Catálogo de publicaciones - revistas

<jats:sec> <jats:title>Purpose</jats:title> <jats:p>Diagnoses, assessments, and treatments, as well as social and language interventions, can be effective in identifying and interpreting specific linguistic features that present special challenges to the language abilities of individuals who are deaf and hard of hearing (DHH). This article reports on a study analyzing complex sentences and morphosyntactic error production by Arabic-speaking adolescents who are hearing and DHH.</jats:p> </jats:sec> <jats:sec> <jats:title>Method</jats:title> <jats:p>A total of 124 adolescents participated, all native speakers of Arabic in Grades 6–10 (63 hearing and 61 DHH). The participants were asked to provide an oral narrative about a dangerous experience.</jats:p> </jats:sec> <jats:sec> <jats:title>Results</jats:title> <jats:p>Both groups produced a low mean percentage of complex sentences out of the total number of clauses. However, adolescents who are DHH produced significantly fewer complex sentences and more morphosyntactic errors when compared with their hearing peers. The most common errors produced by both groups were clause errors including omission of subject or predicate and errors in word order. Determiner errors were produced significantly more often by adolescents who are DHH.</jats:p> </jats:sec> <jats:sec> <jats:title>Conclusions</jats:title> <jats:p>To our knowledge, this study is one of the first to investigate morphosyntactic aspects of complex sentences and morphosyntactic errors produced by Arabic-speaking adolescents who are hearing and DHH. This study therefore has significance for further research on language development among Arabic speakers and on definitions of vulnerable linguistic aspects in DHH.</jats:p> </jats:sec>

<jats:sec> <jats:title>Purpose:</jats:title> <jats:p>This study aimed to critically appraise recent peer-reviewed scientific evidence on the effect of vocal hygiene education on voice quality and function directly and indirectly measured by auditory-perceptual, acoustic, and self-report measures in professional voice users.</jats:p> </jats:sec> <jats:sec> <jats:title>Method:</jats:title> <jats:p>A systematic review was conducted utilizing the Preferred Reporting Items for Systematic review and Meta-Analyses Protocols (PRISMA-P) guidelines. Five databases were searched using the keywords “vocal hygiene,” “vocal hygiene education,” “vocal health,” “vocal quality,” and “voice quality” with Boolean phrases “AND” and “OR.” Twenty-three studies that met the eligibility criteria were included. Scoring was based on the American Speech-Language-Hearing Association's levels of evidence and quality indicators, as well as the Newcastle–Ottawa Scale for assessing the risk of bias.</jats:p> </jats:sec> <jats:sec> <jats:title>Results:</jats:title> <jats:p> Four studies (17%) linked low awareness of vocal hygiene or insufficient vocal hygiene education to self-reported acute and chronic voice symptoms, as well as a greater perception of voice handicap among professional voice users. Numerous studies ( <jats:italic>n</jats:italic> = 10; 43%) showed that adequate voice training or vocal hygiene education was linked to positive voice outcomes. Six studies (6.26%), however, demonstrated that vocal hygiene education is more effective when combined with direct voice therapy. When vocal hygiene education is presented in isolation, the superiority of a direct voice therapy approach, with or without vocal hygiene education, is seen over a vocal hygiene education program alone (indirect treatment). </jats:p> </jats:sec> <jats:sec> <jats:title>Conclusions:</jats:title> <jats:p>Recent literature demonstrates mixed results obtained through auditory-perceptual, acoustic, and self-rating measures on the effects of vocal hygiene instruction on vocal quality and function in professional voice users. However, the compelling positive outcomes presented do warrant implementation of vocal hygiene education programs in combination with direct voice therapy for professional voice users.</jats:p> </jats:sec>