DEBORA MARIA BEFI LOPES
Projetos de Pesquisa
Unidades Organizacionais
Departamento de Fisioterapia, Fonoaudiologia e Terapia Ocupacional, Faculdade de Medicina - Docente
LIM/34 - Laboratório de Ciências da Reabilitação, Hospital das Clínicas, Faculdade de Medicina
LIM/34 - Laboratório de Ciências da Reabilitação, Hospital das Clínicas, Faculdade de Medicina
62 resultados
Resultados de Busca
Agora exibindo 1 - 10 de 62
- Aspectos da fluência da fala em crianças com distúrbio específico de linguagem(2014) ANDRADE, Cláudia Regina Furquim de; BEFI-LOPES, Debora Maria; JUSTE, Fabíola Staróbole; CÁCERES-ASSENÇO, Ana Manhani; FORTUNATO-TAVARES, Talita MariaPurpose The present study aimed to assess specific aspects of speech fluency in children with specific language impairment (SLI). This included examining the typology of speech disruption and rate (in words and syllables per minute), across different age groups. Methods A total of 50 children, aged 3 to 7 years old, presenting with nonverbal IQ and hearing thresholds within normal limits (without the presence of stuttering) participated in the study. Children were divided into two groups: G1 (SLI) included 25 children (7 girls and 18 boys) and G2 (typical development) included 25 children matched on age and gender with G1. Each child was shown a figure and asked to discuss what s/he liked about the figure. Each speech sample included 200 fluent syllables or 100 fluent words. Results Between-group analyses demonstrated that children aged 3 to 4 years old in G1 had lower speech rate than their age-matched peers from G2. Within-group analyses revealed no differences in disruption typologies between age groups in G1 participants. In contrast, hesitation was the most frequent typology for 4- to 5-year-old G2 children, whereas hesitation and word repetition typologies were observed in 6- to 7-year-old G2 children. Conclusion Children with suspected SLI between the ages of 3 to 4 years old showed a reduction in word and syllable production. Hesitation-type speech disruptions were prominently used by typically developing children, regardless of age, and were not observed in SLI children.
- Nationwide questionnaire data of 229 Williams-Beuren syndrome patients using WhatsApp tool(2021) PIRES, Lucas Vieira Lacerda; RIBEIRO, Rogerio Lemos; SOUSA, Adriana Modesto de; LINNENKAMP, Bianca Domit Werner; PONTES, Sue Ellen; TEIXEIRA, Maria Cristina Triguero Veloz; BEFI-LOPES, Debora Maria; HONJO, Rachel Sayuri; BERTOLA, Debora Romeo; KIM, Chong AeBackground: Williams-Beuren syndrome is a multisystemic disorder caused by a microdeletion of the 7q 11.23 region. Although familial cases with autosomal dominant inheritance have been reported, the vast majority are sporadic. Objective: To investigate the main complaints and clinical findings of patients with Williams-Beuren syndrome. Methods: A total of 757 parents of patients registered in the Brazilian Association of Williams-Beuren Syndrome (ABSW) received a questionnaire via WhatsApp from March to July 2017. Results: In total, 229 parents answered the survey. Age of diagnosis ranged from 2 days to 34 years (median: 3 years). The main clinical findings reported by the parents were abdominal colic (83.3%), failu re to thrive (71.5%), feeding difficulty in the first year (68.9%), otitis (56.6%), urinary tract infections (31.9%), precocious puberty (27.1%) and scoliosis (15.9%). Cardiac defects were present in 66% of patients, and the most frequent defect was supravalvular aortic stenosis (36%). Arterial hypertension was reported in 23%. Hypercalcemia was reported in 10.5% of patients, mainly during the first year of life. Hyperacusis and hypersociability were common complaints (both present in 89%). Other behavioral and neuropsychiatric symptoms reported by the parents included attention deficit (89%), anger crises (83%), excessive fear (66%), depression (64%), anxiety (67%) and hypersexuality(33%).The most common complaints were hypersensitivity to sounds, talkative personality, emotional dependence and learning difficulties. In 98.3%, the parents denied family history. Conclusions: Williams-Beuren syndrome requires close follow-up with different medical specialties due to their variable clinical comorbidities, including language and school learning difficulties, behavioral and psychiatric problems.
- Análise da ortografia de alunos do 4º ano do Ensino Fundamental a partir de ditado de palavras(2013) SANTOS, Maria Thereza Mazorra dos; BEFI-LOPES, Debora MariaPURPOSE: The purpose of this study was to establish a profile of the spelling patterns studied in students from public and private schools and to describe a word spelling task for clinical and educational settings. METHODS: Eighty-two fourth grade students belonging to the elementary school of public and private schools in São Paulo, ranging in age from nine to ten years, took part in this study. The spelling task consisted of a list of ten high frequency words (HFW), ten low frequency words (LFW), and ten pseudowords (PW), in which the typology and number of spelling errors were described. To compare the average number of mistakes on the HFWs, LFWs, and PWs, we used an analysis of variance and Tukey's multiple comparisons (p<0.05). Using a cluster analysis, homogeneous groups were formed based on their performance. RESULTS: Results indicated that the average number of mistakes in the LFWs was higher than in the HFWs (p=0.000) and PWs (p=0.000), and the number of mistakes in the HFWs was lower than in the PWs (p=0.009). The highest number of mistakes was found in the following categories: ""others"", ""rule generalization"", ""omission"", ""voiced-voiceless"", and ""addition"". There were no mistakes of the type ""ão-am"" and ""blend-separation"" in the HFWs. CONCLUSION: Spelling errors are a part of the process of learning to write, and students can show some variance in spelling performance. Furthermore, students need to be stimulated to analyze words and their aspects of phonology, morphology, and semantics. An analysis from the types of errors is not enough to plan intervention programs, but instead is necessary to understand the strategies that the child uses to write.
- É possível predizer o tempo de terapia das alterações específicas no desenvolvimento da linguagem?(2012) PUGLISI, Marina Leite; GÂNDARA, Juliana Perina; GIUSTI, Elisabete; GOUVêA, Maria Aparecida; BEFI-LOPES, Debora MariaPURPOSE: To explore which measures could predict the persistency of developmental language impairment (DLI) based on the association between the initial language assessment and the therapeutic prognosis of the child. METHODS: In this retrospective study, the records of 42 children with diagnosis of DLI were analyzed. Participants' age varied from 21 to 63 months at the first language assessment, which included vocabulary, phonology, pragmatics and fluency tests. The performance of subjects in each test was scored from 0 to 4, based on the severity of the deficits, and the maximum score corresponded to age-adequate performance. As prognostic measure, we accounted the length of therapy (in sessions) of patients who were discharged, were referred to another service (because the deficits had become very mild), or remained in therapy (persistent language difficulties). RESULTS: There was association between initial assessment (normal or mild alterations for vocabulary and pragmatics abilities) and prognosis (<135 therapeutic sessions). Vocabulary was the only variable able to predict the length of therapy. Being classified as severe in this measure caused the estimate of treatment to increase, in average, 112 sessions. CONCLUSION: The first vocabulary assessment can contribute to predict the child's therapeutic prognosis. This finding is clinically and scientifically relevant to Speech-Language Pathology, since it offers an auxiliary resource to the prognosis and therapeutic planning in cases of DLI.
- Complexidade da história e pausas silentes em crianças com e sem distúrbio específico de linguagem(2013) BEFI-LOPES, Debora Maria; BACCHIN, Letícia Bondezan; PEDOTT, Paula Renata; CÁCERES-ASSENÇO, Ana ManhaniPURPOSE: To verify the average time of silent pauses in narratives and the influence of story's complexity in the occurrence of these pauses in narratives of children with typical language development and children with specific language impairment (SLI), and further to compare these aspects between groups. METHODS: Sixty children aged between seven to ten years took part in this research, being 40 typical language developing children and 20 with SLI. To collect data, each child produced 15 narratives, each one based on a four-scene-sequence. These narratives show increasing complexity of the relations between the characters, since absence of intentionality (mechanical and behavioral sequences) to relations between characters with mental states attribution (intentional sequences), which allowed the survey of the average time of silent pauses in the narratives produced. RESULTS: Story's complexity has influenced the average time of silent pauses in narratives of children with typical language development, however, for children with SLI this pattern was not observed. The comparison between groups indicates a significant difference in all types of narratives, with the highest average in the group with SLI. CONCLUSION: Due to their linguistic impairment, children with SLI had longer silent pauses in their narratives. Story's complexity has influenced the average time of silent pauses in narratives of children with typical language development, but this difference hasn't occurred in SLI children's narratives.
- A duração da pausa silente difere entre palavras de classe aberta ou fechada?(2014) PEDOTT, Paula Renata; BACCHIN, Letícia Bondezan; CÁCERES-ASSENÇO, Ana Manhani; BEFI-LOPES, Debora MariaPurpose: The study aim was to determine whether the mean duration of silent pauses depends on the word class (open or closed) and to compare the duration for each type of word between children with typical language development and children with specific language impairment (SLI). Methods: The study included 40 children with typical language development and 20 children with SLI, aged between 7 and 10 years. Each subject produced 15 story narratives based on a separate sequence of four pictures for each narrative. After the transcription of the samples, the words were classified as open class (noun, adjective, verb, adverb, and numeral) or closed class (article, preposition, pronoun, conjunction, and interjection). In the second phase of the study, the samples were analyzed using software specific to the analysis of silent pauses and the duration (milliseconds) of the pauses that occurred immediately before each of these grammatical categories was recorded. Results: In both groups, silent pauses were longer when preceding closed class words and individuals in the SLI group produced longer silent pauses than their peers did. Conclusion: The duration of a silent pause varied according to the grammatical class of the preceded word and it was shorter when followed by an open class word. In addition, the fact that individuals with SLI produce longer silent pauses than their peers confirms that their language processing is slower.
- Evolução audiométrica em usuários de implante coclear multicanal(2013) HOSHINO, Ana Cristina Hiromi; CRUZ, Dorilan Rodriguez da; GOFFI-GOMEZ, Maria Valéria Schmidt; BEFI-LOPES, Débora Maria; MATAS, Carla Gentile; FORTUNATO-TAVARES, Talita M.; TSUJI, Robinson KojiPURPOSE: to evaluate how long after activation one can achieve the desired auditory thresholds in individuals multichannel cochlear implant users from different age groups. METHOD: a retrospective cross-sectional from a database, approved by CEP / FMUSP, under number 779/06. Individuals implanted between January 2005 and September 2008, whose files had preoperative audiometric data and 3, 6 and 12 months after CI were included. Seventy-two patients fulfilled the criteria, and they were divided in two groups according to age: group I (17 year old) and GII (18-66 year old). Analysis of variance (ANOVA) of one factor in order to verify the interaction between the mean threshold and time after CI were used. RESULTS: we observed that 15 of the GI have reached around 30dBNA thresholds at 3 months after implant. The same happened to 26 patients of GII. We found significant interaction between time (F (3.140) = 91.973, p = 0.00) and the average hearing thresholds. Post-hoc analysis in the GI group were statistically significant differences for comparisons between HA and 3 months after implantation (p = 0.00) and between 3 and 12 months (p = 0.28). For GII only for comparison between HA and 3 months (p = 0.00). CONCLUSION: a significant hearing change may be observed beginning from three months after IC, but this result is not found in all implanted subjects.
- Vocabulário, consciência fonológica e nomeação rápida: contribuições para a ortografia e elaboração escrita(2012) SANTOS, Maria Thereza Mazorra dos; BEFI-LOPES, Debora MariaPURPOSE: To investigate if the performance on linguistic tasks would be predictive of orthographic domain and quality of written productions. METHODS: Participants were 82 fourth graders of Elementary Education, from public and private schools of São Paulo, with ages ranging from 9 years to 10 years and 2 months. The test battery was composed of an expressive vocabulary test, phonological awareness and rapid serial naming tasks, words and pseudowords spelling, and written text composition using a visual stimulus as a starting point. The statistical analysis included Spearman (r) correlations among all tasks. RESULTS: The results indicated that the better the vocabulary skills, the smaller the number of spelling errors and the better the quality of the written text productions, considering all the analyzed categories. Also, the higher performance in both phonological awareness and rapid object naming tasks was correlated to fewer spelling errors and written text productions with greater grammatical structure. CONCLUSION: The linguistic abilities analyzed in this study were predictive of subjects' spelling performance. The vocabulary skills were predictive of the quality of written text productions. However, phonological awareness and rapid serial naming were only predictive of children's performance concerning the syntactic and grammatical structure of their written text productions.
- How Word/Non-Word Length Influence Reading Acquisition in a Transparent Language: Implications for Children's Literacy and Development(2023) SOARES, Aparecido J. C.; SASSI, Fernanda C.; FORTUNATO-TAVARES, Talita; ANDRADE, Claudia R. F.; BEFI-LOPES, Debora M.Decoding skills are crucial for literacy development and they tend to be acquired early in transparent languages, such as Brazilian Portuguese. It is essential to better understand which variables may affect the decoding process. In this study, we investigated the processes of decoding as a function of age of children who are exposed to a transparent language. To this end, we examined the effects of grade, stimulus type and stimulus extension on the decoding accuracy of children between the ages of six and 10 years who are monolingual speakers of Brazilian Portuguese. The study included 250 children, enrolled from the first to the fifth grade. A list of words and pseudowords of variable length was created, based on Brazilian Portuguese structure. Children assessment was conducted using the computer program E-prime((R)) which was used to present the stimuli. The stimuli were programmed to appear on the screen in a random order and children were instructed to read them. The results indicate two important moments for decoding: the acquisition and the mastery of decoding skills. Additionally, the results highlight an important effect of the extent and type of stimuli and how it interacts with the school progress. Moreover, data indicate the multifactorial nature of decoding acquisition and the different interactions between variables that can influence this process. We discuss medium- and long-term implications of it, and possible individual and collective actions which can improve this process.
bookPart Teste de vocabulário por figuras USP(2018) SOARES, Aparecido J. Couto; BEFI-LOPES, Debora M.