Mindfulness, mindset, motivation, and academic performance of speech pathology undergraduate students: A correlational study

Background@#Speech pathology (SP) students report great difficulty as they experience academic and mental health concerns while completing their programs. Even with increased global attention on non-cognitive factors influencing academic performance, no study focusing on Filipino SP students has been done. @*Objectives@#This study aimed to (1) explore the relationships among mindfulness, growth mindset, academic intrinsic motivation, and academic performance, and (2) investigate the influence of mindfulness, mindset, and motivation levels on academic performance. @*Methodology@#SP undergraduate students from a university in Manila (n=89) responded to an online survey measuring the three variables. Grades were extracted and analyzed alongside survey scores. Correlation and multiple linear regression analysis were performed. @*Results@#Higher mindfulness level was significantly related to better academic performance (rs(89) = -.235, p<.05). Correlation analysis further revealed a significant association between mindfulness and growth mindset (rs(89) = .390, p<.01); mindfulness and academic intrinsic motivation (rs(89) = .504, p<.01); and growth mindset and academic intrinsic motivation (rs(89) = .409, p<.01). No significant relationship was found between grades and growth mindset or motivation levels. Furthermore, regression analysis revealed that mindfulness, mindset, and motivation levels do not significantly predict grades (F(3,85)=.461, p=.710, R2=.016). @*Conclusion@#This study provides scientific findings to help educators develop a better understanding of Filipino health professions education student characteristics. Evidence on the significance of mindfulness in student performance is presented. It also provides new knowledge regarding the association between the constructs of mindfulness, growth mindset, and intrinsic motivation in this specific population.

Consideraciones clínicas para fonoaudiólogos en el tratamiento de personas con COVID-19 y traqueostomía. Parte I: Deglución / Clinical considerations for speech-language pathologists in the treatment of people with COVID-19 and tracheostomy. Part I: Swallowing

A la fecha de redacción de este artículo, más de 500 mil personas han sido afectadas por el virus SARS-CoV-2 en Chile, manifestando diferentes grados de la enfermedad COVID-19. Aquellas que sobrellevan condiciones más severas generan una condición que requiere soporte ventilatorio invasivo y tratamiento en unidades de cuidados intensivos, que de prolongarse en el tiempo deriva en la necesidad de una traqueostomía. A pesar de los beneficios que posee esta en la recuperación de personas con dificultades respiratorias, su implementación se asocia a alteraciones deglutorias que se suman a las generadas por COVID-19. Condición que supone un desafío para los/as fonoaudiólogos/as, quienes están expuestos/as al virus debido a su proceder en estructuras del tracto aerodigestivo y la realización de procedimientos potencialmente generadores de aerosol. El objetivo de este artículo es entregar orientaciones y herramientas clínicas para la intervención en la deglución de personas con traqueostomía y COVID-19. Estas emanan de un análisis pragmático de la evidencia disponible a la fecha, interpretadas bajo nuestra experiencia de atender a más de 561 personas con dicha condición. Se espera contribuir a la rehabilitación de la deglución en personas con COVID-19 y traqueostomía. Para ello se expone sobre las características de la deglución en esta población, su tratamiento, consideraciones para el uso de técnicas específicas, y orientaciones para la mejora de la calidad de vida mediante la mantención y/o recuperación de la funcionalidad deglutoria. Siempre bajo un esquema centrado en el cuidado y protección de las personas hospitalizadas y el equipo de salud.

At the time of writing this article, more than a million people have been affected by the SARS-CoV-2 virus in Chile, displaying different degrees of COVID-19 disease. Severe infections generate a condition that requires invasive ventilatory support and treatment in intensive care units, which, when extended in time, makes necessary conducting a tracheostomy. Despite its benefits for the recovery of patients with respiratory difficulties, it is linked to swallowing disorders that add to the problems generated by COVID-19. This represents a challenge for speech pathologists, who are potentially exposed to the virus because they work on structures of the aerodigestive tract and becuase they conduct procedures that may be aerosol-generating. The aim of this article is to provide guidance and clinical tools for swallowing-intervention in people with tracheostomies and COVID-19. Thees tools spring from a pragmatic analysis of the currently available evidence , interpreted based on our experience of caring more than561 infected patients. We hope to contribute to the rehabilitation of swallowing of patients with COVID-19 and a tracheostomy. The characteristics of swallowing in this population, its treatment, considerations for the use of specific techniques, and guidelines for improving the quality of life through the maintenance and/or recovery of swallowing functionality are discussed, focused caring and protecting hospitalized patients and the health team.

Consideraciones clínicas para fonoaudiólogos en el tratamiento de personas con COVID-19 y traqueostomía. Parte II: Mejorando la fonación para facilitar la comunicación / Clinical considerations for speech-language pathologists in the treatment of people with COVID-19 and tracheostomy. Part II: Improving phonation to facilitate communicatio

La enfermedad COVID-19 fue declarada pandemia por la Organización Mundial de la Salud. Su presentación más severa genera una condición que requiere tratamiento en unidades de cuidados intensivos, condición que al prolongarse en el tiempo requiere la implementación de una traqueostomía para facilitar la entrega de soporte ventilatorio invasivo. Si bien este dispositivo posee importantes ventajas que favorecen la recuperación y rehabilitación, también es cierto que genera diversas complicaciones en la comunicación de las personas, condición que se suma a los efectos propios del COVID-19 y la frecuente historia de intubación endotraqueal previa. El objetivo de este artículo es proveer orientaciones y herramientas clínicas para el tratamiento de la fonación para la comunicación en personas con traqueostomía y COVID-19. Se considera para ello las recomendaciones de la literatura existentes a la fecha, bajo un análisis pragmático y basado en nuestra experiencia de atender a más de 561 personas con esta condición. Se exponen las características de la comunicación en esta población, su tratamiento, consideraciones para el uso de técnicas específicas y orientaciones para la mejora de la calidad de vida. Siempre con un enfoque orientado al cuidado y protección de las/os usuarias/os y el equipo de salud, en particular fonoaudiólogas y fonoaudiólogos del país.

The COVID-19 disease was declared a pandemic by the World Health Organization. When most severe, it generates a condition that requires treatment in intensive care units, which, when extended in time, requires implementing of a tracheostomy to facilitate invasive ventilatory support. Although ventilatory support has important advantages that favor recovery and rehabilitation, it generates various complications for patients' communication, a condition that adds to the effects of COVID-19 and the frequent history of previous endotracheal intubation. The aim of this article is to provide guidance and clinical tools for the treatment of phonation to facilitate communication in people with tracheostomy and COVID-19. For this, the recommendations of the existing available literature are considered, under a pragmatic analysis and based on our experience of treating more than 561 infected patients. The characteristics of communication in this population, its treatment, considerations for the use of specific techniques and guidelines to improve quality of life are exposed. Always with an approach oriented to the care and protection of users and the health team, in particular speech-language pathologists in the country.

Prevalence of Ankyloglossia among Children Reporting with Speech Pathology to District Early Intervention Centre (DEIC)- An Observational Study.

A sound is produced as a result of various movements and positions of the mobile and immobile elements of the articulation system. Tongue being one of the important mobile elements if restricted may lead to difficulty in articulation of one or more sounds. However, the relationship between speech and ankyloglossia is less investigated. So, we conducted a study to evaluate the prevalence of ankyloglossia among children with speech pathology reporting to District Early Intervention Centre (DEIC).METHODSAn observational study was conducted in the Department of Dental Surgery in association with DEIC of a tertiary care hospital for a period of one year. Children reporting for evaluation of speech pathology between 3 and 11 years of age were examined. Children with a history of traumatic injury or any surgical / chemo radiation treatment to oral cavity were excluded from the study.RESULTSAmong the total of 8911 patients who visited DEIC, 380 patients were referred for evaluation of speech difficulty. Among them a total of 304 patients were diagnosed with ankyloglossia. The overall prevalence of ankyloglossia was 3.4 percent and that among patients with speech problem was 80 percent. The prevalence was distributed as 63.5 percent in males and 36.5 percent in females. Type 2 ankyloglossia was highly prevalent (72 percent) than the others.CONCLUSIONSA substantial proportion of children with speech problem had ankyloglossia (80 percent). So, all the children with speech difficulty should be screened for ankyloglossia and correction undertaken. Awareness should be created among the common people about ankyloglossia, and the treatment options available.

Labor del profesor de Educación Física y el logopeda en la rehabilitación de escolares con parálisis cerebral infantil / Labor of the teacher of Physical Education and the logopeda in the rehabilitation of school children with cerebral palsy

RESUMEN En la rehabilitación de los escolares con Parálisis Cerebral Infantil debe actuar un equipo multidisciplinario para la obtención de mejores resultados. En el artículo se muestran los resultados de una investigación realizada con tres escolares con Parálisis Cerebral Infantil vinculados al proyecto «Atención logopédica integral a escolares con Necesidades Educativas Especiales¼, realizado en la carrera Logopedia de la Facultad de Ciencias Pedagógicas en la Isla de la Juventud. Para ello se utilizaron métodos teóricos como el histórico-lógico, analítico-sintético, inductivo-deductivo y de nivel empírico como la observación científica, la entrevista y la recogida de información a partir de la revisión documental, cuyos datos fueron obtenidos después de aplicado un sistema de ejercicios implementados. Como resultado se exponen las acciones conjuntas realizadas entre el logopeda y el profesor de Educación Física, las cuales permitieron logros significativos en la coordinación de la motricidad articulatoria de estos escolares, teniendo en cuenta la conexión de los movimientos musculares pequeños que ocurren en parte del cuerpo como las manos, muñecas, dedos, pies, dedos de los pies, labios y lengua, con los de los ojos, incluyendo acciones encaminadas al desarrollo de las habilidades motrices básicas y otras que involucran a los músculos más grandes, mediante la realización de tareas a través ejercicios y juegos. Los escolares objeto de estudio mostraron gran interés en su rehabilitación, mejorando su autovalidismo, además aumentaron la capacidad de trabajo y recuperaron funciones perdidas, logrando movimientos más coordinados y mantener el equilibrio y una marcha más coordinada.

ABSTRACT In the rehabilitation of school children with Cerebral Palsy Children should act a multidisciplinary team in order to obtain the best results. In this paper, we present joint actions between the speech therapist and the Physical Education teacher, which allow significant achievements in coordinating the articulatory motor skills of these students, taking into account the coordination of small muscular movements that occur in part of the body such as the hands, wrists, toes, feet, toes, lips and tongue, coordinated with the eyes, including actions that allow the development of basic motor skills and other activities involving the larger muscles, including include tasks through exercises and games. The results that were shown were obtained from the project «integral logopedic care to students with Special Educational Needs¼, carried out in the Logopedia career of the Faculty of Pedagogical Sciences in the Island of Youth with five children with Cerebral Palsy.

Habilidades sociais em estudantes de jornalismo / Social skills in students of journalism

OBJETIVO: caracterizar o repertório de habilidades sociais de estudantes de Jornalismo. MÉTODOS: participaram 89 estudantes de Jornalismo da UNESP/Bauru, sendo 63 do sexo feminino e 26 do masculino, com idades variando entre 18 e 28 anos, os quais responderam ao Inventário de Habilidades Sociais IHS-Del-Prette (Del Prette & Del Prette, 2001). RESULTADOS: os dados indicaram que os estudantes do curso de jornalismo apresentaram repertório de habilidades sociais classificados "Bom acima da média" para as o escore global, as habilidades sociais de comunicação (F1), assertivas de enfrentamento (F3), empáticas (F4) e de trabalho (F5). O único fator que apresentou classificação como "Bom abaixo da média" foi as habilidades sociais de civilidade (F2), que corresponde a expressar afeto aos amigos, agradecer, apresentar-se, cumprimentar e despedir-se. Não houve diferença estatiscamente significante entre os cinco fatores estudados e os gêneros com relação aos resultados do escore global e os escores dos cinco fatores do IHS-Del-Prette. CONCLUSÃO: Estudantes de jornalismo apresentam habilidades sociais que lhe permitem interações sociais saudáveis, mas estas não se apresentaram no seu potencial máximo. As habilidades sociais que se revelaram com maior necessidade de desenvoltura foram as de "civilidade" e de "expressar sentimentos positivos e negativos". .

PURPOSE: to characterize the social skills of journalism students. METHODS: eighty-nine students of Journalism at UNESP/Bauru, 63 being females and 26 males, aged between 18 and 28 years, who responded to the Social Skills Inventory (SSI) - Del - Prette (Del Prette & Del Prette, 2001), participated in the study. RESULTS: the data showed that these journalism students scored "Good above average" for the overall score, the social communication skills (F1), assertive coping (F3), empathy (F4) and work (F5). The only factor to be rated as "Good below average" was the civility social skill (F2), which corresponds to expressing affection to friends, thanking people, introducing oneself, greeting and saying goodbye. There was no statistically significant difference among the five factors studied and genders regarding the results of the overall score and the scores of the five factors of the SSI - Del - Prette. CONCLUSION: journalism students present social skills which allow them to have healthy social interactions, however, these skills were not shown in their maximum potential. The social skills which needed greater aplomb were those of "civility" and "expressing positive and negative feelings". .

Avaliação da autonomia em atividades de leitura e escrita de idosos com baixa visão em intervenção fonoaudiológica: resultados preliminares / Evaluation of autonomy in activities of reading and writing in elderly people with low vision in intervention speech therapy: preliminary results

INTRODUÇÃO: A autonomia e a independência, gerando melhora na qualidade de vida, vêm sendo objeto de estudos nos últimos anos, com a crescente taxa de envelhecimento da população, despertando também o interesse da área oftalmológica, fonoaudiológica e de reabilitação. OBJETIVO: Conhecer as características desta população e avaliar os resultados dos aspectos visuais e de leitura e escrita em idosos com baixa visão, pré e pós-intervenção fonoaudiológica. MÉTODO: Realizou-se estudo descritivo e transversal, avaliando-se 23 sujeitos com baixa visão adquirida, atendidos no ambulatório de Visão Subnormal do Hospital de Clínicas da Universidade Estadual de Campinas (VSN-HC-UNICAMP). O questionário foi aplicado antes e após a intervenção fonoaudiológica, com duração de três encontros. RESULTADOS: A principal doença ocular encontrada foi o glaucoma (47,8%). Quinze pacientes (65,2%) relataram usar algum tipo de auxílio óptico, dentre eles óculos, lupa, telelupa e régua lupa. Antes de participar dos encontros, 34,8% dos sujeitos (n=8) relataram não usar a leitura nem a escrita após a perda visual. Depois de participarem dos encontros, 50,0% (n=4) dos que relataram não mais usar a leitura e a escrita voltaram a utilizá-las. CONCLUSÃO: Após a intervenção fonoaudiológica, verificaram-se melhora e frequência de realização das atividades de leitura e escrita. A importância das ações de reabilitação está relacionada à promoção da independência e autonomia para os idosos deficientes visuais.

INTRODUCTION: The autonomy and independence, resulting in improved quality of life, have been studied in recent years, due to the increasing rate of population aging, also arousing the interest of ophthalmology, speech therapy and rehabilitation. OBJECTIVE: To determine the characteristics of this population and evaluate the results in the visual aspects of reading and writing in elderly with low vision, pre and post speech therapy. METHODS: We conducted a descriptive and cross-sectional study, evaluating 23 subjects with low vision, from the outpatient clinic of Subnormal Vision of Campinas State University. The questionnaire was administered before and after speech therapy, in three meetings. RESULTS: The most common eye disease was glaucoma (47.8%). Fifteen patients (65.2%) reported using some kind of optical aid, including glasses, magnifying glass, tele-magnifying glass and magnifying glass ruler. Before attending the meetings, 34.8% of subjects (n=8) reported no reading or writing after visual loss. After participating in the meetings, 50.0% (n=4) of those who reported no more reading and writing, used them again. CONCLUSION: After speech therapy there was improvement and frequency of performing activities of reading and writing. The importance of rehabilitation actions is related to the promotion of independence and autonomy for the visually impaired elderly.

A comunicação alternativa como procedimento de desenvolvimento de habilidades comunicativas / Augmentative and alternative communication as a procedure for developing communication skills

O estudo teve como objetivo planejar, aplicar e avaliar os efeitos de um programa de intervenção sobre Comunicação Alternativa para o desenvolvimento de habilidades comunicativas de uma adolescente com deficiência intelectual. Participaram da pesquisa uma menina de 14 anos, com diagnóstico de deficiência intelectual e déficits na comunicação verbal, a mãe e a educadora da adolescente. Para verificar os efeitos da intervenção, foi utilizado o delineamento de sujeito único, do modelo AB. Nos resultados da avaliação pragmática, por meio do teste ABFW, ao comparamos o desempenho da participante antes e após a intervenção, verificou-se um aumento dos atos comunicativos e melhora significativa do conteúdo dialógico. Na Avaliação de Linguagem Receptiva e Expressiva, a participante obteve êxito em todos os itens da seção não verbal (pré e pós teste). Na seção verbal, após o processo de intervenção, a participante adquiriu a habilidade de imitar sons e iniciar diálogos. Na análise dos questionários aplicados aos pais e professora da adolescente, foi possível perceber alguns pontos de divergência quanto a habilidade em comunicar desejos e sentimentos e na execução de ordens dadas. Com o início do processo de intervenção, e com a introdução do Sistema de Comunicação Alternativa - PECS verificou-se que a participante passou a utilizar as figuras pictográficas como recurso comunicativo durante situações da vida diária. Embora a participante apresentasse comunicação verbal antes do início do processo de intervenção, essa comunicação não era eficiente durante as interações. Assim, a participante utilizou o Sistema de Comunicação como alternativa para aprimorar suas habilidades linguísticas, além de complementar sua comunicação oral.

The study was designed to plan, implement and evaluate the effects of an Alternative Communication intervention program for developing the communication skills of a teenager with intellectual disabilities. The participants in the study were a 14 year old girl, diagnosed with intellectual disabilities and deficits in verbal communication, as well as her mother and her teacher. To verify the effects of the intervention, a single subject AB model design was used. When the participant's performance was compared before and after intervention, the results of the pragmatic evaluation through ABFW test showed an increase of communication performances and significant improvement of content dialogue. In Evaluation of Receptive and Expressive Language, the participant was successful on all items of the non-verbal section (pre and post test). In the verbal section, after the intervention process, the participant had acquired the ability to imitate sounds and initiate dialogue. When analyzing parents and teacher questionnaires, some points of disagreement in terms of the ability to communicate desires and feelings as well as carrying out given orders were revealed. After starting the intervention process, which introduced the PECS Alternative Communication System, it was found that the participant began to use pictograms as communication resources for daily life situations. Although the participant presented oral communication before the intervention process, her communication was not efficient during interactions. The intervention enabled the participant to use the communication system as an alternative, improving her language skills, and supplementing her oral communication.

Prácticas de lectura y escritura académicas en un programa de fonoaudiología / Reading and Writing Academic Practices in a Language and Speech Pathology Syllabus

La mayoría de trabajos de investigación que se han desarrollado sobre el tema en Latinoamérica, atribuyen a los mismos estudiantes sus problemas de lectura y escritura, considerando factores de tipo cognitivo o sociocultural, de modo que son escasos los trabajos que intentan comprender este fenómeno desde lo que sucede en las aulas de clase universitarias. En este artículo se presen-tan algunos resultados de una investigación cuyo objetivo fue caracterizar las prácticas de lectura y escritura académicas en cuatro asignaturas profesionales del programa de Fonoaudiología de una universidad pública colombiana. Este estudio cualitativo se realizó a través de observacio-nes directas y registros en video de clases, entrevistas a docentes y análisis de los programas de asignaturas seleccionadas. Se encontró que las docentes promueven diversas prácticas de lectura y escritura con propósitos como apoyar el aprendizaje y realizar la evaluación tanto de los conte-nidos profesionales, como de los procesos lectores y escritores. También se evidenció que ofrecen a sus estudiantes algunos apoyos para las tareas de lectura y escritura que asignan, aunque lo que proponen en los programas de asignatura y lo que refieren durante las entrevistas, refleja que no necesariamente las profesoras ayudan a sus pupilos de manera intencional. La reflexión sobre los resultados arrojados por este trabajo podría permitir a los programas académicos de Fonoaudio-logía, y al gremio en general, redimensionar la relación entre aprendizaje, lectura y escritura en el ámbito universitario.

The most of research papers, developed about this topic in Latin America, have been attributed to students, their reading and writing problems that are considered socio cultural factors and cognitive, factors this way the research works which have tried to understand this phenomenon since what happens in University classes. In this article some investigation results are presented, whose main aim was to characterize reading and writing practices in four professional subjects of language and speech pathology syllabus in a public university. This qualitative study was carried out through direct observation, video films in classes,interviews with the teachers and selected subject syllabuses. Among the results, it has been found that the teachers promote several rea-ding and writing practices with different purposes, such as helping the learning and making eva-luation as professional contents as reading and writing process. Also, it shows that teachers give to their students some supports for developing Reading and writing tasks assigned, although there is a gap between their purposes in signature program and their answers in the interview, it reflects that teachers do not necessarily help their students intentionally.The reflection about this investigation resultas would permit to the academic programs of language and speech pathology, and the group in general to resize the relationship among learning, reading and writing in the university field.

Preditividade das sentenças do protocolo de avaliação da inteligibilidade de fala nas disartrias / Predictability of sentences used in the assessment of speech intelligibility in dysarthria

OBJETIVO: Analisar a preditividade das sentenças utilizadas no protocolo de avaliação da inteligibilidade da fala nas disartrias. MÉTODOS: Foi realizado um estudo transversal com 120 voluntários divididos, aleatoriamente, em quatro grupos de 30 indivíduos. A partir da lista de 25 frases do protocolo, foram elaboradas quatro versões de listas. Em cada uma delas, uma palavra-alvo diferente foi omitida das sentenças. Cada grupo de participantes completou uma versão da lista preenchendo graficamente as lacunas com a primeira palavra que lhes viesse à mente, de modo que cada sentença ficasse coerente. Foram realizadas análises estatísticas para classificar as frases quanto a sua preditividade, comparar a preditividade das palavras em cada sentença e comparar as versões da lista. RESULTADOS: Três sentenças apresentaram alta preditividade; sete, média preditividade; e 15, baixa preditividade. Foram encontradas diferenças de preditividade entre as palavras-alvo em 84 por cento das frases (p<;0,0054). Comparando as versões da lista, constatou-se que a versão 1 diferiu das demais (p<;0,002), mostrando-se menos previsível. CONCLUSÃO: No protocolo de avaliação da inteligibilidade da fala empregado neste estudo há predomínio de sentenças de baixa preditividade, sugerindo que estas podem ser empregadas de maneira confiável na avaliação da inteligibilidade. A análise da inteligibilidade em sentenças por palavras-alvo deve ser usada clinicamente, especialmente quando se conhece a preditividade das sentenças.

PURPOSE: To analyze the predictability of sentences used in the protocol for the assessment of intelligibility of dysarthric speech. METHODS: A cross-sectional study was conducted in 120 volunteers divided randomly into four groups of 30 individuals.Based on the list of 25 sentences from the protocol, four versions of lists were elaborated. In each version, a different target word was omitted from the sentences. Each group of participants completed a different list version by graphically filling in the blanks with the first word that came to mind, while keeping the sentences coherent. Statistical analyses were carried out to classify sentences according to their predictability, to compare predictability of the words in each sentence, and to compare the different list versions. RESULTS: Three sentences presented high predictability; seven, average predictability; and fifteen, low predictability. Differences in the predictability of target words were found in 84 percent of the sentences (p<;0.0054). The comparison of list versions revealed that version 1 differed from the others (p<;0.002), and was less predictable. CONCLUSION: Low predictability sentences predominated in the protocol for assessment of speech intelligibility used in this study, suggesting that these sentences can be used reliably for assessing intelligibility. Analysis of intelligibility in sentences based on target words can be used in clinical practice, especially when the predictability of the sentences is known.

Caracterização do cuidador familiar de afásicos de uma instituição na cidade de Salvador (BA) / Characterization of the family aphasic caregiver in a rehabilitation institution in the city of Salvador (BA)

O objetivo deste estudo é caracterizar os cuidadores familiares, suas atitudes, posturas de comunicação e sobrecargas emocionais e discutir aspectos da relação cuidador e afásico. Para a coleta de dados, foi realizada entrevista com cuidadores familiares de afásicos. Os resultados mostraram que a maioria dos cuidadores é formada por mulheres (esposa ou filha), em torno dos 40 anos de idade. Os entrevistados afirmaram piora na saúde, na situação financeira da família e redução das horas de lazer devido ao cuidado dispensado ao familiar. A causa da afasia foi o Acidente Vascular Cerebral (AVC). Não houve predominância no gênero dos afásicos, ocorrendo número igual entre homens e mulheres. A análise mostrou que os cuidadores demandam acolhimento fonoaudiológico para uma melhor qualidade de vida deles e de seus familiares. Concluiu-se que é preciso que o fonoaudiólogo observe, em seu cuidado terapêutico, o acolhimento essencial aos cuidadores de seus pacientes, com informações e apoio necessários para melhor enfrentamento das dificuldades neste novo contexto, trabalhando juntos para um bem-estar subjetivo.

The aim of this work is to characterize family caregivers, their attitudes, communication posture and emotional load in order to discuss caregiver and aphasic relationship features. An interview with 14 family aphasic caregivers was carried out by means of a directed questionnaire, prepared by the researchers, on the basis of Gonçalves and Xavier's 2 and Michelini and Caldana's 3 questionnaires. Results show that most caregivers are women (wife or daughter), around 40 years of age. The interviewees reported health and family financial situation worsening and reduction of leisure hours due to time spent with family member care. The cause of the aphasia in the entire aphasic population was Cerebro vascular Accident (CVA). There was no sex dominance in the aphasic population sample, as an equal number of male and female was detected. Analysis showed that the caregivers need the support of the speech pathologist for improving family life quality. It is necessary that speech pathologists cover in his/her therapeutic essential to patients' caregivers, by providing them with information and necessary support, for better confrontation of difficulties in this new context, and working together toward subjective well-being.

Normative Data on a Malay Version of the Boston Naming Test / Jurnal Sains Kesihatan Malaysia

This paper aims to describe a Malay version of the Boston Naming Test (MBNT) and its normative data. The M-BNT follows closely the general administration procedures of the original Boston Naming Test (BNT) but is different in terms of item content. A total of 29 items from the original 60 items on the test were deemed culturally and linguistically valid for the Malay population and were thus retained. A total of 41 additional items were added to make a total list of 70 items for pilot testing. These items were first vetted by a panel of experts and then trialed on a sample of 40 Malay adults. Based on the item analysis from the pilot study, the M-BNT was reduced to a 50 item test. This was administered to 230 normal Malay subjects in five age groups (20 – 29 years, 30 – 39 years, 40 – 49 years, 50 – 59 years, and 60 – 69 years), split into two main educational levels (i.e. < 12 years of education, and 12 years or more) and across gender. The Malay subjects were chosen representative of the four major geographical regions in West Malaysia. Initial normative data was computed according to the five age groups and two educational levels. It is hoped that the M-BNT will become a test useful in the identification of patients with an expressive language word-finding disorder.