Ultrasonography applied to the description of voice quality settings in adult speakers of Brazilian Portuguese

ABSTRACT Purpose: to relate ultrasound images with auditory-perceptual data on vocal quality settings in adult speakers of Brazilian Portuguese. Methods: the corpus consisted of speech samples (sentences contained in the instructional material of the Vocal Profile Analysis Scheme - VPAS-PB) from seven adult subjects of both genders, recorded simultaneously by acoustic and ultrasonographic means. Data analysis was based on auditory-perceptual judgments of vocal quality and ultrasound images generated by the AAA software. Results: vocal quality settings related to the position of the tongue body and the extension of the tongue and jaw found correspondences to the contours of ultrasound images of the tongue in selected key segments (oral vowels), especially those with greater degrees of manifestation. Conclusion: there were correspondences between vocal quality settings detected in the perceptual sphere and their respective tongue body and jaw ultrasound images.

The speech-language-hearing pathologist’s training to work in education: what speech-language-hearing undergraduate students have to say

ABSTRACT Purpose: to discuss the speech-language-hearing pathologist’s training to work in education, based on the report from speech-language-hearing students. Methods: a total of 29 students in the seventh semester of the Speech-Language-Hearing program at two higher education institutions participated in this study. The questionnaire used was developed specifically for this study. It comprised open- and closed-ended questions on the profile of the students and their training to work in educational settings. Data were also collected on the syllabi of the courses related to Educational Speech-Language-Hearing Pathology at both institutions. The data were quantitatively and qualitatively analyzed. Results: the results indicated that the summed course load of the education-related courses is low, and their syllabi do not cover important aspects for the speech-language-hearing training aimed at the work in education. Also, the students reported that most of the practical activities took place in kindergarten or elementary school, with objectives related to a medical-centered view. The students also pointed out the need for improvements in the speech-language-hearing training to work in education. Conclusion: the students reported that their training should involve a broader course load, as well as contents and experiences to help them to consciously, critically, and responsibly join the educational setting.

Profile of users receiving Speech-Language Therapy service at a Critical Patient Unit

ABSTRACT Objective: to describe the profile of patients treated by Speech-Language therapists in a Critical Patient Unit. Methods: an ex post facto, observational and descriptive study was carried out. Monthly statistical data of patients hospitalized in the period January-December 2018 were analyzed, in the Intensive Care Unit at a public hospital. Data were described from the analysis of frequency and measures of central tendency. The distribution of the variables was determined through the skewness-kurtosis test, considering a significance level of p<0.05. Results: 217 individuals got 868 speech-language therapy services. Men (57.26%), older than 65 years old, required a more frequent intervention. The main medical diagnosis of admission to the unit corresponded to non-specific pathologies (57.14%), respiratory disease (15.21%) and cerebrovascular disease (12.79%). The speech-language therapy functions were related to the evaluation of swallowing (54.31%) and voice (32.4%). In relation to the intervention, the treatment of dysphagia (25.82%) and oral motor functions (25.04%) was predominant in the duties. Functions associated with language, speech and cognition were secondary. Conclusion: the profile of the critical patient and the speech-language therapy work in this field represent a first step to characterize the role of the speech-language therapist in Intensive Medicine teams.

Universal neonatal hearing screening program at a university hospital: an analysis using quality indicators

ABSTRACT Purpose: to assess the universal neonatal hearing screening program using quality indicators. Methods: the records of newborns who were submitted to the neonatal hearing screening in 2018 were analyzed, comparing the data with the first five quality indicators established by the national guideline for neonatal hearing screening attention: 1) rate of screening coverage (≥95%); 2) age at the screening in months (up to the first month of life); 3) rate of referrals for diagnosis (2% to 4%); 4) rate of attendance to diagnostic examination (≥90%); 5) age at confirmed diagnosis (up to the third month of life). The data were submitted to quantitative and descriptive statistical analysis. Results: the rate of coverage, age at screening, and the number of referrals for diagnosis met the indicators established by the national guideline. The rate of attendance to diagnostic examination fell short of the expected, and the age at confirmed diagnosis was verified in 70% of the cases. Conclusion: using the quality indicators furnished important data on the effectiveness of the neonatal hearing screening program and identified opportunities to improve the service, which can help identify hearing loss, early.

Using a screening tool to identify the auditory behavior of students who are learning to read and write

ABSTRACT Purpose: to analyze the use of a screening tool, by teachers, to identify the auditory behavior of students who are learning to read and write. Methods: a cross-sectional study including 22 students who answered the Fisher’s Auditory Problems Checklist (QFISHER). The analysis of this questionnaire approached the categories of hearing, attention, memory, language, and school performance. The chi-square statistical test and Mann-Whitney test were used to compare the scores between the age groups, considering the 5% significance level. Results: school performance had the worst frequency in QFISHER (87.72%), followed by attention (62.10%), language (60.53%), and hearing (59.65%). The median revealed worse assessment in school performance (100.0%) followed by attention (60.0%). The QFISHER overall score was 66.7%. The comparison between age groups did not reveal any significant difference for the domains assessed. Conclusion: the QFISHER, used by teachers, as a screening tool for children who are learning to read and write, can identify behavioral changes suggestive of auditory processing disorder, broadening the possibility of early interventions.