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Operant measurement of auditory threshold in prelingually deaf users of cochlear implants: II

SILVA, Wagner R. da; SOUZA, Deisy G. de; BEVILACQUA, Maria Cecília; LOPES JR., Jair
Fonte: Pontificia Universidade Católica do Rio de JaneiroUniversidade de BrasíliaUniversidade de São Paulo Publicador: Pontificia Universidade Católica do Rio de JaneiroUniversidade de BrasíliaUniversidade de São Paulo
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
56.31%
Two experiments evaluated an operant procedure for establishing stimulus control using auditory and electrical stimuli as a baseline for measuring the electrical current threshold of electrodes implanted in the cochlea. Twenty-one prelingually deaf children, users of cochlear implants, learned a Go/No Go auditory discrimination task (i.e., pressing a button in the presence of the stimulus but not in its absence). When the simple discrimination baseline became stable, the electrical current was manipulated in descending and ascending series according to an adapted staircase method. Thresholds were determined for three electrodes, one in each location in the cochlea (basal, medial, and apical). Stimulus control was maintained within a certain range of decreasing electrical current but was eventually disrupted. Increasing the current recovered stimulus control, thus allowing the determination of a range of electrical currents that could be defined as the threshold. The present study demonstrated the feasibility of the operant procedure combined with a psychophysical method for threshold assessment, thus contributing to the routine fitting and maintenance of cochlear implants within the limitations of a hospital setting.; FAPESP; Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq); CNPq

Detecção de estímulos concêntricos mesópicos em crianças surdas e ouvintes; Detection of mesopic concentric stimuli in deaf and hearing children

SANTOS, Natanael Antonio dos; MENDES, Liana Chaves; FRANÇA, Valtenice de Cássia Rodrigues de Matos; LACERDA, Aline Mendes
Fonte: Instituto de Psicologia, Universidade de Brasília Publicador: Instituto de Psicologia, Universidade de Brasília
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
56.55%
O objetivo deste trabalho foi medir curvas de sensibilidade ao contraste de 10 crianças ouvintes e de 10 crianças com surdez pré-lingual, de 7 a 12 anos, utilizando frequências radiais circularmente concêntricas (FSCr) de 0,25-2,0 cpg em níveis baixos de luminância (0,7 cd/m²). Todos os participantes apresentavam acuidade visual normal e estavam livres de doenças oculares identificáveis. A FSCr foi medida com o método psicofísico da escolha forçada. Os resultados mostraram sensibilidade máxima na faixa de frequência radial de 0,25 cpg para os dois grupos. Os resultados mostraram ainda diferenças significantes entre as curvas de FSCr de crianças ouvintes e de crianças com surdez pré-lingual. Isto é, as crianças ouvintes precisaram de menos contraste do que as crianças surdas para detectar as frequências radiais. Esses resultados sugerem que, em níveis baixos de luminância, a FSCr das crianças ouvintes foi melhor do que a das crianças com surdez pré-lingual.; The aim of this work was to measure contrast sensitivity curves in 10 hearing children and 10 children with prelingual deafness (from 7 to 12 years old), using concentric circular patterns with radial frequencies (rCSF) of 0.25-2.0 cpd at low levels of luminance (0.7 cd/m²). All participants were free from identifiable ocular disease and had normal visual acuity. The rCSF was measured with the psychophysical forced-choice method. The results showed maximum sensitivity in the frequency range of 0.25 cpd for the two groups. The results showed yet significant differences between the rCSF of deaf and hearing children. That is...

Relational learning in children with deafness and cochlear implants

ALMEIDA-VERDU, Ana Claudia; HUZIWARA, Edson M.; SOUZA, Deisy G. De; ROSE, Julio C. De; CECILIA-BEVILACQUA, Maria; LOPES JR., Jair; ALVES, Cristiane O.; MCILVANE, William J.
Fonte: SOC EXP ANALYSIS BEHAVIOR INC Publicador: SOC EXP ANALYSIS BEHAVIOR INC
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
56.55%
This four-experiment series sought to evaluate the potential of children with neurosensory deafness and cochlear implants to exhibit auditory-visual and visual-visual stimulus equivalence relations within a matching-to-sample format. Twelve children who became deaf prior to acquiring language (prelingual) and four who became deaf afterwards (postlingual) were studied. All children learned auditory-visual conditional discriminations and nearly all showed emergent equivalence relations. Naming tests, conducted with a subset of the: children, showed no consistent relationship to the equivalence-test outcomes.. This study makes several contributions: to the literature on stimulus equivalence. First; it demonstrates that both pre- and postlingually deaf children-can: acquire auditory-visual equivalence-relations after cochlear implantation, thus demonstrating symbolic functioning. Second, it directs attention to a population that may be especially interesting for researchers seeking to analyze the relationship. between speaker and listener repertoires. Third, it demonstrates the feasibility of conducting experimental studies of stimulus control processes within the limitations of a hospital, which these children must visit routinely for the maintenance of their cochlear implants.

Percepção sobre a educação em saúde bucal de crianças surdas nas escolas especiais de São Paulo; Perception about the oral health education provided to deaf children in special schools of São Paulo

Pereira, Claudia Barbosa
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 24/11/2010 PT
Relevância na Pesquisa
56.49%
A educação em saúde odontológica depende da comunicação, que garanta de fato o conhecimento e adoção das medidas preventivas no cotidiano das crianças, sendo de extrema importância quando se deseja mudar atitudes em relação á doença, priorizando a promoção de saúde. Os programas educativos estão previstos na Política Nacional de Saúde Bucal e devem contemplar o acesso universal a todos os cidadãos. Neste contexto é necessário reconhecer o preparo dos profissionais de odontologia quanto às práticas de comunicação e informação utilizadas para desenvolver hábitos adequados de manutenção da saúde bucal com pacientes com perda de audição.A perda auditiva é um déficit sensorial muito comum e causa grande desvantagem de comunicação. A falta de comunicação leva á desigualdades no acesso á saúde e o desconhecimento sobre cuidados com a saúde bucal representa um fator a ser considerado. Este estudo se propôs a avaliar o conhecimento sobre saúde bucal de pais e professores em escolas especiais de educação para crianças surdas que se comunicam através da Língua Brasileira de Sinais (Libras), e o conhecimento de cirurgiões-dentistas sobre as questões relacionadas ás estratégias de comunicação com pacientes surdos. A conclusão deste estudo enfatiza a necessidade de programas educativos que contemplem ás especificidades de uma criança surda através de parcerias estabelecidas entre a escola...

Relational learning in children with deafness and cochlear implants

Almeida-Verdu, Ana Claudia; Huziwara, Edson M.; De Souza, Deisy G.; De Rose, Julio C.; Cecilia-Bevilacqua, Maria; Lopes, Jair; Alves, Cristiane O.; McIlvane, William J.
Fonte: Soc Exp Analysis Behavior Inc Publicador: Soc Exp Analysis Behavior Inc
Tipo: Artigo de Revista Científica Formato: 407-424
ENG
Relevância na Pesquisa
56.55%
This four-experiment series sought to evaluate the potential of children with neurosensory deafness and cochlear implants to exhibit auditory-visual and visual-visual stimulus equivalence relations within a matching-to-sample format. Twelve children who became deaf prior to acquiring language (prelingual) and four who became deaf afterwards (postlingual) were studied. All children learned auditory-visual conditional discriminations and nearly all showed emergent equivalence relations. Naming tests, conducted with a subset of the: children, showed no consistent relationship to the equivalence-test outcomes.. This study makes several contributions: to the literature on stimulus equivalence. First; it demonstrates that both pre- and postlingually deaf children-can: acquire auditory-visual equivalence-relations after cochlear implantation, thus demonstrating symbolic functioning. Second, it directs attention to a population that may be especially interesting for researchers seeking to analyze the relationship. between speaker and listener repertoires. Third, it demonstrates the feasibility of conducting experimental studies of stimulus control processes within the limitations of a hospital, which these children must visit routinely for the maintenance of their cochlear implants.

Operant measurement of auditory threshold in prelingually deaf users of cochlear implants: II

da Silva, Wagner R.; de Souza, Deisy G.; Bevilacqua, Maria Cecília; Lopes Jr., Jair
Fonte: Universidade Estadual Paulista Publicador: Universidade Estadual Paulista
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
56.31%
Two experiments evaluated an operant procedure for establishing stimulus control using auditory and electrical stimuli as a baseline for measuring the electrical current threshold of electrodes implanted in the cochlea. Twenty-one prelingually deaf children, users of cochlear implants, learned a Go/No Go auditory discrimination task (i.e., pressing a button in the presence of the stimulus but not in its absence). When the simple discrimination baseline became stable, the electrical current was manipulated in descending and ascending series according to an adapted staircase method. Thresholds were determined for three electrodes, one in each location in the cochlea (basal, medial, and apical). Stimulus control was maintained within a certain range of decreasing electrical current but was eventually disrupted. Increasing the current recovered stimulus control, thus allowing the determination of a range of electrical currents that could be defined as the threshold. The present study demonstrated the feasibility of the operant procedure combined with a psychophysical method for threshold assessment, thus contributing to the routine fitting and maintenance of cochlear implants within the limitations of a hospital setting.

Vivencias de pais de crianças surdas frente a possibilidade de seus filhos se submeterem ao implante coclear; Experiences of parents of deaf children face the possibility of their children to submit to the cochlear implant

Daniela Aparecida Rissi Yamanaka
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 30/07/2008 PT
Relevância na Pesquisa
56.67%
O Implante Coclear é utilizado atualmente em adultos e crianças com perda auditiva neurossensorial profunda e bilateral, de natureza congênita ou adquirida, que não se beneficiam da prótese auditiva. É um recurso que visa criar um campo elétrico no interior da cóclea, com a finalidade de estimular as fibras acústicas, por meio de impulsos sonoros transformados em sinais elétricos proporcionando uma audição útil, auxiliando na comunicação da pessoa surda. Encontra-se na literatura inúmeros trabalhos com enfoque na técnica cirúrgica do Implante Coclear. No entanto, poucos são os trabalhos que buscam identificar a percepção que as famílias das crianças surdas têm sobre o Implante Coclear. Nesse sentido, o objetivo desse estudo foi analisar os aspectos emocionais dos pais de crianças surdas envolvidas no processo de triagem para o Implante Coclear, isto é, conhecer as expectativas, dúvidas e dificuldades de pais de crianças surdas frente à possibilidade do filho se submeter ao Implante Coclear e entender os significados que pais de crianças surdas, que procuram o Implante Coclear, têm de surdez e qual a visão que eles têm de tratamento. Para isso, foram realizadas entrevistas semi-estruturadas com dez pais de crianças surdas candidatas ao Implante Coclear no Hospital de Clínicas da Unicamp. O estudo caracterizou-se como uma pesquisa qualitativa...

Deaf Bilingual Education: A Comparison Of The Academic Performance Of Deaf Children Of Deaf Parents And Deaf Children Of Hearing Parents

Geeslin, Joseph David
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN
Relevância na Pesquisa
66.82%
Thesis (EdD) - Indiana University, School of Education, 2007; This study examined the impact of the bilingual/bicultural deaf educational (ASL/English) philosophy on academic performance. The academic performance of deaf and hard-of-hearing students (N-182) was made available from the Indiana School for the Deaf (ISD) which has adopted a bilingual philosophy. It has long been known that deaf children of deaf parents have had superior academic performance when compared with deaf children of hearing parents (Israelite, et al, 1989; Strong & Prinz, 2000; Wilbur, 2000). One would then predict that the espousal of the bilingual philosophy should raise the academic performance of deaf children of hearing parents, placing them on par with deaf children of deaf parents. This study used the bilingual/ESL framework of Nover, et al (1998) to examine the effectiveness of the bilingual/bicultural philosophy used at the Indiana School for the Deaf. The performance of deaf and hard-of-hearing students from the 1995-1996 and 2002- 2003 school years was collected, including Reading Comprehension and Total Language subtests of the SAT-HI. A significant reduction was found in the gap between the academic performance of deaf children of deaf parents and deaf children of hearing parents during the 2002-2003 school year. The results suggest that a school...

Effect of interaction between parental treatment styles and peer relations in classroom on the feelings of loneliness among deaf children in Egyptian schools; Effect of interaction between parental treatment styles and peer relations in classroom on the feelings of loneliness among deaf children in Egyptian schools; Interaktionseffekte zwischen Elterlichen Erziehungsstilen und Kameradenbeziehungen im Klassenzimmer auf die Gefühle von Einsamkeit bei gehörlosen Kindern in ägyptischen Schulen

Elhageen, Adel Abdelfatah M.
Fonte: Universität Tübingen Publicador: Universität Tübingen
Tipo: Dissertation; info:eu-repo/semantics/doctoralThesis
EN
Relevância na Pesquisa
66.78%
This research in an attempt to determine the effective role of both parental treatment styles and peer relations in the classroom and the interaction between them on deaf children's loneliness. The sample has consisted of 415 deaf children in the fourth, fifth, sixth, and seventh grades, and ranging in age from 8.5 to 13.2 years old in six elementary schools for the deaf children in Egyptian. The used instruments in this study were: The Sociometric Peer Nomination Rating Scale (developed by the researcher); The Parental Promotion of Peer Relations Inventory (Mounts, 2000, modification by the researcher); The Parental Acceptance, Neglection, Rejection questionnaire (PANRQ, developed by the researcher); The Parental Strictness, Indulgence Questionnaire (PSIQ, developed by the researcher); and The Deaf Children's Loneliness Scale (DCLS, developed by the researcher). The results indicated that: 1- There is no significant statistical difference in the mean scores of loneliness between the deaf boys and girls children (206, 172) = 0.27, P > 0.05. 2- The deaf children reported higher levels of loneliness than the hearing children [t (132, 179) = 3.04, p < 0.01].. 3- Loneliness is negatively correlated with parental promotion of peer relations (r = 0.64). 4- A one-way (peer relations) analysis of variance (ANOVA) indicated that there are statistical significant differences in deaf children’s loneliness mean scores according to the three types of peer relations in classroom [F (2...

A Program of self-esteem development for deaf children in rural areas

Daviton, Candi
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project
EN_US
Relevância na Pesquisa
66.68%
Deaf children in rural areas often lack the development of self-esteem essential to their overall development of social and academic skills. Deaf children in rural communities generally have low interpersonal communication and leadership skills. Being isolated with no role model for their identification (deafness) could limit their language acquisition and identity development. The purpose of this project is to develop a special curriculum project which would help initiate a program that would enable deaf children in rural areas to develop self-esteem skills through a one week summer camp program focusing on learning about themselves and related essential self-esteem skills through special activities. The objectives in creating this curriculum are to improve self-esteem, provide opportunities for students to explore and develop their identity as development of self-esteem, maintain reading and writing through the summer months, and provide opportunities for friendships to form. Creating this curriculum involved a variety of resources. Summer camps and curriculum in the field were researched, literature was located and reviewed, respected professionals offered ideas and critiques, and revisions occurred. The future may now hold materials that can truly be implemented to improve the named objectives for deaf children. Research (Stinson & Kluwin; Foster; Charlson...

Predicting academic achievement in deaf poulations using measures of learning and memory

Gleason, Kelly
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
56.58%
The purpose of this study was to (1) examine the correlation between a test of academic achievement (SAT-9) and a test of cognitive ability (WISC-III PIQ), and between a test of academic achievement (SAT-9) and tests of memory and learning (TOMAL VSR and WSR subtests), and (2) to examine the degree to which each type of test (either WISC-III PIQ, TOMAL WSR, or TOMAL VSR) is predictive of achievement in several achievement areas for deaf and hard of hearing children. The TOMAL WSR and VSR subtests were administered to 30 children enrolled at a school for the deaf in Buffalo, NY. Data on WISC-ITI PIQ and SAT-9 scores were obtained from school records. Test instructions were given through Total Communication, using a combination of American Sign Language and spoken English. Significant correlations were found between the WISC-III PIQ and each SAT-9 subtest as well as between both subtests of the TOMAL and each SAT-9 subtest. Only the VSR subtest of the TOMAL was found to significantly predict achievement on the Reading Comprehension, Total Language, and Problem Solving subtests of the SAT-9. The study provides support for the use of tests of visual memory in the psychological assessment of deaf children.

Parents' perceptions on the quality of information given by professionals regarding their deaf children

Phillips, Charles
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 885757 bytes; application/pdf
EN_US
Relevância na Pesquisa
66.63%
Many deaf children have delayed language development that would greatly affect their future academic success (Marschark, Lang, & Albertini, 2002). Information given by professionals to parents could be a significant factor in overcoming this delay. To assess the quality of this information six parents of deaf children in the Rochester NY area, three deaf parents and three hearing parents were selected to participate in an interview and survey. After the data was examined, it was found that the majority of the parents in this study felt that the information they received from professionals concerning their child's language development was adequate but could use further improvements. These parents posted suggestions on possible ways that might help make the experience of working with professionals easier. More widespread research needs to be done on this topic, and possibly a guideline for professionals on how to work with parents of deaf children could be developed. Hopefully, this would help parents make easier and better decisions, which could ensure a more successful future for the deaf child.

Grant proposal for a study on moral development of deaf children

Marchut, Amber
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Master's Project Formato: 21974650 bytes; application/pdf
EN_US
Relevância na Pesquisa
56.72%
This proposal is a request for financial support to study the moral development of deaf and hearing children. The project has two foci; the first is on analyzing various existing biases in Kohlberg's moral development stage theory and research methodology; the second is on understanding better the impact of communication parent-child and culture on moral development on deaf and hearing children. Five different groups of children who will be interviewed and studied: deaf children of deaf parents fluent in American Sign Language (ASL), deaf children of hearing parents where at least one parent is a fluent signer, deaf children of hearing parents where no parent signs, hearing children of deaf parents fluent in ASL, and hearing children of hearing parents. The findings will allow educators, parents, psychologists, researchers, and counselors to increase awareness, sensitivity, and knowledge regarding the biases in Kohlberg's theory and the effects of communication and culture on the moral reasoning skills of deaf and hearing children.

Guidelines for parents on homeschooling deaf children

Varia, Kalpana
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Master Project Formato: 24150897 bytes; application/pdf
EN_US
Relevância na Pesquisa
66.67%
Many families have turned their family room into classrooms. In 1993, homeschooling became legal in all 50 states, when the number of students staying at home for schooling tripled. This trend continues today because parents want to retain control over the education and socialization of their children. Homeschooling refers to education of school-age children with their parents' guiding, directing, and monitoring them. It replaces full-time attendance at a traditional school. Parents express various reasons for educating their children at home; individualization, family time, strong academic, moral, and religious foundations. The problem with homeschooling, for parents of deaf children, is the lack of informational pamphlets to provide information and guide parents to educate their deaf children successfully. How can parents learn to guide their deaf children in their home without instructions on homeschooling? Where they find resources or materials they can use in homeschooling? Parents might have interrogations on homeschooling. Creating a pamphlet with guidelines for parents homeschooling their deaf children is suggested as a possible solution. These will help prepare parents in educating their deaf children in their home. Parents need to be aware of all aspects of children's life illustrating social...

Encouraging communication with deaf children through visual art activities

Riscili, Kamila
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 26642022 bytes; application/pdf
EN_US
Relevância na Pesquisa
56.63%
An educational product has been developed based on a review of the literature in the field of art therapy with a focus on how art therapy may affect the communication of deaf children. A literature review has indicated that art therapy, when conducted with hearing and deaf children, has facilitated expression and communication. This has occurred through transference of feelings from the right, visualspatial and creative hemisphere of the brain to the left hemisphere, which includes conceptual and intellectual thinking as well as the 'language function.' Based on these findings, it is projected that art therapy may alleviate some of the common communication problems that exist among deaf children, especially those who have not acquired a full language. It is also projected that it may have expressive benefits when used outside of formal therapy situations such as in an art classroom. This product discusses previous case studies and the outcome of art therapy primarily with hearing children. It then suggests adaptations that may be made for using these different therapies with deaf children. It also makes recommendations on how individuals who are not art therapists may begin using art therapy exercises.

Situando as diferenças implicadas na educação de surdos: Inclusão/Exclusão; Looking at the differences implied in deaf education: inclusion-exclusion

Quadros, Ronice Muller de; UFSC - Florianópolis - SC
Fonte: Núcleo de Publicações do CED - UFSC Publicador: Núcleo de Publicações do CED - UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 01/01/2003 POR
Relevância na Pesquisa
56.59%
A proposta do presente artigo é analisar alguns aspectos referentes às políticas públicas de inclusão de crianças especiais, mais especificamente de crianças surdas. A partir de algumas considerações, propor-se-á uma reflexão sobre as diferenças implicadas na educação de surdos que passam a ser confrontadas com as propostas atuais de inclusão. Ater-se-á primeiramente a caracterização das diferenças com base na análise do discurso dos próprios surdos e de “ouvintes”. Posteriormente, apresentar-seá uma análise das implicações lingüísticas, situando-as, sempre que possível no contexto sócio-cultural da educação de surdos. Propor-se-á, finalmente, o reconhecimento pelas diferenças nas práticas de ensino. As discussões travadas situam-se no campo dos estudos surdos , ou seja, um novo campo teórico que prima pela aproximação com o conhecimento e com os discursos sobre a surdez e sobre o mundo surdo (SKLIAR, 1998).; The purpose of this article is to analyze some factors referring to the public policies of inclusion of special children...

Letramento em inglês de crianças surdas sinalizantes; Acquisition of English Literacy by Signing Deaf Children

Garcia, Barbara Gerner de; Gallaudet University - Forida - EUA
Fonte: Núcleo de Publicações do CED - UFSC Publicador: Núcleo de Publicações do CED - UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 01/01/2003 POR
Relevância na Pesquisa
56.58%
Pesquisas sobre como crianças surdas sinalizantes aprendem a ler e escrever não apresentam respostas claras sobre como atingir o sucesso dos leitores surdos na aquisição do letramento na língua falada e escrita. Oferecendo apoio e um ambiente centrado no surdo pode evitar atrasos no desenvolvimento da linguagem e do letramento. O estudo das estratégias usadas pelos surdos que explicitamente relacionam os sinais com a grafia é critico. Também são importantes as considerações sobre o papel do Inglês Manualmente Codificado e da consciência fonológica que podem ser relevantes no desenvolvimento do letramento no inglês. As pesquisas indicam que há múltiplos caminhos, ao invés de um único só, para o acesso a leitura por aprendizes surdos.; Research on how signing deaf children learn to read and write provides no clear answer to how successful deaf readers acquire literacy in a spoken and written language. Providing early support and deaf-centered environments may prevent delays in the development of language and literacy. The study of strategies used by deaf adults that explicitly link signs to print is critical. Also important are the consideration of the role that Manually Coded English and phonological awareness may play in the development of English literacy. The research indicates that there are multiple paths...

Validity and reliability of the Spanish sign language version of the KIDSCREEN-27 health-related quality of life questionnaire for use in deaf children and adolescents

Pardo-Guijarro,María Jesús; Woll,Bencie; Moya-Martínez,Pablo; Martínez-Andrés,María; Cortés-Ramírez,Eugenio Enrique; Martínez-Vizcaíno,Vicente
Fonte: Gaceta Sanitaria Publicador: Gaceta Sanitaria
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/08/2013 ENG
Relevância na Pesquisa
66.55%
Objective: The aim of this paper was to test the validity and reliability of a Spanish sign language (SSL) adaptation of KIDSCREEN-27, a health-related quality of life (HRQoL) questionnaire for use in deaf children and adolescents. Methods: We performed an observational cross-sectional study of 114 deaf children and adolescents aged 8 to 18 years old. The Spanish version of the KIDSCREEN-27 was adapted to SSL through the translation-back translation technique. The adapted questionnaire was then administered using a web tool to ensure complete access to study participants. Floor and ceiling effects were calculated. Structural and cultural validity were tested using exploratory and confirmatory factor analysis. Cronbach´s a was used to assess internal consistency. The questionnaire was administered for a second time to the entire sample after 2 to 4 weeks (test-retest reliability). Results: In the SSL version of the KIDSCREEN-27, as in the original Spanish scale, five dimensions explained 59% of the variance. None of the participants obtained the minimum or maximum scores on the scale (floor and ceiling effect, respectively). Confirmatory factor analysis showed the goodness-of-fit of the factor solution with five dimensions of the SSL version. The Cronbach´s a of both the total scale and of each of the distinct dimensions was above 0.75. The intra-class correlation coefficient of the test-retest scale was considered acceptable in all the dimensions. Conclusions: The reliability and validity of the SSL version of the KIDSCREEN-27 are similar to those of the original Spanish version...

Validity and reliability of the Spanish sign language version of the KIDSCREEN-27 health-related quality of life questionnaire for use in deaf children and adolescents

Pardo-Guijarro,María Jesús; Woll,Bencie; Moya-Martínez,Pablo; Martínez-Andrés,María; Cortés-Ramírez,Eugenio Enrique; Martínez-Vizcaíno,Vicente
Fonte: Ediciones Doyma, S.L. Publicador: Ediciones Doyma, S.L.
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/08/2013 EN
Relevância na Pesquisa
66.55%
Objective: The aim of this paper was to test the validity and reliability of a Spanish sign language (SSL) adaptation of KIDSCREEN-27, a health-related quality of life (HRQoL) questionnaire for use in deaf children and adolescents. Methods: We performed an observational cross-sectional study of 114 deaf children and adolescents aged 8 to 18 years old. The Spanish version of the KIDSCREEN-27 was adapted to SSL through the translation-back translation technique. The adapted questionnaire was then administered using a web tool to ensure complete access to study participants. Floor and ceiling effects were calculated. Structural and cultural validity were tested using exploratory and confirmatory factor analysis. Cronbach´s a was used to assess internal consistency. The questionnaire was administered for a second time to the entire sample after 2 to 4 weeks (test-retest reliability). Results: In the SSL version of the KIDSCREEN-27, as in the original Spanish scale, five dimensions explained 59% of the variance. None of the participants obtained the minimum or maximum scores on the scale (floor and ceiling effect, respectively). Confirmatory factor analysis showed the goodness-of-fit of the factor solution with five dimensions of the SSL version. The Cronbach´s a of both the total scale and of each of the distinct dimensions was above 0.75. The intra-class correlation coefficient of the test-retest scale was considered acceptable in all the dimensions. Conclusions: The reliability and validity of the SSL version of the KIDSCREEN-27 are similar to those of the original Spanish version...

; Effect of chlorhexidine gel containing saccharin or aspartame in deaf children highly infected with mutans streptococci

Fernandes, Frederico Silva de Freitas; Fernandes, Juliana de Kássia Braga; Marques, Sirlei Garcia; Silva, Rubenice Amaral da
Fonte: UNICAMP/FOP Publicador: UNICAMP/FOP
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; Formato: application/pdf
Publicado em 12/11/2015 ENG
Relevância na Pesquisa
66.5%
; Aim: Since deaf children are unable to comprehend or cooperate with dental treatment due to lack of communication, preventive measures may be an important way to control the high prevalence of dental caries in these patients. The aim of the this study was to evaluate the effect of an intensive treatment with chlorhexidine (CHX) gel, containing either saccharin or aspartame, in deaf children highly infected with mutans streptococci (MS). Methods: Eighteen children were randomly divided into two groups, according to the sweetener used to improve the CHX gel bitter taste: saccharin or aspartame. Before CHX treatment, saliva samples were collected to establish baseline microbial data for MS. CHX gel was applied on two consecutive days, four times the first day and three times the second day. Saliva samples were then taken after 7, 30, 60, 90 and 120 days to evaluate MS oral recolonization. Results: CHX gel containing saccharin was not effective on the reduction of MS levels, while the gel containing aspartame decreased significantly MS levels after treatment (P<.05). Conclusions: Although a new CHX application may be necessary after 60 days to control caries risk and MS levels, CHX treatment should be individually controlled because of variations in the response of subjects.