implemented the
program daily on a one-by-one basis for 20 minutes. The students’ activities
included repetition, summarizing and explaining the content of what they
read, applying new vocabulary into new sentences, etc. All students started
Phase 1 intervention with regular paper textbooks followed by Phase 2 with etextbooks. Two expository chapters in language textbooks for each grade were
chosen for the comparison. Most of the students improved their test scores,
and the degree of improvement was bigger in younger students, as expected.
We did not find any consistent tendency to show that either printed or e- textbook produced more improvement. The average scores and the standard deviation of the post-tests were 82.0 and 11.0 for the regular textbook and 82.7
and 8.7 for the e-textbook, indicating no significant difference between the
two media. However, we saw a few different patterns in their improvement;
some students improved more with printed textbooks than with e-textbooks,
whereas other students did better with the e-textbook. We further looked at
such factors of the students as types of reading difficulties, language weakness, and social-behavioral problems in relations to the pattern of their
responses to the two media. We found that the effectiveness of the media
is affected by multiple factors. Therefore, the selection of books, printed or
electronic, for struggling readers should be made not only by assessment of
reading but also with the student’s characteristics in mind.
Learner Outcomes: understand what the electronic textbooks are; know the
characteristics of Japanese children with reading difficulties; understand
how to use the electronic textbooks for intervening children with reading
difficulties.
P046
ANALYSIS OF THE PRODUCTIVE PHONOLOGICAL KNOWLEDGE
OF A CHILD WITH DOWN SYNDROME
ÉVA S. TAR (1)
BÁRCZI GUSZTÁV FACULTY OF SPECIAL EDUCATION, ELTE,
BUDAPEST, HUNGARY (1)
Abstract: Studies on the linguistic abilities of children with Down syndrome
(DS) revealed poor articulatory and phonological skills. However, due to the
diverse combinations of factors hindering phonological development, a great
deal of variability exists in the speech of the DS population. The clinical implication of these findings is that it is important to perform a comprehensive
74
phonological assessment in order to determine the level of linguistic functioning. The present case study aims to show how a phonological assessment
procedure can reveal the special weaknesses within a given phonological
system.A 10-year-old boy with translocation Down syndrome accompanied
by hypotonia participated in the investigation. Data collection was based on a
word repetition task. The elicited data were analysed in terms of the phonetic
and phonemic inventory, the distribution of phonemes, the word and syllable
shapes used, and both the pattern and stability of errors. Results revealed that
the child has a very limited phoneme inventory with positional constraints,
but an almost unimpaired phonetic inventory. He uses words of a simple
structure including predominantly open syllables. In addition, there are a considerable number of interactional and structural simplifications resulting in
an initial voiceless stop/medial fricative <CVCV> pattern. Finally, the errors
can be characterized by an atypical pattern including chronological mismatch
and inconsistency. In summary, findings indicate a disordered phonological
development and raise the possibility that motor planning difficulties are also
present.
Learner Outcomes: understand the importance of phonological assessment
in the evaluation of speech of children with DS; know the key elements of a
comprehensive phonological profile.
P047
SOCIAL INTERACTION AND COMMUNICATION OF CHILDREN
WITH NEUROMOTOR DISABILITIES: PARENTS AND SLP’S
APPLICATION OF THE BRAZILIAN VERSION OF THE PEDI
DANIELE THEODORO OSTROSCHI (1) - REGINA YU SHON CHUN (1)
UNIVERSITY OF CAMPINAS (UNICAMP), UNIVERSITY OF
CAMPINAS, CAMPINAS, BRAZIL (1)
Abstract: Introduction: Several factors such as maternal malnutrition, extreme
prematurity, and various syndromes, could change child development. In this
case, timely intervention can promote the overall progress of these children at
risk, considering that this action involves the participation of family/caregivers
and a multidisciplinary team, including the Speech and Language Pathologist
(SLP). In Brazil, there are few standardized protocols for assessment of language. In the area of Occupational Therapy and Physical Therapy in our country, one instrument utilized for pediatric evaluation of disability is the PEDI
- Pediatric Evaluation of Disability Inventory. This instrument was validated
for investigation of communication and social interaction aspects of children
at risk. Objectives: To analyze the social interaction and communication of
children with neuromotor disorders from the perspective of family/caregivers
and the SLP and to characterize the children and families/caregivers profile.
Subjects and Methods: It was enrolled 35 family members/caregivers from 38
children aged 12 to 36 months, with neuromotor disabilities and development
risk factors who, attended the Early Stimulation Programme of a Brazilian
Institution – APAE - from a midsize city in the countryside of São Paulo, Brazil
and the SLP professional (therapist and researcher). Data collection was performed through three sources: (i) study of medical records (ii) information
gathered with family/caregivers and (iii) application of the PEDI - it was used
the first part of this instrument, focusing on social function skills, which included aspects of communication and social interaction. We performed descriptive statistics, inferential and factorial data compared to the reference values
of the PEDI. Results: Regarding the distribution of diagnosis, cerebral palsy
was more frequent. Most family members/caregivers were mothers (88%),
followed, grandparents (6%) and parents (3%). Age varied between 19 and
45 years, with high school education and occupation as reported home work
(67%). The responses of family members/caregivers showed greater agreement
on communication skills (68%) and social interaction (53%). The responses
of the PEDI showed developmental hold backs in communication skills and
social interaction of evaluated children in relation to the instrument values
in the perspective of both family/caregivers and the professional/researcher.
Conclusions: According to the family/caregivers and the SLP, the majority of
children in this study presented values below those of the PEDI reference,
showing skills delay in social interaction and communication. The results
demonstrate that PEDI is a useful and complementary instrument for SLP
clinical evaluation. It provides knowledge of functional skills related to social
function (communication and interaction), which can guide the professional
as well as the team design intervention strategies, obtain data from involved
family and professionals, from language and interaction´s view, autonomy and
quality of life of the children at risk development. This perspective highlights
the possibilities of PEDI in a multi or interdisciplinary approach in the view of
a comprehensive health care for the studied group population.
Learner Outcomes: learn about the importance of the family /caregivers perceptions in the early intervention of child with neuromotor disabilities in addition to the SLP view; understand PEDI - Pediatric Evaluation of Disability
Inventory as a useful and complementary tool to the SLP clinical evaluation.
P048
THE PECULIARITIES OF NONVERBAL CODING AND DECODING
OF NONVERBAL MEANS OF COMMUNICATION OF CHILDREN
WITH THE SPEECH UNDERDEVELOPMENT
LEKHANOVA OLGA LEO, DOVNA LEKHANOVA (1)
FEDERATION (1)
Abstract: The author carried out an experimental study of the processes of nonverbal coding and of decoding of nonverbal means of communication of children at the age of 5-6 years old with speech underdevelopment. I.N. Gorelov’s
concept about nonverbal means of communication as functional basis of speech and the concept of N.I. Zhinkin about code transitions in inner speech are
put in a basis of our work. Representation about children with speech underdevelopment and allocation of such children from groups of children of the
same age is performed due to the concept of R.E. Levina about the general
underdevelopment of speech and its levels. The diagnostic technique, which
consists of monitoring and specific diagnostic tasks, was used to conduct this
research. Observation allowed us to define the peculiarities of nonverbal signs
in the free communication and to evaluate the impact of nonverbal components
of communication of surrounding people on a child’s behavior. Diagnostic tasks were aimed at creating situations in which the child could demonstrate
understanding of non-verbal signs and their usage in different communicational situations. The choice of the meanings for nonverbal coding was made
according to the questionnaire materials for parents (adapted by professors of
A.I. Herzen’s Russian Sate Pedagogical University which is called “The test of
speech and communicative development of children of early age: words and
gestures”), taking into consideration the works of E.I. Isenina, S.N. Tseytlin
and the dictionary of the Russian gestures by A.A. Akishina. Groups of offered
word meanings were differentiated and characterized by maximum (emblem),
average (illustrators) and minimum (affektor) isolation of an external form of
a nonverbal sign from its meaning. 180 children at the age of 5-6 years old
participated in the study at various stages: 60 children with normal speech
development, and 120 children with speech deficiency (clinically diagnosed
alalia, dysarthria, dislaliya). Analysis of the obtained data allowed to allocate
typological groups of children which are characterized by the different features
of non-verbal encoding and decoding. The first type (43.3% of children with
speech underdevelopment) is characterized by obvious difficulties in nonverbal
encoding immaturity of communicative speech intention and emotional expression of speech in the situation when relative preservation of understanding of
non-verbal communication existed. The second type (31.7% of children with
speech underdevelopment) is characterized by difficulties in decoding of nonverbal means of communication, by confirmedness of preconditions of probabilistic forecasting in the situation when relative preservation of non-verbal
expression of emotions and values exists. The third type (25% of children with
speech underdevelopment) is characterized by violations of understanding and
usage of non-verbal means of communication, and by complex immature of
nonverbal prerequisites of speech. Difficulties of encoding and decoding of
non-verbal means of communication which are common for all children with
speech underdevelopment are also carried out in the study. These children
showed a narrowing of the repertoire of used non-verbal signs, simplifying the
semantics of non-verbal means of communication and a narrowing of a range of
situations for their usage. The data of the difficulties of the verbal and nonverbal code transitions of such children are obtained in the study. In the process of
study we managed to get the comparative data of the nonverbal means of communication between children with normal development of speech and children
with speech underdevelopment. Analysis of the results allowed us to determine
a typology of non-verbal coding errors. Types of errors of non-verbal encoding
are divided into the following groups: wrong reproduction and unmotivated replacement; themed replacement; antonymic replacement; verbal substitution
and echolalia. It was found that non-verbal coding errors had connections with
the type of speech underdevelopment (dysarthria, alalia, dyslalia). Each group
of errors has typical features and special distribution. It turned out that, in most
cases, nonverbal functional basis of speech is not formed at children with speech underdevelopment. These studies support the idea that national non-verbal
means of communication provide the cognitive and communicative basis for
the development of the mother tongue. Thus, experimental research allowed us
to define a typology of non-verbal encoding and decoding, as well as a thesaurus, and specific non-verbal means of communication of Russian children at
the age of 5-6 years old with preserved speech and speech underdevelopment.
Learner Outcomes: The author carried out an experimental study of the
processes of nonverbal coding and of decoding of nonverbal means of communication of children at the age of 5-6 years old with speech underdevelopment. 180 children at the age of 5-6 years old participated in the
study at various stages: 60 children with normal speech development, and
120 children with speech deficiency (clinically diagnosed alalia, dysarthria,
dislaliya). The diagnostic technique, which consists of monitoring and specific diagnostic tasks, was used to conduct this research. Analysis of the
obtained data allowed us to allocate typological groups of children which are
characterized by the different features of non-verbal encoding and decoding.
The first type is characterized by obvious difficulties in nonverbal encoding
immaturity of communicative speech intention and emotional expression
of speech in the situation when relative preservation of understanding of
non-verbal communication existed. The second type is characterized by
difficulties in decoding of non-verbal means of communication, by confirmedness of preconditions of probabilistic forecasting in the situation when
relative preservation of non-verbal expression of emotions and values exists.
The third type is characterized by violations of understanding and usage of
non-verbal means of communication, and by complex immature of nonverbal prerequisites of speech. Difficulties of encoding and decoding of nonverbal means of communication which are common for all children with
speech underdevelopment are also carried out in the study: a narrowing of
the repertoire of used non-verbal signs, simplifying the semantics of nonverbal means of communication and a narrowing of a range of situations for
their usage; the difficulties of the verbal and nonverbal code transitions of.
Analysis of the results allowed us to determine a typology of non-verbal coding errors: wrong reproduction and unmotivated replacement; themed replacement; antonymic replacement; verbal substitution and echolalia. Each
group of errors has typical features and special distribution. These studies
support the idea that national non-verbal means of communication provide
the cognitive and communicative basis for the development of the mother
tongue. The conclusion is that, in most cases, nonverbal functional basis of
speech is not formed at children with speech underdevelopment.
P049
EFFICACY OF THE VISO-MOTOR INTERVENTION FOR
CAPELLINI SIMONE, FUSCO NATÁLIA, GERMANO GISELI
DONADON (BRAZIL)
FACULDADE DE FILOSOFIA E CIÊNCIAS - FFC, UNIVERSIDADE
ESTADUAL PAULISTA - UNESP, MARÍLIA - SP, BRAZIL
Abstract: Students with dyslexia have propensity to express difficulties in
visual perceptual because they had visual dysfunction in brain areas responsible for visuospatial processing, which are implied in writing. To perform
the handwriting, the students need to use skills sensory-motor and cognitive
while to formulate an idea, plan the syntax and spelling of each phrase, making integration between motor aspects and spelling to produce the text and
evaluate the result. There are few studies that describe the use of intervention programs with visuomotor difficulties, then, this study aimed to verify
the effectiveness of the intervention program with the skills of perception
visual-motor skills in students with developmental dyslexia. Twenty students
participated from this study, from 3rd to 5th grade of elementary school
(Marília-SP, Brazil), aged between eight to eleven years old, being divided
into four groups: GI (10 students with developmental dyslexia) and GII (10
students good readers). In pre and post-testing, GI and GII were submitted
to the Visual Perceptual Skills Test (TVPS-3) and to Dysgraphia Scale. The
results were statistically analyzed, and showed for the Dysgraphia Scale
that 80% of students of GI and 30% of the students of GII were classified
as dysgraphic in pre-testing; in the post-testing 40% students of GI and
0% students of GII were classified as dysgraphic in post-testing. Regarding
TVPS-3, in pretesting situation 70% of students of GI had the performance
classified as below average for the total process; in post-testing situation,
60% of GI students had the performance classified within the average. For
the students of GII, in pre-testing 20% had the performance classified as
below average and in post-testing 90% were classified within the average.
These results indicated the effectiveness of the intervention program. In
conclusion, the intervention program was effective for students with dyslexia and to good readers, and may become an instrument for teachers and
for medical professionals, PDF created with pdfFactory trial version www.
pdffactory.com which may contribute to the teaching and learning of perception vision -motor as well as minimize the problems of students’ writing.
P050
CONTRIBUTIONS OF SPEECH-LANGUAGE PATHOLOGY
TO COMPREHENSIVE HEALTHCARE TO CHILDREN IN A
UNIVERSAL HEALTHCARE SYSTEM”
KATIA DE CASSIA BOTASSO (1) - MARIA TERESA PEREIRA
CAVALHEIRO (1)
PREFEITURA MUNICIPAL DE MOGI MIRIM/SP, UNIVERSITÀ,
MOGI MIRIM, BRASILE (1)
Abstract: Ensuring health as a social right in the Constitution of the
Federative Republic of Brazil, enacted in 1998, pointed the need for professionals from different categories to participate in achieving the principle
of integrality. The Constitution defines the Sistema Único de Sáude (Unified
Health System) - SUS, regulated by law 8.080/90 - which present the conditions for promoting, protecting and recovering health, organization and
operation of the services; and law 8.142/90 - which points the participation
of the community in managing the SUS. Given the complexity of health needs, it becomes evident that it is important for Speech-Language Pathology
to participate in organizing the services and actions that make up the SUS.
This work aims to: report the structure of a Speech-Language Pathology
service, which has sought to provide universal access to demands related
to human communication; (2) describe the work process of comprehensive healthcare to children, aiming to disseminate, prevent and rehabilitate
factors related to child language in both health and education; (3) show
production indexes related to child health. In the city of Mogi Mirim (state of
75
São Paulo/Brazil), Speech-Language Pathology services have existed since
the 80’s and today there are 12 professionals working on it. Since 2000,
part of the actions were decentralized to all UBSs of the city, which became
the gateway to all needs, at other levels of care, with no age or pathology
restrictions. The service is structured in the following levels/actions: (1)
Primary Care: screening, development monitoring (newborns and children
up to the age of 4), care to pregnant women, work in local schools, guidance
for parents and/or caregivers, assisted waitlist and song therapy project - geared to the elderly; (2) Specialized Care: speech therapy, audiological evaluation (Universal Newborn Hearing Screening, Brainstem Evoked Response
Audiometry, Audiometry and Immittance Testing), follow up on hearing aid
users, special education, Atendimento Domiciliar Terapêutico (Therapeutic
Homecare) - ADOT - and worker health. By means of the Legislature, the
“Universal Newborn Hearing Screening” law was drafted and enacted. Since
2009, some indexes regarding actions of the primary and specialized care
are on the City`s Health Agenda. Considerations: The path of the service previously geared to a small portion of the population and which, nowadays,
ensures universal access to Speech-Language Pathology - shows the need
of taking into consideration all SUS’ principles and guidelines in the organization of Speech-Language Pathology services. Integrating the actions of
primary, specialized and hospital care and the inter-section partnerships
favor the promotion of the integral health of the individual. Caring for children from the first years of life - which allows promotion of the health and
early detection of problems - significantly decreased the number of children
referred to specialized care, minimizing the negative aspects that communication disorders can cause to the health of the population.
Learner Outcomes: Show the structure of a Speech-Language Pathology service, which was organized to meet the guidelines of the Sistema Único de
Saúde (Unified Health System) - SUS - in Brazil. The SUS is responsible for
providing comprehensive healthcare to all Brazilians, including care related
to human communication; Promote reflection on the commitment of the
Speech-Language Pathologists to comprehensive healthcare to children, in
the aspects related to human communication; Share experiences that contribute to planning and intervening, in a multidisciplinary and multiprofessional way, to promote, prevent and rehabilitate the factors related to child
language, both in health and education; Discuss the importance of epidemiology, health information systems and the definition of administrative
processes - which produce indexes for managing, planning and evaluating
Speech-Language Pathology services.
P051
RAPID SERIAL NAMING, READING AND WRITING SKILLS IN
STUDENTS OF BRAZILIAN ELEMENTARY EDUCATION
BIANCA QUEIROGA (1) - MARIANA PEIXOTO (1)
UNIVERSIDADE FEDERAL DE PERNAMBUCO, UNIVERSIDADE
FEDERAL DE PERNAMBUCO, RECIFE, BRAZIL (1)
Abstract: Learning disabilities, especially those relating to the acquisition of
reading and writing, have been the focus of much research. Although simple,
literacy has been a serious problem in the reality of Brazilian basic education,
and its failure usually extends all curriculum subjects (like history, geography,
biology), and impairs learning and child development. As a result, Brazil has
one of the world’s worst indicators in basic education. Studies that are interested in investigating the causes of learning difficulties have highlighted the
importance of early identification of these difficulties, include to establish
the differential diagnosis of dyslexia and other conditions that affect learning
process. Appropriate and immediate intervention, with attention focused on
the literacy process, can prevent or minimize deficits in child’s development.
Performed for more than thirty years, rapid serial naming tests are easy to
apply and can be made even before the child starts their school phase. Tests
of rapid naming have been used as important collaborators in diagnosing
problems related to reading and writing. As the name implies, are tests that
assesses the ability to quickly appoint; figures, objects, numbers, letters.
The objective of this study was to correlate the performance of students of
Brazilian elementary school in rapid serial naming with their development in
reading and writing activities. The study was conducted in a private elementary school in the city of Recife, state of Pernambuco, Brazil. The population
was composed of 37 students, 13 boys and 24 girls, from 2nd to 5th grade.
The students were asked to perform a rapid serial naming test, oral reading,
reading comprehension and writing activities. All children’s guardians signed
the consent form for the research. The study was approved by the Ethics
in Research Involving Human Subjects of the Center for Health Sciences,
University Federal of Pernambuco with record n ° 350/11. The results showed
that the performance of the 37 students was heavily influenced by education
level. Participants demonstrated more easily in naming objects, but they are
more rapid in naming numbers and letters and needed more time to name
objects. Possibly the semantic load of objects, as well as the number of syllables and phonemes justifies these results. A strong correlation was found
between performance in activities of serial naming and activities that involve
reading and writing, corroborating the literature. These findings confirm similar studies already done and alert to the great value for the use of these
tests to assess knowledge of beginner readers and writers, to identify early
problems in reading and writing process.
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P052
PARENTING STYLES OF MOTHERS OF INDIVIDUALS WITH
CLEFT PALATE
ULLISSES HERRERA CHAVES (1) - SIMONE APARECIDA LOPESHERRERA (2) - OLGA MARIA PIAZENTIN ROLIM (3) - JOSE
ROBERTO PEREIRA LAURIS (1)
HOSPITAL OF CRANIOFACIAL ANOMALIES (HRAC), UNIVERSITY
OF SÃO PAULO (USP), BAURU, BRAZIL (1) - BAURU SCHOOL
OF DENTISTRY (FOB), UNIVERSITY OF SÃO PAULO (USP),
BAURU, BRAZIL (2) - UNIVERSIDADE ESTADUAL “JULIO
DE MESQUITA FILHO” (UNESP), UNIVERSIDADE ESTADUAL
“JULIO DE MESQUITA FILHO” (UNESP), BAURU, BRAZIL (3)
Abstract: The relationship between parents and children is fundamental to
the biopsychosocial development of children. There is a consensus that the
educational practices are crucial variables for the formation of individual
development. They can be positive or negative and produce prosocial behavior or antisocial individuals. There are many variables that can affect the
mother-child relationship and educational practices, including the presence
of lip and palate in children. The purpose of this research was to identify,
describe and compare the parenting styles and parenting practices of mothers
of individuals with cleft palate, from the responses of them and their children
treated at the Hospital for Rehabilitation of Craniofacial Anomalies - HRACUSP. For this purpose, the theoretical model of parental styles and literature
about the viewpoint Family Systems Theory were used. Mothers (n= 50) and
children (n=50) with unilateral and bilateral cleft lip and palate participants
in this study were in attendance at HRAC-USP, located in the city of Bauru,
SP. The children were aged between eight and twelve years. The instrument
used to collect data on mothers and their children was the Parenting Styles
Inventory - IEP. The results showed that 50% of mothers and 82% of children
responded that the mother´s parenting styles were at risk. Were compared
and correlated each educational practices and demographics data, confirming
the data found in the index sample parenting styles. The results showed that
the higher the income age and parents´s education, less likely to use risk
education, therefore, the lower the score on these variables, the greater use
of educational risk. Families with more than one child showed more positive
parenting practices (risk or otherwise), whether or not mothers work outside
the home showed no influence on the results of the use of parenting risk and
no risk. Considering these results, the conclusion is that program´s for prevention, intervention and guidance to families at risk are necessary. Studies
are needed to include other variables that may interfere with the interaction of
the family, for example, in groups of children without disability, children with
behavioral problems, among others.
Learner Outcomes: Learn about parenting styles and parenting practices of
mothers of individuals with cleft palate; Know a instrument for measurement
parenting styles and parenting practices, like a Parenting Styles Inventory –
IEP; Reflect about the necessity of programs of prevention, intervention and
guidance to families at risk and non-risk´s children with cleft palate.
P053
PERFORMANCE OF PHONOLOGICAL AWARENESS IN CHILDREN
WITH ATTENTION DEFICIT HIPERACTIVITY DISORDER
TALITA FERNANDA GONÇALVES (1) - PATRICIA ABREU
PINHEIRO CRENITTE (1)
FACULDADE DE ODONTOLOGIA DE BAURU, UNIVERSIDADE DE
SÃO PAULO, BAURU, BRAZIL (1)
Abstract: The attention deficit hyperactivity disorder (ADHD) is a common
neuropsychiatric disorder of childhood and is present among most of the
students. Studies show that individuals with ADHD may have difficulty in
school and low-income skill Phonological Awareness (PA). The PA may be
defined as an ability to manipulate the structure of noise words from the
replacement of a particular sound to the segmentation of smaller units. The
PA is an important factor in the development of reading and writing, and a
precursor to formal reading. The aim of the study was to compare the performance of phonological awareness in children with and without ADHD. The
study included 30 school aged children, whose ages ranged from nine to
twelve years old and education varied from the 4th to the 7th grade. It included both genders (male and female), 24 (80%) male children and 6 (20%)
female children, 15 with ADHD, Experimental Group (EG) and 15 children
with typical development, Control Group (CG), who attended elementary
school in public and private schools. Children of the EG were diagnosed by
an interdisciplinary team and the criteria for diagnosis is the DSM-IV TR.
The children of EG were selected for phonoaudiological evaluation, after
confirmation of the diagnosis of ADHD combined type. The CG was formed
by participants without any complaints related to learning disabilities or
attention according to school information and evaluation criteria of the researcher. Compared the CG with EG for chronological age, gender and type of
institution (public or private). A phonological awareness Test was applied to
rate the phonological awareness – Sequential Assessment Tool (CONFIAS).
This test consists of two parts, the first corresponding to the syllabic awareness the second part representing the phoneme awareness. The application
followed the proposal by initiating sequential tasks that involve awareness
of syllable and then those relating to the level of the phoneme, respecting
their order. For this study we used the results in syllable level, phoneme
and total. The score of the test was performed in a specific protocol. Correct
answers are worth one point and inaccurate are worth zero. In the part of
the syllable, the maximum score is 40 and in the part of the phoneme, the
maximum score is 30, totaling 70 points. From the obtained results, it was
observed that children of EG presented a lower performance compared to
the CG, both in the subtest syllable, and in the phonemic, with significance
among the groups. Thus, we found that children with ADHD had difficulties
in this skill, this difficulty can compromise acquisitions, such as reading
and writing. Children with ADHD have difficulty recognizing that words can
be broken into smaller units of sounds and that, in fact, the letters constituting the printed word, represent the sounds in spoken word. For children
learning to read and write, they should understand the link between phonemes and graphemes.
Learner Outcomes: Know the phonoaudiological characteristics of ADHD
cases; Receive information regarding demonstrations in the evaluation process; Understand the difficulties of reading and writing in cases of ADHD;
Understand the importance of PA in the acquisition of reading and writing.
P054
ABILITY OF CHILDREN TO CONSTRUCT PICTURE-BASED
NARRATIVES IN RELATION TO COGNITIVE AND LINGUISTIC
ABILITY
MITSURU KOSAKA (1) - JUN TANEMURA (1)
DIVISION OF SPEECH\LANGUAGE PATHOLOGY AND AUDIOLOGY
DEPARTMENT OF SENSORY SCIENCE, KAWASAKI UNIVERSITY
OF MEDICAL WELFARE, KURASHIKI, JAPAN (1)
Abstract: The assessment of children’s narratives involves multilateral dimensions of their development, including their linguistic, cognitive, and
social abilities. In this cross-population study, we use a wordless picture
book to examine an ability of typically developing children in relation to
narrative structure and content. Methods Subjects comprised 29 monolingual Japanese typically developing children (age: 4;01-6;03). First, each
child was presented with 10 pages of a wordless picture book. They were
then asked to tell the story to the experimenter while looking the pictures.
Next, the retelling task was examined with simpler content from another
original picture book. All narratives were recorded with an MD player and
transcribed for analysis. The Picture Vocabulary Test-Revised was also carried out to examine the vocabulary comprehension of each child. Children’s
narratives were analyzed based on the following variables: (1) story length
involving self-sufficient words; (2) number of particles and auxiliary verbs
used as syntactic markers; (3) number of total morphological errors, which
assessed their morphosyntactic ability; (4) the number of basic words used
to represent propositional content; and (5) the narrative structure of each
story was analyzed. Results The length of the children’s narratives varied,
even in same age groups. The number of self-sufficient words showed a
significant increase, particularly in the narratives of children over 5 and
a half years old. No morphosyntactic errors were found in the children’s
narratives. The appearance ratio of basic words varied among the children.
Most of the words used to tell each story comprised the basic words previously identified. However, the basic words appeared more frequently in the
retelling task than in the narrative task. In the narrative structure, children
aged 5 years and older were able to provide more detailed structure containing substantially more information. Children less than 5 years old were
able to provide more information in the retelling task than in the narrative
task; however, their retellings often consisted of narratives that were out of
order when compared to the original story. Discussion The narratives told
by younger children were shorter in length and contained less propositional content. Therefore, their narratives lacked some necessary information.
They had difficulty using their linguistic knowledge to compose an adequate
narrative. To express the situation illustrated in each picture, the subjects
had to distinguish and select the elements of information necessary for the
narrative from those that were present only for context and temporal association. They had to integrate the picture into an overarching story and use
their linguistic knowledge to represent and express their idea. Children less
than 5 years old found it difficult to distinguish and select the appropriate
information from the picture. Even the children aged 5 years and over were
not able to sufficiently integrate the pictures and narratives. These results
indicate that children under school age are too immature to form narratives
comparable to adult native speakers, and thus need to attain further cognitive and linguistic abilities through their experiences in order to develop
such an ability.
Learner Outcomes: understand the processes of language acquisition; know
the analysis of discourse and story; know the development of children’s
narratives.
P055
THE USE OF VERBS BY BRAZILIAN CHILDREN WITH DOWN
SYNDROME: COMPARISON BETWEEN TWO SITUATIONS
LIVIA MARIA IENNE (1) - SUELLY OLIVAN LIMONGI (1)
FACULTY OF MEDICINE, UNIVERSITY OF SÃO PAULO, SÃO
PAULO, BRAZIL (1)
Abstract: The aim of the present study was to verify and characterize the
use of verbs regarding their nature and syntactic inflexion by Brazilian
Portuguese-speaking children with Down syndrome (DS), considering two
different interaction situations: with the therapist, and with the caregiver.
Participants were 27 children with DS between 5 and 12 years of age, who
had oral language as the main Communicative mean. Subjects were divided
into three groups with nine participants each, according to chronological
and mental age (PTONI): G1, chronological age between 5.1 and 7.6 years
and mental age between 3.0 and 3.11 years; G2, chronological age between
7.7 and 10.0 years and mental age between 4.0 and 4.11 years; G3, chronological age between 10.1 and 12.6 years and mental age between 5.0
and 5.11 years. Participants were submitted to free interaction situations
with the therapist and with the caregiver. The first 100 utterances after the
initial five minutes of interaction were transcribed, and the verbs used were
analyzed using a specific protocol, according to the following criteria: 1)
type of verb (auxiliary [AUX], copular [COP], action [ACT]); 2) syntactic role
of the verb (intransitive [INT], direct transitive [DT], indirect transitive [IT],
ditransitive [DTT]; 3) verb mood (indicative [IND], subjunctive [SUBJ], infinitive [INF], participle [PART], gerund [GER]); 4) verbal tense (past [PAS],
present [PRE], future [FUT]); 5) number and person (first person [1S, 1P],
second [2S, 2P], and third [3S, 3P], singular and plural). Statistical analysis used ANOVA, Tukey’s multiple comparison test, and Student’s t test. A
significance level of 0.05 was adopted. The descriptive analysis to compare
groups’ data in each interaction situation showed significant differences
between groups for all variables during interaction with the therapist, and
only for GER during interaction with the caregiver. The analysis of each variable in each group for comparison between both interaction situations showed more production of verbs always during interaction with the therapist.
This difference was significant or tended towards significance for: 1) COP
for G2 (p=.011) and G3 (p=.093); 2) DT for G1 (p=.020); 3) DTT for G3
(p=.025); GER for G2 (p=.030); 5) 3S for G2 (p=.019). The overall analysis
showed that the use of verbs increased with the age of participants, considering both chronological and mental age. This finding indicates semantic and
syntactic development. The results in this study corroborate the literature.
Subjects produced more action verbs, which are more concrete and easily
comprehended; more direct transitive verbs in the indicative mood, allowing
the use of simpler complements; more verbs in the present tense, used in
the report real-time facts; and more verbs in the third person, singular. The
cognitive development, the data collection situation, and the influence of
the linguistic environment might justify these findings for this population.
Learner Outcomes: This study helped identify: How Brazilian Portuguesespeaking children with Down syndrome use verbs during language development, considering the variables: type, syntactic role, mood, tense, number,
and person; The interlocutor’s influence and importance in the use of verbs
by children with Down syndrome in free interaction situation; The influence
of the type of activity carried out during free interaction situations between
adults and children with Down syndrome regarding the use of verbs;The difference between linguistic requests performed by caregivers and therapists
during free interaction situations with children with Down syndrome, and
their influence on the use of verbs.
P056
SPEECH DISFLUENCY IN THE NARRATIVES OF BRAZILIAN
PORTUGUESE SPEAKING CHILDREN WITH SPECIFIC
LANGUAGE IMPAIRMENT AND THEIR AGED-MATCHED PEERS
DEBORA BEFI-LOPES (1) - ANA CÁCERES (1)
SUELEN MARQUES (1) - MARCELY VIEIRA (1)
DEPARTMENT OF PHYSIOTHERAPY, COMMUNICATION SCIENCE
& DISORDERS, AND OCCUPATIONAL THERAPY OF THE
FACULTY OF MEDICAL SCIENCES, UNIVERSITY OF SÃO PAULO,
Abstract: The production of fluent speech involves smoothly and accurately
movements from various parts of the vocal tract and also depends on the activation of linguistic information, which is influenced by context. Therefore,
it is easy to understand that when failures occur in this process, fluency is
interrupted, producing disruptions in speech. Children with specific language impairment (SLI) show deficits in speech elaboration, due to difficulties
in text organization, understanding the temporal relations of cause and effect, and also because they have less linguistic structural knowledge. This
study aimed (1) to verify the distribution of speech disfluency types in the
narratives of children with specific language impairment (SLI) and typically
developing language (TDL) children and (2) to compare speech disfluencies
of children with (SLI) and their aged-matched peers. Forty TDL children
and twenty SLI children, aged 7 to 10 years, participated in this study. The
groups were matched for age and for each SLI child there should be two TDL
children. All participants had Brazilian Portuguese as their native language
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and resided in the city of São Paulo (Brazil). In order to enable children to
produce narratives, a series of 15 stories, each one based on a four-scenesequence, was used. Once the child organized each sequence and told the
story, the narratives were transcribed and their disfluencies were counted.
After it, each disfluency was classified as stuttering-like disfluencies (SLD),
such as part-word repetition, single-syllable word repetition, disrhythmic
phonation – prolongations, blocks and broken words; and other disfluencies
(OD), such as interjection, revision / abandoned utterances and multisyllable / phrase repetition. No significant difference was found between the
distribution of disfluency types for TDL children, but other disfluencies were
more frequent for SLI children. When the groups were compared, significantly more stuttering-like and other disfluencies occurred for SLI children.
Speech disfluency occurrence in narratives demonstrated that SLI children’s speech shows more disfluencies than theirs peers do, which confirms
the overload in their linguistic system. These findings suggest that in speech
production tasks SLI children need more time to plan and to formulate their
utterances, once they have less familiarity with linguistic information.
Learner Outcomes: know the differences of speech disfluency type occurrence between typically developing language children and children with specific language impairment; know the characteristic of speech disfluencies
in children with specific language impairment; understand the impact of
specific language impairment on speech fluency.
P057
LONG LATENCY AUDITORY EVOKED POTENTIALS (LLAEP)
IN THE STUDY OF READING AND WRITING DISORDERS.
A SYSTEMATIC REVIEW
THAIS FREIRE (1) - THAIS DOS SANTOS GONÇALVES (2)
PATRÍCIA ABREU PINHEIRO CRENITTE (2)
DEPARTMENT OF SPEECH PATHOLOGY AND HEARING
SCIENCES, UNIVERSITY OF SÃO PAULO, BAURU, - (1)
- DEPARTMENT OF SPEECH PATHOLOGY AND HEARING
SCIENCES, UNIVERSITY OF SÃO PAULO, BAURU, BRAZIL (2)
Abstract: Recently, studies have strengthened the contribution of Long
Latency Auditory Evoked Potentials (LLAEP) in the investigation of essential cognitive skills for the appropriate development of reading and writing.
The LLAEP reflect the neuroelectric activity of the auditory pathway mainly
from the regions of the thalamus and auditory cortex. The main LLAEP
described are: P1, N1, P2, N2, P300 and the Mismatch Negativity Cortical
Evoked Responses (MMN) which provide information about the functioning
of the Central Auditory Nervous System (CANS). Nowadays, it is admitted
that individuals with reading and writing disorders may present delay in the
development of listening skills involving dysfunctions on CANS, which may
interfere in the learning process. Considering these findings the scientific
literature indicates that the LLAEP could be an objective index to offer
more information about the individuals with learning disorders.Therefore,
this study aimed, through a systematic review, answer the question: “Is the
LLAEP a tool that shows differences between children with reading-writing
disorders comparing to normal children?” This systematic review is part of
a master’s degree program at the University of Sao Paulo, Brazil. Papers
published until January 2013 was included from Web of Science, PubMed
and Scielo databases following a comprehensive search strategy, using the
keywords combination: Learning Disorders and Event-Related Potentials,
P300; Learning Disorders and Evoked Potentials, Auditory; Dyslexia and
Event-Related Potentials, P300; Dyslexia and Evoked Potentials, Auditory. All
the appropriated terms was previously checked in Mesh database. There were
accepted only studies involving case-control groups, individuals diagnosed
with dyslexia, learning problems, learning disabilities or reading disabilities
and alphabetical language populations. All articles included also answered the described question. Case reports, individuals with Attention Deficit
Hyperactivity Disorder or with risk factors (without confirmed diagnosis) for
reading and writing disorders were excluded. Fifty-six studies were found
matching all the inclusion criteria. Forty-four of these studies (78%) showed
that there is a positive consensus about the applicability of the LLAEP (including the main potentials P1, N1, P2, N2, P3, MMN). The measure of the
PEALL in subjects with learning disorders shows a decreased in amplitude
and increase in latency indices compared with subjects without disorders.
Only twelve studies (22%) showed no statistically significant differences
between reading-writing disorders groups and control groups in at least one
type of the LLAEP, in the latency and/or in the amplitude. Evidence suggests
that LLAEP is a resource that shows differences between children with reading-writing disorders compared to children without these impairments. The
studies that didn’t show statistically significant difference may be related to
different methodological variables adopted in the reviewed studies.
Learner Outcomes: Understanding the relationship between the PEALL and
learning disorders; Know the applicability of electrophysiological procedures to the diagnostic process; Know the applicability of electrophysiological procedures on the clinical intervention; Correlating the Audiology and
Language studies; Know the neural mechanisms patterns of the central auditory system on children with and without learning disorders.
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P058
ROSANGELA VIANA ANDRADE (1) - SUELLY C. O. LIMONGI (1)
COLLEGE OF MEDICINE, UNIVERSITY OF SÃO PAULO, SÃO
PAULO, BRAZIL (1)
Abstract: There are few studies which depict the narrative skills of children
and adolescents with Down syndrome (DS) mainly regarding its use in clinical intervention. This study aimed to verify the efficacy of speech-language
pathologist intervention on the macrostructure of oral narrative of children
and adolescents with DS. Participated in this study five Brazilian children
and adolescents with DS and chronological age between 10 and 15 years
old. Their mental age was (PTONI) between 5.0 and 6.0 years. Data collection counted on two assessments (initial and final) with a gap of 18 months
between them (approximately 72 therapeutic sessions for each participant).
The material used were: assessment: a sample of an oral narrative of the
book “Frog, Where Are You?”; therapeutic process: storybooks. The obtained
data were subjected to statistical analysis aiming to verify the evolution of
the participants comparing its results in the initial and final assessment.
Data analysis was based on the model used by Miles and Chapman (2002)
which considers the macrostructure concerning three variables: components
of the plot line; the search theme and the protagonists’ misadventures. To
statistical analysis it was used the the nonparametric test Wilcoxon Signed
Ranks. The significance level adopted was 0,05. Considering the initial and
final assessments, respectively, it was found the results as follows: components of the plots: 83% - 100%; 2. Theme 33% - 78%; 3. Misadventures
38% - 63%; total: 48% - 83%. The results pointed out an improvement in
the oral narrative of the participants in all of the analyzed aspects. Thus,
it is important and confirms what some studies have claimed regarding the
importance of the intervention on the skill narratives of individuals with
DS. This way, the results show that all the subjects obtained progressing
improvements in understanding and establishing causal and inferential relations regarding events in stories. Consequently they had an increase in their
syntactic complexity as well as in the sequential and logical organization
concerning either an issue or theme. Thus, occurred integration between
linguistics and cognitive skills leading to a better understanding of happenings and utterance simultaneously. This way, there are such relevant data
referring to individuals with DS. Since this is a pilot study it is likely that
raising the sample, there will be more noticeable all the significant statistically differences in all aspects. Thus it is important a study with a larger
sample. In conclusion, the Speech-Language Pathologist intervention on
the macrostructure of narrative in Brazilian children and adolescents with
DS was effective, confirming the few data found in researches.
Learner Outcomes: know the intervention on narrative skills is effective in lexical expansion of the individuals with DS speakers of Brazilian Portuguese;
know the intervention on narrative promotes the integration between linguistics and cognitive skills in the individual with DS; understand how important is the use of visual stimuli in activities involving memory of children
with DS.
P059
HEBREW LANGUAGE ASSESSMENT MEASURE FOR
PRESCHOOL CHILDREN: A COMPARISON BETWEEN TYPICALLY
DEVELOPING CHILDREN AND CHILDREN WITH SPECIFIC
LANGUAGE IMPAIRMENT
IRIT KATZENBERGER (1) - SARA MEILIJSON (1)
HADASSAH ACADEMIC COLLEGE, UNIVERSITY, JERUSALEM, ISRAEL (1)
Abstract: Purpose: To apply the Katzenberger Hebrew Language Assessment
for Pre-School Children (henceforth: the KHLA) to a group of children who
were independently defined by their SLPs as having specific language impairment (SLI) and to find whether the KHLA distinguishes between typically
developing (TDL) and language impaired children. The assessment included
6 areas: Auditory Processing, Lexicon, Grammar, Phonological Awareness,
Semantic Categorization and Narration of Picture-Series. The study focuses on the psychometric aspect of the test.Method: Participants included
454 (383 TDL; 71 SLI) mid-high SES, monolingual native speakers of
Hebrew, aged 4;0-5;11 years. Results: The KHLA was found useful for distinguishing between TDL and SLI when the identification is based on the
total Z-score or at least two of the area-specific Z-scores in -1.25 SD cutoff
points. The results provide a ranking order for assessment: Grammar, Auditory
Processing, Semantic Categorization, Narration of Picture-Series/Lexicon and
Phonological Awareness. Conclusions: The main clinical implications of this
study point to the need to consider the optimal cutoff point of -1.25 SD for
diagnosis of SLI children and to apply the entire test for assessment. In cases
when the clinician may decide to assess only two or three areas, it is recommended to apply the ranking order as described in the study.
Learner Outcomes: Although the KHLA presents an assessment tool that is
directly adapted to the language-specific structures and typology of Hebrew,
its principles could be usefully adapted for use in other languages as well,
including the variety of domains that it examines, in the form of the six
different areas assessed.
P060
ARTICULATORY AND PHONOLOGICAL CHARACTERISTICS OF
CHILDREN WITH SSD AND ABSENT SOUNDS
HAYDÉE FISZBEIN WERTZNER (1) - THAÍS ZEMLICKAS SILVA (1) MARINA
JORGE PULGA (1) - LUCIANA OLIVEIRA PAGAN-NEVES (1)
UNIVERSITY OF SAO PAULO, MEDICAL SCHOOL, SAO PAULO, BRAZIL (1)
Abstract: The aim of the present study is to characterize speech sound
disorders (SSD) by using the indexes Percentage of Consonants Correct Revised (PCC-R), Relative Substitution Index (RSI), Relative Omission
Index (ROI), Relative Distortion Index (RDI), Speech Inconsistency Test
(SIT) and articulation rate in children with absent sounds. Forty children
aged between 5:1 and 7:9 years-old were selected to participate at the
study but only 29 children presented one or more absent sounds from the
phonetic inventory. The 29 children were divided into two groups: Group 1
with 23 stimulable children for at least one absent sound (G1) and Group
2 with six non-stimulable children (G2). All children were submitted to a
Brazilian Portuguese phonology test consisted on imitation task and picture
naming task, SIT, articulation rate evaluation and Stimulablity test. The
severity indexes were calculated based on the phonology test. The analysis
of SIT demonstrated that 15 children from the stimulable group (G1) and
all the six children from the non-stimulable group (G2) were consistent.
Analysis of the phonetic inventory indicated that the majority of children
with SSD demonstrated difficulty in producing consonant clusters. The correlation between the number of absent sounds with PCC-R indicated that
the number of absent sounds tends to decrease when the PCC-R value is
higher. The comparison between the PCC-R mean value observed for G1 and
G2 was not different indicating that the severity of SSD is not determined
only by the fact of being stimulable or non-stimulable to a particular sound
(or group of sounds). The analysis of the relationship between ROI, RSI and
RDI for G1 and G2 indicated that no particular index error was predominant.
However, we observed that mean values of ROI and RDI were lower than RSI
for both stimulable and non-stimulable children. No significant difference
of the number of phones per second was observed between G1 and G2
considering both short and long sentences indicating no relation between
the articulation rate and the fact of being stimulable or non-stimulable.
Therefore, SIT was the only test that distinguished the two groups of children indicating that children that are not stimulable to the absent sounds
presented a specific difficulty with the production of one or more sounds.
Considering that articulatory and phonological measures did not differentiate groups and that the non-stimulable children were consistent there are
evidences that although inappropriate, the sound representation is part of
their phonologic system.
Learner Outcomes: learn the advantage of using articulatory and phonological assessment instruments with children with SSD; learn that children
with SSD have difficulty to produce complex structures; know that complex
structures are the most non-stimulable compared with others sounds; know
some phonological characteristics of stimulable and non-stimulable children to the absent sounds.
P061
SPEECH INCONSISTENCY AND ARTICULATION RATE IN
CHILDREN WITH SSD
HAYDÉE FISZBEIN WERTZNER (1) - DANIRA TAVARES FRANCISCO (1) TATIANE FARIA BARROZO (1) - LUCIANA PAGAN-NEVES (1)
UNIVERSITY OF SAO PAULO, MEDICAL SCHOOL, SÃO PAULO, BRAZIL (1)
Abstract: Children with Speech Sound Disorder (SSD) present different characteristics reinforcing their heterogeneity. An important step to the diagnosis of the disorder is to verify the association between cognitive-linguistic
processing and oro-motor processing difficulties. Recent researches still
stands on how to improve assessment tools and facilitate application procedures for a better description of the disorder. The aim of the study was to
relate phonological measures to articulation rate and speech inconsistency
Learner Outcomes: Understand the behavior of children with SSD according
to speech inconsistency classification and phonological and articulatory measurement; Verify the articulation rate in both short and long sentences and
understand how this measurement is related to the most frequente types of
speech errors in children with SSD; Learn how age is related to articulatory
and phonological variables in children with SSD
P062
REPAIR STRATEGIES USED BY MANDARIN CHINESE SPEAKING
CHILDREN WITH HIGH-FUNCTIONING ASD IN TAIWAN
PAO-HSIANG CHI (1) - PEI MEI LU (1)
DEPARTMENT OF SPECIAL EDUCATION, NATIONAL TAIPEI
UNIVERSITY OF EDUCATION, TAIPEI, TAIWAN, PROVINCE OF
CHINA (1)
Abstract: The main purpose of this study was to investigate the conversational repair skill in children with high-functioning autism Spectrum disorder
(HFA) compared with typically developing children (TD). Ten school-aged
children (age 9 to 12) with HFA and 10 TD children participated in this study. All participants were tested in three different conversation situation (i.e.
free talk, story picture description, play). A stacked series of three prompt
for requests for clarification (RQCL; ie ‘What?’, ‘I don’t understand’, ‘I still
don’t know’) were designed to elicit these children’s verbal response. The
verbal responses to each RQCL were then coded for analyses of conversational repair strategies. The results showed that: a) children with HFA were
similar to TD children in evidencing repetition, revision, and addition type
of repair. b) children with HFA were significantly more likely to respond to
an RQCL with an inappropriate response.
Learner Outcomes: know the design of conversation situation to elicit children’s conversational repair; understand the conversational repair abilities
in children with ASD from a cross linguistic perspective.
P063
AN ACOUSTIC ANALYSIS OF FRICATIVE PRODUCTION.
A COMPARISON OF /S/ COARTICULATION DEVELOPMENT IN
FINNISH-SPEAKING CHILDREN
PENTTI KÖRKKÖ (1)
LOGOPEDICS AND PHONETICS, UNIVERSITY OF OULU, OULU,
FINLAND (1)
Abstract: In adult Finnish speech, several coarticulatory effects appear in
the production of /s/(S). There is a gap in the data available for young children in the process of acquiring the phonetic features of S especially in
combinatorial sequences of S and vowels (V). The present study attempts
to document both normal (typical) and deviant (atypical) acoustic variation
of children’s S productions in SV and VS contexts in three age groups. The
subjects of the study were 5 children in each age group. Linear Predictive
Coding (LPC) and spectral moments analyses (M1 and M3) were performed
on spoken utterances of select combinations of SV and VS to determine the
acoustic manifestations of vowel-induced coarticulation on S productions.
Results indicate a number of differences in the dynamic spectral features
of S in the age groups. One of the acoustic measures exhibiting differences
was the temporal variation of M1. The results suggest that there are salient
developmental stages in the children’s progress toward adult-like phonetic
realizations of S and V sequences.
Learner Outcomes: acoustics of fricative sounds; coarticulatory effects of
vowels on fricatives; developmental aspects of child language and speech
P064
LANGUAGE INTERVENTION IN ORAL NARRATIVES WITH AND
WITHOUT TECHNOLOGICAL RESOURCES FOR CHILDREN WITH
LANGUAGE DELAY
NACHALE HELEN MACIEL BISPO, BIANCA RODRIGUES LOPES
SIMONE APARECIDA LOPES-HERRERA
Abstract: The narrative abilities are essential for communication and inclusion of children in society and provide important information about its development. Children with language delay (LD) show changes in the language
and, among them, the deficit in the preparation of narrative discourse. Thus
there is a need for speech-language intervention directed to the profile and
needs of these children in storytelling abilities. For this, the technological resources have proven effective, encouraging children in their language
development by different sensory pathways. The aim was to describe the
effects of a language intervention program focused on the development
of narrative abilities in children with LD. The study included 20 children
of both genders, 3-6 aged, diagnosed with LD at the Clinic of Speech,
Hearing and Language Pathology, Bauru School of Dentistry, University of
São Paulo (FOB-USP). The children were divided into two groups, namely:
the experimental group (EG) and control group (CG), and the groups were
differentiated only by the strategies used, in which the CG were underwent intervention using concrete materials, without the use of technological resources for intervention and the EG were underwent intervention
using technological resources. For ethical reasons, after data collection, the
CG were also underwent intervention with the same resources that the EG.
Their narrative abilities were evaluated before and after the intervention
and, after evaluation, both groups were underwent language intervention.
The intervention program consisted of 10 individual assistance with weekly
frequency and duration of 50 minutes each, directed to the development of
narrative abilities. We emphasize that intervention program (both CG as EG)
were designed specifically for this research. At the end of the intervention,
participants were evaluated again and their data from pre-intervention and
post-intervention were analyzed in a descriptive and comparative statistical
analysis. It was observed that both groups showed improvement in narrative abilities after intervention. The EG children demonstrated motor skills
to use technological resources and greater motivation in the intervention
compared with the CG. In relation to developing narrative abilities, observed
better results in the group stimulated by technological resources. Thus, we
conclude that the language intervention directed toward the development
of the narrative abilities was effective in this research, showing better performance in children undergoing intervention with technology resources. It
is believed that this result was due to the stimulation of multiple sensory
79
pathways presented by new technologies and greater motivation of children
facing these resources.
Learner Outcomes: Learn about the importance of assessment and intervention with narrative abilities in children with language delay; Know a program
of assessment and intervention in narrative abilities; Reflect about the planning of language intervention for development of narrative abilities in steps
and how this planning can facilitate the process of rehabilitation, since the
beginning of the therapeutic intervention until discharge; Have access to
a proposal for a new method of intervention, following the technological
development in the world, with a comparison of this method with resources
already submitted.
P065
PHONOLOGICAL ASSESSMENT - ANALYSIS COMPARING THE
USE OF TRADITIONAL AND TECHNOLOGICAL RESOURCES
ANA PAOLA NICOLIELO, BIANCA RODRIGUES LOPES
SIMONE APARECIDA LOPES-HERRERA
Abstract: The phonological development and its amendments worries because
of its high incidence in the pediatric population. The term “phonological” refers to the organization and classification of speech sounds that are used in a
contrastive form in a given language, is a broader term that “articulatory”, because it applies to all aspects of the study of speech sounds in a language, including its production and perception and cognitive issues. The Phonological
Disorder is defined as a difficulty in speech, characterized by the inadequate
use of phonological rules used by adult speakers and may involve errors in
the production and perception of sounds or organization. On production, the
difficulty is manifested by severity and by unintelligible speech to varying degrees, caused by speech problems with therapy indication. The early referral
for diagnosis and speech therapy reduces the risk of occurrence of difficulties
in learning read and write , based on the relation the phoneme / grapheme
and is directly related to phonological processing. Before the diagnosis, performed by specific evaluation, is necessary determine the child’s phonetic
inventory, analyze the structures and the distribution of syllabic sounds present in these structures, as well as in words. Over the years, in Brazil, some
procedures have been used to carry out the evaluation of the phonological
aspect, which are considered traditional in clinical practice. However, with
the advent of technology, there are new proposals for evaluation by using the
technological resources, with the goal of facilitating the audiologist evaluation
process, reducing the time of application and analysis, as well as easy access
devices such as tablet (for example the Ipad). The aim of this study was to
verify the reliability of two procedures used to assess phonological aspect, one
traditional and other using technological resource (application for tablet), and
compare the performance obtained in these. The study included 20 children
of both genders, 4-7 aged, with phonological disorder. The research was conducted in the Clinic of Speech, Hearing and Language Pathology at the Bauru
School of Dentistry, University of São Paulo (FOB-USP), Brazil. All ethicals
principles were respected. For evaluation we used the following procedures:
for the traditional evaluation in Portuguese - Phonology Child Language Test
(ABFW); for evaluation using technology was used application developed for
Ipad® Evaluation of Phonology and Articulation of Portuguese (AFAP), being
performed comparative statistical analysis. The results confirmed the reliability of both forms of evaluation, and the phonological processes such as the
percentage of hits / errors detected by both forms of analysis were similar.
Statistical analysis showed no statistically significant difference in the performance comparison of the two forms of evaluation. This study presented a new
procedure that uses technology and proved to be as efficient as a traditional
procedure for evaluation of the phonological aspect of the Portuguese language. The use of technological resources has become increasingly common and
can be a great ally in clinical practice.
Learner Outcomes: Learning a new resource evaluation with the use of a
technological resource designed for iPad ®; Verifying effectiveness, application, main characteristics and efficiency for the diagnosis of Phonological
Disorders with a technological resource.
P066
SPEECH DISTURBANCES IN CHILDREN WITH EPILEPSY
YI-JEN CHEN (1) - YUNG-JUNG CHEN (2) - CHIN-HSING TSENG (3)
AFFILIATED SOCIETIES, DEPARTMENT OF
OTORHINOLARYNGOLOGY, NATIONAL CHENG-KUNG
UNIVERSITY HOSPITAL, TAINAN, TAIWAN, PROVINCE OF
CHINA (1) - AFFILIATED SOCIETIES, DEPARTMENT OF
PEDIATRICS, COLLEGE OF MEDICINE, NATIONAL CHENG-KUNG
UNIVERSITY, TAINAN, TAIWAN, PROVINCE OF CHINA (2) AFFILIATED SOCIETIES, GRADUATE INSTITUTE OF AUDIOLOGY
AND SPEECH THERAPY, NATIONAL KAOHSIUNG NORMAL
UNIVERSITY, KAOHSIUNG, TAIWAN, PROVINCE OF CHINA (3)
Abstract: Epilepsy is one of the chronic brain disesases, resulting from congenital or acquired causes. It is a recurrent cerebral dysfunction disorder
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results in repeated seizures, which lead to temporary brain dysfuction and
requiring prolonged and sometimes lifelong drug therapy. Epilepsy have various impact on cognition, memory, behavior, emotion, and motor skills.
However, there are few studies on the communication /language performance of patients with epilepsy. Recent studies have indicated that different
types of seizure attack have affected on the language performance. Speech
and/or language impairment, such as moderate fluency disorder, naming
difficulty and comprehension impairment were found in children with epilepsy. Staden et al. demonstrated that specific language impairment on
reading, spelling and expressive grammar occur during ictal period. Donna
et al. Indicated that patients may have verbal dyspraxia, naming difficulty,
reading and wtiting disabilities as well. Scheffer et al. Reported that verbal
dyspraxia and language disorder may be noted in children with Rolandic
seizure. Parkinson revealed that a relatively high ratio of acquire language
problems in children with epilepsy regardless of their seizure types. Thus,
epilepsy in childhood, even with better prognosis, may have language impairment. This study aims to investigate the language performance in school
children with epilepsy.
Learner Outcomes: In this study, we found that epileptic children, even
some of them reaching seizure free, had high rates of linguistic dysfunction.
The risk factors for language imapirment were seizure type, number of seizure attacks, epilepsy type and seizure duration. Thus, children with epilepsy
are in need of careful speech and language evaluation
P067
RELATED ASPECTS TO THE CANDIDATE SUSCEPTIBILITY
GENES FOR DEVELOPMENTAL DYSLEXIA: A SYSTEMATIC
REVIEW
THAÍS GONÇALVES (1) - THAÍS FREIRE (1)
PATRÍCIA CRENITTE (1)
UNIVERSITY OF SAO PAULO, COLLEGE OF DENTISTRY OF
BAURU, BAURU, BRAZIL (1)
Abstract: Developmental dyslexia (DD) or Reading Disability (RD) is the
most common learning disorder that affects approximately 5 to 17 % of
school-aged children, however, their exact causal mechanisms are beginning to be known recently. Studies suggest that dyslexia is a heritable disorder. Yet, 75 % of the phenotypic variance can be explained by genetic
component. Until now were identified at least 11 risk loci involved in the susceptibility of dyslexia, including 2q22.3, 7q32, 11q13.4, DYX1 to DYX6,
DYX8, and DYX9. Most of the identified dyslexia candidate genes by linkage
analysis and association studies were integrated into a theoretical molecular
signaling network responsible for regulating neuronal migration. Although
the associated candidate genes with risk of dyslexia have been described in
the literature, the results of many studies still show controversies between
genes and the manifestations of dyslexia. Then, the goal of this study was,
through the systematic review, answer the question: “What are the most
related candidate genes with dyslexia described in the literature in the last
5 years?”Were consulted online electronic databases (PubMed, ISI Web of
Science and Scielo), and were searched papers latest five years, using the
search terms “dyslexia” and “genetic”. Studies eligible for inclusion in systematic review had to fulfill the criteria: (1) case–control study or Trait
Disequilibrium Test (TDT) family design, (2) confirmed diagnostic of dyslexia. Were excluded no control population, duplicate of previous publication,
animal studies, reviews, and unpublished reports. After an extensive search,
a total of 132 potentially relevant publications about genetic of dyslexia,
only 28 publications met the inclusion criteria. Thus, the most studied gene
was DCDC2 (10 studies), and that 7 found no association of the gene with
dyslexia, 3 found this association. The second most studied gene was the
KIAA0319 (7 studies), and that 5 found association with dyslexia and only
2 not found. The third most studied gene is the DYX1C1 (6 studies), and
that 3 found association with dyslexia and 3 not found. Then, with two studies are ZNF804A genes (both found association with dyslexia) and CMIP
(one study found the association and the other not found). The remaining
genes had only 1 study, and was found association with dyslexia in the
FOXP2 gene, DGKI, GRIN2B, CYP19A1, MC5R, DYM and NEDD4L, and no
association with dyslexia genes in MRPL19/C2ORF3, ROBO1, CNTNAP2,
TTRAP, THEM2 , VMP (NRSN1) and ATP2C2. Then, in this study, it was
found that KIAA0319 gene shows the most consistent evidence of linkage
for DD. This study found discrepancies in the results of studies in most
genes studied. The analysis accuracy (and reproducibility) of these data is
limited by the difficulty inherent in the definition, evaluation and characterization of the DD phenotype, the small sample sizes available for this type
of analysis, the genetic heterogeneity of the population and the limitations
of the statistical methods used. However, is necessary more studies with a
lager sample size in an independent population. And for consistent results,
these issues should be reflected in the methodology of future studies.
Learner Outcomes: reflect on the causes of dyslexia; update themselves
about the candidates for susceptibility genes for dyslexia; understand the
relationship between these genes and dyslexia; reflect on the methodological difficulties in genetic studies of dyslexia, in order to improve the quality
of future studies
P068
P070
DO AX AND ABX PERCEPTION TASKS PROVIDE THE SAME
INFORMATION ABOUT PERCEPTION OF SPEECH SOUNDS IN
CHILDREN WITH SPEECH SOUNDS DISORDERS?
AMPARO YGUAL FERNÁNDEZ (1)
JOSÉ FRANCISCO CERVERA MÉRIDA (2)
DEPARTAMENTO DE PSICOLOGÍA EVOLUTIVA Y DE LA
EDUCACIÓN. FACULTAD DE PSICOLOGÍA. UNIVERSIDAD DE
VALENCIA., UNIVERSITY, VALENCIA, SPAIN (1) - FACULTAD DE
PSICOLOGÍA Y CIENCIAS DE LA EDUCACIÓN. UNIVERSIDAD
CATÓLICA DE VALENCIA, UNIVERSIDAD, VALENCIA, SPAIN (2)
ANALYSIS OF PRODUCTION OF TEXTS OF THE BASIC
EDUCATION SCHOOL OF BRAZILIAN CHILDREN
MARIA APARECIDA G. SANTOS (1) - NAYARA S. BARINI (1)
SIMONE R.V. HAGE (1)
UNIVERSITY OF SÃO PAULO, UNIVERSITY OF SÃO PAULO SPEECH-LANGUAGE PATHOLOGY/AUDIOLOGY DEPARTAMENT,
BAURU, BRASIL (1)
Abstract: The aim of this study was to determine if the information that
AX and ABX perception tasks provide is the same or not about perception
of speech sounds in a sample of children with speech sounds disorders.
Participants were 86 children with an age range of 3 to 5 years old, with a
mean 4 years and 7 months. They had speech sounds disorders and were selected from a sample of 1283 children from 11 different schools of Valencia
(Spain) whose first language was Spanish. First, we assessed speech production. Depending on the errors made by each child, we was constructed
and applied AX and ABX tasks, using Locke criteria for assessing speech
perception in children with developmental language disorders. We analyzed
whether the results between the two tasks were related and we determined
the strength of the agreement between the results of the two tasks. The results support the hypothesis that both tasks are related when they measured
speech perception in children. However the degree of agreement only stands
at an acceptable level, perhaps because they evaluate different aspects of
speech perception. The alternative of applying both tasks, given the low
investment of time, it may be a prudent approach in clinical practice.
Learner Outcomes: Know the methods used to assess phonological discrimination in preschool children; Understand the differences between the
various methods; Know a concrete way to apply the evaluation criteria proposed by Locke (1981) to real clinical situations.
P069
RECEPTIVE AND EXPRESSIVE VOCABULARY PERFORMANCE IN
INDIVIDUALS WITH DIPLEGIA CEREBRAL PALSY
DIONÍSIA APARECIDA CUSIN LAMÔNICA (1)
CORA SOFIA TAKAYA PAIVA (1)
Abstract: In cerebral palsy motor limitation may result in difficulties in interacting and manipulating with the environment, which leads to missing opportunities in enabling the linguistic repertoire and consequently interfering with
language development. The aim of this study was to compare the linguistic
performance as the receptive and expressive vocabulary of children with PC-D
to children with typical development of the same mental age. The research
was conducted at the Speech and Language Clinic of the School of Dentistry
of Bauru, University of São Paulo (FOB-USP) under the protocol of the ethics
committee (096/2010). Inclusion criteria for the experimental group (EG)
were: diagnosed spastic diplegia cerebral palsy (CP-D), chronological age
between 36 and 83 months; absence of sensorineural hearing loss and visual alterations. Inclusion criteria for the control group (CG) were: present
typical development, matched by mental age (AM) and gender. The procedures used were: Assessment of Intellectual Quotient through the StanfordBinet test; Gross Motor Function Classification System - GMFCS; Denver II
Developmental Screening Test; Communicative Behavior Observation (OCC);
MacArthur Inventory (Brazilian standardization); Peabody Picture Vocabulary
Test (PPVT) and Language Test for Young Children ABFW-Vocabulary. The
study included 10 subjects in the GE and 10 in the control group, 60% female and 40% male. The chronological age (CA) of EG ranged from 44 to 83
months and CG 33-83 months. The IM ranged between 34 to 84 months. The
IQ scores ranged in the EG from 77 to 100 (average 94.4) and in the CG from
101 to 114 (average 104.2). As the GMFCS ranking in individuals with CP,
70% were classified as level II and 30% in level III.Statistical analysis consisted of descriptive analysis and application of the Student´s “t” test, MannWhitney Test, Paired “t” Test, Spearman Correlation and Pearson Correlation.
The results showed that there was no significant statistical difference in the
comparison between groups at OCC, MacArthur and TVIP. In Denver II, with
the exception of gross motor skill, there was also no difference in personalsocial skills, fine motor-adaptive and language, although the indication of tendency. When comparing the different procedures it was not found significant
statistical correlations. The results of this study can reaffirm that cognitive
ability is closely linked to language ability. Individuals with CP-D when compared to their peers of the same mental age, showed no significant deficits,
especially in relation to lexical repertoire, as well as in social skills, language
and fine motor-adaptive, although the CA of the EG was above the CG. This
study brings speculations that can promote understanding of linguistic performance, as the receptive and expressive vocabulary of individuals with CP-D.
Learner Outcomes: Knowledge about CP-D and receptive and expressive abilities; Knowledge about the implication of CP-D in the language learning process; Speculations of the linguistic development in individuals with CP-D.
Abstract: Both the school and the clinic find themselves faced with the
task of checking the skills of children for reading and writing, as well as
identify those children with difficulties in the acquisition of these skills.
These difficulties may be the result of obstacles encountered by students
during school, but may also be the manifestation of disorders. Instruments
that may assist in differentiating between written profiles that are part of
the literacy process and those who are enduring disturbances flags should
be built and tested. The objectives of this study were: to obtain reference
values for a protocol analysis of text production; characterize the writing
skills of students without language difficulties and learning from the 4th
to 7th year of elementary school; compare the performance of students in
public school and private and the skills for the text production. We selected
160 students of elementary school from the 4th to 7th grade, aged between
8 and 12 years, from public and private schools. To belong to the sample,
children should submit academic performance compatible with the school
year in the “Teste de Desempenho Escolar – TDE”. The children were asked
to write three essays as Protocol Analysis of Textual Production. For students
of 4th and 5th years were asked to write a narrative, describing a game rules
and the writing of a ticket. For students in the 6th and 7th years were also
requested three productions of text, a narrative with the theme: movies;
game rules and the writing of a letter. Upon completion of the composition
of the texts, they were analyzed according to the protocol that examined the
abilities of aesthetic coherence, cohesion, clarity and conciseness, cultural
norms and grammatical and lexical structure. Descriptive statistical analysis
was performed. For comparison of groups of private and public schools was
used the Mann-Whitney test. Was obtained reference values for the performance of 160 students from the 4th to 7th year for all skills assessed in the
production of texts. In aesthetic skill, the students of the 5th year of both
the private and public schools scored the best performance among all years.
Coherence and cohesion remained homogeneous in private school with a
good performance. For public school students, this skill was more heterogeneous, probably due to the literacy method in which teachers make their
students write without worrying too much about the rules, valuing content.
What does not happen in private school, where teaching maintains a more
traditional line, maintaining a standard of education. The ability for grammatical and lexical structure, the students from private and public school
has the most knowledge of formal writing, or perform meaningful sentences
himself, using simple and compound periods. Comparing the two groups,
private and public schools, all variables indicated better performance of
private school. Thus, the development of a protocol to characterize and
compare the writing skills of students that can be used by teachers and
speech pathology, may serve as a tool for early identification of changes in
textual production-related Learning Disorders.
Learner Outcomes: Know a protocol analysis of production of texts that
can be used by teachers and speech pathologist and could be a tool in
the early identification of changes in textual production-related Learning
Disorders; Know the characteristics of the text production of primary schools; Understand the possible differences in the production of texts of children studying in public schools and private schools
P071
COMMUNICATION AND RESPONSIVITY IN AUTISM SPECTRUM
DISORDERS
LILIANE P. MIILHER (1) - FERNANDA DREUX M. FERNANDES (1)
SCHOOL OF MEDICINE, UNIVERSIDADE DE SÃO PAULO, SÃO
PAULO, BRAZIL (1)
Abstract: Studies with large groups of individuals with Autism Spectrum
Disorders (ASD) are undoubtedly necessary to determine aspects that can
be generalized and applied to different realities. However studies with smaller groups, aiming to deeply and carefully analyze specific aspects that may
contribute to the clinical rationale are also important to the improvement
of assessment and intervention methods. The purpose of this research was
to compare the pragmatic profile of children with ASD referring to the communicative initiatives and the bi-dimensional communicative profile involving the aspects of initiative and responsivity. It also aimed to analyze the
most common types of responses presented by the studied individuals. The
method proposes: Thirty recorded samples of interaction between speechlanguage therapist and children with ASD (mean age 9 years and 6 months)
sessions were analyzed. The samples were transcribed and data analyzed
about number of communicative acts, occupation of the communicative space, use of communicative means (verbal, vocal and gestural) and
total number of participations (initiatives and responses). The responses
were qualified as “non-answer”, “adequate answer”, “inadequate answer”
and “pragmatically inappropriate answer”. Results show that there were
81
significant differences in the comparison of the numbers of initiatives and
total participations and of occupation of communicative space and total
number of communicative acts. There was also a significant difference in
the number of “adequate answers”. Conclusion: results show the need to
consider the bi-dimensional communicative profile and qualify the answers
in order to determine the child’s communication abilities.
Learner Outcomes: Consider the importance of considering the responses
when analyzing the communication of ASD children; Identify the different
types of answer and whether they are appropriate to the interactive process;
identify the need of communication environments that allow the subject to
exercise all communicative roles.
P072
ASSESSMENT OF SEMANTIC AND LEXICAL SYSTEM IN
DEVELOPENTAL AGE: RESEARCH THROUGH EXPRESSIVE
VOCABULARY TEST-SECOND EDITION (EVT-2)
LEONARDA GISOLDI (1) - FEDERICA MANEO (2)
CHIARA BORELLO (3)
SSN, ASL TO2, TORINO, ITALY (1) - LIBERO PROFESSIONISTA,
LIBERO PROFESSIONISTA, TORINO, ITALY (2) - CENTRO DI
RIABILITAZIONE FERRERO, OSPEDALE DI ALBA, ALBA, ITALY (3)
Abstract: The acquisition of language is an important and complex process,
it involves the achievement of specific skills in phonological, morpho -syntactic, lexical-semantic and pragmatic area. Each one becomes an object of
assessment in clinical phoniatric-speech therapy to identify and understand
what aspects enabled. A closer look to the Italian situation allows to find a
shortage about the assessment tools of semantic-lexical. Therefore this research wished to suggest a new American test called “Expressive Vocabulary
Test-Second Edition” (KT Williams, 2007) and to verify the applicability to
the Italian population, in individuals of preschool and school age. The EVT-2
evaluates the expressive vocabulary and word retrieval of subjects aged from
2 years and 6 months to 90 years (and beyond). Purposes of the Research
were to assess the development of expressive vocabulary semantic-lexical
in Italian children aged between 5 and 8 years (with the administration of
both forms A and B of EVT-2), to make an “intra-subjective assessment”
comparing the results obtained between first and second administration of
the test (with the same sample and examiner) and to compare the results
obtained with the American normative data. The experiment was carried out
by two graduate students of the Degree in Speech Therapy in Turin at various
schools in the city of Turin, Asti and Venaria, it included 281 children aged
between 5 and 8 years. The assessment involved the administration of: “Test
Santucci mod. Schindler”, “Esame Fonemico di prima consultazione” (screening test), “Peabody Picture Vocabulary Test-Italian version” and Forms A
and B of “EVT-2” (lexical-semantic level). The protocol “EVT-2” was administered twice, at a distance of about a month apart, at the same sample by
the same examiner to verify the applicability of the test-retest. Practicality,
originality, functionality and wide range of applicability are some of the advantages of the test highlighted during the research phase. The comparison
between the first and second administration of both forms of the test appears
statistically significant for each level of schooling examined, as the results
obtained at the second administration appear best. It should be noted, moreover, almost linear evolution of language competence in comprehension
and lexical-semantic production and there is a direct proportionality between
the increase in vocabulary and increasing the range of schooling. The comparison between the performance obtained for the test “EVT-2” and “PPVTItalian Version” noted a positive correlation between the two protocols for
each level of schooling studied and the results obtained confirm that receptive vocabulary of a subject is normally wider than expressive. Research on
the Italian sample confirm the parallelism between Forms A and B and demonstrate the reliability of the application of the American test on the Italian
population. The EVT-2 is a more recent and innovative and it could therefore
be used as a tool for assessing the expressive vocabulary of the child.
P073
FIGURATIVE LANGUAGE COMPREHENSION IN STUDENTS
WITH READING DISABILITIES IN TAIWAN
PAO-HSIANG CHI (1)
DEPARTMENT OF SPECIAL EDUCATION, NATIONAL TAIPEI
UNIVERSITY OF EDUCATION, TAIPEI, TAIWAN, PROVINCE OF
CHINA (1)
Abstract: The purpose of this study was to investigate whether Mandarin
Chinese- speaking students with reading disabilities had more problems in
comprehension of different types of figurative language (i.e. similes, metaphors, idiom, proverbs, hyperbole), and performed worse on tasks of verbal
analogy, as compared to average readers. In addition, it was aimed to explore whether comprehension of figurative language, verbal analogical reasoning , nonverbal reasoning and working memory were related to each other.
Forty sixth grade students with reading disabilities and 40 average readers
matched based on grade, sex and SES participated in this study. All the
participants were administered one figurative language comprehension test,
one verbal analogical test developed by the researcher, one working memory
test and one nonverbal reasoning test (SPM). The results indicated that
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average readers outperformed students with reading disabilities on comprehension of all types of figurative language, verbal analogical reasoning,
matrix reasoning and working memory. In addition, figurative language comprehension, verbal analogical reasoning, was found to be associated with
nonverbal reasoning. However, working memory was not associated with figurative language comprehension or verbal analogical reasoning.
Learner Outcomes: know the figurative language comprehension test designed in Mandarin Chinese; understand the figurative language comprehension abilities in children with reading disabilities from a cross linguistic
perspective.
P074
FAMILIAL AND GENETIC FACTORS IN NEURODEVELOPMENTAL
DISORDERS: THE CASE FOR PRACTICE-BASED EVIDENCE
MARIA VLASSOPOULOS (1) - HAZEL RODDAM (2)
UNIVERSITY OF ATHENS, SCHOOL OF MEDICINE, ATHENS,
GREECE (1) - UNIVERSITY OF CENTRAL LANCASHIRE,
UNIVERSITY OF CENTRAL LANCASHIRE, LANCASHIRE, UNITED
KINGDOM (2)
Abstract: The topic for this study is the familial and genetic component in
complex cases of neurodevelopmental disorders which are associated with a
range of speech, language and communication difficulties. It is imperative
for all healthcare professionals working with these families to understand
better the nature and potential long-term outcomes of these conditions. In
particular the implications for case management and intervention decisions
need to be considered. This study was based at the Child and Adolescent
Mental Health Unit of the 1st Department of Psychiatry, University of
Athens, which is a community-based service serving the inhabitants of
four Athenian boroughs. This service offers assessment and intervention
to children with a variety of mental, learning and developmental disorders,
as well as counseling and guidance for their families. The interdisciplinary
team model at this Early Intervention Unit includes joint assessment and
joint intervention sessions by a highly experienced speech and language
therapist, child psychiatrist, psychologist, occupational therapist, education
specialists and social workers. This collaborative practice model affords the
opportunity for greater awareness of the respective research evidence bases,
as well as the prospect for interdisciplinary research designs. A retrospective
casenote review indicated that a number of families after the initial assessment and/or treatment of one of their children had subsequently returned
with other siblings for assessment. The genetic basis of developmental and
neurodevelopmental disorders is well-documented in the literature, however
the interaction of the occurrence of these disorders within the same family is still under investigation. There is also a dearth of research evidence
regarding the effectiveness of models of healthcare interventions in such
complex cases, particularly with consideration for Quality of Life issues for
these families. To compound the significant gaps in the research knowledge
base for these low-incidence and complex cases, there are considerable
methodological challenges which have been acknowledged to the design of
research studies which could answer the most pressing questions raised by
the families and professionals working in this field (Roulstone & McLeod,
2011). The potential value of descriptive case studies should not be underestimated for learning from these low incidence and clinically complex
cases; however, methodological rigour is essential to guard against anecdotal tendency: “the plural of anecdotes is not evidence” (Reilley, 2010). For
this reason there is a need to identify specific research designs which are
relevant and appropriate for single cases; and to demonstrate the potential
for experienced clinicians to undertake these small-scale research studies
within their own caseload, maximizing the use of routinely collected clinical
data. In this way, the concept of Practice-Based Evidence is exemplified.
Learner Outcomes: the importance of interdisciplinary study of neurodevelopmental disorders; how this may impact on their intervention and case management of language disorder in complex cases; how experienced clinicians can
contribute to the research evidence base through practice-based evidence; that
there are a range of relevant research designs dependent on the specific questions to be investigated.
P075
FLUCTUATIONS IN (PSEUDO-)SYLLABLES OCCURRENCES IN
ITALIAN CHILDREN FROM 6 TO 18 MONTHS OLD
ANTONIO ROMANO (1) - BRUNA SCANAVINO (2)
DEP. FOREIGN LANGUAGES AND LIT. AND MOD. CULT.,
UNIVERSITY OF TURIN, TURIN, ITALY (1) - DIPARTIMENTO
DI FISICA SANITARIA, AZIENDA OSPEDIALIERA CITTÀ DELLA
SALUTE E DELLA SCIENZA DI TORINO, TURIN, ITALY (2)
Abstract: In this presentation we highlight the need for a narrow encoding of
early speech productions. Moreover, we encourage a better knowledge of the
properties of articulatory universal sound patterns when dealing with non
specific child language. This helps avoiding to force the mapping of linguistically constrained structures on fluctuating realizations. We will show how
such approach also allows a better account of the pretended conditioning
sources throughout the observed period.
Learner Outcomes: Narrow transcriptions in IPA and Ext-IPA will be proposed as well as a selection of syllabic models and patterns (with the special
reference to co-articulatory processes and perceptual mapping); Reference
is made to phonetic inventories of the world’s languages and to their organization in larger structures and frames; A general knowledge of the most
authoritative models in this field is required.
P076
EFFICACY OF THE USE OF ASSISTIVE TECHNOLOGY BY
PINHEIRO FÁBIO HENRIQUE, CAPELLINI SIMONE
FACULDADE DE FILOSOFIA E CIÊNCIAS - FFC, UNIVERSIDADE
ESTADUAL PAULISTA - UNESP, MARÍLIA - SP, BRAZIL
Abstract: To verify the effectiveness of the use of assistive technology with
students with developmental dyslexia. Methods: 20 students participated
of this study, from 3rd grade students from public elementary schools divided into Groups I (GI) and II (GII). GI was composed by 10 students with
developmental dyslexia submitted to the text-to-speech software, and GII:
10 students with developmental dyslexia not submitted to the text-tospeech
software. As an oral reading procedure we used texts indicated by teachers
of 3rd grade of municipal schools. The analysis of reading texts was made by
the engraving to score of errors reading words (accuracy reading), total time
of reading and speed reading (showed in the words for minutes). The speed
reading is calculated by the multiplication the word numbers of the text
in seconds. The comprehension of the text was made with four questions
showed succession the text where the students ought to answer orally. All
the procedures were used before and after the use to the text-tospeech software. Results: The results were statistically analyzed and evidenced that for
the students of the group GI there was statistically significant differences
between the score of errors reading words, total time and speed reading decreasing in situation of post-evaluation. The reading comprehension improved after the use of text-to-speech software in the students of GI. The group
GII not modified their Performance in the score of errors reading words, total
time, speed or comprehension reading in the both moments of evaluation.
Conclusion: The findings evidence the effectiveness of the use of assistive
technology by students with developmental dyslexia because the performance in the variables of reading improved in the situation of post-testing when
compared with the pre-testing, showing the text-to-speech software used in
this study helped the development of variables of reading interfering in the
performance in the comprehension of the text read.
Learner Outcomes: The use of technology as a way to minimize the reading
difficulties of students with developmental dyslexia is a reality and learn a
little more about its use with students enable understanding of how these
strategies can be implemented and its widespread use. This study seeks
to demonstrate that the more avenues of information are used and offered
to students with dyslexia, the better the result in the reading assignments
proposals, so the vocabulary and level of understanding of the material read
by dyslexics present a significant gain and her gap tends to be decreased
when compared to the group class, or even to students with developmental
dyslexia who do not have the opportunity to have a software that assists in
these activities.
P077
MEAN LENGTH UTTERANCE AS AN ASSESSMENT
INSTRUMENT OF THE LINGUISTIC ABILITIES OF BRAZILIAN
CHILDREN WITH DOWN SYNDROME
ANGELA MARIA DE AMORIM CARVALHO (1) - SUELLY OLIVAN
LIMONGI (2)
FACULTY OF MEDICINE, UNIVERSITY OF SÃO PAULO, SÃO
PAULO, BRAZIL (1) - FACULTY OF MEDICINE, UNIVERSITY OF
SÃO PAULO, SÃO PAULO, BRAZIL (2)
Abstract: Down syndrome (DS) leads to disorders in all development processes, particularly in the linguistic processes. The language development
of children with DS is characterized by a delay, mainly regarding morphosyntactic aspects. These deficits are confirmed by Mean Length Utterance
(MLU) scores lower than expected for chronological age (CA), as well as for
mental age (MA), when compared to typically developing children (TDC). In
international literature, MLU has been considered the most acceptable and
effective index to measure grammatical and morphological development both
in TDC and in children with language disorders, such as those with Specific
Language Impairment (SLI) and DS. Studies that have compared children
with SLI and DS show similarities between their performances regarding
MLU. Brazilian researches using MLU as an assessment tool to measure morphosyntactic aspects in DS are scarce. The purpose of the present study was
to describe the linguistic abilities of Brazilian Portuguese-speaking children
with DS through MLU analysis. Three groups of children participated in the
study, each composed of 25 subjects: a group of children with DS (research
group), and two control groups, one of children with SLI and one of TDC. Data
for the control groups are retrospective from a previous study. Each group was
subdivided into three subgroups according to the age range (3, 4, and 5 years
old). The research group was paired to the control groups by MA. A total of
2500 utterances was obtained from children with DS for MLU analysis. The
results showed an average increase with age, more accentuated in the TDC
group, followed by children with SLI and DS. This increase was more evident
between the age ranges of 4 and 5 years for TDC and DS subjects. The study showed that children with DS presented lower MLU scores than children
with SLI and TDC, indicating differences between groups, morphosyntactic
deficits, and language development delay. It was also observed that morphosyntactic abilities were more developed in older age ranges. Overall, the group
with DS was more similar to the group of TDC than to the SLI group regarding morphosyntactic development in older age ranges, despite the linguistic
difference between the groups. The use of MLU and all the variables related
fulfilled the purpose of this study and proved to be a reliable and efficient instrument to describe grammar and general language development of Brazilian
Portuguese-speaking children with DS. These results confirm the validity of
using MLU as an assessment instrument with this population.
P078
SCHOOLING INFLUENCE ON COGNITIVE-LINGUISTIC SKILLS
MARIA SILVIA CÁRNIO CÁRNIO (1) - BLENDA REGINA ZOCCAL
LICAS LICAS (1) - APARECIDO JOSÉ COUTO SOARES SOARES (1)
BRAZIL (1)
Abstract: Investigating the influence of schooling on Phonemic Awareness
(PA) and Rapid Automatic Naming (RAN) might provide relevant parameters
both to therapeutic program and reading disorders. Thus, this study aimed
to verify the influence of schooling on PA and RAN as well as its possible
correlation in students from 3rd and 4th grade of elementary school. As
subjects, the study counted on 57 students from 3rd and 4th grade of
elementary school. PA was assessed in rhyme, alliteration, synthesis and
split activities and the maximum score was 30. Regarding RAN it was used
the Comprehensive Test of Phonological Processing (CTOPP) as depicted
in the test. Data were analyzed using Wilcoxon, Mann-Whitney tests and
Spearman correlation coefficient with significance level of 5%. Regarding
PA, 3rd grade students showed lower mean than students from 4th grade
(21,52 and 23,57 respectively), with no significant difference. Concerning
RAN all students showed greater mean of time to name colors (95,66 and
92,21 respectively) and objects (88,03 and 84,43). Similarly, all students
showed greater mean of errors for naming colors. There was significant difference between the students only concerning time to naming (0,0010) and
the frequency of error to numbers (0,002). There was found no correlation
among PA and RAN skills in 3rd grade students. On the other hand, negative
correlation was found between PA and RAN activities to 4th grade students.
Considering all students as a whole group, no significant correlation was
found between PA and RAN. Regarding PA, it was expected significant difference between the 3rd and 4th grade students but it was not found in this
sample. Thus, it is possible to speculate that it might be related due to the
emphasis given in syllables in the school where the research was performed,
and also the level of literacy of the families. Concerning RAN, the time
spent by all students was greater to objects and colors as previously claimed
by others researchers. According to this data, time spent to naming colors
and objects is due to attentional, perceptual and visual process to recover
the lexicon. The negative correlation found between PA and RAN to 4th
grade students confirmed several studies which have showed that the best
performance in PA, the less will be the time spent in RAN. This correlation
was not found in colors and objects naming. A hypotheses related to this
data is that naming colors and objects involves semantic access and not
only decoding skills which is related to PA. Data provided in this study is not
in line with previously researches concerning schooling advancement and
cognitive-linguistic skills. Nevertheless it points out the possible influence
of other factors which might interfere in the improvement of WM and PA
not only the formal education. Schooling was not a decisive factor in the
PA performance of this sample. However, regarding RAN skills were influenced by the schooling since 4th grade students showed greater performance.
Further, data suggest that PA and RAN might be influenced by other variables, not only formal education.
Learner Outcomes: Know that schooling was not a decisive factor on the
performance in PA to this sample; Understand why RAN skills to objects
and colors demand more time to execution; Know that external factors might
have influence on the performance in PA and RAN of Brazilian students.
83
P079
P081
RELATIONSHIPS BETWEEN SYNTACTIC DEVELOPMENT AND
VOCABULARY AND CONVERSATIONAL ABILITIES IN PERSAVE
DEVELPOMENTAL DISDODER CHILDREN DURING THE SCHOOL
PERIOD
SATSUKI ADACHI (1) - YASUKO IKEDA (1) - IKUYO FUJITA (2)
- HIROMI HARADA (1) - KAHORU HASHIMOTO (3) - MASAKO
NOTOYA (3)
SEIREI CHRISTOPHER UNIVERSITY, UNIVERSITY,
HAMAMATSU, JAPAN (1) - INTERNATIONAL UNIVERSITY OF
HEALTH AND WELFARE, UNIVERSITY, OTAWARA, JAPAN (2) KANAZAWA UNIVERSITY, UNIVERSITY, KANAZAWA, JAPAN (3)
WISC-III INDEX SCORE PROFILES IN VELO-CARDIOFACIAL SYNDROME ASSOCIATED WITH VELOPHARYNGEAL
INSUFFICIENCY
MIYUKI GOTO (1) - RYUSAKU HASHIMOTO (1) - SATOKO KASAI
(1) - KENJI KOBAYASHI (1) - EIKO TAMASHIGE (1) - SATOKO
IMAI (1) - NORIKO NISHIZAWA (1)
DEPARTMENT OF COMMUNICATION DISORDERS, HEALTH
SCIENCES UNIVERSITY OF HOKKAIDO, SAPPORO, JAPAN (1)
Abstract: The majority of previous studies on language development in children with pervasive developmental disorder (PDD) focused on pragmatic
abilities, rather than syntactic abilities. This paper reports the results of
a study examining the characteristics of syntactic development in PDD
children, and its relationship with vocabulary and conversational abilities.
Subjects were thirteen male PDD children aged 6 years and 2 months to
11 years and 10 months (mean: 7 years and 2 months), all of whom were
diagnosed during the infantile period, were studied in comparison with 22
healthy children at first and second elementary school grades. Methods: The
Syntactic processing Test for Aphasia (STA), Picture Vocabulary Test (PVT),
Verb Test for Aphasia Vocabulary Examination (verb comprehension and
expression), S-S Method/Question-Answer Relationship Test (Q&A), Raven
Colored Progressive Matrices (RCPM), and WISC-III number counting were
performed to analyze the relationship between each test score. Results were
as follows; 1) Scores for PDD children were significantly lower than those
for healthy children in all tests, except for the intelligence test (P<0.05).
2) A correlation was observed between STA auditory comprehension, PVT,
verb comprehension, and Q&A in healthy children, and between STA auditory comprehension, STA production, PVT, verb comprehension, Q&A, and
AMS in PDD children. The STA production was correlated with verb compression and expression, PCPM, Q&A, and AMS. 3) The syntactic comprehension level corresponded to word-order or particle strategies in healthy
children, while it was limited to semantic and word-order strategies in PDD
children. From these results, despite delays in syntactic development, the
development of compression strategies in PDD children was similar to that
in healthy children, suggesting an interaction between the development of
syntactic processing and vocabulary and conversational abilities.
Learner Outcomes: Significant lower Scores for PDD children than those for
healthy children in all tests, except for the intelligence test; A correlation
was observed between STA auditory comprehension, PVT, verb comprehension, and Q&A in healthy children, and between STA auditory comprehension, STA production, PVT, verb comprehension, Q&A, and AMS in PDD
children; The STA production was correlated with verb compression and
expression, PCPM, Q&A, and AMS; The syntactic comprehension level corresponded to word-order or particle strategies in healthy children, while it
was limited to semantic and word-order strategies in PDD children; Despite
delays in syntactic development, the development of compression strategies
in PDD children was similar to that in healthy children.
P080
SPECIFIC LANGUAGE IMPAIRMENT: PERFORMANCE IN TESTS
OF PHONOLOGICAL WORKING MEMORY AND OF SUSTAINED
AUDITORY ATTENTION
LIDIANE Y. SAWASAKI (1) - MARIZA R. FENIMAN (1) - SIMONE
R.V. HAGE (1)
UNIVERSITY OF SÃO PAULO, UNIVERSITY OF SÃO PAULO SPEECH-LANGUAGE PATHOLOGY/AUDIOLOGY DEPARTAMENT,
BAURU, BRASIL (1)
Abstract: Hypotheses are being pointed to explain the linguistic difficulties in
the Specific Language Impairment (SLI), among them, we can mention limitations in the Phonological working memory (PWM). So, the objective of the
present study was to verify the children’s acting with SLI in tests of sustained
auditory attention (SAA), and still, to verify if there is correlation among them.
12 children have participated in this study with ages between 6 and 10 years,
nine boys and three girls with diagnosis of SLI. The following tests were applied:
Phonological working memory test nonwords and digits and Sustained Auditory
Attention Ability Test (SAAAT). In the two tests applied, PWM and SAAAT results found lower than normal. In the literature there is strong evidence that
children with SLI have poor performance in tasks involving PWM storing a verbal stimulus, a fact also confirmed in this study. As it was verified in this study,
SLI can also be associated to difficulties in the sustained attention. It was
possible to verify from this study that pictures of SLI can show difficulties, besides PWM and of SAA. Same not having correlation among the tests, the vast
majority of children with SLI showed a performance deficit in the skills tested.
Learner Outcomes: Know the Sustained Auditory Attention Ability Test
(SAAAT), its objectives and application form; Know the performance of children with Specific Language Impairment on tests of sustained attention and
working memory; Understand the possible relationship between language
deficits in Specific Language Impairment and memory skills and attention.
84
Abstract: Background: Velo-Cardio-Facial Syndrome (VCFS) is a relatively
frequent autosomal deletion syndrome with an estimated prevalence of
1:6000. It is caused by microdeletions in region q11 of chromosome 22,
and is also known as 22q11.2 deletion syndrome. The major characteristics include velopharyngeal insufficiency, cardiac anomalies, mid-facial
dysmorhphism and neurocognitive abnormalities. The population of VCFS
patients is not negligible in clinics dealing with speech output disorders associated with velopharyngeal insufficiency. Kitano (2009) investigated the
factors affecting speech results after pharyngeal flap operation in VCFS and
pointed out that full-scale IQ (FSIQ) is a significant factor for speech outcome. The average FSIQ of VCFS children has been estimated to be about 75,
with an intellectual profile characterized by a discrepancy between verbal IQ
(VIQ) and performance IQ (PIQ), favoring the VIQ. Although these data have
been confirmed repeatedly in Western countries, reports on the intellectual
profile of Japanese children with VCFS have been limited.
Learner Outcomes: review the reports on the specific intellectual profile of
VCFS; understand the need to investigate the cognitive profile and speech
outcome of VCFS: know that VCFS patients comprise a group specified by
their characteristic cognitive profile within the speech output disorders associated with velopharyngeal insufficiency.
P082
ROSANGELA VIANA ANDRADE (1) - SUELLY LIMONGI (1)
SCHOOL OF MEDICINE, UNIVERSITY OF SÃO PAULO, SÃO
PAULO, BRAZIL (1)
Abstract: There are few studies which depict the narrative skills of children
and adolescents with Down syndrome (DS) mainly regarding its use in clinical intervention. This study aimed to verify the efficacy of speech-language
pathologist intervention on the macrostructure of oral narrative of children
and adolescents with DS. Participated in this study five Brazilian children
and adolescents with DS and chronological age between 10 and 15 years
old. Their mental age was (PTONI) between 5.0 and 6.0 years. Data collection counted on two assessments (initial and final) with a gap of 18 months
between them (approximately 72 therapeutic sessions for each participant).
The material used were: assessment: a sample of an oral narrative of the book
“Frog, Where Are You?”; therapeutic process: storybooks. The obtained data
were subjected to statistical analysis aiming to verify the evolution of the participants comparing its results in the initial and final assessment. Data analysis
was based on the model used by Miles and Chapman (2002) which considers
the macrostructure concerning three variables: components of the plot line;
the search theme and the protagonists’ misadventures. To statistical analysis
it was used the the nonparametric test Wilcoxon Signed Ranks. The significance level adopted was 0,05. Considering the initial and final assessments,
respectively, it was found the results as follows: components of the plots: 83%
- 100%; 2. Theme 33% - 78%; 3. Misadventures 38% - 63%; total: 48%
- 83%. The results pointed out an improvement in the oral narrative of the
participants in all of the analyzed aspects. Thus, it is important and confirms
what some studies have claimed regarding the importance of the intervention
on the skill narratives of individuals with DS. This way, the results show that all
the subjects obtained progressing improvements in understanding and establishing causal and inferential relations regarding events in stories. Consequently
they had an increase in their syntactic complexity as well as in the sequential
and logical organization concerning either an issue or theme. Thus, occurred
integration between linguistics and cognitive skills leading to a better understanding of happenings and utterance simultaneously. This way, there are such
relevant data referring to individuals with DS. since this is a pilot study it is
likely that raising the sample, there will be more noticeable all the significant statistically differences in all aspects. Thus it is important a study with a
larger sample. In conclusion, the Speech-Language Pathologi4rative skills is
effective in lexical expansion of the individuals with DS speakers of Brazilian
Portuguese; How the intervention on narrative promotes the integration between linguistics and cognitive skills in the individual with DS; How important is
using visual stimuli in activities involving memory of children with DS.
P083
DOES THE PATTERN OF SILENT PAUSES DIFFER BETWEEN
TYPICALLY DEVELOPING CHILDREN AND CHILDREN WITH
SPECIFIC LANGUAGE IMPAIRMENT?
DEBORA BEFII-LOPES (1) - ANA CÁCERES (1) - LETÍCIA
BACCHIN (1) - PAULA PEDOTT (1)
DEPARTMENT OF PHYSIOTHERAPY, COMMUNICATION SCIENCE
& DISORDERS, AND OCCUPATIONAL THERAPY OF THE
FACULTY OF MEDICAL SCIENCES, UNIVERSITY OF SÃO PAULO,
Abstract: The silent pause is a strategy to gain time to formulate the statement
without adding words, or when there is an overload of information related to
language processing. Word class acquisition prioritizes those in open class and,
later on, children learn closed class words. This pattern is justified because
open-class words show concrete reference and are context related, while closedclass words are more abstract and works as connectors between words and
phrases. Considering the possible relations between fluency speech and word
class usage, this study aimed (1) to compare the mean duration of silent pauses
preceding open class words (nouns, adjectives, verbs, adverbs and numbers)
and closed class words (articles, prepositions, conjunctions, pronouns and interjections) during oral narratives of typically developing language children and
children with specific language impairment; and also (2) to verify whether this
pattern differs in these two groups of children. Forty TDL children and twenty
SLI children, aged 7 to 10 years, participated in this study. The groups were
matched for age and for each SLI child there should be two TDL children. All
participants had Brazilian Portuguese as their native language and resided in
the city of São Paulo (Brazil). In order to enable children to produce narratives,
a series of 15 stories, each one based on a four-scene-sequence, was used.
Once the child organized each sequence and told the story, the narratives were
transcribed and their files were acoustically analyzed in Audacity software (1.3
Beta). These procedures allowed the measurement of the duration of each word
enunciated and, consequently, the establishment of the interval between each
of these words. After these intervals were established, the resulting file was
processed in software specifically developed for this research, which calculates
the duration of silent pauses (in milliseconds) immediately before each word
for each child. The mean duration of silent pauses was longer when preceding
closed class words for both groups. When groups were compared, the mean
duration of silent pauses for both open and closed class words was significantly longer for SLI children. It suggests that lexical acquisition reflects general
linguistic difficulties, and longer silent pauses indicate that SLI children need
more time to process linguistic information even in lexical level.
Learner Outcomes: know the differences of silent pauses pattern between typically developing language children and children with specific language impairment; know the characteristic of silent pauses in children with specific language impairment; understand the impact of specific language impairment on
speech fluency; understand how word type relates to speech fluency.
P084
EXPERIENCE IN RESEARCH OF METALINGUAL ABILITIES OF
CHILDREN WITH SPEECH UNDERDEVELOPMENT
NATALIA SHARIPOVA (1)
MPSU, MPSU, MOSCOW, RUSSIAN FEDERATION (1)
Abstract: One of significant criterions of a metalinguistic manner of behavior
of a five-year-old child is considered to be a possibility of conscious manipulating with syllable components of a word: dividing into syllables, definition
of initial and different elements, presence/absence of syllable and rhythmic
distortion and others. The aim of our research is to find out peculiarity of a
metalingual ability of five-year-old children. Children from Moscow, whose
speech development did not correspond to their age group, took part in this
experiment. In anamnesis late beginning of speech could be observed (after
three years), delay in forming of all the sides in spoken language: soundarticulatory, grammar, lexical, etc. Firm inability to self-sufficient mastering
the syllable structure of a word is an expressed peculiarity of children with
this kind of breach. We supposed that distortion of syllable word order by
children of this category takes place not only on the level of pronouncing,
but also on the level of perceiving. Moreover, it is rather hard for them
without assistance consciously to operate structural elements of a word, it
indicates about lower readiness to metalingual activity. To achieve this aim
special exercises have been worked out, whose execution activate cognitive
mechanisms of a child, and informs about peculiarities of development of
a metalingual ability. The exercises have been given in a playing form, and
they have been accompanied with picture material. Let’s consider some
of them: 1) Definition of presence / absence of structural distortion in the
word (Identification)/; 2) Transposition of syllables with the purpose of getting new words (Transformation); 3) Completion of a started word (probable
prediction). The results of the experiment are as follows: Illegibility, diffusivity of sensor standards, insufficient differentiation of words’ identification
characterizes possibilities to perceive and identify words and their structural
elements. It is obvious that his own habitual wrong variant of pronouncing
for a child with underdeveloped speech can exist as the only true or one
the possible ones (i.e. generalizing). Deformation of identification processes and probabilistic prediction (identification of that element, which must
follow) appears. Structural distortions during speaking significantly affect
the process to analyze lexical units, possibilities independently to operate
a syllable structure of a word (for instance, transformation). Low readiness
to independent operation with structural elements of the native language
reflects peculiarities of development of metalingual abilities by children
with underdeveloped speech.
Learner Outcomes: the controversies about metalingual abilities of children
with speech nderdevelopment; considers abilities of children to apprehend,
pronounce, and analyze the syllable structure of a word in native language;
mistakes, which are made by children with underdevelopment during performance of exercises, which require metalingual reflexing.
P085
PERFORMANCE IQ (PIQ) SUBTESTS, AND READING
KAHORU HASHIMOTO (1) - MASAKO NOTOYA (1)
HIROMI HARADA (2) - MAKOTO ITO (1)
KANAZAWA, UNIVERSITY, KANAZAWA, JAPAN (1)
SEIREI, UNIVERSITY, HAMAMASTU, JAPAN (2)
Abstract: Retardation of oral language ability of hearing-impaired pupils
by several years is reported authors in the all of the world. Our previous
studies have reported that many hearing-impaired children undergoing the
Kanazawa Method training, a multisensory-based language training method
implemented in our clinic, have acquired the almost same level of language skills as hearing children. We analyzed the results of subtest items
using the Wechsler Intelligence Scale and Reading Comprehension Test in
hearing-impaired children who had received training by Kanazawa method
during the preschool period in our clinic. Thirty-three congenitally hearingimpaired children/adults participated in this study. All of the subjects aged
9 > years and can speak Japanese oral language. Their scores of WISC/
WAIS-Ⅲ,WAIS-R and Kyoken Style Reading Comprehension Test analyzed ;
1)Relationship between verbal IQ (VIQ) scores and Performance IQ（PIQ）was
investigated. 2) Correlation of VIQ and PIQ subtests scores of WISC/WAISⅢ was investigated. 3) Moreover, we compared WISC/WAIS-Ⅲ, WAIS-R with
Kyoken Style Reading Comprehension Test. The VIQ score in 33 subjects
varied from 54 to 135 with the mean being 94.2 (SD = 19.3). The PIQ score varied from 89 to 134, with the mean being 110.8 (SD = 12.5). There
was no correlation between the PIQ and VIQ scores received by the subjects.
There was no significant difference between the normal range VIQ group and
the group with VIQ < 80 in their mean PIQ score, but there was significant
difference in subtests Picture Comprehension of PIQ. There was significant
correlation between the VIQ scores and the total scores of Kyoken style
Reading Comprehension Test. The Kanazawa method was designed to encourage hearing-impaired children to acquire words and sentences using
sign language and written language with auditory/oral training. This method
promotes ability to learn language structures in infantile periods. By this
method, many severe hearing-impaired children can acquire oral language
sufficiently.
Learner Outcomes: Even severely hearing-impaired children can be acquired
oral language sufficiently; No correlation between the PIQ and VIQ scores received by the subjects; No significant difference between the normal
range VIQ group and the group with VIQ < 80 in their mean PIQ score,
but there was significant difference in subtests Picture Comprehension of
PIQ; Significant correlation between the VIQ scores and the total scores of
Kyoken style Reading Comprehension Test
P086
EARLY IDENTIFICATION AND INTERVENTION FOR CHILDREN
WITH AUTISM IN BOLIVIA
T. ROSARIO ROMAN (1) - LINDA R WATSON (2)
ELIZABETH R CRAIS (2)
BILINGUAL MULTICULTURAL SERVICES, INC, PRIVATE
PRACTICE, ALBUQUERQUE, UNITED STATES (1) - THE
UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL,
UNIVERSITY, CHAPEL HILL, UNITED STATES (2)
Abstract: Speech-Language Pathologists (SLPs) in the United States are
invited to share their knowledge on assessing and serving culturally and
linguistically diverse (CLD) populations around the world. This poster will
exemplify how a team of professionals (including three SLPS and an MD)
from North Carolina and New Mexico traveled to Bolivia to present a two
day conference in each three cities of Bolivia. Through the conferences, the
team interacted with Partners of the Americas members, parents of children
with Autism Spectrum Disorders, and various higher education students and
professionals concerned with Autism. Conference participants in each location participated in discussion groups to identify: (a) the major challenges
related to ASD in Bolivia; (b) strengths in Bolivia and/or the local community; (c) priorities for addressing the needs related to ASD in Bolivia; (d) shortterm steps; and (e) resources needed. A compilation of the findings across
the three cities was then sent to the organizing Bolivian committees to help
them plan their next steps in enhancing ASD awareness and services in
Bolivia. This process may serve as a model for others exploring educational
85
opportunities in other countries. To provide appropriate assessment and intervention in Bolivia, one has to understand Bolivians’ beliefs and values
about communication in life experiences
Learner Outcomes: Recognize participants’ rights as well as language, sensory and cultural differences related to ASD in Bolivia; Identify the major
challenges and strengths in Bolivia and/or the local community; Help to
develop a strategic plan or long-range action plan to guide the efforts related
to ASD for the next five to seven years in Bolivia
P087
AUDITORY PITCH PROCESSING IN 5- TO 6-YEAR-OLD
CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT AND
TYPICALLY DEVELOPING CHILDREN
LEENA ERVAST (1) - MATTI LEHTIHALMES (1) - KAISU HEINÄNEN (1)
SWANTJE ZACHAU (1) - MARI VEIJOLA (2) - ELISA HEIKKINEN (1)
KAISA LOHVANSUU (3) - KALERVO SUOMINEN (4)
MIRJA LUOTONEN (2) - PAAVO H.T. LEPPÄNEN (3)
FACULTY OF HUMANITIES, LOGOPEDICS, UNIVERSITY OF OULU,
OULU, FINLAND (1) - DEPARTMENT OF PHONIATRICS, OULU
UNIVERSITY HOSPITAL, OULU, FINLAND (2) - DEPARTMENT OF
PSYCHOLOGY, UNIVERSITY OF JYVÄSKYLÄ, JYVÄSKYLÄ, FINLAND
(3) - DEPARTMENT OF CLINICAL NEUROPHYSIOLOGY, OULU
UNIVERSITY HOSPITAL, OULU, FINLAND (4)
Abstract: The ability of the brain to recognize different acoustic cues (e.g.
frequency changes in rapid temporal succession) is important for phonemic
perception and thus for successful language development. We studied how
children with specific language impairment (SLI) and typically developing
(TD) Finnish-speaking children process non-verbal stimuli. Twenty-four
children with SLI and twelve typically developing 5- to 6-year-old children
participated in the study. Auditory processing skills were assessed by using
brain event-related potentials (ERPs). The stimulus pairs with two sine tones were presented in a passive oddball/ MMN paradigm. The standard
stimulus (80%) was a tone pair with a 150 ms within-pair interval (WPI)
and the pitch deviant stimulus (20%) was similar but having a pitch change in the 2nd tone. The 2nd tone including the pitch change generated a
fronto-central negative response in both groups, but with longer latencies
and decreased amplitude in the SLI-group in comparison to the TD-group.
The response to the standard stimulus also differed between the groups.
The two tones in the pair generated a merged response pattern in the SLIgroup, whereas in the TD-group two distinct responses to the both tones in
the pair were observed. In the TD-group, a clear T-complex was found at the
right temporal channels as well as two distinct peaks for the pitch deviant
stimulus at the latencies of 340 and 410 ms. These peaks were smaller in
amplitude or missing in the SLI-group. Instead, in the SLI-group a similar
response pattern was found at same latencies but at the left temporal scalp
site. Children with SLI did not discriminate the pitch change in the tone
pair as well as TD-children. Atypical responses were also observed for the
standard stimulus, suggesting differences also in basic auditory processing.
The smaller responses to the second tone in the pitch deviant stimulus indicated less efficient pitch change detection in children with SLI. Atypical
change detection was also reflected in an atypical hemispheric pattern. The
TD-group processed pitc4ecially in temporally complex sounds.
P088
EARLY STAGE BRAIN PROCESSING OF SPEECH IS
DIFFERENTLY RELATED TO READING MEASURES IN TYPICALLY
READING CHILDREN AND THOSE WITH DYSLEXIA
KAISA LOHVANSUU (1) - JARMO A. HÄMÄLÄINEN (1)
PAAVO H.T. LEPPÄNEN (1)
DEPARTMENT OF PSYCHOLOGY, UNIVERSITY OF JYVÄSKYLÄ,
JYVÄSKYLÄ, FINLAND (1)
Abstract: Speech processing deficit has been reported to be related to a
specific reading disability, dyslexia. However, the role of speech processing
problems as a risk factor for dyslexia still remain unclear. Here our purpose was to study whether brain responses reflecting early stages of speech processing (obligatory event-related potentials, ERPs) would be related
to phonological processing, decoding and spelling skills in children with
and without dyslexia. Brain event-related potentials (ERPs) of 9–11-yearold Finnish children (50 typical and 58 dyslexic readers) were recorded to
a repeated vowel /i/ presented in a cross-linguistic oddball paradigm of a
European NeuroDys study. Temporal principal component analysis (tPCA)
was applied to identify the obligatory auditory responses. The ERP responses to vowel /i/ at the time windows of P1 (70 ms) and N1 (110 ms) were
differently associated with behavioral measures in dyslexic readers compared to typical readers. In typical readers, a larger P1 response at the right
temporal areas was related to better performance in pseudoword phoneme
deletion and pseudoword spelling tasks as well as faster pseudoword reading time. A larger response at the N1 time window was related to faster
pseudoword decoding only. In dyslexic readers, however, a larger right hemispheric P1 was only related to pseudoword repetition. Instead, larger left
hemispheric responses at the P1 and N1 time windows were related to
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better performance in the spelling task. In dyslexic readers, no association
between obligatory ERPs and pseudoword decoding time was found. These
results indicate that basic level speech processing is related to phonological
processing, spelling accuracy, and decoding speed, but differently in dyslexic and typical readers. In typical readers, the associations of the responses
at the right hemisphere to behavioral measures are in line with findings of
right hemispheric dominance of vowel processing. Dyslexic readers show,
in contrast, the opposite hemispheric pattern in the brain-behavior associations. This suggests differences in the organization of the neurocognitive
processes related to reading and writing.
Learner Outcomes: the neurocognitive background of dyslexia, the eventrelated potential methodology and analysis methods; the speech sound processing deficit and its associations to reading and writing skills
P089
VALIDITY OF MANDARIN TOKEN TEST WITH TAIWANESE
CHILDREN 7 TO 12 YEARS OLD USING RASCH MODEL
ANALYSIS
YUEH-HSIEN LIN (1) - CHIN-HSING TSENG (2) - YUH-YIH WU (3)
SPECIAL EDUCATION CENTER, NATIONAL TAIWAN NORMAL
UNIVERSITY, TAIPEI, TAIWAN, PROVINCE OF CHINA (1) GRADUATE INSTITUTE OF AUDIOLOGY AND SPEECH THERAPY,
NATIONAL KAOHSIUNG NORMAL UNIVERSITY, KOHSIUNG,
TAIWAN, PROVINCE OF CHINA (2) - GRADUATE INSTITUTE
OF SPECIAL EDUCATION, NATIONAL KAOSHIUNG NORMAL
UNIVERSITY, KAOHSIUNG, TAIWAN, PROVINCE OF CHINA (3)
Abstract: The Token Test is a popular neuropsychological test for assessing
auditory comprehension with various disordered population of varying ages
since De Renzi and Vignolo published their ideas in 1962. This test requires
subjects to point to or manipulate the plastic tokens, which vary in color,
size and shape, according to the spoken commands given by the examiner,
in order to estimate the subject’s auditory comprehension ability. Sixteen
years ago, Tseng developed a version of Token Test as a part of a comprehensive battery of cognitive functions for Chinese speaking children aged 5
to 8. It consists of three subtests and 29 items which vary in sentence length, sentence complexity, and number of dimensions of the referred tokens.
Despite of its normative data, this early version is short of adequate information about validity and reliability. To remedy its weaknesses, Lin, Tseng, and
Wu recently revised the original test by adding and rewriting some items and
applied it to children aged 3 to 6. It is the purpose of this study to verify the
validity of Mandarin Token Test with children aged 7 to 12 by means of the
Rasch model analysis. Two groups of children aged 7 to 12 were recruited
as subjects. The typically developing (TD) group consisted of 1,402 children
while the disability group was comprised of 1,388 children with learning
disabilities, autism, or intellectual disabilities. Two sets of test items were
employed, with 27 common items and 3 or 4 items specific to each set. The
WINSTEPS software was employed to examine whether there was a good fit
between the subjects’ performance and the model requirements. We first
looked at the model fit of the data which came from both the TD group and
the disability group. The results indicated the in-fit and the out-fit mean
squares were both excellent. In other words, the performance on the test did
reflect the true ability of the test taker. We then used concurrent estimation
to achieve vertical scaling. As such despite the use of two different sets of
test items across age groups, it was possible to compare the estimates of
their abilities with vertical scaling. The overall trend shows that the MTT
scores increased linearly with age. Finally we examined the relationship
between the MTT scores and Wechsler Intelligence Scale for Children – III
among the disabled children. Moderate correlation coefficients were found
between MTT scores and the four IQ indexes. More importantly, the MTT
appears to correlate better with Verbal Comprehension and Freedom from
Distractibility than Perceptual Organization and Processing Speed.
Learner Outcomes: understand the construction rationale behind the Token
Test; o appreciate the technique of Rasch model analysis, and to recognize
the construct validity of the Mandarin Token Test.
P090
PHONOLOGICAL REMEDIATION IN SCHOOLS WITH
DEVELOPMENTAL DYSLEXIA: CONTRIBUTION COGNITIVE
POTENTIAL P300
PATRÍCIA ABREU PINHEIRO CRENITTE (1) - ERIKA FERRAZ (1)
DEPARTMENT OF SPEECH PATHOLOGY, COLLEGE OF
DENTISTRY OF BAURU, UNIVERSITY OF SAO PAULO,
UNIVERSITY OF SAO PAULO, BAURU, BRAZIL (1)
Abstract: The use of therapeutic activities of phonological skills training
seeks to maximize the phonological abilities of subjects with learning difficulties. Such programs lead to an improvement on the phonological analysis of written language, perception, production and manipulation of sounds
and syllables, interfering directly in the reading ability and comprehension
of subjects undergoing training. The first signs of dyslexia appear at the
beginning of written language acquisition, when the child has difficulty to
relate sounds to letters8. The ability to manipulate and recognize sound
structures of words, as well the ability to make rhymes, counting syllables
and reading pseudo-words requires the development of phonological awareness. The use of the cognitive potential P300 allows the evaluation of auditory processing, objectively. Auditory evoked potentials refer to a change
in electrical activity in response to an acoustic or electrical stimulus, which
occurs in peripheral and central auditory system. The P300 potential occurs
when the individual consciously discriminate the presence of an acoustic
stimulus presented in tone burst or speech17;6. The use of therapeutic
activities of phonological skills training seeks to maximize the phonological
abilities of individuals with learning difficulties. Such programs lead to an
improvement on the phonological analysis of written language, perception,
production and manipulation of sounds and syllables, interfering directly
in the reading ability and comprehension of subjects submitted to training.
The aim of this study was to evaluate the procedures of phonological awareness, lexical access and phonological memory, and verify the applicability
of the Cognitive Auditory Evoked Potential - CAEP-P300 as an indicator of
therapeutic developments in children with developmental dyslexia, in pre
and post phonological remediation program. Were evaluated 20 children
diagnosed with developmental dyslexia, aged 8-14 years, group I (GI) composed of 10 students submitted to the program, and group II (GII), composed of 10 students who did not were submitted to remediation program.
Comparing the results obtained in both periods between groups were statistically significant differences in all the test items Phonological Awareness
for Group I. The same occurred with the test of phonological memory and
lexical access for objects and colors. In the P300 test there was statistically
significant difference for the latency of the P3 component. In group II there
was no statistically significant difference for any of the tests used. Thus, the
phonological remediation program was beneficial to not only quantitative
but mostly qualitative in children with developmental dyslexia in the phonological processing abilities assessed, and the Cognitive Auditory Evoked
Potential - CAEP-P300 proved to be a useful tool for objective monitoring of
the therapeutic developments of these subjects.
Learner Outcomes: This study will enable even greater theoretical study
on the characteristics cognitive-linguistic of individuals with learning disorders, before and after direct instruction in phonological skills, reading
and writing, thus enabling the use of an instrument that can promote the
improvement of certain skills in a short period of time, contributing mainly
to improve the academic performance of these children.
P091
A RANDOMIZED CONTROLLED TRIAL OF TWO SYNTACTIC
TREATMENT PROCEDURES IN SCHOOL-AGE CHINESE
CHILDREN WITH LANUAGE DISORDERS
CAROL K. S. TO (1) - LOUISE W. O. HUI (2)
DIVISION OF SPEECH, THE UNIVERSITY OF HONG KONG,
HONG KONG, HONG KONG (1) - EDUCATION BUREAU, HONG
KONG SAR GOVERNMENT, HONG KONG, HONG KONG (2)
Abstract: Purpose. This study aims to evaluate the efficacy of two procedures
for syntax intervention, namely the Sentence-Combining (SC) and NarrativeBased (NAR) procedures using a randomized-controlled-trial (RCT) design.
These two procedures have been indicated to be effective in previous case reports and expert opinions. Methods. A total of 50 Cantonese-speaking school
age children with language impairment participated in the study. Pre- and
post-treatment scores on the outcomes measured by a standardized language
assessment, was subject to mixed effect model ANOVAs. Results. Children in
both treatment approaches demonstrated significant growth after four months of intervention. Interaction effect was not significant suggesting that both
treatment approaches showed similar effect. Conclusions. Both treatment
approaches were equally efficacious. By using the study design of RCT, this
study provided stronger evidence to support language intervention in school
years. Future research can examine which types of children are more likely to
benefit more from one method or the other.
Learner Outcomes: Randomized Controlled Trial provides strong evidence
on treatment efficacy. Many conventional treatment approaches still await
strong evidence to assist clinicians’ decision making during selection of
treatment approaches.
P092
MACROSTRUCTURE ASPECTS IN THE ORAL NARRATIVE OF
INDIVIDUALS WITH FETAL ALCOHOL SPECTRUM DISORDERS
GIULIA GANTHOUS (1) - NATALIA ROSSI (1) - CÉLIA GIACHETI (1)
UNIVERSIDADE ESTADUAL PAULISTA - UNESP, CENTRO DE
ESTUDOS DA EDUCAÇÃO E SAÚDE - UNESP, MARÍLIA, BRAZIL (1)
Abstract: In the last two decades, few studies have been designed with the
objective of characterizing the performance of narrative and distinct pathologies; describing peculiar characteristics in structuring stories from different
variables and their influences on storytelling, as language speakers, neurological conditions, or auditory processing. The use of narrative task has proposed as an assessment tool to investigate the disturbances of oral language,
both for expressive ability as receptive to. Therefore, authors have been
comparing populations with specific diseases, and coursing with language
disorders, with the normative population in order to contrast the differences
regarding the specific development of oral narrative skill.Studies on the
oral narrative of individuals with a history of maternal alcohol consumption
during pregnancy are still scarce, although the presence of cognitive and
language impairment or deficits have been reported in these individuals.
Among the most cited cognitive deficits stands out the executive function,
that is very important for the organization macrostructural narrative and
semantic and syntactic changes. The few studies on the discursive abilities
of individuals with FASD which include the oral narrative have described the
presence of deficits in both the macro and microstructural dimension of the
narrative, including cohesion and coherence problems, significant deficits
in the use of strategies pragmatic narrative and developing content with
semantic concepts ambiguous, redundant and inconsistent. The analysis
of the use of the structural components of story has often been used in research with individuals with language disorders and typically developing in
search of information about the development of the narrative story schema
by providing an important measure of narrative macrostructure. The aim of
this study was to investigate macrostructures aspects in the oral narrative of
individuals with FASD and compare to typical language development, taking
account the presence of typical story grammar components. Participants
were sixteen individuals with clinically confirmed by the FASD diagnostic
tool 4-Digit Diagnostic Code, ten females and six males, aged between six
and 16 years (M = 9.7 years). Typical language development’s group was
compound by sixteen individuals paired in gender and chronological age of
FASD group. Oral narrative was elicited using a story generation task with
the book Frog, where are you. Narratives sample were transcribed and coded
considering the presence of story grammar components (scenario, theme,
plot, solve problem, misadventures). The data obtained were analyzed using
descriptive statistical procedures for analyzing the performance of the sample and nonparametric - Mann Whitney test for comparison of observed
performance to their respective controls using the Statistical Package for
Social Sciences - SPSS version 19. The results showed that individuals with
FASD had lower scores compared to the control group, according to scores
on the macrostructure, measuring the presence of typical elements of the
narrative scheme of stories. The difference in results between the groups
was statistically significant for the Global Score; this variable is the sum of
all elements measured. The element with the highest score for individuals
with FASD was the presence of scenario, with the lowest scores the presence
of problem solving.
Learner Outcomes: information about the main features of narrative schema
history of individuals with FASD, as macrostructure aspects; have a comparative perspective of the typical and atypical development of the narrative schema history of individuals with FASD in compared to their peers of
the same chronological age, regarding the macro-structure of the narrative;
meet the quantitative methods of research macrostructure narrative oral
history; know the range of variables described in diagnoses on FASD; understand the importance of developing tools for characterization of language
deficit described this population as a tool for early diagnosis and effective
therapeutic procedure; exchange information with researchers from different places for the results presented.
P093
INTERVENTION PROGRAM FOR DEVELOPMENT OF VERBAL
COMMUNICATIVE SKILLS IN PARENTS OF CHILDREN WITH
LANGUAGE DISORDERS
BIANCA RODRIGUES LOPES GONÇALVES, NATHÁLIA BOCCA
LOURENÇO MACHADO, CAMILA MAYUMI ABE, SIMONE
APARECIDA LOPES-HERRERA
Abstract: Language disorders (LD) affect approximately 5-10% of children
in pre-school. Due to the importance of the acquisition and development of
language, both in the social environment as in education process, children
with LD have a tendency to manifest deficits in these areas. However, these
problems can be avoided if the difficulties are addressed in a systematic way by professionals and family. The main objective was to develop,
implement and test the effectiveness of a language intervention program
for development of verbal communicative skills in parents of children with
language disorders. The secondary objective was to delineate the functional
communicative profile of parents of children with LD before and after the
intervention. Participants were 10 dyads of parents and children with LD, of
both genders, 3-6 aged, patients at Clinic of Speech, Hearing and Language
Pathology at Bauru School of Dentistry, University of São Paulo (FOB-USP),
Brazil. This research was developed in 3 phases: Phase 1 – survey of verbal communicative skills (VCS) in parents of children with LD (recordings
of spontaneous interaction of parents and children), as pre-intervention;
Phase 2 - planning and design of intervention program and all materials
used (CD-ROM, DVD, manuals and videos) and Phase 3 - implementation
of the intervention program, with conducting a new survey of VCS in those
parents (post-intervention). In this program, we used theoretical and practical strategies, using theoretical materials (handouts) and practical activities
with audio-visual resources (DVD’s, CD-ROM’S, videos) and strategies of
video modeling, role-playing and practical activities that were implemented
in the family environment. In data analysis, it was performed independent
observation, for calculating concordance interobserver and comparative
87
statistical analysis pre-intervention and post-intervention. The results show
that there was an increase in the use of VCS from parents when compared
pre-intervention and post intervention. In the pre-intervention, the mean of
VCS use was 18,7 and, in the post-intervention, it was 30.1; the median
in the pre-intervention was 18 and, in the post-intervention, was 28; the
pre-intervention range was 17-20 VCS and, in the post-intervention, the
range was 27-33 VCS. The comparison of the recording of the interaction of
parents and children before and after the intervention showed a statistically
significant difference. Thus, the intervention program with parents in the
development of VCS showed how important is a parental involvement during
the intervention process of their children, allowing parents to participate
actively in speech-language intervention. This results show how and what
activities can be carried out in intervention and in family environment in
order to promote the improvement of verbal communicative skills in parents
and in their children.
Learner Outcomes: Know about how to develop a training program for development verbal communicative skills in parents of children with language
disorders; Learn procedures to develop intervention programs with parents
and verify the effectiveness of these programs.
P094
DYSPHONIA: EVALUATION OF CASE HISTORY
MICHELE BARBARA (1) - TERESA MAINO (2)
OTORINOLARINGOIATRIA, OSPEDALE “DIMICCOLI”, BARLETTA
(BT), ITALY (1) - OTORINOLARINGOIATRIA, AZ OSP.-UNIV
POLICLINICO, BARI, ITALY (2)
P095
PERCEPTUAL AND ACOUSTIC VOICE CHARACTERISTICS
FOLLOWING BOTULINUM TOXIN TREATMENT: A CASE STUDY
JAYANTI RAY (1)
DEPT OF COMMUNICATION DISORDERS, SOUTHEAST
MISSOURI STATE UNIVERSITY, CAPE GIRARDEAU, UNITED
STATES (1)
Abstract: The purpose of this study was to investigate changes in acoustic and perceptual features of voice across a period of 12 weeks following
Botulinum Toxin injections in a client with a diagnosis of Spasmodic
Dysphonia with Torticollis. The primary objective of this study was to collect
voice samples on a weekly basis and analyze them using both acoustic and
perceptual parameters. Although, the results did not show any significant
difference between voice samples obtained during pre and post-botox injections, future research is suggested to explore the long-term effects of botox
injections on voice and quality of life of persons with spasmodic dysphonia.
Learner Outcomes: Describe the effects of Botox on voice of a client with
adductor spasmodic dysphonia; Compare acoustic and perceptual characteristics of post-Botox voice samples collected over a period of 12 weeks;
Identify the client’s self-perception of vocal quality after Botox injections.
P096
THE STUDY OF THE VOICE THERAPY IN OUR DEPARTMENT
ERI MIYATA (1) - MAKOTO MIYAMOTO (1) - KOICHI TOMODA (1)
DEPARTMENT OF OTORHINOLARYNGOLOGY-HEAD & NECK
SURGERY, KANSAI MEDICAL UNIVERSITY, HIRAKATA, JAPAN (1)
Abstract: Voice therapy is a preferred treatment for voice problems. Voice
problems often necessitate voice therapy in order to change the method of
vocal mechanism. We analyzed the factor of patient who the voice therapy
could not be completed such dropout cases. We examined 271 patients
with voice problem for about 2 years in our department. Out of 271 patients, 101 patients had performed only the voice therapy. Subjects were 56
male and 45 female, aged from 18 to 85 years (average 60.9). Most of the
laryngeal diseases consist of sulcus vocalis and vocal cord atrophy, unilateral vocal fold paralysis, functional vocal cord disorders. Out of 101 patients
treated with voice therapy by the speech therapist, 48 were completed a
therapy and 29 were dropout. The average period of voice therapy completion was 4.2 months, average time was 7.5. While in the case of dropout,
the average period of voice therapy dropout was 2.5 months, and average
time was 2.5. There was a strong association between the period and times
of voice therapy in the group of completed and dropout.
Learner Outcomes: to know the turning point of voice therapy for voice
problems
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P097
VOCAL COMPLAINTS AND QUALITY OF LIFE IN FEMALE
TEACHING STUDENTS
ELIANA FABRON (1) - MARINA LUDOVICO MASTRIA (2) SIMONE FIUZA REGAÇONE (1) - SUELY MAYUMI MOTONAGA
(1) - LUCIANA TAVARES SEBASTIÃO (1)
UNIVERSIDADE ESTADUAL PAULISTA “JÚLIO DE MESQUITA
FILHO”, UNIVERSITY, MARÍLIA, BRAZIL (1) - FACULDADE DE
MEDICINA DE SÃO JOSÉ DO RIO PRETO - FAMERP/ HOSPITAL
DE BASE, UNIVERSITY, SÃO JOSÉ DO RIO PRETO, BRAZIL (2)
Abstract: Literature has been showing how important are the studies and
orientations concerning teachers´s vocal health, while they are students,
leading to prevention of vocal disturbs. the main aim of this study was
to investigate the impact caused by the beginning of teaching activities
on Teaching students, and the specific aims were: a) to compare the selfperception of vocal alteration and vocal complaints among first and last
year students; b) to compare the results of a protocol of self-assessment of
the life quality related to voice among these students; c) to investigate the
relation between the vocal complaints and self-reported vocal problems;
d) to verify the relation between the results of self-perception of vocal problems and the results of protocol of self- assessment of the life quality
related to voice. The study included 89 students of a Pedagogy
College, being 47 students of the first year (G1) and 42 of the fourth year
(G2). Initially was applied a questionnaire to collect identification data,
information on vocal complaints and general health of each participant.
The students should answer whether they perceived that they had a vocal problem and then they should answer closed questions related to voice
complaints. The PPAV protocol was used. The PPAV presents a total of 28
questions with one question that is related to self-perceived severity of voice
problem, four questions are related to “effect on job”, twelve questions are
related to “effect on daily communication”, four, related to “effect on social
communication” and seven questions related to “effect on emotions”. The
Teaching students were asked if they had any vocal problem and 51,10%
of G1 and 64,3% of G2, answered affirmatively, however there was no statistically significant difference (p = 0,208). Questionnaire analysis showed
an increase in amount and kind of voice complaint pointed out by the students in the last year of course. The first year students reported pain in
the neck (61.7%); sore throat (61.7%); roughness (61.9%); nape tension
(52,4%) and the last year students reported vocal fatigue (71.4%); pain in
the neck (51.7%); effort to speak (51.7%); sore throat (81%); nape tension
(52.4%); and voice variations through the day (59.5%). When we compared
the results of the domains of PPAV among students of G1 and G2, we noted
equality between the two groups of students in relation to self-perception
of the effect of voice in his life (p> 0.05). The value found in G1 and G2
for total, presented an average of 17.8 and of 24.6 points. Whereas the two
groups of students did not differ on the responses of VAPP, the relationship
between self-perception and vocal problem was calculated together, found
a positive correlation in all areas of PPAV and perception of vocal problem
(p <0.001). The student who indicated some vocal problem also presented
higher values in the results of PPAV. According to our data, some students related to have problems with their
voice and presented vocal complaints, however those do not cause a great
impact on their quality of life.
Learner Outcomes: discuss about vocal complaints and quality of life of
Teaching students; know about the impact of early learning activities in
internships at the end of graduation; discuss the importance of studying
teacher’s voice before starting his job.
P098
QUALITY OF LIFE, ACOUSTIC AND PERCEPTUAL ANALYSIS OF
VOICE IN PARTIAL LARYNGECTOMY
IARA BITTANTE DE OLIVEIRA OLIVEIRA (1) - JOSE FRANCISCO
SALLES CHAGAS CHAGAS (1) - ELAINE PAVAN GAGARTINI
GARGANTINI (1) - ELIANE DOS SANTOS FERNANDEZ
FERNANDEZ (1)
PONTIFÍCIA UNIVERSIDADE CATÓLICA DE CAMPINAS,
HOSPITAL E MATERNIDADE CELSO PIERRO, CAMPINAS,
BRAZIL (1)
Abstract: Vertical partial laryngectomies knowingly result in voice disorders
which may cause impacton quality of life. Aim: outlining a voice profile of
individuals with organic dysphonia due to partial laryngectomy (PL), by investigating the self-perception of voice and global health, the impact of the
dysphonia on quality of life (QOL), and the perceptual and acoustic analysis
of voice. Method: 15 male subjects, mean age of 61 years old, with organic
dysphonia were studied; all subjects underwent PL. Perceptual analysis of
voice was conducted double-blind using the GRBASI scale. The acoustic
analysis considered the following parameters: fundamental frequency, jitter and shimmer, harmonic-to-noise ratio, and phonatory deviation diagram
using the software VOXMETRIA®. In order to analyze the impact of the
dysphonia on subjects` quality of life, the following instruments were used:
Voice related quality of life – V-RQOL, Voice Activity and Participation Profile
– VAPP, Voice Handicap Index - VHI. The protocol “Health-Related Quality
of Life” - SF 36 was used to measure health conditions influencing quality
of life after surgery. Aspects of self-assessment of voice, perception of severity and global health were compared to a control group of 15 subjects without vocal complaints, matching age, gender and education level. Results:
subjects with partial laryngectomy assessed their voices from bad to good
through the V-RQOL, while the control group evaluated from reasonable to
excellent. The acoustic analysis f0 of voices varied between 91,59 Hz and
182,79 Hz, with altered measures of shimmer and/or jitter, agreeing with
results of the perceptual analysis which revealed voices with a global degree
of deviation from moderate to intense, despite the majority of subjects having qualified their voices as good or reasonable (85,5%). Nevertheless, the
V-RQOL demonstrated 56,9% of gross scores compatible with dysphonic
voices. The VHI showed predominance of the organic domain impacting on
QOL. Conclusion: the degree of vocal deviation of subjects was from moderate to intense corroborating the acoustic parameters which were highly altered. However, subjects classified their voices as reasonable or good. Results
suggest some kind of resignification of the concept of quality of life by the
subjects of this study, that facing the diagnosis of laryngeal cancer and the
submission to a mutilating surgery, tend to have a better self-perception
of voice related QOL in comparison to other types of functional or organicfunctional dysphonia. Subjects presented scores not always compatible with
their actual condition in the different instruments used.
Learner Outcomes: The congress member who reads this article (poster)
will be able to learn about: how subjects with partial laryngectomy assessed
their voices in comparison to subjects without vocal complaints, control
group; self-perception of voice related QOL from a group of subjects that
were underwent partial laryngectomy by observing results of some protocols
as: Voice related quality of life (V-RQOL), Voice Activity and Participation
Profile (VAPP), Voice Handicap Index (VHI) and Health-Related Quality of
Life SF – 36 questionnaire.
P099
ANALYSIS OF THE VOCAL RESISTANCE OF CHOIR SINGERS
BY MEANS OF VOICE SELF-PERCEPTION BEFORE AND AFTER
CONTINUOUS SINGING
FERNANDA ONOFRE ONOFRE (1) - EDWIN TAMASHIRO (2) MARIA YUKA ALMEIDA PRADO (3) - HILTON MARCOS ALVES
RICZ (1) - LILIAN NETO AGUIARRICZ (1)
DEPARTMENT OF OPHTHALMOLOGY, OTORHINOLARYNGOLOGY
HEAD AND NECK SURGERY, UNIVERSITY OF SÃO
PAULO, RIBEIRAO PRETO, BRAZIL (1) - DEPARTMENT OF
OPHTHALMOLOGY, OTORHINOLARYNGOLOGY HEAD AND NECK
SURGERY, UNIVERSITY OF SÃO PAULO, RIBEIRÃO PRETO,
BRAZIL (2) - DEPARTMENT OF MUSIC OF THE SCHOOL OF
PHILOSOPHY, SCIENCES AND LETTERS OF RIBEIRÃO PRETO,
UNIVERSITY OF SÃO PAULO, RIBEIRAO PRETO, BRAZIL (3)
Abstract: Singers who continuously use their voice and perceive changes
in it usually report vocal fatigue as a reduction of the ability to project and
sustain their voice, a reduction of vocal potency, hoarseness and effort for
voice production. The objective of the present study was to analyze comparatively the voice of choir singers before and after a 60 minute period of
continuous singing by means of perceptive-tactile kinesthesic and auditory
voice self-evaluation. The study was conducted on 10 female choir singers
aged 18 to 35 years (mean: 25.3 years) with experience of at least one
year in choir singing. Self-evaluation of the level of effort was performed
before and after the continuous singing test using a visual-analogue scale.
Nine participants concluded the test of one hour duration and one of them
gave up after 45 minutes, stating that she felt excessively tired, with signs
of vocal fatigue. At the end of the continuous singing test the participants
reported an increased sensation of hoarseness, a more acute pitch, a voice
of strong intensity, a voice of weak intensity, voice breaks, effort to talk,
laryngeal constriction to talk, fatigue talking, throat dryness, pain when
swallowing saliva, increased throat clearing, and other symptoms. The most
important of the latter was breathiness, with these parameters demonstrating a difference between the pre-test and post-test periods. In contrast, the
symptoms related to a sensation of aphonia, pain in the neck, pain in the
shoulders, grave pitch, reduced projection, neck tension, shoulder tension,
sore throat, burning throat and cough did not differ between periods.
Learner Outcomes: The participant will learn the results of the analysis of
vocal resistance of choir singers by means of voice self-perception before
and after continuous singing.
completed by 33 patients. The quality esophageal voice after education is
used by 10 patients, i.e. 23% of those who began the regular care
Learner Outcomes: The participants will be able to find the effectiveness of
educational care in oesophageal voice training
P101
LENGTH OF PAUSES IN PROSODIC LIMITS IN THEATRICAL
ACTING
MILENA FRAGA (1)
ESTADUAL PAULISTA “JULIO DE MESQUITA FILHO” (UNESP),
MARÍLIA, BRAZIL (1)
Abstract: In literature toward to the work with voice in theater actors we can
find, centrally, studies with organic issues involved in vocal process, as “illuse” or “voice abuse”. To a lesser extent we find work that contrast issues
about interpretation and expressive resources, as than few that contrast the
linguistic resources of interpretation. This study points, rightly, a linguistic
resource – the pause – and its collaboration to acting. The aim of the study
is to verify in what the extent the length of pauses strengthen the Prosodic
Hierarchy, considering utterance (U) and intonational phrase (I). For this
study were used four recordings of actors (A1; A2; A3; A4), two men and two
women, belonging to a database of the research group Grupo de Pesquisa
Estudos sobre a Linguagem (GPEL/CNPq). The actors interpreted, freely,
the same part of one theatrical text, previously memorized, without knowing
the research proposal. The recordings were done, individually, inside a room
with acoustic treatment. Thereafter, ten judges heard and selected the locations that were judged occur pauses, with criterion of agreement with a
minimum of 70% of coincidence of judgment. Was accomplished too the
metering of the V_V units (vowel-vowel) in which there were the occurrence
of pause perceived by judges, through the acoustic analysis with the software Praat. Were calculated too measures of central tendency and dispersion
of the values of these V_V units length, in seconds, for limits of U and I in
interpretations. An independent samples T-Test was apply to compare the
length of V_V units in U and I. We adopted a significance level of 0.05.
Learner Outcomes: This research can raise elements to deepen the dialogue
between different knowledge fields. They are also expected theoretical and
practical contributions to the speech therapy with actors and even for the
work of actors preparation
P102
THE OLFACTORY AND GUSTATORY FUNCTIONS HAD BEEN
DECREASED IN LARYNGECTOMYSED.
ADA SALVETTI CAVALCANTI CALDAS (1) - VERA LÚCIA DUTRA
FACUNDES (1) - DANIELE ANDRADE CUNHA (1) - PATRÍCIA
MARIA MENDES BALATA (1) - LEILA BASTOS LEAL (1) LUCIANA ÂNGELO BEZERRA (1) - HILTON JUSTINO SILVA (1)
UNIVERSIDADE FEDERAL DE PERNAMBUCO, PEDIATRICS AND
ALLERGY/IMMUNOLOGY AMBULATORY, RECIFE, BRASILE (1)
Abstract: Introduction: After a total laryngectomy surgery, nasal airflow is
definitely transferred for the tracheostoma, compromising the arrival of odorant molecules into the nasal cavity, which may reflect changes in olfactory
and gustatory perception in these individuals. Objective: To evaluate the
functions of smell and taste in laryngectomized individuals. Study Design:
Case series type. Materials and Methods: The sample included a group of 25
patients who underwent total laryngectomy and another group of 25 patients
compared to normal rinologicamente. The function was assessed through
gustatory buds strips of filter paper. For assessment of olfactory function
test was applied Brief Smell Identification Test. Results: In the group of
laryngectomized hypogeusia frequency was higher (80%, p <0.05), as well
as hyposmia (88%, p <0.001). Furthermore, this group showed a higher
incidence of hyposmia and hypogeusia concomitantly (72%, p <0.001).
Conclusion: The decrease in olfactory function and gustatory in laryngectomized was evidenced in this study. In discriminating tastes the bitter taste
did not differ between groups at the expense of other flavors. In the olfactory
aspect, the laryngectomized had worse performance in detecting odors and
alert related to food.
Learner Outcomes: Learning about olfactory function in laryngectomysed;
How to evaluate the olfactory function in total laryngectomy; Learning about
gustatory function in laryngectomysed; How to evaluate the gustatory function in total laryngectomy
P100
RESULTS OF ESOPHAGEAL VOICE TRAINING
LIBOR CERNY (1)
PHONIATRIC DEPT. OF THE 1ST MEDICAL FACULTY, CHARLES
UNIVERSITY, PRAGUE, CZECH REPUBLIC (1)
Abstract: The author presents the results of a complete group of 56 patients after total laryngectomy having been in our care in the period of 2008
– 2013. Regular education care was attended by 43 patients, 8 women
and 35 men in mean age 60,2 years. The whole education process was
89
P103
P105
FOR MUSCLE TENSION DYSPHONIA (MTD)
OSAMU SHIROMOTO (1) - MIKA TAKAHASHI (2) - TOSHIHIDE
HARADA (3)
DEPT.OF COMMUNICATION SCIENCES AND DISORDERS,
PREFECTURAL UNIVERSITY OF HIROSHIMA, MIHARA, JAPAN
(1) - DEPT.OF COMMUNICATION SCIENCES AND DISORDERS,
PREFECTURAL UNIVERSITY OF HIROSHIMA, MIHARA, JAPAN
(2) - FACULTY OF HEALTH AND WELFARE, PREFECTURAL
UNIVERSITY OF HIROSHIMA, MIHARA, JAPAN (3)
AN EVALUATION OF SINGLE BREATH PHONATION TIME
TESTING AS AN INDICATOR OF VOCAL FUNCTION IN SPEECH
TOMOYUKI HAJI (1)
DEPARTMENT OF OTOLARYNGOLOGY, KURASHIKI CENTRAL
HOSPITAL, KURASHIKI, JAPAN (1)
Abstract: [Background] We have attempted to develop a clinical diagnostic tool
of Muscle Tension Dysphonia (MTD) using alternative tongue motion (ATM).
ATM in individuals with MTD is of interest because individuals with MTD
tend to restrict motions of the tongue and have tension in the extralaryngeal
muscles. Additionally, clinical observation suggests that the degree of tension
may be influenced by the presence or absence of phonation during ATM. We
examined if 1) the rate of ATM and muscle activity during ATM in individuals
with MTD are different from those in normal speakers, and 2) the rate of
ATM and muscle activity during ATM without phonation is different from that
with phonation. [Participants] Five young healthy male volunteers( mean age
20 ±1.2 yr.) and 8 young healthy female volunteers (mean age 23±8.1 yr.)
participated in this study as a normal group, and 2 male MTD patients (mean
age 31.5±7.8 yr.) and 4 female MTD patients(mean age 31.3±7 yr.)as a
MTD group. Normal health status was confirmed by medical history. None of
the normal participants reported history of voice problems. [Measurement]
STCL (Stress Tolerance Check List) was administered to all participants as
a measure of subjective stress. There was no significant difference between
two groups. The heart rate was measured as an index of autonomic nervous
system function during ATM task. There was no significant difference between two groups. We used surface electromyography (SEMG) of the submental
muscles to investigate stressor-evoked changes in extralaryngeal muscles activities. All recording were scaled with respect to 100% maximum voluntary
contraction (MVC) measured by each electrocode. [Results] No significant
differences were found during Japanese vowel phonation between the two
groups in the submental SEMG. There were significant differences between
the two groups in SEMG during ATM (forward and backward) with phonation
and ATM (right and left) without phonation. In the rate of ATM, there were significant differences with phonation between the two groups during (right and
left, forward and backward), but no significant differences were found without
phonation. [Conclusions] MTD patients show slower rates of ATM with phonation compared to normal participants. SEMG activity of submental muscles
showed more increase with phonation during ATM (forward and backward)
than normal participants. The results suggest the possibility that ATM can be
used as a diagnostic tool for MTD.
Learner Outcomes: To determine if the rate of ATM and muscle activity
during ATM in individuals with MTD are different from those in normal speakers; To determine if the rate of ATM and the muscle activity during ATM
without phonation is different from that with phonation
P104
VOICE REHABILITATION OF PATIENTS WITH LARYNX BENIGN
DISEASES IN COMBINATION WITH LARYNGOPGARYNGEAL
REFLUX
EKATERINA OSIPENKO (1) - MARINA GERASIMENKO (2) NATALIA DERZHAVINA (1) - NINA LAZARENKO (2)
FEDERAL RESEARCH CLINICAL CENTRE OF
OTORHINOLARYNGOLOGY OF RUSSIAN FEDERATION MINISTRY
OF PUBLIC HEALTH, PHONIATRICS DEPARTMENT WITH
LABORATORY OF A VOCAL AND SCENIC VOICE, MOSCOW,
RUSSIAN FEDERATION (1) - MOSCOW REGIONAL RESEARCH
CLINICAL INSTITUTE NAMED AFTER MF VLADIMIRSKY,
PHYSICAL THERAPY AND REHABILITATION DEPARTMENT,
MOSCOW, RUSSIAN FEDERATION (2)
Abstract: Voice incidence of people with voice – speech professions is rather
high and has no tendency to be reduced. Various authors note an increase in
the voice incidence of teachers from 30–40% in 30–60ies of the last century up to 55–60% at the end of 90ies years. Very important is the fact that
larynx tumors are often diagnosed for non-smoking patients, the patients
experiencing voice loads due to their professional activity. Among the most
important ecological factors providing formation of the larynx pathological
process most researchers name the laryngopharyngeal reflux (LPR). The research objective is: to improve efficiency of voice professionals with voice
pathologies under the diagnosed LPR. We have offered an efficient complex
method to rehabilitate voice professionals after resection of larynx tumors
under LPR, including the use of drug therapy and physiotherapy. In this
work we present results achieved by us during examination and treatment of
37 patients suffering benign larynx tumors accompanied by LPR.
Learner Outcomes: know the technique of therapy of laryngopharyngeal reflux preparations of group of inhibitors of a protonew pomp in combination
with intralaringealny low-intensive laser influence.
90
Abstract: In order to evaluate phonation time during natural speech we
measured the phonation time of patients while they counted numbers in
Japanese in a single breath. The phonation time was measured from the
commencement of the test until the first breath was taken, which we termed
the single breath phonation time (SBPT). We then compared these results
to evaluate any correlation with MPT and respiratory function to determine
the efficacy of this method. 28 healthy control subjects (14 males and 14
females) and 45 subjects with laryngeal lesions (predominately unilateral
recurrent laryngeal nerve palsy) were enrolled in the study. Based on the
results of our study, SBPT testing was useful in evaluating vocal function
during speech. Furthermore, our results indicated that MPT test results of
less than ten seconds largely affected phonation in speech by excessive
intake of breath, whereas MPT test results more than ten seconds affected
little in speech and also indicated that tidal volume had a larger effect on
phonation in speech compared to vital capacity.
Learner Outcomes: What is single breath phonation time and how it is measured; The relationship between SBPT and MPT; The relationship between
SBMT and respiratory function.
P106
COENZYME Q10 TERCLATRATE + VITAMINE A IN THE
TREATMENT OF FUNCTIONAL VOICE DISORDERS
GIANCARLO PECORARI (1) - JURI NADALIN (1) - LUCA
RAIMONDO (1) - GIUSEPPE RIVA (1) - MATTEO SENSINI
(1) - ANNA ACCORNERO (1) - AGOSTINO SERRA (2) - LUIGI
MAIOLINO (2) - MASSIMO MAGNANI (3) - ANDREA RICCI
MACCARINI (3) - PASQUALE CASSANO (4) - LUCIANO MAGALDI
(4) - CLAUDIO VICINI (5) - ALDO CAMPANINI (5) - GIORGIO
PERETTI (6) - RENZO MORA (6) - CARLO ANTONIO LEONE (7)
- ANGELO CAMAIONI (8) - VALERIO DAMIANI (8) - GAETANO
PALUDETTI (9) - LUCIA D’ALATRI (9) - MARCO DE VINCENTIIS
(10) - ANTONIO GRECO (10) - GIOVANNI RUOPPOLO (10) CARLO GIORDANO (1)
1ST ENT DIVISION, UNIVERSITY OF TORINO, TORINO, ITALY
(1) - ENT DIVISION, UNIVERSITY OF CATANIA, CATANIA,
ITALY (2) - ENT DIVISION, OSPEDALE BUFALINI DI CESENA,
CESENA, ITALY (3) - ENT DIVISION, UNIVERSITY OF FOGGIA,
FOGGIA, ITALY (4) - ENT DIVISION, OSPEDALE MORGAGNI
– PIERANTONI DI FORLÌ, FORLÌ, ITALY (5) - ENT DIVISION,
UNIVERSITY OF GENOVA, GENOVA, ITALY (6) - ENT DIVISION,
A.O. COLLI-MONALDI DI NAPOLI, NAPOLI, ITALY (7) - ENT
DIVISION, OSPEDALE SAN GIOVANNI DI ROMA, ROMA, ITALY
(8) - ENT DIVISION, UNIVERSITÀ CATTOLICA SACRO CUORE
DI ROMA, ROMA, ITALY (9) - ENT DIVISION, SAPIENZA
UNIVERSITÀ DI ROMA, ROMA, ITALY (10)
Abstract: Aim of this study was to evaluate the effectiveness of Coenzyme
Q10-Ter and Vitamin A in functional voice disorders. One hundred and
seventy-one patients were treated with CoQ10-ter and vitamin A twice a
day for twenty days. A general otolaryngological/foniatric and logopedic
examination were performed by means of physical examination, videolaringostroboscopy, GIRBAS scale, Voice Handicap Index questionnaire, MultiDimensional Voice analysis and Maximum Phonation Time (MPT) were performed before treatment, after 20 days from the beginning and 20 days
from the suspension. In all patients an improvement was observed in almost
all parameters considered after treatment. In conclusion The proposed therapy increases vocal performance allowing a good recovery of vocal fold
tension. Coenzyme Q-Ter and Vitamin A resulted effective in treatment of
patients with functional voice disorders (caused by vocal “malmenage” or
“surmenage”), supporting repairing processes, increasing bioavailability of
main nutrients necessary for vocal fold function and providing a good durability after treatment suspension.
P107
VOCAL PROFILE AND QUALITY OF LIFE AND VOICE IN
PATIENTS SUBMITTED TO RADIOTHERAPY FOR ADVANCED
HEAD AND NECK CANCER
ALINE GONÇALVES (1) - ELISABETE CARRARA DE- ANGELIS
(2) - RAFAELA TOSCANO (3) - CÁSSIO PELLIZZON (2) - CELSO
MELLO (2) - LUIS PAULO KOWALSKI (2) - LUCIANA DALL’
AGNOL (2) - RENATA AZEVEDO (3) - FERNANDO LEONHARDT
(3) - MARCIO ABRAHÃO (3)
FUNDAÇÃO ANTÔNIO PRUDENTE -HOSPITAL A.C.CAMARGO,
HOSPITAL A.C.CAMARGO, SÃO PAULO, BRAZIL (1) - FUNDAÇÃO
ANTÔNIO PRUDENTE - HOSPITAL A.C.CAMARGO, HOSPITAL
A.C.CAMARGO, SÃO PAULO, BRAZIL (2) - UNIVERSIDADE
FEDERAL DE SÃO PAULO - UNIFESP, UNIVERSIDADE FEDERAL
DE SÃO PAULO - UNIFESP, SÃO PAULO, BRAZIL (3)
Abstract: Introduction: Voice disorders are actually of major interest after radiotherapy for early glottic cancer. Although the larynx may not be the primary site of irradiation, radiotherapy of the head and neck region may result
in voice disorders. Objective: The aim of this study is to analyze the vocal
quality and quality of life of patients submitted to radiotherapy for advanced squamous cell carcinomas of the oropharynx, larynx and hypopharynx.
Study design: A prospective cross-sectional cohort, multi institutional study.
Setting: A tertiary cancer hospital and a tertiary university hospital. Methods:
Inclusion criteria: patients older than 18 years-old; with advanced head and
neck cancer (Stages III and IV) of oropharynx, larynx and hypopharynx; radiotherapy treatment (exclusive or concurrent chemotherapy); with vocal complaints after radiotherapy. Exclusion criteria: patients submitted to previous
head and neck surgery; severe dysphagia; collagen diseases; head and neck
tumor in activity after treatment; and neurological disorders. Assessment of
the voice outcomes was performed one month after treatment. The auditoryperceptive analysis (GRBASI scale, maximum phonation time, loudness and
pitch), acoustic evaluation (Multi Dimensional Voice Program - MDVP by Kay
Elemetrics Corp, Lincoln Park, NJ) and the Voice Handicap Index questionnaire (VHI) were used in the study. Results: Twenty-five patients were enrolled. Eighteen patients (72%) were male and 7 (28%) female. The mean
age was 55 years. Primary site: Larynx 12 (48%), oropharynx 10 (40%) and
hypopharynx 3 (12%). Roughness was the main complaint in 21 (84%) of
patients. The vocal evaluation presented moderate roughness in 12 (48%)
patients, slight instability in 15 (60%) and slight breathness in 9(36%). The
mean maximum phonation time was of 10,5 seconds, low pitch in 12 (48%)
and weak loudness in 17(68%). The acoustic parameters were increased
to Jitter, Shimmer, VTI, vFo, NHR, vAm e PPQ. The VHI showed physical,
functional and organic disability in all patients after treatment. Conclusion:
Patients with advanced squamous cell carcinomas of the oropharynx, hypopharynx and larynx presents moderate vocal complaints and impairment in
quality of life and voice after radiotherapy. Speech therapy is required for
rehabilitation after radiotherapy treatment.
Learner Outcomes: Assessment of the vocal quality of patients submitted
to radiotherapy for advanced squamous cell carcinoma of the oropharynx,
larynx and hypopharynx; Assessment of the quality of life and voice of these
patients.
P108
ANALISYS QUALITY OF LIFE AFTER VOICE THERAPY: A
LOGITUDINAL STUDY
ANA CRISTINA CÔRTES GAMA, JOSIANE MENDES FERREIRA,
NATHÁLIA FERREIRA CAMPOS, IARA BARRETO BASSI, LETÍCIA
CALDAS TEIXEIRA, MARCO AURÉLIO ROCHA SANTOS (BRAZIL)
Abstract: Introduction: The study of the quality of life is been used to evaluate physical and psychosocial disabilities in humans. In health care the
improvement of the quality of life should be the final result after a treatment. Recently the voice of teachers is receiving more attention from
Speech-Language Pathologists, due to the evidences that these professionals are in risk of voice abnormalities related to vocal abuse, impairing their
quality of life. Vocal therapy can ameliorate this problem since many vocal
users like teachers show goods results with speech therapy. After the end of
the therapy it is important to the patients to keep the vocal pattern obtained
in order to maintain their social and professional use of the voice. Objective:
Evaluate the long term results of the speech therapy in the quality of life of
female teachers after the treatment compared with those who abandoned
the therapy for dysphonia. Methods: longitudinal study comparing the results of the speech therapy of teachers of public schools in Belo Horizonte
with dysphonia with the results of a group of teachers who abandoned the
speech therapy, at least six months. 33 female teachers who completed
the therapy and 20 teachers that abandoned the treatment were contacted
by phone calls and invited answer the Vocal Activities Participation Profile
(VAPP) sent by mail. The VAPP is a self- assessment survey based on 28
questions comprising the following parameters: self -perception of the voice
quality disturbance, effects of the disturbance in daily communication, social communication and their emotions. The VAPP was selected to this study because it is easy to apply and gives a great description of the functional
impairment. Results: In the group who completed the therapy before and
after the therapy an improvement of social communication and total score
was observed. This group also showed impairment in the self-perception of
voice disturbance comparing the mean scores before and after the therapy.
In the group who abandoned the therapy its was observed an impairment in
the work parameters, social communication and total score comparing the
mean scores before and after therapy. Both groups showed differences in
all evaluated parameters when the questionnaires were applied, showing a
negative impact in the quality of life in the group who did not completed
the therapy. Conclusions: The speech therapy for dysphonic female teachers
affects positively in the quality of life immediately after the therapy and in
a mean of two years of follow up. In dysphonic female teachers who did not
completed the treatment the negative impact in the quality of life worsens
in a mean of two years of follow up.
Learner Outcomes: Comprehend the impact in the quality of life related
to the voice in dysphonic female teachers; Asses the results of the speech therapy in the quality of life in teachers who completed the therapy;
Comprehend the impact in the quality of life in teachers who did not complete the speech therapy; Perceive the impact in the quality of life related to
the voice in dysphonic female teachers after the therapy, the quality of life
of voice who abandoned the therapy after two years of follow up.
P109
COMPARISON OF NASALANCE BETWEEN TOTAL
LARYNGECTOMEES WHO USE A TRACHEOESOPHAGEAL
PROSTHESIS AND HEALTHY INDIVIDUALS
LÍLIAN NETO AGUIAR-RICZ (1) - ADRIANA PEREIRA DEFINA
IQUEDA (1) - TELMA KIOKO TAKESHITA-MONARETTI (1) HILTON MARCOS ALVES RICZ (1)
SCHOOL OF MEDICINE OF RIBEIRAO PRETO, UNIVERSITY OF
SAO PAULO, RIBEIRÃO PRETO, BRAZIL (1)
Abstract: Total laryngectomy results in the loss of the sound source and
rehabilitation with tracheoesophageal voice and the use of a phonatory prosthesis has been widely used because of its satisfactory results and the
rapid rehabilitation obtained. Tracheoesophageal voice uses the esophagus,
the pharyngoesophageal transition and the pharynx for sound production,
although the mechanisms of vocal resonance using the oropharynx and
rhinopharynx are preserved for vocal production. However, there is no information about the interference of the rhinopharynx with the production
of tracheoesophageal voice. For this reason, the objective of the present
study was to determine the nasalance values of the tracheoesophageal voice
and speech of total laryngectomees using a prosthesis (study group) and
speaking Brazilian Portuguese and to compare them to laryngeal speakers
(control groups). The study was conducted on 25 total laryngectomees using
a tracheoesophageal prosthesis, 20 men and five women aged 52 to 82
years (mean: 61 years and five months). The control group consisted of 40
volunteers, 28 men and 12 women aged 44 to 80 years (mean: 61 years
and nine months). All participants were submitted to nasovideoendoscopic
examination for anatomofunctional evaluation of the rhinopharynx and the
velopharyngeal mechanism and for objective evaluation of nasalance using
a nasometer. The speech sample consisted of oral and nasal sentences standardized for Brazilian Portuguese. The results revealed that nasalance did
not differ between groups (p = 0.13) during the emission of oral sentences.
However, for the nasal sentences, the laryngectomees demonstrated greater
nsalance (p = 0.001). The sensitivity of nasalance in identifying total laryngectomees during the emission of nasal sentences was 80% and specificity
was 72.5%, with a cut-off value stipulated at 54.5%. For the oral sentences, for a cut-off value of 19.5%, sensitivity was 36% and specificity 80%.
We conclude that total laryngectomees have more nasalance, supporting
the idea that the impedance of the remaining vocal tract after laryngectomy
does not prevent the presence of nasal and oral acoustic energy for the production of the respective sounds.
Learner Outcomes: By means of this study, the intention is to collaborate with researchers and clinicians interested in the area of rehabilitation
of total laryngectomees regarding: - knowledge of nasalance for nasal and
oral sentences of the speech of total laryngectomees who use a tracheoesophageal prosthesis;- to help establish normative values of nasalance for
total laryngectomees who use a speech prosthesis in order to favor clinical
phoaudiologic evaluation
P110
CHAOS THEORY AND NONLINEAR ACOUSTIC ANALYSIS:
ARTICLES REVIEW
RENATA FURIA (1)
UNIVERSITY OF SÃO PAULO, DEPARTMENT OF
BIOENGINEERING AT UNIVERSITY, SÃO CARLOS, BRAZIL (1)
Abstract: Acoustic Analysis has proved a useful tool to provide objective
measures and quantify vocal features. Traditionally, most programs for voice
acoustic analysis uses linear calculation, as Transform Fourier. However,
currently, studies have investigated nonlinear methods application for voice acoustic analysis. These studies have shown that nonlinear dynamic
methods can contribute significantly to understand chaos in voice and its
relationship with instabilities and vocal disorders. Different methods have
91
been used to nonlinear acoustic analysis, but it is necessary to survey which
methods are most used until now. The objective of this study is to review
scientific literature about vocal acoustic analysis by nonlinear dynamic
methods and identify the main methods used so far. We used the PubMed
database to perform the search for papers. We used for search the following
descriptors: analysis, nonlinear, voice. And they were surveyed simultaneously
(analysis and nonlinear and voice) in all fields. Limits were set to only return
articles in English and in humans. The search returned 73 papers. Of these
73 papers, 44 abstracts report the use of nonlinear acoustic analysis methods
and were selected for analysis. After papers’ analysis it was found that: 5
studies (11.4%) analyzed only normal voices, 14 studies (31.8%) analyzed
only pathological voices, and 25 studies (56.8%) analyzed both normal and
pathological voices. The nonlinear acoustic analysis methods most commonly
cited were: correlation dimension (present in 24 studies), entropy (present
in 14 studies), Lyapunov’s exponents (present in 9 studies), phase space reconstruction (present in 6 studies), and fractal analysis (present in 4 studies)
which correspond respectively to 54.5%, 31.8%, 20.5%, 13.6%, e 9.1%.
Other methods of nonlinear acoustic analysis were reported singly in eight
studies. Based on these findings, we can identify three main research lines
into methods for nonlinear acoustic analysis for human voice: correlation dimension, entropy and Lyapunov’s exponents. Correlation dimension is a geometric measure that describes correlation strength between two points on the
trajectory in phase space. Entropy calculates the rate of loss of data about the
state of a dynamic system over the time. And Lyapunov’s exponents measure
the average exponential divergence or convergence of nearby orbits in phase
space. Nonlinear acoustic analysis methods have shown promising because
they provide non redundant information about voice signal, which may contribute to clinical practice, especially in the diagnosis of pathological voices.
Learner Outcomes: Know new methods for voice acoustic analysis; Identify
main research lines into methods for nonlinear acoustic analysis for human
voice; Realize the importance of this new method to complement the acoustic analysis of voice
P111
TWO CASES DIAGNOSED WITH THYROARYTENOID MUSCLE
PARALYSIS
MAKOTO MIYAMOTO (1) - ERI MIYATA (1) - KOICHI TOMODA (1)
DEPARTMENT OF OTORHINOLARYNGOLOGY-HEAD & NECK
SURGERY,, KANSAI MEDICAL UNIVERSITY, JAPAN, HIRAKATA,
JAPAN (1)
Abstract: Recurrent laryngeal nerve sequentially branches into posterior cricoarytenoid muscle, arytenoid muscle, lateral cricoarytenoid muscle and
thyroarytenoid muscle. It seems that individual branch of the recurrent laryngeal nerve is easy to be affected by such a very localized penetrating
injury. Thyroarytenoid muscle paralysis is theoretically exists. It is rare in
case and diagnosed by the laryngeal electromyogram. We would report two
cases of thyroarytenoid muscle paralysis. We performed laryngeal electromyography (EMG) to bilateral cricothyroid and thyroarytenoid muscle by percutaneous technique. The affected side of cricothyroid muscle was normal,
while in the affected side of thyroarytenoid muscle was abnormal in two
patients. The laryngeal movement of thyroarytenoid muscle paralysis looks
normal, however the paralyzed side of vocal cord often p4 know the rare
cases of thyroarytenoid muscle paralysis.
P112
STUDY OF DISEASE MODELS OF VOCAL NODULES CHANGE OF
THE POSITION OF THE VOCAL PROCESS DUE TO THE EFFECT
OF VOICE TRAINING.
YOSHIHIRO IWATA (1)
DEPARTMENT OF OTOLARYNGOLOGY FUJITA HEALTH
UNIVERSITY, FUJITA HEALTH UNIVERSITY, TOYOAKE AICHI (1)
Abstract: Think pathogenesis of vocal nodules is still largely unknown. I
think it can cause if it becomes apparent, the development of efficient treatments. Vocal nodules are present in multiple disease women short length
of the vocal cords, vocal nodules are almost no disease in men with long
vocal chords. Posterior glottic gap is present in high frequency in women.
Consider the size of the gap in the rear glottis larynx with vocal cord nodule
disease. Trajectory of the vocal process is related to the direction in which
the arytenoid cartilage is moved according to the vocal cord movement.
Width is observed as the rotating swing vocal process. Width is small swing,
the angle of the left and right vocal process is small, normal larynx and
vocal cords, the membranous portion of the vocal cord pair would have been
substantially parallel to the motion. Disease in vocal nodules, we expect
the width is greater than the angle of the left and right swing and big, rear
glottal gap is large, and the large width of the vibration of the membranous
portion of the vocal cords.I thought thereby large vibration, vocal cords edge
repeats the collision, and make a scratch on the vocal cord mucosa. We’ve
taken using a (3333 fps) high-speed camera to vocal nodules. We have
focused on the gap observed posterior glottis. Recording was carried out in
the same way normal larynx. We’ve taken during phonation effortless. I have
analyzed the projection angle of the vocal cords in order from the plurality of
images. The measurement results show normal larynx group (4 women, 22
92
-44 years of age) of Largest angle between the left and right of the vocal process was 5.6 ± 1.8 °.Swing angle of the right vocal process is 8.6 ± 2.1 °,
the left side was 7.2 ± 1.5 °.Shows the results of vocal nodule group (eight
female, 22 -58 years of age) of Largest angle between the left and right of
the vocal process was 17.0 ± 7.9 °.Swing angle of the right vocal process is
13.0 ± 5.6 °, the left side was 11.0 ± 4.3 °.Angle of vocal nodules showed a
larger value than that of the normal vocal cord. Vocal nodules (3 female ,27
-57 years old) conducted a four-week training voice. As a result, they are healed nodules. Largest angle between the left and right vocal process of time
before training was 25.0 ± 14.7 °.Swing angle of the right vocal process is
17.0 ± 8.5 °, the left side was 11.0 ± 4.3 °. After training the largest angle
between the left and right vocal process was 11.0 ± 4.6 °. Swing angle of
the right vocal process is 5.6 ± 3.7 °, the left side was 4.0 ± 1.0 °. Each
angle was reduced by training. In the pathogenesis of vocal nodules, I think
the angle of the vocal process is very deep relationship.
Learner Outcomes: know the epidemiology of vocal nodules ; To understand the new evaluation method of high-speed video of the vocal cords;
You can check for the difference between normal larynx and vocal nodules
vocal process, especially with a focus on style movement of the vocal cords;
Understand changes in vocal fold movement by voice training.
P114
FOR MUSCLE TENSION DYSPHONIA
OSAMU SHIROMOTO (1) - MIKA TAKAHASHI (2) - TOSHIHIDE
HARADA (1)
FACULTY OF HEALTH AND WELFARE, PREFECTURAL
UNIVERSITY OF HIROSHIMA, MIHARA, JAPAN (1) - FACULTY
OF HEALTH AND WELFARE, PREFECTURAL UNIVERSITY OF
HIROSHIMA, MIHARA, JAPAN (2)
Abstract: [Background] The diagnosis of MTD relies on the presence of medial compression of the false vocal folds and /or anterior-posterior compression of the true vocal folds through video-laryngoscopy. This patterns is
generally considered a hallmark of MTD, however, this pattern is also seen
in speakers without MTD and may not, therefore, be diagnostically useful.
We have attempted to develop a clinical diagnostic tool of MTD using alternative tongue motion (ATM). ATM in individuals with MTD is of interest
because individuals with MTD tend to restrict motions of the tongue and
have tension in the extralaryngeal muscles. Additionally, clinical observation
suggests that the degree of tension may be influenced by the presence or
absence of phonation during ATM. We examined if 1) the rate of ATM and
muscle activity during ATM in individuals with MTD are different from those in normal speakers, and 2) the rate of ATM and muscle activity during
ATM without phonation is different from that with phonation. [Objective]
To determine if the frequency of ATM and muscle activity during ATM in
individuals with MTD are different from those in normal speakers To determine if the frequency of ATM and the muscle activity during ATM without
phonation is different from that with phonation [Design] Cross sectional
design. [Participants] Five young healthy male volunteers( mean age 20
±1.2 yr.) and 8 young healthy female volunteers (mean age 23±8.1 yr.) participated in this study as a normal group, and 2 male MTD patients (mean
age 31.5±7.8 yr.) and 4 female MTD patients(mean age 31.3±7 yr.)as a
MTD group. Normal health status was confirmed by medical history. None
of the normal participants reported history of voice problems.[Measurement]
STCL (Stress Tolerance Check List) was administered to all participants as
a measure of subjective stress. There was no significant difference between
two groups. The heart rate was measured as an index of autonomic nervous
system function during ATM task. There was no significant difference between two groups. We used surface electromyography (SEMG) of the submental
muscles to investigate stressor-evoked changes in extralaryngeal muscles
activities. All recording were scaled with respect to 100% maximum voluntary contraction (MVC) measured by each electrocode. [Results] No significant differences were found during Japanese vowel phonation between
the two groups in the submental SEMG. There were significant differences
between the two groups in SEMG during ATM (forward and backward) with
phonation and ATM 8right and left) without phonation. In the rate of ATM,
there were significant differences with phonation between the two groups
during (right and left, forward and backward), but no signif4uscles showed
more increase with honation during ATM (forward and backward) than normal participants. The results suggest the possibility that ATM can be used
as a diagnostic tool for MTD.
P115
ADAPTATION TO THE DUTCH, VALIDATION AND NORMATIVE
DATA OF THE VOICE HANDICAP INDEX-10
ANNELIES LABAERE (1) - ELINE DE JONG (1) - ELINE QUINTIENS (1)
DEPARTMENT OF SPEECH AND LANGUAGE THERAPY AND
AUDIOLOGY, THOMAS MORE ANTWERPEN, ANTWERPEN,
BELGIUM (1)
Abstract: The use of self-evaluation scales is considered to be an essential
part of voice assessment, as it reveals the impact of the voice problem on
the patients’ daily life. The Voice Handicap Index developed by Jacobson in
1997 has been proven to accurately assess the voice handicap of a patient,
but it is a rather long questionnaire. Therefore in 2004 Rosen et al designed
a new shortened VHI-10 questionnaire, including 10 statements from the
30-item VHI form. The aim of this study was to adapt the VHI-10 to the
Dutch, to validate the instrument en to collect normative data. The English
VHI-10 scale was translated to Dutch by 2 speech therapists and 2 linguists
who were native Dutch speakers. The different versions were compared and
one final version was composed. This final version was again translated
to English by a native English speaking linguist and compared with the
original VHI-10. 200 subjects without voice disorder completed the Dutch
versions of both the VHI and VHI-10. The results were analyzed for mean,
standard error of mean (SEM) and standard deviation (SD). Correlations
between VHI and VHI-10 were calculated. Results: analysis of 200 VHI
questionnaires revealed a mean of 8,17 (SEM = 0,77 ; SD = 7,73) . The
VHI-10 questionnaires were analyzed to show a mean of 1,89 (SEM= 0,22 ;
SD = 2,22) . Scores of male and female subjects did not differ significantly.
A high correlation was found between VHI and VHI-10 (r = .86, p< .001).
Conclusions: the Dutch VHI-10 can be considered as a valid alternative for
the original VHI. This study offers first normative data for the Dutch VHI-10.
Based on our findings, VHI-10 score ≥ 7 should be considered abnormal.
Authors’ remark: subsequently VHI and VHI-10 data in 100 patients with
voice disorders have been collected and are analyzed at the present. By the
time of the conference this part of the study will be completed and the data
can be added to the presentation.
Learner Outcomes: understand the value of validated self rating scales in
different languages; understand the need for collecting normative data;
know the translation process of the VHI-10 to the Dutch language; know
the normative data of the Dutch VHI-10 and the correlations between VHI
and VHI-10.
P116
INFLUENCE OF SEVERE AIRFLOW LIMITATION ON SPEECH
BREATHING IN PATIENTS WITH CHRONIC OBSTRUCTIVE
PULMONARY DISEASE: PRELIMINARY OBSERVATIONS
EVELIINA JOENSUU (1)
UNIVERSITY OF OULU, UNIVERSITY OF OULU, FACULTY OF
HUMANITIES, LOGOPEDICS, OULU, FINLAND (1)
Abstract: Introduction: Speaking sets remarkable demands particularly on
the expiratory phase of Breathing. The controlling activity of expiration is
more complex while speaking than during physical exertion. Airflow limitation caused by chronic obstructive pulmonary disease (COPD) manifest
especially in expiratory volume and flow. These circumstances cause patients with COPD to experience dyspnea during speaking and difficulty to
adapt their breathing to the combination of communication and ventilation
demands. Only a few studies have been conducted of the characteristics
and variability of speech breathing in patients with COPD. We also know
very little of how COPD may manifest in the maximum performance tests of
speech production such as the length of extended utterance and maximum
phonation time (MPT) of sustained phonation. Aims: The purpose of this
study was to explore the maximum phonation time (MPT) and the length of
extended utterance in a group of patients with COPD and to analyze conceivable correlations with the severity of the disease (degree of the airflow limitation). This study is a preliminary part of a Master’s thesis study on influence of severe airflow limitation on speech breathing in patients with COPD.
Methods: The sustained vowel /a/ and the extended utterance (counting) of
20 patients with COPD were audio-recorded. The patients were divided into
two groups according to the Global Initiative for Chronic Obstructive Lung
Disease (GOLD) (2011) Spirometric Classification of COPD severity stage :
Group 1 GOLD Stage III (severe COPD), n=12; and Group 2 Stage IV (very
severe COPD), n=8. The audio signal was used to determine MPT and the
length of extended utterance. Severity stage of COPD was compared to MPT
and to the length of extended utterance. The data were analyzed statistically
by using the SPSS program. Results: The analysis showed a trend for shorter length of extended utterance among the patients in group 2 (stage IV,
7.62 sec) than in group 1 (stage III, 12.42 sec) (p = 0.082). There was no
significant difference between the two groups in MPT of sustained vowel /a/.
Conclusions: These results show a trend to the possible correlations between the severity stage of airflow limitation caused by COPD and the reduction
in the length of extended utterance. A bigger sample size of the speakers
with COPD might reveal a statistically significant reduction in the utterance
length between the two groups of severe and very severe COPD.
Learner Outcomes: receive basic knowledge of COPD; know why there is
a call for investigation of speech breathing in speakers with COPD; know
the preliminary observations of the influence of airflow limitation typical of
COPD on different forms of speech breathing
P117
VOICE AND SPEECH PROFICIENCY OF TOTAL
PROSTHESIS
TELMA KIOKO TAKESHITA-MONARETTI (1) - LÍLIAN NETO
AGUIAR-RICZ (1) - HILTON MARCOS ALVES RICZ (1)
Abstract: Among the existing forms of alaryngeal communication, the voice
with a tracheoesophageal prosthesis has been considered to be the method of choice among total laryngectomees and therapists, although there
is variation in the quality of acquired voice and speech. The objective of
the present study was to characterize the voice and speech of total laryngectomees speaking with a tracheoesophageal prosthesis and to determine
their differential parameters. Twenty total laryngectomees (17 men and three women with a mean age of 62 years) speaking with secondary insertion
of a tracheoesophageal prosthesis, participated in the study. The patients
were submitted to individual voice and speech recording in an acoustically
treated room with monitoring of noise level (mean: 42.5 dB), temperaturre
(mean: 26.6°C) and ambient humidity (mean: 41.6%). Voice and speech
were recorded with a video camera, with the subject being asked to performed prolonged emission of the vowels “a”, “i”, “u” at habitual frequency
and intensity, to count from one to twenty, to sing “Happy birthday to you!”,
and to emit spontaneous speech in response to the question: “What are the
advantages and disadvantages of using a voice prosthesis?”. Vocal intensity
was measured by the sustained emission of the vowel “a” using a digital
decibel meter. Dynamic extension was also determined using the information obtained with the decibel meter, considering subtraction of minimum
intensity from maximum intensity. The maximum times of phonation of the
vowels “a”, “i”, “u” were measured twice with a digital chronometer and
the final mean emission was calculated. For the characterization of voice
and speech with a tracheoesophageal prosthesis, we adapted a protocol validated for the evaluation of communication with a tracheoesophageal prosthesis, which considers three global aspects (phonatory skills, additional
aspects and general judgment). In the final judgment, the participants were
characterized as good, moderate or poor speakers according to the criteria
established by the protocol. All the parameters of the protocol, except the
quantitative ones, were rated by three speech therapists with experience in
the rehabilitation of total laryngectomees. The proportions of response to
the final rating of the experts for each voice and speech parameter of the
protocol were compared by the Chi-square test for equality of proportions
in one-way tables, with the level of significance set at p < 0.05. Most participants (65%) were characterized as moderate speakers, 10% as good
speakers and 25% as poor speakers (p<0.01). Vocal extension was the parameter most often rated as poor, demonstrating the difficulty of the participants in controlling their vocal intensity. Of the components evaluated,
only vocal quality (p<0.07), speech intelligibility (p<0.07) and audibility
of inspiration (p<0.65) did not demonstrate a significant difference for the
characterization of the speakers as good, moderate or poor, emphasizing the
importance of exploring other parameters capable of indicating the quality
of alaryngeal communication during speech therapy, without considering
only its acquisition, but also its refinement.
Learner Outcomes: By means of this study we intend to collaborate with
researchers and clinicians who are interested in the area of rehabilitation
of total laryngectomees regarding:- the need for more judicious evaluation
and rehabilitation aiming at the acquisition and refinement of alaryngeal
communication by means of a tracheoesophageal prosthesis, based on the
detection of voice and speech parameters that should be better explored
in therapy in order to maximize the quality of communication. - the establishment of normative criteria for the evaluation of total laryngectomees
rehabilitated with a tracheoesophageal prosthesis in order to favor a standardized clinical evaluation and to permit reproduction of the method. - the
necessity and the importance of developing validated instruments for the
evaluation of voice and speech in total laryngectomees using a tracheoesophageal prosthesis.
P118
AMPLITUDE OF ESOPHAGEAL PRESSURE IN TOTAL
PROSTHESIS DURING SWALLOWING AND PHONATION
TELMA KIOKO TAKESHITA-MONARETTI (1) - HILTON MARCOS
ALVES RICZ (1) - ROBERTO OLIVEIRA DANTAS (1) - LÍLIAN
NETO AGUIAR-RICZ (1)
Abstract: After total laryngectomy, the digestive tract becomes responsible
for alaryngeal vocal production in a secondary and adapted manner, with
the motor changes of the esophagus provoked by surgery possibly being
involved in the re-establishment of oral communication of the laryngectomee. The objectives of the present study were to compare the pressure
amplitudes of the proximal, middle and distal esophagus and to correlate
them during swallowing and phonation in total laryngectomees speaking
93
with the secondary insertion of a tracheoesophageal prosthesis. Twenty total
laryngectomees speaking with the secondary insertion of a tracheoesophageal prosthesis, 17 men and three women with a mean age of 62 years,
participated in the study. The participants were submitted to manometry
examination for the determination of the amplitude of intraluminal esophageal (proximal, middle and distal) pressure during fluid swallowing and
during the emission of the sustained vowel “a” at habitual frequency and intensity. The nonparametric Spearman correlation coefficient was calculated
to determine the correlation of the intraluminal pressure amplitudes obtained for the proximal, middle and distal esophagus, and the nonparametric
Friedman test was used to compare the intraluminal pressure amplitudes
obtained in the proximal, middle and distal esophagus during swallowing
and phonation. When a significant difference was detected, the Wilcoxon
test with Bonferroni correction was applied. The level of significance was
set at p ≤ 0.05. Only the pressure amplitude of the proximal esophagus
showed a significant and positive correlation (p<0.007) between swallowing
and phonation. During swallowing, the distal esophageal pressure amplitude
was significantly higher (83.44 mmHg) than the medial one (55.96 mmHg)
and the proximal one (40.38 mmHg). However, there was no significant difference in esophageal pressure during phonation. The proximal esophagus
proved to have a similar pressure behavior during swallowing and phonation
in total laryngectomees speaking with a tracheoesophageal prosthesis, with
each one respecting his own direction of air flow and food transit, with
esophageal pressure amplitude increasing in the latter as a function of the
possible sum of forces originating from peristalsis.
Learner Outcomes: By means of this study we intend to collaborate with
researchers and clinicians interested in the area of rehabilitation of total
laryngectomees regarding:- the understanding of esophageal behavior after
total laryngectomy considering swallowing function; - the influence of the
anatomy and physiology of the esophagus on the quality of alaryngeal vocal
rehabilitation, especially for esophageal phonation and with a tracheoesophageal prosthesis;- the establishment of normative values of esophageal
pressure amplitude during swallowing and phonation in total laryngectomees in order to favor standardized clinical evaluation and to permit methodological reproduction.
P119
NONLINEAR ANALYSIS OF VOICES OF PATIENTS UNDERGOING
VERTICAL PARTIAL LARYNGECTOMY
RENATA FURIA SANCHEZ (1) - LÍDIA CRISTINA SILVA TELES (2)
PROGRAMA DE PÓS-GRADUAÇÃO INTERUNIDADES
BIOENGENHARIA - EESC/FMRP/IQSC, UNIVERSIDADE DE
SÃO PAULO, SÃO CARLOS, BRAZIL (1) - FACULDADE DE
ODONTOLOGIA DE BAURU, UNIVERSIDADE DE SÃO PAULO,
BAURU, BRAZIL (2)
Abstract: Acoustic assessment of voice of patients undergoing treatment for
cancer of the larynx has been studied in the international scientific community, however, the acoustic analysis are limited in conventional assessments
of voices where the noise is very intense, the main characteristic of the
voices of patients undergoing partial laryngectomy, not allowing a reliable
analysis. The Vocal Dynamic Visual Patterns (VDVP) analysis is a current
method of acoustic analysis, which allows the evaluation of the voice in a
new light, independent of conventional mathematical algorithms. The aim
of this study is to evaluate the voices of patients undergoing vertical partial
laryngectomy (VPL) analysis applying VDVP. We analyzed 31 samples of speech signals the sustained vowel / a / in Brazilian Portuguese adult subjects
of both genders, submitted to VPL in the Department of Head and Neck
Surgery at the Amaral Carvalho Hospital. We selected excerpts stationary
200 milliseconds and a portion less than 10 cycles in duration, for more
detailed analysis of the dynamics for each of the samples analyzed with the
technique of VDVP. For the qualitative assessment of VDVP, we considered
three aspects of configuration: a) Number of loops, b) Regularity of traces c)
convergence of the traces. The results of qualitative analysis of VDVP showed that the dynamics of the voices of these patients is directly related to
the anatomical and physiological characteristics of the larynx after VPL. In
conclusion, this tool allows another form of information (visual) evaluation
and treatment of diseases of the larynx.
Learner Outcomes: understand the method The Vocal Dynamic Visual
Patterns (VDVP) nonlinear acoustic evaluation of voice; know the characteristic of the evaluation of the method; evaluate the applicability of the technique in the voices of individuals who underwent vertical partial laryngectomy.
P120
EFFECTS OF HYDRATION BEFORE AND AFTER VOCAL
WARM-UP IN SINGERS
Kelly C A Silverio (1), Lídia Cristina da Silva Teles ( 1),
Carla Marques de Sousa Xavier (1), Maria Aparecida
Miranda de Paula Machado (1)
(1) Bauru School of Dentistry, University of São
Paulo, Bauru Campus
Abstract: The practice of exercises for vocal warming has shown great benefits to enhancement of voice, as well as the stress reduction in singing. It is
94
known that hydration is essential for lubrication of mucosa of the vocal folds
and to achieve a good performance in vocal production. However, there is a
lack of information about the effects of hydration upon the vocal warm-up
in singers. The aim of this study was to investigate the influence of systemic
hydration on the singers’ voices, before and after vocal warming. Sixteen
healthy choristers, four men (25%) and 12 women (75%), aging from 26
to 72 years (mean age: 49.4±14.7 years), without vocal and auditory complains at the days of evaluations, and not previously submitted to surgical
procedures of larynx, were included in this study. All participants recorded
their voices, before (1) and after (2) of performing vocalization exercises for
warming of the voice, during twenty minutes, under two conditions: without
the water intake in the previous 12 hours to the recording; and with consumption of three and two liters of water, to men and women, respectively,
along the day before the recordings. The hydration degree was evaluated by
the methods of colorimetry and specific gravity of urine. The following variables were investigated by acoustic analysis: fundamental frequency (F0),
jitter, shimmer and NHR by Multi-Dimensional Voice Program-KayPentax.
The perceptual analysis of voice was performed by three speech therapists,
using visual analogue scale that assessed the vowel /a/ the general voice
degree, breathiness, roughness, pitch and unstability in a section of the
general degree of voice. The self-perception of voice in different hydration
conditions was related through interviews. It was possible to recognize the
individuals hydrated (H) and dehydrated (D) by means of analyses of urine.
Pearson’s Correlation test showed a strong correlation between colorimetry
and specific gravity of urine data (R=0.807, p<0.05). The t test revealed
that F0 decreased significantly in the hydrated treatment, before (H1) and
after (H2) warming-up of voice (F0H1 = 211 Hz and F0H2 = 226 Hz),
compared to dehydrated condition (F0D1 = 224 Hz and F0D2 = 247 Hz).
There were not diferences in other acoustic variables between hydrated and
dehydrated conditions (p < 0.05). Pitch decreased in hydrated individuals,
before and after vocal warming (p<0.05). The self-perception of choristers
showed 75% reporting an improvement of voice when hydrated, and 87.5%
in the same condition after vocal warming-up. The hydration degree has
acted positively in the singers’ voice and favored vocal warming with less effort and greater flexibility by allowing lower friction between the vocal folds.
Learner Outcomes: The participant will be able to: 1. know and discuss
about the importance of hydration in vocal production, 2. know and discuss
about the importance of hydration in the warm-up voice, 3. know how to
evaluate the hydration level of the professional voice.
P121
VOICE ONSET TIME FOR THE WORD-INITIAL VOICELESS
CONSONANT /T/ IN SPASMODIC DYSPHONIA -A COMPARISON
WITH NORMAL CONTROLSSAORI YANAGIDA (1) - NORIKO NISHIZAWA (2)
ASSISTANT PROFESSOR, DEPARTMENT OF COMMUNICATION
DISORDERS, SCHOOL OF PSYCHOLOGICAL SCIENCES, HEALTH
SCIENCES UNIVERSITY OF HOKKAIDO, SAPPORO, JAPAN (1) PROFESSOR, DEPARTMENT OF COMMUNICATION DISORDERS,
SCHOOL OF PSYCHOLOGICAL SCIENCES, HEALTH SCIENCES
UNIVERSITY OF HOKKAIDO, SAPPORO, JAPAN (2)
Abstract: Purpose: Criteria for spasmodic dysphonia (SD) as an independent
voice disorder have not yet been established, and the current standardized
assessment method is not sufficient for the objective evaluation of severity
or its effects. Acoustic methods for the evaluation of voice symptoms in SD
have focused on vocal spasm severity, including the number of voice breaks, fundamental frequency (F0), Jitter, Shimmer, harmonics-to-noise ratio
(HNR), maximum phonation time (MPT), voice onset time (VOT). The purpose of this study was to demonstrate the characteristics of voice symptoms
in SD by measuring VOTs, and to discuss the relationship between VOT
prolongation and a pause or silence between the test word and the preceding word.Procedures: Subjects included thirty-seven patients with adductor spasmodic dysphonia (ADSD), eight patients with abductor spasmodic
dysphonia (ABSD) and ten normal controls. The reading task was the text of
“The north wind and the sun” (“Kitakaze to taiyo” in Japanese). The word
“taiyo” (the sun) was repeated three times in the whole text, each of which
was differentiated by the position in the sentence: 1) in a sentence without
preceding punctuation, 2) in a sentence following a comma, and 3) at the
beginning of a sentence following a period. The VOT for the word-initial
voiceless consonant /t/ in “taiyo” was the measurement target. The speech
samples read by the subjects were picked up by a condenser microphone
in a quiet room and recorded digitally on a personal computer. The VOT
for the target syllables was measured as the interval between the release
of an oral constriction and the start of glottal pulsing. Results: A pause or
silence between the test word and the preceding word tended to be prolonged gradually under conditions 1 to 3. Under condition 2, where a comma
preceded the test word, the patients’ VOTs for the word-initial voiceless
consonant were significantly longer than those of the controls (p < 0.05).
Equally, under condition 3, where a period preceded the test word, the
ABSD patients’ VOTs were significantly longer than those of the controls (p <
0.05). Prolongation of the VOTs was related to the pause or silence between
the test word and the preceding word. A comparison of VOTs between ADSD
and ABSD patients showed no significant difference under any of the three
conditions. Conclusion: Abnormal prolongation of the VOTs was related to
the pause or silence between the test word and the preceding word. VOT
measurement for the word-initial voiceless consonant was suggested to be a
useful method for quantifying voice symptoms associated with SD.
Learner Outcomes: review the current methodologies for evaluation of spasmodic dysphonia; understand the disturbance of VOT control in SD patients and get an insight into the effects of laryngeal adjustment to voicing
control in articulation
P122
USE OF SURFACE ELECTROMYOGRAPHY IN PHONATION
STUDIES: AN INTEGRATIVE REVIEW
PATRÍCIA MARIA MENDES BALATA (1) - HILTON JUSTINO
SILVA (1) - KLYVIA JULIANA ROCHA MORAES (1) - LEANDRO
DE ARAÚJO PERNAMBUCO (1) - LUCIANA ÂNGELO BEZERRA
(1) - DANIELE ANDRADE CUNHA (1) - SILVIA REGINA ARRUDA
MORAES (1)
IMMUNOLOGY/ALLERGY AMBULATORY, RECIFE, BRAZIL (1)
Abstract: Introduction: The surface electromyography has been used to assess extrinsic laryngeal muscles involved in chewing and swallowing, but
little has been studied to assess these muscles in phonation. Objective:
To investigate the current state of knowledge regarding the use of surface electromyography in the evaluation of electrical activity of the extrinsic muscles of larynx during phonation by means of an integrative review.
Methods: We searched articles and other papers published in PubMed,
Medline/Bireme and Scielo databases, published between 1980 and 2012,
using the descriptors: surface electromyography and voice, surface electromyography and phonation, surface electromyography and dysphonia. The
selection of articles was in according to criteria of inclusion and exclusion.
Data Synthesis: It was performed by a cross critical matrix. We selected 27
papers, 24 articles and 03 theses. The studies differed methodologically
as to sample size and investigation techniques, making it difficult to compare them, but showed differences in electrical activity between the studied groups, dysphonics, non dysphonics, singers, and others. Conclusion:
Electromyography has clinical applicability since technical precautions to
application and analysis are obeyed. However, it is necessary to adopt a
universal system of assessment tasks an4muscles; Knowledge regarding the
use of the surface electromyography use in extrinsic muscles of larynx during phonation; Clinical applicability of electromyography
P123
INCOMPLETE SWALLOWING AND RETRACTED TONGUE
MANEUVERS FOR ELECTROMYOGRAPHIC SIGNAL
NORMALIZATION OF THE EXTRINSIC MUSCLES OF THE
LARYNX
PATRICIA MARIA MENDES BALATA (1) - HILTON JUSTINO
SILVA (1) - GERLANE KARLA OLIVEIRA NASCIMENTO (1) KLYVIA JULIANA ROCHA MORAES (1) - LEANDRO DE ARAÚJO
PERNAMBUCO (1) - MARIA CLARA R FREITAS (1) - LEILANE
M LIMA (1) - RENATA S BRAGA (1) - SÍNTIA R SOUZA (1) LUCIANA ÂNGELO BEZERRA (1) - DANIELE ANDRADE CUNHA
(1) - SILVIA REGINA A MORAES (1)
UNIVERSIDADE FEDERAL DE PERNAMBUCO, CLINICAL
HOSPITAL PEDIATRICS AND ALLERGY/IMMUNOLOGU
AMBULATORY, RECIFE, BRASILE (1)
Abstract: PURPOSE: To investigate which muscles maneuvers provide larger
electric activity (EA) of the suprahyoid (SH) and infrahyoid (IH) muscles
to be used as surface electromyography (SEMG) signal normalization reference. METHODS: The electrical potentials of the SH and IH muscles of
12 subjects were evaluated using six muscular maneuvers, involving the
position of the tongue and effort. It was selected as maximum voluntary
sustained activity maneuver, the one having the minor coefficient of variation and the smallest value for each muscle group. The EA signal was
converted using the root mean square in microvolts. It was considered then
the maximum signal of each maneuver as the difference between the mean
of three measures and the resting potential. RESULTS: The maneuvers
that provided higher mean potentials with minor coefficient of variation
and smallest P value were incomplete swallowing (IS) with effort (mean
potential equal to 56.73±8.68 with coefficient of variation of 15.30%) in
SH group, and tongue retracted with mouth open (TROM, mean potential
equal to 46.57±7.83 with coefficient of variation of 16.81%) in IH group.
CONCLUSION: The IS with effort and TROM maneuvers should be considered for signal normalization in these muscles, respectively, and may provide
conditions for using the SEMG in voice clinic. SIGNIFICANCE: The use of
normalization standards in researches of SH and IH muscles in the voice
area will allow comparisons among future works.
Learner Outcomes: Maneuvers that provided higher mean potentials, Use of
normalization standards in researches of suprahyoid and infrahyoid muscles
in the voice area.
P124
VOICE RESISTANCE IN YOUNG WOMEN BEFORE AND AFTER
CONTINUOUS TALKING FOR 30, 60, 90 AND 120 MINUTES
LÍLIAN NETO AGUIAR-RICZ (1) - PATRÍCIA MASSUCATTO
MILANELLO (1) - ARIANE DAMASCENO PELLICANI (1) - LILIAM
FERNANDA PAZETTO (1) - PATRICIA PEREIRA (1) - STHAEL
ANDRADE MARQUES (1) - HILTON MARCOS ALVES RICZ (1)
Abstract: Vocal fatigue is considered to be one of the most common and debilitating symptoms, generating vocal disorders. It is frequently detected in
individuals who use their voice professionally. Several physiological biomechanical mechanisms, as well as physical, psychological and environmental
aspects can contribute to vocal fatigue. The time of vocal resistance ranges
from 15 minutes to 2 hours; however, changes in vocal quality are likely
to occur if talking is maintained for at least one hour. The objective of the
present study was to analyze and compare the voice of young women before
and after a test of continuous talking for 30, 60, 90 and 120 minutes. This
was a cross-sectional study involving the analysis of a data bank containing
files of 63 types of voice of young women with no previous history of dysphonia. The voices were divided into four groups according to the testing time
to which they were submitted. Group A (30 minutes) - 17 voices; Group
B (60 minutes) - 18 individuals; Group C (90 minutes) - 14 individuals;
Group D (120 minutes) - 14 individuals. The participants were submitted to
videolaryngostroboscopy in order to exclude any vocal problem and, before
and after each continuous talk test, they were instructed to produce the
sustained vowel /a/ with habitual vocal intensity and frequency, for a total
of two samples per participant. A standard text for reading and continuous
repetition for 30, 60, 90 and 120 minutes was offered for the continuous
talk test. The sample was characterized by perceptive-auditory analysis of
vocal parameters according to the GRBASI scale by means of independent
rating by three speech therapists specializing in voice, and acoustic voice
analysis was performed using the “MDVP Voice Program” software - KAY
laboratory – Multi-Speech Model 3700, before and after the continuous
talk tests. The reliability of the experts regarding the categorical variables of
each parameter analyzed was determined by description of the percentage
of concordant ratings (66% or more) and discordant ratings (less than 66%)
for each qualitative parameter evaluated. To this end, the more experienced
rater (J1) in the area was considered to be the reference expert for each
crossing of analysis with the remaining raters, designated J2 and J3. Based
on the greater percentage of agreement between experts, the predominance
of a parameter was characterized for the continuous talk post-test situation. The quantitative parameters of the protocol and their association with
the categorical parameters were described as mean, standard deviation and
range. A tendency to an increased fundamental frequency was observed in
all measurements performed in both conditions of analysis. The prolonged
use of voice by means of continuous reading produced elevation of fundamental frequency in healthy young women at 30, 60, 90 and 120 minutes.
Regarding the perceptive-auditory analysis, the raters agreed that a discrete
general degree was maintained for all times of the continuous talk test.
Learner Outcomes: By means of this study, the intention is to contribute to
knowledge about vocal resistance:- Understanding of vocal resistance which
will permit the promotion of preventive actions aimed at voice professionals such as teachers, singers, lawyers, and telemarketing operators, among
others; - Knowledge of vocal parameters (acoustic and perceptive-auditory
measurements) before and after a prolonged time of voice use
P125
MEASUREMENT OF VOCAL TRACT DIMENSION OF
LARYNGECTOMEES USING PHARYNGOMETRY
MANWA NG (1)
SPEECH SCIENCE LABORATORY, UNIVERSITY OF HONG KONG,
HONG KONG, HONG KONG (1)
Abstract: Total laryngectomy involves the removal of the entire laryngeal
structures including the hyoid bone and all laryngeal cartilages, usually due
to terminal laryngeal cancer. Despite the contradictory findings reported in
the literature, previous studies generally revealed a shortened vocal tract
after total laryngectomy. Yet, these studies were either based on acoustics
(vowel formants) or x-ray imaging. Detailed measurements of vocal tract
configuration of individuals after total laryngectomy are not available. A
comparison of vocal tract configuration between alaryngeal and laryngeal
individuals is lacking. The present study made use of acoustic reflection
technology to measure vocal tract configuration, and alaryngeal speakers
were compared with normal laryngeal speakers. Thirty alaryngeal and 30 laryngeal speakers participated in the study. The two groups of speakers were
matched with age, height and weight, and they were all native speakers of
Cantonese. Various vocal tract configuration dimensions were obtained by
using a pharyngometer based on acoustic reflection. Six vocal tract measurements were calculated that included length (in cm) and volume (in mL) of
the oral cavity, the pharyngeal cavity and the entire vocal tract. Results revealed no significant difference for all vocal tract parameters between the alaryngeal and laryngeal groups. However, though not statistically significant,
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alaryngeal speakers appear to have longer oral length and larger oral volume,
but shorter length and smaller volume of the pharyngeal cavity and the entire vocal tract than the laryngeal speakers.
Learner Outcomes: Understand the surgical procedure of total laryngectomy; Know about the use of pharyngometry in measuring vocal tract configuration; Know the possible difference in vocal tract configuration between
alaryngeal and laryngeal speakers.
P126
PHONATION IN AN ATMOSPHERE OF 100% RELATIVE
HUMIDITY: EFFECTS ON VOICE HOARSENESS
ROSSELLA MUO’ (1) - BARBARA RAMELLA (2) - DANIELA
SARANDRIA (2) - ALFONSO BORRAGAN TORRE (3)
REHABILITATION DEPARTMENT, ASL TO1, TURIN, ITALY (1)
- ENT DEPARTMENT, SAN RAFFAELE SCIENTIFIC INSTITUTE,
MILAN, ITALY (2) - PHONIATRIC AND LOGOPEDIC CENTRE,
PHONIATRIC AND LOGOPEDIC CENTRE, SANTANDER, SPAIN (3)
Abstract: Introduction. Vocal hygiene is usually considered a critical component of comprehensive vocal rehabilitation programs or in some cases
a therapeutic tool for voice treatment itself. Vocal hygiene programs often
include suggestions to increase hydration, typically considered as systemic,
topical and environmental hydration (1). Although the importance of vocal
fold moisturization in maintaining optimal vocal physiology is well known (2,
3), however, exact hydration quantity, frequency and techniques to increase
hydration have not been described (2). Furthermore, hydration suggestions
usually concern systemic and environmental hydration but rarely address
local hydration of vocal folds. Aim of the study. To describe an easily-applicable and fast local hydration treatment and to observe voice changes
in patients with dysphonia after treatment. Methods. Fifty patients with
dysphonia asking for a Phoniatric assessment or a Speech and Language
rehabilitation treatment were enrolled. Vocal Tract Moisturization treatment
consists of placing a moistened gauze over the patients’ nose and asking
them to breathe normally for 10 minutes through the said gauze. The gauze is kept moist at minute intervals by resoaking in water, wringing out
excess liquid, and then replaced in the same position as before (Gauzal
Hydration). All patients were recorded immediately before and after Gauzal
Hydration. Two different experiments were proposed in two different days:
experiment 1) patients breathe naturally through the gauze for 10 minutes;
experiment 2) patients both breathe through the gauze and pronounce a
low /u/ and a glissando /i/ for 3 seconds; between phonations patients must
breathe through the gauze guaranteeing maximum intake of moisture. A
second group of patients also was asked to perform “Gauzal Hydration”
with phonation for 10 minutes, twice a day for a period of 15 days. Voices
analysis consist on four levels: acoustic analysis of the voice (MDVP, spectroscopy, Maximum Phonation Time); perceptual evaluation of dysphonia
(GIRBAS); morphofunctional analysis of phonatory system; subjective rating of symptoms. Acoustic analysis of the recorded voices were based on
a sustained /a/, as long as possible. Perceptual evaluation of dysphonia
was conducted by two researchers blind to each other on the basis of both
the sustained /a/ and three minutes of spontaneous speech. Results from
the two researchers were analyzed. Morphofunctional analysis of phonatory
system was done considering mucosal wave amplitude and glottic closure.
Subjective rating of symptoms considered patients reporting on vocal fatigue, hoarseness, vocal effort, and other parameters on the basis of a four
point likert scale. Results. Preliminary results of the patients tested show
statistically significant changes in voice intensity (t-test = -3,26, sig .006)
and in the MDVP parameter ATRI (T-test = 3,16, sig. .006). Preliminary
results of perceptual evaluation show that the change of vocal performance
is very apparent with hoarseness significantly reduced. Furthermore, the
mucosal wave is observed to be wider. Conclusions. Moisturization via the
respiratory tract is much faster and more effective than moisturization via
the digestive tract. A piece of dampened gauze placed on the nose can
considerably reduce a dysphonia.
Learner Outcomes: The main objective is to attract attention to the hydration of the upper airway as a suitable degree of moisture will improve and
even normalize a voice.
Participants will learn an easy system to hydrate the vocal folds. We
will analyze the results and the changes in their voices and in the
larynx function through the stroboscope.
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P127
ACOUSTIC COMPARISON BETWEEN TWO DIFFERENT
TECHNIQUES OF ENDOSCOPIC RESECTION OF BENIGN
LARYNGEAL LESIONS
DR. REHAM EL-MAGHRABY (1) - PROF. DR.MOHAMED ABD-EL
MONEAM (2) - PROF. DR. ALAA EL DIN GAAFAR (3) - DR. SAAD
ABD-EL GAWAD (4)
UNIT OF PHONIATRICS, ENT DEPARTMENT, FACULTY OF
MEDICINE, ALEXANDRIA UNIVERSITY, ALEXANDRIA, EGYPT
(1) - ENT DEPARTMENT FACULTY OF MEDICINE, ALEXANDRIA
UNIVERSITY, ALEXANDRIA, EGYPT (2) - ENT DEPARTMENT,
FACULTY OF MEDICINE, ALEXANDRIA UNVERSITY,
ALEXANDRIA, EGYPT (3) - ENT DEPARTMENT, FACULTY OF
MEDICINE, ALEXANDRIA UNIVERSITY, ALEXANDRIA, EGYPT (4)
Abstract: Benign vocal folds mucosal lesions such as vocal nodules, polyps,
and contact granuloma are common among patients with voice disorders.
Surgical management of benign laryngeal lesions includes laser ablation,
cold knife excision, and recently the microdebrider. Dealing with vocal
fold lesions presents challenge to physicians, most studies reported good
results applying laser surgery, and other studies have indicated that cold
knife surgery has the benefit of protecting vocal fold from thermal injury.
Microdebrider as a new technology in management of laryngeal lesions is a
powered rotatory dissection device with suction assistance; it’s used before
in orthopedic surgery and sinus surgery. The aim of this work is to assess the
microdebrider as a tool for excision of benign laryngeal lesions and compare
its results (intra-operative and post-operative) with those of microlaryngeal
surgery by cold instruments. Forty patients with benign vocal fold lesions
were included (25 females and 15 males) with age ranging from 24 to 51
years; mean age being 34.0+7.71years. They were randomly divided into
2 groups; group (I) subjected to excision of lesions by the conventional
instruments. Group (II) subjected to excision of lesions by the microdebrider. Each patient was subjected to the protocol of voice assessment preoperatively and three weeks post operatively. The Patients were assessed
subjectively by voice problem self assessment scale (VPSS), and objectively by laryngoscopy , stroboscopy and acoustic analysis. No significant
difference in the acoustic parameters between the two groups, but there
was significant difference between the preoperative and the post-operative
acoustic parameters for each group. Post-operatively, satisfactory improved
with resolution of the lesions in both groups. This study showed that the
microdebrider was determined to be a safe, accurate and reliable method
in removal of benign vocal fold lesions but does not offer major advantages
compared to the standard instruments.
Learner Outcomes: The participant will be able to: 1- know that microdebrider has the advantages of greater improvement in voice quality, shorter procedure times, fast debulking of obstructive laryngeal lesions; 2- understand
that there is limitations of this technique including the inability to control
margins for histological purposes. Therefore, its use is contraindicated for
excisional biopsies, in which surgical margins and depth of invasion are
critical for subsequent treatment decisions; 3-know that microdebriders are
not indicated for the resection of vascular lesions because of the difficulty
in obtaining hemostasis;4- know that as the present devices have two functions: cutting and suction we hope that the future devices have added a
cauterization function to have a device with three functions : cutting, suction and cauterization, such a combination would be a time efficient and
eliminating the need to switch tools when cauterization is needed.
P128
THE ROLE OF COENZYME Q10 AND VIT.A IN SINGER’S VOCAL
RECOVERY: DOSIMETRIC ANALYSIS
FRANCO FUSSI (1) - GIACOMO BELLO (2)
CENTRO AUDIOLOGICO FONIATRICO, USL RAVENNA,
RAVENNA, ITALY (1) - UNIVERSITÀ DEGLI STUDI DI FERRARA,
UNIVERSITÀ DEGLI STUDI DI FERRARA, FERRARA, ITALY (2)
Abstract: Singing voice can be considered as a high-cost physic performance, involving the activity of a great range of muscles and the ability of establishing the correct synergy between breathing, phonation and resonance;
it requires also energy to communicate an artistic message to the audience
through vocal interpretation. Over time this activity can discharge energy resource used by the singer and increase the risk of a performance failure. The
aim of the study is:to examine the effect of the CoQ10 in association with
vit.A as an energetic support in the good health singer. In order, a dosimetric
index (Voice Recovery Index – VRI) was used; to detect which kind of vocal
style, according with their performances, can receive a benefit; to analyze dosimetric values with auto-perceived comparison. Fifteen good-health
singers were enrolled in this study, 7 male and 8 female. The mean age
was 45.4 ± 9.3 (range 21-54). Ten of them were modern singers, five were
classical singers. They were divided them into two groups: the experimental
group was composed by 9 singers, the control group by 6. The singers in
the experimental group were treated with CoQ10 terclatrate and vit.A for 15
days; the control group was given a placebo. Subjective impressions with
the CSHI/MSHI questionnaires (Classical/Modern Singing Handicap Index)
were also collected. Each singers performed for 20’ before the treatment,
and the same performance was repeated after the treatment (15 days). The
APM dosimeter (Ambulatory Phonation Monitor) Kay Pentax 3200 was used
to collect glottal information though the VRI, built by the ratio between the
cycles of vibration dose (Dc) and the total distance dose (Dd) as an indicator of voice recovery and, inversely, of vocal fatigue. Caffeine intake and
smoking habit have been considered. The standard variation of VRI (σVRI)
was analyzed, as an indicator of energy vocal dissipation during phonation:
little values of σVRI indicate an increase of the period after that vocal fatigue
occurs. The findings are: there is a significant difference (α=0.09) between
the dosimetric data of experimental and control group, using Fisher’s exact
test; this dosimetric difference refers mainly to modern singers, with no correlation with sex, caffeine intake and smoking habit; the MSHI/CSHI data do
not correlate with dosimetric data. In the experimental group we found a little
increase of voice handicap average (+0.6) while the control group the variation is -5.5. This pilot study suggest the opportunity that the CoQ10 could
be an energy supplier for good-health singers, thanks to its effect of delaying
the vocal fatigue during a performance. The effect is more evident in modern
singers than in classical singers, and this is probably due to the differences
between technical features: classical singers have to reach a reliable and
resistant voice through a constant and heavy training, while in modern singers
interpretative aspects are more enphasized, and technical preparation is not
as important as for classical or opera singers. Therefore, the bracing effect of
CoQ10 is more evident and measurable in modern singers.
Learner Outcomes: know the specific characteristics of singer’s vocal fatigue; know the possibility to evaluate through APM vocal fatigue/recovery;
understand the effect of CoQ10-vit.A intaking.
P129
TRANSLATION AND CROSS-CULTURAL VALIDATION OF THE
“SELF-EVALUATION OF COMMUNICATION EXPERIENCES
AFTER LARINGECTOMY” QUESTIONNAIRE FOR THE BRAZILIAN
PORTUGUESE
GABRIELA FAHL (1) - BÁRBARA GARCIA DE GOULART (1)
PROGRAMA DE PÓS GRADUAÇÃO EM EPIDEMIOLOGIA,
UNIVERSIDADE FEDERAL DO RIO GRANDE DO SUL, PORTO
ALEGRE, BRAZIL (1)
Abstract: The treatment for larynx cancer is aggressive and traumatic, commonly implying a lower quality of life for the patient, which means a decrease on the perceived welfare of the patient during and after the disease.
Defined as a mutilating disease by some authors, because of the significant
alterations this cancer makes in the physical, functional, emotional and
social aspects of the patients’ lives, it became important to study treatments that do not impact so hardly the patients’ quality of life and, therefore, stimulate their recovery. Although laryngeal cancer represents 25%
of head and neck cancers, only 1% of cancers occurs in this region and
thus is considered rare and framed, often put along with other head and
neck cancers. Its features, however, differ from this large group: the loss of
smell, the presence of a tracheostome and the removal of the vocal folds
represent a considerable decrease in the quality of life of these patients,
which is not observed in other types of cancer. Thinking about it, Professor
Blood developed and published, in 1993, a quality of life questionnaire
specifically for laryngectomized patients. Originally published in English,
the questionnaire has 35 questions specific to that group. For its growing
importance in the medical area, since the number of larynx cancer cases is
increasing, especially among females, it becomes necessary to expand the
tools that can help professionals in the choice of treatment and to provide
tools for understanding the implications of each treatment for the patient’s
life. To this end, we seek to make a cross-cultural translation and validation,
trying not only to translate the questionnaire from English into Portuguese,
but also to adapt to the context and issues of the Brazilian society.
Learner Outcomes: It is expected that the participant leave the presentation
knowing, in a basic level, how a cross-cultural validation is done, its importance and where they can look for more detailed information in case they
need to translate and validate a questionnaire.
P130
HOW TO BEHAVE THE LARYNGEAL MUCOSA OF DESCENDANTS
OF CONSUMER OF CAFFEINE? (EXPERIMENTAL STUDY)
GERLANE KARLA OLIVEIRA NASCIMENTO (1) - DANIELE
ANDRADE CUNHA (1) - LUCIANA ÂNGELO BEZERRA (1) HILTON JUSTINO SILVA (1) - MARIA DE FÁTIMA GALDINO
SILVEIRA (1)
ALLERGY/IMMUNOLOGY AMBULATORY, RECIFE, BRAZIL (1)
Abstract: Introduction: Caffeine is widely consumed by the world population, and there are still doubts in the scientific literature if this practice can cause undesirable consequences on human reproduction and in
general health of this consumers and their descendants. In pregnant women, the caffeine intake easily crosses the placental barrier, in substantial
amounts passing to several embryonic tissues. Objective: To perform histomorphometric analysis of the posterior larynx mucosa region of the rats
(Wistar) descendants submitted to caffeine treatment from 21 ° to 120 °
day of life. Methods: The experiment was carried out in the annex of the
Anatomy Department at the Center for Biological Sciences (CCB) of the
Federal University of Pernambuco (UFPE)/Brazil after approval by the Ethics
Committee on Animal Experiments. The experiment was used in 12 Wistar
rats and 40 descendants of these puppies. The rats were divided into two
groups: control and treated. In the treated group, the mother rats received
caffeine diluted to 0.1% in drinking water from 21 ° to 120 ° day of life and
resulted in offspring of treated group (PT); the control group did not received additives in their drinking water and gave rise to offspring of the control
group (PC). At 30 days of offspring life, the animals were anesthetized and
their larynx were removed and fixed by immersion in 10% formalin solution.
The material underwent histologic battery and was analyzed by light microscopy. Measurements of mucosal thickness in the posterior larynx were performed with the aid of Scion Image software for Windows, Release 4.0.2 Beta.
Results: The results revealed low weight birth and decreased of offspring body
length. Histological changes in the laryngeal mucosa were also observed as a
sign of gastroesophageal reflux presence. Discussion: The low weight found in
PT confirms the findings of other studies which claim that consuming 300mg
or more of caffeine by day during pregnancy, besides inducing prematurity
is associated with low weight birth, which can be especially detrimental to
development. The decrease in body size of the PT animals corroborate with
revelations described in a study which showed that 200mg of caffeine daily
doses can significantly reduces placenta blood flow, probably through vasoconstriction, which can lead to reduced fetal growth. There was a signal of
possible local inflammation in the laryngeal mucosa of the PT group, and this
factor may be related to the gastroesophageal reflux presence. Another finding
was hyperkeratosis formed in response to irritation of low intensity for a long
period of time. Conclusion: The results of this study suggest that caffeine consumption during pregnancy and lactation periods, in rats, induces a decrease
in weight and body size of the offspring, as well as the emergence of changes
in the mucous lining of the larynx, in its posterior portion, probably caused by
pathological reflux of gastric contents.
Learner Outcomes: Changes caused by caffeine in pregnancy rats, Changes
in larynx mucous because de caffeine exposure; Reduction of blood flow
into placenta in rats and human; Lower weight birth and reduce body size in
caffeine consumers offspring.
P131
LOCALIZATION, FREQUENCY AND INTENSITY OF MUSCLE PAIN
IN WOMEN WITH VOCAL NODULES
KELLY CRISTINA ALVES SILVERIO (1) - LARISSA DONALONSO
SIQUEIRA (1) - LÍDIA TELES (1) - CHRISTIANO DE GIACOMO
CARNEIRO (2) - HARDYNN WESLEY SAUNDERS ROCHA
TAVARES (2) - ALCIONE GHEDINI BRASOLOTTO (1)
SPEECH-LANGUAGE PATHOLOGY/AUDIOLOGY DEPARTMENT
AT BAURU SCHOOL OF DENTISTRY, UNIVERSITY OF SÃO
PAULO, BAURU CAMPUS/SP, BRAZIL., UNIVERSITY OF SÃO
PAULO, BAURU CAMPUS/SP, BAURU, BRAZIL (1) - HOSPITAL
FOR REHABILITATION OF CRANIOFACIAL ANOMALIES (HRACUSP), UNIVERSITY OF SÃO PAULO, BAURU CAMPUS/SP,
BRAZIL., HOSPITAL FOR REHABILITATION OF CRANIOFACIAL
ANOMALIES (HRAC-USP), UNIVERSITY OF SÃO PAULO, BAURU
CAMPUS/SP, BRAZIL., BAURU, BRAZIL (2)
Abstract: Some types of dysphonia may be associated with muscle strain,
which causes body discomfort, especially pain in the cervical area. This condition is observed in some individuals with vocal nodules. One type of muscle strain associated with dysphonia is described in the literature as Muscle
Tension Dysphonia (MTD), which is defined as a vocal alteration caused by
excessive effort in the laryngeal and paralaryngeal muscles, which generally
results in vocal and laryngeal alterations. The aim of the study is to investigate the location, frequency and intensity of muscle pain in women with
vocal nodules in comparison to women without vocal complaints and normal
voices. Were selected 26 women, ranging in age from 18 to 45 years, sorted in two groups: Dysphonic Group (DG) – 13 women with vocal nodules
and muscular tension dysphonia; Control Group (CG) – 13 women without
vocal complaints and with normal voices. All the volunteers signed the informed consent (CEP099/2011) and answered a protocol, adapted from
Nordic Musculoskeletal Questionnaire marking the location and frequency
of symptoms pain on the temporal area, masseters, submandibular areas,
front and back of the neck, shoulders, upper back, elbows, fists/hands/fingers, lower back, hip/this, knees and ankles/feet. To investigate the frequency
of pain, the volunteer should mark the body part in which pain was present
in the last 12 months, and also mark the frequency of each symptom: never,
rarely, occasionally or always. For each site of pain reported, the following
values were distributed: never=0, rarely=1, occasionally=2, and always=3.
The intensity of pain was measured by visual-analogue scale with a length of
100 millimeters. This scale was added to the same protocol containing the
drawing of the body parts that the participants used to mark the frequency
of pain. Then, for each site of pain reported, the volunteer should mark the
spot of the scale that characterize their pain with a vertical line, considering
that the left limit of the line meant no pain, and the right limit meant the
worst pain possible. These markings were measured with a ruler for posterior
statistical analysis. The DG and CG groups were compared using the MannWhitney test (p<0.05).The dysphonic women (DG) reported frequency of pain
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as “occasionally” and “always” in the larynx (p=0.019), back of the neck
(p=0.012) and shoulders (p=0.026) significantly greater than the CG women. While in the CG women the symptoms of pain in the larynx and back of
the neck were marked more often as “never” and “rarely”. In the same way
the intensity of pain was reported significant greater in the back of the neck
(p=0.019) in the dysphonic group (DG). This study concluded that muscle
pain in the laryngeal area, back of the neck and shoulders are more frequent,
and also pain in the back of the neck is more intense in women with nodules
and muscle tension dysphonia than women without vocal complaints.
Learner Outcomes: know and discuss about the importance of assessing
the location, frequency and intensity of muscle pain in dysphonic women
and women without vocal complaints; know how to evaluate the pain in
dysphonic pacients
P132
LONG-TERM OUTCOME MEASUREMENTS OF VOCAL
HYGIENE PROGRAM AND RESONANT VOICE THERAPY FOR
HYPERFUNCTIONAL VOICE DISORDERED PATIENTS
SHENG HWA CHEN (1)
DEPARTMENT OF SPEECH AND HEARING DISORDERS AND
SCIENCES, NATIONAL TAIPEI UNIVERSITY OF NURSING AND
HEALTH SCIENCES, TAIPEI, TAIWAN, PROVINCE OF CHINA (1)
Abstract: About 40% of voice disordered populations are hyperfunctional
dysphonia.Resonant voice therapy and vocal hygiene education have beam
reported to be effective to a variety of voice disordered patients. However,
no research has been done on the long term effects of the 2 methods on
hyperfunctional dysphonic patients. The purpose of the study is to investigate long-term outcomes in vocal function, communication function, and life
quality of vocal hygiene program and resonant voice therapy for hyperfunctional voice disordered patients. The research subjects were 86 hyperfunctional voice disordered patients. The subjects were randomly assigned into
2 groups: 1) vocal hygiene group (VH group); and 2) resonant voice therapy
group (RVT group). Subjects in VH group received vocal hygiene education;
and subjects in RVT group received resonant voice therapy. All subjects
received vocal function, communication function, voice self report, and life
quality evaluations pre, post 2 weeks, 1 year, and 2 years’ treatment. Twoway ANOVA repeated measurement, Post Hoc Scheffe ̇, and paired-t test
were used for statistical analysis. The results revealed that in auditory perceptual judgment, overall voice severity and the severity of pitch, roughness,
strain, monotone, resonance, and glottal fry for RVT group were significantly
reduced post 2 weeks and 1 year’s treatment. The severity of monotone for
VH group was significantly reduced post 1 year’s treatment. In acoustic measurements, jitter (%) for RVT group was significantly reduced post 2 weeks,
1 year, and 2 years’ treatment; and for VH group was significantly reduced
post 2 years’ treatment. Self-reported voice severity for both RVT and VH
groups was significantly reduced post 2 weeks and 1 year’s treatment. In
Voice Handicap Index (VHI), the score of physical scale for both RVT and
VH was significantly reduced post 2 weeks and 1 year’s treatment. The score
of emotion scale and total scale for RVT group were significantly reduced
post 2 weeks and 1 year’s treatment; and for VH group were significantly reduced post 1 year’s treatment. In aerodynamic and WHOQOL-BREF Taiwan
Version measurements, no significant difference was found for both RVT
and VH groups at any time interval. The results indicate that both resonant
voice therapy and vocal hygiene education have short-term, mid-term, and
long-term outcomes for hyperfunctional dysphonic patients. However, resonant voice therapy show more short-term, mid-term, and long-term effects
in voice characteristics, vocal function, and communication function than
vocal hygiene education.
Learner Outcomes: know the research design of controlled study for outcomes of different voice therapies; understand assessment tools and parameters for measurement of voice therapy outcomes: know the long-term outcomes of resonant voice therapy and vocal hygiene education; and understand
clinical application of resonant voice therapy and vocal hygiene education
for hyperfunctional dysphonic patients.
P133
TRAINING AND TESTING APPLICATION FOR AUDIO
PERCEPTUAL EVALUATION – VOICE-PE (VOICE – PERCEPTUAL
EVALUATION)
SUSANA VAZ FREITAS (1) - VÍTOR ALMEIDA (1) - PEDRO MELO
PESTANA (2) - ANÍBAL FERREIRA (1)
FACULDADE DE ENGENHARIA, UNIVERSIDADE DO PORTO,
PORTO, PORTUGAL (1) - FACULDADE DE CIÊNCIAS DA SAÚDE,
UNIVERSIDADE FERNANDO PESSOA, PORTO, PORTUGAL (2)
Abstract: Objectives: development of an application tool to support the audio perceptual evaluation of human voice. It aims to increase the intraobserver consistency of this type of measurement and classification of voice
parameters.Methods and Results: the Voice-PE software program was designed in C++ and Qt, because their libraries include all the graphic interface
options that the application presents. It is structured upon a database of 90
different voices with the possibility of selecting between two types of classification – individual evaluation (15 voices) versus comparative evaluation
98
(10 voices) made with two different scales. The user can select the VAS
(visual analog scale) or EAI (equal appearing interval). It is possible to use
visual anchors visual and auditory anchors or to make the entire classification of voices without any kind of help in the explanation about the audio
perceptual parameter that is being analyzed. In the end of each assessment,
the application automatically creates a report that reflects the individual
classification of every voice, for each one of the audio perceptual parameter
(GRBAS), comparing them with the average classification of a group of six
experts. At this moment it is also possible to listen to the voices and think
over the score given by users and experts. This report can also be printed.
Conclusions: the Voice - Perceptual Evaluation (Voice-PE) is a software program designed for training and testing skills related to audio perceptual
evaluation of the human voice.
Learner Outcomes: Understand the concept of audio perceptual evaluation;
Recognize the audio perceptual parameters of the GRBAS scale; Use and
train the audio perceptual evaluation through an equal appearing scale
and visual analogic scale; Understand the importance of a permanent training to increase the consistency of internal standards of audio perceptual
classification.
P134
IMMEDIATE EFFECT OF LARYNGEAL MANUAL THERAPY IN
DYSPHONIC WOMEN
KELLY CRISTINA ALVES SILVERIO (1) - ANA VITÓRIA RONDON
(1) ANA PAULA REIMANN (1) - LARISSA DONALONSO
SIQUEIRA (1) LIDIA TELES (1) - ALCIONE GHEDINI
BRASOLOTTO (1)
SPEECH-LANGUAGE PATHOLOGY AND AUDIOLOGY
DEPARTMENT OF THE BAURU SCHOOL OF DENTISTRY/
UNIVERSITY OF SÃO PAULO - FOB/USP, BAURU, SÃO
PAU, SPEECH-LANGUAGE PATHOLOGY AND AUDIOLOGY
DEPARTMENT OF THE BAURU SCHOOL OF DENTISTRY/
UNIVERSITY OF SÃO PAULO - FOB/USP, BAURU, SÃO PAULO,
BRAZIL, BAURU, BRAZIL (1)
Abstract: Laryngeal Manual Therapy (LMT) consists of the massaging of
the paralaryngeal muscles aiming at relaxing them, involving the sternocleidomastoid muscle, suprahyoid muscle and thyrohyoid membrane. The
emerging and more current literature has begun to offer evidence for the
effectiveness of this type of approach and has recommended LMT for the
reduction of musculoskeletal tension associated to vocal hyperfunction.
Therefore, LMT has been applied on individuals with various types of dysphonia in which muscle tension is present. The aim of the study is to
investigate the immediate effect of Laryngeal Manual Therapy (LMT) on
the vocal tract discomfort reported by dysphonic women and by women
without any vocal complaint. We selected 30 women ranging in age from
18 to 45 years, sorted into two groups: Dysphonic Group (DG) – 15 women
with functional or organofunctional dysphonia; Control Group (CG) – 15
women without vocal complaints and with normal voices. After signing the
informed consent (CEP097/2011), the women answered a Vocal Discomfort
Scale (VTD) protocol presented by Morrison et al (2009). The VTD scale is a
self-rating scale which enables patients to record the frequency and severity
of their vocal tract symptoms, but we studied the severity of symptoms:
burning, tightness, dryness, aching, tickling, soreness, irritability, and lump
in the throat. The volunteers completed the VTD scale on their own, without
any interference from the clinician. They completed the VTD scale immediately before and immediately after the LMT (Morrison et al, 2009). During
the LMT each volunteer was seated on an upright chair with a straight, low
back with the clinician standing behind the volunteer. The volunteers kept
quiet during the procedure. The LMT consisted of bimanual circular massage of the sternocleidomastoid muscle, larynx and kneading of the supralaryngeal area with the fingers of one hand. Circular massage was applied to
the hyoid bone, along its length. When the supralaryngeal muscles were less
resistant to digital pressure, the larynx was depressed by pressure applied
bimanually to the superior edge of the thyroid cartilage. Changes in tension
of the perilaryngeal musculature, if any, were monitored by application of
alternate lateral digital pressure to the thyroid cartilage (Morrison et al,
2009). The LMT was applied for 20 minutes. The DG and CG groups were
compared using the paired t-test (p<0.05). After the LMT the dysphonic
women (DG) reported significant improvement in burning (p=0.006), tightness (p=0,007), aching (p=0.003), irritability (p=0.0019), and lump in the
throat (p=0.003). On the other hand the CG women reported significant improvement in tightness (p=0.039), dryness (p=0.007), aching (p=0.044),
tickling (p=0.001), soreness (p=0.000) and irritability (p=0.000). This
study concluded that LMT immediately reduces the intensity of vocal tract
discomfort in dysphonic women and in women without vocal complaints.
However, laryngeal symptoms such as dryness, tickling and soreness did not
get better immediately after LMT on dysphonic women.
Learner Outcomes: know the immediate effects that Laryngeal Manual
Therapy produces in dysphonic women and in women without vocal complaints, regarding laryngeal symptoms.
P135
HESITATIONS IN THE BEGINNING OF ENUNCIATES:
INTERVIEWS WITH CHILDREN ABOUT TWO KINDS OF
PEDAGOGIC WORKSHOPS
CRISTYANE CAMARGO SAMPAIO VILLEGA (1)
ESTADUAL PAULISTA - JULIO DE MESQUITA FILHO (UNESP MARÍLIA), MARÍLIA, BRAZIL (1)
Abstract: During childhood, due to the complexity of language acquisition,
the hesitations been particularly marked in the speech of children, most often causing disruptions in their flow. In literature about speech therapy, hesitations have been related predominantly to pathological conditions (such
as stuttering). In the linguistic literature, we can find jobs that show without
hesitation relates them with pathology, in which indicate that “disfluency”
is a normal process of language acquisition. Seeking both to contribute to
the literature speech therapy, as for linguistics to literature, the proposal
of this research was to analyze the hesitations in the beginning of enunciates in children’s language in looking under linguistic-discursive. In that
looking at the hesitations are seen as subject to negotiation with the other
constituent of his speech. Data from this study were drawn from a database,
organized by group Grupo de Pesquisa Estudos sobre a Linguagem (GPEL/
CNPq). This database consists of speech samples of children in language
acquisition. This database were chosen four children (S01; S02; S03; S04)
between five and six years old, who were in kindergarten in a public school
in Marília - the state of São Paulo - Brazil -. The inclusion criterion was the
participation of these children in eight educational workshops, prepared
by the teaching staff of the school. Such workshops were divided into two
groups. Group 1 (G1) consisted of four workshops where children were able
to experience, in some way, what would be learned, as the planting of a
plant or cake confection. Group 2 (G2) was also constituted of four workshops, in which children heard the count of children’s stories. One week
after each workshop, children were individually interviewed in order to verify
your appropriation of knowledge produced in these workshops. The eight interviews were recorded (in audio and in video) inside a acoustic hood. Then,
they were transcribed, and the occurrence and complexity of hesitations
brands were judged by three judges. Was used criterion of 80% agreement
between judges.
Learner Outcomes: to observe how children, in the final process of language
acquisition, uses the hesitation at the beginning of enunciates; to observe
evidence of lower / higher production complexity of enunciates to the child
as well as the way in which children deal with such complexity.
P136
ART THERAPY AS A PART OF COMPLEX THERAPY OF
STUTTERING
ILONA KEJKLICKOVA (1) - PETR STANICEK (1) - PAVEL FLORIAN (1)
PRIVATE CLINIC LOGO, CLINIC LOGO, BRNO, CZECH REPUBLIC (1)
Abstract: Implementing art therapy into therapeutic process of stammering
has a significantly positive effect. Art therapy demonstrably influences patient’s psyche and his self-recognition which is very important for improvement of speech fluency. Self-confidence, self-recognition, certainty in dealing with people, and positive approach towards communication is the goal
we would like to reach in the treatment of stuttering.
Learner Outcomes: get the information about facility of Private clinic LOGO
in Czech republic, understand the principles of art therapy and how it is
used in speech therapy treatment and stuttering therapy, get to know some
art therapy technigues, get to know about personality of therapist and structure of art therapy lesson.
P137
THE PROPRIOCEPTIVE ELASTIC METHOD IN THE SPEECH
THERAPY TREATMENT OF FLUENCY DISORDERS
GLORIA VILLA (1) - ROSSELLA MUO’ (1) - GIULIA CRISTINELLI
(2) - ANNA ACCORNERO (2)
REHABILITATION DEPARTMENT, ASL TO1, TURIN, ITALY (1) UNIVERSITY OF TURIN, UNIVERSITY OF TURIN, TURIN, ITALY (2)
Abstract: Introduction - In scientific literature we find a high number of
rehabilitation approaches to stuttering. Literature reviews have shown that
rehabilitation approaches based on the use of facilitating verbal techniques
are not of immediate acquisition and show some serious problems, like relapses and the risk of overly unnatural speech (Andrew et al.1980; Boberg e
Kully, 1994). One of the major features of stutterer speech is the presence
of blocks in phonation, accompanied by strain sensation or muscle tension.
The Proprioceptive Elastic (Pro-El) method, developed by Prof. Borragan
for the rehabilitation of voice disorders (Borragán et al. 2008), aimed 1) to
facilitate voice elasticity searching a new equilibrium of the honatory system
through muscle stiffness reduction and 2) to higher proprioceptive control
of the organs involved in speech production facilitating the regulation of
speech. Aim - Aim of the study is to test the use of Pro-El method in SLPs’
treatment for teenage and adult stutterers. Methods - The study involves 30
teenage or adult stutterers (minimum age >16) Each participant underwent
a formal evaluation of fluency and related communication aspects (e.g communication attitude) pre and post 5 treatment sessions with activities based
on Pro-El method. A Questionnaire of Outcome and Customer Satisfaction
was completed during the post assessment in order to verify achievement
of some goals set by the Pro-El method. Results - Preliminary results from
informal observations and data analysis of pre / post evaluation on a preliminary sample of 10 young-adult stutterers, show an overall improvement
in fluency. Statistical analysis on spontaneous speech results does not lead
to significant results (p value t-test: 0,45) and shows high possibility to
obtain a false negative due to important individual variability. The reading
context shows a borderline significance value (t-test: p=0.09). Numerosity
required to obtain statistically significant results is 50 individuals. Although
the p-values are not significant (t-test: p=0,26), comparison between disfluencies percentage ratio post/pre in reading and spontaneous speech
contexts shows a difference issues between standard deviations and respective mean values, indicating a less involvement of individual variability than
in the contexts considered singularly. Significant results could be achieved
through the contribution of 30 individuals. The questionnaires OASES show
a considerable improvement of subjective perception of the disorder. All
sections show a p value (t-test pre-post) very close to statistical significance, in particular, there is a significant improvement related to “Reactions
to Stuttering” (t-test p=0,01). “General Information” (t-test p= 0,08) and
“Global Scores” (t-test p= 0,07) are near to reach statistical significance.
A sample of 20 individuals would allow to obtain statistically significant results. The scores average relative to the items of Questionnaire of Outcome
and Customer Satisfaction is 4,13± 0,49. Conclusions - Through this pilot
trial, the application of Proprioceptive Elastic method in the management
of fluency disorders proved to be an added value to the traditional speech
therapy treatment, which will not show up as an alternative, but as a support
for a more efficient achievement of provided rehabilitation goals. Further
studies on treatment efficacy are needed.
Learner Outcomes: Learning about an innovative method (PROEL) that can
be used in the treatment of stuttering in young adult people. Data from this
pilot trial did not allow to achieve statistically significant results, despite
clear evidence of a positive trend in the improvement of verbal fluency. The
use of the PROEL method has had very successful even on the subjective
perception of the disorder: at the end of the short cycle of the trial, people
show an improvement relative to communication skills’ aspects. This pilot
trial do not want to give an alternative to traditional treatment widely supported by literature, but to provide a support for a more efficient achievement of provided rehabilitation goals.
P138
EFFECTS OF COGNITIVE TRAINING ON VERBAL FLUENCY IN
ADULTS WITH DOWN SYNDROME.
Renata SalvadorinI (2) - MARGHERITA BOZZA (1)
STEFANIA BARGAGNA (2)
IRCCS STELLA MARIS, UNIVERSITY, PISA, ITALY (1) - IRCCS
STELLA MARIS, HOSPITAL, CALAMBRONE (PI), ITALY (2)
Abstract: Language skills in individuals with DS include deficits in phonology and speech intelligibility grater deficits in language production when
compared to comprehension and non-verbal cognition; and greater deficits
in syntax when compared to lexical knowledge and pragmatics. Not specific
treatment of language skills are descript in DS. Strong evidence has been
recently gathered supporting the beneficial effects of environmental enrichment (EE) on several aspects of brain development and brain plasticity in
the mouse model of DS. EE constitutes a useful experimental paradigm to
investigate the effect of changes in life style on biological parameters. We
want evaluated the effect of an intervention of EE based on a psycho-physical training on the language in adults with DS. Forty subjects (21 males and
19 females) participated in the study. Their mean age was 34 years (range:
26 to 46). In nine subject is not possible do all the tests for poor compliance. All subjects were randomized in two group: the first is been trained, the
second continue with their ordinary activities. All subjects were submitted
to a language evaluation before (T0), after the training (first group) or after 3 months (second group) (T1) and after six months (T2). A language
evaluation included: semantic fluency and phonological fluency, sentence
comprehension (Test of Comprehension of Grammar for children, TCGB) and
test of clitics. The training was carried out 3 times a week and consisted of
different activities, both individual and in group, finalized to enhance cognitive abilities. We compared them in terms of number of correct answers
that one subject gives in all categories (Total Score). Total score between of
training group (group 1) and control (group 0) as been compared at different
times (T0, T1, T2). We observed that the mean of Total score in Group 0
increase between T0 and T1 and decreased between T1 and T2. Instead in
Group 1 the mean of Total score in Group 1 increased between T0, T1 and
T2. The Tests of Between-Subjects confirms a significant main effect of
training (group 1) as compared to control group (group 0). No statistically
significant results there are in the sentence comprehension (TCGB) and test
of clitics, although there is an increase of results as in training group as in
control group between T1 and T3. This training is not a specific language
stimulation, but through a stimulation of the executive functions has led a
significantly enhancement of semantic fluency in the treated subjects. The
data confirm that is possible an improvement also in adults with DS and
99
greater resilience of acquisitions in subjects who carried out the treatment
Learner Outcomes: know the linguistic characteristics of adults with Down
syndrome; understand the importance of linguistic and cognitive stimulation
in adults with Down syndrome; receive suggestions to treat language in adults.
P139
ORAL READING GUIDANCE AND TRAINING TO JAPANESE
CHILDREN WHO STUTTER WITH READING PROBLEMS
MASAKI WATANABE (1) - MASAMUTSU KENJO (2)
CLASSROOM OF COMMUNICATION DISORDER, KUZUTSUKA
HIGASHI ELEMENTARY SCHOOL, NIIGATA, JAPAN (1) DEPARTMENT OF SPECIAL EDUCATION, FUKUOKA UNIVERSITY
OF EDUCATION, MUNAKATA, JAPAN (2)
Abstract: To three Japanese school children who stutter having reading problems (but they did not have the diagnosis of the LD and developmental
dyslexia) as well, we provided guidance about slow oral reading with soft
vocal onset by stretching the vowels and by also incorporating choral reading method for stutter, while making them aware of cohesive meaning of
each paragraph for developmental dyslexia. As a result, improvements were
seen in both stuttering and reading mistakes. After providing training and
guidance, with regard to symptoms of stuttering, prolongations was hardly
observed, but repetitions and speech errors followed their saying it again by
correcting the errors became key symptoms. Guidance was provided keeping
in mind the improvement in self-monitoring skills in target children regarding decrease in reading speed. After the guidance and training, we found
that subjects’ reading speeds were not uniform, for two subjects it reduced,
for one subject it increased. Relationship with cluttering in target children
was low. It came to light that in such cases, combined reading training for
stutter and developmental dyslexia might be effective
Learner Outcomes: The participants are now discussing this guidance and
training method for Japanese speaking children who stutter with reading
problems (excluding the children with the diagnosis of LD and/or developmental dyslexia).
P140
A CASE STUDY ON THE EFFICACY OF A FLUENCY SHAPING
THERAPY WITH COGNITIVE-BEHAVIORAL APPROACH ON A
MANDARIN-SPEAKING ADULT WITH STUTTERING
TSUNG-HSIEN TSAI (1) - SHU-LAN YANG (2) - JUNG-JIUN SHIE
(3) YA-FANG CHENG (4)
GRADUATE INSTITUTE OF AUDIOLOGY AND SPEECH THERAPY,
NATIONAL KAOHSIUNG NORMAL UNIVERSITY, KAOHSIUNG,
TAIWAN, PROVINCE OF CHINA (1) - DEPARTMENT OF
SPECIAL EDUCATION, NATIONAL PINGTUNG UNIVERSITY
OF EDUCATION, PINGTUNG, TAIWAN, PROVINCE OF CHINA
(2) - DEPARTMENT OF OCCUPATIONAL THERAPY, SHU-ZEN
COLLEGE OF MEDICINE AND MANAGEMENT, KAOHSIUNG,
TAIWAN, PROVINCE OF CHINA (3) - SCHOOL OF SPEECHLANGUAGE PATHOLOGY AND AUDIOLOGY, CHUNG SHAN
MEDICAL UNIVERSITY, TAICHUNG, TAIWAN, PROVINCE OF
CHINA (4)
Abstract: There are studies that suggest stuttering clients improve their
speech through prolonged speech techniques (Packman, Onslow and van
Doorn ,1994; Onslow, Costa, Andrews, Harrison and Packman,1996), and
they maintained their gains until follow-up (Howie, Tanner, and Andrews,
1981). However, the unhelpful thoughts on communication exacerbate the speech performances of people with stuttering (Menzies, Onslow,
Packman, & O’Brian, 2009). Since the cognitive-behavioral therapy focusing on systematic desensitization (Wolpe, 1958) and disputing on irrational thoughts (Ellis, 1965) is effective to reduce the anxieties of clients,
the researchers employed a fluency shaping therapy (Guitar, 1998) with
cognitive-behavioral approach should decrease the disfluencies of people with stuttering while they talk. Therefore, the objective of this study
was to determine the efficacy of employing the method which combines
a fluency shaping therapy with a cognitive-behavioral approach to treat a
Mandarin-speaking adult with stuttering. A twenty-one-year-old male adult
with stuttering who spoke mandarin was diagnosed as having severe stuttering by “The Stuttering Severity Instrument: Forth Edition, SSI-4 Mandarin
Edition” (Yang & Chong, 2011) and SLD (stuttering-like-disfluency, Yairi &
Ambrose, 1996). In addition, the stuttering client had high anxieties and
disfluencies during speech while someone watched, and 6 points was rated
by the client on a “7-point scale of stuttering severity”. He had 10 therapies
which were one hour in each per week. The therapies combined a fluency
shaping therapy with a cognitive-behavioral therapy, and focused on speaking slowly, taking a breath at syntactic boundaries, discussing unhelpful
expectations, and practicing in different communicational situations. The
therapeutic strategies included modeling of the therapist, and practicing
through readings, monologues, and conversations. Especially, in order to
help the client overcome his difficulties of speaking in front of witnesses,
people with various familiar degrees gradually participated in the practicing
processes in the clinic. Additionally, the unhelpful thoughts of the stuttering
100
client were disputed by discussions, and developed his positive attitudes
toward communication (Menzies, Onslow, Ann Packman, & O’Brian). This
stuttering client had significant improvements measured by the standardized and self-reported tools. His SLDs reduced from 17.16 to 2.08 per
100 syllables, and his stuttered syllables also decreased from 24.56% to
9.24% in a conversation, and from 15.94% to 0.4% in a reading speech
sample, respectively. Overall, the client’s stuttering severity improved from
severe to moderate level, and he reported only 3 points on the 7-point scale
of stuttering severity. There was no difference existed in the stuttered syllables between with and without a witness in the clinic at the last session. It
seems that a fluency shaping therapy with cognitive-behavioral approach is
effective for reducing the disfluencies of the stuttering adult who spoke in
front of a strange witness because the disputes against on unhelpful thoughts decreased his anxieties on talking, and also the client had more time to
manage his disfluencies during speech through fluency shaping. However,
more detailed information regarding the anxiety in different conditions of
the client should be collected through assessment tools and more subjects
are needed to reduplicate the findings in this study.
Learner Outcomes: recognize the strategies of fluency shaping therapy and
cognitive-behavioral therapy; use the skills of fluency shaping therapy and
cognitive-behavioral therapy on the adults with stuttering; understand how
unhelpful thoughts impact on the adults with stuttering; combine a fluency
shaping therapy with a cognitive-behavioral therapy to treat stuttering adults.
P141
FIRST RESULTS OF COMMUNICATIVE PARTICIPATION IN
PRESCHOOL CHILDREN WHO STUTTER USING THE FOCUS-G©
SANDRA NEUMANN (1)
INSTITUTE OF NEUROSCIENCE AND MEDICIN (INM-3),
RESEARCH CENTRE JUELICH, JUELICH,, GERMANY (1)
Abstract: Stuttering impacts on the child in a variety of ways, notably in
terms of communicative impairment and psychosocial impact (Cook, Donlan
& Howell 2012). Children who stutter are at high risk for reduced social and
communicative participation caused by anxiety or being teased by peers
(Kefalianos et al. 2012). There are any previous studies investigating in detail the communicative participation in children who stutter aged 3;0-5;11
years. In 2012 the Focus on the Outcomes of Communication Under Six
(FOCUS©) was published (Thomas-Stonell et al. 2012), which emphasizes
on Activities and Participation component of the International Classification
of Functioning, Disability and Health - Children and Youth (ICF-CY, WHO
2007). It can be used to take a ‘snapshot’ of communicative skills of any
child with speech, language and communication needs in between 1;0 and
5;11 years. The case-control study investigated the communicative participation of preschool children who stutter using the FOCUS-G© (German)
-parent and clinician views- in correlation to existence and severity of physical concomitant behavior. The study included 20 children (3;0-5;11 yrs.)
who stutter (10 with and 10 without physical concomitant behavior) their
caregivers and SLT’s, compared to 20 healthy controls, matched in age
and sex. For assessment the FOCUS-G© (parent and clinician version) and
the Stuttering Severity Instrument-Fourth Edition (SSI-4, Riley 2009),
part “Physical Concomitants” were used. All families gave written consent.
FOCUS-G© forms were filled out by caregiver and the SLT of the child. The
part of the SSI-4 was figured out by an academically-trained SLP (experienced fluency disorders) and digital videotaped. Statistical analysis of the
FOCUS©-G Total Score and Scoring Profile was done by using SPSS 21.
Non-parametric statistics were chosen and correlations were calculated with
Spearman’s rank correlation coefficient. The Caregivers and SLT’s of the children who stutter scored their children significantly lower on the FOCUS-G©
total score compared to reference data of the control group. Results show a
more negative communicative participation on group level but with individual variation. The existence and severity of physical concomitant behavior
correlated significantly with the FOCUS-G© scores. According to the ICF-CY
components Body Functions or Activities and Participation, profile results
showed also significant lower average scores. Study results indicate direct
correlation of children’s stuttering and restriction of communicative participation. The FOCUS-G© allows to emphasize individual profiles of communicative participation restrictions in children. This may help clinicians to
enhance speech-language intervention in children who stutter with a focus
on specific items of Activities and Participation (ICF-CY).
Learner Outcomes: know the application of the ICF-CY in preschool children who stutter; understand the assessment “Focus on the Outcomes of
Communication Under Six (FOCUS©)” and it’s scoring profile and 3. know
first results of individual profiles of communicative participation restrictions
in children who stutter in correlation to existence and severity of physical
concomitant behavior.
P142
MULTIDIMENSIONAL APPROACH OF SCHOOL-AGE JAPANESE
CHILDREN WHO DEVELOPED STUTTERING FOCUSING ON
DIRECT SPEECH TREATMENT
MASAMUTSU KENJO (1)
DEPARTMENT OF SPECIAL EDUCATION, FUKUOKA UNIVERSITY
OF EDUCATION, MUNAKATA, JAPAN (1)
Abstract: The present study discusses the concept of multidimensional
approach including environmental modification method and psychological
support focusing on direct speech treatment on school-age Japanese speaking children who developed stuttering. 5 children who developed stuttering
(Stuttering severity was 5-7 based on the Iowa scale for rating severity of
stuttering) between the onset age of 2 – 4, and who were studying between
third to sixth grade of elementary school at the time of starting the treatment.
Treatment methods: (1) Direct speech treatment: 1) With gentle voice onset such that it will go with exhalation after inhalation of air, subjects were
asked to produce sounds and speak with feeling and slowly stretching the
vowel. They were mainly asked to read aloud Kana characters. Paper containing words and sentences they used during treatment were distributed, and
it was conveyed that it would be good if they practice it as a homework. 2)
For sentences that contained sounds frequently stuttered by subjects at the
beginning of the sentences or at the beginning of words, subjects were asked
to read aloud slowly. 3) Question and answer: Clinician applying the treatment
asked questions very slowly, and subjects were asked to respond with slow
speech. Once they became fluent, this was conducted at the normal speed of
talking. 4) With regard to words that had high frequency of stuttering and that
children considered as their weak point, person applying the treatment slowly
demonstrated the model speech, and conducted treatment by chorus speech
and echoing. 5) Free conversation was held with person applying the treatment including parents about day-to-day life topics. (2) Counseling support:
Including conversation regarding stuttering, free conversation was held. (3)
Play therapy: After direct speech treatment, student clinician applied child
centered play therapy. (4) Parent counseling: Parents of the children were
interviewed regarding situation at home and school, and concept of environmental modification was discussed. Progress: Stuttering of the children significantly improved (Stuttering severity changed from 5-7 to 0-4) after starting
the treatment, and behavioral and psychological improvements like decline in
avoidance reaction were seen. Fluency in reading out was achieved in early
stages in all subjects. Until stuttering improved, although they didn’t relapse
to the severe state prior to the start of treatment, but if fluctuated according
to various happenings in day-to-day life. Discussion: Effectiveness of this treatment method was demonstrated as substantial improvement was shown in
stuttering in all children. This proved the importance of applying treatment
and provided support by combining environmental modification and counseling support due to the necessity of handling changes in stuttering of subjects
and providing psychological support to them. These results showed the effectiveness of conducting speech treatment of word sounds with high frequency
of stuttering. With regard to frequency and timing of treatment, for stuttering
that does not result in concurrent disorders and delayed development, treatment was found effective even if it is conducted about once in a month.
Learner Outcomes: Participants should discuss about multidimensional treatment methods for school-age Japanese speaking children who developed
stuttering focusing on the direct speech treatment.
P143
LISTENERS’ PERCEPTIONS OF DIGITALLY MANIPULATED
MOMENTS OF HESITATIONS
NORIMUNE KAWAI (1)
THE CENTER FOR SPECIAL NEEDS EDUCATION RESEARCH AND
PRACTICE, HIROSHIMA UNIVERSITY, HIROSHIMA, JAPAN (1)
Abstract: This study examined how listeners perceive hesitations as a part
of stuttering behavior when the number and duration of silent moments
within a passage were altered. Sixty Japanese listeners participated in this
study. The results showed that when frequency and duration of hesitations
increased, the listeners perceived them as stuttered
Learner Outcomes: Understand that listeners perceive speech as stuttered
when frequency and duration of hesitations increased, and know that listeners do not pay much attention to silent hesitations that occur 5% of the
time even when they occur for about half a second in duration.
P144
SPEECH RATE CHARACTERISTICS OF FUTURE SPEECH
LANGUAGE PATHOLOGISTS
LAUREN LIPUMA (1) - MICHELLE BACH (1) - ELISA PITCHON
(1) - MARK PELLOWSKI (1)
DEPARTMENT OF AUDIOLOGY, SPEECH LANGUAGE
PATHOLOGY, AND DEAF STUDIES, TOWSON UNIVERSITY,
TOWSON, MD., UNITED STATES (1)
Abstract: This investigation assessed the relationship between student clinicians’ expressive and perceived speech rate, and how it relates to the
assessment and treatment of individuals who stutter. Findings from this
investigation will hopefully aid in developing more effective speech rate
modification procedures for speech-language pathologists who work with
people who stutter.
Learner Outcomes: assess the relationship between a clinicians’ expressive and
perceived speech rate, and how it relates to the assessment and treatment of individuals who stutter; learn about effective speech rate modification procedures
for speech-language pathologists who work with people who stutter.
P145
NEUROGENIC STUTTERING AFTER TRAUMATIC BRAIN INJURY.
CHALLENGES IN EVALUATION
NELLY LEIPAKKA (1) - ANNA-MAIJA KORPIJAAKKO-HUUHKA (1)
UNIVERSITY OF TAMPERE, UNIVERSITY OF TAMPERE,
TAMPERE, FINLAND (1)
Abstract: Neurogenic stuttering is an acquired disorder of speech fluency in
adults resulting most commonly from traumatic brain injury (TBI), stroke,
progressive degenerative diseases and drug usage. As brain damage of any
kind may affect communication ability in many ways, it is important to
consider what makes the core of neurogenic stuttering and what features
are more general consequencies of the brain damage. For example, wordfinding difficulties, language formulation difficulties and apraxia of speech
are often observed in patients with TBI. Difficulty in finding words manifests
in pauses, hesitations and repairs, and apraxia of speech affects repetition
of syllables and words. In addition, problems in planning and executing narrative discourse may result in disfluencies. All these features may sound like
neurogenic stuttering. No method to analyze neurogenic stuttering exists,
but previous studies have used methods created to assess developmental
stuttering (like SSI-3). Lack of data, together with non-specific research
methods and the co-occurrence of other speech-language problems with
neurogenic stuttering evidently result in diagnostic difficulties and reduced
awareness of the nature of neurogenic stuttering. We examined neurogenic
stuttering characteristics in five male patients with traumatic brain injury
(TBI). They had been examined by a speech and language pathologist and
thus confirmed to suffer from neurogenic stuttering. The fluency of their
speech was assessed in three tasks: sentence repetition, spontaneous speech and narrative. A new method to analyze speech characteristics and a
new severity scale were created. The 5-levels severity of stuttering scale
took into account both stuttering frequency, average length of the longest
stuttered sequences and stuttering types. The SS% increased linearly as
the cognitive demands of the task increased in patients A and B, and so
did the types of stuttering. For example, patient A didn’t stutter at all in the
sentence repetition task, but in spontaneous speech the SS% was 8,3 and
he produced repetitions and prolongations. In the narrative task, the SS%
was the highest (14,4) and he also produced blocks. The average durations
of the three longest stuttered sequences also varied across patients and
tasks resulting in a distribution of severity levels. In spontaneous speech the
average length of stuttered sequences in patient A was 17,6 seconds (range
13,1 – 22,0 s). With the SS% of 8,3 his stuttering severity was considered
very severe. Patient B’s stuttering severity was also very severe (SS%=13,7,
average duration 12,7 s). Patient C’s and patient D’s stuttering was evaluated to be mild (C: SS%=3,4, duration 2,8 s and D: SS%=3,4, duration 1,0
s). Patient E’s stuttering severity level was moderate (SS%=5,4, duration
4,1 s). The new approach to assess neurogenic stuttering proved fruitful. It
seems functional in that it takes into account both the frequency of stuttering in various discourses and the time lost in stuttering but also the specific
features of neurogenic stuttering. The severity scale differentiates between
speakers and tasks. Further research is naturally needed to test the new
measures is larger samples and also in different languages.
Learner Outcomes: discuss the characteristics of neurogenic stuttering after
TBI; understand the complexity in stuttering evaluation when patient have
cognitive deficits after TBI and learn a new analyzing method and a new
evaluating scale. After this poster session the participants will understand
that the classical methods used in evaluation of developmental stuttering
(like SSI-3) are not reliable when evaluating neurogenic stuttering because
they do not take into account cognitive problems or physical deficiencies. In
poster session we would like discuss of the “other stuttering-like disfluencies” because they were observed in the study.
P146
DEVELOPMENT AND EVALUATION OF A CYBERTUTOR ABOUT
HEARING HEALTH
CAMILA DE CASTRO CORRÊA (1) - RICELLY AVILA DA SILVA (1)
CÁSSIA DE SOUZA PARDO-FANTON (1)
WANDERLÉIA QUINHONEIRO BLASCA (1)
Abstract: The Cybertutor (electronic tutor) is a technology of information
and communication which enables the availability of health information, by
means of joining several resources that motivate users. This tool is considered converging to dissemination of knowledge about hearing, aiming to prevent hearing disorders and precociously treat them when needed, besides
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the social inclusion of hearing impaired patients. Also, virtual learning
environment, is a rich resource of TICs which provides support to several
activities of teaching, in the case of this study it was used to insertion of information about Hearing Health, emphasizing basal concepts about sounds,
hearing, hearing skills, hearing loss (causes and consequences) possibilities
of hearing and audiology intervention and prevention of hearing alterations.
Although, it is verified the importance of evaluates the language level used
in such contents and the subjective perception of target public to improving
the tool. It was aimed to develop and insert contents about hearing health
in a Cybertutor and evaluate the legibility level (objective) and the quality
of the content and the material available (subjective). To develop the contents, it was used textual and audiovisual resources, based on scientific
publications, selecting, summarizing and adapting the material language,
besides the use of audiovisual resources, like videos of the CD-ROM Virtual
Man of Hearing, to make the educational material motivator and attractive. Using to evaluate, in an objective manner, the Flesch Reading Facility
Index (FRFI) and, subjectively, with a questionnaire created by the research authors answered by 10 students of the 9th grade. It was developed
two modules about hearing health: “Hearing Health” and “Intervention and
Rehabilitation”, receiving respectively FRI score 50.8% and 51.14%, it
was required, as minimum level of instruction, the Elementary School graduation (in Brazil, 6th to 9th grades) for the comprehension of the material.
Concerning the language and the material of the contents inserted in the
Cybertutor, the students’ evaluation was: 55.5% as excellent, 38.2% as
satisfactory, 6.3% reasonable and 0% as unsatisfactory. The contents inserted in the Cybertutor about hearing health presented a facilitator level
of language for age of the target public, and also verified a good subjective
evaluation of students, promoting the access to information.
Learner Outcomes: Knowing the development process of hearing health
Cybertutor, Create the contents in a Cybertutor about Hearing Health, 3. Evaluate
the legibility level, objectively, and the quality, subjectively, of Cybertutor.
P147
HEARING HEALTH EDUCATION IN BRAZIL
WANDERLÉIA QUINHONEIRO BLASCA (1) - CAMILA DE CASTRO
CORRÊA (1) - CÁSSIA DE SOUZA PARDO-FANTON (1)
Abstract: It is estimated that at least 5.7 million people in Brazil has disabling hearing impairment and the vast majority of them rely on services provided by the National Health System (SUS). The SUS offers free of
charge hearing health care from prevention to treatment and management,
including the provision of hearing aids and cochlear implants by means
of low, medium and high complexity audiology accredited services located
in different regions of the country. The new hearing health care policy approved by the Ministry of Health in 2004 aims to make available one high
complexity audiology service for every 1.5 million habitants. This hearing
health care net is still in development and so far the majority of the cities
provided with SUS services are located in the Southeast region of Brazil.
Nowadays, it is believed that, to develop education is to create new strategies for information access, providing a better interaction between student
and knowledge. Thus, an important project in Telehealth is the “Project
Young Doctor”. This project is a multi-professional activity, which use resources of Telehealth, Interactive Teleducation and Virtual Man Project, aiming to motivate students of high school and elementary and undergraduation to develop co-operative works that promote health and improve the life
quality in communities by academic-university tutoring. This study aims to
create a collaborative learning networking as an educational pattern in hearing health, capacitating students of elementary and high school about the
theme hearing health, emphasizing aspects of prevention, diagnosis, rehabilitation, but mainly, the population orientation about aspects of bullying and
social inclusion of the hearing impairment persons in school and society.
With interactive dynamics, the themes created by undergraduate and graduate students, had involved students of elementary and high school in the
developing of strategies to learn about hearing abilities and the prevention
of possible hearing disorders caused by electronic equipment’s, which were
transmitted by the young doctors to the community. To develop the Young
Doctor Project, as support to the proposal was created and developed the
Telehealth League of the Bauru School of Dentistry – USP aiming among its
objectives, provide support to projects in the Telehealth and Teleducation
area, one of these, it is the Young Doctor Project, emphasizing the SpeechLanguage and Hearing area, that results on the hierarchy of knowledge,
specifically about communication disorders. Based on these affirmations,
it is evident that actions directed to education and health thematic, are
of great relevance in national scenario. In sum, all and any action, as the
proposal of this study, which are guided by the premise of improvement and
capacitation of professors and students must be stimulated by educational
practices, especially those that approach Teleducation.
Learner Outcomes: Knowing the actions of health promotion in themes related to Hearing Health, according to the pattern of the Young Doctor Project;
Knowing some Technologies of Information and Communication to motivate
the hierarchy of knowledge; Describe the results of Young Doctor Project
actions done in Brazil about Hearing Health
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P148
KANAZAWA METHOD-BASED LONG-TERM STUDY ON
LANGUAGE DEVELOPMENT IN A CHIL WITH SEVERE HEARING
IMPAIRMENT
HIROMI HARADA (1) - MASAKO NOTOYA (2) - KAHORU
HASHIMOTO (2) - SATSUKI ADACHI (1) - MAKOTO ITO (2)
TOMOKAZU YOSHIZAKI (2)
SEIREI CHRISTOPHER UNIVERSITY, UNIVERSITY, HAMAMATSU,
JAPAN (1) - KANAZAWA UNIVERSITY, UNIVERSITY, KANAZAWA,
JAPAN (2)
Abstract: In Japan, delays in the development of vocabulary and syntactic
processing have been reported in children with hearing impairment even
when using cochlear implants. To address this problem, we focused on
sign and written languages, and adopted a language training method using
them (Kanazawa method) for children, including 0-year-olds, in addition to
auditory-oral approaches, based on the idea that it is possible for children
with hearing impairment to sufficiently develop vocabulary and syntactic
processing during the infantile period, using not only auditory-oral language, but also written language. This study retrospectively examined 1 infant
with severe hearing impairment, focusing on her development of vocabulary
and syntactic processing. She was initially diagnosed through the neonatal
hearing screening system, and underwent consultation at our hospital at the
age of 5 months; at that time, her hearing level was more than 115 dB, and
she began to use a hearing aid. At the age of 2 years and 5 months, the
use of cochlear implants was initiated. To support the child’s development
of vocabulary and syntactic processing, we analyzed developmental records
by her parents and her sentences created without postpositional particles.
Results were as follows: 1) Following the initial appearance of two-word
sentences using sign language without particles at the age of 1 year and 6
months, training enabled her to communicate with her parents using various
sentences with 10 types of particle. 2) Training based on the developmental
records enabled her to communicate using various sentences with 14 types
of particle before 2 years and 3 months of age. 3) Sentences with 11 types
of particle were created in one month at the age of 2 years before starting
to use cochlear implants; 8 of them were case-making. 4) At 6 years of
age, her speech development was favorable; on WISC III-based assessment,
she showed a verbal IQ score of 116, and a performance IQ score of 107.
She was able to write letters, and create her own stories. In this study, the
Kanazawa method supported the possibility of providing training for the
appropriate use of particles even during the infantile period, based on behavioral developmental records by the parents and the child’s own sentences,
and promoting the development of vocabulary and syntactic processing in
both auditory-oral and written languages.
Learner Outcomes: Acquire oral language for children with severe hearing
impairment ; Sufficiently develop her language abilities during the infantile
period; To be able to acquire of functional words which are very difficult for
hearing-impaired children; Catch the verbal IQ sufficiently; Transfer from
Sign language to oral language
P149
ACOUSTIC CHANGES OF SPEECH SIGNAL AFTER COCHLEAR
IMPLANTATION AT THE AGE OTHER THAN OPTIMAL
KATARINA PAVICIC DOKOZA (1) - ADINDA DULCIC (1) KORALJKA BAKOTA (1)
SUVAG, POLYCLINIC, ZAGREB, CROATIA (1)
Abstract: In this research we examine the precision of time and place adverbs used by hearing impaired students with cochlear implants. EXAMINEE
SAMPLE - The survey was carried out on 9 hearing impaired examinees
diagnosed anacusis, with cochlear implants. The average chronological age
of examinees is 13.2 years. The control sample consists of 7 students of
age equal to the age of experimental sample and of normal hearing and
speech status. TIME AND PLACE OF EXAMINATION – The examination has
been in writing and carried out in one of the Zagreb elementary schools
where hearing impaired examinees are integrated and in one of the Zagreb
regular schools. It has been done during 2011. MEASURING INSTRUMENT
- Lexical knowledge has been examined by series of examination tests.
Examination tests are arranged in sets of 10 tests in each set. Examination
test series has 20 questions in total. METHOD OF ANALYSIS - Results
analysis from the area of language development testing of hearing impaired
examinees has been carried out at the level of descriptive statistics. The differences between the groups of examinees in relation to some variables have
been identified by the one-way analysis of variance. GOAL OF RESEARCH
- We wanted to examine the acquisition of language denotation of time
and place adverbs in hearing impaired examinees with cochlear implants.
HYPOTHESIS Following the goals defined by research we started from the
hypothesis: H1 – There is statistically significant difference in acquisition of
time adverbs between hearing impaired examinees with cochlear implants
integrated into regular schools and normal hearing examinees; H2 – There
is statistically significant difference in acquisition of place adverbs between
hearing impaired examinees with cochlear implants integrated into regular
schools and normal hearing examinees. CONCLUSION The comprehension
of time and place adverbs with their concrete and general characteristics
significantly influences the functioning of speech, language and speechlanguage thought. The examinees with cochlear implants show that they
know how to use time and place adverbs, but that they have difficulties
when adverbs are placed in complex sentences in inversion and when they
are not defined by concrete characteristics
P150
EPIDEMIOLOGICAL ASPECTS OF HEARING HEALTH WITH
EMPHASIS IN CERUMEN IMPACTION IN INSTITUTIONALIZED
ELDERLY OF BAURU, SÃO PAULO, BRASIL
ALINE ARAKAWA RAFAEL DAMASCENO (1) - (1) - ELEN FRANCO
(1) - CRISTINA SANTO (1) - JOSÉ ROBERTO BASTOS (1) MAGALI CALDANA (1)
BAURU, BRAZIL (1)
Abstract: The aging process includes a natural phenomenon marked by gradual organic change, reflected in the cultural, social and emotional aspects.
In particular, the sensory field, there are the hearing disorders such as presbyacusis. However, the possible causes of hearing loss propulsion, a sometimes overlooked determinant is called cerumen impaction. In addition
to these, in this age group, is considered limited the health care hearing.
So, the objective of this study was perform an epidemiological survey on
hearing health, emphasizing the presence of cerumen impaction in elderly
residents of an ILPI from the city of Bauru, SP. The sample was composed of
22 elderly nursing home residents, who underwent an initial questionnaire
about hearing health, and an inspection of the external ear canal. In the
results, could observe a considerable awareness of hearing loss (41%) and
pain (36.4%), and a low percentage of residents who hold consultations to
speech language pathologist (23%) and that did audiological tests (36%).
Regarding the cleaning of the external auditory canal, 91% made it and in
50% of these, the removal of cerumen is the key motivation. Already, among
the items used for this procedure, fit, flexible rods, towel, matches, clamps
and finger. In the inspection, 55% had impaction, and in 42% it was bilateral. Therefore, were concludes that there was a high incidence of cerumen
impaction of the residents, which perform the cleaning of the ear canal
erroneously. Highlight for the low level of visits speech language pathologist
to and audiological tests.
Learner Outcomes: Identify the prevalence of cerumen impaction in elderly residents of a Long Permanence Institution of Bauru, São Paulo,
Brasil; Characterize the hearing health of the elderly residents of a Long
Permanence Institution of Bauru, São Paulo, Brasil; Compare the presence
of cerumen as the various items used in hygiene hearing
P151
ANALYSIS OF HEARING SCREENING IN PREMATURE
DIONÍSIA APARECIDA CUSIN LAMÔNICA (1) - CAROLINE
KAUFFMANN BECARO (1) - NAYARA SALOMÃO BARINI (1)
- SIMONE ROCHA DE VASCONCELLOS HAGE (1) - KÁTIA DE
FREITAS ALVARENGA (1)
Abstract: Prematurity is considered a biological risk factor for causing interference in typically developing children. Among the various dimensions, hearing
plays an important role in the overall development of the child, especially
in relation to language acquisition. Due to the large neuronal plasticity, the
diagnosis of hearing impairment should be performed early in life, because
this is a critical period considered and ideal for stimulation and development
of auditory skills and language. The aim of this study was to characterize the
profile of premature children for sex, maternal age, gestational age, mode of
delivery, risk factors for hearing loss and audiological findings verify the premature children, born in 2008, who underwent Newborn Hearing Screening
Maternity Santa Isabel in the city of Bauru / SP, which was the responsibility of
the Department of Speech Pathology, School of Dentistry of Bauru / University
of São Paulo. The survey was conducted through analysis of medical records
of Hearing Screening Program, Clinical Speech Bauru School of Dentistry of
Bauru, under the protocol of the ethics commission 037 547/2012. The inclusion criteria for this analysis were records of preterm infants, born between
January to December of 2008, gestational age less than 37 weeks and appearing on the Statement of Consent. Research Transient Evoked Otoacoustic
Emissions (TEOAE) was performed with the equipment Chapel, triage module, nonlinear stimulus clicks with peak 80dB SPL and window of 12.5 ms. It
was considered the result is obtained when the presence of TEOAE with 70%
reproducibility and signal / noise 6dB at frequencies of 2, 3 and 4 kHz, at
the end of 2080 stimuli. We performed a descriptive statistical analysis containing values of absolute and relative frequency of the variables mentioned.
The study consisted of 161 cases of premature infants screened in 2008.
Of these, 55.27% are male and 44.73% female. As for the type of delivery,
50.31% of cases underwent cesarean. Regarding the variable maternal age
was observed minimum age of 13 years. In relation to gestational age 93.16%
of babies born between 28 and 36 weeks. According to birth weight, most
children are between 1000 to 2500 grams. Among the risk factors for hearing
loss was found hiperbilirrubina, ICU for a period exceeding five days, ototoxic
drugs, mechanical ventilation for longer than five days, a family history of hereditary hearing impairment, congenital infections and syndromes associated
with conductive or sensorineural hearing loss. In variable rates of Apgar at 1st
and 5th minute of life of the newborn was observed that most of the children
had rates of 8 to 10. In newborn hearing screening, it was observed that
95.65% of newborns obtained result is 4.35% and failed, being referred for
audiological evaluation. As a result, found no child with hearing loss, however,
they should be monitored for the development of auditory function and language due to existing risk factors and the possibility of late onset hearing loss.
Learner Outcomes: Knowledge about newborn hearing screening in premature; Knowledge about risk factors for hearing loss in premature babies.
P152
MEASUREMENT OF THE SIGNAL/NOISE RATIO IN
CLASSROOMS OF CHILDREN USERS OF FM SYSTEM
MARIA RENATA JOSé (1) - VANESSA LUISA DESTRO FIDÊNCIO (1)
REGINA TANGERINO DE SOUZA JACOB (1) - ADRIANE LIMA
MORTARI MORET (1) - MARIA CECÍLIA BEVILACQUA (1)
BAURU, BRAZIL (1)
Noise is a factor that contributes negatively to the ability to understand speech, which can harm the development of children with hearing impairment.
In classrooms, speech is rarely transmitted to children without interference
Abstract: from background noise. At the same time, the effective transmission
of auditory information is essential for better academic performance. In most
learning environments, which further interferes so there is a good speech perception is not the type of noise or the overall level of background noise, but
the signal / noise ratio. The FM system works as the most effective way to improve the uptake of speech signal and eliminate the effects of distance, noise
and reverberation, especially in the educational environment. Objective: To
evaluate the signal / noise ratio that the hearing impaired are exposed in school environment and compare with the speech reception threshold. Methods:
The study was conducted in the Clinic of the Department of Speech Pathology
and Audiology, University of São Paulo - Bauru and in public and private schools, with students with deaf and spoken language established, using hearing
aids and/or IC coupled to FM System. The measurement of signal to noise
ratio was achieved by the use of a portable digital recorder and an audio processing program computer, according to the technique of “guarantee sound.”
To assess speech perception in noise was applied the Brazilian version of the
Hearing in Noise Test (HINT), free field in two stages: first with the child using
only their individual hearing aids and/or cochlear implant and a second time
with an FM system coupled to the individual device. Results: All children had
better speech perception in noise using the FM system. We observed that only
in one classroom the signal/noise ratio is adequate for the hearing impaired.
We found statistically significant differences between the values of the s/r in
different positions, showing that the position of the student in the classroom
really affect the quality of the s/n a which it is exposed. It was also proven that
the higher the number of students, the lower the ratio s/n of the classroom.
The s/n ratio of the classroom in real situations of learning showed up with a
value closer to the s/n ratio in which the subject can understand speech with
the use of FM, demonstrating that the use of the device is essential for best
speech understanding in that environment.
Learner Outcomes: understand the importance of establishing a signal /
noise ratio appropriate in school environments; understand the need for
methodologies to analyze the signal/noise ratio in school environments; understand the importance of the FM systems, especially for children with
hearing loss in school age.
P153
EFFECTS OF SPEECH STIMULUS ON CORTICAL AUDITORY
EVOKED POTENTIALS AND AUDITORY COGNITIVE P3
KÁTIA DE FREITAS ALVARENGA (1) - LETICIA CRISTINA
VICENTE (1) - RAQUEL CAROLINE FERREIRA LOPES (1) RUBEM ABRÃO SILVA (2) - MARCOS ROBERTO BANHARA (3)
BAURU, BRAZIL (1) - FEDERAL UNIVERSITY OF SÃO CARLOS,
FEDERAL UNIVERSITY OF SÃO CARLOS, SÃO CARLOS, BRAZIL
(2) - SANTO ANTONIO HOSPITAL, SANTO ANTONIO HOSPITAL,
SALVADOR, BRAZIL (3)
Abstract: Cortical auditory evoked potentials and auditory cognitive P3 reflect the functional use of the auditory system in response to auditory stimuli, providing information about the detection and discrimination, which
is highly dependent of cognitive processes as attention and memory. Using
speech stimulus to record the evoked responses is important for understanding how its complexity influences the characteristics of the cortical
potential generated, as the latency and amplitude. The aim of this study
was to characterize the cortical auditory evoked potentials and the P3 auditory cognitive potential with the vocalic and consonantal contrast stimuli
in normal-hearing individuals. Thirty-one normal-hearing individuals in the
age range between 7 and 30 years, participated in this study. The cortical
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auditory evoked potentials and the P3 auditory cognitive were recorded with
the active electrodes positioned in Fz and Cz. Using an auditory oddball paradigm, a consonantal (/ba/-/da/) and a vocalic (/i/-/a/) speech contrast were
used to elicit the cortical response. To evaluate the results, it was considered the latencies of N1, P2, N2 and P3 components and the amplitude of
the P3 component obtained in the channels Fz and Cz with the two speech
contrast stimuli. The component N1 was detected in 23/31 individuals; the
P2 in 26/31 individuals; the N2 and the P3 in 29/31 individuals. It was
observed a statistically significant difference between the speech contrast
stimuli used and the latencies of the components N2 (p=0,00) and P3
(p=0,00), as well as between the active electrode considered (Fz/Cz) and
the latency and amplitude P3 values. These correlations did not occur for
the exogenous components N1 and P2. The speech contrast stimuli, vocalic
or consonantal, must be taken into account in the analysis of the cortical
auditory evoked potentials, component N2, and auditory cognitive P3.
Learner Outcomes: Know the auditory evoked potentials and auditory cognitive P3 can be applied in clinic; Know the consonantal contrast value
latencies are larger than the vocal contrast; Understand the importance of
consider the type of stimulus in the analysis of the cortical auditory evoked
potential and auditory cognitive P3.
P154
ARTERIOSCLEROSIS AS A CAUSE OF GENDER DIFFERENCES
IN HEARING LOSS BASED ON ANTI-AGING HEARING DOCK
FINDINGS
KAZUYO MISE (1) - NOBUHIRO HAKUBA (1)
YASUHARU TABARA (2) - KIYOFUMI GYO (1)
EHIME UNIVERSITY, EHIME UNIVERSITY, TOON, (1)
KYOTO UNIVERSITY, KYOTO UNIVERSITY, KYOTO, (2) JAPAN
Abstract: As part of a medical checkup for atherosclerotic diseases, an assessment called Anti-Aging Dock was established at our hospital; accompanying
this, we opened an Anti-Aging Hearing Dock that focused on hearing issues
in December 2009. The brachial-ankle pulse wave velocity (PWV) and intimal
plus medical thickness of the carotid artery (IMT) were used to assess atherosclerosis. The IMT is the distance between the inner echogenic line, representing the intima-blood interface, and the outer echogenic line, representing
the adventitia-media junction. The progression of age-related hearing loss is
evaluated by measuring pure tone audiometry, the speech discrimination test,
and the distortion product otoacoustic emission (DPOAE). Medical counseling
was provided to each participant. This study evaluated the relationship between gender differences in hearing loss and the severity of arteriosclerosis or
diabetes mellitus based on data from the Anti-Aging Hearing Dock. The study
enrolled 212 people (89 men, 123 women) with a mean age of 68.0 (range
26–88) years, who visited the anti-aging hearing dock from December 2009
to May 2012. This study included 381 ears with no history of ear disease or
abnormalities. To evaluate the association of hearing loss with arteriosclerosis,
multiple regression analysis modeling was used with hearing and hemoglobinA1c as dependent variables. The difference between males and females at
each hearing threshold frequency and the IMT level were analyzed statistically
using the Student’s t-test at the 5% significance level. Multiple regression
analysis evaluated the relationship between age and the hearing threshold
at all frequencies. The IMT was correlated with the hearing threshold at 1–8
kHz. The HemoglobinA1c level was not correlated with the hearing threshold
at any frequency. The total average hearing threshold of males was significantly higher than that of females with statistical significance at 2 (P<0.05), 4,
and 8 kHz (both P<0.001). In addition, the hearing threshold of males was
significantly higher than that of females for the 40–49-year-old group at 4
kHz, the 50–59-year-old group at 8 kHz, and the 60–69- and 70–79-yearold groups at 4 and 8 kHz. The IMT level was significantly greater in males
than females for the 60–69- and 70–79-year-old groups. Our results suggest
that arteriosclerosis has a strong effect on progressive age-related hearing
loss at high frequencies. Furthermore, this hearing threshold shift at highfrequencies in males might be affected by the significantly high IMT in males.
We speculate that atherosclerosis is one of the major causes of hearing loss at
high frequencies in males, rather than the influence of environmental noise.
Learner Outcomes: understand the association between arteriosclerosis and
age-related hearing loss; know that there are gender differences in the progression of hearing loss and arteriosclerosis; know atherosclerosis is one of
the major causes of hearing loss at high frequencies in males.
P155
COMPARING TONEBURST AND NARROW BAND CE-CHIRP®
AUDITORY BRAINSTEM RESPONSES (ABRS) IN YOUNG
INFANTS
GABRIELA I R RODRIGUES (1) - DORIS R LEWIS (1)
PEPG EM FONOAUDIOLOGIA, PONTIFÍCIA UNIVERSIDADE
CATÓLICA DE SÃO PAULO, SÃO PAULO, BRAZIL (1)
Abstract: The CE-chirp® stimulus was developed to produce maximum simultaneous displacement along the cochlear partition by compensating for
frequency-dependent traveling-time differences. The narrow CE-chirp® stimuli are obtained by decomposing the broadband CE-Chirp® into four components that constitute a subset of the CE-Chirp®. Objective: the difference
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of characteristics (latency and amplitude) between toneburst and narrow CEchirp® stimuli on ABR recording was analyzed in normal hearing infants.
Method: 500, 1000, 2000 and 4000 Hz toneburst and narrow band CEchirp® auditory brainstem responses (ABRs) were recorded in 40 normal-hearing infants between 1 and 3 months. The amplitude and latency parameters
of the ABR were collected for each of the four stimulus levels: 80, 60, 40,
and 20 dB nHL. Both stimuli started from 80 dB nHL using alternating polarity and the rates were both 27.1/s. Results: The toneburst latencies are greater
than narrow band CE-chirp latencies for all intensities at 500, 1000 and
2000 Hz (p<0,001). However, at 4000 Hz this difference was not significant.
At 500 Hz, wave V amplitude is larger for toneburst than narrow CE-chirp® (p
< 0,001) in 80 dB nHL. The difference between the two stimuli in 60 dB nHL
was not significant (p = 0.495) and at 40 and 20 dB nHL the wave V narrow
band CE-chirp® amplitude is greater than toneburst amplitude (p < 0.001).
At 1000 Hz, 2000 Hz and 4000 Hz there is no difference between the wave V
toneburst and narrow band CE-chirp® amplitudes at 80 dB nHL (p = 0.940;
p = 0.776 and p = 0.217 respectively). On the other hand, in the levels to
60, 40 and 20 dB nHL, narrow band CE-chirp® amplitudes are larger than
toneburst amplitude (p < 0.001). Conclusion: Narrow band CE-chirp® ABRs
generates shorter latencies than the toneburst ABRs, especially to low frequencies. Higher amplitudes were found with narrow band CE-chirp® stimuli
for all frequencies tested, except to high levels.
Learner Outcomes: The participant will be able to follow up the efforts and
the advances in the studies of new stimuli, focusing the improvement of
electrophisiological measures in the Pediatric Audiology field. The NHS has
brought the need to improve the tools which are used in order to estimate
the hearing in young infants.
P156
THE MATURATION OF THE AUDITORY NERVE AND BRAINSTEM
IN THE FIRST YEAR OF LIFE
LETICIA CRISTINA VICENTE (1) - KÁTIA DE FREITAS
ALVARENGA (1) - JOICY AMORIM (1) - RAQUEL SAMPAIO
AGOSTINHO-PESSE (1) - LILIAN CÁSSIA BORNIA JACOBCORTELETTI (1)
BAURU, BRAZIL (1)
Abstract: The electrophysiological threshold recorded with the brainstem
auditory evoked potential (BAEP) using click in the early infancy is affected
by the maturation of the auditory pathway. The maturation process may be
different in children with risk factor for hearing loss, mainly the prematurity.
The aim of this study is to evidence the maturational aspects of the electrophysiological thresholds recorded with the BAEP-click, considering the
presence or absence of risk factors for hearing loss.
The 115 exams of children with no hearing loss who underwent electrophysiological threshold testing with BAEP-click until one year of age were analyzed and divided according to age: G1- 0 to 1 month and 29 days; G2- 2
months to 5 months and 29 days; G3- 6 months to 11 months and 29 days,
and according to the presence or absence of risk factors for hearing loss:
P- with one or more risk factors and N - No risk factor. The Mann-Whitney
test was used to compare the electrophysiological thresholds between the
groups. No significant correlation was found between age, risk factors and
electrophysiological thresholds; however 34 children with thresholds obtained initially with values of 30 to 60 dB HL, independent of the age, had
normal audiologic function, with thresholds values in 20 or 25 dB HL in
the follow-up. There was a variance on the electrophysiological threshold in
the first year of life, similarly in the presence or absence of risk factors for
hearing loss, which should be considered for accurate analysis of the results
obtained in the recording of BAEP-click.
Learner Outcomes: Understand the importance of the BAEP in children evaluation; Understand the influence of the auditory central maturation process
in the BAEP threshold; Know the BAEP threshold values that we have found
in normal-hearing infants.
P157
CHANGES IN ELDERLY ORAL COMMUNICATION: HEALTH
KNOWLEDGE TRANSMISSION TO PROFESSIONALS IN THE
AMAZON REGION
ALINE MEGUMI ARAKAWA (1) - NATÁLIA CARLETO (1)
ELEN CAROLINE FRANCO (1) - CRISTINA SANTO (1)
ARIÁDNES OLIVEIRA (1) - MÔNICA FRANÇA (1)
JOSÉ ROBERTO BASTOS (1) - MAGALI CALDANA (1)
BAURU, BRAZIL (1)
Abstract: The community health agente (CHA) is considered a health professional who has a key role in the Brazilian health system implementation
because of their direct contact with the population, wich has increased in
the number of elderly and their aging process. The purpose of this study
was to evaluate a training program for CHA from Monte Negro, a Brazilian
amazon city, about aging and its aspects related in Speech, language and
Hearing Sciences and elaborate a CD-ROM with content covered in the
training program. The sample was constituted by 29 individuals, who were
asked to fill a questionnaire about their socioeconomic status and another
one about aging and its aspects related in Speech, language and Hearing
Sciences, at a time before and after completion of the training course. The
results pointed that in the socioeconomic analysis 90% of the sample was
in the higher lower class, 79% lived in the rural area and 45% have completed high school. After the training program that only an area presented
a worsening score (Oral facial motor skills) and the others (voice, audiology,
speech and language, and general health) showed an improvement. The
statistic analysis by each question applied and by each specific areas, respectively (McNemar and Wilcoxon Tests) showed statistically significant
difference in Audiology (p<0,05). In the last meeting a CD-ROM was given
to the participants and to the Department of Health with the content covered in the training program, and so the knowledge gained can be played in
the local community, also allowing future reference all content developed.
Thus, it’s been concluded that the training program met its objectives for
the CHA forwarding knowledge for who needs to work with the community
by providing quality of life improvements, with emphasis in Audiology. The
preparation of the CD-ROM was important to record the content offered as
well as to a subsequent query seeing there is no speech language therapist
and audiologist there.
Learner Outcomes: characterize Brazilian amazon region’s CHA about their
knowledge about the aging and its aspects related in Speech, language and
Hearing Sciences before and after the completion of a training course; Show
the importance of health education for health promotion; Provide knowledge
to value human resources; show the Audiology as an area that has gained
prominence in places where the community is in need of health care resources and away from major centers
P158
COCHLEAR FUNCTION AT ULTRA-HIGH FREQUENCIES IN
PARENTS OF INDIVIDUALS WITH AUTOSOMAL RECESSIVE
HEARING LOSS
JAQUELINE MEDEIROS MELLO (1) - VALTER AUGUSTO DELLAROSA (1) - SEISSE GABRIELA SANCHES (2)
INGÁ UNIVERSITY -, UNINGA, MARINGA, BRAZIL (1) - SCHOOL
OF MEDICINE - FMUSP, UNIVERSITY OF SAO PAULO, SAO
PAULO, BRAZIL (2)
Abstract: Our objective was to assess cochlear function in the parents of
individuals with autosomal recessive hearing loss by measuring distortion
product otoacoustic emissions (DPOAEs) at conventional frequencies and
at ultra-high frequencies, comparing the responses in the study group with
those obtained from a group of gender- and age-matched controls. Method
The study sample consisted of 56 individuals (age, 20–58 years), who were
divided into two groups: the study group, which comprised 28 individuals
(14 females in the 20–55 year age bracket [mean age, 32.8 years] and 14
males in the 20–58 year age bracket [mean age, 35.2 years]) who were
parents of individuals with autosomal recessive hearing loss; and the control
group, which comprised 28 individuals (14 females and 14 males) who
had no hearing impairment and were age-matched to those in the study
group. The subjects underwent pure tone audiometry, tympanometry, and
contralateral acoustic reflex threshold testing, together with DPOAE testing
at conventional and ultra-high frequencies. Results Pure tone audiometry
( 250–8,000 Hz) and contralateral acoustic reflex showed thresholds that
were mostly within the normal range in both groups. There were no significant differences between the right and left ears or between the study and
control groups in terms of the results of pure tone audiometry and contralateral acoustic reflex threshold testing. However, there were statistically
significant differences between the study and control groups in terms of
DPOAE levels, which were lower in the study group at all frequencies tested.
Quantitative analysis of the DPOAEs at conventional and ultra-high frequencies showed that DPOAE levels tended to be higher in the control group
than in the study group, although there were no statistically significant differences between the right and left ears in either group. Qualitative analysis
of the DPOAEs at conventional frequencies and at ultra-high frequencies
revealed that normal results were more common in the control group than
in the study group. At ultra-high frequencies, 64.3% of the individuals in
the study group showed normal results, compared with 91.1% of those in
the control group, the difference between the two groups being statistically
significant. The Z-test showed that, at ultra-high frequencies, the proportion
of normal test results was significantly higher in the control group than in
the study group (p=0.002). CONCLUSION: We found that DPOAEs at conventional frequencies and at ultra-high frequencies were both able to distinguish between study group individuals and control group individuals. This
suggests that, in individuals with heterozygous mutations in the GJB2 gene,
damage to the active process in outer hair cells occurs before it manifests
clinically as abnormal results on basic hearing tests. Learner Outcomes :
Know the auditory profile in parents of individuals with autosomal recessive
hearing loss; Identify the differences between conventional and ultra-highfrequency DPOAE ;Understand that although the individuals with heterozygous mutations in the GJB2 gene and those without were found to be similar
in terms of the results of basic hearing tests, they were found to be different
in terms of DPOAEs.
P159
HEARING IMPAIRED CHILDREN AND COCHLEAR IMPLANT:
LANGUAGE AND AUDITORY SKILL DEVELOPMENT
ELIANE DELGADO PINHEIRO (1)
UNIVERSIDADE ESTADUAL PAULISTA, UNESP, MARILIA, BRAZIL (1)
Abstract: In Brazil, efforts have been made by professionals so that the
Public Health Policies contemplate important issues related to Hearing
Health. The discussions and proposals address the early diagnosis of hearing
loss, as well as speech therapy and adaptation of devices that provide access
to speech sounds. These are important factors in order for auditory skills to
be developed in an important period of neurological maturation, enabling the
development of oral communication. The cochlear implant (CI) is a technological resource which enables profound sensorineural hearing impaired children have access to speech sounds. However, various factors can affect the
development of auditory function. The aim of this study was to analyze the
auditory and language performance one year after cochlear implant surgery
in two children under similar conditions of speech therapy, family participation and different ages at the time of cochlear implant surgery. Methodology:
The study included two children with pre-lingual profound sensorineural hearing loss using CI. The children were selected because they presented similar
conditions: participation in a program with aurioral approach, time of CI use
and auditory stimulation, CI type, speech processor and family participation.
The difference between the two is in relation to the children’s age at the time
of surgery (11 months and 33 months). Assessments were made one year
after cochlear implant surgery. The interaction between mother and child was
assessed by using the Lickert Scale for behaviors that involve language and
hearing stimulation. The Minimum Auditory Capacity Evaluation Test (known
in Brazil as TACAM) and Infant - Toddler Meaningful Auditory Integration
Scale (IT-MAIS) were used to evaluate auditory skills. After the procedures,
the auditory skills were classified according to the category of hearing. For
language assessment, analysis of the medical records was performed, specifically in pragmatic situations of the language. We also used the Meaningful
Use of Speech Scale (MUSS). After the procedures, the language of the
children was classified according to the categories of expressive language.
Results: In the analysis of interaction, the mothers had scores that often
refered to hearing and language stimulation. The child who received CI at 11
months showed scores: TACAM 100%, IT-MAIS 97.5%, MUSS 100%. The
child who received CI at 33 months showed scores: TACAM 91.6%, IT-MAIS
80% , MUSS 67.5%. Both children are in category 6 for hearing, recognizing
open-set words and category 3 for expressive language, i.e., construct simple
sentences, of two or three words. Conclusion: The data show that despite the
difference in scores, after a year of CI use, the children reached the same
categories of hearing and language. This aspect can be analyzed considering
that even the child who received cochlear implants at 33 months, previously
used individual hearing aids and, family participation is effective in a program with aurioral approach.
Learner Outcomes: know the recent organization in public policies related to
hearing in Brazil; know the categorization of language used in attending the
hearing impaired in Brazil; 3) discuss the variables that affect the auditory
function and language development.
P160
THEORY OF MIND AND DEAFNESS: IMPLICATIONS FOR
LITERACY AND SOCIAL DEVELOPMENT
ELIZABETH MARTINEZ (1)
UNIVERSITY OF NORTH CAROLINA, UNIVERSITY OF NORTH
CAROLINA, CHAPEL HILL, NC, UNITED STATES (1)
Abstract: Persons who are deaf or hard-of- hearing typically (DHH) exhibit
low literacy (Lederberg, Schick, & Spencer, 2012). A recent investigation
showed a median reading comprehension score for deaf 10 year olds that
was equivalent to the average reading score of a hearing child in the 7th
month of first grade; the median comprehension score for 17-year-old deaf
students was equivalent to the average score for hearing children in the 5th
month of third grade (Gallaudet Research Institute, 2004). DHH children
exhibit deficits in both mapping the sounds of language onto print and broad
language skills needed for comprehension. Understandably, DHH children
have difficulty accessing the phonological code of English and without fluent
access to the code, reading comprehension is compromised (Kelly & BaracCikoja, 2006). Difficulty in mastering the code and reduced vocabulary, however, cannot account for all the text comprehension difficulties exhibited
by these students. Even DHH students who have adequate word recognition
skills still exhibit difficulty with comprehension (Miller, 2010). For example, both prelingually deafened adolescents who used spoken English to
read short narratives and prelingually deafened adolescents who watched
the same narratives signed to them, responded no better than chance to
questions about the passages that required temporal or causal inferences
(Doran & Anderson, 2003). Studies also show that DHH children are at increased risk for exhibiting challenging behaviors, social-behavioral difficulties, and pragmatic communication difficulties. Compared to their hearing
peers, deaf children show a lower self-esteem, fewer prosocial, and more
withdrawn behaviors in the company of their peers; they feel less accepted,
but more often rejected and lonely (Keilmann, Limberger, & Mann, 2007;
Mejstad, Heiling, & Svedin, 2008). Furthermore, teachers and parents also
105
report more emotional and behavioral problems in deaf children (Dammeyer,
2010). DHH children of hearing parents and late-signing DHH children typically are also quite delayed in cognitive ToM (attributing mental states to
oneself and others and to understanding that others have beliefs, thoughts,
desires, and intentions that are different from one’s own) (Schick, de Villiers,
de Villiers, & Hoffmeister, 2007). They also exhibit delays/deficits in affective ToM (recognizing and regulating one’s own affective states and inferring
the affective states of others). Findings from several studies have suggested that deaf children have difficulties with emotion identification (Dyck,
Farrugia, Shochet, & Holmes-Brown, 2004; Ludlow, et al., 2010). They have
difficulties describing emotions such as ‘surprised’ or ‘curious’, indicating
under what circumstances a person would experience such an emotion, and
they use less effective emotion regulation strategies than hearing children
(Rieffe, 2010). Cognitive and affective ToM are essential for making appropriate inferences in social interactions and academic contexts and regulating
one’s own learning and emotions; hence, ToM deficits can contribute to literacy and social difficulties. This poster will (a) describe ToM skills in DHH
children and how deficits in ToM influence their reading comprehension and
social skills, (b) give possible explanations for ToM deficits exhibited by DHH
children, and (c) describe strategies to facilitate ToM development in DHH
children.
Learner Outcomes: Participants will be able to describe the theory of mind
skills in deaf persons and persons with severe hearing loss and how these
deficits influence reading comprehension and social skills; Participants will
be able to give possible explanations for the theory of mind deficits exhibited by deaf persons and persons with severe hearing loss; Participants will
be able to implement strategies to facilitate development of theory of mind
in deaf persons and persons with severe hearing loss
P161
WHICH CHARACTERISTCS ARE ASSOCIATED WITH AUDITORY
PROCESSING DISORDERS: A SYSTEMATIC REVIEW
ELLEN DE WIT (1) - MARGOT VISSER-BOCHANE (1) - CEES VAN
DER SCHANS (1) - BERT STEENBERGEN (2) - PIM VAN DIJK (3)
- MARGREET LUINGE (1)
PROFESSORSHIP IN HEALTH CARE AND NURSING,
HANZE UNIVERSITY OF APPLIED SCIENCES GRONINGEN,
GRONINGEN, NETHERLANDS (1) - BEHAVIOURAL
SCIENCE INSTITUTE, RADBOUD UNIVERSITY NIJMEGEN,
NIJMEGEN, NETHERLANDS (2) - DEPARTMENT OF
OTORHINOLARYNGOLOGY, HEAD & NECK SURGERY,
UNIVERSITY MEDICAL CENTER GRONINGEN, UNIVERSITY OF
GRONINGEN, GRONINGEN, NETHERLANDS (3)
Abstract: After fifty years of research there is still debate on the concept
of auditory processing disorders (APD). Academics and clinicians are far
from reaching consensus on basic issues of definition, assessment, and
diagnosis of APD. Therefore, we conducted a systematic review to examine:
(1) the characteristics associated with APD; and (2) the overlap between
the characteristics of APD with other disorders such as specific language
impairment (SLI), dyslexia, attention deficit hyperactivity disorder (ADHD)
and autism. The purpose of this systematic review is to decide whether APD
can be regarded as a unique and identifiable clinical entity. A systematic
search of the literature was conducted in 6 databases (PubMed, CINAHL,
Eric, PsychINFO, Communication & Mass Media Complete and EMBASE)
using the key words auditory processing, auditory diseases, central [Mesh],
auditory perceptual, and auditory perception. Titles and abstracts of the selected articles were independently screened on the inclusion and exclusion
criteria by two reviewers. Articles were considered eligible when the study
contained subjects (<18 yrs.) with (suspected) auditory processing disorders, the articles were published in peer-reviewed journals, were written
in English, and contained information about characteristics or symptoms
of APD. Exclusion criteria were articles concerning participants with brain
damage, neuropathy, cochlear implants or Down syndrome. Methodological
quality of the selected studies was quantified using the ASHA’s levels-ofevidence scheme. The two reviewers, blind to each other’s results, appraised each study on the basis of this scheme. A total of 2781 citations were
identified of which 54 articles met the inclusion criteria. Preliminary results
showed no support for the existent of APD as a unique and identifiable
clinical entity. No symptoms which are specifically attributed to problems
in the auditory modality were found in the included studies. Methodological
quality of most included articles was questionable because of small and
heterogeneous groups of participants, large variation in the criteria used for
diagnosing APD, and comorbidity within the included participants.
Learner Outcomes: know the controversies on auditory processing disorders;
know the characteristics of auditory processing disorders found in the literature; know if APD should be considered as a unimodal disorder, an auditoryspecific dysfunction of speech sound processing, or a multimodal disorder
representing a larger processing deficit.
106
P162
THE FUNCTIONAL AUDITORY PERFORMANCE INDICATORS
APPLIED TO BRAZILIAN CHILDREN
KARINA FERREIRA (1) - REGINA TANGERINO SOUZA JACOB
(1) - MARIA CECILA BEVILACQUA (1) - ADRIANE LIMA MORTARI
MORET (1)
DEPARTMENT OF SPEECH PATHOLOGY. BAURU SCHOOL OF
DENTISTRY, UNIVERSITY OF SÃO PAULO, BAURU, BRAZIL (1)
Abstract: Clinical tests have been developed to evaluate speech perception
in young children in the matter to uncover the real improvements on their
hearing skills after the use of individual hearing aids or cochlear implant.
Standardized instruments should be used to assist children with all kinds of
hearing loss, among them the Functional Auditory Performance Indicators
(FAPI). Its evaluation creates an auditory skills profile after all items are
applied in the seven hierarchical categories. FAPI covers all age groups, monitors child’s hearing profile development and improves listening skills and
the therapeutic intervention. The aim of this study was to apply the FAPI in
Brazilian children with normal hearing, generate the expected score for each
age group (birth to five years old), evaluate its reproducibility and prepare
a Brazilian-Portuguese application manual. The selection process consisted
with clinical interview, clinical otoscopy, acoustic impedance measurements
and auditory behavior assessment in order to select a normal hearing population. Thirty children were selected and divided into ten groups according to their age, with interval of six months old. Afterward, ten children
– randomly selected – were evaluated twice with approximately seven days
in between by different examiners to verify the reproducibility of inventory
application. It was found that the average time for children aged until 6
months the FAPI application lasted twenty minutes; one hour and half for
children between 12 and 48 months old; and thirty minutes for children
older than 48 months old. The minimum reproducibility inter examiners was
0.94 and it was prepared a manual with suggestions and rules for the FAPI
application. The FAPI showed high reproducibility which enables its use by
different examiners and different populations. The application manual was
important to codify the application for all users. The inventory is a useful
tool to monitor auditory skills development because it can be used in all
ages and adapted to evaluation strategies.
Learner Outcomes: reflect on the auditory perceptual assessment for hearing-impaired individuals; understand the need of standard evaluation protocol; know about the reproducibility and applicability of FAPI; 4. reflect on
the hearing skills development.
P163
THE PECULIARITIES OF PRONUNCIATION OF ORAL SPEECH
AND ITS SELF-CHECKING OF DEAF CHILDREN
DENISOVA OLGA ALEXANDROVNA DENISOVA (1)
KAZANSKAYA VERA LVOVNA KAZANSKAYA (2)
FEDERATION (1) - THE DEPARTMENT OF PRESCHOOL
DEFECTOLOGY, MOSCOW PEDAGOGICAL STATE UNIVERSITY,
MOSCOW, RUSSIAN FEDERATION (2)
Abstract: An experimental study of the pronunciation of oral speech and its
self-checking by deaf children of the senior preschool age was realized by
the authors. The researches by Rau F.F., Rau F.A., Beltyukov V.I., Bagrova
I.G., Volkova K.A., Denisova O.A. Leongard E.I., Pelymskay T.V., Slezina
N.F. Shmatko N.D. are put in a basis of work. For research the author’s
analytical technique that allows to control the quality of pronunciation of
deaf children of preschool age was used. It lets the teacher understand the
speech of the child, his real achievements and real progress of the child in
formation of oral speech. Experimental observation allowed to define the peculiarities of the pronunciation of oral speech of deaf children of the senior
preschool age; to reveal uncontrolled by the child defects of pronunciation
which are reflected in reproduction of sound-syllabic structure of words of
deaf children; to trace the dependence of average phonetic formation of
speech and an indicator of distinctness of a pronunciation on the degree
of formation of skill of self-checking over a pronunciation of deaf preschool
children. Diagnostic tasks were aimed at examination of the various sides of
pronunciation: speech breath, unity, voice, sounds of speech, verbal stress,
tempo of speech, rules of an orthoepic pronunciation. They also included
researches of distinctness of speech and self-checking of pronunciation.
During the experimental study the attention was paid to dependence of phonetic registration and distinctness of speech on formation of self-checking
of pronunciation of deaf children. 156 deaf children of the senior preschool
age participated in research at different stages (decrease in hearing more
than 90 db - decibel). The analysis of the received data allowed to describe
peculiarities and typology of mistakes of the various sides of oral speech of
deaf children. Analyzing the received results, we carried out: children’s speech breath doesn’t comply the program requirements; 28% of children don’t
have gross violations in the voice concerning force, height and a timbre; the
indicators of a pronunciation of sounds by deaf children is the highest 53%, but despite it speech of children contains a large amount of defects,
replacements (regulated and independent), admissions; it was established
that the verbal stress at reproduction of words and phrases isn’t observed
in cases of 75,3%, words are pronounced with the equal stress or the final
syllable is allocated. Orthoepic rules aren’t observed in 88%. Violation of
unity of pronunciation is noted in 73,6% (here the sound, syllable pronunciation of words and part word pronunciation belong), a large number of
mistakes is observed at confluence of consonants (additional sounds are
noted in 62,5%). As for reproduction of sound structure of the word, we
must say that deaf children often don’t realize even those opportunities
which they have according to analytical check of a sound pronunciation.
The average indicator of phonetic registration of speech of deaf children of
the senior preschool age made - 32,9%. As a whole, the pronunciation of
oral speech of deaf children of senior age is at a low level. The analysis of
the results of our research of distinctness of speech of deaf children of the
senior preschool age showed us that the average indicator of distinctness
of speech of deaf children made 25,7%. As a result of the analysis of selfcontrol of pronunciation we carried out that purposeful self-checking was
absent in 100%; in the process of our examination uniformity of receptions
of self-checking (motive support were used by 11%, acoustical by 7,8%,
tactile and vibration by 7,3%, visual by 5,5 by %) is revealed. Self-checking
of sounds of speech was absent by 48% of children, of unity of speech
and speech breath by 75%, the self-control of the tempo-rhythmic part of
speech isn’t created in 77%, of orthoepic rules by 88% of children. Our
examination confirmed our assumption that one of the reasons of such condition of a pronunciation and distinctness of speech of deaf children is the
absence of necessary knowledge and nonformation of skills of self-checking
of the pronunciation of oral speech.
Learner Outcomes: An experimental study of the pronunciation of oral speech and its self-checking by deaf children of the senior preschool age was
realized by the authors. 156 deaf children of the senior preschool age participated in research at different stages (decrease in hearing more than
90 db). The analysis of the received data allowed to describe peculiarities
and typology of mistakes of the various sides of oral speech of deaf children. For research the author’s analytical technique that allows to control
the quality of pronunciation of deaf children of preschool age was used. It
lets the teacher understand the speech of the child, his real achievements
and real progress of the child in formation of oral speech. Experimental
observation allowed to define the peculiarities of the pronunciation of oral
speech of deaf children of the senior preschool age; to reveal uncontrolled
by the child defects of pronunciation which are reflected in reproduction of
sound-syllabic structure of words of deaf children; to trace the dependence
of average phonetic formation of speech and an indicator of distinctness of
a pronunciation on the degree of formation of skill of self-checking over a
pronunciation of deaf preschool children. The analysis of the pronunciation
of oral speech of deaf children of the senior preschool age allowed us to
draw the following conclusions: speaking about the pronunciation of oral
speech unevenness in assimilation of the various sides of a pronunciation
is revealed; unevenness of a condition of skills appears because of deaf
preschool children of senior age have more perfect skills in a pronunciation
of sounds in comparison with a voice, observance of norms of an orthoepy
(rules of correct pronunciation), speech breath, a verbal stress, tempo of
speech. Low level of pronunciation skills and distinctness of speech is noted
at deaf children of the senior preschool age due to the lack of conscious
self-checking of the pronunciation of oral speech. The pronunciation of oral
speech of deaf children of the senior preschool age is in direct dependence
on formation of skills of self-checking of it.
P164
RELATIONSHIP BETWEEN FREQUENCY-SPECIFIC AUDITORY
BRAINSTEM RESPONSE AND BEHAVIORAL THRESHOLDS IN
CHILDREN WITH HEARING LOSS
NATÁLIA RAMOS (1) - MABEL GONÇALVES ALMEIDA (1)
DORIS R LEWIS (1)
PEPG EM FONOAUDIOLOGIA, PONTIFICIA UNIVERSIDADE
CATÓLICA DE SÃO PAULO, SÃO PAULO, BRAZIL (1)
Abstract: Introduction: The Frequency-Specific Brainstem Auditory Evoked
Potential (FS-ABR or Tone-ABR) contributes to the early diagnosis of hearing loss, once it allows a precise auditory assessment of infants and young
children for different frequencies. Objective: To compare the results of ToneABR and behavioral auditory thresholds obtained on follow-op audiometry,
at 0.5, 1, 2, 4 kHz in infants and young children with sensorineural hearing
loss, by air and bone conduction. Method: Ten children up to three years
old, diagnosed with sensorineural hearing loss, met the inclusion criteria
in order to participate of this study. Tone-ABR and behavioral audiometry
was registered for 0.5, 1, 2 and 4 kHz, by air and bone conduction. The results of both procedures were correlated (Pearson) in order to verify if ToneABR is able to predict auditory status of children with hearing impairment.
Results: The results showed strong correlation for all frequencies tested by
air-conduction; however, the bone-conduction testing showed a strong correlation at 0.5, 1 and 2 kHz, and moderate correlation at 4 kHz. Conclusion:
The air and bone-conduction Tone-ABR at 500, 1000, 2000 and 4000 Hz
showed good correlations between its results and the behavioral audiometry,
and therefore, it is a useful tool in the hearing assessment of children under
three years old.
Learner Outcomes: The participant will be able to learn how to perform a
Tone-ABR, which parameters should be used, and how to correctly understand the results . Some difficulties on collectin data will be brought up.
P165
THE DEVELOPMENT OF AUDITORY PROCESSING TEST
BATTERY FOR CHILDREN
BEY-LIH CHANG (1) - FANG-LIU SU (2)
DEPARTMENT OF SPECIAL EDUCATION, NATIONAL TAIWAN
NORMAL UNIVERSITY, TAIPEI, TAIWAN, PROVINCE OF CHINA
(1) - SPECIAL EDUCATION CENTER, NATIONAL TAIWAN NORMAL
UNIVERSITY, TAIPEI, TAIWAN, PROVINCE OF CHINA (2)
Abstract: In order to screen, to make a diagnosis, and to decide the need
for future investigation for children with auditory processing disorders,
the purpose of this study was to develop an Auditory Processing Test
Battery for children aged from 6-12. According to the listening characteristics of children with auditory processing disorders and the definition
made by American Speech-Language Hearing Association in 2005, the
Auditory Processing Test Battery for Children was developed. It included
the Listening Behaviors Checklist and the Auditory Processing Tests. The
Listening Behaviors Checklist was used as a tool for teachers to ascertain
the likelihood that a child may be with auditory processing disorders. Beside
the child’s background information, there were three parts in the checklist:
the frequency of auditory problems exhibited by the child (9 items), and
the child’s listening skills, as compared with peers in quiet and in noise
(15 items respectively). The auditory domains and types of test measures of
Auditory Processing Tests were: (1) Auditory discrimination tests: including
frequency discrimination (12 items), and tone discrimination (18 items);
(2) Auditory temporal processing tests: including duration discrimination
(16 items) and gap detection (22 items); (3) Dichotic listening test: dichotic digits (12 items); (4) Low redundancy speech test: including digits
in competing (48 items), filtered speech (10 items), compressed speech
(24 items); (5) Binaural interaction test: lateralization (30 items). Each
test contained direction, 2-3 practice items and formal items. Concerned
about children’s attention and motivation of making responses, a computerassisted system was designed and used. Low linguistic loading and time of
testing were also considered. The preliminary results were as follows: For
the Listening Behaviors Checklist, 1852 children (981 male, 871 female)
from kindergarten to 5th grade were screened by their room teachers. The
expert validity, item analysis, Cronbach ∝, and factor analysis were used
to test the reliability and validity of the checklist. The results were satisfactory. For the Auditory Processing Tests, 138 Children screened from
the checklist as the suspected group with auditory processing disorders.
Another 138 children without auditory processing disorders and any other
significant disabilities were chosen as match group. There were matched on
gender and grade distribution. Both groups will be assessed by pure tone
audiometry firstly in March to May, and only those whose pure tone average
and all tested frequency thresholds were less than 25 dB will receive the
Auditory Processing Tests with their most comfortable level. And the results
will answer the reliability, validity, sensitivity and specificity of the Auditory
Processing Tests.
Learner Outcomes: the procedure of development of the Auditory Processing
Test Battery for children in Taiwan; The reliability, validity, sensitivity and
specificity of the Auditory Processing Test Battery; The challenges of developing the test battery and suggestions of the application of the battery.
P166
ASSOCIATION BETWEEN TEMPORAL AUDITORY PROCESSING
AND PHONOLOGICAL AWARENESS IN CHILDREN WITH
READING AND WRITING DISORDERS
APARECIDO JOSÉ SOARES (1) - SEISSE GABRIELA SANCHES
(1) NADIA VILELA (1) - DÉBORA CRISTINA ALVES (1)
RENATA M CARVALLO (1) - MARIA SILVIA CARNIO (1)
UNIVERSITY OF SAO PAULO, SCHOOL OF MEDICINE (FMUSP),
UNIVERSITY OF SAO PAULO, SAO PAULO, BRAZIL (1)
Abstract: Several studies have shown that individuals with reading and writing disorders may have a delay in the development of auditory skills which
might interfere in the learning process. Phonological awareness is related to
the skill of splitting words in shorter segments and it is linked to the performance in reading activities. Writing and reading disorders also involves the
processing of temporal features of stimuli which can differ in sensorial characteristics according to the group of sounds spoken. Thus, it is necessary
to investigate the possible association between the performance in phonological awareness and temporal auditory processing since the proper response
of auditory processing has an important role in speech perception, learning
process and language comprehension. This way, temporal auditory processing might be a prerequisite to reading and writing development. This study
aimed to analyze whether there is association between temporal auditory
tests and phonological awareness in individuals with reading and writing
disorders. Children with either reading/writing disorders (confirmed after
specific assessment) and normal hearing thresholds, aged between 8 to 12
years old, were subjects of this study. All subjects performed phonological
107
awareness assessment using a standardized test to Brazilian Portuguese.
In order to assess the auditory temporal processing it was used Duration
Pattern Tests (DPT) and Frequency Pattern Test (FPT). The performance of
students was compared to standardized values to children with typical development in the skills assessed in this study either to phonological awareness
and auditory temporal processing. Descriptive analysis showed low performance in syllabic and phonemic activities of phonological awareness as
well as in temporal auditory tests. Fisher Test indicated association between disorders in auditory temporal processing and phonological awareness
(p>0,001) suggesting that disorders in temporal processing contributes to
low performance in phonological awareness tasks. There was association
between performance in temporal auditory tests and phonological awareness. Data found contributes to reflections concerning including temporal
auditory assessment among procedures used in the assessment of individuals with reading and writing disorders.
Learner Outcomes: know the source of relationship between auditory processing disorders and reading and writing disorders; understand why temporal
auditory processing disorder can be related to reading skills; know why the
temporal auditory processing training have to make part of the therapeutic
program in reading disorders.
P167
UNIVERSAL NEONATAL HEARING SCREENING PROGRAMME AT
VENEZUELA
RAMON HERNANDEZ-VILLORIA (1)
MINISTERIO DEL PODER POPULAR PARA LA SALUD,
INSTITUTO VENEZOLANO DE LA AUDICIÓN Y EL LENGUAJE,
CARACAS, VENEZUELA (1)
Abstract: Introduction and aims of the study: Since 2011 it was began
in Venezuela, a South America country, an Universal Neonatal Hearing
Screening Programme (UNHSP), of public character and not yet obligatory by law. In Venezuela the birth rate is about 20‰ and was born near
570,000 in 2012. The aim of this presentation is to describe the design
of the programme and the resources utilized for its onset. Methods: it was
perform a mixture documental and information analysis on public released
official files. Results: The programme comprises three phases. The first
phase detects possible cases of hearing impairment utilizing otoacoustics
emissions combined with AABR in the Rooms of Neonatology of ninety health centers, to the first 48 hours of life. The second phase utilizes ASSABR
(by bone and air conduction), for the confirmation of probable cases in the
Pediatrics Services, it applies between the 4 and the 24 weeks of life. The
third phase, for the final diagnosis of the cases utilizes SSBERA in the
Services of Pediatrics, Neurological pediatrics, Otology or Phoniatrics of
120 centers linked with 20 diagnostic units. These twenty diagnostic unitsnodes correspond to Services of Phoniatrics that are linked with a network
of twelve Public Hearing Aids Laboratories and a National Cochlear Implant
Protocol to develope. Conclusions: At present the UNHSP has a expected
cover about 60% of the born in the country and expects to obtain the first
hearing impairment incident results for December, 2012.
Learner Outcomes: To know about the existence and status of the Universal
Neonatal Hearing Screening Programme at Venezuela; To understand the
proposed flowchart for the Programme based upon OAE, AABR, ASSABR
and SSBERA ; To know the educational solutions developed for the training
of specialized in auditory detection and diagnosis staff.
P168
OUTCOMES IN ELDERLY PATIENTS WITH COCHLEAR IMPLANT
ALICE BENATTI (1) - ROBERTO BOVO (1) - VALENTINA CARRIERI
(1)
ALESSANDRO MARTINI (2)
COU OF OTORHINOLARYNGOLOGY AND OTOSURGERY, PADUA,
PADUA, ITALY (1) - COU OF OTORHINOLARYNGOLOGY AND
OTOSURGERY - DEPARTMENT OF NEUROSCIENCES, PADUA,
PADUA, ITALY (2)
Abstract: Profound hearing loss in the elderly is responsible for a significant
reduction in quality of life due to social isolation, increased dependence,
anxiety and depression that contribute to the worsening of cognitive functions. The aims of the present study are to review auditory outcomes, mental statement and personal satisfaction degree in subjects aged 65 years
and older who underwent cochlear implantation at a tertiary referral center.
A retrospective observational study was conducted on 47 implanted patients
(age 65-85 years). At surgery time, 43 patients were affected by profound,
bilateral and post-verbal hearing loss (progressive genetic deafness or sudden hearing loss in previous hearing impairment, meningitis, trauma, ototoxic drugs, severe otosclerosis) and 4 patients were suffering from congenital
hearing loss. Auditory performances were evaluated with open-set word and
sentence recognition testing. Cognitive functions and motivational status
were assessed using the MOCA (Montreal Cognitive Assessment) test and
the GDS (Geriatric Depression Scale). Furthermore, the personal satisfaction degree was evaluated with a specific questionnaire developed at our clinics. In conclusion, the elderly population showed significant improvement
in auditory performance tests following cochlear implantation compared to
108
their preimplantation scores but performed less well than younger patients,
probably due to differences in central temporal processing. Counseling,
rehabilitation, psychological motivations and family support are important
aspects that can influence implant outcomes.
Learner Outcomes: know the controversies on auditory perceptual assessment in elderly patients with cochlear implant; understand the need of validated cognitive tools in the implanted patients; know the characteristic of
the GDS scale and MOCA test; know the correlations between motivational
status and cochlear implant outcomes.
P169
PHONIATRIC-AND SPEECH THERAPY MANAGEMENT IN
AMYOTROPHIC LATERAL SCLEROSIS IN PIEDMONT
VALENTINA PASIAN (1) - ELENA PIUMETTO (2)
ANNA ACCORNERO (2) - ROBERTO ALBERA (2) - ADRIANO
CHIÒ (1)
DIPARTIMENTO DI NEUROSCIENZE, UNIVERSITÀ DEGLI STUDI DI
TORINO, TORINO, ITALY (1) - DIPARTIMENTO DI SCIENZE
CHIRURGICHE, UNIVERSITÀ DEGLI STUDI DI TORINO, TURIN, ITALY
(2)
Abstract: Once the disease has been diagnosed by the Neurology Service
of the Regional Center for Amyotrophic Lateral Sclerosis (CRESLA), a timely and well-coordinated phoniatric and speech therapy intervention is
implemented. Hereby we describe the activities organized in the “dedicated
clinic” and we report case histories of the period 2011 to 2012, with an
analysis of the clinical data of the patients studied together with their clinical evolution concerning the functions of communication and swallowing.
Learner Outcomes: know the specific guidelines of ALS patients; understand
the need follow up timing; understand different intervention programs, understand the important of daily management of communication and swallowing difficulties in ALS patients; know the important of teamwork.
P170
TONGUE BASE HYPERTROPHY AS A CAUSE OF DYSPHAGIA
MASSIMO SPADOLA BISETTI (1) - ANTONELLA CUSIMANO (1)
AZIENDA OSPEDALIERA CITTÀ DELLA SALUTE, OSPEDALE SAN
GIOVANNI BATTISTA, TORINO, ITALY (1)
Abstract: Tongue base hypertrophy is capable determine hindrance of the
pharingeal trigger with stagnation of food in the glossoepiglottical vallecules
or hindering the movement of epiglottic tilt. Although it’s not dangerous,
subjects could feel a subjectively sense of heavy uncofortableness. In this
preliminary study 12 subjects were analysed with fibroendoscopic evaluation and afterward they were treated with drugs therapy.
Learner Outcomes: Presence of symptoms of pharyngeal bolus with no history
of clinical signs of dysphagia requires a deeper instrumental evaluation that
could evidence a mechanical obstruction; the a greater incidence of the phenomenom in female subjects raises questions about correlation with “presence of a majority of female patients raises the suspicion of a correlation with
the idea of “bolus hysterical “. a definition used frequently in the past, as well
as allows us to hypothesize a correlation with the hormone assay.
P171
AN ALGORITHM FOR MANAGING THE TREATMENT OF
PATIENTS WITH SWALLOWING DISORDER
EGLUTE SLIAUTERIENE (1)
ABROMISKES REHABILITATION HOSPITAL, ABROMISKES
REHABILITATION HOSPITAL, ABROMISKES, LITHUANIA (1)
Abstract: Managing the treatment process of patients with suspected dysphagia in Abromiskes rehabilitation hospital (Lithuania Republic) was
implemented in 2010 with the purpose to avoid aspirations. The aim of
the study is to form a managing algorithm which ensures maximal safety
of the patients who were suspected to have a dysphagia. The additional
result is presenting how the level of dysphagia was changed while the algorithm was used. A doctor, a speech therapist, the rehabilitation team and a
dietitian were cooperating to ensure the best treatment of the patient and
the algorithm illiustrates those connections. The efficiency of the algorithm
was studied in 2010-2011 at Abromiškės Rehabilitation Hospital. Hundred
twenty-six patients, 74 males and 52 females, who was suspected of having dysphagia, were enrolled in this study during the 2-year period. The
study showed that 106 patients reached higher level of dysphagia (using
Dysphagia outcome and severity scale to evaluate the level of dysphagia)
than they had in the begining of the treatment.
Learner Outcomes: know the algorithm of management of patients with
swallowing disorder; Understand the importance of speech therapist role in
the treatment process; know the reliability of the algorithm
P172
CASE REPORT: COMBINED TREATMENT OF APHASIA AND
APHONIA WITH SURFACE ELECTRICAL STIMULATION OF THE
PHARYNGEAL MUSCLES ( VITALSTIM SYSTEM)
MARCO ANDREOLI (1) - MARIUCCIA FRANZONI (1) - MARIA
GRAZIA CATTANEO (1)
ASL VALLE CAMONICA-SEBINO, ESINE HOSPITAL, ESINE,
ITALY (1)
Abstract: Introduction: dysphagia is configured as one of the most complicated sequelae of cerebrovascular damage; it predisposes to an increased risk
of lung infections, malnutrition, dehydration and serious deterioration in
life quality. The only treatment deemed fit to treat dysphagia is represented
by the ability of the swallowing rehabilitation therapist: the rehabilitation
treatment is mainly based on the ability of the specialist to address the
recovery of the swallowing function through compensatory mechanisms or
facilitating postures. A few years ago an electro-medical equipment for the
swallowing rehabilitation (VitalStim System) has been commercially introduced. It works by transcutaneous stimulation of the pharyngeal muscles
and it has been designed to support the work of the therapist. Case report:
female, 57 years old; in June 2011 had a surgery for cervical syringomyelia;
she developed left hemispheric haemorrhage that required decompressive
craniectomy and ventriculoperitoneal shunt. Post-operatively, the patient
presented a semi-comatose state; tetraparesis, aphasia and tracheomalacia
requiring cannula armed to the hull and continuous bronchial aspirations.
During the hospitalisation at a different Rehabilitation Center she regained
a good motor coordination along with a partial improvement of the degree
of attention. Despite having undertaken adequate logopedic rehabilitation,
she remained aphagic and totally dependent on the tracheal cannula. In
May 2012 the patient was hospitalised at the our Department; during the
admission screening it became clear that she had a salivary lake covering
the entire larynx with continuous aspiration and hypomobility of the vocal
cords. Method and Instruments: the patient has been treated with logopedic therapy associated to electro-stimulation of the pharyngeal muscles
for a total of eight weeks, 30 minutes twice a day 5 times a week. During
the treatment the patient has learned to control the secretions so that has
been possible to position a Biesalsky cannula. She has been discharged in
August 2012 while continuing to follow the electro-stimulation at home
with the same frequency. In September 2012 the patient came back to our
Department where she restarted the combined treatment. During the new
period of hospitalisation it has been possible to recover a good level of consciousness and a semi total control of the secretions so that it was possible
to position a Shilley cannula. A phonatory recovery followed by the patient
capacity to swallow minimal quantity of water-gel was registered. The patient has been discharged in November 2012 and she is still undertaking
the combined phonatory-logopedic therapy keeping the cannula completely
closed during the whole day. The patient is waiting for another hospitalisation to remove the tracheostomy cannula and to refine the swallowing
capacity. Conclusion: the standard logopedic treatment associated to the
electro-stimulation of the pharyngeal muscles has allowed to recover a sever
case of aphagia and dysphonia. The patient has the tracheostomy cannula
closed since three months and she is waiting to conclude the rehabilitation
cycle so to recover a functional swallowing activity. On our previous clinical
experience, cases so complex like the one above did not achieve a sufficient
recover to guarantee to the patient a discrete quality of life.
P173
DYSPHAGIA IN ADULT AND ELDERLY PATIENTS:
PRESENTATION OF A HEALTH CARE PATHWAY
SPADOLA BISETTI MASSIMO (1) - MUÒ ROSSELLA (2)
VERNERO IRENE (3) - PALMO AUGUSTA (4) - ROVERA LIDIA (5)
MANCINO VITTORIA (6) - FARINA ENZO C. (7)
RAIMONDO SIMONA (8)
PHYSICIAN PHONIATRIC, AUDIOLOGIST AND
OTORHINOLARYNGOLOGIST, CITTÀ DELLA SALUTE E DELLA
SCIENZA, MOLINETTE HOSPITAL, TURIN, ITALY (1) - SPEECH
AND LANGUAGE PATHOLOGIST, REHABILITATION DEPARTMENT
– ASL TO1, TURIN, ITALY (2) - SPEECH AND LANGUAGE
PATHOLOGIST, UNIVERSITY OF STUDY OF TURIN, TURIN, ITALY
(3) - NUTRITIONIST, CITTÀ DELLA SALUTE E DELLA SCIENZA,
MOLINETTE HOSPITAL, TURIN, ITALY (4) - NUTRITIONIST,
MAURIZIANO HOSPITAL, TURIN, ITALY (5) - DIETITIAN, CITTÀ
DELLA SALUTE E DELLA SCIENZA, MOLINETTE HOSPITAL,
TURIN, ITALY (6) - PHYSICIAN SURGEON, CITTÀ DELLA
SALUTE E DELLA SCIENZA, MOLINETTE HOSPITAL, TURIN,
ITALY (7) - SPEECH AND LANGUAGE PATHOLOGIST, CITTÀ
DELLA SALUTE E DELLA SCIENZA, MOLINETTE HOSPITAL,
TURIN, ITALY (8)
Abstract: Diagnostic and Therapeutic Pathway (DTP) is one of the most
used tool for quality management and standardization of care. It has been
shown that DTP’s implementation can both reduce the variability in clinical
practice and improve clinical outcomes. DPTs promote an organized and
efficient patients care based on evidence based practice recommendations/
criteria. DPTs can optimize outcomes both in the acute care and home care
settings. The Diagnostic and Therapeutic Pathway for dysphagia in adult
and elderly patients, commissioned by the Piedmont Region (Department
of Health Protection and the Regional Health Service - A.Re.SS), was published in 2013.Suggestions for a clinical pathway for oropharyngeal dysphagia in adults and elderly derived from prevalence and incidence high
rates of complications, decreased quality of life and high social, health and
economic impact of swallowing disorders. The multidisciplinary team defined two reference paths dedicated to home or nursing home patients and to
in-patient hospitalized in acute care hospitals. The following steps guided
the process of drafting the document: Scientific literature review aimed to
identify guidelines, systematic reviews and recent studies related to oropharingeal dysphagia. Assessment of the guidelines selected with the AGREE 2
method and evaluation of evidence level, based on a shared grading system.
Translation into Italian of selected recommendations and evidences about
diagnostic, treatment and care of dysphagia.Elaboration of new recommendations done by the group experts involved, for those fields that were not covered by the selected literature evidence. This Diagnostic and Therapeutic
Pathway aims to promote organizational and clinical integration between
professionals and health organizations, increasing interventions’ uniformity
and continuity of care for patients with oropharyngeal dysphagia. DTP’s design tries to identify all best practice activities for the majority of patients,
most of the time; it also include prompts for choosing the best activity at the
appropriate time and references for ascertaining whether best actions have
been carried out and if results have been as expected. In this way results are
recorded and important questions and actions are not overlooked.
Learner Outcomes: to define the Therapeutic Diagnostic Path of dysphagia
describing the methodology used for its preparation; to promote organizational and clinical integration from professionals and health organizations;
to promote uniformity and continuity of interventions for patients with oropharyngeal dysphagia, share practical tools for screening of dysphagia and
malnutrition.
P175
APPLICATION OF SURFACE ELECTROMYOGRAPHY IN
ASSESSMENT OF SWALLOWING FUNCTION IN DYSPHAGIC
STROKE PATIENTS
MEI-JU KO (1) - TYNG-GUEY WANG (2) - WEI-NI CHOU (3)
BOR-SHYH LIN (4) - CHIN-HSING TSENG (5)
DIVISION OF REHABILITATION MEDICINE., CHI-MEI MEDICAL
CENTER, TAINAN, TAIWAN, PROVINCE OF CHINA (1) DEPARTMENT OF PHYSICAL MEDICINE AND REHABILITATION.,
NATIONAL TAIWAN UNIVERSITY HOSPITAL, TAIPEI, TAIWAN,
PROVINCE OF CHINA (2) - DIVISION OF REHABILITATION
MEDICINE, CHI-MEI MEDICAL CENTER, TAINAN, TAIWAN,
PROVINCE OF CHINA (3) - INSTITUTE OF PHOTONICS &
OPTOELECTRONICS ENGINEERING., ASSISTANT PROFESSOR
OF NATIONAL CHIAO TUNG UNIVERSITY., TAINAN, TAIWAN,
PROVINCE OF CHINA (4) - GRADUATE INSTITUTE OF
AUDIOLOGY AND SPEECH THERAPY, NATIONAL KAOHSIUNG
NORMAL UNIVERSITY, KAOHSIUNG, TAIWAN, PROVINCE OF
CHINA (5)
Abstract: Dysphagia is a common complication in stroke patient. It not only
impedes the quality of life but also increases the risk of pulmonary complications and even mortality. The videofluoroscopic swallowing study are
take as the golden standard methods to assess dysphagia. However, it can’t
be performed in the bedside. Our purpose is to investigate whether there
is a difference of the sEMG during swallowing between normal population
and stroke patients with dysphagia. After analyzing the signals, sEMG may
be used as a quantifiable tools for dysphagia evaluation over the bedside. We obtained sEMG during swallowing, which consist of bilateral swallowing myoelectric signals, and compared the difference between stroke
patients with dysphagia and normal population. We follow the method of
“Vaiman(2007) sEMG swallowing evaluation process” when designing our
study project. We recruited 20 stroke patients with dysphagia , and 20 normal subjects. Of all the participates, sEMG of four group of muscles(both
sides) including obicularis oris,masseter,submental muscles and infra-hyoid
muscles,during swallowing of 5 c.c. of water were recorded, Of the recorded
sEMG, 7 variables such as baseline, average amplitude, peak amplitude,
duration, peak latency, onset and offset relative to the orbicularis oris were
analyzed. Results are as followed: 1.Independent t test was used to define
the difference between the two groups. The results show that dysphagic
stroke patients had significant slow onset in masseter, submental, and infrahyoid muscles and also slow in peak latency of submental muscles when
compared with the normal subjects. The results implied that the dysphagic
stroke patients had slow activation of swallowing muscles, indicating the
probable delay triggering of the swallowing reflex and the timing of laryngeal
closure during swallowing. These parameters are well known to be critical for
safe swallowing. Instead, the strength of the tested swallowing muscles was
intact when compared with the normal subjects; 2.When evaluating the relevant coefficient of all parameters and functional oral intake scale(FOIS),We
found that only the average amplitude and peak amplitude of the masseter
109
is significantly related with FOIS. Therefore, we concluded that sEMG recorded can only reflect how the swallowing muscles activities but still can’t be
use to measure or interpret one’s functional oral intake ability.
Learner Outcomes: understand the basic knowledge about the swallowing
physiology; Understand the basic knowledge about the surface electromyographic parameters; Know the meanings of functional oral intake scale
P176
HISTOLOGICAL CHARACTERISTICS OF HUMAN LINGUAL
FRENULUM
ROBERTA LOPES DE CASTRO MARTINELLI, IRENE QUEIROZ
MARCHESAN, REINALDO JORDÃO GUSMÃO, GIÉDRE
BERRETIN-FELIX, ANTONIO DE CASTRO RODRIGUES
CEFAC POST GRADUATION IN HEALTH AND EDUCATION,
CEFAC, SAO PAULO, BRAZIL, UNICAMP, UNICAMP, CAMPINAS,
BRAZIL, UNIVERSIDADE DE SAO PAULO, UNIVERSIDADE DE
SAO PAULO, BAURU, BRAZIL
Abstract: The lingual frenulum is a small fold of mucous membrane extending from the floor of the mouth to the midline of the underside of the
tongue. Recent studies have reported that the anatomic variations of the
lingual frenulum may be justified by the persistence of midline sublingual
tissue that did not undergo apoptosis during embryonic development, what
may cause tongue movement restriction. In literature studies describing the
histological characteristics of the human lingual frenulum were not found,
except studies on dogs’ lingual frenulum histology. Knowledge of the histology of the lingual frenulum may contribute to differentiating the characteristics of each type of frenulum and to providing information about the
presence of elasticity and the natural process of rupture reported in literature. The aim of this study was to describe the histological characteristics
of human lingual frenulum. For this purpose, a lingual frenulum evaluation
proposed by Marchesan (2010) was administered to 50 children from public schools. 8 children out of 50 had lingual frenulum alterations, being:
4 with anterior fixation; 1 with short frenulum; 1with short frenulum and
anterior fixation and 2 with ankyloglossia. The 8 children underwent lingual
frenectomy where the materials for analysis were taken from. 7-micrometerthick tissues sections were performed. Staining was employed using haematoxylin paired with eosin (H&E), Masson’s trichrome and picrosirius red. The
lingual frenulum had the same constitution of the oral cavity mucosa. The
different types of lingual frenulum had different constitution especially in
relation to the presence of muscle fibers. The frenulum with ankyloglossia
had significant bundles of muscle fibers scattered on the fold mucosa, and
high frequency of collagen type I. The short frenulum also had some muscle
fibers; however, in lower concentration when compared to the frenulum with
ankyloglossia. The anterior frenulum was morphologically similar to the normal frenulum. The short frenulum with anterior fixation also had the same
normal characteristics. The analysis of the histological sections demonstrated that the characteristics of the anterior frenulum and the short frenulum
with anterior fixation were similar to the normal oral mucosa. Fascicles of
striated skeletal muscle fibers and high density of collagen fibers type I were
observed in short frenulum and in frenulum with ankyloglossia.
P177
SWALLOWING DISORDERS IN MYOTONIC DYSTROPHY TYPE 1
EMANUELE GOBBI (1) - ANTONELLO DAMIANI (1) - GIUSEPPE
MARIA ANTONIO ALGIERI (1) - MARIA CRISTINA GORI (1) FLAVIA RUBINI (1) - MAURIZIO CRISPO (1)
UNIONE ITALIANA LOTTA ALLA DISTROFIA MUSCOLARE
ONLUS - SEZIONE LAZIALE, UNIONE ITALIANA LOTTA ALLA
DISTROFIA MUSCOLARE ONLUS - SEZIONE LAZIALE, ROME,
ITALY (1)
Abstract: Introduction: swallowing disorders are common findings regarding
neuromuscolar diseases, particulary in myotonic dystrophy type 1 (DM1).
Aim of this work is to correlate the swallowing disorder to the muscolar
impairment. Materials and methods: 39 patients (mean age 48,15) are
submitted to the clinical evaluation using Muscolar Disability Rating Scale
(MDRS) and Dysphagia Outcome and Severity Scale (DOSS). The study of
the swallowing mechanism was conducted through the standard technique,
using a clinical test of the oral-tongue structures and an endoscopic assessment of the hypopharyngeal-laryngeal structures with a flexible instrument
(FEES). Under endoscopic evaluation, swallowing tests with different thicknesses were conducted, digitally recording the whole procedure. Therefore,
the correlation between MDRS and DOSS have been analysed, along with
the statistical analysis of the critical χ2. Results: 39 patients were included in the study. The totality of the patients was distribuited in a DOSS
level between 6 and 5, while MDRS ranged from 1 to 5. Two patients had
MDRS=1 (DOSS level 6=1; level 5=1), six patients had MDRS=2 (DOSS
level 6=3; level 5=3); nineteen patients had MDRS=3 (DOSS level 6=2;
level 5=17), eleven patients had MDRS=4 (DOSS level 6=1; level 5=10)
and one patient had MDRS=5 (DOSS level 5). The analysis of the critical χ2
revealed a statistically significant correlation between MDRS and DOSS (χ2
critic=27,64>13,28 - p=0,01)
110
Learner Outcomes: correlate the swallowing disorders to the muscolar impairment using the MDRS Scale and the DOSS; plan the study of swallowing
only for the patients who really need it.
P178
SEVERE ACQUIRED BRAIN INJURY AND TRACHEAL CANNULA:
SPEECH THERAPY-PHISIOTHERAPY INTEGRATED APPROACH
ROSSELLA BESSONE (1) - PATRIZIA CANCIALOSI (1)
MELANIA SAFFILA (1) - ANNA MORRA (1) - MAURIZIO
BEATRICI (1)
DEPARTMENT OF THE PHYSICAL MEDICINE AND
REHABILITATION 2, UNIVERSITY OF TURIN HOSPITAL
CORPORATION “CITTÀ DELLA SALUTE E DELLA SCIENZA DI
TORINO”, HOSPITAL UNIT “C.T.O./ M. ADELAIDE”, TURIN (TO),
ITALY (1)
Abstract: The management of the person with severe acquired brain injury
(ABI ) with endotracheal tube (TC) admitted to a tertiary hospital in early
post-acute phase turns out to be complex and involve different areas of
professional competence. This will require an integrated interdisciplinary
approach involving multiple health professionals and that, in addition to the
critical organizational and managerial, provides an opportunity to share and
enhance the language and common knowledge. Central point of interest is
the oro-pharyngeal airway crossroads, inevitably involved in following the
placement of CET, resulting in disorders of the functions of respiration,
phonation and swallowing. Aim of the study - With this work we want to
present a possible way of taking care of the person with ABI and bearer of
tracheal cannula aimed at the joint achievement of the common objectives
speech therapy and physiotherapy-breathing. Methods - After a specific literature search, it was therefore outlined a possible speech therapy and
breathing physiotherapy take charge on daily treatments, each for 30-45
minutes, according with the clinical condition of the patient. The people
involved in this study were all suffering from severe acquired brain injuries
in early post-acute rehabilitation phase and bearers of endotracheal tube.
Results - Those results were recorded: greater attention to the needs of the
person with TC by the entire department staff (even those who do not deal
with him directly); difficulties in interprofessional communication but common perception of better management of the person with endotracheal tube
and enhancement of professional skills of the therapists involved; reduction
(containment) of complications related to TC; restart as soon as possible of
oral nutrition without risk of penetration / aspiration. Conclusions - In conclusion, since the study thus showed the usefulness of a multidisciplinary
management of people with ABI and TC, it is important to continue the
project with expansion of the case studies and the consequent possibility
to get more information for clinical practice and to identify the degree of
appropriateness of integrated speech therapy - breathing physiotherapy approach with this type of patients.
Learner Outcomes: give knowledge of rehabilitative objectives that are in
common and differentiate speech therapy and respiratory-physiotherapy with
people affected by ABI and bearer of tracheal cannula in the early post-acute
phase; give knowledge and evaluate the possibility and advantages/disadvantages of an integrated speech therapy-breathing physiotherapy take charge.
P179
A DYNAMIC VIDEOFLUOROSCOPIC EVALUATION OF DYSPHAGIA
IN PROGRESSIVE NEURODEGENERATIVE DISEASES
SATOKO KASAI (1) - NORIKO NISHIZAWA (1) - ERIKA KUDOU
(2) TOMOKO IIZUMI (1) - KENJI KINOSHITA (1) - FUMIYUKI
SUZUKI (3)
SEIJI KIKUCHI (4)
DEPARTMENT OF COMMUNICATION DISORDERS, SCHOOL OF
PSYCHOLOGICAL SCIENCES, HEALTH SCIENCES UNIVERSITY
OF HOKKAIDO, SAPPORO, JAPAN (1) - DEPARTMENT OF
REHABILITATION, SHINSAPPORO NEUROSURGICAL HOSPITAL,
SAPPORO, JAPAN (2) - DEPARTMENT OF OTOLARYNGOLOGY,
HOKKAIDO MEDICAL CENTER, SAPPORO, JAPAN (3) DEPARTMENT OF NEUROLOGY, HOKKAIDO MEDICAL CENTER,
SAPPORO, JAPAN (4)
Abstract: Introduction and aims of the study: The UC Davis dynamic swallow study (DSS) is an analysis tool for the quantitative measurement of
videofluoroscopy that allows the evaluation of gesture timing, bolus transit
timing and structural displacement in dysphagic patients with reference to
normative values. The authors have undertaken a preliminary test of the
reproducibility of DSS analysis using normal Japanese subjects and confirmed that the normative values reported in the original article are applicable
as a reference in Japanese subjects. Swallowing difficulty is one of the life
threatening complications associated with progressive neurodegenerative
diseases. However, the dynamics of these multi-centric swallowing disorders remain to be fully clarified in quantitative terms. In an attempt to
evaluate the timing and structural displacement of swallowing in patients
with neuromotor dysphagia, dynamic videofluoroscopic analysis was performed. Study design: Prospective observational study. Subjects: Patients with
progressive neurodegenerative diseases who underwent videofluoroscopic
examination of swallowing at Hokkaido Medical Center. The subjects were
divided into three groups according to background disorder; motor neuron
disease (MND), idiopathic Parkinson’s disease (PD) and multiple system
atrophy (MSA). Method: Lateral videofluoroscopic views during command
swallow were recorded on a digital video recorder with a superimposed video
timer. Analysis of timing and structural displacement was made offline in
accordance with the DSS manual1). Parameters listed below were measured and compared to the normative DSS values 2, 3). 1. Bolus transit
time: a. Oropharyngeal transit time: The time between the entrance of the
head of the bolus into the oropharynx and its arrival at the valleculae; b.
Hypopharyngeal transit time: The time between the arrival of the head of
the bolus at the valleculae and the clearance of the tail of the bolus from
the pharyngoesophaeal segment (PES); 2. Timing of airway protection: The
timing of supraglottic closure relative to the arrival of the bolus at the PES;
3. Pharyngeal constriction ratio (PCR): The ratio of the pharyngeal area
at maximum constriction to the pharyngeal area during oral holding of a
small bolus. Results: A significant increase in oropharyngeal transit time
was noted in patients with Parkinson’s disease. Delays in airway closure
were noted in patients with aspiration. The ratio of the pharyngeal area at
maximal constriction to that at full expansion (pharyngeal constriction ratio)
was significantly increased, suggesting pharyngeal weakness during bolus
passage. Conclusions: The findings of the present study were compatible
with the motor disturbances associated with the background disease. The
DSS is thought to be a useful approach for the quantitative analysis of
multi-centric swallowing disorders in neuromotor dysphagia.
P180
CHEWING AND SWALLOWING IN POMPE’S DISEASE AND
MITOCHONDRIAL DISEASE
ZELITA GUEDES (1) - NOEMIA CAROLINE SOUZA (1)
LUIZA TELES BARRETO MENDES (1) - ANA MARIA MARTINS (1)
Abstract: The work with rare diseases as hereditary metabolic disease in
children needs a great knowledge about biochemistry, neurology and also
dysphagia. It is necessary To know well the different diseases and their
characteristics to help the patients in their feeding difficulties
Learner Outcomes: The participant will see that different patients with different diseases have similar feeding difficulties that need specific care.
P181
LINGUAL FRENOTOMY: CHANGES IN SUCKING AND
SWALLOWING
IRENE QUEIROZ MARCHESAN, SLPS; ROBERTA LOPES DE
CASTRO MARTINELLI, SLPS; REINALDO JORDÃO GUSMÃO, ENT
CEFAC, SAO PAULO, BRAZIL, UNIVERSIDADE DE SAO PAULO,
UNIVERSIDADE DE SAO PAULO, BAURU, BRAZIL
Abstract: The World Health Organization (WHO) has recommended exclusive
breastfeeding for 6 months. Breast milk promotes sensory and cognitive
development, and protects the infants against infectious and chronic diseases. Exclusive breastfeeding reduces infant mortality due to common
childhood illnesses such as diarrhea or pneumonia, and helps for a quicker
recovery during illness. Ankyloglossia has been increasingly cited as a cause for breastfeeding difficulties, although with much controversy. Several
studies have suggested an elective conduct, indicating frenotomy, taking
into account maternal complaints and latch-on difficulties. In the literature,
the relationship between frenotomy and the functions of sucking and swallowing is not established. The aim of this work is to identify changes in the
functions of sucking and swallowing in infants after frenotomy. For this a
prospective longitudinal study was carried out on full-term infants of both
genders. The lingual frenulum protocol for infants, proposed by Martinelli et
al (2012) was administered. 12 infants were diagnosed with ankyloglossia,
being 10 males and 2 females. The parents were informed about the need
for frenotomy. An otolaryngologist performed all surgeries, and immediately after frenotomy, infants were breastfed. Mothers reported presence or
absence of pain, as well as possible differences in sucking. After 30 days,
nutritive sucking was re-evaluated using the same protocol. Pre and postsurgical data were statistically analyzed using T Test. Before frenotomy 5
infants had uncoordinated tongue movements, and all 12 infants had tongue cupping and strong sucks during non-nutritive sucking. During nutritive
sucking, 4 infants showed frequent choking due to imprecise coordinating
suck-swallow-breathe functions. Immediately after frenotomy, mothers breastfed their children, and all reported pain absence and appropriated latchon. In the re-evaluation, after 30 days, all mothers reported improvement in
the feeding and sleeping cycles of infants. Post frenotomy data concerning
nutritive sucking demonstrated improvement in the function of sucking. The
4 infants, who had frequent choking, were able to coordinate suck-swallowbreathe functions. It was possible to conclude that the functions of sucking
and swallowing during breastfeeding improved after lingual frenotomy.
P182
MANEUVER FOR VISUALIZATION OF POSTERIOR LINGUAL
FRENULUM IN INFANTS
MARTINELLI ROBERTA, MARCHESAN IRENE
EFAC POST GRADUATION IN HEALTH IN EDUCATION, CEFAC,
SAO PAULO, BRAZIL
Abstract: Differentiating anatomical variations of lingual frenulum requires extensive knowledge of the anatomy of the tongue and the floor of the
mouth. Anatomic alterations of tongue and floor of the mouth may effect
the tongue movements. Evaluating infants requires ability and experience.
The evaluation must be quick, non-invasive, low risk, and must allow identification of possible lingual frenulum interferences with breastfeeding. A
two-part protocol was designed to evaluate the lingual frenulum in infants
(Martinelli et al, 2012). The first part consists of clinical history with specific questions about family history and breastfeeding. The second consists
of the clinical examination including: anatomo-functional, non-nutritive and
nutritive sucking evaluations. Although the protocol was considered an effective tool for assessing and diagnosing lingual frenulum, posterior frenulum was difficult to visualize by elevating the lateral margins of the tongue.
The aim of this work is to describe a maneuver that assists visualization
of posterior lingual frenulum. The lingual frenulum protocol designed by
Martinelli et al (2012) was administered to 100 full-term healthy infants,
aged 30 days. 29 infants had posterior frenulum; consequently, lingual frenulum visualization was not possible by elevating the lateral margins of the
tongue. A new maneuver to assist visualization of posterior lingual frenulum
was performed. The new maneuver consists of two actions: elevating and
pushing back the tongue. The maneuver allows visualization and scoring of
lingual frenulum thickness and attachment to the tongue and to the floor
of the mouth, as proposed in the protocol. Visualizing the lingual frenulum
is essential for a consistent diagnosis. The new maneuver has proven to be
efficient to visualize the posterior lingual frenulum.
Learner Outcomes: The Participant will be able to recognize a maneuver that
assists visualization of posterior lingual frenulum.
P183
RELATIONSHIP BETWEEN THE ANATOMIC CHARACTERISTICS
OF THE LINGUAL FRENULUM AND SUCKING AND
SWALLOWING FUNCTIONS IN INFANTS
ROBERTA MARTINELLI - IRENE MARCHESAN
GIEDRE BERRETIN-FELIX
CEFAC POST GRADUATION IN HEALTH IN EDUCATION,
UNIVERSIDADE DE SAO PAULO, BAURU, BRAZIL
Abstract: Differentiating the anatomical variations of the lingual frenulum
requires extensive knowledge of the anatomy of the tongue and the floor of
the mouth in order to identify whether the findings may compromise the
tongue movements and the orofacial functions. The aim of this study was
to verify whether the anatomical variations of the lingual frenulum interfere
with the sucking and swallowing in full-term infants. A specific protocol
including clinical history, anatomical and functional evaluations was designed and administered to 100 healthy full-term infants. 16 infants had
altered frenulum. By analyzing the data from the 16 infants with lingual
frenulum alteration, it was possible to verify the characteristics that indicate
alteration. In the anatomo-functional evaluation, the indicators were the
tendency of tongue position during crying, the shape of the tip of the tongue
when elevated, and the lingual frenulum attachment to the tongue. In the
non-nutritive sucking evaluation all 16 infants demonstrated uncoordinated
tongue movements. By evaluating nutritive sucking during breastfeeding,
the analysis demonstrated that the infants with frenulum alteration had a
few sucks with long pauses, uncoordinated sucking/swallowing/breathing,
unsystematic or frequent tongue clicking as well as “nipple biting”. The
shape of the tongue when elevated during crying and the lingual frenulum
attachment to the tongue are anatomical characteristics of the lingual frenulum that interfere with the movement of the tongue during non-nutritive
sucking and the rhythm of sucking during breastfeeding. From the results
and the experience of administrating the protocol it was possible to diagnose the anatomical variations of the lingual frenulum that may interfere with
the functions of sucking and swallowing during breastfeeding
Learner Outcomes: The participant will be able to recognize when the anatomical variations of the lingual frenulum interfere with the sucking and
swallowing in full-term infants.
111
P184
RESULTS OF PILOT STUDY: APPLICATION OF “CAREGIVER
MEALTIME AND DYSPHAGIA QUESTIONNAIRE”
VITROTTI LAURA (1) - RAIMONDO SIMONA (2)
BERGAMASCO LAURA (3)
SPEECH AND LANGUAGE PATHOLOGIST, PRESIDIO SANITARIO
AUSILIATRICE FONDAZIONE DON CARLO GNOCCHI ONLUS,
TURIN, ITALY (1) - SPEECH AND LANGUAGE PATHOLOGIST,
CITY OF HEALTH AND SCIENCE OF TURIN, MOLINETTE
HOSPITAL, SERVICE OF OTOLARYNGOLOGY, AUDIOLOGY
AND PHONIATRY., TURIN, ITALY (2) - FULL PROFESSOR OF
EXPERIMENTAL PHYSICS, UNIVERSITY OF STUDY OF TURIN,
TURIN, ITALY (3)
Abstract: Caregivers are key players in the management of patients with
chronic dysphagia: the behavior of family members or caregivers is essential to ensure patient safety and to promote their quality of life. At the
same time, the literature review documents that the lack of compliance of
caregivers with speech therapist’s recommendations may be an important
contribution to the swallowing and feeding problems of the patient with
chronic dysphagia with consequent increased probability of aspiration pneumonia and other sequelae. Following an extensive literature review, useful to
investigate the role of the caregiver in the management of adult dysphagic
patients, the authors selected, translated and adapted to the Italian context the “Caregiver Mealtime and Dysphagia Questionnaire”. The original
questionnaire was developed in 2008 by Colodny to assess the reasons for
caregiver noncompliance with speech therapist’s recommendations (fear of
interfering with the quality of life of the patient, disagreement with the
speech therapist’s recommendations, lack of knowledge). Our questionnaire
was administered to caregivers of 13 patients with chronic dysphagia hospitalized for complications from internal medicine departments of a big hospital in Turin (City of Health and Science of Turin, Molinette Hospital) in order
to investigate compliance and adherence of caregiver at patients’admission
and after exposure to speech therapy counselling. The authors examined
some characteristics of patients and caregivers to establish how they might
possible affect the outcome of therapeutic care. Despite the small size of
the sample, the use of the adaptation of the Italian “Caregiver Mealtime and
Dysphagia Questionnaire” showed: the applicability of the instrument in the
Italian context; the change in the compliance with speech therapist’s recommendations after the counselling (p = 0.001 - the finding is statistically
significant). After counselling there are changes in the score of the three
interpretation factors of questions: quality of life of the patient (p = 0.02),
disagree with speech therapist (p = 5x10-4) and avoidance (p = 0.01); the
influence of some patient’s features on the positive change in the compliance: caregiver of patients with history of aspiration pneumonia are more likely
to listen to the instructions of the clinical (RR= 0,37; 95% CI=0.3-6.7
) showing the protective effect of the disease experience); the influence
of some caregiver’s features in positive change in the compliance: women
have 37% more chance than men to be compliant (95% CI = 0.1 - 0.7) and
caregiver with education of 8 years are more cooperative on the compliance
with feeding guidelines(RR= 1.33; 95% CI= 0.3-5.0). Moreover, even without statistical validity being a parent, especially a mother, seems to be a
protective factor (RR= 0.6; 95% CI= 0.04-7.07). It follows that caregivers
play a key role in the management of patients with chronic dysphagia. They
should be considered active part of the rehabilitation team and an important element for the success of clinical diagnostic and therapeutic workup.
Caregivers’ characteristics and their exposure to speech therapy counseling
can determinate the outcome. This confirms what is reported in the literature and observed in clinical practice.
Learner Outcomes: Raising awareness on the importance of the caregiver
active role in the diagnostic and therapeutic workup of patients with chronic
dysphagia; Providing clinicians with an objective tool to assess the collaboration of caregivers of patients with chronic dysphagia; Emphasizing the
importance of speech therapy counseling in the management of patients
with chronic dysphagia.
P185
USE OF SCALE DRS (DYSPHAGIA RISK SCORE) FOR THE
IDENTIFICATION OF THE DYSPHAGIC PATIENT AT HOME
MONICA PANELLA (1) - MARA MENEGHELLO (1)
BIBIANA ZULBERTI (1) - DENISE TRUISI (2) - LIA RUSCA (1)
MICHELANGELO VALENTI (1)
ASLBI BIELLA, HOSPITAL, BIELLA, ITALY (1) - ASLBI BIELLA,
UNIVERSITY, NOVARA, ITALY (2)
Abstract: Dysphagia is a disorder in the progression of a substance from
the mouth to the stomach. It alters the normal swallowing which is in turn
defined as ‘the ability to engage and substain solid, liquid, gaseous or mixed
substances from the mouth to the stomach. It Recognizes a multifactorial
pathogenesis and should be addressed with the help of different professionals (multidisciplinary team). This disorder can lead to serious consequences on the overall status of the person as the short-term complications
it causes are related to crisis of asphyxia and bronchopneumonia. Where
long-term respiratory problems are concerned these can include reduced
112
nutritional intake, weight loss (cachexia and malnutrition), dehydration and
death. The effect of dysphagia on patient survival (and the length of hospital
stay) alsooccupy an important place. The use of adequate nursing and early
intervention, via a speech pathologist and nutritional specialist, protect the
patient from the risk of malnutrition and aspiration pneumonia.
At the hospital of the ASL BI this has been ongoing for years: the use
of screening procedures for dysphagia are implemented by trained nurses.
These procedures are not available at the place where the access of nursing
of patients with health problems takes place through the ADI (Integrated
Home Care). Due to the increasing call for help and integration of those
involved in the care of dysphagic pcs by the nursing staff and users, it
has been proposed, through a nursing thesis project in collaboration with
(the complex structure of Rehabilitation Medicine and Hygiene Service
Dietetics and Nutrition) to use a DRS system integrated with the NSR scale
(Nutritional Risk Screening) in the potentially dysphagic patient (over 75
years, with neurological disease-GCA or regression or with oncological oral
and / or gastrointestinal tract disturbances). The study is on observational
quantity: a sample of patients at home who occupy the territory of Biella and
whosatisfy the requirements described above.
P186
MEALTIME ASSESSMENT SCALE (MAS)
MARCO GILARDONE (1) - DEBORA VALENTINI (1)
ANTONIO SCHINDLER (2)
CASA DI CURA, DIPARTIMENTO DI SCIENZE NEURO
RIABILITATIVE, CASA DI CURA PRIVATA DEL POLICLINICO,
MILANO, ITALY (1) - CLINICA OTORINOLARINGOIATRICA,
AZIENDA OSPEDALIERA LUIGI SACCO, UNIVERSITÀ DEGLI
STUDI DI MILANO, MILANO, ITALY (2)
Abstract: Swallowing is usually assessed at the beside or in dedicated clinics performing videofluoroscopy (VFS) or fiberoptic endoscopic evaluation
of swallowing (FEES). There are no available tool to assess swallowing in a
more ecological situation, such as during a meal. The aim of the study is
to develop and validate a scale for the evaluation of dysphagia, which can
provide both a qualitative and quantitative assessment of the difficulties of
dysphagic patients during the meal. The tool developed was called Mealtime
Assessment Scale (MAS). The advantage of the MAS relies not only in the
possibility of a more ecological assessment, but also in the possibility to assess a whole meal, lasting longer and including several more swallows than
those assessed during VFS or FEES. Elements such as fatigue or environmental barriers could therefore be analyzed. MATERIALS AND METHODS
The work was divided in several phases: phase 1): item development; phase
2) field testing and item reduction; phase 3) reliability and validity analysis. Items were developed on the basis of other mealtime scales and panel
discussion among dysphagia clinical experts. Field test were performed on
a first sample of 40 dysphagic patients. For phase 3 the scale was administered on a group of 70 non dysphagic patients, and another control
group of 70 dysphagic patients. Fifty patients with dysphagia were observed
simultaneously by two speech therapists for inter-subject reliability analysis. Patients with dysphagia underwent clinical assessment of dysphagia,
scored through the MASA system and the ASHA-NOMS scale. RESULTS
Phase 1: the Mealtime Assessment Scale (MAS) consists of three sections:
preliminary assessment, rheological properties of food and kind of nutrition,
dysphagic symptoms during mealtime. Each section is made-up of a series
of items with a score ranging from 0 (severe difficulty) to 3 (normal). For
each item a brief and clear qualitative description has been given. Phase
2: based on internal consistency values the items of the MAS have been
reduced to 30 (13 for section 1, 4 for section 2, 13 for section 3). Phase 3:
Inter-rater subjective reliability (using the Spearman test) obtained a coefficient greater than 0.7 in all sections (0.85 calculated over the entire scale).
Internal consistency of the scale was 0.805. The MAS scores in dysphagic
and non dysphagic patients were statistical significant on Mann-Whitney
test. A weak yet positive correlation between the MASA system, the ASHANOMS and the MAS was found. CONCLUSIONS The MAS is a promising
tool for dysphagia assessment in an echological context.
P187
QUANTITATIVE INSTRUMENTS FOR SMELL EVALUACION IN
CHILDREN: AN ITEGRATIVE REVIEW
RAISSA GOMES FONSECA MOURA (1) - DANIELE ANDRADE
CUNHA (1) - LUCIANA ÂNGELO BEZERRA (1) - CAROLINA DE
LIMA GUSMÃO GOMES (1) - HILTON JUSTINO SILVA (1)
Abstract: INTRODUCTION: The smell is a chemistry sensory function performed under responsibility of the olfactory system and is extremely important for the living beings survival. To the odors be detected and subsequently broken down it is necessary that the olfactory system is in proper
working order. Otherwise, different methods are used to smell evaluation
in order to quantify these possible difficulties and changes. The smell evaluation in children is usually performed using methods that vary according
to the applicability and eligibility of the instruments used. Moreover, the
used tests haven’t an exclusive use in this population, being the same also
used in other stages of human development. However, it is seen that in
all these phases, the quantitative instruments are most commonly used.
OBJECTIVE: Perform a research at the literature, by systematically way,
the quantitative smell evaluation instruments used in studies with children.
SEARCH STRATEGY: Performed in PUBMED and BIREME at the databases MEDLINE by BIREME, LILACS and SciELO Regional, following the
steps of selecting and reviewing journals found and selected. SELECTION
CRITERIA: Selected original papers related to the theme, performed only in
children, at Portuguese, English and Spanish language. It was excluded studies in other stages of human development, exclusively or concurrently with
the pediatric population; animal studies, literature review articles, essays
and book chapters, unique case articles and editorials. DATA ANALYSIS:
Performed through a cataloging protocol created for this study, including
the following points: author/year, location, population/sample, age, study
purpose, methods and main results. RESULTS: We found 6945 articles
from search for descriptors and free terms. 4634 were excluded by the title,
2175 by the abstract and 87 by full text reading, being 49 articles selected,
in which 34 articles were repeated in databases and therefore 15 articles
were analyzed in this review. CONCLUSIONS: Observed the lack of standardization of instruments used for quantitative smell evaluation in children,
with great variability in the methodology of the tests, thereby diminishing
the effectiveness and reliability of results.
Learner Outcomes: Clarify the importance of performing the quantitative
evaluation of smell in children; Report on the methodological possibilities
of quantitative evaluation of smell in children, Emphasize the need for standardization of quantitative instruments used in the evaluation of smell in
children.
P188
LINGUAL FRENULUM AT THE FIRST MONTHS OF LIFE
MARCHESAN IRENE, MARTINELLI ROBERTA
UNIVERSIDADE DE SAO PAULO, BROTAS, BRAZIL
Abstract: Anatomical variations of the lingual frenulum are a controversial
subject among the different groups of health professionals, and poorly described in the literature. Some authors report that tongue frenulum in newborns connects the apex of the tongue to the base of the mandibular alveolar
process, and during bone development and growth, the lingual frenulum
moves to the central position, on the tongue’s underside midline. For this
reason, these authors believe that the alteration diagnosis should not be
carried out before five years of age. They also state that because of growth,
the frenulum may stretch or be elongated, or undergo a spontaneous rupture. However, the findings in the literature do not correspond to the findings
of clinical practice. Recently, studies have reported that the anatomical
variations of the lingual frenulum are due to embryological remnant of tissue
in the midline between the undersurface of the tongue and the floor of the
mouth. That may explain the variations of lingual frenulum as well as the divergence among the authors. The aim of this work was to compare the development of the lingual frenulum in infants at the 1st and 6th months of life
to observe possible changes. Video recordings of 25 infants of both genders
were taken at the 1st and 6th months of life. Three speech-language pathologists, specialists in orofacial functions, analyzed the videos. Anatomical
aspects of frenulum, thickness, and attachment to the tongue and to the
floor of the mouth were evaluated. 25 infants were evaluated at the first
month of life. Lingual frenulum was visible in only 17 infants. At six months
the infants were re-evaluated. Changes concerning thickness, attachment
to the tongue and to the floor of the mouth did not occur. Although some
authors state that lingual frenulum changes spontaneously, changes concerning thickness, attachment to the tongue and to the floor of the mouth were
not observed between the first and the sixth months of life.
P189
STUDY ON SUCKING IN THE FIRST TWO MONTHS OF LIFE
USING A NEW GENERATION NIPPLE
ELENA GROSSO (1) - ANNA SCARANO (2) - PAOLA CIRAVEGNA
(2) - IRENE VERNERO (1)
CITTÀ DELLA SALUTE E DELLA SCIENZA OF TURIN,
MOLINETTE HOSPITAL, SERVICE OF OTOLARYNGOLOGY,
AUDIOLOGY AND PHONIATRY, CITTÀ DELLA SALUTE E DELLA
SCIENZA OF TURIN, MOLINETTE HOSPITAL, SERVICE OF
OTOLARYNGOLOGY, AUDIOLOGY AND PHONIATRY, TORINO,
ITALY (1) - SLT AT THE UNIVERSITY OF TURIN, SLT AT THE
UNIVERSITY OF TURIN, TORINO, ITALY (2)
Abstract: Background: in recent years the International Scientific
Community has been particularly involved in the study of the newborns’
swallowing physiology both because of the peculiar characteristics of this
function, and of diagnostic and clinical implications for children’s disease.
Aim: the goal of this research is to study a new artificial nipple and compare
the natural with the artificial sucking mechanism as to verify if the characteristics of the latest are really similar to the natural method. Means and
Methods: the researchers have worked on a volunteer sample of 32 healthy
bottle-fed infants aged from 30 to 80 days, and a volunteer sample of 18
healthy breast-fed infants from 18 to 84 days. The feeding was recorded
on a video-camera and evaluated through clinical observation taking into
consideration fluency, attachment, rhythm, sucking-swallowing-breathing
coordination, wellness, fatigue, feeding time and sucking efficiency (flow
rate). Finally a questionnaire was proposed to families in order to compare
their remarks with the clinical evaluation. Results: as a result the milk intake and the duration of breast- and bottle-feeding were as follows: 111.72 ±
46.12 ml and 113.036 ± 45.120 ml, 15.06 ± 6.08 min and 11.36 ±4.06
min, in breast- and bottle-feeding, respectively. The flow rate with the new
nipple resulted similar to the breast-feeding rate (breast-fed infants: 8.57
± 5.78 ml/min; bottle-fed infants: 10.19 ± 4.39 ml/min). Analyzing the
questionnaires, it was found that the most parents’ opinions agreed with
the clinical evaluation (90% about breast-fed infants, 85% about bottle-fed
infants). Intra- and inter-subjective validity for both groups resulted higher
than 0.8, on the statistical K of Kohen basis, which indicates good intraand inter-subjective reliability. Conclusion: the mean flow rate was compared with other clinical studies: it turned out similar to the data of former
research in breast-fed infants (8.57 ± 5.78 ml / min; M. Taki et al. 2008:
6.6 ± 3.5 ml/min), while in the experimental group it turned out lower and
more similar to breast-feeding (10.19 ± 4.399 ml / min; study M. Taki et al.
2008: 16.9 ± 5.2 ml / min). Therefore lower flow rate with the new nipple,
compared with other nipple units, appears more similar to breast-feeding,
as a possible consequence of the lower milk flow. The infant is compelled to
suck in a more active way, with greater involvement of the oral musculature,
as he is in breast-feeding.
Learner Outcomes: discriminate physiological sucking patterns in breastand bottle-feeding in the first six month of life; compare physiological sucking with a new generation bottle and breast-feeding.
P190
DYSPHAGIA IN SEVERE ACQUIRED BRAIN INJURY AND
SPINAL CORD INJURY PATIENTS FROM ACUTE PHASE: A
THERAPEUTIC PATH PURPOSE
PATRIZIA CANCIALOSI (1) - ROSSELLA BESSONE (1) - MELANIA
SAFFILA (2) - NADIA AFFILASTRO (1) - GIOVANNA BALLÌ (2) ANGELA LUCIA FOGLIATO (2) - MAURIZIO BEATRICI (2)
DEPARTMENT OF THE PHYSICAL MEDICINE AND
REHABILITATION 2, UNIVERSITY OF TURIN HOSPITAL
TORINO”, HOSPITAL UNIT “C.T.O./ M. ADELAIDE”, TURIN,
ITALY (1) - DEPARTMENT OF THE PHYSICAL MEDICINE
AND REHABILITATION 2, UNIVERSITY OF TURIN HOSPITAL
TORINO”, HOSPITAL UNIT “C.T.O./ M. ADELAIDE”, TURIN (TO),
ITALY (2)
Abstract: Introduction: The Diagnostic Therapeutic Welfare Path of the dysphagic patient in the CTO-M.Adelaide Hospital of Turin’s Hospital “AOU
Città della Salute e della Scienza di Torino” provides an early speech therapy take in charge for patients with severe Acquired Brain Injuries (ABI),
polytrauma, spinal cord injuries and burns, but with a greater percentage
of patients with ABI and spinal cord injuries. Aim of the study: Since the
management of dysphagia in Spinal Cord Injuries is a topic that is still
not very well known nor developed, with this work we want to provide on
the one hand the speech therapy rehabilitation of the dysphagic patient,
differentiated for pathology (ABI and spinal cord injury) and on the other
hand we intend to emphasize the common and the distinctive elements,
to highlight the special features and a consequent improvement in clinical
practice.Methods:After some brief definitions, we proceed to the description
of the Diagnostic Therapeutic Path of the dysphagic person, both with and
without tracheal cannula, and to the interdisciplinary management, inserting two paths of specific care for the patient with ABI and the one with
spinal cord injury. Regarding the patient with ABI, both the assessment
and the rehabilitation treatment must necessarily take into account and
adjust the performance and responsiveness of fluctuating degree of patient
cooperation, both within the single session than during the whole rehabilitation process, with crossing phases of minimal responsiveness, agitation
and space-time disorientation, as it is possible to see in the scale Levels of
Cognitive Functioning (LCF, Hagen 1979). As for patients with spinal cord
injury, it is essential to take into account the speech therapy implications
related to this pathology, which consist essentially in dysphagic or voice
disorders, due to the narrow and often variables reports that the adjacent
anatomical structures have with the cervical spine. Results: From a literature search and a several years experience, emerges much more an urgent
need to describe an interdisciplinary treatment path, which is scientifically
valid and provides theoretical basis to support the clinical management of
dysphagia in spinal cord injuries, as evidenced by a comparison with the
ABI, bringing a significant data collection of both diseases. Conclusion: In
conclusion, we believe that a comparison of the management of dysphagic
patients with two different pathologies may give useful and meaningful elements to identify the best clinical practice, and especially to “health gain”
to the patient and improve his quality of life
113
Learner Outcomes: to Give knowledge of the main characteristics of dysphagia in spinal cord injury and severe acquired brain injury; to Give knowledge
of the management of logopedic issues for the patient with brain injury and
/ or spinal cord injury, recognizing the clinical signs, identifying the most
appropriate rehabilitative techniques to prevent possible complications;to
Provide the main team management strategies for dysphagic people with
these two diseases.
P191
INTERDISCIPLINARY MEDICAL AND NO MEDICAL APPROACH
TO THE DYSFAGIC PATIENT. WHEN THE RIABILITATION ENTER
IN THE HOSPITAL’S KITCHEN: BIELLA’S EXPERIENCE
MENEGHELLO MARA
ASLBI BIELLA, HOSPITAL, BIELLA, ITALY
Abstract: In interdisciplinary approach to the dysphagic patient the role/intervention of the rehabilitation team begins with extraoral preparatory phase
namely with all the modifications of texture, viscosity, temperature, homogeneity, appetizing quality/ appetizing characteristics and volume of bolus
that will be introduced in the oral cavity (Schindler 2001). Building a research team on dysphagia in order to pinpoint the specific course of diagnosis
and intervention on hospitalized dysphagic patients, a review of hospital
menu and an applications of the phase 1 and 2 and sharing of results with
medical and non-medical staff
Learner Outcomes: Making of an interdisciplinary team in direct interaction
with kitchen staff, definition of new diets with appetizing products and right
texture which were pinpointed by speech therapist especially for dysphagic patient; Sharing of the process and the way of treatment of dysphagic
patient, involvement of nursing staff in guaranteeing the safe treatment of
dysphagic patient by monitoring new diets
P192
INTEGRATION BETWEEN CLINICAL AND INSTRUMENTAL
EVALUATION IN PEDIATRIC DYSPHAGIA: EXPERIENCE IN A
URBAN TERTIARY CARE HOSPITAL OF TURIN
ELENA GROSSO (1) - ELENA FAVERO (1) - ELSA JULIANI (2)
DEBORAH BONELLI (1) - ANTONIO SCHINDLER (3)
OSKAR SCHINDLER (1) - ROBERTO ALBERA (1)
SERVICE OF OTOLARYNGOLOGY, AUDIOLOGY AND
PHONIATRICS, CITTÀ DELLA SALUTE E DELLA SCIENZA OF
TURIN, MOLINETTE HOSPITAL, TURIN, ITALY (1) - SERVICE
OF RADIOLOGY, CITTÀ DELLA SALUTE E DELLA SCIENZA
OF TURIN, MOLINETTE HOSPITAL, TURIN, ITALY (2) DEPARTMENT OF OTOLARYNGOLOGY, SACCO HOSPITAL,
MILAN, ITALY (3)
Abstract: Introduction: Pediatric swallowing is a complex process that involves several anatomic structures and physiological functions; thus, swallowing
and feeding assessment require a clinical and instrumental evaluation that
can examine all the swallowing process in its highly complex and integrated
systems and functions. Pediatric swallowing assessment begins with clinical
examination; then, if it is necessary, an instrumental analysis can integrate
the assessment. The instrumental methods used for evaluating swallowing
function, include fiberoptic endoscopic examination of swallowing (FEES)
and videofluorographic swallow study (VFG). The instrumental assessment
of swallowing might answer specific diagnostic questions arising from clinical evaluation; integration between clinical and instrumental evaluation allows to establish a precise management and it guides therapeutic decisions,
particularly in pediatric population with feeding and swallowing problems.
Aim: Aim of the study is to provide a retrospective epidemiological analysis
on our pediatric dysphagic patients and to show diagnostic and therapeutic
decisions in the management of these patients. We also would like to explain the criteria we used to decide when VFG is necessary after clinical and
FEES evaluation, on the basis of radiological risk in children. Methods: The
epidemiological analysis relies on descriptive statistics of two separate populations: 1) 554 pediatric patients with swallowing and feeding disorders
evaluated through VFG in a urban tertiary care Hospital of Turin in a 11-year
period; 2) 596 pediatric patients, with swallowing and feeding disorders, assessed jointly by clinical and instrumental examinations in the Phoniatrics
Clinic of the same hospital over a six years period. Results: Diagnostic categories were: neurologic impairment (69%), cranial-facial anomalies (10%),
cardiorespiratory problem (6%), behavioral impairment (13%), gastrointestinal problem (2%). Children’s feeding was: oral (60%), enteral (32%) and
both oral and enteral (8%). After clinical and instrumental swallowing evaluation, feeding indication was oral feeding (54%), enteral feeding (30%),
both oral and enteral feeding (16 %). As a result a speech pathology rehabilitation was prescribed (79%) - except for severe pathologies. Discussion:
The analyzed data considered: 1) diagnostic methods used for identification
and assessment of feeding and swallowing disorders on the basis of integration between clinical and instrumental evaluation results and 2) detection
of radiation dose during VFG – achieved using probes. A compared VFG/
Head CT Scan Dosimetric detection study further supported the diagnostic
decisions to restrict VFG to selected children. In infants and young children
VFG is indicated only when closely necessary to add information which is
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unachievable from clinical and FEES evaluation: the youngest the children
are, the highest radiation dose they absorb.
Learner Outcomes: to provide an epidemiological survey about our pediatric
dysphagic patients; to explain diagnostic and therapeutic decisions in the
management of pediatric dysphagia, in our experience, in particular about
integration between clinical and instrumental evaluation; to explain when
we choose to prescribe VFG; to provide data about dosimetric detection in
infants and children that have been studied with VFG.
P193
CLINICAL PROGNOSTIC INDICATORS OF SWALLOWING
FUNCTIONAL OUTCOME FOLLOWING PROLONGED
OROTRACHEAL INTUBATION
DANIELLE MORAES (1) - CLAUDIA REGINA ANDRADE (2)
HOSPITAL DAS CLINICAS, SCHOOL OF MEDICINE, UNIVERSITY
OF SÃO PAULO, SÃO PAULO, BRAZIL (1) - SCHOOL OF
MEDICINE,, UNIVERSITY OF SÃO PAULO, SÃO PAULO, BRAZIL
(2)
Abstract: To determine prognostic indicators of swallowing functional outcomes in patients submitted to prolonged orotracheal intubation (OTI). The
prognostic factors analyzed for 148 patients submitted to prolonged OTI
included dysphagia severity rate at the initial swallowing assessment and
at dysphagia resolution/hospital discharge, time to initiate oral feeding,
amount of individual treatment, number of orotracheal intubation, intubation time and length of hospital stay. Patients were divided in two groups
according to age: GI – 18 to 54 years and GII ≥ 55 years. Correlation analysis, linear regression and descriptive statistics were used to analyze these
variables. The variable that had prognostic value and had an influence on
the swallowing functional outcome at hospital discharge was the classification of dysphagia severity rate at the first swallowing assessment for both
age groups. The results of the study also indicated a trend to significance
regarding the time to initiate oral feeding, suggesting that younger adults
initiated oral feeding earlier. Studies of prognostic indicators in different
populations with dysphagia can contribute to the design of more effective
procedures when evaluating, treating, and monitoring individuals with this
type of disorder. Additionally, this study stresses the importance of the initial assessment ratings.
Learner Outcomes: know that the swallowing functional level at admission
is a significant prognostic indicator of good swallowing outcome at hospital
setting; to know the perspectives of the SLP treatment for orotracheal intubation patients at hospital settings; to observe the age differences regarding the deglutition recovery process, indicating that younger adults have a
better chance of reaching good swallowing outcome at hospital discharge;
to understand the importance of measuring indicators for the rehabilitative
process management;
P194
DYSPHAGIA IN CHILDREN WITH SEVERE MALFORMATION,
NEUROLOGIC IMPAIRMENT OR GENETIC DISEASES
ZELITA GUEDES (1)
Abstract: Dysphagia is a common manifestation in patients with severe
malformation, neurologic impairment or genetic diseases. To classify the
type of dysphagia in a group of patients with genetic syndromes and cleft
palate; neurologic diseases and Inborn Error of Metabolism as Pierre Robin
syndrome, disease of Van der Woud, Apert, Crouzon, Schpritzen, Goldenhar,
Holoprosencephaly, Möbius Syndrome, Cerebral Palsy, Dandy Walker and
Muchopolysacharidosis. Near 77 male and female patients with ages between 3 months and 18 years were evaluated as to swallowing according to
Shepard (1991) scale. The research was conducted under the principles of
the Declaration of Helsinki and was approved by an institutional ethics review board. We used feeding-bottle, spoon and cup as utensils. The patients
received water, pasty meal and hard bread to eat depending on their possibility. They were evaluated by a speech and myofunctional pathologist in a
Public Hospital at São Paulo, Brazil. The resulting classification was 19,4%
I; 3,89% II; 19,4% III; 22% IV; 19,4% V; 15,5% VI. Many patients had to
change the food consistency because they had choked and coughed during
the swallowing and/or had had numerous pneumonias according to clinical
history. Some patients had only to correct the posture and the utensils and
others had to change the nourishment via from oral to enteric, by means
of gastrostomy. It is necessary to evaluate the patients ‘chewing and swallowing abilities in order to provide their parents with adequate counseling.
Learner Outcomes: The participants will see that this scale of dysphagia is a
secured tool to evaluate children with different diseases and it is possible to
guide the parents with facility because they understand the topics of the scale.
P195
FUNCTIONAL OUTCOMES OF SWALLOWING REHABILITATION
IN HEAD AND NECK CANCER PATIENTS. A RETROSPECTIVE
EVALUATION.
LAURA OMEGNA (1) - GIULIA GINTOLI (2) - SILVIA ROSSO (3) GISELLA GHIGO (3) - PATRIZIA STENI (3)
ASL TORINO1, MARTINI HOSPITAL, TURIN, ITALY (1) - ORDINE
MAURIZIANO, HOSPITAL, TURIN, ITALY (2) - ASL TO1,
HOSPITAL MARTINI, TURIN, ITALY (3)
Abstract: Swallowing disorders are a frequent complication in patients with
head and neck cancer. Dysphagia may cause nutritional risks, affect survival
in case of aspiration pneumonia and impact on the patient’s quality of life.
Swallowing disorders are related to both the surgical approach and the removed tissue. The swallowing rehabilitation after surgery of the upper aerodigestive tract is facilitated by the onset of compensatory attitudes: residual
structures must develop vicarious functions. Many studies show how radiotherapy and chemotherapy adversely impact on swallowing abilities, especially during the oral and pharyngeal phases. Studies emphasize the need
of early rehabilitation and the presence of the SLP in the multidisciplinary
team. At present however studies on the organization, procedure and duration of speech therapy in patients undergoing head and neck surgery are
extremely limited. Aim - This study aims at describing some demographics
and clinical characteristics of head and neck cancer patients. Timing, frequency and duration of SLP therapy for dysphagia after surgery were recorded, along with the outcome of swallowing functions at hospital discharge,
and at the end of outpatient rehabilitation. Methods - The study was based
on head neck cancer patients who, between 01/01/2009 and 31/12/2012,
underwent surgery at the ENT Department of the Martini Hospital in Turin,
and who were treated for dysphagia by the SLP of the same hospital. Data
include: gender, age, kind of surgery, number of patients receiving radiotherapy, time elapsed between the surgery and the first speech therapy
assessment, number of sessions delivered during hospitalization, number
of patients who continued in day hospital. Outcomes were measured with
ASHA NOMS scale. Results-The sample is of 88 patients. The mean age
62.6 years. 76.14% are men.The surgeries are so represented: mouth and
oropharynx surgery 22.73%, 35.23% surgery of the oral cavity, larynx surgery 34.1%, 7.95% other surgery. The time interval between surgery and
the first assessment of speech therapy is an average of 9.9 days. Number of
speech therapy sessions provided during hospitalization: average 10.2. At
the first SLP assessment 95.45% of patients fed enterally, After surgery, 85
.23% of the patients had a level 1 scale ASHA NOMS and the 3.41% level
4. At the discharges 72.73% of patients had resumed feeding by mouth,
15.91% retained enteral nutrition, 10.22% had a mixed feeding. The
6.82% of patients were at level 1, while patients with a score greater than
or equal to 4 were the 71.58%. 40 patients (45.45%) continued treatment
as outpatients. 10 average paid sessions. For 19 patients swallowing functionality was monitored during radiotherapy. In 68.42% of cases there is a
deterioration. After radiotherapy, patients continued treatment and speech
therapy and for 15 (78.95%) there was a recovery of swallowing function
Conclusions - Good levels of outcome of swallowing functionality after SLP
treatment are seen in the sample. Patients undergoing partial laryngectomy
mouth and oropharynx surgery require extensive rehabilitation and present a
greater workload for the speech therapist. We can see a correlation between
radiation therapy and severity of dysphagia.
Learner Outcomes: Illustrate timing, frequency and duration of speech therapy treatment for dysphagia after surgery in head and neck cancer patients
and describe the outcome of swallowing functions; Through the elaboration
of collected data, describe the clinical and welfare characteristics of the
patients who were examined and their rehabilitation needs; Stimulate the
programming of rehabilitation intervention proposals studied on specific
clinical target
P196
OROPHARYNGEAL DYSPHAGIA IN PATIENTS AFFECTED
BY HEAD AND NECK CANCER UNDERGOING COMBINED
RADIOTHERAPY, CHEMIOTHERAPY AND SURGICAL
TREATMENT
VALENTINA BONSANGUE (1) - CHIARA DI PEDE (1) - ANTONIO
FRIZZIERO (1) - STEFANO MASIERO (1)
MEDICINA FISICA E RIABILITATIVA, UNIVERSITÀ DEGLI STUDI
DI PADOVA, PADOVA, ITALY (1)
Abstract: Introduction: Many patients affected by head and neck cancer undergo chemoradiation treatment, often associated with surgical treatment,
and may present clinical features of oropharyngeal dysphagia (OD). The pathophysiological dysfunction responsible for the onset of dysphagia can be:
muscles, skin, salivary glands and connective tissue fibrosis, oral, pharyngeal and laryngeal hypoaesthesia due to damage of the peripheral nervous
system. The aim of this retrospective study was to evaluate the characteristics, the timing of onset of OD in patients treated with radiotherapy for
head and neck cancer. Materials and Methods: We recruited 47 outpatients
(34 males and 13 females, mean age at diagnosis of cancer 59.3 years)
with head and neck cancer between 2004 and 2010. Subjects received a
fullcourse of three-dimensional conformal radiotherapy (3DCRT, an average
of 30 sessions, mean dose 60 Gy); 18 patients underwent radical surgery
and then adjuvant radiotherapy (Group 1), 11 patients underwent radical
surgery followed by chemoradiotherapy (Group 2), 9 patients received radiotherapy alone (Group 3) and 9 patients were treated with chemoradiotherapy. (Group 4). Patients had cancer of the hypopharynx/larynx (n= 15;
33%), oropharynx (n=14; 30%), nasopharynx (n =6; 13%), oral cavity (n=
5; 10%), salivary glands (n= 3; 6%), esophagus (n=2; 4%), lateral cervical
localizations of lymphomas (n=2; 4%). All patients received videofluoroscopy and/or flexible endoscopic evaluation of swallowing; dysphagia severity was scored through Dysphagia Outcome Severity Scale (DOSS). Results:
Instrumental evaluation highlighted oral phase impairment including reduced lingual range of motion and strength with altered bolus formation and
transport; pharyngeal phase was also altered with impaired tongue posterior base movement, impaired velopharyngeal closure, delayed triggering of
the pharyngeal swallow, reduced pharyngeal contraction, reduced laryngeal
elevation, reduced cricopharyngeal opening and visible cricopharyngeal bar
with impaired bolus clearance and aspiration. Acute OD (soon after radiotherapy) occurred in 13 patients (28%); OD appeared within 1 year in 12
subjects (24%), while it occurred after 10 years in 22 patients (48%).
Twentythree patients (50%) presented mild OD (DOSS 5); 8 patients (17%)
presented moderate OD (DOSS 3); 15 patients (33%) had gastrostomy or
jejunostomy for nutrition (DOSS 1). Nineteen patients (39%) complained
of OD for all consistencies, 15 (33%) for solid foods, 8 (17%) for fluids, 5
(11%) for fluids and solids. In particular, patients who maintained adequate
oral nutrition were respectively: 66% in group 1, 54% in group 2, 44% in
group 3, 11% in group 4. Patients who needed non oral feeding were: 22%
in group 1, 27% in group 2, 33% in group 3, 66% in group 4. Conclusions:
Radiotherapy alone or in combination with chemotherapy and surgical treatment can have a major impact on swallowing function in patients affected
by head and neck cancer. OD can occur early or long after completion of
radiotherapy. Future studies are needed to determine optimal radiotherapy
regimens to minimize structural damages; further it would be desirable to
take charge patients early, monitor them and examine efficacy of swallow
exercise programs on a long-term basis.
P197
MULTIDISCIPLINARY EVALUATION OF AGE-RELATED
SWALLOWING DISORDERS BY ENDOSCOPIC, FLUOROGRAPHIC
AND MANOMETRIC STUDIES
KAORI NISHIKUBO (1) - MASAMITSU HYODO (2)
TAKANOKO, HOSPITAL, MATSUYAMA-CITY,EHIME-KEN, JAPAN
(1) - KOCHI UNIVERSITY MEDICAL SCHOOL, UNIVERSITY,
NANKOKU-CITY,KOCHI-KEN, JAPAN (2)
Abstract: Swallowing disorders are common in the elderly and may lead to
progressive worsening of mobility, decrease of quality of life, and higher risk
of mortality. The aim of this study is to evaluate swallowing functions in the
healthy elderly subjects with a combination of videoendoscopic, videofluorographic, and manometric examinations and compare with those in young
adults. Sixty-two elderly healthy volunteers (13 males and 49 females, range: 60-87 years, mean 68.2 years) and 8 young healthy volunteers (2 males
and 6 females, range: 21-32 years, mean 24.3 years) were enrolled in this
study. The subjects were classified into three groups (young adult group,
60-70 years group, and >70 years group). None of them had histories of
cerebrovascular accidents, neuromuscular diseases, or any other diseases
which may affect swallowing function. Multidisciplinary evaluation was
used to obtain quantitative and objective data of swallow function. Aging
was associated with a significant delay of pharyngeal swallowing reflex,
and decrease of pharyngeal clearance, increase of laryngeal elevation delay
time (LEDT) and pharyngeal transition time (PTT), decrease of degree of
laryngeal elevation (%LE) and significant decrease of glottal closure reflex.
Insufficient opening of the upper esophageal sphincter (UES) and lengthened UES zone were observed in 19% and 21% of the subjects, respectively.
In conclusion, the present study indicated a delay of initiation of pharyngeal
swallowing reflex and malfunctions of the muscles related to swallowing,
especially of the cricopharyngeal muscle in the elderly.
Learner Outcomes: know the effect of aging on the swallowing function in
elderly ; understand the mechanism of dysphagia in elderly patient; recommend the prevention method of swallowing disorders by aging.
P198
A DEVICE FOR QUANTITATIVE EVALUATION OF CHEEK FORCE
Marchesan Irene (1) - Berbert Monalise (2)
Thomas Carlos (2) - Marczak Rogério (2)
(1) CEFAC Health and Education Pos Graduation, CEFAC
Health and Education Pos Graduation, São Paulo,
Brazil, (2) University Federal University of Rio
Grande do Sul, Hospital University of Rio Grande do
Sul, Porto Alegre, Brazil
Abstract: Inadequate force of the cheeks may compromise the tooth positioning and functions such as chewing, swallowing and contribute to aesthetic deformities on the face in humans (D’Andrea and Barbaix, 2006). In
115
clinical speech-language pathology practice, cheeks force is usually evaluated qualitatively. Perception and practical experience are used to classify
them. This paper aims to present a new method for the quantitative evaluation of the cheeks force in humans. The development of the prototype was
based on the principles and tools of Production Engineering Products. QFD
(Quality Function Deployment - Quality Function Deployment) is a tool that
aims to transform the customers’ needs or technical requirements into product development (Govers, 1996; Carnevalli et al., 2004). Five individuals
were evaluated, ranging between 18 and 35 years old, males, normal with
regard to the cheeks force by a perceptual evaluation. The average values
of the average force was 5,64 N and the maximum force was 7,76 N. The
subjects evaluated demonstrated force values with coefficient of variation
considered low (11%). Quantitative evaluation can reduces the subjectivity
and increases the probability of proper diagnosis of the cheeks force, especially in cases of slight changes in force, and moreover it is more sensitive
for detecting small differences in strength observed with the progression
of disease or therapy.The cheek force was quantitatively evaluated through
the device developed (which is still in testing phase) and further studies
are planned.This device might contribute to the completion the diagnosis
process and treatment of changes the structure in question.
Learner outcomes: The Participant will be able to: 1. Understand a new
method for the quantitative evaluation of the cheeks force in humans. 2.
know the process of developing of the new equipment for health 3. know the
characteristic of the cheeks force.
P199
HYOLARYNGEAL MUSCLE ACTIVATION DURING TWO
REHABILITATIVE DYSPHAGIA EXERCISES
CHRISTOPHER WATTS (1)
DEPT. OF COMMUNICATION SCIENCES & DISORDERS, TEXAS
CHRISTIAN UNIVERSITY, FORT WORTH, UNITED STATES (1)
Abstract: The purpose of this study was to investigate the effects of a new
resistance-based chin-to-chest exercise (CtC) on measures of hyolaryngeal
muscle activation compared to a head-lift exercise. A group of normal (without dysphagia) young females (N=20) without history of dysphagia, cervical spine conditions, neurological disease, or head/neck cancer (mean age =
22.5) were counterbalanced into two groups where they performed the CtC
exercise first followed by the head-lift exercise, or vice-versa. The CtC exercise required jaw opening into a semi-rigid chin brace secured against the
upper torso for a duration of 10 seconds. The isometric head-lift exercise
required lifting and holding the head from a supine position for 10 seconds.
The degree to which each exercise activated the suprahyoid muscles was
measured using submental surface electromyography (sEMG). Dependent
variables included the peak microvolts (µV) during 10 seconds of sustained contraction and the difference in µV from rest to peak contraction for
each exercise. Results indicated that activation in the submental hyolaryngeal musculature as measured via sEMG was significantly greater when
participants performed the CtC exercise compared to the head-lift exercise.
Measures of peak µV during contraction were significantly greater for CtC
(t=10.72, p<.001) compared to the head-lift exercise, and difference measures in µV calculated between rest and contraction for each exercise revealed a two-fold increase in hyolaryngeal muscular activation for CtC (t=8.27,
p<.001). Results support the need for further investigations to determine if
the CtC exercise has a positive effect as a rehabilitative exercise for clinical
populations with dysphagia secondary to UES dysfunction where hyolaryngeal excursion is an underlying physiological impairment.
Learner Outcomes: Participants will be able to identify submental muscles
involved in hyolaryngeal excursion during swallowing, Participants will be
able to describe the utility of sEMG for measuring muscular activity during
swallowing;Participants will be able to describe the procedures of the headlift exercise for dysphagia and the CtC exercise.
P200
EARLY SPEECH THERAPY INTERVENTION FOR PRESCHOOL
CHILDREN IN BILINGUAL ENVIRONMENTS
CHIERI KATO (1)
THE JAPAN SOCIETY OF LOGOPEDICS AND PHONIATRICS,THE
JAPANESE ASSOSIATION OF SPEECH-LANGUAGE-HEARING
THERAPISTS, I AM NOT AFFILIATED TO ANY PARTICULAR
HOSPITAL OR UNIVERSITY, MAINZ, GERMANY (1)
Abstract: When children live in places where different languages are spoken in and outside their homes, they must learn both their mother tongue and the foreign language. Although there are few cases where speech
therapy is provided for foreign children living in Japan, early interventions
are available for children of immigrants in Germany. In Mainz, 7 Japanese
children (3-7years old) underwent this intervention. Of these, four had problems with pronunciation and/or grammar. Here I report the case of one of
these children whose speech and understanding were improved. Speech
therapy expanded the range of activity for this child and gave her the courage to communicate. A 3-year-old girl of Japanese nationality was living
in Mainz, Germany since the age of 14 months. Her mother tongue was
Japanese. Since the age of 2 years and 9 months, she attended kindergarten
116
in Germany, where she was required to speak German. To maintain her language skills in Japanese, she participated in a Japanese playgroup once
every 2 weeks and communicated with her grandparents living in Japan
once a week through Skype. Although she could speak Japanese fluently,
she could only speak simple German sentences and resorted to nonverbal
communication in kindergarten. She commenced her weekly speech therapy
with a German therapist when she was 3 years and 8 months old. After 20
speech therapy sessions (7 months), including encouragement of utterance
through play, activities to increase the power of understanding and sentence
building through games, spontaneous conversations were possible and her
understanding was improved. At home, her parents were advised to avoid
close-ended (yes/no) questions and use open-ended questions in German.
Later, she was able to describe her experience at kindergarten as ‘I am
feeling better gradually ’ and told her parents, ‘I would like to take lessons
in ballet’. Her ability to speak in her Japanese dialect remained consistent.
When mastering a foreign language at a young age, intervention by speech
therapy may be effective in motivating, improving communication and increasing the sphere of involvement in various activities. I wish to implement
such speech therapy interventions for children of foreign parents in Japan.
Learner Outcomes: The participant will learn details of a case of a bilingual
Japanese child learning the German language, will understand the effectiveness of speech therapy in this case and realize the importance of early speech
therapy for preschool children living in bilingual or multilingual environments.
P201
MULTILINGUAL CHILDREN IN SPEECH THERAPY SERVICES IN
PIEDMONT
GIULIA GIUNTOLI (1) - IRENE VERNERO (2)
DEPARTMENT OF REEDUCATION AND FUCTIONAL
REHABILITATION OF MARTINI HOSPITAL IN TURIN., HOSPITAL,
TURIN, ITALY (1) - UNIVERSITY OF TURIN,, UNIVERSITY,
TURIN, ITALY (2)
Abstract: Multilingualism is nowadays very frequent in Italy, traditionally
considered as a monoculture Country from the official culture. In Italy foreign residents represent about 6,3% of the population; Multilingual Affairs
Committee of the IALP has developped Guidelines for working with children
with language diseases in different Communities but they are not yet wellknown enough. It could be difficult to establish, in a speech therapy assessment, if a child has got a language or communication pathology, rather than
social and educational shortage concerning different or minority languages.
The purpose of this study is to investigate the knowledge, the behavior and
the strategies of speech therapists who are taking care of foreigner’s sons; the
Italian speech therapist can’t choose formal materials for the assessment,
standardized testing are not available in all languages, so he has only some
surveys about lexical and comprehension competences to use. We have create
a survey to investigate the real situation of our Region, the Piedmont. The
survey has been send to SLT and phoniatricians of our Region, in children
SLT centres. 100 Surveys sended; 45 received; 12 of them come from speech therapist who are not working with multilingual people.Language and
learning diseases are the most frequent troubles, and also deafness, autism
and dysphagia; the 20% of cases uses a cultural mediator-trainer.The 48% of
SLT uses a bilingual parent to communicate with children.In the assessment
the 33% of SLT don’t use children mother tongue, because they have not any
tools, in the other cases they made just counseling and conversations with
foreigner families. The new Italian cultural context with emergent cultures
and new values imposes to health professionals and to SLT, in particular, to
consider difficulties that are in different linguistic cultures.
Learner Outcomes: Knowing and identifying piedmont SLT perspective on
this subject; Identify and make some proposals to ALP about IALP Guidelines
and new points of view on education and multilingualism; Reflecting on future directions on the Italian SLT for bilingual and multilingual children.
P202
TEAMING ACROSS CULTURES: PROGRAM DEVELOPMENT FOR
MEXICAN CHILDREN WITH DISABILITIES
T. ROSARIO ROMAN (1) - SANDRA NETTLETON (2) - MARIA
GUADALUPE MARENTES (2)
BILINGUAL MULTICULTURAL SERVICES, INC, PRIVATE
PRACTICE, ALBUQUERQUE, - (1) - UNIVERSITY OF NEW
MEXICO, UNIVERSITY, ALBUQUERQUE, UNITED STATES (2)
Abstract: Speech-Language Pathologists (SLPs) and Occupational Therapists
(OTs) in the United States are increasingly serving culturally and linguistically diverse (CLD) populations. This poster displays how the International
Classification of Functioning-Youth Version has been used across disciplines
to implement culturally responsive services to Mexican families while taking
into account beliefs and values.
Learner Outcomes: Recognize participants’ rights as well as language, motor, sensory and cultural differences; Identify the ways that restrictions in
activities and contextual factors influence children’s participation in life
activities; Design multidisciplinary interventions that address children’s unique needs for participation in family and school environments.
P203
FEAUTURES OF SOCIOCULTURAL ADAPTATION OF YOUNGER
SCHOOL-AGED CHIL-DREN BROUGHT UP IN BILINGUAL
MIGRANT FAMILIES
IRINA BUCHILOVA (1) - TARLAN ALIYEVA (1)
CHEREPOVETS STATE UNIVERSITY, INSTITUTE OF PEDAGOGY
AND PSYCHOLOGY, CHEREPOVETS, RUSSIAN FEDERATION (1)
Abstract: In contemporary science there are different approaches to understanding of essence bilingualism its impact on social and personal development of children. At the same time, data on the specific socio-cultural development of migrants in the Russian-speaking environment scarce. There
is no description of the work to ensure the social integration of children of
primary school age who are brought up in bilingual migrant families that determine the relevance of the development of diagnostic and developmental
programs in this area. Language - one of the essential characteristics of a
nation, which is closely linked to the national psychology, with self-awareness and identity of the people. For each language - culture ethnic group,
the original vision of the world. Modern conditions of life of the community
is associated with considerable migration or non-Aboriginal people living in
the Russian-speaking environment in which they usually do not lose their
native language, and therefore the language development of children of
school age occurs in a bilingual (I.V. Babenko О.V. Gukalenko, I. A. Iliyaeva,
E.A. Kozhemyakin, L.M.Suhorukova, etc.). To overcome the challenges of
socio-cultural adaptation of school-age children who are brought up in bilingual migrant families, require a different approach to the organization of
interaction of the participants of the educational process, develop a comprehensive program of psychological and pedagogical support to migrant children, aimed at improving the social maturity in a multicultural environment.
In developing programs should be culturally sensitive, traditions, norms,
religion, ethnic groups, who are educated in Russian schools.
Learner Outcomes: globalization and integration, change in the geopolitical
picture of the world. The emergence of large groups of migrants in different
countries has exacerbated the problem of their adaptation in new socio-cultural environment, making significant changes in the society of the country
receiving migrants. Children have always participated in the process of migration which does not run smoothly. Migrant children suffer of the processes of cultural deadaptation, loss of language space in a new socio-cultural
and linguistic environment. This aspect is very topical to the study in both,
the theoretical level, and for practical life of a modern society. Migrants
and their children represent different nationalities, countries with different
cultural traditions, different social characteristics which emphasizes set of
problems of both - social, psycho educational and economic levels. One
of the aspects of sociocultural adaptation of migrant’s children is the problem of language difficulties that arise while studying in Russian schools.
Psycho educational acuteness of bilingualism problem may be mitigated by
additional or compensatory education, that is, having started teaching in
native language, gradually introduce a new language; to allow the students
to preserve their native language, intellectual and emotional contacts with
their culture. At present time there is no description of work system for ensuring the social integration of children of primary school age brought up in
bilingual migrant families that determines the actuality of the designing of
diagnostic and developmental programs in this area.
P204
BILINGUAL PERSON WITH SEVERE ACQUIRED BRAIN INJURY:
AN APPROPRIATE LOGOPEDIC TAKE IN CHARGE
PATRIZIA CANCIALOSI (1) - MELANIA SAFFILA (1) - ROSSELLA
BESSONE (1) - ELISA CARRABS (2) - ELENA ARNOLFO (3) GIULIA PIVOTTO (4)
AOU CITTÀ DELLA SALUTE E DELLA SCIENZA DI TORINO,
PRESIDIO C.T.O./ M. ADELAIDE - S.C. RRF GRAVI
CEREBROLESIONI ACQUISITE, VIA ZURETTI 29, 10126
TORINO, UNIVERSITÀ DEGLI STUDI DI TORINO, TORINO, ITALY
(1) - FREELANCER SPEECH THERAPIST, CENTRO EDU IN VIALE
GANDHI 3 AVIGLIANA, (TO), TORINO, ITALY (2) - FREELANCER
SPEECH THERAPIST, ARS MEDICA, CENTRO STUDI DENTALI,
VERZUOLO, CUNEO, ITALY (3) STUDENT, UNIVERSITÀ DEGLI
STUDI DI TORINO, TORINO, ITALY (4)
Abstract: From the Nineties up to now there was a growing increase in the
foreign population in Italy and in the number of bilingual adults affected
by ABI, which have aphasia, within specific deficits of language. Recent
data showed, in fact, that about 50% of the world population uses a second language over their mother tongue. Romanian citizens, with nearly
one million residents, represented the prevailing foreign community. Soon
after are Moroccan nationals, Albanian, Chinese, Ukrainians and Filipinos.
Since even in our hospital in the acute phase and at our neuro rehabilitation department for people with severe acquired brain injury, the number of
foreign patients hospitalized rose ever more significant, the need for speech-language pathologists to identify tools for appropriate assessment for a
subsequent speech and language rehabilitation, it is increasingly urgent and
essential. Aim of the study - The primary objective of this paper is first to
analyze the growing phenomenon of cognitive and linguistic-communicative
deficits in bilingual adults, and in particular aphasia. Later, after a hint to
the ABI and the main specific deficits, and to a description of the so-called
“bilingual brain”, is intended to propose some interesting evaluation tools,
including one specific to the aphasia (BAT), in order to perform the best
possible rehabilitation. Methods -At first we focused on the study of brain
processing and storage of language in bilingual subjects, then the research
has been aimed at analyzing the tools that exist in our country, to assess
a person with bilingual or multilingual aphasia. For aphasia was analyzed
the Bilingual Aphasie Test (BAT) of Paradis and Libben, which was carried
out in-depth analysis and which have been described in two variants: the
BAT short form and Bilingual Aphasie Screening Test. Instead, for cognitive
deficits, were searched tests in other languages. Results - Research has
revealed that at the moment in Italy there aren’t many exhaustive tools in
particular for the bilingual aphasia, and has been identified for this purpose
the Bilingual Aphasie Test (BAT) of Paradis and Libben, of which have been
widely highlighted the strengths and weaknesses. Instead, for the assessment of cognitive deficits has been identified a battery of simple tests
normally used and translated into foreign languages above mentioned, and
used with ABI patients. Conclusions- For cognitive deficits the identified
battery is auseful tool, and for the aphasia assessment of bilingual subjects
in the BAT represents, in our opinion, a valuable tool.
Learner Outcomes: The literature search carried out provides at the participant study material essential to study in deep a subject still little explored
in Italy but of great interest and importance. The deep analysis of BAT was
oriented to bring out the strengths and weaknesses as well as to submit its
two variants: the BAT short form and Bilingual Aphasie Screening Test. The
participant will then have sufficient tools to learn and use the BAT in its various forms. For the cognitive deficits the identified battery will be a useful
tool in foreign patients with ABI.
P205
RELATIONSHIP BETWEEN CHILD EXPOSURE TO MULTIPLE
LANGUAGES AND COMMUNICATION PROBLEMS
KARIN GENARO (1) - RUTH PA (1) - MARIA CLAUDIA CUNHA (1)
PONTIFICIA UNIVERSIDADE CATOLICA DE SAO PAULO, PUC/SP,
SAO PAULO, BRAZIL (1)
Abstract: INTRODUCTION The occurrence of language problems in children exposed to more than one language during the process of oral language acquisition is an area of growth within speech therapists clinics.
A scientific analysis of such occurrences is needed. Aim: to describe the
problems of communication that children exposed to multiple languages
develop during their language acquisition process. METHOD A quantitative
research conducted from a database of oral language reports performed
during 2007 through 2009. Causality: 187 subjects from both sexes and
multiple nationalities. Inclusion Criteria: the totality of students from two
bilingual schools located in Sao Paulo, Brazil, with ages between 1;6 and
5;0 years which underwent a speech therapist screening between 2007 and
2009. Procedure: Database creation (in Excel format) with the following
variables: age, sex, language disorders (LD), hearing (H), or voice (V) . As for
the Language disorders, these were categorized as language acquisition detainment (LAD), phonological disorder (PD), discursive elaboration disorder
(DED) and fluency problems (FP). Descriptive statistical analysis (frequency
and percentages) of collected data. RESULTS In total (n=187) of screened
subjects 31% have shown 01 or 02 communication problems as shown below: 57 with language disorders, 5 with voice disorders and no occurrence
about hearing disorders. Within language disorders we found: 44 (77%)
phonological disorders, 6 (10%) language acquisition detainment, 5 (8%)
discursive elaboration disorder and 3 (5%) fluency problems. DISCUSSION
The occurrence of communication problems proved to be meaningful since
it has, overall, affected one third of the sample. Above all, our findings indicate a prevalence of phonological disorder within the studied population,
suggesting further research is needed on their nature and characteristics.
P206
WORKING WITH CLIENTS FROM CULTURALLY AND
LINGUISTICALLY DIVERSE BACKGROUNDS: KNOWLEDGE,
PERCEPTIONS AND EXPERIENCE OF FINAL YEAR SPEECH
PATHOLOGY STUDENTS IN AUSTRALIA
CORI WILLIAMS (1)
CURTIN UNIVERSITY, UNIVERSITY, PERTH, AUSTRALIA (1)
Abstract: In countries with culturally diverse populations, such as Australia,
speech-language pathologists (SLPs) must be equipped to work with people
from a range of different cultural backgrounds. This presents challenges for
the profession in providing appropriate services to this population. Is the
provision of multilingual professionals the answer to these challenges? In
a recent survey of Australian SLPs working with children from multilingual
backgrounds, close to half of respondents indicated that they had at least
minimal competence in a language other than English, but only 9.4% reported proficiency. The languages reported to be spoken by the SLPs did
not correspond well to those spoken by the children and families with whom
they worked. If the provision of multilingual professionals who speak the
117
same language as their clients is difficult to achieve, then education of
professionals must be sufficient to provide a firm foundation for the challenges of practice with this population. Overall, respondents to the survey
of Australian SLPs reported that they felt that their university training had
not prepared them adequately for working with this population (75.6%),
and 19.5% were unsure. The majority (42.5%) of respondents had been
practising SLPs for more than 10 years, thus raising the possibility that
changes to university curricula may have led to changes in the knowledge
and perceptions of graduates. The current study set out to survey the knowledge, perceptions and experience of final year speech pathology students
regarding working with clients from multilingual backgrounds. The online
questionnaire was completed by 62 final year students from four universities. The majority of respondents (75%) were enrolled in Bachelor level
courses (4 years duration), and the remainder in Graduate Entry Masters
courses (2 years duration). A range of different question types (including
those which allowed respondents to enter text data) related to students’
linguistic background, training, and perceptions about and experience in
working with multilingual clients. Questions regarding working with both
children and adults were included. This presentation will highlight differences in the language background, knowledge and perceptions of practising
SLPs and final year students. Student perceptions of their preparation for
working with multilingual clients will be highlighted, and implications for
educational programs discussed.
Learner Outcomes: The challenges facing SLPs working with clients from
multilingual backgrounds; The demographic profile of SLPs entering the
profession in Australia; Student perceptions of contributions to their learning in the area of working with clients from multilingual backgrounds;
Directions for development of competence in working with clients from multilingual backgrounds
P207
THE INDUCTIVE APPROACH FOR LANGUAGE ASSESSMENT
WITH MULTILINGUAL CHILDREN BY MONOLINGUAL
THERAPISTS
WIEBKE SCHARFF RETHFELDT (1)
LOGOCOM, INSTITUT, MEHRSPRACHIGKEIT UND
INTERKULTURALITÄT, BREMEN, GERMANY (1)
Abstract: Background - The most general aim of assessment is identification
– differentiating typical from atypical language development. With regards
to serving the very heterogeneous group of multilingual children, language
assessment is one of the greatest challenges faced by monolingual speech
and language therapists (SLT). The associated difficulties have been discussed in a number of recent articles (Bedore and Peña 2008). It is generally
recommended that multilingual children be assessed in both their languages (IALP 2011, ASHA 1985). However, this multilingual assessment often
proves to be remarkably difficult to implement: (a) due to the lack of systematic, norm-referenced assessment materials in a number of languages, and
(b) due the open question, even in those cases where assessment in both
languages is feasible, how the results should be interpreted with languages
differing in structure and in use as well as in developmental sequences and
milestones, and (c) due to the lack of bilingual professional speech language
therapists with regard to the mismatches in client and clinician languages
and cultures. These circumstances may result in two typical misidentifications: overidentification by classifying language differences as language impairment (LI), and underidentification by falsely attributing possible language deficits to the multilingual background of a child. Method - The Inductive
Approach to differentiate LI from lack of language skills will be introduced
as a result of own research (Scharff Rethfeldt 2013), which combines direct
and indirect language measures, based upon Cummins’ theories (2001).
Following the Inductive Approach, the SLT will be able to drive a differential
diagnosis by considering the patient’s individual background including both
languages and cultures (i.e. Bilingual Patient’s Profile including culturally
diverse case history and preassessment information) when using standardized tools. Examples will be presented from findings from research on 25
children with different linguistic backgrounds and migration background
for which German is a second language, which is gradually being acquired
before 6 years of age in different natural contexts (Scharff Rethfeldt 2010).
Results and Learning Objective- Administering and interpreting standardized measures in a nonstandardized format by using dynamic methods and
processoriented procedures helps the SLT to receive more information of the
language competences of linguistically diverse children in order to differentiate under- and overidentification in multilingual assessment as part of the
Inductive Approach (Scharff Rethfeldt 2013). Even monolingual SLT may
be able to differentiate nondisabled children from those with SLT when considering and reflecting the multiple language background of a multilingual
child following the Inductive Approach and clinical intercultural competent
interpretation of language performance.
Learner Outcomes: Administering and interpreting standardized measures
in a nonstandardized format by using dynamic methods and processoriented
procedures helps the SLT to receive more information of the language competences of linguistically diverse children in order to differentiate underand Overidentification in multilingual assessment as part of the Inductive
Approach (Scharff Rethfeldt 2013). Even monolingual SLT may be able to
differentiate nondisabled children from those with SLT when considering
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and reflecting the multiple language background of a multilingual child
following the Inductive Approach and clinical intercultural competent interpretation of language performance.
P208
A FIRST PERSON ACCOUNT OF RECOVERY FROM A SUBARACHNOID HEMORRHAGE
ALEJANDRO BRICE (1) - ROANNE BRICE (2)
UNIVERSITY OF SOUTH FLORIDA ST. PETERSBURG,
UNIVERSITY OF SOUTH FLORIDA ST. PETERSBURG, ST.
PETERSBURG, FL, UNITED STATES (1) - UNIVERSITY OF
CENTRAL FLORIDA, UNIVERSITY OF CENTRAL FLORIDA,
ORLANDO, FL, UNITED STATES (2)
Abstract: This presentation focuses on what patients and family members
may experience when a neurological trauma occurs. It is the personal story of the first and second presenters’ perspectives when the first speaker
suffered a subarachnoid hemorrhage (SAH) to the vertebral artery; which
supplies blood to the unpaired basilar artery (near the circle of Willis) and
also to major portions of the brain (Bear, Connors, & Paradiso, 2007). This
presentation also discusses the spouse’s perspective in dealing with such a
trauma. Both are certified and state licensed speech-language pathologists
with numerous years of clinical experience and also numerous years of teaching experience. Both also have numerous years of clinical experience in
medical settings.
Learner Outcomes: The patient and spouse’s perspectives regarding his cognitive and mental abilities, emotional recovery, and overall recovery will
be discussed. Patient and spouse strategies will be presented that facilitated Alejandro’s recovery. It is expected that participants at the end of this
session will be able to: Identify the main symptoms of a subarachnoid hemorrhage; Identify the main patient factors in cognitive rehabilitation; and,
Identify the main issues in the spouse’s role in rehabilitation.
P209
MANAGING DEMANDS AFTER A MEDICAL TRAUMA:
CAREGIVER PERSPECTIVES AND STRATEGIES
ROANNE BRICE (1) - ALEJANDRO BRICE (2)
UNIVERSITY OF CENTRAL FLORIDA, UNIVERSITY OF CENTRAL
FLORIDA, ORLANDO, FL, UNITED STATES (1) - UNIVERSITY OF
SOUTH FLORIDA, ST. PETERSBURG, UNIVERSITY OF SOUTH
FLORIDA, ST. PETERSBURG, ST. PETERSBURG, FL, UNITED
STATES (2)
Abstract: this presentation focuses a case study of an individual who experienced a subarachnoid hemorrhage as a result of an aneurysm to the vertebral artery. The focus of the presentation is from the spouse’s perspective
and provides strategies that can be used to cope and adjust to the demands
of caregiving. It is the first and second presenters’ description of the medical, therapeutic, and emotional journey after the second presenter’s trauma.
Both are certified and state licensed speech-language pathologists with numerous years of clinical experience. The focus of the presentation is from
the spouse’s perspective and provides strategies that can be used to cope
and adjust to the demands of caregiving.
Learner Outcomes: Identify the main symptoms of a subarachnoid hemorrhage; Identify the main patient factors in cognitive rehabilitation; and,
Identify the main issues in the caregiver’s role in rehabilitation; Identify
strategies caregivers can use to cope and adjust to demands during and
after a medical crisis.
P210
TREATMENT-INDUCED SPEECH AND LANGUAGE RELEARNING
PROCESS IN APHASIA AND LINGUISTIC NEUROPLASTICITY
PAULA HEIKKINEN (1) - - ANU KLIPPI (1) - JYRKI MÄKELÄ (2)
INSTITUTE OF BEHAVIOURAL SCIENCES, UNIVERSITY OF
HELSINKI, HELSINKI, FINLAND (1) - HELSINKI UNIVERSITY
HOSPITAL, UNIVERSITY OF HELSINKI, HELSINKI, FINLAND (2)
Abstract: Recent advances in neurorehabilitation research have several
implications for speech and language relearning in aphasia therapy. New
behavioural treatment approaches to speech and language therapy emphasize massed practice in a short time, thus maximizing therapy quantity and
frequency and, therefore, the correlation of the behavioural and neuronal
changes. A new kind of therapy approach to post-stroke aphasia, Intensive
Language-Action Therapy (ILAT, previously CILT) based on modern neurorehabilitation principles has been developed. New technology provides
interesting possibilities for rehabilitation, too. With transcranial magnetic
stimulation (TMS), one can modulate neural activity in the cortex. It is based on the principle of electromagnetic induction in which a magnetic field
is used to “carry” an electrical stimulating current into the brain. Repeated
stimulation with TMS leads to lasting effects on excitability and changes in
synaptic connections which is the basis of learning, having the potential to
be harnessed for therapeutic purposes in the human brain. The aim of the
study is to compare the effects of ILAT and rTMS as well as to examine the
effect of their combination on aphasia. Our primary hypothesis is that the
combination of ILAT and TMS gives the most effective alleviation of aphasic
symptoms. Up to now, 11 voluntary persons with chronic aphasia are recruited for this rehabilitation study (4 groups). When suitable groups of three
have been formed, the groups have been randomized to the intervention
group A (ILAT and rTMS) or B (ILAT and placeborTMS). Intervention group
A initially received a 2 weeks period of rTMS followed by a 2 weeks period of
rTMS combined with ILAT. Intervention group B initially received a 2 weeks
period of sham/placebo rTMS followed by a 2 weeks period of sham/placebo
rTMS combined with ILAT. The total treatment period was 4 weeks. Subjects
received daily rTMS or placebo rTMS treatments, 5 days a week for 4 weeks
(20 treatments). The preliminary results are based on the test scores given
by the WAB, the Boston naming test and the Action naming test. The preliminary results suggest that action naming (verbs) improved in the cases and
in some of the cases remarkably. Most of the improvement was discovered
at the latter period when the subjects were treated with the combination of
TMS and ILAT. After the first part of treatment (TMS only) results show only
moderate improvement.
Learner Outcomes: By reading the poster attendees should have a better
understanding of a) ILAT-method and; b) rTMS-method in aphasia rehabilitation; and c) the methodology used in a therapy outcome study.
P211
APHASIA AN ALTERATION OF THE VERBAL GESTURE:
EVALUATION AND REHABILITATION. ANTROPOPHENOMENOLOGY APPROACH
LIDIA GOMATO (1)
OSPEDALE DI NEURORIABILITAZIONE, SAN GIOVANNI
BATTISTA A.C.I.S.M.O.M -, ROMA, ITALY (1)
Abstract: It is an opinion shared by many that in science, the “good” kind
of it, there must be everything that is present in life. The neurosciences
have been based until now on concepts of stability, repeatability and formal
description of the experience, but in a living system what really counts
are the variabilities, diversity and behaviors in ecosystems that are constantly changing. Phenomenology, whose founding father was Husserl, focuses his research on the lived experience of The subject with his body
always in connection with the World. Both body and World get involved in
a circular functional life, in which perception and movement intersect and
co-constitute themselves. Through intentional acts that make sense, that
are goal-directed, the organism discover the world, which it is not objectively given; the living subject through its body constitutes the temporal-space
dimensions corresponding to the way in which he is in the world, so we
can say that each subject has its own environment experienced. It is in the
“Neurophenomenology” that has been found a new research method that can
combine science and philosophy. This approach bypasses the connectionism
and cognitive science that split a person in two: mind and body. The phenomenological method has the assignment of showing the correlations and
the co-production between the subjective and objective dimension of a man;
being the opposite of reductionism. From this point of view, language is a
gesture of the body and how M.Merleau Ponty writes: “One of the possible
uses of our body,”; language and thought are therefore influnced by subjective experiences and relationship of human existence. The gestural communication has its origins and developed over time in different levels of dynamic
structuring. Anthropological phenomenology is interested in studying these
dynamic structures that interact in the language, denying a conception of the
language based on mental contents and representations. This approach is a
new challenge in compairason with the traditional Aphasia therapy that is
based on the evaluation and rehabilitation of language as a consequence of a
broken mental mechanism.It is important in rehabilitation to have a method
that detects and exploits the residual possibility of the act of communication in aphasia patients. The anthropo-phenomenological perspective tries to
understand the language in its creative becoming communication gesture,
always in progress and having a communication focused goal. The gesture
finds its roots in the body. The speech therapy of aphasic disorder must
therefore no longer be limited to evaluating the language aphasia in relation
to the “standard” language of “sain” individuals but must lead to a deeper
research in all possible levels in planning the gesture: from the basic level as
the mimic gesture to the highest one such as verbal gesture.
Learner Outcomes: observe how language is considered by the athropo-phenomenological view; how to apply the phenomenological method to study
aphasic disorder; introduced to the parameters and Longhian aphasia classification; illustration of evaluation protocol “the aphasic profile”; case studies
using therapeutic strategies of the proposed method in aphasic disorder.
P212
EFFECTIVENESS OF MELODIC INTONATION THERAPY IN
APHASIC PATIENT: A CASE REPORT
CRISTINA ESPÍRITO SANTO (1) - ALINE MEGUMI ARAKAWA (1)
- ELEN CAROLINE FRANCO (1) - NATÁLIA GUTIERREZ CARLETO
(1) - MAGALI DE LOURDES CALDANA (1)
SÃO PAULO, BAURU, BRASIL (1)
Abstract: Stroke is among the diseases that commonly affect older adults.
This type of neurological affection can be ischemic or hemorrhagic stroke,
permanent or transitory, and lead to motor, sensory, perceptual and communication deficit although the picture varies according to the neurological
affected area. Aphasia is a communication disorders present in some frames
and can affect the production and/or comprehension of oral and/or written
language. The speech language therapy in aphasia seeks to communication
recover, helping the patient to fully utilize all your residual skills. The aim of
this study was describe the effectiveness of melodic therapy in patient with
aphasia after stroke. In this case, the patient is male, 61 years old, righthanded, had an ischemic Stroke in 2009, July. He is attended at the SpeechLanguage and Hearing Sciences Clinic of the Bauru School of Dentistry University of São Paulo. The speech language therapy occurs twice a week
and he came to the Clinic 32 months after diagnosis. The initial assessment
showed changes in oral language with preserved comprehension. During
oral emission, the semiology type presented were flotation stereotyping without meaningless linguistic stage. The gesture recognition, accompanying
rhythms and melody abilities are preserved. Three months after speech language therapy focused on Melodic Intonation Therapy (MIT), the patient has
decreased stereotyping and its increased the repeatability and spontaneous
naming capacities. The therapeutic proposals submitted for aphasic patients
can be numerous and among them is the MIT. This statement is quite accurate for aphasic patients after Stroke presenting oral comprehension and
expression changes preserved. Throughout the process the patient will learn
to repeat, control their automatic and voluntary emissions and learn and
practic without error. Progressively the sentences are transferred to the speak, because throughout the process, the patient learns to repeat, control
automatic and voluntary emissions, and practice this learning. At this point
it is possible to introduce other therapeutic method directed to the communication and language development. It can be concluded that despite the patient started using the MIT after 32 months of involvement, the therapeutic
approach contributed significantly to aphasic frame improvement. This study
reaffirms the importance of evaluation and speech language therapy specific
and detailed, for patient rehabilitation in the case of acquired brain injury
and thereby individual’s quality of life improvement.
Learner Outcomes: know the efficacy of Melodic Intonation Therapy in an
individual with aphasia post stroke; know the importance of a detailed evaluation to approach an appropriate treatment; know the consequences of a
stroke; discuss therapeutic approaches for aphasic patients.
P213
CRITERIA FOR DESIGNING ARABIC AUGMENTATIVE
COMMUNICATION SOFTWARE FOR DYSPHASIA PATIENTS
AMAL SALAHELDIN DARWISH (1)
HEARING AND SPEECH INSTITUTION IMBABA CAIRO,
PHYSICAL MEDICINE & REHABILITATION HOSPITAL IN
KUWAIT, CAIRO, EGYPT (1)
Abstract: Dysphasia is frustrating disability that occur with Patients with
brain insults. Now the use of new technology, to design the computerized
verbal, and non- verbal software to help the aphasic Arab people considered
a must by introducing the new technological facilities in order to start with
simple audiovisual programs (multi-sensory channel stimulation approach
programs). To give the chance for the aphasic patients and their families
by which they can overcome their communicative problems. In these software we applied the computerized Arabic aphasia therapeutic program to
*100 right handed medically stable patients (male & female) dysphasia
patients. *The program applied as soon as possible after the brain incidence, as the patient will be in the recovery stage and the stimulation of
the language & mental area will be more easy before the stationary stages).
* Age will vary from 11-70 years old. * The Arabic language is the mother language for the patient from different Arabic countries. * Different
etiological factors of the brain insults. *Another 100 patients matched in
all previous criteria treated with old traditional therapeutic programs such
as 1- Environmental language intervention, 2- Wepman`s thought centered therapy, 3- Melodic intonation therapy, 4- Self adjusting therapy, 5Manual Multi-sensory approach method, *Evaluation Schedule 1- Careful
history taking, 2- Neurological examination, 3- Vocal tract examination,
4- Neurological investigations, 5- Psychometric evaluation test may be applied when the patient cognition is affected or there is mood or behavioral changes, 6- Audiological & ophthalmologic consultation when needed,
7-Language test (Kotby ET AL;1980). As follow 1-Expressive language: *
Auditory memory span. * Automatic speech. * Spontaneous speech. -Words
finding difficulties. -Preservation. -Repetition. -Disturbance in form, contents, syntax, and Prosody. 2-Understanding speech, This may be gesture,
119
question, order and token. 3- Understanding written text. This could be
Questions, Orders & Matching. 4- Reading. Test for reading letters, words
and text. 5-Writing . Names, Composition &Dictation. 6-Calculation simple
& compound. Therapeutic Plans *40 sessions will be applied in 4 months
duration – 3 sessions /week. 30 individual sessions to start the facilitation
of the improvement of the communicative skills. 10 group sessions in order
to prepare the patient to communicate with others with same condition for
psychological support. N.B A number of factors may influence the number
of consecutive therapeutic weeks on which an individual client enrolls (such
as family and personal commitments, travel plans, holidays, and need for
a rest, all may influence the design of the program’s duration). Patronized
Plan for the Software Plane will be designed for each patient according
to his physical condition, daily activity needs, and his educational level.
Based on English augmentative assistive communication devices such as
- Message mate word+. - Speaking dynamically pro. - Spring board... etc.
Interactive computer therapy provides numerous of advantages over traditional paper and pencil modalities. These include: Consistent presentation
and feedback, Increased number of trials translating into “more” therapy,
Opportunity to learn vocational skills, like word processing or data entry,
Opportunity to use software programs which reinforce treatment strategies. Increased level of independence enjoyed in accomplishing computer
practice. Supportive group setting decreases reluctance to use computers.
Opportunity to practice new skills on the computer, such as spell check
or speech synthesis. It could be used in an Individual sessions or group
sessions as 1- Individual therapy sessions focus upon the rehabilitation of
speaking, listening, reading and writing, as well as associated problem areas
such as memory deficits. Goals in these areas are individualized and may
target the recovery of specific functions or the development of alternative
compensatory strategies; 2-Small group therapy sessions offer clients opportunities to apply new communication skills to conversational contexts. A
therapist mediates these interactions and supports each client in the pursuit
of individualized goals for conversational participation.
Learner Outcomes: The importance of audio-visual channel approach with
computers software in dysphasia rehabilitation; The parameter which should
be considered in different level for dysphasia rehabilitation; The possibility to reduce time and effort during rehabilitation program for dysphasia
patient; The potency of computer software rehabilitation program versus
traditional method.
progressively increased. The concept of living successfully with aphasia has
recently emerged in aphasiology, encouraging a focus on positive rather than
negative outcomes. The chronic nature of aphasia has led some authors
to suggest that interventions should aim to enable individuals to live successfully despite their communication disability (Brown et al, 2011). The
C.I.R.P. group of Carlo Molo Foundation organized operative communication
groups called “Conversazioni Narrative”, co-conducted by an SLP and a
psychologist/psychotherapist both experts with aphasia. Group therapy can
increase communication abilities, social relationship abilities and mood and
decrease caregiver burden. It is also assumed to contribute moving patients
from rehabilitation to living successfully with aphasia. Aim of the study is
to verify the impact of “Conversazioni Narrative” group on functional communication abilities, social participation, relationship engagement, patients
mood and caregivers burden. Materials and Methods. Group participants
were patients with chronic aphasia selected among patients attending to
the CIRP or speech and language treatment at Rehabilitation Department
ASL TO1. Motivation in participation was considered as a key element.
Patients with communicative deficits other than aphasia, minimal/absent or
very severe linguistic deficits or difficulties in transportation hindering the
group participation were excluded. All patients attending the “Conversazioni
Narrative” group underwent both a speech and language and a psychological assessment three times: before the beginning of the group (T0), after
its conclusion (T1) and after 6 months (T2). Linguistic and communicative
abilities were assessed with the Aachener Aphasie Test, the Italian version
of the American Speech-Language and Hearing Association – Functional
Communication Skills for Adults (ASHA-FACS) and the ASHA NOMS pragmatic scale. Social Network was used to collect communicative partner network. Psychological assessment include mood evaluation of both patients
and caregivers and care burden. Assessment include the Visual Analog
Mood Scales, the Stroke Aphasic Depression Questionnaire (SADQ 10), the
Caregiver Burden Inventory (CBI) and the Beck Depression Inventory (BDI).
Moreover all patients were videotaped during a guided conversation and a
picture description tasks, in order to analyze communication strategies (for
example gestures). Results. Preliminary results will be presented.
Learner Outcomes: understand the importance of considering social participation for persons with aphasia; know a proposal to enhance communication
and social participation for persons with aphasia; understand better the
relation between communication abilities, mood and caregiver burden.
P214
P216
ASSESSING LANGUAGE IN GREEK APHASIC PATIENTS USING
THE COMPREHENSIVE APHASIA TEST (CAT)
SOULTANA PAPADOPOULOU (1) - ELENI MORFIDI (2)
REHABILITATION CENTRE, UNIVERSITY HOSPITAL OF
IOANNINA, IOANNINA, GREECE (1) - DEPARTMENT OF
PRIMARY EDUCATION, UNIVERSITY OF IOANNINA, IOANNINA,
GREECE (2)
DISORDERS OF CONSCIOUSNESS AND AWARENESS IN
SEVERE ACQUIRED BRAIN INJURY: BIOETHICS COMPARE
WITH SPEECH THERAPY
ANGELA LUCIA FOGLIATO (1) - SARA VESCO (2) - CARLA
CORBELLA (3) - FRANCA BALBO MOSSETTO (4)
DEPARTMENT OF MEDICINE PHYSICAL AND REHABILITATION
2, HOSPITAL CORPORATION “CITTÀ DELLA SALUTE E DELLA
SCIENZA DI TORINO” HOSPITAL UNIT “C.T.O./M.ADELAIDE””,
TURIN, ITALY (1) - DEPARTMENT OF MEDICINE PHYSICAL AND
REHABILITATION, HOSPITAL “MARTINI” ASL TO1, TURIN,
ITALY (2) - RELIGIOUS INSTITUTE “SUORE AUSILIATRICI
DEL PURGATORIO”, FACULTY THEOLOGY OF THE NORTHERN
SECTION OF TURIN, TURIN (TO), ITALY (3) - DEPARTMENT OF
THE CHILD AND ADOLESCENT NEUROPSYCHIATRY, LOCAL
HEALTH ASL TORINO 2, TURIN (TO), ITALY (4)
Abstract: The current study explores aspects of cognitive and linguistic deficits in aphasic patients using the Comprehensive Aphasia Test (CAT). It
includes a brief cognitive and an extensive language battery. In addition, it
provides a self-evaluation of the patient on his/her quality of life. The advantages in using CAT are encapsulated in the five components of the oral
and written language. Twenty one language subtests assess comprehension,
expression, repetition of oral language, reading and writing. A small-scale
research was designed using twenty one aphasic patients (13 males and 8
females) aged 25 to 65, who had been recovering after stroke or brain injury.
They were in a post-acute stage of aphasia and inferred to hospital clinic
for speech and language therapy. CAT was administered in order to examine
their performance on the respective subtests. The results indicate that CAT
effectively reveals individual strengths and weaknesses but complementary
measures may be used to shed more light on cognitive and linguistic aspects
needing further attention.
Learner Outcomes: be informed about the administration of the CAT test;
learn how to administer this specific battery to aphasic patients and acknowledge that the quality of life should be assesses at the same time as
linguistic and cognitive disabilities.
P215
“CONVERSAZIONI NARRATIVE” LABORATORY TO ENHANCE
FUNCTIONAL COMMUNICATION BETWEEN PERSONS WITH
APHASIA: A PRELIMINARY STUDY
ROSSELLA MUO’ (1) - MARISTELLA CRIELESI (2)
MARCELLA DI PIETRO (2) - STEFANO MONTE (2)
REHABILITATION DEPARTMENT, ASL TO1, TORINO, ITALY
(1) CENTRO INTERVENTO E RICERCA IN PSICOLOGIA,
FONDAZIONE CARLO MOLO ONLUS, TORINO, ITALY (2)
Abstract: Introduction. Aphasia is traditionally defined as an acquired neurogenic language disorder most commonly caused by stroke. Changes in
language processing associated with aphasia can affect everyday interactions and result in changed relationships, poor vocational outcomes, and
decreased quality-of-life and psychological well-being. Over the past few
decades, attention to functional communication abilities in real-situation
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Abstract: The subject of consciousness has fascinated human beings at
least since the period of the early Greek philosophers. In recent years an
increase of interest concerning the altered state of consciousness was observed. Disorders of consciousness (DOC) raise profound scientific, clinical,
ethical, and philosophical questions. Patients in minimally conscious state, requiring individualized communication systems and targeted therapies
performed by Speech and Language Therapists, raise numerous bioethic
questions and deontology dilemmas for healthcare workers. A brief review
of some current views of consciousness and awareness is provided. Will be
try a brief review of some current views regarding the concepts of consciousness and awareness. In addition, it will be analyzed what are the main
disorders of consciousness and awareness found in patients with Acquired
Brain Injury , as well as areas in which the Speech and Language Pathology
(SLP) are involved. It will be tried to analyze references in rules, bibliography and ministries, national and international, ethical and professional
standards the speech therapist has to comply in their professional action.
Learner Outcomes: to Learn that the differential diagnosis of disorders of
consciousness is difficult, the rate of diagnostic error is about 40%; to
Deepen summarizing terminology and main features of disorders of consciousness (DOCs or Disorders of Counsciouness) regarding the ABI proposed by current scientific literature; to Ensure that the presence of disorders
of consciousness is considered one of the worst factors for functional recovery of patients and affects the quality of life and their social reintegration; to
Determine the role of Speech and Language Pathology in the management
of DOC communicative disorders related to a patient’s brain injury; to Detect
and bring out some ethical and legal questions regarding the management
of speech rehabilitation therapy of patients with disorders of consciousness
and awareness, emerging predominant in everyday practice.
P217
CORRELATION BETWEEN QUALITY OF LIFE OF THE APHASIC
PATIENT AND HIS FAMILY
NATALIA CARLETO (1) - ALINE ARAKAWA (1) - CRISTINA SANTO
(1) - ELEN FRANCO (1) - MAGALI CALDANA (1)
PAULO, BAURU, BRAZIL (1)
Abstract: Stroke can be defined as a quick development of clinical focal or
global disturbances signs of brain function bringing consequence symptoms
lasting more than 24 hours. Aphasia is a language impairment, which occurs when someone suffers a brain injury related to this area. The communication losses shown by the aphasic person will reflect on social and
daily life activities. Family members that were involved also feel affected
by changing their quality of life. This study aimed to investigate the main
factors that affect the quality of life of aphasic person post stroke and their
families and verifying the correlation between these factors. The quality of
life questionnaires was applied in the aphasic individuals (SSQOL) and relatives (WHOQOL). As a result, the domains least affected regarding the questionnaire administered to the aphasic individuals were: mobility (96.67%)
and personal care (90%). Already the most affect domains were: language
(49%) and behavior (55%). The domains least affected regarding the questionnaire given to relatives (WHOQOL-Bref) were: personal relationships
(80%) and psychological (76.06%). Already the most affected domains
were: physical (72.38%) and environment (69.58%). There was a statistically significant relationship between aphasic person and his family quality
of life. Given the above, it was observed the impairment in quality of life
both of the family as well as the aphasic individual after the stroke episode
Learner Outcomes: know the main factors that affect the quality of life of
aphasic person and their families; understand the difficulties experienced
by both; direct guidelines for the aphasic person and their family during the
process of rehabilitation, increasing the quality of life; know the importance of developing studies using specific questionnaires regarding pathology
studied, as well as the importance of studying the impacts caused by stroke
and aphasia by individuals and their families.
P218
APHASIA GROUPS: A DISCUSSION ABOUT THE SPEECH
LANGUAGE REHABILITATION
ANA PAULA SANTANA (1) - ANA CRISTINA GUARINELLO (2)
UNIVERSIDADE FEDERAL DE SANTA CATARINA, UNIVERSIDADE
FEDERAL DE SANTA CATARINA, FLORIANÓPOLIS, BRAZIL (1)
- UNIVERSIDADE TUIUTI DO PARANÁ, UNIVERSIDADE TUIUTI
DO PARANÁ, CURITIBA, BRAZIL (2)
Abstract: The research about group therapy with aphasic people only started
at the end of the twentieth century. These studies point out the interaction
as an import aspect in the therapeutic process. The goal of this research is
to discuss in which way interactions constitute effective therapeutic practices in the rehabilitation of these individuals. To discuss these questions, we
will use data collected in an aphasic group placed in the University Tuiuti of
Paraná, located in Curitiba/Brazil. All of the aphasic people that participated in the study had left-hemisphere cerebrovascular accident. All sessions
are video-recorded, transcribed and analyzed according to enunciative-discursive approach of neurolinguistics. This perspective is based in sociocultural approaches (Vygotsky). The results show that the group facilitates
the practice of discursive situations with different individuals, besides the
possibility of developing interactions that surpass the dyad therapist-patient
and promotes social life activities for the aphasics. As a consequence, group
therapy change the aphasic`s place: from a non-competent subject to a
competent subject in spite of your difficult. The interactions in the group
are significant to subjective, linguistic, cognitive and social questions.
Learner Outcomes: It is expected that the work presented will: (i) demonstrate to the attendees the formation of the aphasic group; (ii) show interactions occur inside the aphasic group; (iii) demonstrate the effectiveness
of the aphasic group.
P219
BENEFITS OF A PROGRAM OF SPEECH LANGUAGE PATHOLOGY
AND PSYCHOLOGICAL ORIENTATION TO FAMILIES OF BRAIN
INJURED PATIENTS
NATALIA CARLETO (1) - MARIA LUCIA DE CARVALHO (2) MAGALI CALDANA (1)
PAULO, BAURU, BRAZIL (1) - HOSPITAL FOR REHABILITATION
OF CRANIOFACIAL ANOMALIES, UNIVERSITY OF SÃO PAULO,
BAURU, BRAZIL (2)
Abstract: The language, whether spoken or written, plays a key role in every
activity we undertake. Language impairment could lead to a restriction of individual communication with the environment, including family interactions
and social life. The family plays a key role in the rehabilitation process of
patients with impaired communication, and compromises the quality of life
(physical and mental) of family caregivers affect negatively in the process
of rehabilitation of the cared person, since the overload tests limits physical, psychological, and posture coping of family caregivers toward life. The
purpose was to develop and evaluate the program of speech language pathology and psychological guidance to family of adult brain injured patients.
Were invited to participate in the program all family members of patients
treated in training course of adult language, at speech therapy clinic. The
program was developed in the period from September to November 2010,
with 21 family members in 9 meetings lasting 50 minutes each, being 3
with themes of speech therapy and 6 of psychology. In all the meetings
were present the speech language pathologist and psychologist. Were used
newsletters prepared by researchers. At the end of the meetings, a questionnaire was applied for a quantitative and qualitative evaluation of the
program. Eighteen family members responded to the questionnaire, 100%
say that the orientation program has met the expectations of the group,
89% have had the opportunity to transmit the issues discussed in that meetings to other family members and 83% the availability to participate in all
meetings. It was possible to see the benefits of the program to the family
members, with emphasis on aspects about the topics covered.
Learner Outcomes: . know about the importance of informing family members
about changes in oral and written communication that can be found in adults
and the elderly brain injured; understand the need for family participation
with the multidisciplinary team during the rehabilitation process; understand
the benefits of a group of multidisciplinary orientation to family members;
reflect on the need of performing multidisciplinary orientation groups.
P220
A CASE OF FOREIGN LANGUAGE ICTAL SPEECH ASSOCIATED
WITH TEMPORAL LOBE EPILEPSY
ELENI DIMA (1) - ANITA MCALLISTER (2) - HELENA GAUFFIN
(1) - ANNE-MARIE LANDTBLOM (1)
DEPARTMENT OF NEUROLOGY, LINKÖPING UNIVERSITY
HOSPITAL, LINKÖPING, SWEDEN (1) - DEPARTMENT OF
CLINICAL AND EXPERIMENTAL MEDICIN SPEECH AND
LANGUAGE PATHOLOGY, LINKÖPING UNIVERSITY, LINKÖPING,
SWEDEN (2)
Abstract: Epilepsy is a chronic disease characterized by seizures. It can
principally be classified according to the seizure type and onset. Temporal
lobe epilepsy(TLE) is the most frequent type of focal onset epilepsy.
Automatisms, a set of brief, unconscious behaviors, is one of the cardinal signs associated with TLE. Foreign language ictal speech automatism(FLISA)
is a rare ictal sign in TLE. According to existing literature FLISA are more
likely to occur in men with non- dominant TLE. We present a rare case of a
woman, with TLE arising from the dominant hemisphere, who experiences
complex partial seizures( CPSs) during which she is unable to speak her
first language(L1, in this case Swedish) but can communicate in a foreign
language(L2, in this case English). We reviewed existing literature, relative
to the subject. Our hypothesis about the pathogenic mechanism is that the
epileptical activity affects the brain area representing the Swedish language
but not the area representing English. The patient consciously decides to
use the “available” English language in order to communicate.
Learner Outcomes: get to know FLISA, a rare ictal sign of temporal lobe
epilepsy; get a brief review of the mostly referred literature about the localization of the second language in the brain; listen/read a case presentation
of a rare ictal sign, associated with the second language.
P221
SPEECH THERAPY GROUP EFFICACY FOR PRAGMATIC
DISORDERS IN PATIENTS WITH SEVERE ACQUIRED BRAIN
INJURY
VALENTINA CANTOIA (1) - FRANCESCA AUXILIA (1) - PAOLA
TAVERNA (1) - PATRIZIA CANCIALOSI (2)
FONDAZIONE DON GNOCCHI ONLUS, PRESIDIO SANITARIO
AUSILIATRICE, TURIN, ITALY (1) - PRESIDIO C.T.O./ M.
ADELAIDE - S.C. RRF GRAVI CEREBROLESIONI ACQUISITE,
AOU CITTÀ DELLA SALUTE E DELLA SCIENZA DI TORINO,
TURIN, ITALY (2)
Abstract: Introduction - Patients with severe brain damage, at vascular,
traumatic or anoxic etiology, have a reduction of communication efficacy,
with lack of attention, memory, reasoning, consciousness and behavioural or
cognitive difficulties. Aim of the study - This research aims at verifying the
efficacy of group therapy and how group setting modifies the outcome compared to individual sessions. Methods - The examined data cover a temporal
span of approximately six years: from 2006 to 2012. Patients attended a
Day-Hospital in Health Post Ausiliatrice – Don Gnocchi Foundation, in Turin.
Two samples of patients in Day Hospital with pragmatic disorders were examined: the first one had done group therapy, the second one had done
only individual sessions. Both of them had severe Acquired Brain Injury
(ABI), of traumatic or vascular etiology. For each subject who had done
either individual or group therapies, we compared the results obtained by
121
three different scales (Functional Independence Measure-FIM, Functional
Assessment Measure FAM; Levels of Cognitive Functioning-revised LCF-R)
at the beginning of the treatment and after three months. Results - The
results showed that over 50% of the patients who followed speech therapy
in group sessions showed a significant improvement, compared with people who had only individual sessions. Conclusions - The survey outcome
indicates that rehabilitation group can gradually facilitate communication
with more people and in increasingly difficult contexts, making it similar to
everyday situations and is therefore a valid strategy for social and schoolwork reintegration.
Learner Outcomes: Learn three of the scales used to assess people with
ABI: FIM, FAM and LCF-R; Analyze the level of detail of the improvements
recorded by the three scales considered, Assess the efficacy of group rehabilitation for pragmatic deficits, comparing the results obtained from the sample of subjects who followed a rehabilitation group with the other sample,
composed by people who followed only individual treatment.
P222
APHASIA: CHANGES IN NEUROIMAGING AFTER TREATMENT
SPEECH THERAPY, CASE REPORT
ANGELA LUCIA FOGLIATO (1) - SARA VESCO (2) - ROSSELLA
BESSONE (1) - ANGELINA CISTARO (3) - PIERCARLO FANIA (3)
- MAURIZIO BEATRICI (1) - FRANCA BALBO MOSSETTO (4)
DEPARTMENT OF MEDICINE PHYSICAL AND REHABILITATION
2, HOSPITAL CORPORATION “CITTÀ DELLA SALUTE E DELLA
SCIENZA DI TORINO” HOSPITAL UNIT “C.T.O./M.ADELAIDE””,
TURIN, ITALY (1) - DEPARTMENT OF MEDICINE PHYSICAL AND
REHABILITATION, HOSPITAL “MARTINI” ASLTO1, TURIN, ITALY
(2) - RADIOLOGY CENTER POSITRON EMISSION TOMOGRAPHY,
IRMET SPA TURIN, TURIN, ITALY (3) - DEPARTMENT OF THE
CHILD AND ADOLESCENT NEUROPSYCHIATRY, LOCAL HEALTH
ASL TORINO 2, TURIN, ITALY (4)
Abstract: The study of language disorders has proved of great importance
in the research on language faculty and localization of brain functions. A
large part of the knowledge of brain functions albeit still partial, comes
from an analysis of deficits caused by brain diseases of different origin. The
knowledge of the effects of the interventions in speech therapy rehabilitation training on brain reorganization and functional recovery is not always
obvious and remains incomplete. Recent studies carried out with modern
neuroimaging methods on the functioning of individual brain areas seem to
open promising prospects on the possibilities to use this type of information
to deepening our knowledge in several areas, among them the rehabilitative
procedures, which can then be based on neurobiological as well as cognitive
assumptions. On this basis, the aim of this work, is to present a case report
of a case of non-fluent aphasia Broca type, hemorrhagic vascular etiology, as
well as to quantify and define the changes in brain metabolism that follows
from the rehabilitation speech therapy. The patient followed a specific protocol of treatment and was subjected to evaluation of deficit aphasia and cognitive-communication through standardized test batteries at the beginning
and the end of the cycle rehabilitative speech therapy, in correspondence
with the conduct of the neuroradiological study. It was chosen as investigation neuroradiological method the Positron Emission Tomography-Computed
Tomography study with 18F-Fluorodeoxyglucose (18F-FDG-PET/TC) in order
to obtain an objective and systematic evaluation of metabolism of individual
brain areas to be correlated with cognitive, communicative and language
ability of the patient. Particularly, adjustments in functional improvements
of communication and language have been highlighted over time (12 and
18 months after initiation of treatment), evident both in terms of standardized assessment and at pragmatic level, and in parallel, at the level of neuroimages (18F-FDG-PET/TC).These neuroimages revelead an improvement
of metabolism in associative areas in prefrontal antero-mesial left area and
fronto-lateral bilateral areas as well as at the level of left basal ganglia and
left thalamus. So, the survey highlights interesting preliminary observations,
needing to be confirmed by further research, in particular with regard to prognostic orientation that could come from evaluation of the injury degree of
metabolic / anatomical regions of the brain, and about the most appropriate
therapeutic rehabilitation to follow (using compensation/ resume function).
This information could then be available soon after the acute event.
Learner Outcomes: to deepen his/her knowledge general modern techniques
such as 18F-FDG-PET/TC examination; to know a possible model to take in
charge aphasic patient in speech therapy and its practical application; to
deepen the knowledge of possibilities of applying the radiodiagnostic techniques described, while verifying the effectiveness of speech therapy treatment.
P223
PERSONS WITH APHASIA AFTER CVA AND SUBJECTS WITH
DEGENERATIVE DISORDERS OF CNS - COMPARATIVE STUDY
WITH USING CZECH EXPERIMENTAL VERSION “THE BUTT
NON-VERBAL REASONING TEST”
KAREL NEUBAUER (1) - ŠUHAJDOVÁ (1) - IVETA MRÁZKOVÁ (1)
DEPARTMENT OF SPECIAL EDUCATION, SUBDEPARTMENT
OD COMMUNICATION AND SENSORY DISORDERS, FAKULTY
OF EDUCATION, UNIVERSITY HRADEC KRÁLOVÉ, HRADEC
KRÁLOVÉ, CZECH REPUBLIC (1)
Abstract: The diagnostics adequate or inadequate skills respond to practical
life situation is directly connected with effectiveness of rehabilitation process and achievement of good independence in communication and personal live of person with disorder of communication. The diagnostics requires
to display important practical life situation and their solving with using judgement and experience, that is not fixed on verbal language entrance and
respects situation persons with acquired disorders of communication. “The
Butt Non-Verbal Reasoning Test“ (2004, BNVR) is for persons with aphasia
after CVA and persons with degenerative disorders of central nervous system
new possibility, how use results comparative study with using Czech experimental version BNVR for diagnostic of these persons in Czech language
environment. The aim of the study include: a) usage Czech experimental
version test BNVR, that shall basis for processing results, leading to the formation Czech version hereof investigation; b) analysis of achieved results at
goal band of persons with aphasia after CVA, persons with degenerative disorder of central nervous systém, and comparation of results with the control
group of healthy persons. Results first period of comparative study include
thee group of person - first group of 20 persons with aphasia after CVA,
second group of 20 fathers with degenerative disorder of central nervous
system, third group is control group 20 persons without communications
deficit. The study includes and comparative upward revaluation of results
another diagnostic material, which is in these areas widely exploited (Token
test, Mini Mental State Examination) for all diagnosed persons. Results of
study support have highly suggestive scatter of results of diagnosed persons
and necessity of development hereof type of assessment way. Make possible
also comparison with results of authors “The Butt Non-Verbal Reasoning
Test” (BUTT, BUCKS, 2004). In primary group included twenty persons
with diagnosed cerebral lesions (CVA), 8 women, 12 men, all persons shows
aphasia. Mean age was 62 years (range 34 - 73 years). Control group of
10 healthy persons included 7 women and 3 men. Mean age was 62 years
(range 45 - 65 years). The second group was for twenty persons with diagnosed degenerative disorder central nervous system, 20 women, 11 persons
with Alzheimer disease, 3 subjects with Parkinson disease, 6 persons with
vascular disorder. All of personnel this group shewed syndrom of dementia.
Mean age was 82 years (range 70 - 93 years). The control group of 10 elderly without degenerative disorder central nervous system included 8 women
and 2 men. Mean age was 82 years (range 69 - 96 years). Persons with
aphasia after CVA had deficits in the area semantic and visual distractors,
in accordance with record previous studies BNVR. Correlation of results in
both nonverbal tests, BNVR and Revised Token test (RTT), was significant
at design with using non - parametric Chi- square as positive in significance
level 0,05. Subjects with diagnosed degenerative disorder central nervous
system embody considerable scatter in results in MMSE (24 – 4 level of
rezults), then in whole range cognitive handicap. On this account wasn’t
performe of statistic collation results, but was elect form particular collation
results of both diagnostic materials. Error count in BNVR were to be captive
in span extreme position 0 - 7 mistake from 10 impositions, average is in
value 2,7. Toward achievement statistically processed results will necessary
subsequently to find more homogenous group persons with degenerative
disorder central nervous system.
Learner Outcomes: to know specific problems of assessment of persons with
acquired disorders communication on neurogenic basis, most of all persons
with aphasia or cognitive - communication disorders, be connected with
usage adequate methods estimation failed modality communication system,
also with problems estimation pragmatic communication and problem-solving ability thus handicapped people.
P224
THERAPEUTICAL FOLLOW-UP OF NON-FLUENT APHASIC
SUBJECTS: THE LINGUISTIC-COGNITIVE WORK THROUTH THE
DEVELOPMENT OF NARRATIVES
CAZAROTTI PACHECO MIRIAN, NOVAES PINTO ROSANA DO
CARMO
INSTITUTO DE ESTUDOS DA LINGUAGEM (LANGUAGE
STUDIES INSTITUTE), UNIVERSIDADE ESTADUAL DE
CAMPINAS (STATE UNIVERSITY OF CAMPINAS), CAMPINAS,
BRAZIL
Abstract: The main goal of this presentation is to argue that the work with
the narrative genre is a privileged locus to approach two very important
issues in the field of aphasiology: (i) the understanding of aphasia itself –
i.e., how a brain lesion may impact the language system on all its levels of
organization (phonetic/phonological, syntactic, lexical-semantic, pragmatic
122
and discursive); (ii) how the work with narratives during the therapeutic
follow-up may help aphasic subjects – even those non-fluent – reorganize language and signification processes (verbal and non-verbal) despite all
their difficulties. We defend, therefore, that narrative discourses may be understood as a methodology which makes it possible to elicit data in effective
use of language, in real interactions. To develop our reflection, we selected
two dialogic episodes produced among aphasic and non-aphasic subjects in
sessions of Centro de Convivência de Afásicos (A center for aphasic subjects
- Group 3 of CCA). Data were video-recorded, afterwards transcribed and
analyzed according to qualitative approaches (Góes, 2000, Ginzburg,
1989, Vigotski, 1984/2003) which guide researches in our field (Discursive
Neurolinguistics). The results of our analysis show a remarkable difficulty
the subjects have for finding words, which in turn leads to a high occurrence
of pauses and hesitations, of single-word utterances or even of non-verbal
signs or gestures, which are generally interpreted as deficits, in traditional studies. Despite these difficulties, however, our conception of language
allows us to recognize all these non-verbal or single-word productions as
utterances (Bakhtin, 1997) and reinforce what Coudry (1986/1998) has
stated, since her founding work in Discursive Neurolinguistics: “There is
language in aphasia”. Aphasic utterances, in our work, have been analyzed
in agreement with bakhtinian terminology, recurring to the concepts of “utterance”, “finalizations”, “speech will”, “dialogue”, “dialogism” and “responsive comprehension”, among others, in order to describe and explain
how aphasics are able to develop narratives – even the non-fluent aphasics,
who often recur to non-verbal utterances – in interaction with their partners/
interlocutors. What is usually taken as an evidence of a “deficit” in neuropsychological theories can be interpreted, in our theorization, as an evidence
of linguistic reformulation, i.e, of “epilinguistic operations”. In other words,
as evidence that the subject works with the linguistic resources he/she still
has available in order to build (dialogically) a linguistic utterance (verbal
or non-verbal), with the help of his interlocutor/partner. It is relevant to
mention that while the subjects narrate their own story or any other story or
fact (real or imaginary), they not only reorganize their language resources/system, but also their memory (or memories). The last point to bring up is that
in the therapeutic setting, each subject learns to “listen to the other” and
to “give the other more time” (Ponzio, 2010). Besides, he/she learns how
to grasp from the other´s speech some hints to reorganize his own utterance
and “how to get by”, despite the limits imposed by aphasia conditions.
Learner Outcomes: It is expected that the poster presented will (i) publicize the work and reflections which we have been developing with aphasic
subjects, more specifically the work with narratives; (ii) discuss the relevance of qualitative approaches to aphasia research; (iii) inspire research and
clinical work towards a dialogical approach on aphasia.
P225
EFFECTS OF ORAL READING VERSUS CONFRONTATION
NAMING ON COGNITIVE PROCESSING SPEED IN ELDERLY
INDIVIDUALS AGES 65-74 YEARS
CHRISTY FLECK (1) - MELINDA CORWIN (1)
DEPT. OF SPEECH, LANGUAGE AND HEARING SCIENCES,
TEXAS TECH UNIVERSITY HEALTH SCIENCES CENTER,
LUBBOCK, UNITED STATES (1)
Abstract: Clinical tools are beneficial for determining typical versus atypical cognitive processing speed, but can a person increase his/her cognitive
processing speed? Research has indicated that exposure to oral reading
or confrontation naming tasks could potentially increase overall cognitive
processing speed. Slower cognitive processing speed involves slower word
recognition, which results in breakdowns in reading fluency. Approaches to
remediating reading fluency (and in turn, cognitive processing speed) include word recognition practice or repeated reading of texts. Increased speed
and accuracy during confrontation naming tasks has also been correlated
with an individual’s cognitive processing speed: Quickly and accurately naming objects or pictures results in efficient cognitive processing speed. The
objective of this study is to investigate whether exposure to oral reading
or confrontation naming tasks could potentially increase overall cognitive
processing speed in normal elderly individuals. These tasks have a proven
basis for increasing cognitive processing speed in other populations (Levy,
Abello, & Lysnchuk, 1997; Wolf &Segal, 1992). Specifically, the purpose
of this research is to determine if participation in a 4-week program involving oral reading or confrontation naming tasks will maintain or increase
cognitive processing speed in normal elderly individuals. A pretest-posttest
control group design was used to assess the effects of an oral reading and
confrontation naming program on cognitive processing speed. Forty-five individuals consented to take part in the study. The participants had no known
or family-reported history of neurological impairment. All participants were
tested to verify typical cognitive functioning with the Montreal Cognitive
Assessment (MoCA) and the Saint Louis University Mental Status (SLUMS).
Baseline and post-treatment measurements were obtained using A QuickTest of Cognitive Processing Speed (AQT) including the Color, Form, and
Color + Form subtests and the Stroop Color and Word Test. Results of a
repeated measures analysis of variance will be reported to determine if the
assigned tasks (confrontation naming and/or oral reading) resulted in increased cognitive processing speed. This research is significant because
it assesses possible ways to increase cognitive processing speed in normal
elderly individuals. The majority of the research to date has focused on the
increase of cognitive processing speed in children as it relates to language
and reading disorders. Although research in children maybe applicable to
adults with neurogenic disorders, further research is needed for evidencedbased treatments of adults who are aging typically or who present with mild
cognitive impairment (MCI). Clinical implications for the early detection and
treatment of MCI will be discussed in regard to the education or training of
speech-language pathology graduate students.
Learner Outcomes: Participants will be able to describe major elements
of cognitive processing; Participants will be able to discuss the effects of
different tasks on cognitive processing speed; Participants will be able to
identify tasks which may prevent cognitive decline.
P226
EMOTIONAL WORK WITH APHASIC PERSONS: USING LANG’S
IMAGES
ALBERTO GIACHERO (1) - MARIATERESA MOLO (1)
MARINA ZETTIN (2) - MAURIZIO TIRASSA (3) - STEFANO
BALASINI (1)
CRISTIAN RUGIERO (1) - MELANIE CALATI (1)
FONDAZIONE CARLO MOLO ONLUS, LABORATORIO
SPERIMENTALE AFASIA, UNIVERSITÀ DEGLI STUDI DI TORINO,
TURIN, ITALY (1) - CENTRO PUZZLE, UNIVERSITÀ DEGLI STUDI
DI TORINO, TURIN, ITALY (2) - UNIVERSITÀ DEGLI STUDI DI
TORINO, TURIN, ITALY (3)
Abstract: Over the last decades, approaches to aphasia and its rehabilitation
have evolved from focusing solely on language impairment and restoration
to considering the wider communicative and inter-subjective context in
which language is embedded. This has led to the development of pragmatic-functional approaches (e.g., Davis and Wilcox, 1985; Carlomagno,
2002), which view communication as a special type of social action (Tirassa
& Bosco, 2008) and design treatments accordingly. In this framework, it
appears natural to broaden the focus to take emotions into account as well.
We describe the implementation of a pragmatic-functional training for the
group treatment of motor aphasia, which involves the use of Lang’s images
within the conversational context. The treatment was held at the Laboratorio
Sperimentale Afasia of the Fondazione Carlo Molo Onlus in Turin (Italy).
Lang’s images (Lang, 1997) have a highly emotional content (standardized for hedonic valence, activation and dominance). In the treatment we
describe they were used, on the one hand, to support the patients bringing
in specific emotional experiences relevant to their relational life, and, on
the other hand, to provide a visual anchor to which the focus of communication could be brought back when contents became too complex for the
patients to manage them verbally, or when communication in the group
became excessively fragmented. Each group of participants included three or four persons with mild motor aphasia, and was conducted by two
expert psychologists as facilitators. The groups were assembled according
to criteria of homogeneity in the severity of the disorder. The treatment was
structured on two sessions a week for a total of 24 weeks (six months); the
first session of each week was videotaped; in the second session, a montage
of sequences extracted and edited from the tape was used, in addition to
discussion from the facilitators and the other members of the group, as a
feedback to foster each participant’s self-awareness of their communicative
weak and strong points and the development of automatic self-correction on
their part. Using Lang’s images has the goal of improving the participants’
communicative effectiveness in inter-subjective contexts and consequently
their quality of life, through a strengthening of their ability to narratively
manage their personal emotional experiences. In order to evaluate the effectiveness of the treatment, and in accordance with the European guidelines
concerning rehabilitation, each participant’s cognitive functions, linguistic
abilities, communication and conversation skills, and psycho-social aspects
were assessed twice, one before the beginning of the training and the other
at its end. In this presentation the results obtained by a sample of 10 patients with motor aphasia are shown. They participated in the training after
the completion of classical speech therapy rehabilitation and therefore can
be considered to be in the “chronic phase”. During the period of this training, none of them was simultaneously undergoing other types of activities
explicitly aimed at improving communication abilities: therefore, the results
obtained are likely to be causally related to the treatment.
Learner Outcomes: Value of a pragmatic-functional approach to the rehabilitation of motor aphasia; Value of group rehabilitation; Mutual influence of
emotional experiences and conversational skills; Opportunity to work on the
personal level with aphasic patients.
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P227
PROMOTING PARTICIPATION IN PERSONS WITH APHASIA:
A MULTIPROFESSIONAL SOCIAL APPROACH
ROSSELLA MUO’ (1) - MARCELLA DI PIETRO (2) - MARISTELLA
CRIELESI (2) - ALESSIA CONGIA (2) - LORENA LA ROCCA (2) STEFANO MONTE (2)
REHABILITATION DEPARTMENT, ASL TO1, TURIN, ITALY (1) CENTRO INTERVENTO E RICERCA IN PSICOLOGIA (C.I.R.P.),
FONDAZIONE CARLO MOLO ONLUS, TURIN, ITALY (2)
Abstract: Introduction. Aphasia is traditionally defined as an acquired neurogenic language disorder most commonly caused by stroke. Changes in language processing associated with aphasia can have broad-ranging impacts
on daily life, affecting the quality and quantity of everyday interactions and
resulting in changed relationships, poor vocational outcomes, and decreased
quality-of-life and psychological well-being. Aphasia has also an impact on
family members (Brown et al, 2011). The concept of living successfully with
aphasia has recently emerged in aphasiology, encouraging a focus on positive
rather than negative outcomes. Living with Aphasia Framework for Outcome
Measurement (A-FROM) (Kagan et al, 2007) is a conceptual framework
adapted from the World Health Organization International Classification of
Functioning, Disability and Health (ICF) (World Health Organization, 2001).
A-FROM framework includes four domains (impairment, participation in life
situations, communication and language environment, and personal factors) and their interactions, in relation to aphasia-related Quality of Life.
The “Centro Intervento e Ricerca in Psicologia (CIRP)” of the Carlo Molo
Foundation offers integrated multiprofessional treatments and support activities to persons with aphasia throughout the entire course of the disease,
with special interest in the post rehabilitation. CIRP’s activities include psychological support, social worker counseling, legal counseling, social theater activities and SLP consultant in agreement with ASL TO1 Rehabilitation
Department; all activities are related to patients’ needs, will and desires.
CIRP’s proposals’ aims are 1) to help persons with aphasia both coping
with the fact that they have been left with a chronic disability, 2) to help
persons with aphasia starting living successfully with aphasia, 3) to raise
public awareness on aphasia and persons with aphasia. Psychological and
psychotherapy intervention is focused on processing the change of living. It
is aimed to Self re-organization and the ability to use remaining resources.
SLP’s proposal include co-conduction of conversational groups, called
“Conversazioni Narrative” and training activities for caregivers, students or
others. Counseling for both persons with aphasia and their caregivers or language and communication’s assessment are provided when needed. Social
theatre groups aims at first to help persons with aphasia both familiarizing
with theatre language and strengthening non verbal communication abilities (first level group, called “AlfabetoTeatro”); second level group, called
“NarrAzioni Teatrali”, is thought to be a real theatre group, where people act
and perform a theatre product based on aphasia experience and perceived
emotion linked with aphasia; group’s productions are performed outside the
CIRP in order to spread groups’ messages and are a precious tool to raise
public awareness. All our groups are co-conducted and involve peer support.
Social worker’s activities are aimed both to help persons with aphasia and
their caregivers with legal procedure and to find relevant recreational activities in their environment. Moreover, among CIRP activities, meetings for
caregivers training in Supported Conversation for Adults with Aphasia (SCA)
were periodically organized. Aim of the presentation is to give a description
of CIRP’s activities in order to share social approach and information on
useful activities for person with aphasia.
Learner Outcomes: understand the importance of integrated multiprofessional activities, understand the importance of social participation for persons
with aphasia; know a proposal to enhance life skills for persons with aphasia.
P228
SPEECH-LANGUAGE PATHOLOGISTS’ PERCEPTIONS OF THE
ROLE OF MULTIMODAL COMMUNICATION ASSESSMENT FOR
PEOPLE WITH APHASIA
MALI GIL (1) - TAL LEBEL (2)
LOEWNSTEIB REHABILITATION HOSPITAL, HOSPITAL,
RAANANA, ISRAEL (1) - UNIVERSITY OF HAIFA, UNIVERSITY,
HAIFA, ISRAEL (2)
Abstract: Matching Augmentative and Alternative Communication (AAC) aids
to people with aphasia is a challenging task, especially due to the need to
achieve a significant change in the approach of staff, family members, and
the patients themselves. This study aimed to examine the perceptions of clinicians working in a rehabilitation hospital regarding the role of multimodal
communication assessment in the process of planning intervention for people
with aphasia. Twelve speech-language pathologists conducted the Multimodal
Communication Screening Test (MCST-A) for 24 people with aphasia of varying degrees of severity (each clinician assessed the communication of
two patients), and classified them according to AAC-Aphasia Categories of
Communicators. Clinicians’ attitudes about the contribution of the assessment tools to the decision-making and planning processes were examined
using in-depth interviews that were recorded, transcribed, and analyzed. The
extensive information gathered through the interviews appeared to stimulate a
124
rethinking process of the intervention plans for people with aphasia.
Learner Outcomes: Recognize the challenges in matching AAC to people
with Aphasia, Distinguish between partner-dependent and independent
communicators, Describe the perceptions of SLPs regarding the usage of
the multimodal assessment for people with Aphasia.
P229
RELATIONSHIP BETWEEN BRAIN ACTIVITY IN WORD
GENERATION UNDER DIFFERENT STRATEGIES AND
INDIVIDUAL DIFFERENCE OF WORKING MEMORY CAPACITY:
AN FMRI STUDY
MIMPEI KAWAMURA (1)
SPEECH-LANGUAGE-HEARING THERAPY, DEPARTMENT OF
REHABILITATION, FUKUI COLLEGE OF HEALTH SCIENCES,
FUKUI, JAPAN (1)
Abstract: Introduction: By using Word fluency task with three different
strategies, Kawamura et al (2012) suggested a behavioral indicator that
the difference of Working Memory Capacity influences and produces the
individual difference in word generation, but did not clarify its neuroscientific basis. This study has examined through fMRI (functional Magnetic
Resonance Imaging) the relationship between the brain activity in word generation and the individual difference of Working Memory Capacity.Method:
1) Subjects: 19 healthy native speakers of Japanese with an average age of
24.1±3.75 years old and were divided into 10 high-span and 9 low-span
Working Memory Capacity groups according to the Japanese reading span
test. 2) fMRI task: Word fluency task (category, letter and verb conditions)
was carried out under the inner speech control separately according to each
condition. The brain activity under each condition was shot by the 1.5T
fMRI and BOLD signals were calculated. The experiment protocol used a
block design of a 30s rest—30s task—30s rest trial. Analysis of the data
was done by SPM8, an analyzing soft for fMRI and the significant difference
of an activation region of the brain was examined by the difference method
(T-test: p<.001 uncorrected). The coordinate where a significant activation was recognized was converted from MNI coordinate to the Talairach.
Results: It was in the Left Middle and Interior frontal gyrus that significant
activation under all three conditions was recognized in both High-span and
Low-span Working Memory Capacity groups. Moreover, it was only limited
to the High-span Working Memory Capacity group that significant activation
under Letter condition was recognized in the Left Superior frontal gyrus and
that significant activation under Verb condition was recognized in the Left
Precuneus and Left basal ganglia. Discussion: This study has clarified that
the brain regions related to word generation are different according to the
difference of Working Memory Capacity and under the different strategies;
especially it seems essential that the activation of such regions as the Left
Precuneus and Left basal ganglia(Putamen, Caudate, Thalamus) should be
engaged in the smooth verb generation.
Learner Outcomes: The Participant will be able to know: that the brain activity while being in word generation differs according to the difference of an
individual’s working memory capacity; how the brain functions while it generates words efficiently; and how an effective rehabilitation will be applied
to an aphasiac from the viewpoint of working memory functions.
P230
PRODUCTION OF L1-L2 COMMON SYLLABLES IN APRAXIA OF
SPEECH: A STUDY OF BILINGUAL PRODUCTION IN A LATE
SWEDISH-FRENCH BILINGUAL
MARY OVERTON VENET (1) - MARINA LAGANARO (1)
FACULTY OF PSYCHOLOGY AND EDUCATIONAL SCIENCES,
UNIVERSITY OF GENEVA, GENEVA, SWITZERLAND (1)
Abstract: Late bilinguals produce the second language with greater effort
than L1 and with a foreign accent, which is probably due to the fact that
motor plans in L2 are based on L1. In the psycholinguistic literature, early
bilinguals are thought to possess independent syllabic representations whereas these representations may be shared in late-bilinguals. This hypothesis
serves to explain why characteristics of L1 influence L2 language processing
in these late-bilinguals, and it may explain patterns in cases of acquired
language disorders. In this single case experimental study of bilingual production in a late bilingual stroke patient with acquired Apraxia of Speech
(AOS), our principal goal was to investigate the nature and organization
of syllabic representations for syllables which are phonologically common
across both languages. In particular, we wished to explore the influence of
the mother tongue (L1 Swedish) on syllable production in the late-acquired
second language (L2 French) after stroke. We investigated the issue of language specific versus shared representations via the syllable frequency effect, which is thought to index the retrieval of syllable sized representations
during speech production. We constructed 144 pseudo-words composed
of syllables of high and low frequency in French and Swedish respectively.
The patient and 3 matched bilingual control subjects were asked to read
and repeat the pseudo-words. We also analyzed the acoustic properties of
pre- post-stroke L2 production thanks to a pre-morbid video data provided
by the patient. Production accuracy was higher on pseudo-words composed
of syllables of high frequency in both languages relative to pseudo-words
containing syllables which were of low frequency in one language (whether
French or Swedish) and the highest error rate was observed on pseudowords composed of low frequency syllables in both languages. The same
results were observed in both reading and repetition tasks and accuracy was
comparable across frequency categories in controls. The observation that
frequency of use summed across languages influences production accuracy
in this patient suggests shared syllabic motor plans (a unique representation
used in L1 and L2), which is consistent with the hypothesis of common
gestural scores in late bilingual speakers presented above. On the other
hand, comparison between pre-post-morbid productions in L2 showed syllabic lengthening after stroke in L2, which was modulated by frequency in
L1. This latter result also suggests a common repository of syllabic phonetic
scores for L1 and L2. Our results show that, in the case of our patient, a
late-bilingual speaker with moderate AOS, syllabic representations appear
to be organized according to frequency, complexity and language-specificity : that is, according to whether they are shared between French and
Swedish.In the discussion, in the light of these findings, we propose some
ideas relative to the complex questions that are assessment and intervention
in bilingual AOS.Syllable structure of the mother-tongue and its effect on
L2 performance in apraxia of speech: a study of bilingual production in a
Swedish-French bilingual patient.
Learner Outcomes: Reflecting on present bilingual assessment procedures;
Creating case-specific bilingual assessment materials; Learning about the
importance of syllables in oral .
P231
RE-EXAMINING VERB DEFICITS EXHIBITED BY JAPANESE
SPEAKERS WITH APHASIA IN SUB-TESTS OF SALA
NORIKO NAGATSUKA (1) - TAKASHI YOSHIDA (2)
SOPHIA LINGUISTIC INSTITUTE FOR INTERNATIONAL
COMMUNICATION, SOPHIA UNIVERSITY, TOKYO, JAPAN (1) SPEECH-LANGUAGE THERAPY PROGRAM, AICHI SHUKUTOKU
UNIVERSITY, NAGOYA, JAPAN (2)
Abstract: Selective verb or noun deficits have been observed in language processing in aphasia. Some studies have suggested that verb deficits
may be attributable to semantic differences rather than grammatical class.
Among psycholinguistic variables, imageability of words has been reported
to affect single-word processing of verbs. The aim of the present study is to
re-examine the data obtained in comprehension tasks as well as production
tasks of verbs and nouns by Japanese speakers with aphasia from a perspective of the effect of imageablity. Twenty-one patients, 17 males and 4
females, with mild to severe aphasia participated in the study. Performances
of twelve sub-tests from SALA (Sophia Analysis of Language in Aphasia)
were investigated; SALA is a psycholinguistic assessment tool for Japanese
speakers. The tests were in the following six kinds of tasks in nouns and
verbs: word-to-picture matching (words presented auditorily and visually),
semantic similarity judgments (presented auditorily and visually), spoken
naming, and written naming. First, the results of each task were compared
as a group of patients between nouns and verbs. For spoken naming, the
participants’ performance for verbs was similar to nouns. The remaining
five tasks showed predominant deficits in verbs. Since items of each task
in SALA were not sufficiently controlled in psycholinguistic variables such
as familiarity and imageability, we took a process of designating sub-sets
that comprise only items controlled in those variables in order to genuinely
compare grammatical class. As a result sixteen items were selected from
each test. The scores for those items were tallied up and re-examined. The
differences between verbs and nouns decreased in the sub-set version compared with the original one, but performances in similarity judgments were
still significantly worse in verbs. The results suggest that verb impairments
are not solely attributable to imageability of words. Especially for similarity
judgments, possible differences required in operations of verbs from those
of nouns were discussed. Performances were also analyzed by each individual participant. Eight patients, 4 fluent and 4 non-fluent, were identified
as verb-impaired in at least one of the tasks in the sub-set version. Six out
of the eight patients showed verb deficits in only a single task. The effect
of imageability was not generally demonstrated across modalities within an
individual, which indicates that their deficits are not central or semantic.
We concluded that the differences in processing between verbs and nouns
cannot be explained by simple factors. Verbs probably have to be examined
taking relevant syntactic features into consideration. Limitations of a singleword processing model were also suggested.
Learner Outcomes: Japanese speakers with aphasia exhibit worse performance on verbs than nouns in various tasks including semantic similarity
judgments; imageability seems to play a certain role in verb deficits but it
is not a sole factor; within each individual patient the effect of imageability
was not generally observed across modalities indicating that their deficits
are not central or semantic; and verbs have to be examined in multiple
aspects such as relevant features in syntactic processing including argument structures.
P232
CROSS-CULTURAL ADAPTATION INTO ITALIAN AND
VALIDATION OF THE AMERICAN SPEECH-LANGUAGE AND
HEARING ASSOCIATION - FUNCTIONAL ASSESSMENT OF
COMMUNICATION SKILLS FOR ADULTS (ASHA-FACS)
ROSSELLA MUO’ (1) - PATRIZIA CANCIALOSI (2)
BARBARA CARRUBBA CACCIOLA (3) - LAURA GALIMBERTI (4)
REHABILITATION DEPARTMENT, ASL TO 1, TURIN, ITALY (1) PRESIDIO C.T.O./ M. ADELAIDE, HOSPITAL “AOU CITTÀ DELLA
SALUTE E DELLA SCIENZA”, TURIN, ITALY (2) - MEDICAL
OFFICE MIRAFIORI, MEDICAL OFFICE MIRAFIORI, TURIN, ITALY
(3) - SELF EMPLOYED, SELF EMPLOYED, SAN REMO, ITALY
(4) - CLINICAL SCIENCE DEPARTMENT “L. SACCO”, MILAN
UNIVERSITY, MILAN, ITALY (5)
Abstract: Introduction. Impairment of communicative-linguistic and cognitive functions are common after stroke and traumatic brain injury. Clinical
assessment of language function is mainly performed through specific tools,
such as Aachener Aphasie Test. Standardized assessment of pragmatic abilities, functional abilities, and communicative competence is less common
in clinical practice, even though suggested by many recent national and international guidelines (1, 2). The “American Speech-language and Hearing
Association - Functional Assessment of Communication Skills For Adults”
(ASHA-FACS) (3) is a measures of communication disability and may be used
as an outcome measure (4). The scale investigates functional communication; functional communication is defined as “the ability to receive or convey
a message, regardless of the mode, to communicate effectively and independently, in natural environments”. The ASHA-FACS is divided in 4 domains of
functional communication abilities (social communication, communication
of basic needs, reading, writing and number concepts and daily planning).
The ASHA-FACS has been translated and adapted into Italian in 2001 (5),
but Italian version of ASHA-FACS has not yet been validated. Aim of the study. The aim of the study is to validate the Italian version of the ASHA-FACS
scale. Methods. One hundred healthy adult subjects without neurological disorders nor communicative-cognitive deficits were enrolled for the definition
of a normative sample; healthy controls were stratified by age (< 30, 31-60,
61-70, > 71) and evaluated with Mini Mental State Examination (MMSE);
only persons with MMSE > 24 were included in the study. Forty persons
with aphasia following stroke or traumatic brain injury were enrolled. ASHAFACS was completed by two different examinators, blind to each other, at the
same time and after a week, to calculate inter- and intra-subjects reliability.
Validity study was conducted on 60 aphasic and traumatic brain injured (TBI)
patients; all patients were assessed with Functional Independent Measure
(FIM) and ASHA FACS. Aachener Aphasie Test (AAT) was used to assess aphasic persons and Levels of Cognitive Functions scale (LCF) for TBI persons.
Statistical analysis were conducted with SPSS. Results. All healthy persons
showed very high level of functional communication abilities in all domains of
communication independence and all qualitative dimensions scores; scores
were respectively higher than 6, on a 7-point scale, and higher than 4, on a
5-point scale. Italian version of ASHA-FACS showed high internal consistency
(Cronbach’s alpha >.9) and high intra- and inter-reliability (Pearson’s r >.9
and >.88, respectively). Correlations between ASHA-FACS scores and FIM
(comprehension, expression, social interaction, problem solving and memory)
were high and generally highly significant in aphasic persons. Highest correlations were found between ASHA-FACS and problem solving and comprehension subscales. Correlations between ASHA-FACS and AAT were generally
from moderate to high and highly significant. Highest correlations were found
between ASHA FACS and AAT spontaneous speech, token test and comprehension subtests. Correlations between ASHA-FACS and LCF were generally
low and did not reach statistical significance.Conclusions. Our results suggest
good internal consistency and test-retest reliability and satisfactory concurrent validity. Authors suggest the application of ASHA-FACS to the Italian
population of patients with communicative deficits due to cerebral lesion.
Learner Outcomes: understand better the importance of communication
abilities besides linguistic function; understand better the importance of
considering functional communication for persons with aphasia; know a validated tool to measure functional communication.
P233
NOSTRIL MORPHOMETRY EVALUATION BEFORE AND AFTER
CLEFT LIP SURGICAL CORRECTION: CLINICAL EVIDENCES
MARIO JORGE FRASSY FEIJO (1) - STELLA RAMOS BRANDÃO (1)
- RUI MANOEL RODRIGUES PEREIRA (1) - MARIANA BATISTA DE
SOUZA SANTOS (1) - LUCIANA ÂNGELO BEZERRA (1) - DANIELE
ANDRADE CUNHA (1) - HILTON JUSTINO SILVA (1)
Abstract: Purpose: To review systematically the morphological changes of
the nostrils of patients undergoing surgery for correction of cleft lip and
identify in the literature, the issues involved in the evaluation of these
125
functions to this population. Research strategy: A review was conducted,
searching for clinical evidence, from MedLine, and the search data occurred in January 2012. Selection Criteria: Original articles, research subjects
have as individuals with cleft lip or cleft palate with unilateral nostril anthropometric measurements before and after surgical correction of cleft lip.
Measurements of soft tissues, including articles in Portuguese, Spanish,
English and French. Data analysis: There were 1343 articles from the
search descriptors and free terms. Of these, five articles were selected.
Results: Most studies in this review evaluated children in Eastern countries,
under different measurement techniques, but with the aid of computers,
and evaluations, especially nasal and nostril wide, with results that, together, show improvement nostril asymmetry postoperatively compared with
preoperatively. Conclusion: there is a reduction of the total width of nasal
compared preoperative and postoperative patients with cleft lip.
Keywords: Cleft lip; Anthropometry; photogrammetry; nostril; Reconstructive
Surgical Procedures.
Learner Outcomes: Review the condition of the nostril morphometry, of cleft
lip patients, before and after cleft surgery, as well as identify the issues
involved in assessing these changes to this population.
P234
ORAL BREATH: CHEWING CHANGES IN AN ALLERGIC RHINITIS
AN INTEGRATIVE REVIEW
LUCIANA ÂNGELO BEZERRA (1) - DANIELE ANDRADE CUNHA
(1) - ANA CAROLINA CARDOSO MELO (1) - KLYVIA JULIANA
ROCHA MORAES (1) - RENATA ANDRADE CUNHA (1) - PATRÍCIA
MARIA MENDES BALATA (1) - DÉCIO MEDEIROS (1) - HILTON
JUSTINO SILVA (1)
Abstract: INTRODUCTION: The individual with oral breathing predominantly breathe through the mouth due to nasal obstruction. Among the
main causes of mouth breathing they stand out the allergic rhinitis The
main causes stands allergic rhinitis (inflammation of the nasal mucosa, mediated by E Imunoglobulin after antigen exposure). According to the ARIA
(Allergic Rhinitis and Its Impact on Asthma) initiative, the allergic rhinitis
can be classified as: intermittent or persistent (in relation to duration) and
light, moderate or severe (in relation to severity of symptoms). They classic signs and symptoms are nasal obstruction, watery rhinorrhea, sneezing
and nasal itching, and mouth breathing. Mouth breathing has some features
like morphofunctional alterations of the stomatognathic system, craniofacial
changes, myofunctional and imbalances in the body axis. OBJECTIVE: To
examine studies related to chewing changes in children with mouth breathing
due to allergic rhinitis. METHODS: It was performed a search at the main
databases, Bireme (LILACS, MedLine, SciELOBr) and MEDLINE (PubMed)
for articles that covered chewing changes in children with mouth breathing
secondary to allergic rhinitis. We used the following keywords: Mastication,
Mouth Breathing as DeCS/MeSH; Allergic Rhinitis term as free/MeSH, mouth
breathing as free terms, in Portuguese, English and Spanish. RESULTS: We
found 1986 articles and of these 15 were repeated in the databases. After
evaluation remained only 2 full articles. DISCUSSION: The two articles, by
the same author, evaluated the chewing in a patient with mouth breathing
secondary to allergic rhinitis and only observed the behavior mouth during
the chewing process, if occurs lips sealing. They observed high frequency of
open-mouthed chewing with kneading pattern at the 4-11 years group and a
statistically significant difference in this group to prefer feed pasty consistency. They concluded that the increase in nasal obstruction scores and breathing changes intensity, chewing, brething have significant correlation. They
claim that nasal obstruction is directly related to the changes of masticatory
function and breathing mode. Other authors analyzed chewing in children
with mouth breathing and most showed a negative interference in chewing
over the mastication time, leftover food in the mouth, lips posture and noise
during chewing. CONCLUSION: We did not found in this integrative review
studies that evaluated the performance further mastication in children with
mouth breathing secondary to allergic rhinitis. So far, none of the respondents
addressed the masticatory preference side, no time chewing or other likely
changes in masticatory function in patients with allergic rhinitis.
P235
HEAD AND NECK POSTURE IN CHILDREN WITH MOUTH
BREATHING SECONDARY TO ALLERGIC RHINITIS
LUCIANA ÂNGELO BEZERRA (1) - HILTON JUSTINO SILVA (1) ANA CAROLINA CARDOSO MELO (1) - KLYVIA JULIANA ROCHA
MORAES (1) - RENATA ANDRADE CUNHA (1) - GERLANE KARLA
BEZERRA OLIVEIRA NASCIMENTO (1) - DANIELE ANDRADE
CUNHA (1) - DÉCIO MEDEIROS (1)
ALLERGY/IMMUNOLOGY AMBULATORY, RECIFE, BRASIL (1)
Abstract: INTRODCTION: In allergic rhinitis, depending on the age and degree of nasal obstruction, it can be seen mouth breathing type, which can
lead myofunctional imbalances if it’s prolonged, changes in stomathognatic
126
functions and the body axis. Several authors investigated children with
mouth breathing posture and found that most of them had anterior head,
protruding shoulders and hypotonic abdomen. OBJECTIVE: To investigate
changes in the head and neck posture and anterior-posterior displacement
of the body axis in children with mouth breathing secondary to allergic rhinitis. METHOD: This study was approved by the ethics committee on human
research, being conducted at the pediatrics and allergy/immunology ambulatory of the Clinical Hospital of the Federal University of Pernambuco,
Brazil. The sample was comprised by 11 children with mouth breathing
secondary to allergic rhinitis, between 6 and 11 years old. The children underwent postural photogrammetry evaluation and the images were analyzed
using the SAPO software. RESULTS: Of the 11 children, 3 (27.27%) were
female and the total mean age was 7.81 ± 1.83 years old. Eight (72.72%)
children had head tilted to the left, nine (81.81%) with anteriorization head
and 9/11 (81.81%) with the body axis posterior moved. DISCUSSION: The
mouth occlusion is part of the stomatognathic system. Thus, a disorder in
this occlusion may pass on the body as a whole. In mouth breathing syndrome, usually observed anteriorization head and mild neck extension. These
findings were found in our study. CONCLUSION: It is suggested that the
mouth breathing leads to myofunctional changes generating global postural
imbalances. More studies on this topic should be conducted to confirm the
association between mouth breathing and postural change, thereby encouraging early intervention on postural correction.
Learner Outcomes: How to evaluate posture in children with mouth breathing; Changes in posture of children with mouth breathing secondary to
allergic rhinitis; Compensatory body changes in children with mouth breathing secondary to allergic rhinitis.
P236
CHEWING TIME IN ORAL BREATHING SECONDARY TO
ALLERGIC RHINITIS
LUCIANA ÂNGELO BEZERRA (1) - DANIELE ANDRADE CUNHA
(1) ANA CAROLINA CARDOSO MELO (1) - KLYVIA JULIANA
ROCHA MORAES (1) - RENATA ANDRADE CUNHA (1) - PATRÍCIA
MARIA MENDES BALATA (1) - GERLANE KARLA BEZERRA
OLIVEIRA NASCIMENTO (1) - DÉCIO MEDEIROS (1) - HILTON
JUSTINO SILVA (1)
Abstract: INTRODUCTION: The oral breathing is a syndrome with specific
signs and symptoms and may have the degree vary according to the pathology. One cause of high prevalence of mouth breathing is the allergic rhinitis,
whose main signs and symptoms, spontaneously reversible or with treatment, are: nasal obstruction, watery rhinorrhea, sneezing and nasal itching,
beyond mouth breathing. Depending on the exposure mouth breathing time,
we can observe some remarkable physical changes in this population, especially in relation to the stomatognathic system whose main function is the
chewing (initial phase of the digestive process). OBJECTIVE: To evaluate
the chewing time in children and teen ager with mouth breathing secondary
to allergic rhinitis. METHODS: This study was approved by the ethics committee on human research and performed in pediatrics and immunology/allergy ambulatory of the Pernambuco Federal University of Clinical Hospital,
Brazil. The sample was divided into two groups: G1 (children with allergic
rhinitis) and G2 (children without allergic rhinitis). The chewing assessment
was performed through filming, being considered the time needed to chew
a 25g french bread (produced on the day of filming). The child remained
seated, with his feet flat on the floor, in front of the camera. It was used
to statistical analysis the BioEstat 5.3 and Excel (with mean and standard
deviation) softwares. RESULTS: It was evaluated 11 children in G1 and 10
in G2 group. The normality test obtained a p=0.2953 to G2 and p=0.4997
to G1. The mean chewing time difference between the groups was 44.50
s, in which the G1 got chewing time average 15% smaller than the G2.
DISCUSSION: Most studies that addressed chewing with mouth breathing
children showed negative interference in mastication in relation to chewing
time, leftover food in the mouth, lips posture and noise chewing. Our partial
results are also in accordance with the literature, when comparing children
with nasal breathing to mouth breathing, indicating reduction in chewing
time in children with mouth breathing. According to Silva et al (2007), the
chewing time in children with mouth breathing shows a reduction due to the
need to stop chewing to breathe. CONCLUSION: Although this study brings
only partial data, it has been shown so far, that the chewing time is reduced
in subjects with mouth breathing secondary to allergic rhinitis.
Learner Outcomes: How to evaluate chewing in children with mouth breathing; Differences between mouth breathing and nasal breathing, Chewing
time in children with mouth breathing secondary to allergic rhinitis.
P237
NOSTRIL MORPHOMETRIC ANALYSIS PRE AND POST-SURGERY
IN CLEFT-LIP CHILDREN
MARIO JORGE FRASSY FEIJO (1) - STELLA RAMOS BRANDÃO
(1) RUI MANOEL RODRIGUES PEREIRA (1) - MARIANA BATISTA
DE SOUZA SANTOS (1) - DANIELE ANDRADE CUNHA (1)
LUCIANA ÂNGELO BEZERRA (1) - HILTON JUSTINO SILVA (1)
ALLERGY/IMMUNOLOGY AMBULATORY, RECIFE, BRAZIL (1)
Abstract: Objective: To compare nostril morphometry before and after unilateral cleft lip surgical correction. Design: Observational, descriptive and
cross-sectional. Participants: Were included cleft lip children (UCL, UCL+A,
UCLP), underwent surgical correction up to the end of second year of life
at Cadefi/IMIP in the period January 2012 to May 2012. Randomization
or masking were not performed. Were excluded from patients who did not
undergo postoperative follow-up. Number of patients participants was 11.
Interventions All patients underwent both measurement methods, with calipers and photogrammetry, for six distances: nasal height and width, height
and width of the nostrils, cleft and non cleft sides. To standardize measurements, we compared the indexes of nasal width-height, nostrils height
and width. Main Outcome Measure: Occurs change in postoperative nasal
measures with improved nostril symmetry. Results: There was nasal and
cleft side nostril width reduction after surgery measured with calipers or
Photogrammetry. When compared rates, the relationship of nasal widthheight and nostril height showed no statistically significant difference (p>
0.05). Nostril width index decreased postoperatively, identified in both
measurement methods (p <0.02, p <0.01). When compared measurement
techniques, both nostrils height showed statistically significant difference
(p <0.03 and p <0.01). Conclusions: Occurs improve of nostril symmetry
when compared pre and postoperative measurements. For the assessment
of symmetry, two measurement methods were concordant. When compared
the methods, preoperatively, it is concluded that may occur difference in the
nostrils heights values. Both methods can be used in postoperative measurements, with no statistical difference.
Learner Outcomes: Evaluate pre and postoperative anthropometric measurements; To assessment of symmetry, two measurement methods,
photogrammetry.
P238
OROPHARYNGEAL EXERCISES IMPROVED ADHERENCE TO
CONTINUOUS POSITIVE AIRWAY PRESSURE TREATMENT
GIOVANA DIAFÉRIA (1) - ROGERIO SANTOS-SILVA (2) - EVELI
TRUKSINAS (2) - FERNANDA HADDAD (2) - RENATA SANTOS
(3) - SILVANA BOMMARITO (3) - LUIZ CARLOS GREGÓRIO (4) SERGIO TUFIK (2) - LIA RITA AZEREDO BITTENCOURT (2)
UNIVERSIDADE FEDERAL DE SÃO PAULO, UNIFESP, SAO
PAULO, - (1) - UNIVERSIDADE FEDERAL DE SÃO PAULO,
UNIFESP, SAO PAULO, BRAZIL (2) - UNIVERSIDADE
FEDERAL DE SÃO PAULO, UNIFESP, SAO PAULO, BRAZIL (3)
- UNIVERSIDADE FEDERAL DE SÃO PAULO, UNIFESP, SÃO
PAULO, BRAZIL (4)
Abstract: Introduction: The neuromuscular alterations on the pharynx seem
to be one of the factors related to the pathophysiology of the Obstructive
Sleep Apnea Syndrome (OSAS). Nonetheless, the literature works investigating the phonotherapeutic treatment in these patients are scarse and
controversial. Objective: Assess the effects of phonotherapeutic exercises
performed in isolation and associated to the continuous positive airway
pressure treatment (CPAP) in patients with OSAS in clinical and polysomnography parameters. Methods: Adult males, with OSAS, were randomly
divided in four treatment groups: Placebo: 24 individuals submitted to phonotherapeutic placebo therapy; Phonoaudiological Therapy: 27 individuals
submitted to phonoaudiological therapy; CPAP treatment: 27 individuals
submitted to CPAP; Combined (CPAP+Phonoaudiological Therapy): 22 individuals submitted to CPAP treatment and phonoaudiological therapy. The
groups received treatment during three months. All patients were submitted
to pre- and post-treatment evaluation and after three weeks of washout,
including quality of life questionnaires, excessive sleepiness, Psychomotor
Vigilance Test, polysomnography and phonoaudiological evaluation. Results:
100 men were evaluated, with age of 48,1±11,2 (mean ± standard deviation), body mass index (BMI) of 27,4±4,9 kg/m2, score on the Epworth
Sleepiness Scale (ESS) of 12,7±3,0 and apnea-hypopnea index (AHI) of
30,9±20,6 events/hour. All treatment groups (Phonoaudiological Therapy,
CPAP and Combinated) presented reduction in ESS and in snoring with
the treatment, given that the Phonoaudiological Therapy group maintained
this improvement after the washout. The reduction of AHI occurred in the
groups with treatment, being more expressive in the presence of CPAP, with
improvement of the minimal oxyhemoglobin saturation (SpO2) and arousals
throughout the night. The Phonoaudiological Therapy Group improved in
more quality of life dominium and in the increase of tension of the tongue
and soft palate comparing with the Placebo Group. The Combinated Group
presented significant improvement in the tension of the tongue and soft
palate and increase in the adherence to CPAP in comparison to the CPAP
Group. Conclusion: Our findings suggest that the phonoaudiological therapy,
in patients with OSAS, could be considered an alternative treatment and an
adjunct intervention strategy in the adherence to CPAP use.
P239
THE IMPACT OF MUSIC THERAPY IN THE PARKINSON’S
DISEASE’S TREATMENT
ELEN FRANCO (1) - ALINE MEGUMI ARAKAWA (1)
CRISTINA DO ESPIRITO SANTO (1) - NATÁLIA GUTIERREZ
CARLETO (1)
MÔNICA LIMA FRANÇA (1) - ARIADNES NOBREGA OLIVEIRA (1)
-MAGALI DE LOURDES CALDANA (1)
BAURU, BRASIL (1)
Abstract: The Parkinson Disease (PD) is a progressive disorder, and chronic neurodegenerative disorder that occurs in the nervous system, involving
the brain basal ganglia causing disturbances in tone, posture and voluntary
movements, and it can also affect aspects of speech articulation, voice and
swallowing. In this context, music therapy can be an alternative in the treatment of disease that affect individual’s cognitive, physical or subjective
abilities. Purpose: Describe the therapeutic process and evolution of and
elderly patient with PD, attended in the Speech Therapy Clinic of the Bauru
Dental School – University of São Paulo. Case report: J.V.R, male, 70 years
old, had the PD diagnosed 12 years ago. The first symptoms appeared in
1989 with tremors in both hands simultaneously and were treated as essential tremor for 10 years. Disease progression was noted by himself when began having difficulties in his jog (banking), cause he required a lot of writing
and communicative skills. The symptoms have been getting worse over time
reflecting in the daily life activities, such as bath time and climb stairs. He
makes use of medicines for five years, noting worsening of his own clinical
feature this year. He have attends speech therapy twice a week, since the
month of March 2011 in the Speech Therapy Clinic of the Bauru Dental
School. The speech evaluation showed changes in written language and voice (voice slurred, breathy, inadequate coordination between breathing with
reduced speech rate). Results: after four months of speech therapy with a
focus on music therapy was noticeable improvement in the patient’s quality
of life, relieving the symptoms generated by the disease, and noted a great
improvement in emotional framework. It were used therapeutic strategies
involving singing and history of classical music. Discussion: the music is
working like a facilitator to promote communication, learning, expression,
among other aspects considered relevant in therapy as providing improvements in regard to emotional, mental, social and cognitive aspects. This is
observed in this study about the quick evolution of this patient during therapy sessions. The use of music enabled stronger ties between therapist and
patient as well as noting a clear motivational growth of both. Conclusion: In
these cases, it is important to conduct the therapeutic process an evaluation
and detailed speech language therapy, which can contribute in directing
the patients rehabilitation in PD cases. Thus develop strategies to promote
a quickly and effectively social rehabilitation with pleasure and motivation.
Learner Outcomes: Know about speech disorders resulting from Parkinson
Disease; Discuss forms of intervention in Parkinson Disease; Know about
music therapy in the Parkinson’s Disease’s treatment.
P240
PERCEPTUAL AND ACOUSTIC VOICE AND SPEECH ANALYSIS
IN DYSARTHRIAS
MARINA PADOVANI (1) - MARA BEHLAU (1)
CENTRO DE ESTUDOS DA VOZ, UNIVERSIDADE FEDERAL DE
SÃO PAULO, SÃO PAULO, BRAZIL (1)
Abstract: The typical characterization of dysarthrias, combined by perceptual and acoustic data, provides better information regarding the neuromotor skills for speech and communicative effectiveness. The aim of this
study was to characterize dysarthrias by auditory perceptual and acoustic
assessments of voice and speech. Voice and speech samples from 106
individuals, both sexes, were analyzed and divided into groups: dystonia
(LD), amyotrophic lateral sclerosis (ALS) and amyotrophic lateral sclerosis wi th predominant bulbar symptoms (ALSb), Myasthenia Gravis (MG),
Parkinson’s disease (PD), essential vocal tremor (EVT) and controls up to
and above 45 years. The “a” vowel and “iu” diphthong were recorded under
the recommended conditions. Data were analyzed by visual analogue scale
and Multi-Dimensional Voice Program, Kay Elemetrics, and Vox Metria, CTS
Informatica, acoustic programs. The results showed that the rhythm discriminated dysarthrias from controls, and dystonia from dysarthria, except in
articulatory integrity. The fundamental frequency variability in semitones
differentiated all dysarthric from the controls, followed by the coefficient of
fundamental frequency variability in% and standard deviation of fundamental frequency. The stability, MFTR and Matr variables showed satisfactory
accuracy and better sensitivity. ShimmAPQ also showed satisfactory accuracy, but better specificity, whereas the extent of F0 variability (st) showed
good accuracy with good stability and sensitivity. Therefore, there were correlations perceptual and acoustic measures in dysarthric patients.
127
P241
P243
EFFECT OF SPEECH THERAPY AS ADJUNCT TREATMENT
TO CPAP, ON THE QUALITY OF LIFE OF PATIENTS WITH
OBSTRUCTIVE SLEEP APNEA
GIOVANA DIAFÉRIA (1) - LUCIANA BADKE (2)
ROGÉRIO SANTOS-SILVA (1) - SILVANA BOMMARITO (1)
SERGIO TUFIK (3) - LIA RITA AZEREDO BITTENCOURT (3)
UNIVERSIDADE FEDERAL DE SÃO PAULO, UNIFESP, SÃO
PAULO, BRAZIL (1) - UNIVERSIDADE FEDERAL DE SÃO PAULO,
UNIFESP, SAO PAULO, BRAZIL (2) - UNIVERSIDADE FEDERAL
DE SÃO PAULO, UNIFESP, SÃO PAULO, BRAZIL (3)
AGREEMENT BETWEEN PERCEPTUAL TESTS AND
NASOENDOSCOPY IN THE DIAGNOSTIC OF VELOPHARYNGEAL
DYSFUNCTION
GABRIELA LIMA (1) - JENIFFER DUTKA (2) - OLIVIA MESQUITA
VIEIRA DE SOUZA (3) - MELINA WHITAKER (4) - JOSIANE
DENARDI ALVES NEVES (4) - VIIVIANE MARINO (5) - MARIA
INES PEGORARO-KROOK (3)
GRADUATION PROGRAM IN SPEECH, LANGUAGE AND
HEARING PROCESS AND DISORDERS, BAURU COLLEGE
OF DENTISTRY, UNIVERSITY OF SÃO PAULO, BAURU,
BRAZIL (1) - DEPARTMENT OF SPEECH, LANGUAGE AND
AUDIOLOGY, BAURU COLLEGE OF DENTISTRY; HOSPITAL FOR
REHABILITATION OF CRANIOFACIAL ANOMALIES, UNIVESITY
OF SAO PAULO, BAURU, BRAZIL (2) - DEPARTMENT OF
SPEECH, LANGUAGE AND AUDIOLOGY, BAURU COLLEGE
OF DENTISTRY; HOSPITAL FOR REHABILITATION OF
CRANIOFACIAL ANOMALIES, UNIVERSITY OF SAO PAULO,
BAURU, BRAZIL (3) - HOSPITAL FOR REHABILITATION OF
CRANIOFACIAL ANOMALIES, UNIVERSITY OF SAO PAULO,
BAURU, BRAZIL (4) - DEPARTMENT OF SPEECH, LANGUAGE
AND AUDIOLOGY, UNESP, MARILIA, BRAZIL (5)
Abstract: Background: Patients with obstructive sleep apnea (OSA) exhibit
reduced quality of life (QoL) due to their daytime symptoms, which restrict
their social activities. The available data for QoL after treatment with continuous positive airway pressure (CPAP) are inconclusive, and few studies
have assessed QoL after treatment with speech therapy or other methods
that increase the tonus of the upper airway muscles or with a combination
of these therapies. The aim of this study was to assess the effect of speech
therapy alone or combined with CPAP on QoL in patients with OSA using
three different questionnaires. Methods: Male patients with OSA were randomly allocated to four treatment groups: Placebo, 24 patients subjected
to sham speech therapy; Speech Therapy, 27 patients subjected to speech therapy; CPAP, 27 patients subjected to treatment with CPAP; and
Combination, 22 patients subjected to treatment with CPAP and speech
therapy. All patients were treated for three months. Participants were assessed before and after treatment and after three weeks of washout using QoL
questionnaires (Functional Outcomes of Sleep Questionnaire - FOSQ, World
Health Organization Quality of Life – WHOQoL-Bref, and Medical Outcomes
Study 36-Item Short-Form Health Survey (SF-36), excessive sleepiness scale (Epworth Sleepiness Scale - ESS), polysomnography (PSG), and speech
therapy assessment. Results: A total of 100 men aged 48.1±11.2 (mean
± standard deviation) years, body mass index of 27.4±4.9 Kg/m2, ESS
of 12.7±3.0, and apnea-hypopnea index (AHI) of 30.9±20.6. After treatment, Speech Therapy and Combination groups showed improvement in the
physical domain score of the WHOQoL-Bref and in the functional capacity
domain score of the SF-36. Conclusions: Our results suggest that speech
therapy alone and in association with CPAP might be an alternative treatment for the improvement of QoL in patients with OSA.
P242
AGLOSSIA: CASE REPORT
SILVANA BOMMARITO (1) - LUCIANA ESCANOELA ZANATO (1) MARILENA MANNO VIEIRA (1)
UNIVERSIDADE FEDERAL DE SÃO PAULO, UNIFESP/EPM, SÃO
PAULO, BRAZIL (1)
Abstract: Aglossia is a rare condition caused by a failure during tongue
embryogenesis process (fourth to eighth weeks of gestational). The tongue
is the most mobile organ of the body and is associated with coordinated
activities such as sucking, swallowing, chewing and speaking, and is an organ that contributes to the normal development of the teeth and jaw. In the
literature, few cases are described and are mostly associated with genetic
syndromes. The aim of this study is to describe the speech therapy manifestations in the case of 8-year-old girl with complete aglossia. Case Report:
According to information provided by the mother, during pregnancy there
were no complications. The maternal family carries the gene for hemophilia.
Regarding to psychomotor development: the child walked at 2 years old and
talked at 1,6 year old, she is currently enrolled in a regular school. Her diet,
since she was born, is exclusively oral. Currently the complaint is related to
aspects of speech and swallowing. Structures were phonoarticulatory examined: facial asymmetry, abnormal mobility and tone of the buccinator muscles, the lips are occluded in the resting condition, however it is possible to
observe decreased tone of the lower lip, hard palate and soft palate insufficient atretic. Functional assessment of swallowing was observed as pressing
lip to swallow, “hyperfunctional” masseter, chin muscle tension and muscle activity perioral swallowing and choking to solid. In electromyographic
examination of the muscles of the face, there were found hyperfunction of
the masticatory muscles and neck during water swallowing. Regarding to
speech articulation, there were disorder and hypernasal phonetic resonance
with the following changes: alveolar posteriorly, omission and nasalization
of liquid, nasalization of plosives. About the conduct and orthodontic treatment, she is making expansion of the hard palate and speech Therapy to
maximize the present structures and operate more efficiently things as saliva control, chewing and speech. Discussion and Conclusion: Aglossia is a
condition rarely described in the literature. It is known that the tongue plays
an important role in oral motor development and craniofacial development
mainly reflected in the lower third of the face and dentition. The absence of
this structure causes injury in stomatognathic functions. The comprehensive care to these individuals become paramount, with myofunctional therapy
associated with orthodontic intervention, and it is possible to observe an
improvement in saliva control, greater efficiency in chewing and swallowing
and improved adaptation mainly solid foods. Therefore, we highlight the
need for interdisciplinary approach to provide a better quality of life.
128
Abstract: Introduction: Perceptual assessment is the gold standard for assessment of hypernasality related to cleft palate and velopharyngeal dysfunction
(VPD). Because speech pathologists generally rely on perceptual measures
for assessing velopharyngeal (VP) function for speech, tests of cul-de-sac
hypernasal resonance and inappropriate nasal air emission are often chosen
as the two primary measures for determining success or failure of the palatal surgery in establishing a functional VP mechanism. It is acknowledged
that instrumental assessment, such as nasoendoscopy and videofluoroscopy,
supplement speech findings, but there is a need for a reliable and valid
comprehensive protocol for assessing the agreement between perceptual
and instrumental assessments of speech. Objective: Investigate the agreement between the results of the Hypernasality and Nasal Air Emission Tests
(THIPER and TEAN), described by Bzoch (2004), and those obtained from
nasoendoscopy (NASO), for the diagnostic of VPD. Material and Methods:
The scores of the TEAN and THIPER were collected from patient’s records,
and nasoendoscopic recordings were obtained from the data bank of the
Institution. The sample was composed by 43 NASO recordings and 43 TEAN
and THIPER scores obtained in the same day (not at the same time), from
a caseload of 33 unilateral cleft lip and palate patients, both genders, with
age ranging from 5 to 15 years. The NASO recordings of the speech samples
papapa, Papai pediu pipoca and A babá beijou o bebê were edited in a randomized sequence in a DVD and were judged by three experienced speech
pathologists as no VP closure, consistent VP closure and inconsistent VP closure. Results: Intra-judge percentage agreements were 93% to both samples
papapa and Papai pediu pipoca and 97% to A babá beijou o bebê. When
the scores of TEAN were compared with the NASO judgements, the agreement for the sample papapa was regular, and for Papai pediu pipoca and A
babá beijou o bebê was small. Comparing the THIPER scores with NASO
judgements, a small agreement for all the three samples was observed. In
the NASO recordings judged as presenting no-VP closure the agreement with
the TEAN scores was almost perfect for the samples papapa and Papai pediu
pipoca and substantial for the sample A babá beijou o bebê. The agreement between NASO judgements and THIPER scores was moderate for all
the three samples. Comparing the NASO judgements with the TEAN scores
when both (instrumental and perceptual) suggested consistent VP closure a
poor agreement was observed for all the three samples and comparing with
THIPER scores was small for the sample papapa and poor for the samples
Papai pediu pipoca and A babá beijou o bebê. The agreement between both
tests (TEAN and THIPER) and NASO judgements suggested inconsistent VP
closure was small for all three samples. Conclusion: The results of this study
allow to conclude that the scores of TEAN and THIPER scores indicating
no-VP closure were the only ones which presented good agreement with the
NASO judgements, opposed to the ones which indicating consistent our inconsistent VP closure which presented poor agreement.
Learner Outcomes: There is a need for a reliable and valid comprehensive
protocol for assessing the agreement between perceptual and instrumental
assessments of speech. The participant will learn the results of the agreement between Hypernasality and Nasal Air Emission Tests, described by
Bzoch (2004), with those obtained from nasoendoscopy for the diagnostic
of velopharyngeal dysfunction in patients with cleft palate.
P244
MAXIMUM PERFORMANCE TESTS OF SPEECH PRODUCTION
SIMONE KNUIJT (1) - BERT DE SWART (2) - HARRY GOOS (3)
HANNEKE KALF (1)
DEPARTMENT OF REHABILITATION / SPEECH LANGUAGE
PATHOLOGY, RADBOUD UNIVERSITY NIJMEGEN MEDICAL
CENTRE, NIJMEGEN, NETHERLANDS (1) - INSTITUTE OF
HEALTH STUDIES AND DEPARTMENT OF REHABILITATION
/ SPEECH LANGUAGE PATHOLOGY, HAN UNIVERSITY OF
APPLIED SCIENCES NIJMEGEN AND RADBOUD UNIVERSITY
NIJMEGEN MEDICAL CENTRE, NIJMEGEN, NETHERLANDS
(2) - INSTITUTE OF HEALTH STUDIES AND DEPARTMENT OF
SPEECH THERAPY, HAN UNIVERSITY OF APPLIED SCIENCES
NIJMEGEN AND HOSPITAL RIVIERENLAND TIEL, NIJMEGEN
AND TIEL, NETHERLANDS (3)
Abstract: Reference values of maximum performance tests of speech production were collected in a group of 89 healthy Dutch adults. Age seems only to be
a factor of influence above 70, except for MPV. Length and smoking influence
MPD, but other personal characteristics didn’t influence the performances. The
reference values will be added to the Dutch Dysarthria Assessment. The purpose is to enlarge the group in order to set lower limits of normal.
Learner Outcomes: Describe four main maximum performance tasks of speech production; Describe the influence of age on maximum performance in
speech tasks by healthy adults.
P245
USING TRAINING VIDEOS IN DYSARTHRIA ASSESSMENT
EDUCATION
SIMONE KNUIJT (1) - HANNEKE KALF (1) - PUCK GOOSSENS
(2) HARRY GOOS (3) - BERT DE SWART (2)
HEALTH STUDIES AND DEPARTMENT OF REHABILITATION /
SPEECH LANGUAGE THERAPY, HAN UNIVERSITY OF APPLIED
SCIENCES NIJMEGEN AND RADBOUD UNIVERSITY NIJMEGEN
MEDICAL CENTRE, NIJMEGEN, NETHERLANDS (2) - INSTITUTE
OF HEALTH STUDIES AND DEPARTMENT OF SPEECH THERAPY,
HAN UNIVERSITY OF APPLIED SCIENCES NIJMEGEN AND
HOSPITAL RIVIERENLAND TIEL, NIJMEGEN AND TIEL,
NETHERLANDS (3)
Abstract: Because the interrater reliability of perceptual dysarthria assessment is low, training videos are being developed to educate both experienced speech language therapists (SLTs) and students. Standardized
videos were made of 54 dysarthric patients, using the Dutch Dysarthria
Assessment. In order to reach consensus about the type and severity of
the dysarthria in all patients, consensus meetings were held with 7 highly
experienced SLTs. This resulted in adequate case descriptions. A pilot experiment with 28 students was conducted. The students judged 10 patients
before and after a one-day training with use of the videos. The training videos were selected, based on type and severity of the dysarthrias. This pilot
study showed a significant improvement on agreement with the consensus
by the experienced SLTs on two types of dysarthria (hypokinetic and hyperkinetic). In an additional reliability experiment with SLTs, only the written
case descriptions in combination with the videos are going to be used to
explore the learning effect in experienced SLTs.
Learner Outcomes: Describe the need for training videos of dysarthric patients to educate SLT students; Describe the effect of using training videos
as part of one-day dysarthria training.
P246
MYOFUNCTIONAL THERAPY COMBINED TO BOTULINUM TOXIN
INJECTIONS IN LONG STANDING FACIAL PARALYSIS
PAULA NUNES TOLEDO (1) - MARCUS CASTRO FERREIRA (2) ALESSANDRA GRASSI SALLES (3)
CENTRO DE ESTUDOS DAS FACULDADES METROPOLITANAS
UNIDAS, CLINICAL HOSPITAL, SÃO PAULO, BRAZIL (1) UNIVERSITY OF SÃO PAULO, CLINICAL HOSPITAL, SÃO PAULO,
BRAZIL (2) - UNIVERSITY DE SÃO PAULO, CLINICAL HOSPITAL,
Abstract: Quantify the benefits of myofunctional therapy associated to botulinum toxin injection in patients with long standing facial unilateral palsy.
Twenty-five patients with long standing facial palsy were studied; all had
been previously treated for facial reanimation. Patients were divided in two
groups; Group A did the myofunctional therapy sessions with the speech
therapist before the botulinum toxin injection, while the participants of
Group B did the myofunctional therapy after it. The Clinical Score of the paralyzed side of Group A was 5.75, went to 6.92 after myofunctional therapy
and to 9.33 after botulinum toxin injection; in Group B it was 3.35, went
to 10,0. The Physical Function Score in Group A was significantly higher,
both after myofunctional therapy and after botulinum toxin injection. There
was no difference of the Physical Function Score for Group B. The Social/
Well-Being Function Score in Group A was also significantly higher after
myofunctional rehabilitation and also at the end of both treatments. After
myofunctional therapy patients presented better Facial Disability Index
scores and higher Clinical Scores on the paralyzed side of the face. The
association of myofunctional therapy to the injection of the botulinum toxin
benefited equally all patients
Learner Outcomes: After myofunctional therapy, the paralyzed side of the
face showed higher Clinical Scores and higher Facial Disability Index. The
association of myofunctional therapy to the injection of the botulinum toxin benefited equally all patients, reducing facial asymmetry and promoted
Physical Function and Social/Well-Being.
P247
ACQUISITION OF BITE FORCE: LARYNGECTOMIZED STUDY
GERLANE KARLA OLIVEIRA NASCIMENTO (1) - DANIELE
ANDRADE CU (1) - LUCIANA ÂNGELO BEZERRA (1) - HILTON
JUSTINO SILVA (1)
Abstract: Introduction: The bite force, one of the chewing function components, it’s exerted by the jaw elevator muscles and regulated by the nervous,
muscular, skeletal and dental systems. It’s quantification can be performed
with the aid of load cells which undergo deformity (bite) cause ôhmic variation in this sensor or strain gages, generating an electrical potential corresponding to the applied force in kilograms-force (kgf). The quantification of
this chewing component can help in the diagnosis and therapy of functions
and disorders of the stomatognathic system (SE). Objective: To verify the
bite force values of volunteers who underwent total laryngectomy. Methods:
The study was approved by the Ethics Committee and Human Research of
HCP (recorded in Protocol nº 42/2009) and involved a sample composed by
fifteen males gender total laryngectomized with a mean age of 64 years. The
bite force was measured with the aid of load cell positioned in three regions
and different times: 1) between the central incisors; 2) between the right
molars of the dental arch tooth; 3) between the left molars of the arch tooth.
The results of this experiment were subjected to statistical analysis for later.
Results: The strength values found in the incision had an average of 25.77
Kgf. In right unilateral bite in the molar region was obtained average value
of 23.53 Kgf. During unilateral left bite between the molars, the mean value
was 30.54 Kgf. Discussion: The act of standard chewing requires harmony
between jaw movements, being the force applied to the chewing stages synchronously distributed to ensure the balance of the SE muscles and its functions. Regarding strength parameters found during incision of subjects with
total laryngectomy, it can be estimated that there are closer to the expected
values in a standard incision. In our findings we observed a slight difference
between the mean values of bite force between the molars when compared to
the right and left sides of the dental arch. This difference may be related to
greater demand side muscle since in laryngectomized has compensation of
the bite force involved muscles, which reinforces our hypothesis. Conclusion:
The anatomofunctional changes associated to the total laryngectomy surgery
not seem to interfere significantly in the bite force parameters.
Learner Outcomes: Changes in laryngectomyzed chewing; Bite force in total
laryngectomyzed subjects; How to evaluate the bite force in laryngectomyzed subjects.
P248
CONCORDANCE BETWEEN PERCEPTUAL TESTS
AND VIDEOFLUOROSCOPY IN THE DIAGNOSTIC OF
VELOPHARYNGEAL DYSFUNCTION
MAÍRA DE SOUZA PÉRICO (1) - JENIFFER DE CÁSSIA RILLO
DUTKA (2) - OLÍVIA MESQUITA DE SOUZA VIEIRA (3) - EDNA
ZAKRZEVSKI PADILHA (1) - FABIANE RODRIGUES LARANGEIRA
(1) - MARIA INÊS PEGORARO-KROOK (2)
BAURU COLLEGE OF DENTISTRY, UNIVERSITY OF SAO
PAULO, BAURU, BRAZIL (1) - DEPARTMENT OF SPEECH,
LANGUAGE AND AUDIOLOGY/ BAURU COLLEGE OF DENTISTRY,
HOSPITAL FOR REHABILITATION OF CRANIOFACIAL
DISORDERS/ UNIVERSITY OF SAO PAULO, BAURU, BRAZIL
(2) - DEPARTMENT OF SPEECH, LANGUAGE AND AUDIOLOGY/
BAURU COLLEGE OF DENTISTRY, UNIVERSITY OF SAO PAULO,
BAURU, BRAZIL (3)
Abstract: Introduction: Velopharyngeal insufficiency and incompetency are
types of velopharyngeal dysfunction (VPD) which require different types of
treatment. For those cases who present with velopharyngeal insufficiency a
physical procedure, such as surgery or prosthesis, is the treatment of choice
and for those who present velopharyngeal incompetency, speech therapy
should be indicated. None effective treatment should be indicated if a precise differential diagnostic of the VPD type is done, and for this purpose a
129
clinical and instrumental speech evaluation is always necessary. Perceptual
speech evaluation is considered to be the gold standard procedure for many
investigators to identify speech and voice disorders in an individual with
cleft palate. Literature describes some methods and specific tests to provide
the differential diagnostic of VPD, such as the Hypernasality and Nasal Air
Emission Tests described by Bzoch (2004), which aim to evaluate velopharyngeal function and dysfunction. Image instrumental exams, such as
videofluoroscopy complement the perceptual evaluation findings and are
frequently used to define surgical procedures. Not found a study to verify
that the concordance between perceptual tests proposed by Bzoch (2004)
with the results of the videofluoroscopy. Objective: To investigate the concordance between the results of tests Hypernasality (THIPER) and Nasal Air
Emission (TEAN) and the imaging findings of videofluorocopia the diagnosis
of VPD in individuals with cleft palate. Material and Methods: The sample
consisted of 89 trials of videofluoroscopy examinations and 89 trials of
scores TEAN and THIPER. We tested the concordance between the interpretation of results of perceptual tests and findings of videofluoroscopy, for
this analysis the sample was divided into three groups of different types
of Velopharyngeal Closure (VC), the non velopharyngeal closure (NVC), the
closing inconsistent velopharyngeal (CIV) and consistent velopharyngeal closure (CVC). We used the Kappa test. Results: The overall level of concordance between the results of TEAN and videofluoroscopy was substantial and
regular Kappa value, compared three types of VC separately for the NVC the
concordance was almost perfect for CIV was small and regular for CVC, already to the situation THIPER and videofluoroscopy the general concordance
was substantial and moderate Kappa value, for the NVC the concordance
was almost perfect, for CIV was regular and moderate to CVC. Conclusion:
There was a good level of general concordance among perceptual tests and
the videofluoroscopy, indicating that in most cases the two evaluations indicated the same result. But the kind of VC that showed better concordance
with the perceptual tests was the NVC.
Learner Outcomes: What is velopharyngeal dysfunction (VPD); How to make
the differential diagnosis of VPD; Application of clinical evaluation (perceptual) and Instrumental.
P249
SPEECH TREATMENT BY DAF IN DYSARTHRIAS: IMMEDIATE
EFFECTS IN CLINIC AND CUMULATIVE EFFECTS OF 3-MONTH
TREATMENT USING A PORTABLE DEVICE
EIJI SHIMURA (1) - KAZUHIKO KAKEHI (2)
DEPARTMENT OF SPEECH, LANGUAGE AND HEARING
SCIENCES, NIIGATA UNIVERSITY OF HEALTH AND WELFARE,
UNIVERSITY, NIIGATA, JAPAN (1) - INSTITUTE FOR ADVANCED
STUDIES IN ARTIFICIAL INTELLIGENCE, CHUKYO UNIVERSITY,
UNIVERSITY, AICHI, JAPAN (2)
Abstract: Purpose: Several rehabilitation methods to control speech rate are
currently available and have been widely used to improve speech intelligibility
in patients with dysarthria. However, the speech intelligibility of dysarthric patients shows less improvement in daily life and this is largely because most of
the currently available treatment methods are not practical for use in daily life.
Delayed auditory feedback (DAF) is one of the speech rate control methods
available, and a small portable DAF device has been developed recently to
provide practical, daily DAF treatment for patients with dysarthria. The efficacy
of DAF in certain hypokinetic dysarthrias has been reported, and it has also
been shown recently that DAF is effective in some cases of unilateral upper
motor neuron (UUMN) and ataxic dysarthrias. The aim of this study was to
investigate (a) the immediate effects of DAF in dysarthric patients in clinic,
(b) the effects of a portable DAF device treatment used for approximately 3
months, and (c) the correlation between the immediate effects of DAF and the
cumulative effects of treatment with a portable DAF device. Method: First, the
immediate effects of DAF were investigated in 8 dysarthric patients (UUMN,
hypokinetic, ataxic, and mixed) using a set of tasks that included free conversation and reading a long sentence aloud. Either task A (long sentence reading and free conversation without DAF) or task B (long sentence reading and
free conversation with DAF) was performed once in every week in the order of
A-B-A. Patients were instructed to prolong vowel length when using DAF. The
immediate effects of DAF were evaluated by measuring speech intelligibility,
speech rate, vowel length, and vowel formant frequencies. Then, the effect of
portable DAF treatment was investigated in 3 of the 8 patients (cases 2, 4, and
6) who were able to participate in portable DAF treatment after the evaluation.
They wore a portable DAF and engaged in 20-min. practice every day for 3
months. The effect was evaluated without DAF before and after the treatment
by the same measuring for the immediate effect. Results and Discussion: With
DAF, speech intelligibility in free conversation significantly improved in 6 of 8
dysarthric patients (UUMN, hypokinetic, ataxic, and mixed), suggesting that
DAF is beneficial not only for hypokinetic dysarthrias, but also for other types
of dysarthrias. Outcome of portable DAF treatment was favorable in case 4, in
which the intelligibility of free conversation was improved from 3.6 to 3, and
of long-sentence mildly from 2.8 to 2.5. Single-word intelligibility was also
improved from 68.3% to 89.7%, and the F1/F2 vowel space was expanded in
the single-word test. Although the intelligibility of free conversation improved
slightly in case 6, little improvement was observed in case 2. Among the three cases, significant improvement was observed only in case 4, with slightly
better improvement seen in case 2 than in case 6. The direct effects of DAF
130
correlate rather well with the efficacy of portable DAF treatment. (This work
was supported by Grant-in-Aid for Scientific Research 10424889).
Learner Outcomes: know a way of speaking prolong vowel length in DAF usage; the effect of delayed auditory feedback for dysarthrias; know the relationship between improvement of speech intelligibility and acoustic characteristics (reduction of speaking rate, extension of vowel length, and expansion of
vowel space in the F1-F2 space, etc.).
P250
DEVELOPMENT AND VALIDATION OF THE DUTCH DYSARTHRIA
ASSESSMENT
SIMONE KNUIJT (1) - HANNEKE KALF (1) - HARRY GOOS (2) PUCK GOOSSENS (3) - JUDITH KOCKEN (4) - LOTTE KROMHOUT
(5) ALEXANDER GEURTS (6) - BERT DE SWART (7)
HEALTH STUDIES AND DEPARTMENT OF SPEECH THERAPY,
HAN UNIVERSITY OF APPLIED SCIENCES NIJMEGEN AND
HOSPITAL RIVIERENLAND TIEL, NIJMEGEN AND TIEL,
NETHERLANDS (2) - INSTITUTE OF HEALTH STUDIES AND
PATHOLOGY, HAN UNIVERSITY OF APPLIED SCIENCES
NIJMEGEN AND RADBOUD UNIVERSITY NIJMEGEN MEDICAL
CENTRE, NIJMEGEN, NETHERLANDS (3) - DEPARTMENT
OF SPEECH THERAPY, RIJNSTATE HOSPITAL, ARNHEM,
NETHERLANDS (4) - DEPARTMENT OF SPEECH THERAPY,
CANISIUS WILHELMINA HOSPITAL, NIJMEGEN, NETHERLANDS
(5) - DEPARTMENT OF REHABILITATION MEDICINE, RADBOUD
UNIVERSITY NIJMEGEN MEDICAL CENTRE, NIJMEGEN,
NETHERLANDS (6) - DEPARTMENT OF REHABILITATION
MEDICINE / SPEECH LANGUAGE PATHOLOGY, RADBOUD
UNIVERSITY NIJMEGEN MEDICAL CENTRE, NIJMEGEN,
NETHERLANDS (7)
Abstract: The purpose of this study was to develop the Dutch Dysarthria
Assessment (DDA). A project group of seven highly experienced speech-language pathologists evaluated Dutch dysarthria assessments and compared
them with international standards. A concept version of the DDA was made,
including speech tasks (spontaneous speech, reading, maximum repetition
rate, maximum phonation duration, fundamental frequency range, maximum phonation volume), assessment form and tutorial. An online Delphi
round was performed to get feedback from colleagues in the Netherlands
and Belgium (Flanders). This resulted in numerous comments and suggestions for changes regarding items and terminology of the assessment form
and tutorial. All remarks were discussed in the project group, after which
new versions of the tutorial and assessment form were completed. Forty-five
patients were assessed using the pre-final version of the DDA. Besides the
DDA, two questionnaires, an intelligibility assessment and a fluency task were
included for validation measurements. The project group reached agreement
regarding the type and severity of the dysarthria of all patients. A factor analysis confirmed the traditionally domains of speech (articulation, phonation,
respiration, prosody, nasal resonance). Validation measurements were satisfactory. A second Delphi round is conducted to reach consensus about the
new version of the tutorial and the assessment form. Pending the outcome of
the second Delphi round, the final version will be published in 2013.
Learner Outcomes: Describe the methodological steps in the development
of a dysarthria assessment; Describe the development and validation of the
Dutch Dysarthria Assessment.
P251
COGNITIVE-PERCEPTUAL EXAMINATION OF REMEDIATION
APPROACHES TO HYPOKINETIC DYSARTHRIA
MEGAN MCAULIFFE (1) - SARAH KERR (1) - ELIZABETH GIBSON
(1)
TIM ANDERSON (2) - PATRICK LASHELL (3)
DEPARTMENT OF COMMUNICATION DISORDERS & NZ
INSTITUTE OF LANGUAGE, BRAIN & BEHAVIOUR, UNIVERSITY
OF CANTERBURY, CHRISTCHURCH, NEW ZEALAND (1) - NEW
ZEALAND BRAIN RESEARCH INSTITUTE, UNIVERSITY OF
OTAGO, CHRISTCHURCH, NEW ZEALAND (2) - NZ INSTITUTE
OF LANGUAGE, BRAIN & BEHAVIOUR, UNIVERSITY OF
CANTERBURY, CHRISTCHURCH, NEW ZEALAND (3)
Abstract: Speech treatment for individuals with hypokinetic dysarthria commonly focuses on behavioural modification of speech rate and vocal loudness. However, very little is known regarding how these modifications affect
listener processing of hypokinetic dysarthric speech. This study aimed to determine how increased vocal loudness and rate reduction affected listeners’
cognitive-perceptual processing of hypokinetic dysarthric speech. Fifty-one
participants aged 18 to 30 years completed a speech perception experiment,
hearing test and receptive vocabulary test. For the perception task, experimental stimuli were elicited from five individuals with moderate hypokinetic
dysarthria in habitual, loud and slow speaking modes. Listener participants
were allocated to habitual (n = 17), loud (n = 17) and slow (n = 17) experimental conditions. Transcripts derived from a phrase repetition task were
coded for accuracy, segmental (syllable resemblance) and suprasegmental
(lexical boundary) error patterns. Results of the study revealed that transcript
accuracy was highest, overall, in the slow condition. However in the loud
condition, improvement was evidenced across the experiment. Error analysis
revealed that listeners in the loud condition appeared to prioritize segmental
cues in comprehending hypokinetic dysarthric speech; whereas suprasegmental cues were preferentially weighted in the slow condition. Furthermore,
a listener’s receptive vocabulary was predictive of their transcription accuracy and resemblance of syllable errors to the target. The findings of the study
appear to indicate that increased loudness and rate reduction have differential effects on listeners’ processing of dysarthric speech.
Learner Outcomes: After listening to this presentation, participants will be
able to: (1) Describe the effects of hypokinetic dysarthria upon speech production; (2) Describe the cognitive-perceptual approach to conceptualizing
rehabilitation strategies in dysarthria; and (3) Identify possible cognitiveperceptual outcomes of slow and loud speech on listener processing
P252
THE IALP VALUE FOR THE DEVELOPMENT OF LOGOPEDICS
AND PHONOATRICS IN RUSSIA
OLGA ORLOVA (1) - GENNADY IVANCHENKO (1) - LEV RUDIN
(2) - ELENA LEVINA (3)
FEDERAL STATE SCIENTIFIC CLINICAL CENTRE OF
OTORHINOLARYNGOLOGY, FEDERAL STATE SCIENTIFIC
CLINICAL CENTRE OF OTORHINOLARYNGOLOGY, MOSCOW,
RUSSIAN FEDERATION (1) - “THE RUSSIAN PUBLIC ACADEMY
OF VOICE”, “THE RUSSIAN PUBLIC ACADEMY OF VOICE”,
MOSCOW, RUSSIAN FEDERATION (2) - THE INSTITUTE OF
SPECIAL EDUCATION, MOSCOW CITY TEACHERS’ TRAINING
UNIVERSITY, MOSCOW, RUSSIAN FEDERATION (3)
Abstract: In the article you will find the historical materials about the participation of Russian phoniatrists and logopedists jn the international congresses and it’s value for the development of logopedics and phoniatrics in
Russia.
Learner Outcomes: know the details of international activity of Russian phoniatrists and logopedists; know the value of IALP for the development of
logopedics and phoniatrics in Russia.
P253
ADOPT THE CHILD WITH DISABILITY- IMPLEMENTING HOME
PROGRAM BY PSYCHOLOGY STUDENTS ON OUTREACH IN
SEMI-RURAL SOUTH AFRICA
AGATA NATALIA RUNOWICZ (1)
ASSOCIATION FOR THE PERSONS WITH PHYSIACL DISABILITY,
SASLHA, RHODES UNIVERSITY, ZA, GRAHAMSTOWN, SOUTH
AFRICA (1)
Abstract: Background: To make students outreach mere purposeful and
offer experience with disability and on the other hand to assist children
from developmental Clinic we plan a project with RU Psychology Dept. and
APD/DOH Therapist.Participants RU Psychology Dept. outreach coordinator,
Rehab Manager APD SW and development worker, Therapists DOH and 40
students. Aims- DOH-To help with home program and broaden intervention; Students-To observe relationship and learn and feedback to therapists;
Students-To familiarize with disability and developmental delays and gain
experience; Coordinator –To guide and support students and promote reflective intervention, run supervision session; All- to promote disability issues at
Psychology dept.; Therapists –to insure workable home program and assist
with implementation; APD assist with transport, translation etc. facilitation; Means; Staff; Car; Toy Library and space; Communication and advice.
Process. Strategy and aims planned by Agata and Lisa. Presentation of Dev.
Clinic and APD works at RU- Introduction of children and students –making
teams. Visits, programs adjustments, negotiations. Supervisions monthly,
feedback and follow up by APD and DOH. Summary, party and reflections.
Outcome: Files of reflections, DVD with interviews, see example-. Way forward. Recommendation for RU Clinic next year to carry on with the project
Learner Outcomes: Families to have a facilitator and supporter in implementation of home program and with time to have child communicating
and functioning better and parenting more rewarding and specific to child’s
needs, DOH-to help with home program and broaden intervention; Studentsto observe relationship and learn and feedback to therapists, to familiarize
with disability and developmental delays and gain experience, Coordinator
to guide and support students and promote reflective intervention, run
supervision session, all- to promote disability issues at Psychology dept.;
Therapists, to insure workable home program and assist with implementation, APD to assist with transport, translation etc. facilitation.
P254
STUDIOUSLY: TOWARDS A SELF-MANAGEMENT OF THE STUDY
PROCESS USING META-COGNITIVE STRATEGIES
ELENA VIOTTO (1) - NOEMI DOMENINO (1) - ANNALAURA
PETTERUTI (1) - MARCELLA POCCHIOLA (1)
MULTICODEX, TORINO, TORINO, ITALY (1)
Abstract: Since few years, at the Co-op. Soc. Multicodex of Turin, a speech
theraphy office, there is a laboratory organized in small groups, with the aim
of integrating text meta-comprehension skills with the independent management of the study process. The laboratory is for children between the ages
of 11-14 years with specific learning difficulties. The training of group’s
speech therapy allows children to bring out and experiment cooperative learning strategies: through concrete experiences of sharing, a child can learn
to use his/her own resources and take control over his/her information elaboration process (functional use of strategies). The contents of the laboratory are focused on the management and integration of available resources,
understanding and analysis of the text of study, organization and control of
time. The program includes 10 sessions of one-hour meeting, with an initial
assessment and a final re-test (the evaluation meetings last 90 minutes).
This practice is effective in order to create targeted stimulation activities
and to modify the aspects that criticality determine the creation of discomfort in children, compromising the learning. The revaluation is intended to
verify the effectiveness of training by identifying critical issues. The goal of
the program is to provide skills to reduce functional and operational difficulties in the management of the study. The theories and research to which the
laboratory refers are those of the University of Padova, MT Research Group
Learner Outcomes: The data analysis has been done comparing the weighted
scores of the test and re-test phase, in relation to statistical averages for age
and education of children; Overall, an increase in knowledge has been observed, as well as the effectiveness of using strategic behaviors; in some cases
there is a direct application in tests study re-test; In order to continue the study it would be necessary to integrate the speech therapy training in the scholar context, calling for the co-action of rehabilitation together with the School,
Family, tutors and other educational agencies; The laboratory has been recently conceived: this has not allowed, for the moment, to carry out the study on
a larger number of participants, nor to schedule follow-up workshops after few
months; both the aspects could be the basis for further studies.
P255
EXPLORING EQUAL RELATIONSHIPS IN A DISABILITY
PROVISION (PHD THESIS IN PROGRESS)
ELLIANNA MANTAKA-BRINKMANN (1)
DEPARTMENT OF DEVELOPMENT AND SOCIETY, SHEFFIELD
HALLAM UNIVERSITY, SHEFFIELD, UNITED KINGDOM (1)
Abstract: Introduction - This research project tries to reflect on my work as
a speech and language therapist in one of the very few institutions left in
Greece for children and adults with disabilities having a very long history
in this domain. The aim of this study is to try to understand how the relationships between parents, children or adults, and professionals could be
established in a more democratic balance gaining understanding of participants’ perspectives and perhaps establishing the potential for change.
Within this relationship triangle it is important to understand what kind
of role takes each of the key participants by connecting the three groups,
parents, children and adults and professionals together and trying to establish first a common understanding on the basic definition of disability.
What is the meaning? What are the consequences for the disabled people,
their families and / or the environment where they grow up and try to find
a place in the society? The different understanding of disability and the
different perspective of the participants will be explored in the context of
the medical model and the social model and how these impact upon speech
and language therapy practice and research including also the experience
of other professionals gaining a better and broader understanding how they
comprehend and perceive the issues that are going to be researched from
their point of view taken also cultural diversities in consideration. Moreover,
achieving this it could be also worthy to look and to study some more issues
that are very much related to this balance and emerge across different settings. Looking closely, parents, professionals, children or adults have relationships of power between them. Each of them has different expectations
and therefore exist different opinions. As a result misunderstandings might
occur. The different relationships of power could be better if they were democratically balanced. Otherwise they can cause several problems and sometimes an unsuccessful cooperation. Moreover, the meaning of identity for
each of the participants of each group will give some information looking
more thoroughly for people that have an ‘insider’ status and for me as a
researcher, being an ‘outsider’. Through this paper there will be an introduction to these issues that are going to be researched and some theoretical
background are going to be presented using ethnography as methodological approach with observations and semi-structured interviews and taking
in consideration the ethical issues that might occur. The research projectBeing a practitioner and working for many years in this disability provision I
started to realize that relationships are very important and very fragile when
it comes to the point to speak, reflect, and work with disability. The thesis
is about a balanced (isosceles) triangle that represents the three different
131
groups of people-parents, professionals and children or adults- that come
to work and cooperate together in a provision where disability is seen sometimes differently from each member of these groups. The setting where
this research project is going to take place is one of the very few institutions
that left in Greece and has a very long history in this domain making the
research more challenging. On the other side, could give the chance for
further research in this field for other similar settings. In the literature and
in the research, through the last decades, there is a lot of research that has
been done between professionals and parents or between disabled people
and professionals but few researchers has been occupied with all the three
together trying to find a democratic model that could help to gain a better
understanding of participants’ perspectives and perhaps establishing the
potential for some change. I will try to look this model in a more holistic
view analyzing each group individually by describing the characteristics,
expectations and their contribution to the educational process. After describing the key participants we have to understand what connects them. Are
the relationships of reliance and respect between each other that play an
important role? What influences their diverse views and believes? Are there
different expectations from each other? The different views about disability,
relationships of power and identity as ‘insider’ or ‘outsider’ are issues that
can connect professionals, parents and children/adults that come together
and they need to discuss, find solutions and start or continue an educational
program in different placements.
Furthermore, respect, complementary expertise and a willingness to learn
from each other are also issues for ‘partnership’ and balanced relationships.
Looking in the literature of the last years some research has been done on
the relationship between parents and professionals or between professionals
and children or people with a disability but not all of the three together.
On the other side little research has been done from the point of view of
health professionals try to use an ethnographic research approach. Such
an alternative to the medical model makes the research for health professionals more challenging and tries to include ways in which a non-disabled
professional can conduct research that could give some information through
observations and interviews giving in such a way a better understanding and
perhaps a potential for change. Furthermore, post qualification development and further training can be beneficial not only for the professionals
themselves but also may have a positive impact for the children and the
families who interact with them. Another very important issue is ‘to achieve
in a possible way that professional could use the social model as a theoretical foundation for practice and research within their own discipline’. It
would also contribute to parents to look back their rights as parents and to
take decisions for themselves and for their children because parents should
be partners in planning and decision making from the moment that are the
long-term caregivers of their children . Additionally, it will give the possibility
to disabled children/adults to have a ‘voice’ throughout this research project.
Obviously, this is not enough but a start for more health professionals to
discover an appropriate position in relation to disabled people, research and
social model of disability trying to develop a dialogue between them. Children
and adults perhaps will learn more about themselves and be more involved in
the process of their educational program without feeling so much oppressed
and disempowered. Because, it is important to have the opportunity for other
professionals to understand and accept the different points of view of disabled people as long as of parents and vice versa. Moreover, the contribution
of having the possibility through this research project to increase the study
of similar works in Greece since the literature is very limited in this field for
health and other professionals. Furthermore, it should be perhaps possible
for the participants to repositions themselves as professional, parents and
disabled people. Besides, part of self-knowing that professionals require is
also important to ‘become aware consciously and unconsciously by our peers
and by the culture of the organization in which professionals work’. Lastly,
this thesis could speak the world of disability giving an understanding of ‘hearing’ the voice of disabled people, parents and professionals. In such a way
is perhaps going come into the light different belief of disability and different
ways to be challenged with disability in everyday life. It is central for researchers and academics to study disability but in reality sometimes the things
are different. Professionals do not sometimes have the time to realize their
mistakes and they do not have the time to reflect about their work. Parents
on the other side try to confront with a maze of problems without realizing
the positive parts that may occur every day. Disabled people live sometimes
in their ‘dis-ability’ to do things that they want and dream of, without having
any support from the society or the environment. Consequently, ‘hearing’ the
voices of ‘insiders’ and ‘outsiders’ will perhaps come to a better understanding of disability and the constructions of it improving the relationships and
the acceptance between each other.
P256
YOUNG DOCTOR PROJECT: INTERACTIVE TELEDUCATION IN
PROCESSES AND DISORDERS OF COMMUNICATION
WANDERLÉIA QUINHONEIRO BLASCA (1) - CAMILA DE CASTRO
CORRÊA (1) - ALINE MARTINS (1) - JÚLIA SPERANZA ZABEU
(1) - CÁSSIA DE SOUZA PARDO-FANTON (1) - RICELLY AVILA DA
SILVA (1) - MIRELA MACHADO PICOLINI (1) - ALCIONE GHEDINI
BRASOLOTTO (1) - GIÉDRE BERRETIN-FELIX (1) - LUCIANA
PAULA MAXIMINO (1)
Abstract: In health area, the Technologies of Information and Communication
(TICs) are increasingly used as a way to motivate the hierarchy of knowledge. For a country with continental dimensions as Brazil, it is necessary to
use modern resources of Interactive Teleducation to promote the efficient
integration of the professionals involved in health activities, enabling learning and discussions, complementing and empowering traditional methodologies. Projects based on the Interactive Teleducation are dynamics
converted to sustainable actions which disseminate health knowledge, with
the contribution of technologic resources – Technologies of Information and
Communication. In this manner, the Young Doctor Project in themes of the
Speech-Language and Hearing sciences area was develop to prevention and
precociously detection of communication disorders. It was aimed to present
and describe the actions of health promotion in themes related to Processes
and Disorders of Communication, according to the pattern of the Young
Doctor Project. The training program related to the themes occurred by
several education methodologies – lectures, cybertutor access, workshops/
activities, and different evaluations of the program and its competencies.
The contents applied on students of the elementary and high school of public and private institutions, were developed by undergraduation and postgraduation students, guided by the professors of the university. During 2008
until 2012 were developed eight versions, in Bauru and Arealva (inner cities
of São Paulo), of the Young Doctor Project about Hearing Health, Vocal
Health, Genetics Syndromes and Cleft Palate, training 113 students which,
at the end of the project, operated as young doctors, communicating the
acquired knowledge in health to 4.230 people, among other students, professors, employees and community, during cultural fairs and lectures. The
project initiated in 2008, with 17 students of the 9th year of the elementary school at the Infant and Elementary Education Criarte, enclosing the
theme “Hearing Health” and “Vocal Health”. Aiming higher approaching
of the contents, the project developed in the year of 2009 in a school of
Bauru and one school of Arealva, verifying large dissemination of knowledge, by reaching 1.300 people in contact with both themes. In the year
of 2010, the project explored another theme, the “Genetics Syndromes”,
proposing to disseminate knowledge about genetic syndromes and promote
the handicap inclusion in school. For the success of the action, the practical activities were developed in the sector of recreation of the Hospital
for Rehabilitation of Craniofacial Anomalies of São Paulo – HRAC-USP. In
2011 and 2012, two themes were developed in different schools: “Hearing
Health” and “Cleft Palate”, and it was verified the effective learning about
the aspects enclosed, satisfaction of the material displayed in the cybertutor and mainly changes in the students behavior, who were touched by the
theme bullying, and became at the end of the project communicators of
knowledge and consequently supporters in this process of inclusion. It was
observed satisfactory results in the versions developed on different themes,
creating collaborative learning networks.
Learner Outcomes: Knowing the actions of health promotion in themes related to Processes and Disorders of Communication, according to the pattern
of the Young Doctor Project, Knowing some Technologies of Information
and Communication to motivate the hierarchy of knowledge, Describe the
results of Young Doctor Project actions done in Brazil about Processes and
Disorders of Communication.
P257
THE UNIVERSITY EXTENSION AS A LINK BETWEEN THE
UNIVERSITY AND SOCIETY
MAGALI DE LOURDES CALDANA (1) - ELEN CAROLINE FRANCO
(1) - ALINE MEGUMI ARAKAWA (1) - CRISTINA DO ESPIRITO
SANTO (1) - NATALIA GUTIERREZ CARLETO (1) - MÔNICA LIMA
FRANÇA (1) - ARIADNES NÓBREGA OLIVEIRA (1) - RAFAEL JOSÉ
DAMASCENO (1) - ANGELA XAVIER (1) - ROOSEVELT DA SILVA
BASTOS (1) - JOSÉ ROBERTO DE MAGALHÃES BASTOS (1)
BAURU, BRASIL (1)
Abstract: The project USP in Rondônia began in 2002 as a proposal for interdisciplinary university work in Speech Language Pathology and Audiology
and Dentistry of the Faculty of Dentistry of Bauru, University of São Paulo.
The main objective is to promote health in the state of Rondônia, more specifically in the municipality of Monte Negro-RO. On average two expeditions
are held annually during the university vacations, usually in February and
July, the expedition team of speech therapy and dentistry is normally made
132
up of 26 undergraduate students in the last year, 6 post-graduate students
and 4 professors. During the activities, actions are taken in teaching, research and community outreach. Today’s actions are aimed at health education, aiming to train local human resources. Therefore, there are conducted training courses for teachers face meetings during the expeditions,
and distance learning via videoconferencing. The same work is also being
promoted at the local community health workers. To make this work of teleeducation was signed a partnership with the Department of Telemedicine,
Faculty of Medicine, USP. Also there have been two courses in Cybertutor
format, which had the following themes: the aging process and the process
of inclusion of children with special needs in mainstream education. The
courses target audience is teachers with the main goal from beyond the transmission of knowledge in classroom situation, analyze the performance of
teachers in an online course, considering the limited knowledge with digital
technology. Attendances in the areas of audiology, language, voice, orofacial
motricity, restorative dentistry and dental surgery are also performed during
the expeditions. Several studies have been done so far with the aim of epidemiological description of the conditions of general health and specific
diseases and to plan further research through the monitoring of initiatives
already undertaken.
Learner Outcomes: Know the extension activities of the University of
Sao Paulo in the Brazilian Amazon; Discuss the extension actions of the
University of Sao Paulo in the Brazilian Amazon; Know about health education in Speech Pathology and Audiology.
P258
STUDENT TRAINING IN SPEECH LANGUAGE PATHOLOGY IN
BULGARIA
DOBRINKA GEORGIEVA (1)
SOUTH WEST UNIVERSITY, FACULTY OF PUBLIC HEALTH AND
SPORT, BLAGOEVGRAD, BULGARIA (1)
Abstract: Speech Language Pathology (Logopedics) is a young interdisciplinary area of study in Bulgaria. The present study is an overview of student
training in Speech Language Pathology (SLP) in Bulgaria. The data were
collected using a questionnaire developed by Soderpalm (2006), than supplemented by Georgieva (2010), and Georgieva and Wozniak (2013). In
Bulgaria SLP has its roots in Special education and is centralized in the
university frames. All educational programs has positive accreditation provided by the National Agency of Accreditation and Evaluation. Special accent
in the study is put on the new paradigm Evidence Based Practice (according
to the revised IALP guidelines, 2010) and application of the research based
teaching in SLP. The professional bodies that govern clinical practice in
Public health fields do not use EBP. There are no established guidelines
based on existing logopedics practice which is not well documented. Most
SLPs in Bulgaria sampled work in educational setting, clinical organization and social day centers. The private practice is not regulated by law.
Practicing SLPs are not registered by the Health Profession Council (HPC).
Learner Outcomes: The participant will be able to know more about (1)
Logopedics development in Bulgaria; (2) characteristics of Logopedics program; (3) qualification of logopedists; (4) clinical practicum time during
logopedics education; (5) implementation of the evidence-based practice
P259
THE TRAINING METHODOLOGIES BETWEEN CONTINUING
MEDICAL EDUCATION AND INNOVATION
FRANCA BALBO MOSSETTO (1) - ANGELA LUCIA FOGLIATO (2)
SARA VESCO (3)
DEPARTMENT OF THE CHILD AND THE ADOLESCENT
NEUROPSYCHIATRY, LOCAL HEALTH ASL TORINO 2, TURIN,
ITALY (1) - DEPARTMENT OF MEDICINE PHYSICAL AND
REHABILITATION 2, HOSPITAL CORPORATION “CITTÀ DELLA
SALUTE E DELLA SCIENZA DI TORINO”, HOSPITAL UNIT
“C.T.O.-M.ADELAIDE””, TURIN, ITALY (2) - DEPARTMENT
OF MEDICINE PHYSICAL AND REHABILITATION, HOSPITAL
“MARTINI”, TURIN, ITALY (3)
Abstract: The reality of health care is today designed as a set of complex
organizations in which human professional resources are as fundamental
as indispensable. They are a strategic element and one of the critical factors for success of productive organizations, especially for health care organizations. However, the true value is not generated by knowledge, but
by the use made of it in terms of improvement and change. The acquisition of knowledge and skills can be done in very different ways such as
experience and training. The educational activities and training serving to
maintain, develop and increase the knowledge, skills and performance of
health workers was introduced in Italy by art. 16a et seq. of Legislative
Decree no. 229 of 1999, regulating aspects of Continuing Education said
Continuing Medical Education (CME). The setting and training opportunities can be very different. Currently the Italian CME system describes and
allows many different forms of educational projects such as Residential
Education, Distance Learning (DL or “Formazione a Distanza FAD”), Field
Training, Training blended. Communities of Practice and Learning and/or
Improvement Groups, carried out within the organization, represent systems
to interpret and improve the cognitive spiral of organization: we are in the
Education Field. The poster illustrates some formative experiences aimed
at Speech and Language Pathologyst, which produce new conditions for
learning and modification of professional conduct, taking in consideration
different types of training previously described (Community of Practice /
Group of improvement) and by combining the use of computer technology.
Learner Outcomes: To diffuse educational experiences of Communities of
Practice and knowledge as a training tool dedicated to Speech and Language
Pathologists; To describe participatory tools for learning in situations where
knowledge is joined to practice and where learning is an activity inherent
to the work process;To present potential uses of informatics and network to
support professional training, for both group and individual
P260
SPEECH-LANGUAGE AND HEARING SCIENCES ACTUATION
WITH RIVERINE COMMUNITIES IN THE BRAZILIAN AMAZON
REGION
CRISTINA ESPÍRITO SANTO (1) - ALINE MEGUMI ARAKAWA
(1) - ELEN CAROLINE FRANCO (2) - MÔNICA LIMA FRANÇA
(1) - ANGELA XAVIER (1) - ARIADNES NOBREGA OLIVEIRA
(1) - ROOSEVELT DA SILVA BASTOS (1) - JOSÉ ROBERTO
MAGALHÃES BASTOS (1) - MAGALI DE LOURDES CALDANA (1)
SÃO PAULO, BAURU, BRASIL (1) - FACULDADE DE ODONTOGIA
DE BAURU, UNIVERSIDADE DE SÃO PAULO, BAURU, BRASIL (2)
Abstract: The riverine population is a term that refers to any coastal population that lives and subsists mainly on the margins of the river where
inhabits, having a dependency relationship with this in their basic needs for
food, transportation, work and livelihood. Local inhabitants are isolated not
only from the general culture, such as the access to print media, television
and radio, the others residents and especially to the health care access. This
study aimed to report the Speech-language and Hearing sciences actions
performed in riverside communities in the Amazon region. The actions were
realized during expeditions Project “FOB-USP in Rondônia” in communities
named Tabajara and Calama, and the villages named Demarcation and Rio
Preto. The procedure realized were clinical attendance and educational activities involving the language development, hearing care, breast-feeding, vocal
health, oral habits, health and general hygiene. Regarding the clinical procedures it were performed anamnesis, external ear canal inspection, hearing
screening, oral language assessment, written language assessment, guidance
and referrals required, as well as WHOQOL-Bref application. During visits to
the communities were performed a total of 1.008 speech language therapy
procedures, being: 104 anamnesis, 134 external auditory canal inspections,
134 hearing screenings, 43 oral language assessments, 19 written language
assessments, 15 attendances in reading workshop, 106 guidelines, 3 referrals, 416 attendances in health education and 34 WHOQOL-Bref applications. During the contact with these communities it can be verified the need
for education and health promotion, and primary care in a continuous and
lasting way because this is a population with high health care needs. These
communities needs go beyond the Speech-language and Hearing Sciences
care, requiring orientations about general health, education and leisure. In
the region there is no Speech-language and Hearing Sciences assistance
thus the professional who could help then with these kind of care. Thus this
professional must be able to guide not only the therapies aspects, but the
aspects of general health and citizenship due to social deprivation that the
population faces.Thinking about these communities social deprivation we
can conclude that these activities are very important to benefit the population with the services offered. In the other hand students are also benefited
with these shares, being inserted in a different culture from their origin, as
well as improving speech language therapy techniques in regions devoid of
health care, reflecting positively for their professional training. Thus, all parts
are favored with actions like these.
Learner Outcomes: characterize the Speech-langauge and Hearing Sciences
actions performed in the districts named Tabajara and Calama, and villages
named Demarcation and Rio Preto; Check the life conditions of riverine
communities, their needs and demands of health; Development of health
education activities aimed a quality of life improvement of riverine communities visited; Show the benefits received by undergraduates students.
P261
FRICATIVES AS A MEASURE FOR PREDICTING LATER
LANGUAGE DEVELOPMENT
CREAGHEAD NANCY, SOTTO CAROLYN, REDLE ERIN,
BANDARANYAKE DAKSHIKA, STRUNJAS JEAN-NEILS
ARMSTONG UNIVERSITY, CINCINNATI CHILDREN’S HOSPITAL
MEDICAL CENTER, UNIVERSITY OF CINCINNATI, UNIVERSITY
OF CINCINNATY (USA)
Abstract: This study investigated the potential relationship between early
speech sound development and later language skills by examining the acquisition of fricatives as one class of phonemes that might be predictive.
133
Language develops at variable rates in young children, but identification of
markers that might suggest delay are needed and have not been identified.
Because of their advanced perceptual, motoric, and phonological demands,
production of fricatives in words may be one marker. This study examined
whether children who produced fricatives in words by 18 months had better expressive language at 18, 24, and 30 months than children who did
not. Toddlers were identified at 9 months and followed in their homes at
six month intervals until 18 months to determine the age at which at least one fricative appeared in words. The expressive language skills of 37
toddlers who did and did not produce fricatives in words by 18 months of
age were then compared longitudinally at 18, 24 and 30 months of age
using the MacArthur-Bates Communicative Development Inventories: Words
& Sentences (MBCDI: WS). Results indicated that expressive vocabulary
scores and the use of grammatical markers were significantly better for children who produced fricatives by 18 months than for those who did not. This
effect was consistent across scores at 18, 24, and 30 months. Only presence
of fricatives at 18 months was related to language scores. The total number
of consonants and total number of fricatives produced at 18 months did
not significantly predict expressive vocabulary scores. Because children who
produced fricatives by 18 months demonstrated better expressive language
skills than their peers who did not produce fricatives by 18 months, as measured by vocabulary and grammatical markers, it is suggested that the early
production of fricatives by toddlers may indicate faster expressive language
development during the period 18 to 30 months. It is not known whether
this potential relationship continues after 30 months. Further longitudinal
investigation is needed.
Learner Outcomes: Describe the factors related to acquisition of fricatives
in English; Describe the potential relationship between speech sound acquisition and language acquisition; Describe the advantages and cautions
of using speech sound acquisition as a predictor of language acquisition
based on the research.
P262
ENHANCING GRADUATE STUDENT LEARNING OUTCOMES
WITH PORTABLE LABS IN ASSISTIVE TECHNOLOGY
JAYANTI RAY (1)
STATES (1)
Abstract: The current study, involving 16 graduate students, compared student test scores before and after training with the AAC/AT software lab using
i-Pads. The goal was to improve students’ conceptual and applied learning
in the area of AAC/AT. The objective of the study was to determine if there
was a significant difference between the pre- and post-test scores obtained
before and after AAC training labs respectively. The study also addressed
major pedagogical strategies related to student success
Learner Outcomes: Describe how i-Pad serves as a teaching and learning tool
in AT/AAC instructions to graduate students; Identify i-Pad apps that facilitate both learning and motivation in students; Identify teaching and learning
strategies that enhance students’ clinical performance and service learning.
P263
CASE STUDY METHOD IN TEACHING ANATOMY: AN
EXPLORATION OF THE MENTAL SELF-GOVERNMENTAL MODEL
JAYANTI RAY (1)
STATES (1)
Abstract: The purpose of this study was to enhance undergraduate students’
cognitive milieu with learning styles such as “executive”, “legislative”, and
“judiciary” according to the Mental Self-Governmental Model (Sternberg,
1990; 1994) using a database of clinical pathways with various case scenarios. The study also aimed to increase explicit learning and perception
of learning by students while taking into consideration the major cognitive
learning styles based on the above-mentioned model. Two groups of undergraduate students (control and experimental groups) were chosen for
the study. The experimental group received case studies with embedded
cognitive tools, whereas the control group received traditional case studies.
Both groups took content-based pre-and posttests. Results indicated that
the experimental group performed significantly better in explicit problem
solving than the control group on multiple-choice questions since they were
exposed to the cognitive learning components. No significant differences in
class participation scores and group assignment scores were noted between
the two groups. A qualitative analysis of class observation notes during class
discussions indicated that students expressed their thoughts quite coherently as they focused on multiple facets of the given clinical problem simultaneously. The efficacy of case-based learning modules will be discussed.
Learner Outcomes: Describe various learning styles such as “executive”,
“legislative”, and “judiciary” according to the Mental Self-Governmental
Model; Describe the impact of various cognitive tools embedded in casebased learning modules; Identify cognitive strategies recruited by students
for effectively learning multiple facets of case studies.
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P264
AN INNOVATIVE WEB-PLATFORM FOR LEARNING DISABILITIES
STEFANIA ROMANIELLO (1), LAURA GRASSO (1), CHIARA
TOMATIS (1), SABRINA ATZEI (1), GABRIELA FERRAZ (1)
(1) AREA ONLUS MEDIATECA GIOVANNA RECCHI
Abstract: DSABoard is a web-based platform, which can be accessed from
tablet or pc, designed for children aged between 9 and 13 years with a learning disability; also focuses on their teachers and caregivers (tutors). The
project was developed in Area, a no-profit organization based in Turin, that
takes care of children, adolescents and young adults with disability, thanks
to the contribution of Vodafone Italy Foundation. The design idea behind
DSABoard is to put together in a single device online some useful tools to
study (calculator, voice recorder, exercises, spreadsheet, multiplication table), and the technical aids that can manage children’s difficulties (text-tospeech, mind maps, multilingual translator). DSABoard operates, therefore,
as a virtual tool box or an ideal studio’s desk, equipped with the necessary
tools to support children studying. To access the platform users need a username and a password, that will be provided by the website admin. DSABoard
is made up of 3 main areas which users can access: one aimed at children
in elementary school, one for middle school students and one for professionals (teachers, speech therapists, psychologists, etc..). Two different scenes
were designed for users: the first is a spacial background, made of planets,
spaceships, aliens and astronauts and the second one is a rock band concert
on stage. To menage all devices, tutors can access a back office platform
which allow them to personalize activities for their students and evaluate
users feedback. Once logged in, children will be in a homepage that shows
5 characters, each puts them in connection with a section of work and with
specific tools: 1. Calculate (calculator, multiplication table, spreadsheet);
2. Writing and reading (text-to-speech, voice recorder, multi-language translator); 3. Study (mind maps);4. Games (puzzles, memory etc..);The fifth
character refers to the Trial, a device that contains a set of tasks (write a text
+ listen with text-to-speech + read, record and hear to verify track’s quality
+ create a mind map of the text to study), which help users to study and do
homework in less exhausting way. DSABoard allow students to learn an effective method of study that may turns them more independent.
P265
LITHUANIAN ASSOCIATION OF LOGOPEDISTS
VILMA MAKAUSKIENE (1) - REGINA IVOSKUVIENE (1) - DAIVA
KAIRIENE (1)
LITHIUANIAN LOGOPEDISTS ASSOCIATION, SIAULIAI
UNIVERSITY, SIAULIAI, LITHUANIA (1)
Abstract: Services and Activities of the Association- Lithuania has well developed of logopedic services. It is roots reach the beginning of 19th c. when
the country restored its right to educate children in the native language and
it was necessary to organize schooling, train teachers, publish texts books
and develop education methodologies. A low of compulsory primary education passed in 1922 was a strong impulse for the logopedic practice. In the
pre-war medical, education and psychological literature stammering, voice,
articulation difficulties, reading disabilities and methods dealing with them
were analyzed. Doctors had to take care of the children with visual, hearing,
mental and speech-language impairments. The observation and research of
speech problems has been influenced by the development of psychology
science of psychology in Lithuania. After the 2nd Word War when the most
teachers and educators of independent Lithuania were exiled to Siberia and
educational literature became inaccessible, in the issue of dealing with speech disorders had to be dealt with anew. The period between 1958 and
1960 was of a particular importance. Professional development courses
were first organized for the stuff of professional institutions and some lectures on logopedics were delivered. Speech therapist started to be trained
in Siauliai city. In 1962 on decision of the Council of Ministers logopedic
aid post attached to outpatient clinics and high schools were established
in towns and regions centers. With the increase in the numbers of qualified
specialists, logopedic service network developed very intensively. At present
tree major institutions organize speech therapy service in Lithuania: Ministry
of Educations and Sciences, Ministry of Health Protection and Ministry of
Social Security and Protection. The Ministry of Education and Sciences
coordinates speech therapy services in educational institutes which provide services to pre-school and school ages children. The Ministry of Health
Protection speech therapy services in the “Viltis” community care homes
and pensions. In-service training for logopedits is provided by the In-Service
Training Institute of Siauliai University, Educational Department Institute of
Lithuania and by other in-service training centrs in major cities in Lithuania.
The Association of Logopedists of Lithuania- Association of Logopedists
of Lithuania started its activities on 1 April 1992. The Regulations of the
Association were registered with the Ministry of Justice of the Republic of
Lithuania. The Association unites logopedists, working in institucions under the Ministries of Education and Science, Health Protection and Social
Security and Labour. The Association is open to all employees, sponsors, etc.
The Aims and Tasks of the Association of Logopedists of Lithuania - The
main aim is to contribute to the professional development of specialists
working in the field. Other aims are as follows: 1. To join logopedists and
persons with speech and communication difficulties as well as other interested people to help solving the problems. 2. To solve other important theoretical and practical problems of logopedics. In other to achieve its aims, the
Association of Logopedists of Lithuania implements the following tasks: 1.
Develops implements or participates in programs and projects designed to
help people with speech, language and communication difficulties; 2.Takes
an active part in the development of the overall educational reform; 3.
provides opportunities for the association members to update their professional knowledge and skills in order to be eligible for the higher professional
qualification category; 4.
participates in practical training of prospective logopedists at the Faculty
of Special Education of Siauliai University at both Bachelor‘s and Master‘s
level; 5.collects and keeps data on children and adults with speech impairments and on institutions providing logopedic help for these; 6.collaborates
with appropriate ministries and non-governmental organizations in other to
improve the system of logopedic services; 7.solves other problems geared
towards the implementation of the aims of the Association.
Major issues in Lithuania - The structure of providing speech therapy shows
that the service are available to most persons with speech-language problems however there are a number of problematic issues, such as: The difficulty of detecting and eliminating speech impairments due to decrease in
the number of children attending the nursery schools and other pre-school
institutions and providing services to children who do not attend any schools. A set of problems associated with prevention of speech problems, preventive measures being depended on level of heath care and culture level
of the community insufficient early speech therapy: the network of such
institutions is underdevelopment help to the children with in-born neurological symptoms is delayed. Insufficient services for the adults: people who
have lost their speaking abilities receive help only in the hospitals and in
out-patients clinics in some cities.
Lack of SLT’s dealing with voice and fluency problems.Lack of systematic
effective methods to deal with stammering, cluttering, autism, mutism and
service disabilities in general oral motor skills. Providing logopedic services
in the country still remains a major problem.
P266
EMERGING ISSUES AND PRACTICE PATTERNS FOR THE
SPEECH PATHOLOGY PROFESSION IN AUSTRALIA
CHRISTINE STONE (1)
SPEECH PATHOLOGY AUSTRALIA, N/A, MELBOURNE,
AUSTRALIA (1)
Abstract: The speech pathology profession in Australia has progressively built upon its solid foundation from its inception during the 1940s through to
the current day. While there has been an ever increasing broadening of the
role and scope of the profession, the last decade has seen exponential changes to the practice of speech pathology with increasing complexity of client
needs leading to advanced diagnostic and therapeutic processes, alongside
specialised practice becoming common place. At the same time, the changing political and funding landscape impacting on delivery of services means
the profession is required to adapt readily and capitalise on opportunities
that present themselves with new programs across health, education and
the disability sectors. Yet there are many areas where the profession is still
not well recognised or its role and expertise not fully utilised. Areas such as
mental health, juvenile justice and forensic health hold opportunities for the
profession to have a considerably higher profile and positive impact. In aged
care, the profession’s role has been in part diluted due to decisions based
on funding imperatives rather than the needs of the individual. While within
education, although the profession has a well accepted role in providing
direct client management, a broader role in building the capacity and knowledge of early childhood educators and teachers has not yet been cemented. Additionally, with the launch of the ground-breaking National Disability
Insurance Scheme across Australia, there is a need to ensure that speech
pathologists are viewed as vital providers of services to those presenting with
complex disabilities. The Australian speech pathology profession has a long
established commitment to ensuring speech pathologists practise at a high
standard which meets both the profession’s and community’s expectations.
Imperative to the growing scope and specialisation of the profession is the
need to ensure high quality, safe and competent practice. By the nature of
communication and swallowing disorders, speech pathologists work with
people who are physically, socially and emotionally vulnerable and it is incumbent upon the profession to ensure it delivers ethical, efficacious and
evidenced based practice. Speech Pathology Australia has in place a robust
self-regulation program for its members, which is being further strengthened to mirror the standards and requirements of formal registration (not yet
required for speech pathologists). Supporting the ongoing professional development and extension of knowledge and skills of the profession, Speech
Pathology Australia provides a range of evidenced based practice resources
and continuing education programs as well as access to the latest clinical
and academic research. In this poster, the emerging broadening of the practice of speech pathologists in Australia and the framework to support the
profession to embrace these challenges will be explored.
P267
UNION OF THE EUROPEAN PHONIATRICIANS - STATUS QUO
AND PERSPECTIVES
ANTOINETTE AM ZEHNHOFF-DINNESEN (1) - LUCYNA
SCHALEN (2) - ANTONIO SCHINDLER (3) - VIRGINIE WOISARD
(4) - CHRISTIANE NEUSCHAEFER-RUBE (5)
UNIVERSITY HOSPITAL MÜNSTER, DEPARTMENT OF
PHONIATRICS AND PEDAUDIOLOGY, MÜNSTER, GERMANY
(1) - DEPARTMENT OF PHONIATRICS ENT CLINIC,
UNIVERSITY HOSPITAL LUND, LUND, SWEDEN (2) - U.O.
OTORINOLARINGOIATRIA, AZIENDA OSPEDALIERA - POLO
UNIVERSITARIO “L. SACCO”, TURIN, ITALY (3) - UNITÉ DE
LA VOIX ET DE LA DÉGLUTITION, HÔPITAL LARREY - CENTRE
HOSPITALO UNIVERSITAIRE DE TOULOUSE, TOULOUSE,
FRANCE (4) - CLINIC OF PHONIATRICS, PEDAUDIOLOGY
AND COMMUNICATION DISORDERS, UNIVERSITY HOSPITAL
AACHEN AND MEDICAL FACULTY OF THE RWTH AACHEN
UNIVERSITY, AACHEN, GERMANY (5)
Abstract: Phoniatrics is the medical specialty of voice, swallowing, speech, language, and hearing disorders. In 1971 the Union of the European
Phoniatricians (UEP) was founded. Since 2011, UEP is in a phase of reorganization. Presently, the association is registered in Helsinki, Finland.
Phoniatricians from 24 countries are represented by their National UEP
Coordinators. The current board is elected for the term 2011 to 2014,
see the UEP homepage: www.phoniatrics-uep.org. UEP aims to bring together the physicians who are active in the fascinating medical specialty
of Phoniatrics to promote scientific work and to give support in rofessional
problems. In addition, UEP intends to intensify the contacts to related disciplines. UEP informs continuously all members about congresses, symposia and workshops concerning voice, swallowing, speech-, language-, and
hearing disorders. UEP intends to intensify the cooperation with related
societies, e. g. the European Laryngological Society (ELS), the International
Association of Logopedics and Phoniatrics (IALP), The Pan-Europan Voice
Conference (PEVOC), The World Voice Consortium (WVC), The Collegium
Medicorum Theatri (CoMet), The International Association of Physicians
in Audiology (IAPA), the Bureau International d’Audiophonologie (BIAP),
and the Comité Permanent de Liaison des Orthophonistes / Logopèdes de
l’Union Européenne (CPLOL). Thankfully, UEP presentations/guest sessions
could be organised in 2012 on the ELS congress in Helsinki, the commemorative congress 90 Years Phoniatrics in Czech Republic and Slovakia in
Prague, the IAPA congress in Beijing and The WVC Congress in Luxor. UEP
is very pleased to have in 2013 the opportunity to organize a guest session
on the PEVOC congress in Prague and two workshops on the IALP congress
in Turin where the next Annual General Assembly of UEP will take place.
Moreover, in 2013, UEP members will participate as invited speakers at the
Meeting of the European Academy of Otorhinolaryngology-Head and Neck
Surgery, and of the Confederation of the European Otorhinolaryngology and
Head and Neck Surgery (CE ORL-HNS) in Nice, and on the World Congress
of the International Federation of Otolaryngological Societies (IFOS) in
Seoul. The next UEP congress will take place in 2014 in Moscow with contributions of representatives of the related societies under the main topic:
“Phoniatrics – an interdisciplinary specialty”. Detailed information can be
found at the congress website www.uep2014.com from March 2014 on.
Annually, a UEP bulletin, reporting news about relevant developments of
Phoniatrics in the different countries, is emailed to all UEP members. Up
to now, the country specific medical training programs are varying. In some
countries, Phoniatrics is combined with Audiology or Pedaudiology. UEP will
try to harmonize the medical training in Phoniatrics in cooperation with the
European Union of Medical Specialists (U.E.M.S.) in Brussels
Learner Outcomes: The attendees will learn about the goals of the Union of
the European Phoniatricians, the present state of the UEP and its current
activities. The most important information is to promote contacts and cooperation between phoniatricians and to intensify interdisciplinary collaboration with professionals of related disciplines.
P268
ABOUT THE SPEECH-LANGUAGE-HEARING ASSOCIATION,
TAIWAN
YEH WEN-YING (1)
TAIWAN SPEECH-LANGUAGE-HEARING ASSOCIATION, TRISERVICE GENERAL HOSPITAL, TAIPEI, TAIWAN, PROVINCE OF
CHINA (1)
Abstract: The Speech-Language-Hearing Association of Taiwan is the professional and scientific association representing for over 1337 members.
Members and affiliates are speech-language pathologists, audiologists, and
speech, language, and hearing scientists who work in hospitals, rehabilitation centres, schools and education centres, private practice, and organizations for those with specific disabilities. The association was established in
1986, and our role is to provide quality service to our members, coordinate
professional development events in the field of speech-language and hearing, and to hold academic exchange events with others internationally.
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P269
EMERGING ISSUES AND PRACTICE PATTERNS IN YOUR
COUNTRY
WEN YING YEH (1)
TAIWAN SPEECH-LANGUAGE-HEARING ASSOCIATION, TRISERVICE GENERAL HOSPITAL, TAIPEI, TAIWAN, PROVINCE OF
CHINA (1)
Abstract: The Speech-Language-Hearing Association of Taiwan is the professional and scientific association representing for over 1337 members.
Members and affiliates are speech-language pathologists, audiologists, and
speech, language, and hearing scientists who work in hospitals, rehabilitation centres, schools and education centres, private practice, and organizations for those with specific disabilities. The association was established in
1986, and our role is to provide quality service to our members, coordinate
professional development events in the field of speech-language and hearing, and to hold academic exchange events with others internationally.
P270
EMERGING ISSUES AND PRACTICE PATTERNS FOR SPEECHLANGUAGE PATHOLOGISTS AND AUDIOLOGISTS IN THE
UNITED STATES
PATRICIA PRELOCK (1) - ARLENE PIETRANTON (2)
AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION,
UNIVERSITY OF VERMONT, ROCKVILLE, UNITED STATES (1)
AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION, NA,
ROCKVILLE, UNITED STATES (2)
Abstract: Speech-language pathologists and audiologists practicing in the
United States are faced with many challenges and opportunities across
employment settings. The reimbursement models, Affordable Care Act,
Paperwork documentation and the need for clinicians to demonstrate the
value that speech-language pathology and audiology services yield a patient
are among the myriad of elements impacting service delivery practices in
the U.S. How services are rendered, by whom and how services are reimbursed are under review and subject to modifications. The U.S. government
has several mandates that require clinicians to project how much progress a
patient will make in 30 days. School districts require clinicians to plan intervention based on how the student’s communication problems negatively
impact their educational performance and to demonstrate the added value
of services for the student’s academic performance. In 2012, ASHA hosted
a Changing Health Care Landscape that addressed the many changes occurring in the health care arena and recommendations to prepare audiologists
and speech-language pathologists to meet the needs the changing needs.
In 2011, a SLP Professional Summit was conducted to address the service delivery continuum in education. This poster will highlight some of the
trends and issues that are impacting clinical practice for audiologists and
speech-language pathologists.
Learner Outcomes: The participant will be able to describe: At least 2 driving
forces behind changes in the U.S. health care delivery for speech-language
pathology and audiology; At least 2 strategies for speech-language pathologists and audiologists to successfully navigate the changing landscape of
U.S. healthcare economics; Interprofessional practice based on the World
Health Organization’s definition; the WHO definition of Interprofessional
education; locations of appropriate topical resources on the ASHA website
www.asha.org
P271
THE LANGUAGE THERAPY/AUDIOLOGY IN BRAZIL:
DESCRIPTION, ADVANCES AND DIFFICULTIES IN THE
PERSPECTIVE OF THE FEDERAL BOARD
Bianca Queiroga (1); Maria Cecilia de Moura (2)
President of the Federal Board of Language
Therapy/Audiology/Management 2013/2016 (1)
Vice-president of the Federal Board of Language (2)
Abstract: The Federal Board of Language Therapy/Audiology (CFFa) is a
public autarchy linked to the Brazilian Federal Government Ministry of Work
and Employment, created by the law that regulates the profession in the
country (Law 6,965/1981), that has as objectives to exert normative functions, rethinking and implementing acts that show how the law should be
applied, creating resolutions and other instruments, that will be used to
direct the professional exercise of the Language Therapy/Audiology in the
entire country.In this direction, the CFFa is an entity that supports important
services to society. Its members, called “council members”, are elected
among other professionals and exercise the mandate without remuneration,
for a period of three years. Brazil has approximately 36,000 language therapists/audiologists, split between eight Regional Councils. There is a bigger
concentration of professionals in the southeast region and a smaller concentration in the north of the country. The CFFa initiated its activities in 1983
and, as early as 1984, approved the first Code of Ethics of the profession.
The current Code of Ethics was approved in 2004 and regulates the rights
136
and duties of the language therapists/audiologists, in order to adapt to the
new demands and fast transformations of society. In 2006, accompanying
the growth of the profession, as much in the professional field as in the scientific one, the CFFa made a resolution recognizing four specialties in language
therapy/audiology: audiology, language, oral motricity and voice. In 2010,
it added to the roll of specialties in language therapy/audiology the areas of
dysphasia, collective health and educational actuation.In 2012, these specialties were enclosed in the Brazilian Classification of Occupations, hich is
an important document of the Ministry of the Work and Employment for the
identification of the Brazilian work market and for the understanding of the
attributions of each regulated profession. The CFFa works by commissions,
some are mandatory, such as the Commission of Orientation and Fiscalization
and the Commission of Ethics and others created by the need to address the
different categories of Speech Professionals. Examples of the non mandatory
commissions are: the Commission of Health, that searches to accompany the
actions of the Health department in the field of public and private health,
and the Commission of Education, that seeks to accompany the actions of
the Ministry of the Education. In respect to the Education, the CFFa has
considered necessary to extend offers of work in the segment, believing that
the profession can contribute very much to the improvement of the Brazilian
basic education. Today in Brazil, the health field employs a greater number
of professionals than the education field. Over the years, the CFFa has also
extended its form of action to the Brazilian legislative field. This is done by
the presentation of bills and by integrating other subjects of interest of the category. For this the CFFa counts on assessorship and one proper commission
to accompany legislative subjects. As an example, we are working to rule that
would limit the weekly work hours of the Brazilian language therapists/audiologists at 30 hours, following the rules of the International Work Organization.
Beyond the proper subjects, the CFFa participates, together with entities of
other professions regulated in the country, of general subjects of interest to
society, as for example, the defense for bigger financing for Brazilian public
health. Other priority actions in the current management of the CFFa are related to the spreading of the profession for the society in general and the sensitization of managers in the areas of health and education. National campaigns
are accomplished with the aiming at presenting our work for the population
in general.The growing of the population, the increasing work market of the
language therapists/audiologists and the bigger category consciousness has
taken the Language Therapy/Audiology Boards to the constant revision of their
actions and all its legislations. We have won many conquests, but there is still
a lot to be accomplished and the profession lacks of bigger recognition and
visibility in our country. However, these difficulties are not related only to the
Language Therapy/Audiology profession but to all the professionals who act in
health and education in Brazil.
Abstact - Oral Presentation
MONDAY 26TH AUGUST
MR1
NEUROMOTOR SPEECH IMPAIRMENT: ITS ALL IN THE
TALKING
MAIN PRESENTER: WOLFRAM ZIEGLER (GERMANY)
DISCUSSANTS: ELINA TRIPOLITI (ENGLAND)
SABINE SKODDA (GERMANY)
Abstract: A major aim of this talk is to explicate the uniqueness of
the motor activity of speaking and to emphasize its domain-specificity, i.e., its affiliation with the domain of linguistic expression.
I will, as a starting point, take a theoretical stance and discuss (1) neurobiological data, (2) observations on practice-related neural plasticity, and
(3) clinical reports supporting the specificity-hypothesis. The far-reaching
theoretical consequences of this perspective will be outlined briefly. The
second part of the talk then deals with implications of the domain-specific
view for clinical research and clinical practice. In this part I will discuss the
relevance of various speech and nonspeech tasks in neuroimaging, physiological experimentation, clinical assessment, and treatment, especially from
the perspectives of acoustic vs. somatosensory reference frame models of
speech motor control. I will propose an approach which combines a profound theoretical understanding of motor speech impairment with practical
issues of their clinical management.
FP1
A SYSTEMATIC REVIEW OF THE INTERVENTIONS USED
WITH PRESCHOOL CHILDREN WITH PRIMARY SPEECH AND
LANGUAGE IMPAIRMENT
JULIET GOLDBART(1) - SAM HARDING(2) - LYDIA MORGAN(2)
NAOMI PARKER(2) - ELIZABETH LEWIS(1) - JULIE
MARSHALL(1) SUE ROULSTONE(2),(3)
(1) DEPT OF HEALTH PROFESSIONS, MANCHESTER
METROPOLITAN UNIVERSITY (MMU)
(2) BRISTOL SPEECH AND LANGUAGE THERAPY RESEARCH
UNIT, FRENCHAY HOSPITAL
(3) THE UNIVERSITY OF THE WEST OF ENGLAND, BRISTOL
(UWE)
Abstract: Systematic reviews of interventions for children with speech and
language impairments have shown some evidence of effectiveness for some
interventions [3,4]. However, there is also evidence of a gap between the
therapy speech and language therapists deliver and the evidence to support current practice [5]. Furthermore, for interventions to be appropriately targeted to subgroups of children, it is important to determine which
interventions are most effective with which children in which contexts [6].
The aim of this systematic review was to identify which interventions are
effective for which preschool children in which contexts, using a practicebased model of interventions to determine the subgroups of interventions.
Sixteen databases including Cinahl, Embase and Medline were searched,
for peer-reviewed English-language publications, between January 1980
and November 2011. Search strings included key words pertaining to;
speech, language, communication, developmental disorders, paediatric,
and research design. Fifty five thousand two hundred and seventy one publications were identified and reviewed and excluded, following Cochrane
guidelines and specified inclusion/exclusion criteria, by a trained team of
speech and language therapists and psychologists. The remaining publications were then quality assessed using the PEDro (Physiotherapy Evidence
Database) and Single Case Experimental Design (SCED) critical appraisal
tool. Studies were then categorised according to an intervention typology
developed from focus group discussion with 40 speech and language therapists. [1,2]. Two hundred and four publications met the search criteria.
These required: 80 percent or more of the participants to be between 2;00
and 5;11; children who had or were at-risk of developing, PSLI; no other
overt developmental and psychological delay; an interventions study which
either directly targeted PSLI or used a speech and language assessment as
an outcome measure. Inclusion criteria for study design were broad in order
to allow exploration of a range of contextual. Quality was judged using criteria such as; eligibility criteria being specified, random allocation to groups,
allocation concealment, blinding, baseline comparisons, intention to treat
analysis, appropriateness of statistical comparisons. The intervention typology generated from the SLT focus groups identified ten therapy categories which were used to group the interventions. These included; improving
parent/adult child interaction, laying foundation skills, increasing child’s
participation and fostering parent/adult understanding. Data was then extracted, following a realist synthesis model to determine which children in
which contexts had participated in which interventions with what outcomes.
Information regarding; number of participants, demographics of the children (age and gender), study design, the type of intervention, who delivered
the intervention, in which context, and with which assessments/outcomes
were collated. The majority (53%) of retained studies investigated, or contained, an assessment of language. These 108 papers were split evenly
between measuring receptive language, expressive language, grammar or a
combination of these. There were 81 papers which focused on articulation,
phonology and phonological awareness of which some included language
and literacy outcomes. Other papers contained measures of social language, communication and behaviour. A total of 17,661 children participated
across these studies. The number of child participants in each study ranged
from 1-3001 with a mean of 89 and a median of 21 with just over 70
studies having less than 10 participants. As suggested from the number of
participants in each study, the research designs were mostly case studies,
case series and small ‘n’ group studies. There were also 16 randomised
controlled trials. The paper will present the results of the quality appraisal
showing the varying quality of research and make recommendations regarding the design and reporting of intervention studies. A systematic map of
the evidence will be presented using the ten therapy themes as the basis for
the analysis. This provides graphic evidence of the strength of evidence for
each therapy theme and the gaps in the evidence base underpinning practice. The findings of the review will be discussed in light of their implications
for care pathway design.
Learning Outcomes: An understanding of the range of evidence underpinning interventions for preschool children. A critical view of the research designs used to evaluate these interventions. An overview of a practice-based
typology of interventions for preschool children with primary speech and
language impairments
FP2
INTERVENTIONS FOR PRESCHOOL CHILDREN WITH PRIMARY
SPEECH AND LANGUAGE IMPAIRMENT. WHAT SPEECH AND
LANGUAGE THERAPISTS DO AND WHAT INFLUENCES THEM
JULIE MARSHALL (1) - LYDIA MORGAN (2) - JULIE WARD (2)
SUE ROULSTONE (2)
HEALTH PROFESSIONS DEPARTMENT, MANCHESTER
METROPOLITAN UNIVERSITY, MANCHESTER, UNITED
KINGDOM (1) - BRISTOL SPEECH AND LANGUAGE THERAPY
RESEARCH UNIT, FRENCHAY HOSPITAL, BRISTOL, UNITED
KINGDOM (2)
Abstract: Children with speech and language impairments are commonly
classified into two broad groups, primary and secondary. Primary speech
and language impairment (PSLI) exists in apparent isolation from any other
identifiable condition. Children with PSLI constitute a significant and important group, as PSLI is one of the most prevalent of childhood developmental disorders. A systematic review of prevalence noted a median of
5.9% for children with PSLI up to seven years old [1]. Research demonstrates that children with PSLI have an increased risk of difficulties in spelling,
constructing written narratives, and reading disabilities and an association
with behaviour difficulties is a common finding. Research further suggests
that PSLI is a relatively stable long-term condition that can persist into
adulthood, with an increased likelihood of cognitive and literacy difficulties,
mental health issues, social isolation and poorer employment prospects.
Speech and language therapist (SLT)-led interventions for children with
PSLI have been characterised in a number of ways, for example, as direct or
indirect; as didactic, naturalistic or hybrid approaches; as therapist-centred,
parent-as-therapist aide, family-centred and family-friendly [2,3]. There are
overlaps between these ways of conceptualising SLT-led interventions. None
however provide an overarching analysis of the principles, characteristics
and components and associated outcomes that would allow systematic evaluation of the active ingredients. This lack of analysis means that it is difficult to stratify interventions according to their suitability for differing subgroups of children and families. Furthermore, there is evidence that speech
and language therapists adapt and combine the interventions they use, for
specific children, families and contexts, although there is a lack of detailed
understanding about why, when and how they do so. Furthermore, systematic reviews of interventions for children with PSLI show evidence of positive
results, particularly for children with expressive vocabulary and phonological
impairments. Despite this finding, interventions used in common practice
are not always those supported by research evidence and research evidence
is not always used by SLTs. This paper presents the results of two written
surveys designed to identify interventions SLTs in England commonly use
with preschool children with PSLI . The surveys also examine how and why
they might modify their intervention with specific children. This work was
carried out as part of the Child Talk What Works programme of research. Two
on-line surveys were sent to SLTs in England, through a variety of contacts:
137
Special Interest Group leads, other professional networks, personal contacts
and the Royal College of Speech and Language Therapists media. In the
first, short, survey SLTs were asked what intervention activities and strategies they use with preschool children with PSLI and what factors might lead
to them modifying these interventions. They were also asked to describe a
common intervention they use and how they might adapt it. In the second
survey, SLTs were asked about a specific child with PSLI aged 2;00-5;11
years old, with whom they had worked. Respondents were asked about the
child’s speech and language abilities, as well as other child variables such
as their behaviour, confidence and engagement. They were also asked about
family and contextual factors, such as ethnicity and socio-economic status.
Respondents described (from lists, with options to add more information)
types of intervention activities and strategies used, as well as the location,
frequency and agent of intervention. Many of the questions and response
options were generated from previous research [4,5] and from a series of focus groups carried out with SLTs in England, as part of the same programme
of research. One hundred and ninety-one SLTs responded to the first survey.
They reported a range of activities, with some overlaps between activities for
children with language difficulties (receptive, expressive or combined) and
for children with speech difficulties. The most popular interventions included auditory discrimination activities, activities using information carrying
words and vocabulary activities, although there were no activities that all
SLTs reported using with a specific disorder group. The strategies they used
were varied but, perhaps unsurprisingly, were less likely to be disorder group
specific. The most commonly reported factors that led SLTs to adapt their
interventions included the severity of the child’s disorder, the child’s interest and level of self-awareness and parental understanding. The presentation will describe the intervention activities, strategies and modifications
in more detail. Two hundred and seventeen SLTs responded to the second
survey. The presentation will describe the patterns of intervention activities
and strategies used by SLTs for children with different types of PSLI. It will
also describe the child, family and contextual factors that SLTs consider to
be important when planning intervention.
Learning outcomes: Increased understanding of the research evidence
regarding interventions for preschool children with Primary Speech and
Language Impairment. Increased knowledge of SLT intervention activities and strategies used with preschool children with Primary Speech and
Language Impairment, in England . An understanding of how and why SLTs
modify the interventions they provide to individual preschool children with
Primary Speech and Language Impairment.
FP3
IDENTIFYING COMPONENTS OF INTERVENTIONS FOR
PRESCHOOL CHILDREN WITH PRIMARY SPEECH AND
LANGUAGE DIFFICULTIES
SUE ROULSTONE (1) - LYDIA MORGAN (1) - NAOMI PARKER (1)
JULIE MARSHALL (2)
BRISTOL SPEECH AND LANGUAGE THERAPY RESEARCH UNIT,
UNIVERSITY OF THE WEST OF ENGLAND, BRISTOL, UNITED
KINGDOM (1) - DEPARTMENT OF HEALTH PROFESSIONS,
MANCHESTER METROPOLITAN UNIVERSITY, MANCHESTER,
UNITED KINGDOM (2)
Abstract: Systematic reviews of interventions for children with language
impairments have indicated there is evidence to support their effectiveness [1,2]. However, some interventions have been found to be differentially effective with different populations. For example, Robinson and Emde,
in their analysis of Head Start programmes (which included interventions
focusing on parent-child interaction), found that significant changes in interactions were only found in mothers with depression or with depression and
negative attitudes [3]. Furthermore, interventions that have been compared
are often overlapping rather than distinct and it is not always possible to
identify the active ingredients that bring about change [4]. Roberts & Kaiser
noted that, although training of parents was found to bring about changes in
children’s language, the type of parent training offered varied and it was not
possible to identify any particular characteristics of the parent training that
made it effective [2]. Thus, in order to improve the design of studies that
evaluate the effects of interventions, it is necessary to identify the various
components and their contribution to the overall package of care.The study
presented in this paper is part of a larger to study to develop a typology of
speech and language therapists’ (SLTs) interventions. The aim of the study
reported here is to investigate SLTs’ perspectives on the interventions they
offer for preschool children with primary speech and language impairments
(PSLI) in order to identify key components of those interventions. It is acknowledged that diagnosis and categorisation of children’s impairments is
challenging in the preschool years, so we use the term PSLI to refer broadly
to those children who speech and language impairments are not overtly
associated with other developmental, neurological or physical conditions.
Nine focus groups were held in six speech and language therapy services in
England. Services were purposively selected to provide a range of demographic characteristics (socioeconomic status, ethnicity, urban/rural, transient
population, English as an additional language). Participants in the focus
groups were SLTs (n = 40) who had experience of working with preschool
children with PSLI. They were asked to describe the interventions they used
with these children and their reasons for using these interventions. The
138
ensuing discussions were recorded digitally, transcribed in full and imported
into NVivo9, to support management of data. Two types of analyses were carried out: content and thematic analysis. For the content analysis, a coding
framework was developed based on experience of the focus groups and on a
preliminary read through of the data. Interventions were classified in terms
of activities, strategies, materials or resources and programmes generating a
total of twelve intervention codes. Two speech and language therapist members of the research team coded the data. These researchers examined each
others’ coding in a validation exercise, where 20% of the transcript was checked for consistency of coding technique. Any discrepancies were discussed until consensus was reached. The thematic analysis took an iterative
approach, where tentative themes were developed and categorised. Themes
were then examined and re-examined against the data. All coded sections
of texts were independently checked by another researcher, to explore the
validity of the themes and search for any possible gaps. The 6 steps from
Braun and Clarke were used to guide the thematic analysis [5].Ten therapy
themes emerged from the thematic analysis: i) laying foundation skills; ii)
increasing sound awareness; iii) fostering parent or adult understanding/
empowering parents; iv) improving parent/adult child interaction; v) improving structure or content of language; vi) improving comprehension; vii)
increasing child’s participation; viii) improving speech and articulation; ix)
encouraging child to self-monitor and x) encouraging generalisation. The
presentation will present each along with an explanation of the theme and
illustrative quotes from the data.Since thematic coding coded large sections
of text, and content analysis coded individual words, phrases and smaller sections of text it was possible to ‘cross-tabulate’ the two using the
NVivo9 software. Each therapy theme was cross-tabulated with all twelve
intervention codes (activities, strategies, resources, programmes), in order
to identify which interventions were associated with which therapy themes.
For example, within discussion of the theme ‘increasing sound awareness’,
therapists had referred to resources such as Jolly Phonics, activities such as
listening games, syllable counting and strategies, such as the use of visual
cues and signing. Examples will be provided for each therapy theme.
The findings will be presented in terms of a possible typology of interventions for preschool children with PSLI . The next steps of the larger programme will be described, which includes systematic reviews that focus on each
therapy theme. Applications of the typology to the description and development of intervention packages will be discussed along with the implications
of the typology for future research.
Learning outcomes: An understanding of a practice-based typology of interventions for preschool children with primary speech and language impairments. Increased understanding of the variety of ways that interventions
are described. Increasing awareness of which intervention activities, strategies and resources relate to particular intervention purposes.
FP4
THE DEVELOPMENT AND NORMALIZATION OF A SPEECH
OUTPUT TEST FOR CHILDREN: THE COMPUTER ARTICULATION
INSTRUMENT
LEENKE VAN HAAFTEN (1) - SANNE DIEPEVEEN (2)
BERT DE SWART (1) - BEN MAASSEN (3)
DEPARTMENT OF REHABILITATION, RADBOUD UNIVERSITY
NIJMEGEN MEDICAL CENTRE, NIJMEGEN, NETHERLANDS
(1) FACULTY OF HEALTH, HAN UNIVERSITY OF APPLIED
SCIENCES, NIJMEGEN, NETHERLANDS (2) - DEPT.OF
NEUROLINGUISTICS & UNIVERSITY MEDICAL CENTRE,
UNIVERSITY OF
Abstract: Background - The differential diagnosis between subtypes of speech sound disorders (SSD), especially between phonological-based disorders and motor speech disorders (dysarthria and childhood apraxia of speech) is one of the main issues in the field of speech pathology in childhood.
However, to date, there are no generally accepted definitions of criteria for
differential diagnosis. There is still no consensus on the classification of
subgroups and how they are best differentially diagnosed. This seems to be
due to the complex neurocognitive, linguistic and motor processes involved in speech production. Children with SSD have deficits at one or more
points in the speech processing system (phonological encoding, speech
motor planning, speech motor programming, motor execution). In clinical
management the differentiation between subtypes of SSD is important for
choosing the right intervention targets. A clinician can be directed towards
the best treatment approaches by defining the speech processing level at
which the underlying deficit is localized. To date, there is a large number
of intervention methods. However, the current diagnostic instruments provides insufficient information for choosing the right treatment approach.
Therefore, the first aim of this study is to develop a test that yields measures
of the degree of involvement of subtypes of underlying speech deficits, to
contribute to diagnostic differentiation between phonological disorder and
motor speech disorder, in particular childhood apraxia of speech. Secondly,
a standardized and norm referenced test is needed to differentiate children
with a delayed or abnormal speech development from typically developing
children and, specifically in the educational system in the Netherlands, to
refer children with speech and language difficulties to special education.
Methods - To meet the above requirements, a small battery of speech production tasks was developed based on a series of studies in children with
developmental and acquired SSD (Thoonen, 1998; Nijland, 2003), resulting in the Computer Articulation Instrument (CAI). The CAI has a modular
structure and it provides an interactive administration of five speech tasks.
The tasks consisted of (1) picture naming, (2) word and (3) nonword repetition and, (4) error consistency -five productions of the same word- and (5)
maximum repetition rate (MRR), thereby covering phonological and speech
motor skills. These tasks were constructed for children in the age range of 2
to 7 years. In total 1120 typically developing children are in the process of
being tested, representative for region and urbanization in the Netherlands
and divided into fourteen age categories (3 and 6 months). Normal hearing
and attending a Dutch primary school were inclusion criteria. The obtained
norm data leads to an important and widely applicable instrument for the
assessment of speech development. The norm referenced CAI differentiates children with a delayed or abnormal speech development from typically developing children and it can contribute to diagnostic differentiation
between phonological disorder and motor speech disorder. The analyses of
the children’s speech productions are based on phonetic transcription. The
evaluation of MRR (number of syllables per second) is based on acoustic
measurements. Error consistency is measured by dividing the number of
different forms into the number of productions. Both the administration of
the tests and the analyses of the speech are computer implemented. The
CAI has an open structure, which means that all stimulus material (spoken
instructions, the pictures for the naming task, audio-targets for the wordand nonword repetition tasks, and audio-examples for the MRR-tasks) is
stored in separate files. Also, target phonetic transcriptions of the test items
in IPA and the rules for analyzing transcribed utterances in relation to the
targets, are stored in separate files. This implies that the CAI-software can
be used to construct tests in other languages than Dutch/Flemish. Two types
of analyses are conducted. The words and nonwords from the naming and
imitation tasks are phonetically transcribed by the experimenter, thereby
making use of correct target transcriptions. The experimenter ‘edits in’ the
child’s production errors. Inventories of productions -occurrences- of particular syllable structures, syllable-initial and -final consonants, and vowel
types, as well as error counts by comparing the child’s productions with the
targets, are derived automatically by the application of a set of implemented phonetic analysis rules. Error counts comprise syllable structure errors,
such as cluster reduction, initial or final consonant deletion, and phonemic
errors, such as ‘backing’ (substitution of a labial of coronal consonant by
a velar consonant), or ‘stopping’. Error consistency is measured by dividing
the number of different forms into the number of productions. The analyses
of the Maximum Repetition Rate task are based on acoustic measurements
and consist of counting the number of syllables in a certain amount of time,
thereby obtaining the number of syllables per second. Furthermore, to make
a start with developing differential diagnostic criteria, the CAI is used in
several clinical settings, such that the speech performances of children with
a variety of speech sound disorders (SSD), can be analyzed and compared.
Results - At the conference, results of the norm data of the 4- 5- and 6- year
old children will be available. Preliminary analyses show several developmental trends. Several speech characteristics, such as consonant substitutions, cluster reduction and number of syllables per second on the MRR
task, were found in the typically developing children that show a significant
developmental trend, with little or no overlap between age groups. Speech
samples of children with speech difficulties are currently under analysis.
Conclusion - The CAI was developed to provide a norm-referenced test for
measuring phonological and speech motor skills in children in the age range
of 2 to 7 years. The norms can be used to differentiate children with a delayed or abnormal speech development from typically developing children.
Secondly, the CAI is especially designed for differentiating children with a
phonological disorder from children with motor speech disorders. Several
developmental trends were found in the preliminary analyses.
Learning Outcomes: The attendant will be able to: describe the main characteristics of normal speech development of 4- 5- and 6 year old children;
describe different speech tasks that yields measures of the degree of involvement of subtypes of underlying speech deficits; use this knowledge for
differential diagnosis of speech disorders in children.
of screening tests. No standardized instruments to screen speech abilities in
Italian children are currently available. Schindler’s repetition test represent
a suitable instrument for speech screening: it is made of 31 words, which
include all Italian phonemes, and its administration lasts about 2 minutes.
However, no data exist on its psychometrics properties, so that its administration can’t screen properly speech abilities in Italian children. The aim of the
study is 1) to assess reliability of Schindler’s repetition test; 2) to establish
normative data for speech development in Italian children; 3) to analyze concurrent validity. To pursue these aims, the study was divided in 3 different
phases: reliability analysis (phase 1), normative data generation (phase 2)
and concurrent validity analysis (phase 3).
A total of 607 children, aged range between 3.0 and 10.8 years were included in the study. One-hundred-forty children were recruited in phase
1: 50 presented a speech sound disorder (SSD) and 90 no symptom of
disordered speech. Inclusion criteria for the 90 children without SSD were:
walking age > 14 months, deafness, speech sound disorder, cleft lip/palate,
cerebral palsy, mental retardation, autistic spectrum disorders, one or both
parents non Italian speaking. All the children recruited for phase 1 of study
underwent the repetition test twice, with a 2 weeks interval between the two
test; the first administration of the repetition test was concurrently scored
by two different examiners. During the repetition test the rater utters a word
and the children was asked to repeat it. On the basis of auditory perceptual
evaluation, the rater consider whether the word is uttered with or without
phonetic distortions or substitutions. In phase 2: 557 children aged between 3 and 5,11 years were recruited; exclusion criteria were: walking age
> 14 months, deafness, speech sound disorder, cleft lip/palate, cerebral
palsy, mental retardation, autistic spectrum disorders, one or both parents
non Italian speaking. These children were divided into 3 groups depending
on the age: 170 children aged 36-47 months, 182 children aged 48-59
months and 205 children aged 60-71 months. Fifty children with SSD
were recruited for phase 3: their speech was analyzed through Schindler’s
repetition test and a more comprehensive articulation test, including all
Italian phonemes and clusters in different position within the word (Rossi’s
Articulation Test). The collected data were statistically analyzed. In phase
1: inter-subject and intra-subject reliability were analyzed through k coefficient. In phase 2: mean error for each target phoneme at different ages
were considered. In phase 3: the results of the two articulation tests were
compared through k coefficient. The results of phase 1: inter-subject and
intra-subject reliability in children with normal speech presented a k valued
ranging between 0.6 and 1. Inter-subject reliability of children with speech
sound disorder presented a k value ranging between 0.5 and 1; intra-subject
reliability of this group presented k value ranging between 0.8 and 1. These
values can be considered satisfactory. The results of phase 2: in all age
subgroups plosives, fricatives and affricates were present in 100% of the
children. In the group aged 36-47 only 50% of the children managed to
repeat two consonant cluster; the % increased to 80% and 95% in the
other two groups of children. These results reflected the improvement that
occurred during normal development of children. The results of phase 3: k
coefficient for concurrence with results of Rossi’s Articulation Test ranged
between 0.11 and 1. A correspondence was shown for most of the data. In
fact Rossi’s Articulation Test provides a more accurate speech assessment
than the screening test and it is recommended when the screening test gives
a positive outcome. In conclusion Schindler’s repetition test can be considered as a reliable and valid instrument to screen speech abilities in Italian
children between the age of 3.0 and 10.8. The establishment of normative
data makes it more applicable in clinical practice. Furthermore, it can be
used to collect data about the prevalence of speech delay in Italian children.
Learning outcomes: The participant will be able: to understand the importance of screening for speech delay; to understand the need of standardized
instrument for speech screening ; to know the characteristics of Schindler’s
repetition test; to know the reliability, normative data and concurrent validity of Schindler’s repetition test; to understand the clinical implications of
Schindler’s repetition test as a screening instrument.
FP5
PHONETIC OR PHONOLOGICAL THERAPY. WHICH MODEL
MORE INDICATED FOR CHILDREN THAT REDUCE THE
CONSONANT CLUSTER AND APPLY THE REPAIR STRATEGY?
VANESSA GIACCHINI (1) - HELENA BOLLI MOTA (1)
CAROLINA LISBÔA MEZZOMO (1)
UNIVERSIDADE FEDERAL DE SANTA MARIA, UNIVERSIDADE
FEDERAL DE SANTA MARIA, SANTA MARIA, BRASIL (1)
SCREENING FOR SPEECH DELAY: RELIABILITY, VALIDITY
AND NORMATIVE DATA OF A REPETITION TEST FOR ITALIAN
CHILDREN
ANNA COLOMBO (1) - MARTINA TRESOLDI (1) - ELENA FAVERO (2)
PAOLA VELARDO (2) - FRANCESCO MOZZANICA (1)
DEPARTMENT OF CLINICAL SCIENCES “L. SACCO” (1) DEPARTMENT OF AUDIOLOGY AND PHONIATRICS, S. (2) DEPARTMENT OF CLINICAL SCIENCES “L. SACCO”, UNIVERSITY
OF MILAN, MILAN (3)
Abstract: The presence of speech delay in early childhood is a relatively
common problem: the prevalence ranges from 2.3% to 24.6%, as reported
in different studies. Such delays are important because they cause concern to
parents and they can be associated with behavioral/other difficulties, although a substantial proportion of children are likely to have difficulties which resolve spontaneously in the pre-school period. The early identification and treatment of children with speech delay can be improved by the implementation
FP6
Abstract: For the study of phonological disorders is initially important to
understand how the typical phonological development occurs. You could
say that considered typical phonological acquisition occurs when the child
establishes a phonological system consistent with the target-adult, which
means, like the speech of the social group where it is inserted. This process
occurs in Brazilian Portuguese, from birth to approximately age of 5:0, in
a gradual, non-linear and respecting individual difference of each infant.
However, some children do not follow this sequence of development and
expects its phonological system is organized differently than expected. In
such cases there is a phonological system that differs from the target language and inappropriate in relation to the phonology of the language of their
environment. These cases are called phonological disorders. In Brazilian
139
Portuguese the syllabic structure of the consonant cluster (C1C2V) is the
last to reach stability within the phonological system, and structure is more
commonly compromised in cases of phonological disorders. During the
course of acquiring the consonant cluster children use repair strategies.
Repair strategies are adopted to match resources to the production target
system. In the consonant cluster is the most used strategy for simplifying
the structure C1V. Research with acoustic analysis showed the use of compensatory lengthening strategy. This strategy would be to maintain the space
in syllable C2 through lengthening of the vowel or consonant. The implementation of this strategy denotes knowledge of syllabic structure and an
underlying representation as target-adult. The guiding hypothesis of this
study is that there is phonological knowledge about the underlying syllabic
structure C1C2V in children who carry the compensatory lengthening when
the structure of the consonant cluster is still not completed properly. Based
on this hypothesis the aim of this research was to observe the therapeutic
approach (phonetic or phonological) more effective for children with phonological disorders who carry out the strategy of compensatory lengthening
in cases of C1C2V → C1V. For this study we selected four children who employed the strategy of compensatory lengthening the consonant cluster reduction and had in its inventory phonetic segments [l] and [r]. The strategy
of compensatory lengthening was verified by comparing the times of vowel/
fricative in syllable consonant with simplified with time of emission of the
same vowel/fricative in a syllable with simple onset (eg ex.: prato - [‘patu]
x pato - [‘patu]; frio - [‘fiw] x fio - [‘fiw]) these recordings were analyzed
acoustically through audio-processing software PRAAT. These children were
divided into two groups; one group with two children was submitted to phonological therapy, based on the Model Minimal Pairs contrasting syllabic
structure. And the other group, also with two children, underwent therapy
phonetic/articulatory, emphasizing the co-articulation of sound, the use of
visual cues, tactile cues, kinesthetic cues and auditory cues and articulatory
training. Each child received individual sessions twice a week, the consultations lasted around 45min. The children were discharged after reaching
a percentage of 80% accuracy on structures worked in therapy. To check
the time difference of phonetic and phonological therapy, applied the test
T (significance level of 5%). The results showed that compared the average
number of sessions of each group; the patients of Group Therapy Phonetics
needed half the number of sessions compared with patients who received
phonological therapy. The average was 12 sessions for the Group for the
acquisition of Phonetic consonant cluster, while Group Phonological needed
24 sessions. Despite this difference was not statistically significant (p =
0.40), in clinical practice her speech therapy should be considered since
there is a difference time therapy when applied different models. The search
results agree with the hypothesis of the study expected that children who
have a strategy compensatory lengthening would take less time to acquire
the consonant cluster when subjected to therapy phonetic/articulatory. With
this result we can understand that children who produce the strategy of
compensatory lengthening when he can not perform the consonant cluster
correctly are demonstrating that already has underlay in the form of the
syllabic structure of the consonant cluster. It makes sense that the difficulty
lies in the articulation joint of sounds that form the consonant cluster, not
knowledge of syllable structure. This idea was reinforced by faster results in
children undergoing therapy phonetic/articulatory. Thus the study indicates
that in cases where children have phonetic evidence (in the case of this
research strategy compensatory lengthening) priority is given to an approach
phonetic/articulatory treatment of phonological disorders. Since the child
already has knowledge of phonological structures, so the obstacle would
be the translation of this knowledge into a phonological motor action suitable for the realization of the phoneme/syllable appropriate. This study also
reinforces the use of spectrographic analysis of speech data. The strategy
of compensatory lengthening was possible only be checked accurately due
to the use of the spectrograph, which ensured that the children in the study
were employing a strategy. Acoustic analysis allows a more accurate assessment of the child’s speech data, enabling the speech therapist clue realize
that just by hearing transcript would not be perceived. It is concluded that
the guiding hypothesis appears to be confirmed since the therapeutic approach that most favors the patient performs the strategy in cases of compensatory lengthening of the consonant cluster reduction is one that assists
in implementing phonetic and not the therapy that helps in phonological
organization. The study results are important because they demonstrate the
clinical speech therapy difference in the time of speech therapy assisting in
a practical area of speech therapy. Learning outcome: The Participant will
be able to: know the models of therapy phonetic and phonological therapy
employed; Check the importance of spectrographic evaluation in the selection of the therapeutic model; Knowing the exercises phonetic/articulatory
used in the study; Knowing the phonological exercises used in the study.
FP7
THE SPEAKING FUNDAMENTAL FREQUENCY AND VOICE TYPE
OF OPERA SINGERS
SEMYON CHERNOBELSKY (1)
OPERA HOUSE, ACADEMY OF MUSIC, KRASNOYARSK,
RUSSIAN FEDERATION (1)
Abstract: In a biological sense the concept of singing voice type does not
exist. Voice types in the context of classical opera are no more than reference points for their classification and so some singers’ voices fall in between
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the standard categories. This helps to explain the difficulty and uncertainty
often determined their voice type correctly.
encountered by singing students and their teachers in determining their
voice type – a question which concerns most singers – and some worry
that their teacher has not determine When consulting the phoniatrician
on this matter singers are often concerned about the length of their vocal
folds. Many are worried by any discrepancy between their habitual Speaking
Fundamental Frequency (SFF) and their supposed voice type. Many singing
teachers, when attempting to determine voice type, are guided by the tone
of the student’s speaking voice, believing that each voice type correlates
to SFF; the lower the speaking voice (SFF), the lower the voice type, and
vice versa. This study was conducted in order to determine the validity of
this hypothesis. Seventy five opera singers (45 men and 30 women) aged
between 19 and 40 years were examined; 60 of them were singing students
at a conservatory and 15 were professional opera soloists. The voice type
of the subjects had been determined by their singing teacher, and in all
cases the subject was satisfied with this categorization. Male voices were
classified as tenors, baritones or basses; female voices as either sopranos or
mezzo-sopranos. The software package Praat was used for determining SFF
in all subjects. It was found that inter-subject variation of SFF in all groups
was large: 120-161 Hz in tenors, 111-147 Hz in baritones, 110-123 Hz in
basses, 207-285 Hz in sopranos and 173-275 Hz in mezzo-sopranos. The
mean SFF was 142.4 Hz (SD 15.0) in tenors, 123.2 Hz (SD 10.2) in baritones, 118.8 Hz (SD 8.7) in basses, 233.7 Hz (SD 23.1) in sopranos and
205.9 Hz (SD 18.9) in mezzo-sopranos. In tenors and baritones, tenors and
basses, sopranos and mezzos the mean SFF differences were significant, respectively. However, the difference between the mean SFF of the basses and
baritones who were examined was nonsignificant; this could be explained by
the fact that eight of the basses were of the bass-baritone fach and were also
capable of singing dramatic baritone roles.
It is concluded that voice type does depend on SFF: the lower singing voice,
the lower SFF, and vice versa. However, classification of the voice solely on
the basis of SFF is unreliable; nevertheless, SFF could be used in conjunction with other evidence to assist in a classification. Singers should be
aware of the possible discrepancy between SFF and voice type: this applies
particularly to students and their singing teachers.
Learning outcomes: The Participant will be able to: know how frequently
discrepancy between SFF and voice type can be found in classical singers;
understand what to do if difference between voice tone and voice type has
appeared during study in Music College; know which consequences will be
appeared if vocalist sings using inappropriate voice type.
FP8
NEURONAL CORRELATES OF SONG PERCEPTION IN
COMPARISON OF SINGERS, ACTORS AND LAYMEN
KEN ROSSLAU (1) - SIBYLLE HERHOLZ (2) - ARNE KNIEF (1)
DIRK DEUSTER (1) - ANTOINETTE AM ZEHNHOFF-DINNESEN (1)
CHRISTO PANTEV (2) - CHRISTIAN DOBEL (2)
DEPARTMENT OF PHONIATRICS AND PEDIATRIC AUDIOLOGY,
UNIVERSITY HOSPITAL MÜNSTER, MÜNSTER, GERMANY (1)
INSTITUTE FOR BIOMAGNETISM AND BIOSIGNALANALYSIS,
UNIVERSITY OF MÜNSTER, MÜNSTER, GERMANY (2)
Abstract: Recent research has increased our knowledge about the organization of neuronal networks for speech and music perception and suggests
training-induced and interdependent modulation of musical and speech
abilities (Moreno and others 2009). Because opera singers are musically
trained and actors are speech trained voice users who both gained their
expertise on a similar extent of expressive voice practice on stage, it is
informative to compare neurophysiological data with respect to these fields
of expertise. Referring to a very similar semantically and syntactically rule
system, a complex and intertwined cerebral network for language and music
processing is assumed (Koelsch 2005; Peretz and others 2009; Schon and
others 2010; Zatorre, Peretz, Penhune 2009). Nevertheless, there is a lack
for a comparison of the same linguistic and musical manipulated stimulus
material in two dimensions, so as a recited and sung version. The goal of
our study was to investigate music and speech perception of professional
singers and actors compared to laymen in order to disentangle the training
induced cortical networks for processing music and speech. In order to stimulate on a high artistic level, we decided to use excerpts of “German Lied”
songs of Franz Schubert since this music is frequently performed and represents a typical repertoire. Also, the lyrical basis for these songs is similar
in structure to material that actors recite in a dramatic performance. Most
importantly, a characteristic of “German Lied” songs is a close integration
of music and lyrics, typically without singing several notes on one syllable,
which are frequent in operatic arias. Since the songs are based on poetry, it
is feasible to present the material both in a spoken and in a sung condition
comparing modality specific processing of semantic and syntactic aspects.
Therefore, we used 30 short excerpts of “Lied”-songs of the romantic epoch
(music by the German composer Franz Schubert, lyrics by Wilhelm Mueller)
from the cycles “Beautiful miller-girl” and “Winter journey” for stimulation
in the experiment. The excerpts consisted of a rhyming couplet with a monosyllabic ending and the original melody line composed by Franz Schubert.
For all excerpts a version sung a capella (without accompaniment) and a recited, spoken version were recorded using a high-fidelity recording system.
For the recording, the same professionally educated singer sang and recited
all excerpts. For each modality (sung and spoken), the 30 excerpts were presented in four different conditions resulting in 120 stimuli per modality. In
the first condition the original line was presented in the correct sung/ spoken
version. In the second condition the pitch of the last word was decreased or
increased in the sung version by a half tone out of key in compliance with
the original melodic contour (syntactic violation), and in the spoken version
by an increase of fundamental frequency of 35 % (prosodic violation), which
represents a violation of the expected decrease of prosody for a clause of
statement. In the third condition the original last word of the excerpt was
exchanged by a semantical incongruent word. These semantical incongruent
monosyllabic words fulfilled the original rhyme scheme. In the fourth condition we presented a double incongruency at the end of the excerpt with
incorrect pitch ending (syntactic/ prosodic violation) and a semantical incongruent last word. 13 professional singers, 13 professional actors and 13
laymen took part on this experiment. After presentation of each stimulus
subjects had to judge the accuracy of the semantic congruence of the last
word and the accuracy of the pitch of the last word, both for sung and for
spoken stimuli. Subjects gave their response via successive button presses
and were visually prompted to give their responses, with the prompt for the
first judgment appearing 1500 ms after stimulus offset. During stimulus
presentation, magnetoencephalographic (MEG) signals were recorded continuously using a whole-head device with 275 first-order axial SQUID gradiometers (Omega 275, CTF, VSM MedTech, Coquitlam, Canada), filtered
online (150 Hz low-pass for aliasing, 50 Hz notch for European power grid)
and sampled at 600 Hz. The continuous data were then band-pass filtered
offline in a 0.1 – 48 Hz range using a zero phase second order Butterworth
filter. The triggers for data analysis were set at the beginning of the last word
for each stimulus. The present analyses were based on an isotropic spherical head model with 2 (azimuth and polar direction) 197 dipolar sources
evenly distributed on an inner spherical shell. Sphere position and radius
were estimated in order to optimally fit the digitized head shape. The L2MNE amplitudes were analyzed with a point-wise repeated measures ANOVA
with the within-subject factor CONDITION and the between-subject factor
GROUP separately for the spoken and sung modality. The interpretation of
the “early” neuronal activity (200-500 ms after last word onset) revealed
conditional and modality specific differences of neuronal activity in overlapping temporal areas on both hemispheres without any dependence to the
kind of expertise. As a sign of intertwined neuronal networks (Kolinsky and
others 2009; Schon, Gordon, Besson 2005; Schon and others 2010) and
first time shown for same stimulus material in a recited and sung modality,
there were activity peaks after semantic violations for the spoken modality
in left temporal areas and peaks after prosodic/ syntactic violations for the
spoken as well as for the sung modality in right temporal areas. Despite of
bitemporal activation (Maess and others 2001; Maess and others 2006),
a higher activation of the right hemisphere was significant for nearly all
conditions and for both modalities. Significant group differences appeared
as “late” neuronal activity (600-1700 ms) again for both modalities in right
temporal and left parietal areas and were interpreted as a form of inner
rehearsal of musical phrases, also described as musical mental presentation (Brodsky and Rubinstein 2008; Gordon 1993) and musical imagery
(Zatorre, Halpern, Bouffard 2010).
Learning outcomes: Because of the combination of linguistical and musical content, art songs are a unique stimulus material for investigating the
dependence of music and speech; Assuming that the above mentioned findings are not prerequisite for professional singing, this study is in line with
those findings arguing for brain plasticity effects after long-term training;
Human brain mapping, especially with the function of source localization,
is still a good method for the investigation of basic neuronal processes;
Previous assumption of local and uni-hemispheric dominant processing is
changing for the insight of complex neuronal networks on both hemispheres;
Singers seem to have a unique mechanism for memorizing phrases in a spoken and a sung context; This study presents neuronal correlates of musical
imagery in a time window known for working memory processes.
FP9
VOICE CLASSIFICATION IN PRACTICE: CRITERIA IN
CONTEMPORARY SINGING EDUCATION - AN EXPLORATORY
STUDY
FELIX DE JONG (1) - HUGO LYCKE (2)
ENT-HEAD AND NECK, EXPERIMENTAL ORL, KATHOLIC
UNIVERSITY LEUVEN, LEUVEN, BELGIUM (1)
ENT-HEAD AND NECK, EXPERIMENTAL ORL, KATHOLIC
UNIVERSITY LEUVEN, LEUVEN, BAHAMAS (2)
Abstract: The vocal capacity must be estimated to know the possibilities and
impossibilities of the voice in order to avoid damage of the voice and to optimize vocal performance. Voice classification is a method to estimate the vocal capacity and composers of vocal music wrote and write repertoires that
fit to the possibilities of the voice, in classical music indicated as voice classes. Traditionally, voices are classified into three principal categories: for the
female voice alto, mezzo-soprano, and soprano, and for the male voice bass,
baritone, and tenor. Additionally to the classic voice types, there are many
subtypes, according to different roles (“Fach”, e.g. for the soprano voice: coloratura soprano, lyric soprano, dramatic soprano, soubrette). Classification
of a voice determines the frequency and intensity range in which a singer
can work without harming or fatiguing his voice and to which repertoire he
should be assigned by the singing teacher. Correct classification of the singer’s voice is indispensable in order to achieve optimum performance. The
biographies of famous and less famous singers frequently mention examples
of the pernicious outcomes for their voices and for their careers caused by
incorrect voice classification and various studies show the great prevalence
of voice disorders by incorrect voice classification among singing students,
singers and singing teachers. Many manuals on singing techniques do not
mention how to classify a voice and scientific publications on voice classification are scarce. Over the years, many factors have been mentioned which
provide an indication for classifying a voice, according to the six basic voice
types mentioned above, such as the size of the person, the dimensions of
the vocal folds, the shape and the volume of the resonating cavities, the
general and vocal muscular constitution, biotypological traits, tessitura, the
speaking fundamental frequency, the passagio’s, the voice timbre, endocrine and sexual aspects, and the neuropsychic condition. The investigation of
all these anatomical and biotypological factors usually require several complex instruments and above all, highly trained experts. Voice range, timbre
and register transitions are considered to be important classification criteria. However, the assessment of tessitura, speaking fundamental frequency,
passagio’s, and voice timbre require an experienced ear.Voice classification
has a great impact on a singer’s life, but often “experts” disagree and singers
question the received label(s) and stick to their own opinions. In addition
to this, conductors, scientists, physicians, speech and voice pathologists,
almost everybody (including the subject himself) feels entitled to express
his opinion on this matter. The aim of this study was to explore the opinion
of contemporary singing teachers about the utility of voice classification and
which criteria they use in voice classification. Subjects and methods. One
questionnaire (Q 1) was sent to all 200 private singing teachers who were
registered at the commercial Dutch Internet site www.vocalisten.nl, and who
mentioned their e-mail address. The singing teachers were asked if voice
classification was important to them and why. They were also asked what
criteria for voice classification they applied. A second questionnaire (Q2)
was sent to 22 singing teachers of one Classic conservatory and two Musical
Theatre conservatories. They were asked to classify their singing students
and to indicate on what criteria their voice classification was based. They
classified a total of 165 singing students: 81 singing students at the Classic
conservatory, 63 singing students at one Musical Theatre conservatory, and
21 singing students at the other Musical Theatre conservatory. Results. Q1.
From the 200 singing teachers 72 answers were received from 58 female
(80.6%) and 14 male (19.4%) singing teachers. Consequently, the response rate is 36.0%. Although most of these singing teachers had a classical
singing training, each of them recommended him/herself on the website for
many specialties and musical styles (up to 24 in one teacher). Most popular
styles were Musical Theatre (66.7%), Classic (50.0%), Pop and Jazz (each
43.8%), Dutch Pop (19.0%), a Capella (17.0%), Close Harmony (16.0%),
Lied (15.0%) and Opera (13.0%). Fourty-four singing teachers (61.1%)
found that voice classification is important for at least one reason, while 28
singing teachers (38.9%) stated that voice classification was not an important issue for their teaching. Most singing teachers (n=66, 91.7%) provided
information about their criteria for voice classification. These criteria for
voice classification can be sorted into: physical features, acoustical features, specific methods, miscellaneous, and “other factors”. Six respondents
(8.3%) did not mention any criteria for voice classification. Most frequently
used acoustical parameters for voice classification were frequency range/
tessitura (56.0%), voice quality/timbre (56.0%). One singing teacher used
a purely commercial approach: voice classification on demand. Q2. All singing teachers of the conservatories responded. Frequency range/tessitura
and voice quality/timbre were used by all conservatory singing teachers as
voice classification criteria, except for one Classical singing teacher who
used no voice classification criteria at all. Singing teachers of the three
conservatories used a different set of voice classification criteria per singing
student. Moreover, voice classification criteria also appeared to be dependent on the type of conservatory. Singing teachers of the Classical conservatory used two to seven different criteria. Except for three singing teachers,
using only frequency range/tessitura, timbre, and register transition as voice
classification criteria, all other singing teachers used quite different sets of
criteria, while one Classical singing teacher used no classification criteria
at all. In Classical singing teachers vocal development and frequency range
of belt were not used as voice classification parameters. Singing teachers of
the Musical Theatre conservatories used two to 11 different criteria. They
all used frequency range /tessitura and voice quality/timbre as voice classification criteria. The frequency range of belt was specifically mentioned by
five of the 10 singing teachers of Musical Theatre.
Conclusions. The results of this study indicate that there is a marked difference of attitude towards voice classification in singing teachers and that
different criteria for voice classification are used. Apparently, there is no consensus about the advisability and criteria of voice classification among the
various singing teachers in this study. This asks for a generally accepted protocol for objective voice classification and consensus about what parameters
should be used.
Learning Outcomes: The results of this study demonstrate that different parameters of the voice range profile (VRP) are able to yield a clear separation
into three clusters for each gender. Such a result is remarkable, since the
finding of a discontinuous distribution may not be expected from biological
141
variables. One can wonder if ancient composers of vocal music had an innate feeling about the existence of three natural basic human voice categories.
Further studies are necessary to link the results of the statistically obtained
cluster separation, which discriminate between three basic voice categories,
to the three basic female voice categories as commonly interpreted by most
composers of vocal music and singing teachers. We assume that our methodology can be useful, not only in determining a basic voice type for singers,
but also in providing interesting cues for voice diagnosis and voice therapy
in general, taking into account the relationship of all different human vocalizations. Most parameters that have lead to the cluster separation, however,
are not easily understandable in clinical terms. Therefore, it is not easy to
link them to the clinical situation, nor can the difference between these parameters that have lead to the clustering of female and male voices readily
be explained. Each of the features that yielded the clear separation into
three clusters for each gender has to do with register transition. The location
of the register transition zone is important marker in the VPR and should
be considered in view of the basic voice type of each gender. The pertinent
study indicates that there exist three basic voice types, corresponding with
classic voice types or not. This points at the need of voice classification,
also in modern music, where not a similar vocal repertoire has been written
like in classic music. The finding that different parameters of the VRP are
able to yield a clear separation into three clusters for each gender indicates
that VRP can open a new era of voice research.
FP10
DEVELOPING A CLINICAL MEASURE FOR PHONOLOGICAL
DEVELOPMENT: RELIABILITY OF THE PHONOLOGICAL MEAN
LENGTH OF UTTERANCE
MIEKE BEERS (1) - MARIANNE RODENBURG-VAN WEE (2)
ELLEN GERRITS (1)
UTRECHT UNIVERSITY OF APPLIED SCIENCES (1)
RESEARCH CENTRE FOR INNOVATION IN HEALTH CARE,
UTRECHT UNIVERISTY OF APPLIED SCIENCES, UTRECHT,
NETHERLANDS (2)
Abstract: In the clinical setting either a phonological contrast analysis or a
phonological process analysis is used to determine a child’s phonological
age. Both procedures, however, have their limitations. A contrast analysis
reveals the inventory of acquired and missing segments and contrasts. A
phonological process analysis only shows the developmental status of a predetermined set of segments and contrasts. Phonological contrast analysis
is more exhaustive than a process analysis, but also time consuming since
it is based on a spontaneous language sample. More importantly, both procedures focus on the production accuracy of individual segments and not
on whole-word productions. Variability in accuracy of individual segments
often depends on lexical factors, such as word frequency and phonological
neighborhood density (correspondence between segments in number of features). For clinical use a measurement tool for determining phonological age
is required that includes a child’s acquired and non-acquired phonemes,
takes production variability into account and is straightforward to use. As a
useful clinical tool the Phonological Mean Length of Utterance (pMLU) will
be proposed in this presentation. Like MLU this measure determines at the
word level the mean length of a set of words targeted by a child, taking into
account the number of correctly produced segments in each word. Originally
this measure was proposed in Ingram (2002) as the basis for four measures
that estimate a child’s phonological abilities at the whole word level. As a
reference he proposed five developmental stages for the pMLU. Attention
for these measures has recently been revived in the literature. Recently, one
of the measures based on pMLU was used by Sosa & Stoel-Gammon (2012)
to show that lexical factors (word frequency and neighborhood density) had
a significant effect on phonological variability in early word productions.
Also, it has recently been shown that the pMLU is able to distinguish between specifically language impaired (SLI) children and normally developing
children (Kunnari, et al., 2012). This presentation will show the results of a
reliability study of the Phonological Mean Length of Utterance (pMLU) that
is currently being performed at our centre. Using the spontaneous speech
samples of 40 normally developing Dutch children between 1;0-4;0 years
correlation analyses will be performed between the pMLU of each child and
their developmental level based on a standardized Dutch procedure for contrast analysis. The reliability of the PMLU will be determined for different
sample sizes of 50, 75 and 100 words from the spontaneous speech samples. A small sample size would enhance this measure’s clinical relevance.
Clinical relevance will also be shown by applying the pMLU measure to the
spontaneous speech samples of 15 phonologically-impaired children. The
pMLU is a calculation measure that can easily be incorporated as a tool into
phonological analysis software. In conclusion this presentation will show
that the pMLU is an exhaustive clinical tool, which is straightforward to use.
The pMLU provides information on a child’s level of phonological development taking variability in accuracy at the word level into account.
Learning outcome: Participants of this presentation will: Understand that
the phonological mean length of utterance measures phonological and lexical abilities; Know how to apply the phonological mean length of utterance to determine phonological age; Know the reliability of the phonological
mean length of utterance in different sample sizes of the spontaneous speech of children acquiring Dutch.
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FP11
ANALYSIS OF ATYPICAL ACQUISITION SYSTEMS THROUGH THE
“MODELO PADRÃO DE AQUISIÇÃO DE CONTRASTES”: CASE
REPORT
VANESSA GIACCHINI (1) - HELENA BOLLI MOTA (1)
UNIVERSIDADE FEDERAL DE SANTA MARIA, UNIVERSIDADE
FEDERAL DE SANTA MARIA, SANTA MARIA, BRASIL (1)
Abstract: There are some theoretical models engaged in assessment of phonological acquisition in the child, both in typical acquisition as the acquisition atypical. However, these models focus their analysis in the evaluation
and production of segments, if the segments were produced correctly, incorrectly or omitted, and it is from this that profile acquisition of children, as
well as deviant cases in the therapeutic methodology. The model “Padrão de
Aquisição de Contrastes” (PAC) appears to change focus this assessment,
since the PAC is to evaluate and classify phonological disorders through
research contrasts. With the phonological assessment following the premises of the PAC, you can see the contrasts which are already present in the
child’s phonological system, as well as those who are in the process of acquiring and absent. The model identifies the possibilities contrastive system,
showing which distinctions the child is able to produce phonological terms
and contexts in which there is loss of these contrast. Thus, the segment
is analyzed individually, but the contrast he has. From this new proposal
this paper aims to describe the phonological system of a child with atypical
phonological development through the PAC model. To carry out this study we
performed a collection of early speech, pre-therapy. The child participating
in the study are female (S1), was 6 years old at the time of collection and
the reviews were diagnosed with phonological disorders. To obtain the data
was used a standardized tool for collecting, recording was done in a quiet
environment, and the data were transcribed and reviewed by two speech pathologists with expertise in phonetic transcription. After they transcribed the
data were analyzed according to the assumptions of the PAC, evaluating the
four phases of the proposed acquisition by the model. For determining the
acquisition status or not the contrast in each context we used the following
percentage: contrast obtained when the values were between 76% to 100%
correct productions; unstable when the contrast use was between 51% to
75% correct productions, and absent when the value was less than or equal
to 50%. The data demonstrate that in the first step (which is represented
by the diagram in red) are acquired contrasts between consonants and obstruents. It is acquired the contrast of the articulation point of dorsal plosive,
plosive labial and coronal plosive. And it’s acquired the feature [coronal] and
[anterior] in the nasal. However, at this stage model to the feature [+voiced]
in plosives should be established, which is not observed in the data of S1. In
the second stage (represented by the color blue in the diagram) is acquired
the contrast between coronal fricatives versus labial fricatives. The feature
[+continuant] that allows the distinction between plosives versus fricatives
and feature [+voiced] in fricatives is being acquired (represented by diagonal lines in the diagram). In the third stage (represented by yellow in the
diagram), the contrast between coronal fricative anterior versus non-anterior
coronal fricative is in acquisition. At this stage it is expected to the emergence of the feature [+approximant] allowing the contrast between liquid and
nasal. Also expected to be the feature [+voice] in /Ʒ/, but neither of these
contrasts is present in the child’s inventory. In the fourth phase (shown in
green in the diagram) the PAC model is not expected to acquire a trace,
only combination of traits. However the system of child studied, there is a
rearrangement of features, this makes the child does not get any segment of
the class of liquid, the last class segment of the acquisition by the model.
In the case of children studied is observed that none of the steps proposed
acquisition is fully acquired by PAC. In first step the child has difficulties
in establishing the feature [voice], failing to make the distinction between
voiced and unvoiced plosives. This demonstrates the difficulty of (S1) is
not related as to articulation point, which is already acquired for this class,
but to control the vocal cords. The second stage is still being acquired the
feature [+continuant] by the child. What does the child do not have complete
distinction between stops and fricatives. Unlike the previous stage, at this
stage, the child has the feature [voice] in the acquisition and labial fricatives
in previous coronal fricatives. Again, the child presents no difficulties as
the point of articulation of fricatives. In the third stage, the child has not
acquired the feature [-approximant] not distinguishing between nasal and
liquid. Yet at this stage, the child has the feature [anterior] in the process of
acquisition in coronal fricatives. The child continues without the feature [+
voice] in your system. In the fourth step the model is expected that the child
has acquired all the liquid /l, ʎ, R, r/ However, the child does not have any of
these elements. From the description obtained by PAC is clear that the child
that was studied has a speech disorder, since there is a gap in the process
of phonological acquisition, with early stages still incomplete while the later
stages have elements already present. The data presented emphasize that
the model is able to describe atypical acquisition systems, demonstrating the
differences between phases and differentiate cases of phonological disorders
and phonological delays. It is concluded that the employed model PAC is
adequate for describing speech disorders. Through the stages of acquisition
proposed by PAC was possible to visualize the organization of the child’s phonological system, but also aroused possible therapeutic interventions based
on traits that are in the process of acquisition.
Learning outcomes: The Participant will be able to: Know a new proposal for phonological assessment based through contrasts; Understand the
application of the PAC model of atypical phonological acquisition; Know the
importance of phonological assessments with emphasis on contrasts; Verify
the ability of the model in the differentiation of phonological disorders and
phonological delays.
FP12
THE AUDIOPHONIATRIC ASSESSMENT IN THE DIAGNOSTIC
EVALUATIO OF THE CHILD OF 24-30 MONTHS WITH DELAY/
LANGUAGE DISORDER
ARCADIO VACALEBRE (1) - ATTILIO COVINO (2)
ANGELO CORTILE (3) - RAFFAELE IZZO (3)
ASL NA3 SUD, ASL NA3 SUD, TORRE DEL GRECO, ITALY
(1) CENTRO DI RIABILITAZIONE HORIZON SAN GIORGIO A
CREMANO, SAN GIORGIO A CREMANO, ITALY (2)
AO SANTOBONO, NAPOLI, ITALY (3)
Abstract: In recent years, more and more frequent medical consultation with
a speech therapist for the children aged between 24 and 30 months who do
not have adequate language development. In general, parents are alarmed
by the small number of words produced by the children, more rarely by the
absence of words, or words from the production of much altered in the phonological component (only monosyllables, systematic use of the same words
in all phono etc..).Verbal language is a function under close supervision by
the parents, who often neglect a number of extra-linguistic manifestations
that can accompany a development report atypical or delayed.And the physician phoniatrics investigate all functions in the game related to the development of language, to access a diagnostic definition from which to necessary treatment options.Etiopathogenetic a condition to consider is the
hearing loss, especially in the forms of mild and medium, which can pass
undetected by the absence of the most striking phenomena that instead
accompany it to the forms of entities severe and deep, both in terms of poor
reactivity to sounds and ambient noise and vocals, that vowel production
also altered.It task of the specialist speech therapist investigate the auditory
function of children with evidence of indication of shape and / or delivery of
the object to stimuli proposed to mouth screen and voice weak or whispered,
checking also how it can change a child’s response to the change of ‘intensity of the stimulus voice (for example, the child is strong and fast in delivery indication or aloud, and it is not a weak voice). Upon completion of such
functional tests auditory it will assess the state of health of the middle ear
with the otoscopy and examination impedenzometrico, and then proceed in
case of need to a deepening audiological with an audiometric test conditional infant or to the study of evoked potentials auditory brainstem. It ‘clear
that in case of diagnosis of sensorineural hearing loss or mixed with prosthesis will proceed to take charge of the child speech therapy, ensuring in any
case, the middle-ear transmission problems with drugs or surgical remedies.
Another condition etiopathogenetic to consider is that due to a developmental disorder motor organization, considering the verbal language into its
component praxic-phonetic-articulatory. In this case the reduced verbal production of the child would be the expression of a difficulty in achieving articulatory postures and combinations thereof, with the consequent restriction of the verb motor. Typically an examination of praxies linguobuccofacciali
can find weaknesses, as well as the inventory valuation phonetic and phonological configurations produced. Frequently are also found difficulty in
chewing and poor acceptance of foods consistent with power still semi-solid
and pureed as signs of dysfunction gold motoria.La phoniatric examination,
however, must also consider extraoral signs with respect to the manual, for
the correlations between neuroevolutive mouth and hand, often finding signs of embarrassment in manipulative activities, considering these subjects
little recourse to mimic hand gestures, being also such activities matrix
motor.Itâ€™s common to see these kids’ engines’ difficulty in jumping, running, and cycling in a history of delayed motor development (often a lack of
crawling or its implementation so atypical, delayed walking towards 16-18
months). these children live evil the functional dissociation between good
verbal comprehension, valid internal language and verbalization difficulties
that interfere with clear effects comunicopatici also on social relations. And
‘useless with these children require the repetition of the word or deny what
has been asked of them if they have not verbalizzato.Per these children the
diagnosis can be of a specific developmental disorder of speech isolated
(F80) or with a comorbid specific developmental disorder of motor function
(F82), for what would be a specific developmental disorder mixed (F83).
The operational impacts of such diagnosis can cover a range guidance for
parents on how to deal communicatively their baby with this difficulty, the
making family game engines and game specific exercises for oral motor and
manual, taking charge and speech therapy sometimes psychomotor.Another
condition etiopathogenetic to consider is that of language-specific developmental disorders (F80), the existence of peculiar difficulties in the construction of language, taken as competence, and which manifests itself as a
restriction of verbal performance. In these children may outweigh the neuropsychological disorders of discrimination and auditory-verbal memory, impairment of both the understanding of speech production at all levels, or
noise may occur more selective for only one level (phonological, lexical,
morpho-syntactic ) and usually only verbal expression. It ‘clear that in the
age group 24-30 months is difficult to investigate all levels of verbal language because it is still in the developmental stage and for the reduced quantity
of language to be analyzed.Itâ€™s useful for this purpose with the help of
the Questionnaire Mc Arthur to transcribe parents the words as they are
spoken by the children, together with the answers on the verbal comprehension and use of gestures, to obtain data on the nature of the disorder. The
specialist speech therapist will then proceed in diagnosis of exclusion of
other causes that support the language disorder, conducting tests of auditory reception and possibly the audiological diagnostics, tests on motor skills,
cognitive tests, including whether the communication skills of the child
extraverbal , which are often valid with the use of compensatory gestures,
facial expressions and simple strings from verbal referential value as onomatopoeia. Other data on these lines of investigation can be derived also from
the anamnestic interview with the parents, who generally report that the
child “lacks only the word”.For these children is shown taking charge logopedic in 2-3 months if not there is a significant verbal-linguistic evolution
in terms of quality and quantity, enabling parents with images and photos,
selecting good sounds of words, doing exercises game linguobuccofacciali
for telephones and the production of the words, whereas the beginning of
the treatment between 30 and 36 months.Another particular clinical condition is represented by the presence of attention disorder with hyperactivity
(hyperkinetic disorders F90), in which the alteration of the processes of
analysis, discrimination and storage of data, hampers the construction of
the warehouse phonological of words, and more in general the internal language, with the consequence of a verbal production limited, not so much
difficulty verb motor, but for non-mental representation of the words. The
abnormal quantity and quality of the movements of these children, the difficulty to focus and integrate data, prevents them from real-time processing
the formal components (signifiers) and the functional (meaning) of the verbal message, finding in best cases a discrete verbal understanding, although
the phenomena of inattention auditory are always present.At the level of the
speech pathologist for evaluation hyperkinetic behavior of the child will find
it hard to interact with him with images and objects, and the anamnestic
interview with parents, problems will arise in the type of game, within the
rules, as well as in biological rhythms such as sleep -wake. In these children, there may be elements of inaccuracy motor but the pathophysiological
corpus is given the inability of the brain to process and store simultaneously
all significant components of the experience, and among them the verbal
element is the most penalized for its nature “volatile” than the other stimuli
that persist over time and space as visual ones. For such children to school
can be a solution since it is implementing a new environment with new rules
and situations, or direct them to a psychomotor therapy in the first instance,
and re-evaluating the temporal evolution and the indication for speech therapy. In any case, counseling with parents and will be useful in order to regulate the child’s behavior, the sequence of events during the day and the
optimization of its spaces and living environments.A further condition is
represented by etiopathogenetic significant global developmental disorders
(F84), in which the paradox is that the consultation is the speech therapist
for speech problems of the child, not with objectively evaluating the entire
corpus of existing dysfunctional other events. Children with these disorders
show significant difficulties in communication-verbal eye contact with absent or inconsistent, with interaction impaired, with or without lability in
attention and activity shared with instrumental use of the other (performative richiestivo) without activating it as a partner communicative and cognitive-emotional (declarative performative).These children have difficulty relating with peers and show atypical behavioral interests with repetitive,
stereotypic, geometric approaches to reality and do not tolerate changes and
unpredictability in daily life, obsession with order and the immutability of
things and environments. Failure emergency language in these children is
always linked to difficulties in processing and integration of stimuli, often
working in the sense iperanalitico and fragmented with a focus on “chunks”
of reality, and penalty element vebale, by its nature “volatile “. For these
children must be sent to a deepening neuropsychiatric, a psychomotor therapy and audiologic evaluation.Remain to be considered those conditions
etiopathogenetic psycho-emotional relationships (F88 F89 F93) where the
contract language can be more or less voluntarily as part of a withdrawal
relational and performance of the child, together with a set of behaviors
and particular symptoms in everyday life, which may also provide a selective communication with family members and / or peers. Itâ€™s right,
however, that in the examination phoniatric are made all the feedback on
quoted to exclude or establish such frameworks clinical and functional
managers disorder or language delay, so as to give the right value to emotional disorders, which are frequently reactive effects comunicopatici limitations minutes, sending in any case the child to study neuropsychiatric
child.To the argument of a reality show diagnostics possible at a young
age, trying to characterize the failure or reduced emergence of verbal language, so you can make the most appropriate treatment options, and it is
beyond doubt that the professional most accredited for this analysis is
Physician speech pathologist.Learning objectivesThe participant will be
able to analyze the modes of classification and diagnosis language impairment/ delay in children of 24-30 months.
Learning outcomes: The participant will be able to analyze the modes
of classification and diagnosis language impairment/ delay in children of
24-30 months.
143
FP13
COMMUNICATION INTERVENTION FOR CHILDREN AND ADULTS
WITH COMPLEX COMMUNICATION NEEDS: PARENTS’ AND
RESEARCHERS’ PRIORITIES
JULIET GOLDBART (1)
RESEARCH INSTITUTE FOR HEALTH & SOCIAL CHANGE,
MANCHESTER METROPOLITAN UNIVERSITY, MANCHESTER,
UNITED KINGDOM (1)
Abstract: Introduction: Children and adults with complex communication
needs (CCN) including those with profound and multiple intellectual disabilities (PIMD), severe learning disabilities with challenging behaviour and
severe autistic spectrum disorders, are likely to need on-going intervention
to support and enhance their communication skills. A wide diversity of interventions is available (Nakken & Vlaskamp, 2007) but the evidence base for
many of these is very limited, with speech and language therapists using interventions with varying levels of evidential support (Chadwick et al, 2009).
Evidence-based practice can be viewed as comprising three components;
research data, expert clinical opinion and patient perspectives (e.g. Sackett,
1996). Given the limitations of research evidence, and the importance of family involvement in clinical decision-making (e.g. ASHA Professional Issues
Statement, 2010), it is useful to explore the perspectives and priorities of
both parents of children and young people with CCN and experts in education and speech and language therapy. Method: An exploratory, qualitative
approach was adopted. Initially, parents and other family carers were invited
to participate through four organisations which provide support for parents
of children and adults with profound or complex disabilities. Two of these organisations had a particular remit for supporting parents from ethnic minorities. One of the parents’ groups organised a focus group (of eight parents),
others passed details of the project to parents by email or word of mouth.
This generated several email responses and one interview, including parents
from ethnic minorities. Contact with another parents’ group generated four
interviews. As initial participation seemed to be rather slow, details of the
project were posted on the PMLD Network Forum. This resulted in further
email responses and one interview, either directly or through organisations
such as the Challenging Behaviour Foundation. Many of the e-responses
were very detailed, with some including documents such as Communication
Passports. These parents were well placed to contribute to this report. Of
the 30 children and adults they refer to, six rely entirely on informal communication such as idiosyncratic gestures and facial expression that their
parents and carers interpret. Three have a few single words, which tend
to be used rather idiosyncratically. Five are successfully using high-tech
communication aids. The remaining children and adults use combinations
of modes such as Objects of Reference, signs, symbols and photographs.
Parents were asked for their views on four topics: • What parents and family
carers see as the most useful strategies in communicating with their sons
and daughters. • What they think other people should know about their son
or daughter’s communication. • What communication strategies help their
son or daughter to have some participation in the community. • If their
son or daughter has a direct payment or personalised budget, what the
family are looking for in terms of communication skills when they employ
carers or personal assistants. The “professional experts” were purposively sampled, via emails (n=18) to researchers who had recently published
on communication and PIMD and/or who were members of an international Special Interest Research Group on PIMD. Responses were received
from 11 international researcher-practitioners in Australia, Britain and the
Netherlands. Respondents were called the “researchers.” This group was
asked the following questions: • What are the most important strategies that
communication partners can use to facilitate successful communication
with people with complex communication needs? • What communication
skills can people with complex communication needs learn or use to support
their community engagement? • What are the most important issues and
components in training staff to work with people with complex communication needs? • What do you consider to be the key conceptual issues in
communication in relation to people with complex communication needs?
Findings: Eleven responses were received from researchers and 30 from parents.Data from emails, interviews and focus groups were listened to and / or
read repeatedly as applicable, then coded and analysed thematically (Braun
& Clarke, 2006). Two researchers coded the data and reached consensus on
the emergent themes. There were both similarities and differences between
parents’ and researchers’ views. A range of specific intervention approaches was identified by both groups, with a higher proportion of researchers
mentioning named interventions such as Intensive Interaction (Samuel et
al., 2008). Some parents were critical of approaches used, explaining that
they were not appropriate for their son or daughter’s developmental level.
Communication Passports (e.g. Millar & Aitken, 2003) and related means
for collating and sharing information were recommended by both groups,
with some parents sending completed passports as examples. Parents were
very concerned that their sons’ and daughters’ health, and their sensory
skills and difficulties, would critically affect their communication, and so
require regular assessment and monitoring. The training of direct care staff
was of concern to both groups, with strong consensus that parents and
other people who know the individual well should be closely involved in
this training. The prevailing view of researchers was that formal, one-off
teaching sessions were ineffective. Staff needed an apprenticeship-type approach, with on-going support. In addition to input on formal intervention
144
approaches, researchers considered that staff needed training in knowledge,
skills and attitude. For parents, the main focus was on attitude; they felt that
nothing could be achieved unless staff had a positive, caring attitude to those with whom they worked. Conclusions: These findings have implications
for speech and language therapy practice and for research. Many parents
appeared to be unaware of the communication interventions being carried
out with their sons and daughters. This suggests that valuable opportunities to involve families in communication development are being missed.
Further research is needed to develop the evidence base for communication
interventions with this client groups, so that therapy recommendations can
be made with greater confidence. Finally, there is a need to recruit, retain
and train high-quality staff who are committed to providing diverse and
satisfying communication opportunities for the people for whom they work.
Learning Outcomes: Participants will have a greater understanding of: The
communication needs and difficulties of children and adults with severe
and profound intellectual impairment; Parents’ perspectives and priorities
for communication interventions with their sons and daughters with severe
and profound intellectual impairment; Expert researchers and practitioners’
priorities for communication interventions with children and adults with severe and profound intellectual impairment; Research priorities in communication intervention for children and adults with severe and profound intellectual impairment; Issues affecting evidence based practice with children
and adults with severe and profound intellectual impairment.
FP14
HELPING PARENTS WITH INTELLECTUAL IMPAIRMENTS TO
UNDERSTAND: COMMUNICATION FACILITATION IN PARENTING
MEETINGS
ALISON MATTHEWS (1) - JOIS STANSFIELD (2)
COMMUNICATION THERAPY, PENNINE NHS FOUNDATION
TRUST, OLDHAM, UNITED KINGDOM (1) - RESEARCH
INSTITUTE OF HEALTH AND SOCIAL CHANGE, MANCHESTER
METROPOLITAN UNIVERSITY, MANCHESTER, UNITED
KINGDOM (2)
Abstract: The Communication Facilitator is a role in the early stages of
development. The role can support people with intellectual impairments
in a variety of meetings, including social work led child protection meetings where there are high stakes for not understanding, resulting in the
potential removal of children from the parental home. In child protection
proceedings complex language, competing priorities from professionals and
a huge amount of advice, all presented verbally, are regular features. Child
protection meetings are challenging, not least because the emotional demands of the situation can reduce the parent’s ability to process information
they would typically be able to understand. The role of the Communication
Facilitator is to slow the pace of communication in a meeting, clarify any
unfamiliar vocabulary and produce a picture summary during the progression of a meeting. This supports intellectually impaired parents, who often
have limited verbal and literacy skills. The Communication Facilitator role
promotes the areas of good practice identified by Forrester et al (2007).
Method: Case one: The Communication Facilitator role. Accessible information training has been provided by the local SLT team, for 256 staff in
the last 5 years. Key areas include the need to adjust communication to
support a person’s comprehension, recognise breakdown in communication
and using alternative and augmentative strategies to facilitate communication. The Communication Facilitator role was developed in response to specific challenges in child protection meetings. Case 2: The DVD. A training
film demonstrating the ways in which communication could be facilitated
was produced. Developing the film presented a challenge in terms of confidentiality and ethics, therefore it uses a ‘simulated client’ (an actor). The
film outlines the way in which a Communication Facilitator can be used
to enhance child protection meetings. Two scenarios are played out. The
first illustrates ‘bad practice’ and was drawn from a real case which had
been anonymised. The second scenario shows a meeting with same issues
but demonstrating the Communication Facilitator role supporting both the
intellectually impaired parent and the staff team in understanding all the
issues. Case 3: Social work training. The SLT team was invited to provide
training for the local children’s social worker team. Two sessions were presented. The first covered a brief introduction to intellectual imppairment,
an outline of the role of the SLT with parents with intellectual impairment
and the impact of policy, law and disputed evidence. Participants were then
asked to consider a list of adaptive skills and describe how a deficit in this
area might affect parenting. In session two content included examples of
adapted documents used in child protection. These documents were anonymised and copies were provided on a disc. The session included an overview
of mild intellectual impairments and the types of impairment which might
be encountered and associated communication and literacy issues. The latter half of the session focused on the communication facilitator role, using
the DVD materials. Following each training session individual questionnaire
feedback was requested. Case 4: Service user involvement. An intellectually
impaired parent was also asked to review the video in order to comment
on usability and the potential effectiveness of using a Communication
Facilitator - Results and discussion: 12 participants attended the first social
work training session and 8 the second session. All participants returned
feedback questionnaires after each session. Responses to the training were
positive, although as the feedback was immediately post training it may not
reflectlong term changes in behaviour. Feedback about the resources shown
included: ‘I now have first-hand knowledge that these resources work, so
will continue to work with them’. Training session two was reported to have
had an impact on participants’ level of awareness about people with intellectual impairments ability to understand. Comments on the use of the DVD
as part of the training included: ‘‘It will make me think about how best to
help people to understand what I’m talking about’.’. After watching both
films The intellectually impaired parent was able to draw up a list with the
SLT identifying how she would like the meetings to run and factors which
contributed to her feeling unable to participate. She said she thought the
use of pictures ‘helped to make the meeting clear’. Factors which demonstrate the effectiveness of the Communication Facilitator include: changes
to professionals’ communication, reduction rate of speech, increased use
of pausing, simplification of the vocabulary used to describe any concerns.
In addition, ensuring the use of pictures supports understanding and reduces the demands on lyliteracy skills. All of these adaptations are likely to
support the intellectually impaired parents’ability to process the language.
Comments from Social Workers following the introduction of the role have
been that it helps distinguish between a lack of understanding versus lack of
compliance in the intellectually impaired parent concerned. Previously the
impression had been that the intellectually impaired parents were typically
seen as difficult and non-compliant rather than being confused, afraid and
unable to understand. The process used with the Communication Facilitator
role has increased the clarity over concerns about parenting and supports
the prioritisation of any concerns raised. The fact that group members are
asked to comment individually also seems to changes the perception of ownership of concerns, moving from the perception that it is the child’s Social
Worker who has the concerns, to a collective concern and shared by core
group members. In the future it is planned to analyse the communication
features in a child protection meeting with and without the communication
facilitator role and to compare these meetings. An additional refinement
could be the development of a priorities sheet for parents to take away from
the meeting, with clearly outlined priorities with timescales attached. The
major impact of the Communication Facilitator is to support both professionals and the intellectually impaired parent to understand the care and
protection processes so that parents’ on-going participation in decisions
that affect their lives and the lives of their children is assured.
Learning outcomes: Understand the communication demands on parents
with intellectual impairments; Recognise the impact of communication breakdown on parenting; Understand the role of the communication facilitator
in child protection meetings with parents with intellectual impairments .
FP15
OUTCOME MEASURES APPROPRIATE FOR AUGMENTATIVE AND
ALTERNATIVE COMMUNICATION SERVICES
PAMELA ENDERBY (1)
UNIVERSITY OF SHEFFIELD, SHEFFIELD, UNITED KINGDOM (1)
Abstract: Purpose. Internationally there have been many changes in the
delivery of health, education and social care services over the last decade.
However, there are two central pillars which have become of increasing importance in most strategy and policy documents. These pillars emphasise
the importance of sustaining and improving the quality of service delivery
which is related to the second requirement to demonstrate cost effective service delivery. Services are required to collect, report and learn from
outcome measurement. This paper discusses the importance of outcome
measures in improving augmentative and alternative communication (AAC)
services. Method. The presentation will summarise the purpose and value of
outcome measurement and review those commonly used in AAC services reflecting on conceptual frameworks including the International Classification
of Functioning (WHO).
Results. 23 measures were identified from the literature. These incorporate
general measures, specific measures, measures as part of general management systems and measures of accreditation and qualification. No measure
incorporated all of the domains consistent with the ICF and has therefore
informed the development of a particular outcome measure (AAC TOM) ensuring that basic principles of the International Classification of Functioning
are retained and the measure can be used in benchmarking. The principles
of the Therapy Outcome Measure have been incorporated into the version for
AAC and will allow comparison of service delivery and reflection of change
in persons using AAC devices. Conclusion. The developed AAC TOM is to be
used in an audit of AAC services in England.
FP16
DYSPHAGIA ASSESMENT IN HOSPITALIZED PATIENTS
BETWEEN SEPTEMBER 2010 AND NOVEMBER 2012
AZIA MARIA SAMMARTANO (1) - MANUELE CENA (1)
ANTONELLA CUSIMANO (1) - FRANCESCA MILAN (1)
MASSIMO SPADOLA BISETTI (1) - ROBERTO ALBERA (1)
ENT - AUDIOLOGY AND PHONIATRY DEPARTMENT, UNIVERSITY
OF TURIN - CITTA’ DELLA SALUTE E DELLA SCIENZA, TURIN,
ITALY (1)
Abstract: The aim of our study is to evaluate the dysphagia level, the type
and frequency of treatment of this disorder in hospitalized patients. 952
patients underwent a ent-phoniatric evaluation considering a medical evaluation of swallowing. Instrumental analysis, such as fibroscopy or videofluoroscopy of swallowing, have been reserved to a small part of patients.
These medical assesments permitted to understand the dysphagia outcome
level and so the need of a swallowing reeducation.
Learning outcomes: The Participant will be able to: understand the increasing request of medical examination for dysphagia in a hospital with lots of
admissions per years; know how to manage dysphagic hospitalized patients;
know the characteristic of clinical evaluation and instrumental approach;
know how to choose between clincial examinatione, fibroscopy swallowing
study or videofluoroscopy swallowing study.
FP17
RADIOLOGICAL IMAGING IN DYSPHAGIA ASSESSMENT:
PRELIMINARY REPORT FOR A COMBINED SCINTIGRAPHYSPET/CT APPROACH PROCEDURE.
VINCENZO SALLUSTIO (1) - ANTONIO ANASTASIA (2)
CRISTIANA RAGANO CARACCIOLO (2) - SILVIA PEDE (1)
PIERO GIORGIO PEDE (2) - KATIA MORCIANO (2)
DANILO PATROCINIO (1)
PHONIATRICS AND COMMUNICATIVE DISORDERS
REHABILITATION CENTER AT DEPARTMENT OF
REHABILITATION, AZIENDA SANITARIA LOCALE DI LECCE,
LECCE, ITALY (1) - NUCLEAR MEDICINE UNIT, AZIENDA
OSPEDALIERA “CARDINALE PANICO”, TRICASE, ITALY (2)
Abstract: Oropharyngoesophageal scintigraphy (OPES) permits dynamic and
semi-quantitative investigation of the swallowing; however, it is partially lacking in spatial resolution. Conversely, the single photon emission tomography and computed tomography (SPET/CT) allows high spatial resolutions
and can be performed using the same radioactive tracer as in OPES. The
aim of the study was to evaluate the accuracy in dysphagia assessment of a
procedure including both OPES and hybrid SPET/CT with image fusion after
ingestion of a single tracer and to compare the

document - International Association of Logopedics

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