Risk of Dysphonia in Theater Actors: Proposal for a Screening Protocol.

OBJECTIVE: To propose a Dysphonia Risk Screening Protocol for Actors (DRSP-A), test its usability in conjunction with the General Dysphonia Risk Screening Protocol (G-DRSP), determine the cut-off point for a high risk of dysphonia in actors, and compare the risk of dysphonia between actors with and without voice disorders. METHOD: Observational cross-sectional study with 77 professional actors or students. The questionnaires were applied individually and the total scores were summed to calculate the final score of the Dysphonia Risk Screening (DRS-Final). The validity of the questionnaire was verified from the area under the Receiver Operating Characteristic (ROC) curve, and cut-offs were obtained based on diagnostic criteria for screening procedures. Voice recordings were collected for auditory-perceptual analysis and subsequent division into groups with and without vocal alteration. RESULTS: The sample showed a high risk of dysphonia. Higher scores in the G-DRSP and in the DRS-Final were found in the group that presented vocal alteration. The cut-off points established for the DRSP-A and DRS-Final were 0.623 and 0.789, respectively, with higher degrees of sensitivity than specificity. Thus, above these values, the risk of dysphonia is greater. CONCLUSION: A cut-off value was calculated for the DRSP-A. This instrument was proven to be viable and applicable. The group with vocal alteration had a higher score in the G-DRSP and DRS-Final, but there was no difference in the DRSP-A.

Development of auditory perception in preschool children.

OBJECTIVE: The aim of this study was to determine whether the auditory skills presented by five-year-old children can predict their performance in auditory processing (AP) tests at seven years old. DESIGN: Thirty-five children were evaluated for AP at two different times. At evaluation 1, the children were between 5 years 2 months and 6 years 1 month of age, and at evaluation 2, they were between 7 years 1 month and 7 years 8 months of age. The interval between the evaluations ranged from 18 to 23 months. After evaluation 2, the 7-year-olds were classified according to their performance on central AP tests. The children were divided into three groups: GI included nine children with at least two AP tests that scored two standard deviations below the mean and the presence of a speech complaint; GII included 18 children with at least two AP tests that scored two standard deviations below the mean and no speech complaints; and GIII included eight children with no more than one test scored two standard deviations below the mean and no speech disorders complaint. The analysis was performed considering each test individually and as a battery of applied tests. From the results obtained, a discriminant analysis was performed to assess the differences in test performance between the groups when the children were 5 years old. RESULTS: The discriminant analysis showed that with the results obtained during evaluation 1, it was possible to predict which group 74.3% of the children would be classified into after evaluation 2. The percentage of correct classifications for each group was 77.8% for GI, 66.7% for GII and 87.5% for GIII. That is, 87.5% of the children who were classified as GIII after evaluation 2 had already demonstrated good auditory performance in the tests applied at 5 years of age. CONCLUSIONS: Children who exhibited lower scores on AP tests at 7 years of age had demonstrated poor auditory perception at 5 years of age. This finding is relevant because it offers the possibility of stimulating or training these auditory skills in preschoolers to foster their development.

The influence of (central) auditory processing disorder on the severity of speech-sound disorders in children.

OBJECTIVE: To identify a cutoff value based on the Percentage of Consonants Correct-Revised index that could indicate the likelihood of a child with a speech-sound disorder also having a (central) auditory processing disorder . METHODS: Language, audiological and (central) auditory processing evaluations were administered. The participants were 27 subjects with speech-sound disorders aged 7 to 10 years and 11 months who were divided into two different groups according to their (central) auditory processing evaluation results. RESULTS: When a (central) auditory processing disorder was present in association with a speech disorder, the children tended to have lower scores on phonological assessments. A greater severity of speech disorder was related to a greater probability of the child having a (central) auditory processing disorder. The use of a cutoff value for the Percentage of Consonants Correct-Revised index successfully distinguished between children with and without a (central) auditory processing disorder. CONCLUSIONS: The severity of speech-sound disorder in children was influenced by the presence of (central) auditory processing disorder. The attempt to identify a cutoff value based on a severity index was successful.

The influence of (central) auditory processing disorder on the severity of speech-sound disorders in children

OBJECTIVE: To identify a cutoff value based on the Percentage of Consonants Correct-Revised index that could indicate the likelihood of a child with a speech-sound disorder also having a (central) auditory processing disorder . METHODS: Language, audiological and (central) auditory processing evaluations were administered. The participants were 27 subjects with speech-sound disorders aged 7 to 10 years and 11 months who were divided into two different groups according to their (central) auditory processing evaluation results. RESULTS: When a (central) auditory processing disorder was present in association with a speech disorder, the children tended to have lower scores on phonological assessments. A greater severity of speech disorder was related to a greater probability of the child having a (central) auditory processing disorder. The use of a cutoff value for the Percentage of Consonants Correct-Revised index successfully distinguished between children with and without a (central) auditory processing disorder. CONCLUSIONS: The severity of speech-sound disorder in children was influenced by the presence of (central) auditory processing disorder. The attempt to identify a cutoff value based on a severity index was successful.

The influence of (central) auditory processing disorder in speech sound disorders / Influência do transtorno do processamento auditivo (central) no transtorno fonológico

ABSTRACT INTRODUCTION: Considering the importance of auditory information for the acquisition and organization of phonological rules, the assessment of (central) auditory processing contributes to both the diagnosis and targeting of speech therapy in children with speech sound disorders. OBJECTIVE: To study phonological measures and (central) auditory processing of children with speech sound disorder. METHODS: Clinical and experimental study, with 21 subjects with speech sound disorder aged between 7.0 and 9.11 years, divided into two groups according to their (central) auditory processing disorder. The assessment comprised tests of phonology, speech inconsistency, and metalinguistic abilities. RESULTS: The group with (central) auditory processing disorder demonstrated greater severity of speech sound disorder. The cutoff value obtained for the process density index was the one that best characterized the occurrence of phonological processes for children above 7 years of age. CONCLUSION: The comparison among the tests evaluated between the two groups showed differences in some phonological and metalinguistic abilities. Children with an index value above 0.54 demonstrated strong tendencies towards presenting a (central) auditory processing disorder, and this measure was effective to indicate the need for evaluation in children with speech sound disorder.

RESUMO INTRODUÇÃO: Considerando a importância das informações recebidas auditivamente para a aquisição e organização das regras fonológicas, a avaliação do processamento auditivo (central) traz contribuições significativas para o diagnóstico e direcionamento da intervenção fonoaudiologia das crianças com transtorno fonológico. OBJETIVO: Estudar as medidas fonológicas e o processamento auditivo (central) de crianças com transtorno fonológico. MÉTODO: Estudo clínico e experimental com 21 sujeitos com transtorno fonológico, entre 7,0 e 9,11 anos, separados em dois grupos: com e sem transtorno do processamento auditivo (central). Foram avaliadas as provas de fonologia, inconsistência de fala e habilidades metalinguísticas. RESULTADOS: O grupo com transtorno do processamento auditivo (central) apresentou maior gravidade do transtorno fonológico. O valor de corte obtido para o process density index foi o que melhor caracterizou a ocorrência dos processos fonológicos para crianças acima de sete anos. CONCLUSÃO: A comparação do desempenho das provas avaliadas nos dois grupos mostrou diferenças quanto a alguns aspectos fonológicos e metalinguísticas. As crianças com valor do índice acima de 0,54 demonstraram uma forte tendência a apresentar alteração no processamento auditivo (central), sendo que esta medida foi efetiva para indicar a necessidade de avaliação de crianças com transtorno fonológico.

The influence of (central) auditory processing disorder in speech sound disorders.

INTRODUCTION: Considering the importance of auditory information for the acquisition and organization of phonological rules, the assessment of (central) auditory processing contributes to both the diagnosis and targeting of speech therapy in children with speech sound disorders. OBJECTIVE: To study phonological measures and (central) auditory processing of children with speech sound disorder. METHODS: Clinical and experimental study, with 21 subjects with speech sound disorder aged between 7.0 and 9.11 years, divided into two groups according to their (central) auditory processing disorder. The assessment comprised tests of phonology, speech inconsistency, and metalinguistic abilities. RESULTS: The group with (central) auditory processing disorder demonstrated greater severity of speech sound disorder. The cutoff value obtained for the process density index was the one that best characterized the occurrence of phonological processes for children above 7 years of age. CONCLUSION: The comparison among the tests evaluated between the two groups showed differences in some phonological and metalinguistic abilities. Children with an index value above 0.54 demonstrated strong tendencies towards presenting a (central) auditory processing disorder, and this measure was effective to indicate the need for evaluation in children with speech sound disorder.

Temporal processing in children with phonological disorders submitted to auditory training: a pilot study.

PURPOSE: This study compared the temporal processing performance of children with phonological disorders submitted to formal and informal auditory training. METHODS: Fifteen subjects with phonological disorder (pure tone thresholds ≤20 dBHL from 0.50 to 4 kHz, and age between 7 years and 10 years and 11 months) were evaluated, divided into three groups: CONTROL GROUP: five subjects (mean age 9.1 years) without auditory processing disorder, who passed through two evaluations of the auditory processing at intervals of six to eight weeks and without any intervention; Formal Training Group with five subjects (average 8.3 years) with auditory processing disorder submitted to eight sessions of formal training; and Informal Training Group, with five subjects (average 8.1 years) with auditory processing disorder submitted to eight sessions of informal training. RESULTS: After eight sessions the formal training group showed an improvement of 8% and the informal training group of 22.5% in comparison with the pitch pattern sequence test. For the duration pattern sequence test, the average of the formal training group improved by 12.9% and the informal training group by 18.7%. There was no statistical difference between the means obtained by both groups after intervention, neither in the pitch pattern nor in the duration pattern sequence test. CONCLUSION: Although the results did not present significant differences, this pilot study suggests that both formal and informal trainings provide improvement in the temporal processing abilities of children with phonological and auditory processing disorders.

Processamento temporal de crianças com transtorno fonológico submetidas ao treino auditivo: estudo piloto / Temporal processing in children with phonological disorders submitted to auditory training: a pilot study

OBJETIVO: Comparar o desempenho em processamento temporal de crianças com transtorno fonológico submetidos a treino auditivo formal e informal. MÉTODOS: Quinze indivíduos com transtorno fonológico (limiares tonais ≤20 dBNA de 0,50 a 4 kHz e idades entre 7 anos e 10 anos e 11 meses) foram avaliados e divididos em três grupos: Grupo Controle - composto por cinco indivíduos (média de idade de 9,1 anos) sem transtorno do processamento auditivo, que passaram por duas avaliações do processamento auditivo (central) com intervalo de seis a oito semanas, sem receber qualquer intervenção; Grupo Treino Formal - composto por cinco indivíduos (média de idade de 8,3 anos), com transtorno do processamento auditivo, submetidos a oito sessões de treino formal; e Grupo Treino Informal - composto por cinco indivíduos (média de idade de 8,1 anos) com transtorno do processamento auditivo, submetidos a oito sessões de treino informal. RESULTADOS: Após oito sessões, o grupo treino formal apresentou melhora de 8 por cento e o grupo treino informal de 22,5 por cento no que se refere ao teste padrão temporal de frequência. Para o teste padrão temporal de duração, o grupo treino formal melhorou 12,9 por cento e o grupo treino informal 18,7 por cento. No desempenho nos testes padrão de frequência e padrão de duração, não houve diferença estatística entre as médias obtidas pelos dois grupos após a intervenção. CONCLUSÃO: Embora os resultados não tenham apresentado significância estatística, o estudo piloto apresentado sugere que ambos os treinos, formal e informal, proporcionam melhora das habilidades de processamento temporal em crianças com transtorno fonológico e do processamento auditivo.

PURPOSE: This study compared the temporal processing performance of children with phonological disorders submitted to formal and informal auditory training. METHODS: Fifteen subjects with phonological disorder (pure tone thresholds ≤20 dBHL from 0.50 to 4 kHz, and age between 7 years and 10 years and 11 months) were evaluated, divided into three groups: Control Group: five subjects (mean age 9.1 years) without auditory processing disorder, who passed through two evaluations of the auditory processing at intervals of six to eight weeks and without any intervention; Formal Training Group with five subjects (average 8.3 years) with auditory processing disorder submitted to eight sessions of formal training; and Informal Training Group, with five subjects (average 8.1 years) with auditory processing disorder submitted to eight sessions of informal training. RESULTS: After eight sessions the formal training group showed an improvement of 8 percent and the informal training group of 22.5 percent in comparison with the pitch pattern sequence test. For the duration pattern sequence test, the average of the formal training group improved by 12.9 percent and the informal training group by 18.7 percent. There was no statistical difference between the means obtained by both groups after intervention, neither in the pitch pattern nor in the duration pattern sequence test. CONCLUSION: Although the results did not present significant differences, this pilot study suggests that both formal and informal trainings provide improvement in the temporal processing abilities of children with phonological and auditory processing disorders.

Cambio de los hábitos alimentarios en estudiantes universitarios / Change of eating habits in university students

El patrón alimentario de los estudiantes universitarios sufre cambios significativos para un 90 por ciento de los mismos. Estos cambios son manifiestos en la frecuencia de alimentación que es menor para el 50 por ciento; la cantidad de alimentos que recibe también sufre cambios pues se incrementa de manera notable la cantidad de alumnos que consumen alimentos en poca o regular cantidad. En cuanto al tipo de alimento que se consume también se observan cambios significativos pues se evidencia una disminución considerable en el consumo de alimentos más consistentes y nutritivos como las sopas, verduras y cereales al mismo tiempo se incrementa de manera importante el consumo de comida rápida, barato y poco nutritiva como ser: masas, sandwichs, y golosinas que no solo ponen enriesgo el estado nutricional de las personas, sino que además constituyen un atentado directo a su estado de salud por la dudosa procedencia y manipulación de estos alimentos

Cambio de los hábitos alimentarios en estudiantes universitarios / Change of eating habits in university students

El patrón alimentario de los estudiantes universitarios sufre cambios significativos para un 90 por ciento de los mismos. Estos cambios son manifiestos en la frecuencia de alimentación que es menor para el 50 por ciento; la cantidad de alimentos que recibe también sufre cambios pues se incrementa de manera notable la cantidad de alumnos que consumen alimentos en poca o regular cantidad. En cuanto al tipo de alimento que se consume también se observan cambios significativos pues se evidencia una disminución considerable en el consumo de alimentos más consistentes y nutritivos como las sopas, verduras y cereales al mismo tiempo se incrementa de manera importante el consumo de comida rápida, barato y poco nutritiva como ser: masas, sandwichs, y golosinas que no solo ponen enriesgo el estado nutricional de las personas, sino que además constituyen un atentado directo a su estado de salud por la dudosa procedencia y manipulación de estos alimentos