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- Gonzalez Lindh, Margareta, 1965-, et al.
(author)
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Prevalence of swallowing dysfunction screened in Swedish cohort of COPD patients
- 2017
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In: The International Journal of Chronic Obstructive Pulmonary Disease. - 1176-9106 .- 1178-2005. ; 12, s. 331-337
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Journal article (peer-reviewed)abstract
- Background: COPD is a common problem associated with morbidity and mortality. COPD may also affect the dynamics and coordination of functions such as swallowing. A misdirected swallow may, in turn, result in the bolus entering the airway. A growing body of evidence suggests that a subgroup of people with COPD is prone to oropharyngeal dysphagia. The aim of this study was to evaluate swallowing dysfunction in patients with stable COPD and to determine the relation between signs and symptoms of swallowing dysfunction and lung function (forced expiratory volume in 1 second percent predicted). Methods: Fifty-one patients with COPD in a stable phase participated in a questionnaire survey, swallowing tests, and spirometry. A post-bronchodilator ratio of the forced expiratory volume in 1 second/best of forced vital capacity and vital capacity,0.7 was used to define COPD. Swallowing function was assessed by a questionnaire and two swallowing tests (water and cookie swallow tests). Results: Sixty-five percent of the patients reported subjective signs and symptoms of swallowing dysfunction in the questionnaire and 49% showed measurable ones in the swallowing tests. For the combined subjective and objective findings, 78% had a coexisting swallowing dysfunction. No significant difference was found between male and female patients. Conclusion: Swallowing function is affected in COPD patients with moderate to severe airflow limitation, and the signs and symptoms of this swallowing dysfunction were subjective, objective, or both.
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| 2. |
- Deliberato, Debora, et al.
(author)
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Vocabulary comprehension and strategies in name construction among childrenusing aided communication
- 2018
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In: Augmentative and Alternative Communication. - : Taylor & Francis. - 0743-4618 .- 1477-3848. ; 34:1, s. 16-29
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Journal article (peer-reviewed)abstract
- Vocabulary learning reflects the language experiences of the child, both in typical and atypical development, although the vocabulary development of children who use aided communication may differ from children who use natural speech. This study compared the performance of children using aided communication with that of peers using natural speech on two measures of vocabulary knowledge: comprehension of graphic symbols and labeling of common objects. There were 92 participants not considered intellectually disabled in the aided group. The reference group consisted of 60 participants without known disorders. The comprehension task consisted of 63 items presented individually in each participant's graphic system, together with four colored line drawings. Participants were required to indicate which drawing corresponded to the symbol. In the expressive labelling task, 20 common objects presented in drawings had to be named. Both groups indicated the correct drawing for most of the items in the comprehension tasks, with a small advantage for the reference group. The reference group named most objects quickly and accurately, demonstrating that the objects were common and easily named. The aided language group named the majority correctly and in addition used a variety of naming strategies; they required more time than the reference group. The results give insights into lexical processing in aided communication and may have implications for aided language intervention.
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| 3. |
- Jennische, Margareta, et al.
(author)
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Interpretation and Construction of Meaning of Bliss-words in Children
- 2015
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In: Augmentative and Alternative Communication. - : Informa UK Limited. - 0743-4618 .- 1477-3848. ; 31:2, s. 97-107
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Journal article (peer-reviewed)abstract
- Blissymbolics as a graphic symbol system has the potential to represent a large number of vocabulary items using a small number of basic Bliss-characters. The aim of this project was to investigate how children with typical development, aged 3 years to 7 years 11 months, interpreted Bliss-characters and compound Bliss-words and then constructed their own Bliss-words. Children participated in a teaching procedure that included explanations and feedback on the structure and meaning of Bliss-characters. Their spontaneous interpretations of Bliss-characters and their ability to construct new Bliss-words were explored. Results suggest that Bliss-characters, although not very transparent, evoked spontaneous linguistic activities and were retained after brief explanations. Children aged 5 years and older appeared to discover the logic of the structure of Bliss-words. Children of all ages used Bliss-characters to represent new ideas. Some chose Bliss-characters resembling adult representations of concepts, others chose Bliss-characters representing personal associations. In sum, children retained many of the Bliss-characters after a relatively brief exposure and demonstrated semantic creativity in interpretation and construction of Bliss-words.
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