RESUMO Objetivo Adaptar transculturalmente a Escala de Fatigabilidad Vocal en Docentes (EFV-D) para o português brasileiro (PB). Método Os procedimentos seguiram as recomendações de Beaton et al. e as diretrizes da International Test Commission (ITC). Desenvolvida e validada em espanhol, a EFV-D detecta a fatigabilidade vocal em professores. É composta por 17 itens divididos em dois fatores: 11 relacionados às sensações durante o uso da voz e seis às estratégias de recuperação e limitações devido ao uso vocal excessivo. O processo incluiu cinco etapas: (1) tradução para o PB por dois fonoaudiólogos e um tradutor juramentado, brasileiros e fluentes em espanhol; (2) síntese das traduções; (3) pré-teste com 23 professores do ensino fundamental, médio e superior, que avaliaram a relevância dos itens; (4) retrotradução realizada por um fonoaudiólogo e um tradutor não especialista; e (5) consenso das versões e elaboração da versão final pelo comitê de especialistas. Resultados Na tradução, houve ajustes no título do fator 2 e em todos os itens, sendo 15 reformulados e dois com conteúdo alterado. Na retrotradução, observaram-se divergências estruturais em 14 itens e de conteúdo em 3, solucionadas pelo comitê. De modo geral, os professores atribuíram níveis satisfatórios de importância, clareza e interpretação à maioria dos itens. Aqueles com relevância inferior a 50% foram modificados conforme os critérios de equivalência. Conclusão A adaptação transcultural da EFV-D para o PB resultou na versão final denominada Escala de Fatigabilidade Vocal em Professores (EFV-P). Estudos futuros devem ser realizados para verificar sua validade e a confiabilidade.
PURPOSE:To perform the cross-cultural adaptation of the Vocal Fatigability Scale for Teachers (VFS-T) to Brazilian Portuguese (BP). METHOD:The procedures followed the recommendations of Beaton et al. and the guidelines of the International Test Commission (ITC). Originally developed and validated in Spanish, the EFV-D assesses vocal fatigability in teachers. It consists of 17 items divided into two factors: 11 related to sensations during voice use and six related to recovery strategies and limitations due to excessive vocal use. The process comprised five stages: (1) translation into BP by two speech-language pathologists and one sworn translator, all Brazilian and fluent in Spanish; (2) synthesis of the translations; (3) pre-testing with 23 elementary, secondary, and higher education teachers, who evaluated the relevance of the items; (4) back-translation performed by one speech-language pathologist and one non-specialist translator; and (5) consensus of the versions and development of the final version by an expert committee. RESULTS:During translation, adjustments were required in the title of factor 2 and all items for better interpretation, with 15 items reformulated and two content-adjusted. In the back-translation, there were structural discrepancies in 14 items and content discrepancies in 3, which were resolved by the expert committee. Overall, teachers assigned satisfactory levels of importance, clarity, and interpretation to most items. Those with a relevance index below 50% were modified according to equivalence criteria. CONCLUSION:The cross-cultural adaptation of the EFV-D into PB resulted in the final version entitled the Vocal Fatigability Scale for Teachers (EFV-P). Future studies should be conducted to verify its validity and reliability.
RESUMO O Atraso Motor de Fala (AMF) caracteriza-se por dificuldade na execução motora, resultando em fala ininteligível, com alterações na precisão articulatória, estabilidade, voz e prosódia, além de dificuldades na dissociação dos articuladores e na presença de movimentos excessivos para a idade. O objetivo deste estudo foi descrever, por meio de quatro estudos de caso longitudinais, o desempenho de crianças brasileiras com AMF submetidas ao Rapid Syllable Transition Treatment (ReST), verificando aquisição, retenção e generalização. Participaram quatro crianças monolíngues, entre cinco e oito anos, diagnosticadas com AMF. A intervenção foi realizada por teleatendimento síncrono, duas vezes por semana, durante seis semanas. Foram aplicadas sondagens em diferentes momentos da terapia, envolvendo pseudopalavras treinadas e não treinadas, frases, palavras reais e itens de controle. Os resultados mostraram aumento progressivo da pontuação em todos os aspectos avaliados. Observou-se melhora significativa na acurácia dos fonemas, no acento lexical e na coarticulação, confirmando aquisição, retenção e generalização. Conclui-se que o ReST mostrou-se um método promissor para crianças com AMF, inclusive em formato de teleatendimento, configurando-se como alternativa terapêutica promissora fundamentada nos princípios da aprendizagem motora e em critérios linguísticos na seleção de estímulos.
Speech Motor Delay (SMD) is characterized by difficulties in motor execution, resulting in unintelligible speech, with changes in articulatory precision, stability, voice, and prosody, as well as reduced articulatory dissociation and excessive movements for age. The objective of this study was to describe, through four longitudinal case studies, the performance of Brazilian children with SMD submitted to the Rapid Syllable Transition Treatment (ReST), verifying acquisition, retention, and generalization. Four monolingual children, aged five to eight years and diagnosed with SMD, participated. The intervention was conducted via synchronous telepractice, twice a week, over six weeks. Probes of trained and untrained pseudowords, sentences, real words, and control items were applied at different stages of therapy. The results showed progressive improvement in all evaluated aspects. Significant gains were observed in phoneme accuracy, lexical stress, and coarticulation, confirming acquisition, retention, and generalization. It is concluded that ReST is effective for children with SMD, including when applied through telepractice, representing a promising evidence-based therapeutic alternative grounded in motor learning principles and supported by linguistically controlled stimuli selection.
PURPOSE:To analyze whether children with phonological disorder present alterations in the neural coding of speech, using Frequency Following Response (FFR) under monaural and binaural conditions. METHODS:This is an analytical, observational, cross-sectional study with a sample of 21 children with phonological disorders and 21 with typical development. They underwent the following procedures: medical history survey, phonological assessment, inspection of the external auditory canal, and audiological and electrophysiological evaluation, performed in one or two sessions. FFR was performed with the speech stimulus /da/, in two sweeps of 3000 stimuli at 80 dB HL, with a rate of 10.9 stimuli/second, a duration of 40 ms, and an analysis window of 74.677 ms. RESULTS:Children with phonological disorders presented higher latency values in all conditions than those with typical development, with statistical significance in the latency of wave V, and lower amplitudes than those with typical development, although without statistical significance. In terms of stimulus presentation, the binaural condition showed significantly larger amplitudes than the monaural conditions, suggesting the presence of a binaural summation effect. CONCLUSION:Children with phonological disorders present alterations in speech encoding, evidenced by delays in FFR responses under both monaural and binaural conditions.
PURPOSE:Considering the clinical need for greater assessment efficiency, this study aimed to present the short version of the MBGR Protocol, addressing the stages of content-based validity evidence and response process validation. METHODS:A preliminary version of the reduced MBGR Protocol was developed based on the original version and subjected to the Delphi methodology. Content validation was conducted in two rounds, using a Likert scale to assess the relevance and representativeness of the items. The Content Validity Index (CVI) was calculated. For the response process validation, 11 speech- language pathologists (SLPs) were trained, and the protocol was applied to 11 patients, with video recording. Subsequently, the professionals completed a questionnaire, and the responses were analyzed and discussed with an expert committee. Statistical analysis was performed to compare the reduced and original versions, using paired t-tests or the Wilcoxon test, with a significance level set at p<0.05. RESULTS:The initial proposal of the reduced protocol included 36 items. Of the 11 invited experts, seven analyzed and provided feedback on each item, leading to the exclusion of 17 items. The content validity evidence yielded a global CVI of 87%. During the response process evaluation, the SLPs reported adequate understanding and applicability of the short version. Most professionals considered the original protocol too extensive and the reduced version more feasible for clinical practice. The suggestions were mostly incorporated by the authors, resulting in adjustments and exclusions that finalized the reduced protocol, with a total score ranging from 0 to 137 points. CONCLUSION:The reduced version of the MBGR Protocol demonstrated evidence of content validity and response process validation, resulting in a final version with a shorter application time, making it more suitable for clinical use.
PURPOSE:To investigate whether the method of introducing complementary feeding (CF) is related to pediatric feeding disorders (PFD) in the first year of life. METHODS:Clinical trial with 128 mother-child pairs randomized into intervention groups by CF methods: traditional, Baby-Led Introduction to Solids (BLISS), or mixed. The intervention was carried out at the infants' 5 and a half months of age in an experimental kitchen with meals prepared according to the randomized method. Follow-up was conducted at their 7 and 9 months of age. At 12 months, the Brazilian Child Feeding Scale (EBAI) was applied to screen for PFD. This study was registered in the Brazilian Clinical Trials Registry (ReBEC). RESULTS:PFD was present in 16 (12.5%) children: 5 (3.9%) from the traditional method (3 with mild PFD and 2 with severe PFD), 9 (7%) from the BLISS method (5 with mild PFD, 2 with moderate PFD, and 2 with severe PFD), and 2 (1.6%) from the mixed method (both with mild PFD). In the analysis of the 14 EBAI questions, the responses tended towards the adequate and/or favorable aspects across all CF methods, with no statistically significant differences. CONCLUSION:PFD was not influenced by the CF method in the study sample.
PURPOSE:To provide a word bank based on familiarity and representativeness for the 18- to 36-month age group, considering the Brazilian cultural context. METHODS:This was a cross-sectional study with a quantitative design. The questionnaire, sent to expert judges, was based on the list of words and sentences from the MacArthur-Bates Communicative Development Inventories (MB-CDIs). Three groups of experts participated: experienced speech therapists, speech therapists, and mothers with no training in the area. The questionnaire included 21 questions on familiarity and 13 on representation, which were answered using a Likert scale on familiarity (familiar or unfamiliar) and representativeness (representation by pictures or not). The responses were analyzed using descriptive and inferential statistics and visually represented through word clouds. RESULTS:According to the criteria, only those that met the mean values were selected, leaving a total of 146 words. Based on the list from the MB-CDIs inventory adapted to Portuguese, the words were organized by category to generate the word bank, called the Word Bank for Childhood Language Development (BPDLI): A Validated Instrument for Brazilian Portuguese. CONCLUSION:This work provides a validated tool that can be used in clinical language assessment and intervention at early ages, allowing for greater sensitivity to the child's cultural and family context. This word bank also has therapeutic potential for approaches to phonology, narrative language, and augmentative and alternative communication.
PURPOSE:To assess the self-perception of health and disability of individuals with bilateral hearing loss (HL) before and after one year of using hearing aids, using the World Health Organization Disability Assessment Schedule 2.0 (WHODAS 2.0). METHODS:Longitudinal, observational and analytical-descriptive study, approved by the research ethics committee under opinion number 6.767.314, in which 15 individuals diagnosed with mild to severe hearing loss and wearing bilateral hearing aids (HA) were assessed. The WHODAS 2.0 was applied at the time of fitting and reapplied after one year of use. The mean scores in the six domains of the instrument (cognition, mobility, self-care, getting along, life activities and participation) were statistically analyzed. RESULTS:A reduction in disability was observed after using HA, with an average reduction of 12% in WHODAS scores. Domains such as cognition, self-care, and participation showed statistical differences. CONCLUSION:WHODAS 2.0 proved effective in assessing and monitoring disability and its impact on the functioning of individuals with HL, being sensitive to changes promoted by the use of HA, despite the absence of statistical significance in some variables.
PURPOSE:to map and synthesise scientific evidence on the relationship between bullying and stuttering in schoolchildren. The following specific aims will be investigated: (1) the impact of the co-occurrence of both; (2) strategies for identifying bullying in children who stutter; and (3) approaches to tackling bullying in this population. RESEARCH STRATEGIES:Scoping Review was conducted following the Joanna Briggs Institute methodology. The PubMed, Scielo, CAPES, and Web of Science databases were consulted using specific descriptors. SELECTION CRITERIA:Full-text articles in English or Portuguese were included, with no time limit. Opinion articles, letters to the editor, and studies that did not meet the objective of the study were excluded. DATA ANALYSIS:The data extracted included author, title, objectives, methodology, results, and conclusions, culminating in a PRISMA-ScR flowchart for organising the findings. RESULTS:The studies analysed point to a higher prevalence of bullying, anxiety and low self-esteem among children and adolescents who stutter, especially in the school environment. Weakened social relationships and lack of awareness increase the risk of exclusion. Speech therapists play an essential role in guidance and prevention, although there is still a need for more robust research on effective interventions. CONCLUSION:This study confirmed the relationship between stuttering and the experience of bullying, highlighting the impacts on the mental health and socialisation of people who stutter. In addition, although scarce, the main intervention strategies identified to date were gathered, such as educational programmes and prevention activities, still in the school environment and in conjunction with the academic staff and family members.
RESUMO Objetivo mapear e sintetizar evidências científicas sobre a relação entre bullying e gagueira em escolares. Serão investigados os objetivos específicos: (1) o impacto da coocorrência de ambos; (2) estratégias de identificação do bullying em crianças que gaguejam; e (3) abordagens para enfrentamento do bullying nessa população. Estratégia de pesquisa Foi conduzida uma Scoping Review seguindo metodologia do Instituto Joanna Briggs. As bases de dados PubMed, Scielo, CAPES e Web of Science foram consultadas com descritores específicos. Critérios de seleção foram incluídos artigos em inglês ou português com texto completo, sem limite temporal. Excluídos artigos de opinião, cartas ao editor e estudos que não responderam ao objetivo do trabalho. Análise dos dados os dados extraídos incluíram autor, título, objetivos, metodologia, resultados e conclusões, culminando em um fluxograma PRISMA-ScR para organização dos achados. Resultados os estudos analisados apontam maior prevalência de bullying, ansiedade e baixa autoestima entre crianças e adolescentes que gaguejam, especialmente no ambiente escolar. Relações sociais fragilizadas e falta de conscientização aumentam o risco de exclusão. O fonoaudiólogo tem papel essencial na orientação e prevenção, embora ainda haja necessidade de pesquisas mais robustas sobre intervenções eficazes. Conclusões Este estudo confirmou a relação entre a gagueira e a vivência do bullying, evidenciando impactos na saúde mental e na socialização das pessoas que gaguejam. Além disso, embora escassas, foram reunidas as principais estratégias de intervenção identificadas até o momento, como programas educativos e atividades de prevenção, ainda no ambiente escolar e em conjunto com o corpo acadêmico e familiares.
PURPOSE:To present the diagnostic accuracy of the scored Clinical Examination of the MMBGR Orofacial Myofunctional Assessment Protocol for the age range of 24 to 71 months. METHODS:Diagnostic accuracy validation study with a convenience sample. Fourteen speech-language pathologists analyzed images of 132 participants from the database of previous validation stages, divided into two groups (G1 = 24 to 35 months and 29 days; G2 = 36 to 71 months and 29 days). Each image was analyzed individually and independently by a panel of three expert speech-language pathologists, with agreement between at least two evaluators considered valid. Opinions regarding domains of the orofacial myofunctional examination, Orofacial Myofunctional Disorder (OMD), and referral needs were recorded using an electronic form. The speech-language pathologists' responses based on clinical experience, without using the protocol (gold standard), were compared with those obtained using the Protocol (index test). Receiver Operating Characteristic (ROC) curve analysis was applied, cutoff points were established, and sensitivity and specificity values were obtained using R Core Team software (2022). RESULTS:Diagnostic accuracy in preschool children in G1 was ideal and in G2 was reasonable for orofacial structures. For orofacial functions, accuracy was ideal in G1 and reasonable in G2; for tone, accuracy was reasonable in both groups. For OMD, accuracy was reasonable for both G1 and G2. The cutoff point for OMD was 15 (24-35 months) and 22 (36-71 months). Accuracy was reasonable for predicting multidisciplinary and speech-language pathology referrals. CONCLUSION:The MMBGR Protocol demonstrated adequate diagnostic accuracy for orofacial structures and functions in preschool children. It showed reasonable accuracy for diagnosing OMD and for predicting multidisciplinary and speech-language pathology referrals.
PURPOSE:To evaluate the clinical impact of the DHACA® method on the development of social skills in children with Autism Spectrum Disorder (ASD). METHODS:This longitudinal quantitative intervention study conducted with 23 children with ASD, aged 3 to 6 years, who were nonverbal or minimally verbal. Individual intervention sessions using the DHACA® method were held weekly for 20 weeks. Social skills were assessed before and after the intervention using the ACOTEA-R protocol. Data were statistically analyzed using the Wilcoxon test. RESULTS:There was a significant improvement (p < 0.05) in ten of the sixteen skills assessed, including "responds to name," "eye contact," "shared attention," and "symbolic play." Other skills, such as "responds to 'no'" and "takes turns," showed a tendency toward clinical improvement, although not statistically significant. Only three skills did not show relevant progress. CONCLUSION:The DHACA® method proved effective in promoting social skills in children with ASD, contributing to greater autonomy and social participation. The results reinforce its clinical potential as a therapeutic resource in both educational and healthcare settings.
RESUMO Objetivo Identificar e verificar a acurácia do rastreamento da disfagia orofaríngea em idosos internados ou em acompanhamento ambulatorial hospitalar, bem como associar a presença de disfagia às principais comorbidades dessa população. Método Trata-se de um estudo transversal, com participação de idosos internados nas enfermarias ou que buscavam consultas ambulatoriais de um Hospital Público de Referência na Região Nordeste do Brasil. Foi aplicado o questionário Rastreamento de Disfagia em Idosos (RaDI), além da realização de videoendoscopia da deglutição (VED) em um subgrupo de pacientes. Resultados O instrumento identificou um número relevante de idosos com sinais sugestivos de disfagia orofaríngea, além de mostrar associação consistente com o exame de referência utilizado e associação com comorbidades neurológicas, pulmonares e cardiológicas. Conclusão O RaDI é uma ferramenta prática e útil para o rastreamento de disfagia em idosos, apresentando concordância clínica relevante com a VED e potencial para aplicação em contextos hospitalares e ambulatoriais.
PURPOSE:To evaluate the performance of the PETIT application (automated tablet-based screening) compared with conventional sweep screening in identifying the risk of hearing impairment in school-aged children, using headphones with passive noise cancellation. METHODS:Cross-sectional observational study including 122 children (aged 5 to 8 years) from the public school of Santana de Parnaíba. The following procedures were performed: otoscopy; automated hearing screening via tablet (with Sennheiser HD-280 headphones); and conventional sweep screening. Part of the sample also underwent pure-tone audiometry. Statistical analysis used binomial and binary logistic regression tests, along with the calculation of sensitivity, specificity, and accuracy. RESULTS:There was significant association between the results of the sweep screening and PETIT, as well as the coefficient of the predictor variable (conventional audiometry) was significant to the performance in the sweep screening. For PETIT, a sensitivity of 85.7%, specificity of 100%, and accuracy of 99.18% were observed. CONCLUSION:The results suggest that this tool has promising applicability in schools for identifying children at risk of hearing impairments.
RESUMO Objetivo Apresentar acurácia diagnóstica do Exame Clínico com escores, do Protocolo de Avaliação Miofuncional Orofacial MMBGR para faixa etária de 24 a 71 meses. Método Estudo de validação da acurácia diagnóstica com amostra de conveniência. Quatorze fonoaudiólogos analisaram imagens de 132 participantes do banco de dados das etapas anteriores de validação, divididos em dois grupos (G1 = 24 a 35 meses e 29 dias; G2 = 36 a 71 meses e 29 dias). Cada imagem foi analisada por trio de fonoaudiólogos especialistas, individual e separadamente, sendo considerada válida concordância entre dois deles. Emitidos pareceres sobre domínios do exame miofuncional orofacial, Distúrbio Miofuncional Orofacial (DMO) e necessidade de encaminhamentos, em formulário eletrônico. Foram comparadas as respostas dos fonoaudiólogos baseadas na experiência clínica, sem utilizar o protocolo (padrão ouro) com aquelas emitidas com uso do Protocolo (teste índice). Utilizado método Receiver Operating Characteristic Curve (ROC), atribuídos pontos de corte e obtidos valores de sensibilidade e especificidade; software R Core Team 2022. Resultados Acurácia diagnóstica em pré-escolares G1 é ideal e G2 razoável para estruturas orofaciais. Funções orofaciais acurácia ideal (G1) e razoável (G2), em tônus a acurácia foi razoável em ambos grupos. DMO a acurácia é razoável para G1 e G2.O ponto de corte para DMO é 15 (24 a 35 meses) e 22 (36 a 71 meses). A acurácia é razoável para encaminhamentos multidisciplinares e fonoaudiológicos. Conclusão O Protocolo MMBGR apresentou acurácia adequada para estruturas e funções orofaciais de pré-escolares. É razoável para diagnosticar DMO e prever encaminhamentos multidisciplinares e fonoaudiológicos.
PURPOSE:To identify and verify the accuracy of oropharyngeal dysphagia screening in older patients hospitalized or undergoing outpatient follow-up, and to associate the presence of dysphagia with the main comorbidities in this population. METHODS:This is a cross-sectional study with older patients hospitalized in wards or seeking outpatient consultations at a public referral hospital in Northeastern Brazil. The study applied the Oropharyngeal Dysphagia Screening in Older Adults (RaDI), as well as fiberoptic endoscopic evaluation of swallowing (FEES) in a subgroup of patients. RESULTS:The instrument identified a significant number of older patients with signs suggestive of oropharyngeal dysphagia and showed a consistent association with the reference examination used and an association with neurological, pulmonary, and cardiological comorbidities. CONCLUSION:RaDI is a practical and useful tool for dysphagia screening in older people, showing relevant clinical agreement with FEES and potential for application in hospital and outpatient settings.
PURPOSE:to map how implicit memory has been addressed in international scientific speech-language-hearing production. RESEARCH STRATEGIES:An electronic search was conducted in the PubMed, Web of Science, Scopus, Embase, CINAHL, and PsycINFO databases, supplemented by a manual search of references of the included studies. The scoping review was conducted based on the Joanna Briggs Institute Evidence Synthesis Manual, following the PRISMA-ScR guidelines. The protocol was registered in the Open Science Framework (10.17605/OSF.IO/PNDWF). SELECTION:criteria: Studies addressing implicit memory in speech-language-hearing contexts, in Portuguese, English, or Spanish, regardless of year of publication, were included. DATA:analysis: Two reviewers independently extracted data, considering design, population, objectives, and main outcomes. The studies were grouped by area of application and synthesized by descriptive and narrative analysis. RESULTS:A total of 2,565 documents were identified, of which 39 comprised this review. The studies were grouped into three categories (language, audiology, and voice). The most frequent themes found were the application of implicit learning in speech-language-hearing contexts; the use of implicit tasks for the assessment and characterization of disorders; and investigations of biases, prejudices, and/or implicit perceptions in speech-language-hearing practice. CONCLUSION:The literature deals with implicit memory in a limited and heterogeneous manner, mainly in language, audiology, and voice, focusing on implicit learning, assessment, and biases. Despite its clinical potential, there is a lack of conceptual and methodological systematization, indicating the need for future research to consolidate its use in the field.
RESUMO Objetivo Realizar a validação transcultural do Teste de Autoavaliação da Competência na Comunicação (TACCom) para a língua italiana. Método O procedimento de validação transcultural seguiu as recomendações e diretrizes do COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) e constou de cinco etapas: 1) Tradução do TACCom do português brasileiro (PB) para o italiano, por três fonoaudiólogos bilíngues; 2) Elaboração da versão por consenso; 3) Retrotradução do italiano para o PB por um quarto fonoaudiólogo bilíngue; 4) Comparação da retrotradução com o instrumento original e elaboração da versão final em italiano, denominada Test di Autovalutazione della Competenza nella Comunicazione (TACCom-IT); e 5) Aplicação do pré-teste do TACCom-IT em 101 indivíduos nativos italianos, que usam a voz e a comunicação oral como principal instrumento de trabalho. Nesta etapa, a opção “não aplicável” foi acrescentada na chave de respostas. Resultados Na tradução, houve escolhas lexicais diferentes em relação ao título, às instruções e a sete itens. Na retrotradução, houve discordâncias conceituais no título e nas instruções, e lexicais em cinco itens. O comitê de especialistas realizou mudanças no título, nas instruções e em três itens. Na fase pré-teste, uma proporção significativamente maior de participantes respondeu com opções da chave de resposta habitual do instrumento para todos os itens. Conclusão A versão adaptada do TACCom para o italiano, intitulada Test di Autovalutazione della Competenza nella Comunicazione (TACCom-IT), apresenta equivalência cultural e linguística satisfatória em relação ao instrumento original, sendo considerada válida transculturalmente.
RESUMO Objetivo mapear como a memória implícita tem sido abordada na produção científica internacional em Fonoaudiologia. Estratégia de pesquisa Foi realizada busca eletrônica nas bases PubMed, Web of Science, Scopus, Embase, CINAHL e PsycINFO, complementada por busca manual nas referências dos estudos incluídos. A revisão de escopo foi conduzida com base no Manual para Síntese de Evidências do Joanna Briggs Institute, seguindo as diretrizes PRISMA-ScR. O protocolo foi registrado no Open Science Framework (10.17605/OSF.IO/PNDWF). Critérios de seleção Foram incluídos estudos que abordassem a memória implícita em contextos fonoaudiológicos, em português, inglês ou espanhol, independentemente do ano de publicação. Análise dos dados Dois revisores extraíram os dados de forma independente, considerando delineamento, população, objetivos e principais desfechos. Os estudos foram agrupados por área de aplicação e sintetizados por análise descritiva e narrativa. Resultados Um total de 2.565 documentos foram identificados, dentre os quais 39 compuseram essa revisão. Os estudos foram agrupados em 3 categorias (linguagem, audiologia e voz). Os temas mais frequentes encontrados foram: a aplicação da aprendizagem implícita em contextos terapêuticos fonoaudiológicos; o uso de tarefas implícitas para avaliação e caracterização de transtornos; as investigações de vieses, preconceitos e/ou percepções implícitas na prática fonoaudiológica. Conclusão A literatura trata a memória implícita de forma limitada e heterogênea, principalmente em linguagem, audiologia e voz, com foco em aprendizagem implícita, avaliação e vieses. Apesar do potencial clínico, há carência de sistematização conceitual e metodológica, indicando a necessidade de pesquisas futuras para consolidar seu uso na área.
