cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.7899524
title: Acquisition age of lateral and rhotic phonemes: the opinion of Speech and Language Therapists from Santiago, Chile

description: ABSTRACT Purpose: to describe at which age do speech and language therapists consider the / l /, / ɾ /, / r / phonemes should be acquired; to describe the criteria used by speech and language therapists to consider a phoneme as acquired; and to investigate the diagnostic criteria used by these professionals. Methods: this is an analytical cross-sectional study in which an online questionnaire was completed by 151 speech and language therapists from the Metropolitan region of Chile. The questionnaire included questions regarding the aims of this study. Results: around a 30% of respondents considered the /l/ phoneme to be acquired between 3,6-4,6 years, a 72% agreed on the /ɾ/ phoneme to be acquired from 4,0 to 4,11 and a 40% declared the acquisition of the /r/ phoneme between 5,6-5,11. When determining a phoneme as acquired, a 46.3% of interviewees referred to do it only when it was produced always and a 30% declared to consider as such when produced more than 50% of the times. When exposed to a real case, respondents provided three different diagnostic options. Conclusion: results showed a wide age range in which speech and language therapists consider the lateral and rhotic phonemes to be acquired, showing no consensus. There are diverse criteria to determine when each phoneme is acquired. Similarly, different opinions were evidenced regarding when a disorder would be defined as phonologic or articulatory.
DOI: 10.6084/m9.figshare.7899524.v1
title: Acquisition age of lateral and rhotic phonemes: the opinion of Speech and Language Therapists from Santiago, Chile

description: ABSTRACT Purpose: to describe at which age do speech and language therapists consider the / l /, / ɾ /, / r / phonemes should be acquired; to describe the criteria used by speech and language therapists to consider a phoneme as acquired; and to investigate the diagnostic criteria used by these professionals. Methods: this is an analytical cross-sectional study in which an online questionnaire was completed by 151 speech and language therapists from the Metropolitan region of Chile. The questionnaire included questions regarding the aims of this study. Results: around a 30% of respondents considered the /l/ phoneme to be acquired between 3,6-4,6 years, a 72% agreed on the /ɾ/ phoneme to be acquired from 4,0 to 4,11 and a 40% declared the acquisition of the /r/ phoneme between 5,6-5,11. When determining a phoneme as acquired, a 46.3% of interviewees referred to do it only when it was produced always and a 30% declared to consider as such when produced more than 50% of the times. When exposed to a real case, respondents provided three different diagnostic options. Conclusion: results showed a wide age range in which speech and language therapists consider the lateral and rhotic phonemes to be acquired, showing no consensus. There are diverse criteria to determine when each phoneme is acquired. Similarly, different opinions were evidenced regarding when a disorder would be defined as phonologic or articulatory.
DOI: 10.6084/m9.figshare.8092412
title: Stomatognathic system screening in preschoolers and its importance for the elaboration of an intervention program in health

description: ABSTRACT Purpose: to describe the results obtained in the stomatognathic system screening applied in preschoolers of the public and private school systems. Methods: a cross-sectional, observational study randomly which selected four preschools linked to the Diretoria Regional de Educação. Two municipalities were drawn, and the educational institutions located in the city Center were selected. After submission of the proposal to the secretaries, managers and family members, the consent was granted for the screening involving face structures, muscle tonus, teeth, occlusion, mobility, speech, breathing, chewing and swallowing, by means of a tested and standardized protocol for evaluation of the stomatognathic system in a synthesized way. The results were submitted to descriptive statistical analysis and the chi-square test, with a significance level of 5%. Results: a total of 218 preschoolers, aged between two and six years old, participated in the study. Most of the participants, regardless of the institution attended, presented normality of the aspects surveyed. However, when comparing preschool children results among the institutions, there were significant differences for facial symmetry, speech, swallowing (for students in public schools), structural aspects and muscle tonus (private schools). Conclusion: the results obtained allowed the differentiated planning of health promotion and preventive actions of orofacial myofunctional disorders for preschoolers of distinct institutional systems, determining the importance of epidemiological surveys in health promotion spaces.
DOI: 10.6084/m9.figshare.8092412.v1
title: Stomatognathic system screening in preschoolers and its importance for the elaboration of an intervention program in health

description: ABSTRACT Purpose: to describe the results obtained in the stomatognathic system screening applied in preschoolers of the public and private school systems. Methods: a cross-sectional, observational study randomly which selected four preschools linked to the Diretoria Regional de Educação. Two municipalities were drawn, and the educational institutions located in the city Center were selected. After submission of the proposal to the secretaries, managers and family members, the consent was granted for the screening involving face structures, muscle tonus, teeth, occlusion, mobility, speech, breathing, chewing and swallowing, by means of a tested and standardized protocol for evaluation of the stomatognathic system in a synthesized way. The results were submitted to descriptive statistical analysis and the chi-square test, with a significance level of 5%. Results: a total of 218 preschoolers, aged between two and six years old, participated in the study. Most of the participants, regardless of the institution attended, presented normality of the aspects surveyed. However, when comparing preschool children results among the institutions, there were significant differences for facial symmetry, speech, swallowing (for students in public schools), structural aspects and muscle tonus (private schools). Conclusion: the results obtained allowed the differentiated planning of health promotion and preventive actions of orofacial myofunctional disorders for preschoolers of distinct institutional systems, determining the importance of epidemiological surveys in health promotion spaces.
DOI: 10.6084/m9.figshare.8092406
title: Analysis of phonological processes in the acquisition of complex onset in children with typical phonological development

description: ABSTRACT Objective: description and analysis of the phonological processes in the acquisition of complex onset by children with typical phonological development in the age ranges of 3;0 and 5;11. Methods: thirty-one students of a public day-care center in Maceió-AL, having no auditory, cognitive, or motor impairment, participated in this study. The data were collected using the ABFW Child Language Test (WERTZNER, 2004); spontaneous speech was also collected. Inferential statistical analysis of the data was performed, and the phonological processes were analyzed in the production of complex onset. Results: we found evidence for late acquisition of this syllabic component in the age range of 5;0-5;11 for both types of complex onsets. In relation to the prevalence of phonological processes, a statistically significant difference was observed between the different processes, with a prevalence of the simplified phonological process for C1V, when taking the two types of complex onset into consideration; however, the 5-year age group, in which there was a prevalence of liquid substitution, was an exception. Conclusion: the most observed phonological processes in children's speech were: simplification of C1V and liquid substitution. These results will contribute to the selection of the lexicon for evaluation and treatment of cases of atypical development.
DOI: 10.6084/m9.figshare.8092406.v1
title: Analysis of phonological processes in the acquisition of complex onset in children with typical phonological development

description: ABSTRACT Objective: description and analysis of the phonological processes in the acquisition of complex onset by children with typical phonological development in the age ranges of 3;0 and 5;11. Methods: thirty-one students of a public day-care center in Maceió-AL, having no auditory, cognitive, or motor impairment, participated in this study. The data were collected using the ABFW Child Language Test (WERTZNER, 2004); spontaneous speech was also collected. Inferential statistical analysis of the data was performed, and the phonological processes were analyzed in the production of complex onset. Results: we found evidence for late acquisition of this syllabic component in the age range of 5;0-5;11 for both types of complex onsets. In relation to the prevalence of phonological processes, a statistically significant difference was observed between the different processes, with a prevalence of the simplified phonological process for C1V, when taking the two types of complex onset into consideration; however, the 5-year age group, in which there was a prevalence of liquid substitution, was an exception. Conclusion: the most observed phonological processes in children's speech were: simplification of C1V and liquid substitution. These results will contribute to the selection of the lexicon for evaluation and treatment of cases of atypical development.
DOI: 10.6084/m9.figshare.8092418
title: Digital version of the Rapid Automatized Naming (RAN): a contribution to early detection of reading problems in children

description: ABSTRACT Purpose: to present a digital version of the Rapid Automatized Naming (RAN) test, designed to be used as an auxiliary tool for early detection of reading problems in children. Methods: the application was designed to provide resources, such as: a) registration; b) information security with the online authentication system - individuals are only seen by the person who registered them and, c) history of the results. In order to know the impressions of speech therapists and professionals of children’s education area about this digital version of RAN test, a public opinion survey was conducted with unidentified participants by Google Forms. Results: the application has an automatic speech recognition and allows registering and accessing the history of the application, including statistical evaluation of the results. The application features a responsive interface that adapts to the dimensions of the mobile device with soft colors, and offers a variety of text font options. The images of the objects of the digital version were elaborated by a designer. Conclusion: the application presents itself as a useful digital tool that assists professionals to evaluate, early, children with reading difficulties, highlighting the following elements: exclusive and appropriate images to children’s universe and the function of storing the results of users tested.
DOI: 10.6084/m9.figshare.20021597
title: Ternary datasets

description: The ternary dataset used in the paper "DeepXRD, a Deep Learning Model for Predicting XRD spectrum from Material Composition".
DOI: 10.6084/m9.figshare.20021597.v2
title: Ternary datasets

description: The ternary dataset used in the paper "DeepXRD, a Deep Learning Model for Predicting XRD spectrum from Material Composition".
DOI: 10.6084/m9.figshare.20021597.v1
title: Ternary datasets

description: The ternary dataset used in the paper "DeepXRD, a Deep Learning Model for Predicting XRD spectrum from Material Composition".
DOI: 10.6084/m9.figshare.7710977
title: Orofacial myofunctional evaluation in cleft lip and palate: an integrative literature review

description: ABSTRACT Purpose: to identify the focus of scientific publications in the field of orofacial motricity in individuals with cleft lip and palate, as well as validated protocols used in speech and language evaluation. Methods: a study conducted using the following databases: Medline, SciELO, Lilacs and Google Scholar, through keywords including: cleft palate + cleft lip + evaluation + speech therapy + stomatognathic system + speech + phonation + chewing + swallowing + breathing + validation studies, in Portuguese and English. Results: a total of 572 articles that addressed the evaluation of the stomatognathic system was selected. The articles were published between 2012 and 2017, and examined for year of publication, subject area, focus, instrument used for evaluation, and type of study. Of these, 90 articles met the inclusion criteria, but only 5 used validated protocols. The greatest number of articles was published in 2014. The studies covered broad age groups, using subjective and objective methods, and instruments were often non-standardized. Conclusion: speech was the prevalent theme, while other orofacial functions were poorly investigated, demonstrating that studies with other approaches were lacking.
DOI: 10.6084/m9.figshare.7710977.v1
title: Orofacial myofunctional evaluation in cleft lip and palate: an integrative literature review

description: ABSTRACT Purpose: to identify the focus of scientific publications in the field of orofacial motricity in individuals with cleft lip and palate, as well as validated protocols used in speech and language evaluation. Methods: a study conducted using the following databases: Medline, SciELO, Lilacs and Google Scholar, through keywords including: cleft palate + cleft lip + evaluation + speech therapy + stomatognathic system + speech + phonation + chewing + swallowing + breathing + validation studies, in Portuguese and English. Results: a total of 572 articles that addressed the evaluation of the stomatognathic system was selected. The articles were published between 2012 and 2017, and examined for year of publication, subject area, focus, instrument used for evaluation, and type of study. Of these, 90 articles met the inclusion criteria, but only 5 used validated protocols. The greatest number of articles was published in 2014. The studies covered broad age groups, using subjective and objective methods, and instruments were often non-standardized. Conclusion: speech was the prevalent theme, while other orofacial functions were poorly investigated, demonstrating that studies with other approaches were lacking.
DOI: 10.6084/m9.figshare.8227031
title: Brazilian Congress on Speech, Language and Hearing Sciences: history, organization and scientific production

description: ABSTRACT Objective: to present the history of the Brazilian Speech Therapy and Audiology Congress, exposing its organization and characterizing part of the scientific production published in its annals in the last ten years. Methods: a theoretical, descriptive-exploratory study, with a bibliographic data source. The analysis was based on data available on the website of the Brazilian Society of Speech Therapy and Audiology, and restricted to the last ten years. The findings considered the year of publication, the publication category and the study area. The statistical analysis applied the Statistical Package for Social Sciences. Results: since 2006 eleven specialties have been recognized. The areas available for submitting papers changed between 2008 and 2011. From 2012 to 2017, 7,296 participants and 5,166 publications were identified. A decrease in both publications and participants is seen since 2014. In 2017, the number of papers was higher than the number of participants. Submissions in the "thesis/dissertation" category increased by 110%. Papers of a specific field related to the human voice presented the highest number of papers in the period. Conclusion: the increase in the number of specialists, added to technological advances, may partially justify a reduction in the number of participants; however, new relocations are necessary as a way to keep the event up to date and attractive, in face of the profession’s new trends.
DOI: 10.6084/m9.figshare.8227031.v1
title: Brazilian Congress on Speech, Language and Hearing Sciences: history, organization and scientific production

description: ABSTRACT Objective: to present the history of the Brazilian Speech Therapy and Audiology Congress, exposing its organization and characterizing part of the scientific production published in its annals in the last ten years. Methods: a theoretical, descriptive-exploratory study, with a bibliographic data source. The analysis was based on data available on the website of the Brazilian Society of Speech Therapy and Audiology, and restricted to the last ten years. The findings considered the year of publication, the publication category and the study area. The statistical analysis applied the Statistical Package for Social Sciences. Results: since 2006 eleven specialties have been recognized. The areas available for submitting papers changed between 2008 and 2011. From 2012 to 2017, 7,296 participants and 5,166 publications were identified. A decrease in both publications and participants is seen since 2014. In 2017, the number of papers was higher than the number of participants. Submissions in the "thesis/dissertation" category increased by 110%. Papers of a specific field related to the human voice presented the highest number of papers in the period. Conclusion: the increase in the number of specialists, added to technological advances, may partially justify a reduction in the number of participants; however, new relocations are necessary as a way to keep the event up to date and attractive, in face of the profession’s new trends.
DOI: 10.6084/m9.figshare.7710956
title: Relationship between dizziness and learning difficulties in schoolchildren: an integrative review

description: ABSTRACT Purpose: this study aims to verify the level of scientific evidence on the relationship between dizziness and academic achievement in childhood. Methods: the study was performed using the following search terms: dizziness, vertigo, child, learning, spelling, learning skills, academic skills, reading, and their correspondents in Portuguese in the following databases: PubMed, Scielo, LILACS and PsycINFO. Observational studies that examined the relationship between dizziness and academic achievement in childhood, published between 2007 and 2017, were included. Articles that did not allow access to the full text, and studies based on samples with motor, hearing, and cognitive disorders were excluded. Results: we initially found 315 articles and three met the established inclusion and exclusion criteria. These were scored according to the Newcastle-Ottawa Modified Scale with scores between 2 and 3 and as IIb according to the American Speech-Language Hearing Association levels of evidence and quality indicators. Conclusion: the results of this integrative review showed a low level of scientific evidence on the relationship between dizziness and academic achievement in childhood. It is important to emphasize the importance of improving study design to better understand their relationship, to allow provision of the best preventive, assessment, and intervention methods.
DOI: 10.6084/m9.figshare.7710956.v1
title: Relationship between dizziness and learning difficulties in schoolchildren: an integrative review

description: ABSTRACT Purpose: this study aims to verify the level of scientific evidence on the relationship between dizziness and academic achievement in childhood. Methods: the study was performed using the following search terms: dizziness, vertigo, child, learning, spelling, learning skills, academic skills, reading, and their correspondents in Portuguese in the following databases: PubMed, Scielo, LILACS and PsycINFO. Observational studies that examined the relationship between dizziness and academic achievement in childhood, published between 2007 and 2017, were included. Articles that did not allow access to the full text, and studies based on samples with motor, hearing, and cognitive disorders were excluded. Results: we initially found 315 articles and three met the established inclusion and exclusion criteria. These were scored according to the Newcastle-Ottawa Modified Scale with scores between 2 and 3 and as IIb according to the American Speech-Language Hearing Association levels of evidence and quality indicators. Conclusion: the results of this integrative review showed a low level of scientific evidence on the relationship between dizziness and academic achievement in childhood. It is important to emphasize the importance of improving study design to better understand their relationship, to allow provision of the best preventive, assessment, and intervention methods.
DOI: 10.6084/m9.figshare.7710965
title: Analysis of softwares for emotion recognition in children and teenagers with autism spectrum disorder

description: ABSTRACT Purpose: to investigate the use of softwares for emotion recognition in children and teenagers with Autism Spectrum Disorders (ASD). Methods: an integrative review of the literature with scientific papers published from 2012 to 2017 indexed in Periódico Capes, Science Direct, and PudMed; combined descriptors: autism AND emotion AND software; autism AND emotion recognition AND software. Inclusion criterion was the use of software related to emotion recognition in children and teenagers with ASD, up to 18 years old. Review papers and those using robots were excluded. Results: ten international papers were reviewed. The most used emotional expressions were “happiness”, “fear”, “anger”, “disgust”, “sadness”, and “surprise”. Ten software programs were described: Emotion Recognition Task (1), Cambridge Mindreading Face-Voice Battery for Children (3), Mind Reading (2), Mood Maker (1), Virtual-Reality Emotion Sensitivity Test (1), FaceSay (1), Penn Emotion Recognition (1), FaceMaze Game (1), Computer Emotion Recognition Toolbox (CERT) (1), and Emotiplay (1). Conclusion: studies with software programs focused on ASD intervention allow future research efforts in the diagnosis and intervention of this disorder.
DOI: 10.6084/m9.figshare.7710965.v1
title: Analysis of softwares for emotion recognition in children and teenagers with autism spectrum disorder

description: ABSTRACT Purpose: to investigate the use of softwares for emotion recognition in children and teenagers with Autism Spectrum Disorders (ASD). Methods: an integrative review of the literature with scientific papers published from 2012 to 2017 indexed in Periódico Capes, Science Direct, and PudMed; combined descriptors: autism AND emotion AND software; autism AND emotion recognition AND software. Inclusion criterion was the use of software related to emotion recognition in children and teenagers with ASD, up to 18 years old. Review papers and those using robots were excluded. Results: ten international papers were reviewed. The most used emotional expressions were “happiness”, “fear”, “anger”, “disgust”, “sadness”, and “surprise”. Ten software programs were described: Emotion Recognition Task (1), Cambridge Mindreading Face-Voice Battery for Children (3), Mind Reading (2), Mood Maker (1), Virtual-Reality Emotion Sensitivity Test (1), FaceSay (1), Penn Emotion Recognition (1), FaceMaze Game (1), Computer Emotion Recognition Toolbox (CERT) (1), and Emotiplay (1). Conclusion: studies with software programs focused on ASD intervention allow future research efforts in the diagnosis and intervention of this disorder.