cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.20022422
title: Team Based Learning in Speech, Language and Hearing Sciences: experience in the Public Health qualification

description: ABSTRACT Purpose: to present an experience report about Team-Based Learning utilization as an active methodology of learning in a Speech, Language and Hearing Sciences graduation course. Methods: students enrolled in the public health II subject in the graduation course received the material about breastfeeding by e-mail in advance and were informed about how the activity using Team-Based Learning would be developed. In class, they initially answered to a questionnaire, individually, which was later discussed in teams formed, randomly, by the professor. The answers were placed in charts, to compare individual and teams performances. Results: 25 female students participated in this study, with ages varying from 18 to 25 years, and differences were found between the individual and the team answers, since the answers chosen by the teams corresponded more to the template elaborated by the teacher. The percentage of correct individual answers was 69,6% and the percentage of correct team answers was 96%. Conclusion: the Team-Based Learning utilization showed to be viable from a pedagogical perspective, promoted greater engagement by the students and contributed in the development of teamwork.
DOI: 10.6084/m9.figshare.20022422.v1
title: Team Based Learning in Speech, Language and Hearing Sciences: experience in the Public Health qualification

description: ABSTRACT Purpose: to present an experience report about Team-Based Learning utilization as an active methodology of learning in a Speech, Language and Hearing Sciences graduation course. Methods: students enrolled in the public health II subject in the graduation course received the material about breastfeeding by e-mail in advance and were informed about how the activity using Team-Based Learning would be developed. In class, they initially answered to a questionnaire, individually, which was later discussed in teams formed, randomly, by the professor. The answers were placed in charts, to compare individual and teams performances. Results: 25 female students participated in this study, with ages varying from 18 to 25 years, and differences were found between the individual and the team answers, since the answers chosen by the teams corresponded more to the template elaborated by the teacher. The percentage of correct individual answers was 69,6% and the percentage of correct team answers was 96%. Conclusion: the Team-Based Learning utilization showed to be viable from a pedagogical perspective, promoted greater engagement by the students and contributed in the development of teamwork.
DOI: 10.6084/m9.figshare.7898879
title: Phonological awareness and early reading and writing abilities in early childhood education: preliminary normative data

description: ABSTRACT Objective: to provide preliminary normative data for the Reading and Writing Test by type of school, and normative data for the Phonological Awareness Test by Oral Production for private schools and update their normative data available for public schools, all of which are for children in the final year of early childhood education. Methods: 267 children, in the age range of 5 years, and typical development. Identification Questionnaire for Parents, Phonological Awareness Test by Oral Production and Reading and Writing Test were used. The means of performance in the tests of the present sample were compared with the existing normative data to justify normative data provision and updating. Results: Student’s t-test revealed that the private school children outperformed those of the public schools in all measures, reinforcing the need for specific standards, according to the type of school. There were strong to very strong relationships among the variables evaluated, demonstrating a marked association between phonological awareness and initial reading and writing abilities. The Wilcoxon test revealed significant differences between the performance of the children of the present study, from both private and public schools, and the data from the Phonological Awareness Test by Oral Production standardization sample, suggesting the need to update the Phonological Awareness Test by Oral Production standards. Finally, the new normative data were presented. Conclusion: the need to make available and update the test standards used, according to the type of school, was confirmed. Further studies are necessary to expand the data presented to other age groups.
DOI: 10.6084/m9.figshare.7898879.v1
title: Phonological awareness and early reading and writing abilities in early childhood education: preliminary normative data

description: ABSTRACT Objective: to provide preliminary normative data for the Reading and Writing Test by type of school, and normative data for the Phonological Awareness Test by Oral Production for private schools and update their normative data available for public schools, all of which are for children in the final year of early childhood education. Methods: 267 children, in the age range of 5 years, and typical development. Identification Questionnaire for Parents, Phonological Awareness Test by Oral Production and Reading and Writing Test were used. The means of performance in the tests of the present sample were compared with the existing normative data to justify normative data provision and updating. Results: Student’s t-test revealed that the private school children outperformed those of the public schools in all measures, reinforcing the need for specific standards, according to the type of school. There were strong to very strong relationships among the variables evaluated, demonstrating a marked association between phonological awareness and initial reading and writing abilities. The Wilcoxon test revealed significant differences between the performance of the children of the present study, from both private and public schools, and the data from the Phonological Awareness Test by Oral Production standardization sample, suggesting the need to update the Phonological Awareness Test by Oral Production standards. Finally, the new normative data were presented. Conclusion: the need to make available and update the test standards used, according to the type of school, was confirmed. Further studies are necessary to expand the data presented to other age groups.
DOI: 10.6084/m9.figshare.7974230
title: The performance of elementary public and private school students pre and post phonological intervention

description: ABSTRACT Purpose: this study aims to compare the performance, pre and post phonological intervention, of 2nd year students in public and private education, with and without learning disabilities. Methods: 30 students from the 2nd year of elementary education, public and private participated in these study, distributed in: GI, GII and GIII, composed of 15 public school students, submitted to pre and post testing and phonological intervention; and GIV, GV and GVI, comprising 15 private school students, submitted to pre and post testing and phonological intervention. In the pre and post testing moment, the Linguistic Cognitive Skills Assessment Protocol Adaptive was performed. For the intervention, the phonological tasks of letter/sound relationship, analysis, synthesis and manipulation of phonemes and syllables were conducted. Results: there was a statistically significant performance for the students submitted to the phonological intervention program of the public and private education, in all skills analyzed. Conclusion: the intervention was effective in both scopes, public and private, however, private school students did better in a greater number of skills analyzed as compared to public school ones, suggesting the influence of the intervention associated with the stimuli offered in the process of schooling.
DOI: 10.6084/m9.figshare.7974230.v1
title: The performance of elementary public and private school students pre and post phonological intervention

description: ABSTRACT Purpose: this study aims to compare the performance, pre and post phonological intervention, of 2nd year students in public and private education, with and without learning disabilities. Methods: 30 students from the 2nd year of elementary education, public and private participated in these study, distributed in: GI, GII and GIII, composed of 15 public school students, submitted to pre and post testing and phonological intervention; and GIV, GV and GVI, comprising 15 private school students, submitted to pre and post testing and phonological intervention. In the pre and post testing moment, the Linguistic Cognitive Skills Assessment Protocol Adaptive was performed. For the intervention, the phonological tasks of letter/sound relationship, analysis, synthesis and manipulation of phonemes and syllables were conducted. Results: there was a statistically significant performance for the students submitted to the phonological intervention program of the public and private education, in all skills analyzed. Conclusion: the intervention was effective in both scopes, public and private, however, private school students did better in a greater number of skills analyzed as compared to public school ones, suggesting the influence of the intervention associated with the stimuli offered in the process of schooling.
DOI: 10.6084/m9.figshare.7975019
title: The view of parents and teachers about the occurrence of deleterious oral habits in a group of preschool children

description: ABSTRACT Objective: to compare the parents and teachers views about the occurrence of deleterious oral habits in preschool children. Methods: a cross - sectional study with a quantitative analysis. Parents and teachers answered a self-administered questionnaire regarding the deleterious habits of preschool children and signed the Informed Consent Term. At the end, 221questionaries were included. The data were submitted to Chi-square test, Fisher exact and McNemar tests. Results: according to the parents, the most frequent habit was the bottle with 52.04%, followed by the pacifier with 24.09%. According to the teachers, the pacifier was the most frequent one, accounting for 20.36% of cases, followed by the use of bottle (7.69%). In the present sample, 90.95% of the children were breastfed. When related to oral habits, it was observed that the longer the breastfeeding time, the lower the use of pacifiers and bottles. By comparing the questionnaires, it was verified that the parents noticed, more frequently, the oral habits than did the teachers. Conclusion: in the group studied, the parents reported more the presence of deleterious oral habits than did the teachers. It is important that parents, and especially teachers, have information about the harm caused by the prolonged presence of such habits, so that they can encourage their interruption, thus, avoiding possible damages to the stomatognathic system and the performance of orofacial functions.
DOI: 10.6084/m9.figshare.7975019.v1
title: The view of parents and teachers about the occurrence of deleterious oral habits in a group of preschool children

description: ABSTRACT Objective: to compare the parents and teachers views about the occurrence of deleterious oral habits in preschool children. Methods: a cross - sectional study with a quantitative analysis. Parents and teachers answered a self-administered questionnaire regarding the deleterious habits of preschool children and signed the Informed Consent Term. At the end, 221questionaries were included. The data were submitted to Chi-square test, Fisher exact and McNemar tests. Results: according to the parents, the most frequent habit was the bottle with 52.04%, followed by the pacifier with 24.09%. According to the teachers, the pacifier was the most frequent one, accounting for 20.36% of cases, followed by the use of bottle (7.69%). In the present sample, 90.95% of the children were breastfed. When related to oral habits, it was observed that the longer the breastfeeding time, the lower the use of pacifiers and bottles. By comparing the questionnaires, it was verified that the parents noticed, more frequently, the oral habits than did the teachers. Conclusion: in the group studied, the parents reported more the presence of deleterious oral habits than did the teachers. It is important that parents, and especially teachers, have information about the harm caused by the prolonged presence of such habits, so that they can encourage their interruption, thus, avoiding possible damages to the stomatognathic system and the performance of orofacial functions.
DOI: 10.6084/m9.figshare.8092307
title: Accuracy of single-breath counting test to determine slow vital capacity in hospitalized patients

description: ABSTRACT Purpose: to identify the accuracy of the single-breath counting test to determine slow vital capacity in hospitalized patients and to evaluate the repeatability of the same examiner. Methods: a diagnostic study and the choice of techniques were randomly assigned. The area under the curve (receiver operating characteristic) was calculated from the slow vital capacity (20ml/kg) to evaluate the best psychometric characteristics of single-breath counting Test for this cutoff point. Repeatability observed by the same examiner was assessed using the Intraclass Correlation Coefficient. Results: 516 patients hospitalized for various diseases were analyzed. In the curve analysis (receiver operating characteristic/slow vital capacity=20ml/Kg), the value of 21 in single-breath counting test with a sensitivity of 94.44% and specificity of 76.62% (area under the curve =0.93, p&lt;0.005) was found. The intraclass correlation coefficient value for the single-breath counting test was 0.976 with p&gt;0.005. Conclusion: the single-breath counting test was a valid and repetitive technique, and may be an important screening option for assessment of lung function in the absence of specific equipment. This technique opens perspectives to replace slow vital capacity measurement in hospitals, which lack spirometric equipment, or in patients who may have a contagious disease, which has a risk of contamination and spread of disease from one patient to another.
DOI: 10.6084/m9.figshare.8092307.v1
title: Accuracy of single-breath counting test to determine slow vital capacity in hospitalized patients

description: ABSTRACT Purpose: to identify the accuracy of the single-breath counting test to determine slow vital capacity in hospitalized patients and to evaluate the repeatability of the same examiner. Methods: a diagnostic study and the choice of techniques were randomly assigned. The area under the curve (receiver operating characteristic) was calculated from the slow vital capacity (20ml/kg) to evaluate the best psychometric characteristics of single-breath counting Test for this cutoff point. Repeatability observed by the same examiner was assessed using the Intraclass Correlation Coefficient. Results: 516 patients hospitalized for various diseases were analyzed. In the curve analysis (receiver operating characteristic/slow vital capacity=20ml/Kg), the value of 21 in single-breath counting test with a sensitivity of 94.44% and specificity of 76.62% (area under the curve =0.93, p&lt;0.005) was found. The intraclass correlation coefficient value for the single-breath counting test was 0.976 with p&gt;0.005. Conclusion: the single-breath counting test was a valid and repetitive technique, and may be an important screening option for assessment of lung function in the absence of specific equipment. This technique opens perspectives to replace slow vital capacity measurement in hospitals, which lack spirometric equipment, or in patients who may have a contagious disease, which has a risk of contamination and spread of disease from one patient to another.
DOI: 10.6084/m9.figshare.8092319
title: Deglutition pattern in Angle’s Class II malocclusion

description: ABSTRACT Purpose: to analyze the electromyographic activity of the suprahyoid muscles during deglutition in participants with Angle´s Class II malocclusion. Methods: electromyographic data recordings were performed in the supra-hyoid muscles during swallowing and at rest, in 30 volunteers, 15 Angle´s Class I participants and 15 Angle´s Class II malocclusion, aged 15-27 years old. The Root Means Square values for both tests were analyzed, and for the deglutition test, the Linear Envelope was used to observe the type of muscle activation pattern. Results: during the test at rest, there was no significant difference in Root Means Square values (p=0.22) between Class I and Class II subjects. During deglutition, it was found that Angle´s Class II subjects had significantly higher RMS values (p=0.01) as compared to Class I volunteers. Regarding the type of muscle activation pattern, there was a significant difference between Class I and Class II participants with a predominance of type 1 peak for Class I and type 2 peak for Class II. Conclusion: there was a difference in electromyographic recordings during deglutition in participants with Angle´s Class II as compared to Class I participants with a tendency towards two contraction peaks, showing a greater imbalance during the function. There was no difference between groups in the rest position.
DOI: 10.6084/m9.figshare.8092319.v1
title: Deglutition pattern in Angle’s Class II malocclusion

description: ABSTRACT Purpose: to analyze the electromyographic activity of the suprahyoid muscles during deglutition in participants with Angle´s Class II malocclusion. Methods: electromyographic data recordings were performed in the supra-hyoid muscles during swallowing and at rest, in 30 volunteers, 15 Angle´s Class I participants and 15 Angle´s Class II malocclusion, aged 15-27 years old. The Root Means Square values for both tests were analyzed, and for the deglutition test, the Linear Envelope was used to observe the type of muscle activation pattern. Results: during the test at rest, there was no significant difference in Root Means Square values (p=0.22) between Class I and Class II subjects. During deglutition, it was found that Angle´s Class II subjects had significantly higher RMS values (p=0.01) as compared to Class I volunteers. Regarding the type of muscle activation pattern, there was a significant difference between Class I and Class II participants with a predominance of type 1 peak for Class I and type 2 peak for Class II. Conclusion: there was a difference in electromyographic recordings during deglutition in participants with Angle´s Class II as compared to Class I participants with a tendency towards two contraction peaks, showing a greater imbalance during the function. There was no difference between groups in the rest position.
DOI: 10.6084/m9.figshare.8092313
title: Quantitative evaluation of tongue pressure in children with oral breathing

description: ABSTRACT Objective: to quantify tongue pressure in children with oral breathing and to describe their respiratory clinical manifestations, comparing them to the objective evaluation Methods: the study was performed with 60 children, four to nine years old, treated at the outpatient clinics of the Pernambuco Clinical Hospital, Federal University of Pernambuco, distributed into two groups, with and without oral breathing. The collection consisted of a survey of respiratory clinical manifestations, application of the protocol on respiratory mode and assessment of tongue pressure, using the Iowa Oral Performance Instrument (IOPI). Results: male predominance and correlation between diagnosis of allergic rhinitis and/or nasal obstruction and the clinical diagnosis of oral breathing were observed. There was a statistically significant difference between the groups for usual position of open lips, open mouth, sagging facial expression muscles, narrow nostrils, shortened upper and everted lower lip. The mean tongue pressure in children with oral and nasal breathing presented a mean of 38.27 Kpa and 53.73 Kpa, respectively. Conclusion: tongue pressure decreased in children with oral breathing, corroborating that which is reported in the literature. There was agreement between the results of respiratory clinical characteristics and the objective evaluation.
DOI: 10.6084/m9.figshare.8092313.v1
title: Quantitative evaluation of tongue pressure in children with oral breathing

description: ABSTRACT Objective: to quantify tongue pressure in children with oral breathing and to describe their respiratory clinical manifestations, comparing them to the objective evaluation Methods: the study was performed with 60 children, four to nine years old, treated at the outpatient clinics of the Pernambuco Clinical Hospital, Federal University of Pernambuco, distributed into two groups, with and without oral breathing. The collection consisted of a survey of respiratory clinical manifestations, application of the protocol on respiratory mode and assessment of tongue pressure, using the Iowa Oral Performance Instrument (IOPI). Results: male predominance and correlation between diagnosis of allergic rhinitis and/or nasal obstruction and the clinical diagnosis of oral breathing were observed. There was a statistically significant difference between the groups for usual position of open lips, open mouth, sagging facial expression muscles, narrow nostrils, shortened upper and everted lower lip. The mean tongue pressure in children with oral and nasal breathing presented a mean of 38.27 Kpa and 53.73 Kpa, respectively. Conclusion: tongue pressure decreased in children with oral breathing, corroborating that which is reported in the literature. There was agreement between the results of respiratory clinical characteristics and the objective evaluation.
DOI: 10.6084/m9.figshare.8092316
title: Voice symptoms and handicap in adults with cochlear implants

description: ABSTRACT Purpose: to investigate the presence of vocal symptoms and handicap in adults with cochlear implants, and verify the correlation with their self-perception of the voice quality. Methods: twenty-seven adults of both genders, with cochlear implants, in the age range of 19 to 57 years participated. The participants answered the self-assessment protocols Voice Handicap Index and Voice Symptom Scale. Furthermore, the participants answered an additional question about how they rated their voices. Results: for the Voice Handicap Index, the average score was 28.74, in total, and the average score for the Voice Symptom Scale was 29.22, in total. The correlation between the scores of the Voice Handicap Index and the self-perception of the voice showed that the worse the perception, the more handicap in every domain of the protocol. For the Voice Symptoms Scale, the results showed that there is a positive and moderate correlation between the self-perception of the voice and the total scores as well as for the impairment and emotional subscales. Conclusion: this study verified the presence of handicap and symptoms related to voice, mainly, regarding physical, functional and limitation aspects for the adults with cochlear implants. There is a positive and moderate correlation between the score of the protocols applied and self-evaluation of the vocal quality of the participants.