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Made available in DSpace on 2020-12-10T17:36:43Z (GMT). No. of bitstreams: 0 Previous issue date: 2020-01-01 Speech accuracy is an indicator for evaluating the language of children with cochlear implant (CI). Verifying the teaching that increases this accuracy and how efficiency measures can be adopted are relevant questions. The current study evaluated the acquisition of speech accuracy, using pictures of scenes as controls. Sentences were employed after equivalence-based instruction. Eight children with CI and who were readers participated in the study. The sentences had the following structure: [subject]-[verb]-[object]. The teaching included selecting pictures and constructing printed sentences, conditionally to dictated sentences. Naming and reading was monitored by multiple probes. Two judges transcribed the participants' vocalizations and the accuracy was measured by the correspondence with target-phonemic units of sentences. All the participants increased the speech accuracy in response to pictures of scenes after the teaching. Acquisition standards were observed and the accuracy was firstly obtained in the terminal portion, followed by the initial portion and, lastly in the medial portion. These results suggest how and under conditions establish the speech accuracy of the sentences in children with CI. Univ Estadual Paulista, Ave Engenheiro Luiz Edmundo Carrijo Coube 14-01, BR-17033360 Bauru, SP, Brazil Hosp Reabilitacao Anomalias Craniofaciais, Ave Engenheiro Luiz Edmundo Carrijo Coube 14-01, BR-17033360 Bauru, SP, Brazil Univ Sao Paulo, Rua Silvio Marchione 3-20, BR-17012900 Bauru, SP, Brazil USP Bauru, Fac Odontol Bauru FOB, Dept Fonoaudiol, Alameda Dr Octavio Pinheiro Brisolla 9-75, BR-17012901 Bauru, SP, Brazil USP Bauru, Fac Odontol Bauru FOB, Programa Posgrad Fonoaudiol, Alameda Dr Octavio Pinheiro Brisolla 9-75, BR-17012901 Bauru, SP, Brazil Univ Estadual Paulista, Ave Engenheiro Luiz Edmundo Carrijo Coube 14-01, BR-17033360 Bauru, SP, Brazil

Made available in DSpace on 2020-12-10T16:59:35Z (GMT). No. of bitstreams: 0 Previous issue date: 2019-01-01. Added 1 bitstream(s) on 2021-07-15T15:24:45Z : No. of bitstreams: 1 S2317-17822019000300310.pdf: 1266839 bytes, checksum: f9bb54b5465b5dd0366db32ee633da42 (MD5) Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) Purpose: To verify the effect of the multiple exemplar instruction at the acquisition and integration of listening and speaking behaviors, with substantives and substantive-adjective combinations, in children with Auditory Neuropathy Spectrum Disorder (ANSD) and cochlear implant (CI). Methods: Participants were two children with ANSD that were users of CL We adopted dictated stimulus and pictures that corresponded to words (substantive) and substantive-adjective syntactic units. The study was arranged in teaching steps that were intercalated with listening and speaking behaviors probes, with all stimuli. The multiple exemplar instruction presented oral imitation (echoic). auditory recognition (listening) and pictures naming (touch) tasks, on a rotating way; the substantives were taught first and, idler that, the substantive-adjective combinations. Results: In the pre-test, the participants showed variability and discrepancy in the correct responses percentages of listening and speaking. All achieved firstly 100% correct responses in the listening task and the speaking performances were close to listening alter the teaching. All extended substantive learning to substantive-adjective syntactic units. Conclusion: Children with ANSD and CI can learn and integrate listening and speaking behaviors by multiple exemplar instruction, from words to syntactic units. Univ Estadual Paulista, Fac Ciencias, Bauru, SP, Brazil Univ Fed Sao Carlos UFSCar, Sao Carlos, SP, Brazil Hosp Reabilitacao Anomalias Craniofaciais, Bauru, SP, Brazil Univ Sao Paulo, Fac Odontol, Bauru, SP, Brazil Univ Estadual Paulista, Fac Ciencias, Bauru, SP, Brazil FAPESP: 2014/50909-8 CNPq: 465686/2014-1

Made available in DSpace on 2018-11-26T15:27:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-01-01 Considering the speech rehabilitation in children with hearing impairment and cochlear implant and the evidence of possible stimuli control transference of reading to naming, the objective of the present study was to evaluate the effects of a teaching program for reading simple words on the speech intelligibility of two children in tests of reading words and naming pictures. The procedure consisted of teaching conditional relations based on a selection of printed words and word composition after word dictation. Picture naming was assessed in a multibaseline design. Data showed improvement in the quality of responses when compared to baseline, both in front of words and pictures. Future studies with higher number of participants and other experimental designs may verify the benefits of teaching programs to the rehabilitation process of this population. Univ Estadual Paulista, BR-17033360 Bauru, SP, Brazil Inst Nacl Ciencia & Tecnol Comportamento, Sao Carlos, SP, Brazil Hosp Reabilitacao Anomalias Craniofaciais, Sao Paulo, SP, Brazil Univ Estadual Paulista, BR-17033360 Bauru, SP, Brazil

Made available in DSpace on 2018-11-26T15:27:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-01-01 The present study investigated the effects of strengthening equivalence relations between spoken words, printed words, and pictures to improve the correspondence between vocalizations in picture naming and in reading tasks in children with cochlear implant. Before the study, the children pronounced words better while reading than while naming pictures. The procedure taught two sets of three relations between dictated words and pictures, between the same dictated words and printed words, and between dictated and printed syllables. Periodic probes evaluated the experimental effects according to a multiple baseline design between stimulus sets. Picture naming and reading of all six words were probed before and after teaching each type of relationship and testing for class formation for each stimulus set. Picture naming progressively improved for five of six participants across teaching and probes with Stimulus Set 1, and for all participants across Stimulus Set 2. Reading scores, initially high, also reached perfect or near perfect accuracy. The results extend previous findings on the potential of procedures based on the stimulus equivalence paradigm for improving speech and listening comprehension of children with cochlear implant. Univ Sao Paulo, Bauru, SP, Brazil Assoc Pais & Amigos Excepcionais, Bauru, SP, Brazil Univ Estadual Paulista, Bauru, SP, Brazil Univ Fed Sao Carlos, BR-13560 Sao Carlos, SP, Brazil Univ Estadual Paulista, Bauru, SP, Brazil