pdf
DOI:10.26744/rrttlc.2024.10.1.01
Published on line: 03/31/2024
Autor: asttlr
Probă pentru evaluarea abilităților de labiolectură în limba română a copiilor cu dizabilități de auz de vârstă școlară mica
Probă pentru evaluarea abilităților de labiolectură în limba română a copiilor cu dizabilități de auz de vârstă școlară mica
Lipreading assessment tool for Romanian hearing-impaired primary school children
Eliza-Magdalena ȘEULEANU, Ioana-Letiția ȘERBAN, Andrea HATHAZI
Abstract
Lipreading abilities have been investigated in numerous studies over the years, both in hearing-impaired/Deaf and hearing population. The paper presents an overview of the tests developed by several researchers in order to examine lipreading abilities in children and adults, both hearing and hearing-impaired or Deaf. The main elements which were integrated in these tests are discussed and underlined for the purpose of constructing a relevant lipreading test for Romanian hearing-impaired/ Deaf children in primary schools. The structure of the test is based on literature findings regarding the efficiency of other tests’ results depending on their components (subtests).
Keywords:lipreading abilities, lipreading assessment, perception of speech, hearing-impaired, deaf
pdf
DOI:10.26744/rrttlc.2024.10.1.02
Published on line: 03/31/2024
References
Auer, E. (2010). Investigating Speechreading and Deafness. Journal of the American Academy of Audiology, 21, 163–168. https://doi.org/10.3766/jaaa.21.3.4.
Basha, D.T. (2018). Speech-reading Intervention for Profoundly Deaf Child The Case of Hosanna School for the Deaf, Ethiopia. IOSR Journal of Humanities and Social Science, 23(6): 26-42.
Bernstein, L.E., Demorest, M.E., Tucker, P.E. (2000). Speech perception without hearing. Perception & Psychophysics, 62 (2): 233-252.
Buchanan-Worster, E., MacSweeney, M., Pimperton, H., Kyle, F., Harris, M., Beedie, I, Ralph-Lewis, A. & Hulme, C. (2020). Speechreading Ability is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children. Journal of Speech, Language and Hearing Research, 63:3775-3785.
Dell´ Aringa, A.H.B., Adachi, E.S. & Dell´ Aringa A.R. (2007). Lip reading role in the hearing aid fitting process. Brazilian Journal of Otorhinolaryngology, 73(1). 95–99.
Flowers, J.B. (2006). Predicting the ability to lip-read in children who have a hearing loss. Independent Studies and Capstones. Paper 428. Program in Audiology and Communication Sciences, Washington University School of Medicine.
http://digitalcommons.wustl.edu/pacs_capstones/428
Harris, M., & Moreno, C. (2006). Speech Reading and Learning to Read: A Comparison of 8-year-old Profoundly Deaf Children with Good and Poor Reading Ability. Journal of Deaf Studies and Deaf Education,11,189-201.
Hegazi, M.AF., Saad, A.M. & Khodeir, M.S. (2021). Development of a test for assessment of the lipreading ability for children in the Arabic-speaking countries. Egypt J Otolaryngol 37, 4. https://doi.org/10.1186/s43163-020-00067-5
Isakovic, L., Kovacevic, T., Dimic, N. (2016). Lip-Reading with Deaf and Hard of Hearing Preschool Children, in S. Nikolic, R. Nikic & V. Ilankovic (Eds.) Early Intervention in Special Education and Rehabilitation.Thematic Collection of International Importance, University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty, 195-207.
Johnson, C., & Goswami, U. (2010). Phonological awareness, vocabulary and reading in deaf children. Journal of Speech, Language, and Hearing Research, 53(2), 237–261. https://doi.org/10.1044/1092-4388(2009/08-0139)
Kyle, F. E., Campbell, R., & MacSweeney, M.(2016). The relativecontributions of speechreading and vocabulary to deaf andhearing children’s reading ability.Research in DevelopmentalDisabilities, 48,13–24. https://doi.org/10.1016/j.ridd.2015.10.004
Kyle, F.E., Campbell, R., Mohammed, T., Coleman, M., & MacSweeney, M. (2013). Speechreading development in deaf and hearing children: introducing the Test of Child Speechreading. Journal of Speech, Language and Hearing Research, 56 (2), 416-426. doi: 10.1044/1092-4388(2012/12-0039).
Kyle, F., Campbell, R., Mohammed, T., Coleman, M., & Macsweeney, M. (2012). Speechreading Development in Deaf and Hearing Children: Introducing the Test of Child Speechreading. Journal of speech, language, and hearing research : JSLHR, 56. https://doi.org/10.1044/1092-4388(2012/12-0039)
Kyle, F. E., & Harris,M. (2006). Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children. Journal of Deaf Studies and Deaf Education, 11(3), 273–288. https://doi.org/10.1093/deafed/enj037
Kyle, F. E., & Harris, M. (2010). Predictors of reading development in deaf children: A 3-year longitudinal study. Journal of Experimental Child Psychology, 107(3), 229–243. https://doi.org/10.1016/j.jecp.2010.04.011
Kyle, F. E., & Harris, M. (2011). Longitudinal patterns of emerging literacy in beginning deaf and hearing readers. Journal of Deaf Studies and Deaf Education, 16(3), 289–304. https://doi.org/10.1093/deafed/enq069
Lyxell B, Holmberg I (2000) Visual speechreading and cognitive performance in hearing-impaired and normal-hearing children (11–14 years). Br J Educ Psychol. https://doi.org/10.1348/000709900158272
Mohammed, T. E., MacSweeney, M., & Campbell, R. (2003). Developing the TAS: Individual differences in silent speechreading, reading and phonological awareness in deaf and hearing speechreaders. In AVSP 2003-International Conference on Audio-Visual Speech Processing.
Mohammed, T., Campbell, R., Macsweeney, M., Barry, F., & Coleman, M. (2006). Speechreading and its association with reading among deaf, hearing and dyslexic individuals. Clinical Linguistics & Phonetics, 20(7-8), 621-630.
Mohammed, T.E. (2007). An investigation of speechreading in profoundly congenitally deaf British adults. Department of Human Communication Science. University college London, PhD Thesis, UMI number: U592165.
Pavani, F., & Bottari, D. (2012). Visual Abilities in Individuals with Profound Deafness A Critical Review. În M. M. Murray & M. T. Wallace (Ed.), The Neural Bases of Multisensory Processes. CRC Press/Taylor & Francis. http://www.ncbi.nlm.nih.gov/books/NBK92865/
Soto-Faraco, S., Navarra, J., Weikum, W. M., Vouloumanos, A., Sebastián-Gallés, N., & Werker, J. F. (2007). Discriminating languages by speech-reading. Perception & Psychophysics, 69(2). https://doi.org/10.3758/BF03193744
Schwartz, J.-L., Berthommier, F., &Savariaux, C. (2004). Seeing to Hear Better: Evidence for Early Audio-visual Interactions in Speech Identification. Cognition, 93, 69-78.
Summerfield, Q., Bruce, V., Cowey, A., Ellis, A. W., & Perrett, D. I. (1992). Lipreading and audio-visual speech perception. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 335(1273), 71–78. https://doi.org/10.1098/rstb.1992.0009
Tye-Murray N, Hale S, Spehar B, Myerson J, Sommers MS (2014) Lipreading in school-age children: the roles of age, hearing status, and cognitive ability. J Speech Language Hearing Res 57(2):556–565.
Tye-Murray, N.; Sommers, M.S.; Spehar, B. (2007). Audiovisual Integration and Lipreading Abilities of Older Adults with Normal and Impaired Hearing. Ear and Hearing 28(5):p 656-668, DOI: 10.1097/AUD.0b013e31812f7185
Updike, C. D., Rasmussen, J. M., Arndt, R., & German, C. (1992). Revised Craig Lipreading Inventory. Perceptual and motor skills, 74(1), 267–277.
https://doi.org/10.2466/pms.1992.74.1.267
Protocol de evaluare a disgrafiei
Protocol de evaluare a disgrafiei
Protocol for assessing dysgraphia
Daniela ROMILĂ
Abstract
Handwriting is a motor perceptive skill acquired through practice (Feder, Majnemer, 2017) which, once it became automatic and organized, is a valid tool that facilitates the development of ideas. Writing difficulties are considered as reasons for guiding school children towards assessment, therapy and intervention services.
This research aims to investigate the psychomotor peculiarities of children with dysgraphia and to develop a protocol for the assessment of dysgraphia based on empirical evidence. For the structure of the evaluation protocol, samples such as the Nepsy battery (Korkman, Kirk, Kemp, 1998), psychomotricity assessment samples, and samples for evaluating the accuracy and speed of writing on a horizontal and vertical plane by using the Wacom Intuos Pro tablet and the SMART board were used.
The research targets third-grade students from two schools in the city of Mediaş, who were selected in a controlled manner to establish the control group and other randomly selected students for the target group, thus selecting 22 research participants.
Keywords: autism spectrum disorder, language and communication disorders in ASD, alternative and augmentative communication strategies, visual clues, echolalia
This research aims to investigate the psychomotor peculiarities of children with dysgraphia and to develop a protocol for the assessment of dysgraphia based on empirical evidence. For the structure of the evaluation protocol, samples such as the Nepsy battery (Korkman, Kirk, Kemp, 1998), psychomotricity assessment samples, and samples for evaluating the accuracy and speed of writing on a horizontal and vertical plane by using the Wacom Intuos Pro tablet and the SMART board were used.
The research targets third-grade students from two schools in the city of Mediaş, who were selected in a controlled manner to establish the control group and other randomly selected students for the target group, thus selecting 22 research participants.
Keywords: autism spectrum disorder, language and communication disorders in ASD, alternative and augmentative communication strategies, visual clues, echolalia
DOI: 10.26744/rrttlc.2024.10.1.03
Published on line: 03/31/2024
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mintal disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Barnett, A., Henderson, S.E., Scheib, B. & Schulz, J. (2007). Detailed Assessment of Speed of Handwriting (DASH): Pearson.
Bodea-Hațegan, C., Talaș, D., Trifu, R. (2016). Dispraxia. Studiu privind problematica dispraxiei în ţara noastră. Revista Română de Terapia Tulburărilor de Limbaj și Comunicare, Vol. 2, Nr. 1.
Schneck, C., Amundson, S. (2010). Prewriting and handwriting skills.
David, C., Roșan, A. (2017). Repere diagnostice bazate pe dovezi științifice în tulburările specifice de învățare. Cluj-Napoca: Editura Argonaut&Limes.
Dayan, E., Cohen, L. G. (2011). Neuroplasticity subserving motor skill learning Neuron. 72 p. 443-454.
Feder, K. P., Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine and Child Neurology, 49, p. 312-317.
Gibbs, J., Appleton, J. and Appleton, R. (2007). Dyspraxia or developmental coordination disorder? Unravelling the enigma. (Arch Dis Child. 2007 Jun; 92 (6): 534–539).
Goyen, T., Duff, S. (2005). Discriminant validity of the developmental test of visual-motor integration in relation to children with handwriting dysfunction. Australian Occupational Therapy Journal, 52, p. 109-115.
http://www.asha.org/PracticePortal/Clinical-Topics/Childhood-Apraxia-ofSpeech/.
Krings, F. (2014). (Psiho)Motricitate. Sprijin, prevenție și compensare. Cluj-Napoca: Editura Asociației de Științe Cognitive din România.
Radu, I. D. (2000). Educația psihomotorie a deficienților mintali – îndrumător metodic. București: Editura Pro Humanitate.
Radu, I. D. și Ulici, G. (2003). Evaluarea și educarea psihomotricității copiilor cu dificultăți psihomotorii de integrare. București: Editura Fundației Humanitas.
Romilă, A. coordonator științific. (2003). DSM IV – Manual de diagnostic și statistică a tulburărilor mentale – Ediția a IV-a, text revizuit. București: Editura Asociației Psihiatrilor Liberi din România.
Roșan, A. coordonator. (2015). Psihopedagogie specială. Modele de evaluare și intervenție. Iași: Editura Polirom.
Tseng, M., Chow, S. (2000). Perceptual-motor function of school-age children with slow handwriting speed. American Journal of Occupational Therapy, 54, p. 83-88.
Vlad, E. (2000). Evaluarea în actul educațional – terapeutic. București: Editura Pro Humanitate.
Vrăsmaș, E. (1999). Educația copilului preșcolar. Elemente de pedagogie la vârsta timpurie. București: Editura Pro Humanitate.
Wilhelm, I., Prehn-Kristensen, A., Born, J. (2012). Sleep-dependent memory consolidation–what can be learnt from children? Neuroscience & Biobehavioral Reviews, 36, p. 1718-1728.
Implicații ale întârzierii în dezvoltarea limbajului la vârsta școlarității. Program complex de intervenție logopedică
Implicații ale întârzierii în dezvoltarea limbajului la vârsta școlarității. Program complex de intervenție logopedică
Implications of speech and language delay in school age. Complex program of speech and language therapy
Nicoleta – Valentina KISS
Abstract
This paper aims to study the implications of language development in students with delayed language development with the help of a methodological aid developed. This manual was developed for pupils in preparatory class, grade I or pupils who have not mastered verbal and written language. To identify the benefits of the manual created in language development, five pupils from preparatory, grade I and grade IV who have not mastered verbal and written language or who have a delay in language development in the context of hearing disability were selected.
The final results showed progress in the development of language in the students, progress was identified in the emission of sounds and the correction of distorted or replaced sounds, new words were learned leading to vocabulary development, reading and writing skills were developed, auditory-verbal perception skills were developed especially for students with delayed language development in the context of hearing disability. Although the intervention period was short, it had an impact for each pupil chosen in the research.
The final results showed progress in the development of language in the students, progress was identified in the emission of sounds and the correction of distorted or replaced sounds, new words were learned leading to vocabulary development, reading and writing skills were developed, auditory-verbal perception skills were developed especially for students with delayed language development in the context of hearing disability. Although the intervention period was short, it had an impact for each pupil chosen in the research.
Keywords:speech delay, language, evaluation, intervention, methodological auxiliary
pdf
DOI: 10.26744/rrttlc.2024.10.1.04
Published on line: 03/31/2024
References
Anca, M. (1999). Probe psihologice neverbale pentru evaluarea copiilor cu cerințe speciale. Cluj – Napoca: Colecția Psihoped – Info.
ASHA, (2015). What is language? What is speech? consultat în data de 19.04.2022, pe http:// www.asha.org/public/speech/development/language_speech/.
Avramescu, M. (2008). Defectologie și logopedie. Ediția a V-a. București: Editura Fundația România de mâine.
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise. București: Editura Trei.
Bodea Hațegan, C., & Voicu, L. (2017). Întârzierea în dezvoltarea limbajului. Studiu de caz. Revista Română de Terapia Tulburărilor de Limbaj și Comunicare – RRTTLC, 4-16.
Manolache, C. (1980). Surdomutitatea. Ortofonie. Limbaj. Auzitori și surdomuți. București: Editura Medicală.
Moldovan, I. (2006). Corectarea tulburărilor limbajului oral. Cluj-Napoca: Presa Universitară Clujeană.
Revenco, N. (2019). Intervenția timpurie în copilărie. Suport de curs. Chișinău: Tipogr. Print-Caro.
Tobolcea, I. (2013). Intervenții logo-terapeutice pentru corectarea formelor dislalice la copilul normal. București: Editura Hamangiu.
Intervenție timpurie în dezvoltarea limbajului la copiii născuți prematur. Implicațiile mobilizării orofaciale
Intervenție timpurie în dezvoltarea limbajului la copiii născuți prematur. Implicațiile mobilizării orofaciale
Early intervention for speech and language development in preterm infants. Implications of orofacial motor training
Cătălina ALECSANDRESCU
Abstract
The purpose of this study was language development in preterm infants through early intervention and the implications of orofacial mobilization. Three preemie children between the aged between 2 and 3 years old took part in this study. With the help of language assessment scales, language development levels were determined. The evaluation scales applied were: Scale for establishing the level of language development (Păunescu, 1984), Integrated Development Scale, Portage Scale-language area, Curriculum Carolina-language area. For orofacial mobilization, the Z vibe Kit and orofacial massage along the Castillo-Morales route were used. By applying the orofacial mobilization, a better coordination of the facial muscles was aimed at emitting the sounds as correctly as possible, following the words and sentences. The results of this study show us the importance of the early intervention plan on language, but also on orofacial mobilization.
Keywords:language development, prematurity, early intervention, orofacial mobilization, intervention plan
pdf
DOI:10.26744/rrttlc.2024.10.1.05
Published on line: 03/31/2024
References
Anca, M. (2005). Suport curs. Logopedie. Cluj-Napoca
Arias, F. (1992). Practical guide to high-risk pregnancy and delivery. Mosby Comp. St. Louis
Belanger, R., Leroux, D., & Lefebvre, P. (2021). Supporting caregivers of children born prematurely in the development of language: A scoping review. Paediatrics & child health, 26(1), e17-e24.
Bodea-Haţegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise. Bucureşti: Trei
Bodea-Haţegan, C. (2017). Suport curs. Introducere în logopedie. Cluj-Napoca
Briscoe, J., Gathercole, S. E, & Marlow, N. (1998). Short-term memory and language outcomes after extreme prematurity at birth. Journal of Speech, Language & Hearing Research, 41(3), 654-66.
Caesar P., Eggermont J.A.E., Volpe J.J. (1992). Neonatal clinical neurological assessement. Textbook of Neonatology, 2nd Edn., Churchill Livingstone ;1035-1043
Crişan, N., Neacşu, A. (2001). Naşterea prematură. Bucureşti: Info Medica
Ferreira, R. D. C., Alves, C. R. L., Guimarães, M. A. P., Menezes, K. K. P. D., & Magalhães, L. D. C. (2020).
Effects of early interventions focused on the family in the development of children born preterm and/or at social risk: a meta-analysis. Jornal de Pediatria, 96, 20-38.
Jansson-Verkasalo, E., Ruusuvirta, T., Huotilainen, M., Paavo, A., Kushnerenko, E., Suominen, K.,Hallman, M. (2010). Atypical perceptual narrowing in prematurely born infants is associated with compromised language acquisition at 2 years of age. BMC Neuroscience, 11(88).doi:10.1186/1471-2202-11
Rossetti, L. M. (Ed.). (2001). Communication Intervention: Birth to Three, 2 nd ed. Clifton Park, NY: Delmar.
Stamatin, M. (2009). Neonatologie. Iaşi: Gr. T. Popa
Vandormael, C., Schoenhals, L., Hüppi, P. S., Filippa, M., & Borradori Tolsa, C. (2019). Language in preterm born children: atypical development and effects of early interventions on neuroplasticity. Neural plasticity, 2019
Keywords:language development, prematurity, early intervention, orofacial mobilization, intervention plan
pdfDOI:10.26744/rrttlc.2024.10.1.05
Published on line: 03/31/2024
References
Anca, M. (2005). Suport curs. Logopedie. Cluj-Napoca
Arias, F. (1992). Practical guide to high-risk pregnancy and delivery. Mosby Comp. St. Louis
Belanger, R., Leroux, D., & Lefebvre, P. (2021). Supporting caregivers of children born prematurely in the development of language: A scoping review. Paediatrics & child health, 26(1), e17-e24.
Bodea-Haţegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise. Bucureşti: Trei
Bodea-Haţegan, C. (2017). Suport curs. Introducere în logopedie. Cluj-Napoca
Briscoe, J., Gathercole, S. E, & Marlow, N. (1998). Short-term memory and language outcomes after extreme prematurity at birth. Journal of Speech, Language & Hearing Research, 41(3), 654-66.
Caesar P., Eggermont J.A.E., Volpe J.J. (1992). Neonatal clinical neurological assessement. Textbook of Neonatology, 2nd Edn., Churchill Livingstone ;1035-1043
Crişan, N., Neacşu, A. (2001). Naşterea prematură. Bucureşti: Info Medica
Ferreira, R. D. C., Alves, C. R. L., Guimarães, M. A. P., Menezes, K. K. P. D., & Magalhães, L. D. C. (2020).
Effects of early interventions focused on the family in the development of children born preterm and/or at social risk: a meta-analysis. Jornal de Pediatria, 96, 20-38.
Jansson-Verkasalo, E., Ruusuvirta, T., Huotilainen, M., Paavo, A., Kushnerenko, E., Suominen, K.,Hallman, M. (2010). Atypical perceptual narrowing in prematurely born infants is associated with compromised language acquisition at 2 years of age. BMC Neuroscience, 11(88).doi:10.1186/1471-2202-11
Rossetti, L. M. (Ed.). (2001). Communication Intervention: Birth to Three, 2 nd ed. Clifton Park, NY: Delmar.
Stamatin, M. (2009). Neonatologie. Iaşi: Gr. T. Popa
Vandormael, C., Schoenhals, L., Hüppi, P. S., Filippa, M., & Borradori Tolsa, C. (2019). Language in preterm born children: atypical development and effects of early interventions on neuroplasticity. Neural plasticity, 2019
Program integrat de dezvoltare a laturii morfo-sintactice a limbajului în contextul dizabilității intelectuale
Program integrat de dezvoltare a laturii morfo-sintactice a limbajului în contextul dizabilității intelectuale
Integrated program for morpho-syntactic language development in children with intellectual disabilities
Mădălina VAIDA
Abstract
The study presents a program meant to develop the morpho-syntactic aspects of language in children with intellectual disabilities. It involves aimed strategies like the intentional use of the article, of plural forms of nouns and of verbs, and also implicit learning and exercise in structured contexts and categories.
Keywords: intellectual disabilities, morphology, syntax, speech and language development, morphologic categories
pdf
DOI:10.26744/rrttlc.2024.10.1.06
Published on line: 03/31/2024
References
Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58(10)
Balthazar C. H., & Scott C. M. (2017). Complex sentence intervention. In McCauley R., Fey M., & Gillam R. (Eds.), Treatment of language disorders (2nd ed.). Brookes.
Balthazar CH, Ebbels S, Zwitserlood R. (2020). Explicit Grammatical Intervention for Developmental Language Disorder: Three Approaches. Lang Speech Hear Serv Sch. Apr 7;51(2):226-246. doi: 10.1044/2019_LSHSS-19-00046. Epub 2020 Apr 7. PMID: 32255746; PMCID: PMC7225018. Balthazar CH, Ebbels S, Zwitserlood R. (2020). Explicit Grammatical Intervention for Developmental Language Disorder: Three Approaches. Lang Speech Hear Serv Sch;51(2):226-246. doi: 10.1044/2019_LSHSS-19-00046. Epub 2020 Apr 7. PMID: 32255746; PMCID: PMC7225018
Beyersmann, E., Castles, A., & Coltheart, M. (2012). Morphological processing during visual word recognition in developing readers: Evidence from masked priming. Quarterly Journal of Experimental Psychology, 65(7), 1306– 1326.
Bodea-Haţegan, C. (2021). Proba de evaluare a abilităților morfologice în limba română [E-book]: aplicații psiholingvistice, Editura ASTTLR, Cluj-Napoca.
Bowey, J. A., & Patel, R. K. (1988). Metalinguistic ability and early reading achievement. Applied Psycholinguistics, 9, 367–383.
Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 189–209). Hillsdale, NJ: Erlbaum.
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190.
Carlisle, J. F., & Stone, C. A. (2003). The effects of morphological structure on children’s reading of derived words. In E. Assink & D. Santa (Eds.), Reading complex words: Cross-language studies. New York: Kluwer.
Dawson, N., Rastle, K., & Ricketts, J. (2017). Morphological Effects in Visual Word Recognition: Children, Adolescents, and Adults.
Dawson, N., Rastle, K., & Ricketts, J. (2021). Finding the man amongst many: A developmental perspective on mechanisms of morphological decomposition. Cognition, 211, 104605.
Ebbels S. H. (2007). Teaching grammar to school-aged children with specific language impairment using shape coding. Child Language Teaching and Therapy, 23(1), 67–93.
Ebbels S. H., Maric N., Murphy A., & Turner G. (2014). Improving comprehension in adolescents with severe receptive language impairments: A randomised control trial of intervention for coordinating conjunctions. International Journal of Language & Communication Disorders, 49(1), 30–48.
Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46(1), 209– 240.
Falcaro M., Pickles A., Newbury D.F., Addis L., Banfield L., Fisher S.E., Monaco A.P., Simkin Z., Conti-Ramsden G.(2007). Genetic and phenotypic effects of phonological shortterm memory and grammatical morphology in specific language impairment. In Genes, Brain and Behavior (2008) 7: 393–402
Finestack L. H., & Satterlund K. E. (2018). Current practice of child grammar intervention: A survey of speech-language pathologists. American Journal of Speech-Language Pathology, 21(4), 1329–1351. https://doi.org/10.1044/2018_AJSLP-17-0168
Fowler, A. E., & Liberman, I. Y. (1995). The role of phonology and orthography in morphological awareness. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 157–188). Hillsdale, NJ: Erlbaum.
Gathercole, S.E. & Baddeley, A.D. (1989) Evaluation of the role of STM in the development of vocabulary in children: a longitudinal study. J Mem Lang 29, 336–360.
Hategan C., (2011). Abordari structuralist-integrate in terapia tulburarilor de limbaj si comunicare. Ed. Presa Universitara Clujeana
Henry, M. K. (1988). Beyond phonics: Integrated decoding and spelling instruction based on word origin and structure. Annals of Dyslexia, 38, 259–275.
Henry, M. K. (1993). Morphological structure: Latin and Greek roots and affixes as upper grade code strategies. Reading and Writing: An Interdisciplinary Journal, 5, 227–241
Henry, M. K. (1998). Structured, sequential, multisensory teaching: The Orton legacy. Annals of Dyslexia, 48, 3–26
Hestvick A., Epstein B., Schwartz R.G., Shafer V.L. (2021). Developmental Language Disorder as Syntactic Prediction Impairment. Front Commun (Lausanne). 2022 ; 6: doi:10.3389/fcomm.2021.637585
Lazaro M., Schreuder R., Aceituno V (2011). The processing of morphology in children with and without reading disabilities, in Revista de investigación en Logopedia 1 (2011) 76-86, disponibilă on-line: http://revistalogopedia.uclm.es
Leong, C. K. (1989). Productive knowledge of derivational rules in poor readers. Annals of Dyslexia, 39, 94–115.
McKay, Anna, „Language Sampling Methods for Early Adolescents with Specific Language Impairment” (2019). Honors College Capstone Experience/Thesis Projects. Paper 804. https://digitalcommons.wku.edu/stu_hon_theses/804
Montgomery J.W., Gillam R.B., Evans J.L. (2021). A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children With Developmental Language Disorder: Implications for Theory, Assessment, and Intervention. Language, Speech, and Hearing Services in Schools, Vol. 52, p. 449–446, April 2021
Nagy, W. E., & Anderson, R. C. (1984). The number of words in printed school English. Reading Research Quarterly, 19, 304–330
Schiff, R., Raveh, M., & Fighel, A. (2012). The development of the Hebrew mental lexicon: When morphological representations become devoid of their meaning. Scientific Studies of Reading, 16(5), 383– 403.
Singson, M., Mahoney, D., & Mann, V. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing: An Interdisciplinary Journal, 12, 219–252.
Snyder, W.B. (1995). Language acquisition and language variation: the role of morphology. Lucrare de doctorat la Massachusetts Institute of Techology.
Walter J.A., Green L., Gibson F., (2013). Morphological Awareness Intervention in School-Age Children With Language and Literacy Deficits A Case Study, ȋn Top Lang Disorders Vol. 33, No. 1, pp. 27–41
Wiesman Weil L., Schuele M. (2019). A scholarly forum for guiding evidence-based practices in speech-language pathology, ȋn EBP Briefs, 13(5), 1–9. Bloomington, MN: NCS Pearson, Inc.
Windsor, J. (2000). The role of phonological opacity in reading achievement. Journal of Speech, Language, and Hearing Research, 43, 50–61.
Zwitserlood R., Wijnen F., van Weerdenburg M., & Verhoeven L. (2015). ‘MetaTaal’: Enhancing complex syntax in children with specific language impairment—A metalinguistic and multimodal approach. International Journal of Language & Communication Disorders, 50(3), 273–279. https://doi.org/10.1111/1460-6984.12131
Keywords: intellectual disabilities, morphology, syntax, speech and language development, morphologic categories
pdfDOI:10.26744/rrttlc.2024.10.1.06
Published on line: 03/31/2024
References
Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58(10)
Balthazar C. H., & Scott C. M. (2017). Complex sentence intervention. In McCauley R., Fey M., & Gillam R. (Eds.), Treatment of language disorders (2nd ed.). Brookes.
Balthazar CH, Ebbels S, Zwitserlood R. (2020). Explicit Grammatical Intervention for Developmental Language Disorder: Three Approaches. Lang Speech Hear Serv Sch. Apr 7;51(2):226-246. doi: 10.1044/2019_LSHSS-19-00046. Epub 2020 Apr 7. PMID: 32255746; PMCID: PMC7225018. Balthazar CH, Ebbels S, Zwitserlood R. (2020). Explicit Grammatical Intervention for Developmental Language Disorder: Three Approaches. Lang Speech Hear Serv Sch;51(2):226-246. doi: 10.1044/2019_LSHSS-19-00046. Epub 2020 Apr 7. PMID: 32255746; PMCID: PMC7225018
Beyersmann, E., Castles, A., & Coltheart, M. (2012). Morphological processing during visual word recognition in developing readers: Evidence from masked priming. Quarterly Journal of Experimental Psychology, 65(7), 1306– 1326.
Bodea-Haţegan, C. (2021). Proba de evaluare a abilităților morfologice în limba română [E-book]: aplicații psiholingvistice, Editura ASTTLR, Cluj-Napoca.
Bowey, J. A., & Patel, R. K. (1988). Metalinguistic ability and early reading achievement. Applied Psycholinguistics, 9, 367–383.
Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 189–209). Hillsdale, NJ: Erlbaum.
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190.
Carlisle, J. F., & Stone, C. A. (2003). The effects of morphological structure on children’s reading of derived words. In E. Assink & D. Santa (Eds.), Reading complex words: Cross-language studies. New York: Kluwer.
Dawson, N., Rastle, K., & Ricketts, J. (2017). Morphological Effects in Visual Word Recognition: Children, Adolescents, and Adults.
Dawson, N., Rastle, K., & Ricketts, J. (2021). Finding the man amongst many: A developmental perspective on mechanisms of morphological decomposition. Cognition, 211, 104605.
Ebbels S. H. (2007). Teaching grammar to school-aged children with specific language impairment using shape coding. Child Language Teaching and Therapy, 23(1), 67–93.
Ebbels S. H., Maric N., Murphy A., & Turner G. (2014). Improving comprehension in adolescents with severe receptive language impairments: A randomised control trial of intervention for coordinating conjunctions. International Journal of Language & Communication Disorders, 49(1), 30–48.
Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46(1), 209– 240.
Falcaro M., Pickles A., Newbury D.F., Addis L., Banfield L., Fisher S.E., Monaco A.P., Simkin Z., Conti-Ramsden G.(2007). Genetic and phenotypic effects of phonological shortterm memory and grammatical morphology in specific language impairment. In Genes, Brain and Behavior (2008) 7: 393–402
Finestack L. H., & Satterlund K. E. (2018). Current practice of child grammar intervention: A survey of speech-language pathologists. American Journal of Speech-Language Pathology, 21(4), 1329–1351. https://doi.org/10.1044/2018_AJSLP-17-0168
Fowler, A. E., & Liberman, I. Y. (1995). The role of phonology and orthography in morphological awareness. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 157–188). Hillsdale, NJ: Erlbaum.
Gathercole, S.E. & Baddeley, A.D. (1989) Evaluation of the role of STM in the development of vocabulary in children: a longitudinal study. J Mem Lang 29, 336–360.
Hategan C., (2011). Abordari structuralist-integrate in terapia tulburarilor de limbaj si comunicare. Ed. Presa Universitara Clujeana
Henry, M. K. (1988). Beyond phonics: Integrated decoding and spelling instruction based on word origin and structure. Annals of Dyslexia, 38, 259–275.
Henry, M. K. (1993). Morphological structure: Latin and Greek roots and affixes as upper grade code strategies. Reading and Writing: An Interdisciplinary Journal, 5, 227–241
Henry, M. K. (1998). Structured, sequential, multisensory teaching: The Orton legacy. Annals of Dyslexia, 48, 3–26
Hestvick A., Epstein B., Schwartz R.G., Shafer V.L. (2021). Developmental Language Disorder as Syntactic Prediction Impairment. Front Commun (Lausanne). 2022 ; 6: doi:10.3389/fcomm.2021.637585
Lazaro M., Schreuder R., Aceituno V (2011). The processing of morphology in children with and without reading disabilities, in Revista de investigación en Logopedia 1 (2011) 76-86, disponibilă on-line: http://revistalogopedia.uclm.es
Leong, C. K. (1989). Productive knowledge of derivational rules in poor readers. Annals of Dyslexia, 39, 94–115.
McKay, Anna, „Language Sampling Methods for Early Adolescents with Specific Language Impairment” (2019). Honors College Capstone Experience/Thesis Projects. Paper 804. https://digitalcommons.wku.edu/stu_hon_theses/804
Montgomery J.W., Gillam R.B., Evans J.L. (2021). A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children With Developmental Language Disorder: Implications for Theory, Assessment, and Intervention. Language, Speech, and Hearing Services in Schools, Vol. 52, p. 449–446, April 2021
Nagy, W. E., & Anderson, R. C. (1984). The number of words in printed school English. Reading Research Quarterly, 19, 304–330
Schiff, R., Raveh, M., & Fighel, A. (2012). The development of the Hebrew mental lexicon: When morphological representations become devoid of their meaning. Scientific Studies of Reading, 16(5), 383– 403.
Singson, M., Mahoney, D., & Mann, V. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing: An Interdisciplinary Journal, 12, 219–252.
Snyder, W.B. (1995). Language acquisition and language variation: the role of morphology. Lucrare de doctorat la Massachusetts Institute of Techology.
Walter J.A., Green L., Gibson F., (2013). Morphological Awareness Intervention in School-Age Children With Language and Literacy Deficits A Case Study, ȋn Top Lang Disorders Vol. 33, No. 1, pp. 27–41
Wiesman Weil L., Schuele M. (2019). A scholarly forum for guiding evidence-based practices in speech-language pathology, ȋn EBP Briefs, 13(5), 1–9. Bloomington, MN: NCS Pearson, Inc.
Windsor, J. (2000). The role of phonological opacity in reading achievement. Journal of Speech, Language, and Hearing Research, 43, 50–61.
Zwitserlood R., Wijnen F., van Weerdenburg M., & Verhoeven L. (2015). ‘MetaTaal’: Enhancing complex syntax in children with specific language impairment—A metalinguistic and multimodal approach. International Journal of Language & Communication Disorders, 50(3), 273–279. https://doi.org/10.1111/1460-6984.12131
Integrarea școlară și socială a elevilor cu CES prin strategii psihopedagogice
Integrarea școlară și socială a elevilor cu CES prin strategii psihopedagogice
Aspects of social and educational inclusion of children with special educational needs through psychopedagogical strategies
Alina ILIȘUAN (GALACZI)
Abstract
This paper presents the importance of using psychopedagogical strategies in educational activities, for a better integration of students with special educational needs (with intellectual disabilities) in school and in society.
The theoretical part includes notions about psycho-pedagogical intervention strategy in the context of intellectual disability and in the context of fluency reading difficulties and poor comprehension for students with special educational needs (with intellectual disabilities). I presented a theoretical approach for reading fluency and psychopedagogical applications in the act of reading.
The research part includes 5 case studies for students with special educational needs (with intellectual disabilities), integrated in regular education. The general objective of the paper was to analyze the effectiveness of using the personalized intervention program, as a psycho-pedagogical intervention strategy for the development of fluency and comprehension in the act of reading, for students with special educational needs. In conclusion the relationship between the development of fluency and comprehension skills in the act of reading and the school and social integration of students with Special Educational Needs was mentioned, which is reflected in the increase in school results and has implicitly beneficial effects on the school and social integration of these students.
Keywords:reading fluency, reading comprehension, psychopedagogical intervention strategy, Special Educational Needs
pdf
DOI:10.26744/rrttlc.2024.10.1.07
Published on line: 03/31/2024
References
The theoretical part includes notions about psycho-pedagogical intervention strategy in the context of intellectual disability and in the context of fluency reading difficulties and poor comprehension for students with special educational needs (with intellectual disabilities). I presented a theoretical approach for reading fluency and psychopedagogical applications in the act of reading.
The research part includes 5 case studies for students with special educational needs (with intellectual disabilities), integrated in regular education. The general objective of the paper was to analyze the effectiveness of using the personalized intervention program, as a psycho-pedagogical intervention strategy for the development of fluency and comprehension in the act of reading, for students with special educational needs. In conclusion the relationship between the development of fluency and comprehension skills in the act of reading and the school and social integration of students with Special Educational Needs was mentioned, which is reflected in the increase in school results and has implicitly beneficial effects on the school and social integration of these students.
Keywords:reading fluency, reading comprehension, psychopedagogical intervention strategy, Special Educational Needs
pdfDOI:10.26744/rrttlc.2024.10.1.07
Published on line: 03/31/2024
References
Bodea Hațegan, C., Talaș, D. (2016).Fluența verbală. Direcții teoretice și aplicații psihopedagogice”, editura Argonaut, Cluj- Napoca.
Bodea Hațegan, C., Talaș, D., Trifu R. N. (2022). Proba de evaluare și antrenare a fluenței în citire”, Editura ASTTLR, Cluj Napoca.
Bodea Hațegan, C., (2016).Logopedia. Terapia tulburărilor de limbaj și comunicare”, editura Presa Universitară Clujeană, Cluj- Napoca.
Cain, K., (2012).Abilitatea de a citi. Dezvoltare și dificultăți”, Editura ASCR, Cluj-Napoca.
Gherguț, A. (2006).Psihopedagogia persoanelor cu cerințe speciale”, editura Polirom, Iași.
Roșan, A., David, C., (2019).Intervenții psihopedagogice în tulburări specifice de învățare”, Editura Polirom, Iași.
Verza, E., Păun E., (1998).Educația integrată a copiilor cu handicap”, Asociația RENINCO, România.
Vrășmaș, T. (2014) wwwrenico.ro Educația incluzivă. Aspirații și realități.pdf
Rolul jocurilor de percepție, atenție și memorie în dezvoltarea conștiinței fonologice la copiii preșcolari și școlari de vârstă mică
Rolul jocurilor de percepție, atenție și memorie în dezvoltarea conștiinței fonologice la copiii preșcolari și școlari de vârstă mică
The role of perception, attention and memory games in developing the phonological awareness for preschool and school age children
Ramona Karola KOVACS
Abstract
The topic of phonological awareness and instrumental skills has been of interest to various researchers who have established assessment and intervention programs as early as 5 decade ago, providing models of educational and therapeutic practice that help children with language disorders, hearing disabilities and predisposition to difficulties to write and read.
It is highlighted that there is no flexibility in the manipulation of phonological units if spatial and temporal orientation abilities are affected, if there is an attentional deficit that affects the encoding and updating of knowledge related to auditory and verbal memory in daily communication.
The role of phonological awareness and instrumental skills related to language development in academic performance is the reason for these researches that show the importance of early identification of speech and language disorders in the last year of kindergarten respectively in the first year of preparatory class in order to apply game methods that can improve language structure and can prevent learning difficulties.
The present research aims to reveal aspects regarding of phonological awareness, instrumental abilities and the role of activities that has an impact on the development of language structure that can be made with the help of my own working program called ”Detectivul cu urechi lungi (The Detective with long ears)” and working materials aimed at developing the processes of perception, attention and memory.
It is highlighted that there is no flexibility in the manipulation of phonological units if spatial and temporal orientation abilities are affected, if there is an attentional deficit that affects the encoding and updating of knowledge related to auditory and verbal memory in daily communication.
The role of phonological awareness and instrumental skills related to language development in academic performance is the reason for these researches that show the importance of early identification of speech and language disorders in the last year of kindergarten respectively in the first year of preparatory class in order to apply game methods that can improve language structure and can prevent learning difficulties.
The present research aims to reveal aspects regarding of phonological awareness, instrumental abilities and the role of activities that has an impact on the development of language structure that can be made with the help of my own working program called ”Detectivul cu urechi lungi (The Detective with long ears)” and working materials aimed at developing the processes of perception, attention and memory.
Keywords:Phonologycal Awareness, instrumetal skills (perception, attention, memory) rhymes, syllabes, phonemics, early intervention, language disorder
pdf
DOI:10.26744/rrttlc.2024.10.1.08
Published on line: 03/31/2024
References
Gail, T. G. (2018). Phonological Awareness, Second edition, From Research to Practice. New York: Editura The Guilford Press
Gabriela, P. D. (2019). Gramatica Limbii Române pentru gimnaziu. București: Editura Univers Enciclopedic Gold
Adrian, C., Georgeta, C. (2009). Limba română: o gramatică sintetică pentru învățământul preuniversitar. București, Editura Grupul Editorial Art
Carolina, B.H. (2016). Logopedia – Terapia tulburărilor de limbaj. Structuri deschise. București: Editura Trei
Carmen, D., Adrian, R. (2019). Intervenții psihopedagogice în tulburările specific de învățare: Învățăm fonologic – program structurat de antrenament al conștiinței fonologice bazat pe dovezi științifice. Iași: Editura Polirom
Laura, V.P., Lavinia. C. (2012). Dezvoltarea memoriei de lucru: Exerciții pentru preșcolari și școlari. Cluj – Napoca: Editura ASCR
Adrian R. (2015). Psihopedagogie specială: modele de evaluare și intervenție. Iași: Editura Polirom
Maria. A. (2002). Logopedie. Cluj Napoca; Editura Presa Universitară Clujană
Atkinson & Hilgard (2005). Introducere în psihologie: ediția a XIV -a. București: Editura Tehnică
H. Rudolf. S., (2010). Introducere în psihologia copilului. Cluj -Napoca: Editura ASCR
Aliza. A., Sabina. D., Nicolae. B., (2006). Marele dicționar al psihologiei: Larousse, București: Editura Trei
Ecaterina. N., (2016). Dicționar expplicativ școlar: ediția a 8-a. București: Editura Steaua Nordului, pag 233
Horațiu. C., Ion. A., (2018). Pedagogia jocului și a activităților ludice. București: Editura Didactică și Pedagogică
Constantin. P., Nicolae. T., (1969) Caiet de pedagogie medicală. Tulburări de limbaj și integrarea școlară. București. Institutul de Științe Pedagogice
Adriana. B., (2002). Metodologia cercetării calitative. Cluj -Napoca: Editura Presa Universitară Clujană
Teresa, U.(2010). Efectul instruirii silabelor asupra conștiinței fonologice la copiii preșcolari. Accesat la data de 11.iunie.2023 de pe pagina
Gail. G. (2000). Calitatea intervenției conștientizării fonologice la copiii cu tulburări de vorbire. Accesat la data de 13.iulie.2023
Barbara. W. A., (2001). Conștientizarea fonemică și copiii mici. Accesat la data de 19.iulie.2023
Neda. M., Mile. V., (2017). Conștientizarea rimei la preșcolari, la copii cu tulburări de limbaj și fără tulburări de limbaj. Croația Journal of Education. Vol 20. pg 237 -257.
https://doi.org/10.15516/cje.v20i0.2481
Sarah. E. A. K., Emilie. B., (2017). Rime ritmice pentru stimulare conștientizarea fonologică în cazul copiilor dezavantajați din punct de vedere social. Journal Mind, Brain and Education. Vol 11. Pg 181 – 189
https://doi.org/10.1111/mbe.12148
https://onlinelibrary.wiley.com/doi/10.1111/mbe.12148
Hugh. W. C., (1993). Relația dintre tulburări de limbaj și dificultăți de citire. Journal of speech and hearing research. Pg 948 – 958
DOI: 10.1044/jshr.3605.948 · Source: PubMed
Lisa. A. Pufpaff., (2009). Un continuum de dezvoltare al abilitățiilor de sensibilitate fonologică. Psychology in the Schools. Vol 46(7). Pg 679 – 691
DOI: 10.1002/pits.20407
Shannon L. M. H., Howard. C. N. (2014) Percepția vorbirii ca proces cognitiv activ. Frontiers System Neuroscience. Vol 8. Article 35
https://doi.org/10.3389/fnsys.2014.00035
Charles. S., Valerio. S., (2010) Percepția vorbirii ca proces cognitiv activ. Oxford Handbook of Auditory Science: Hearing. pp.249-270.
http://dx.doi.org/10.1093/oxfordhb/9780199233557.013.0011
https://www.researchgate.net/publication/259562216_Auditory_attention
Ellen. W., Bart. B., Pol. G., Inge. Z. (2012) Procesarea auditivă și percepția vorbirii la copii cu specific tulburări de limbaj: relații cu limbajul oral și abilitățile de alfabetizare. Resarch in Developmental Disabilities. Pg. 635-634
https://doi.org/10.1016/j.ridd.2011.11.005
Bamiou. D. E., Musiek. F. E., Luxon L. M., (2001). Etiologia și prezentările clinice ale tulburări de procesare auditivă — o revizuire. Archives of Disease in Childhood. pg 361-365
http://dx.doi.org/10.1136/adc.85.5.361
Randall. W. E., Dorothy. S. F., Linda. H. R., ( 1981). Se dezvoltă memoria ecoică. Journal of Experimenting Child Pshycology. Vol 32. Pg. 459 -473
https://doi.org/10.1016/0022-0965(81)90108-9
Carolina. B. H., (2019) TALK – Language and literacy curriculum for pre-schoolers and school-agechildren: a programme to improve inclusion, scholastic achievement and social well-being (TALKCHIL). Revista Română de Terapie a Tulburărilor de Limbaj și Comunicare., V. Nr 1.
DOI:10.26744/rrttlc.2019.5.1.02
Cristina. V., (2016) Direcții de abordare a abilităților instrumentale la școlarul mic cu dizabilități intelectuale – studiu de caz. Revista Română de Terapie a tulburărilor de Limbaj și Comunicare., Revista_II_2.cdr
Eficacitatea terapiei oro-mio-funcționale în cadrul terapiei ortodontice
Eficacitatea terapiei oro-mio-funcționale în cadrul terapiei ortodontice
The Efficiency of the oro-mio-functional therapy during orthodontic approaches
Ilia Teodora JIPA
Abstract
The growth in number of children having oro facial myo – functional disorders with affected functions such as swallowing, speech, breathing and mastication is increasing with each new generation. Any abnormality in the functions and postures of the intra oral and facial musculature can have a negative effect on dental growth and should be treated before they cause any sort of malformation of the dental arches and other bone deformities. The data provided do not come from one only one field of specialists but from different ones, whether dentistry, orthodontics, pediatrics or speech therapists. Oral myofunctional therapy (OMFT) may still seem a relatively new subject to recent generations of therapists but the reality is that it has been practiced for more than one hundred years. The purpose of this article is to discuss integral features of Orofacial Myofunctional Therapy as well as making a difference between the two philosophies and its important role in orthodontics so that children benefit from a complete approach leading to better development so that they can reach their full genetic potential. Orthodontic treatment alone, in the presence of bad habits, is not enough to solve the orthodontic issues, so it needs to be combined with myofunctional treatment.
Keywords:Orofacial muscules; Myofunctional therapy; Orofacial disorders, Orthodontics, Malocclusion, Oral habits
pdf
DOI:10.26744/rrttlc.2024.10.1.09
Published on line: 03/31/2024
References
Catlin, G. (1878, January 1). Shut Your Mouth and Save Your Life. htAlfred Paul Rogers 1929, Pages 1-14, Living orthodontic appliances, International Journal of Orthodontia, Oral Surgery and Radiography, Volume 15, Issue 1,ISSN 0099-6963,https://doi.org/10.1016/S0099-6963(29)90578-0. (https://www.sciencedirect.com/science/article/pii/S0099696329905780)
Rogers, Alfred P. (1950-11-01). „A restatement of the myofunctional concept in orthodontics”. American Journal of Orthodontics. 36 (11): 845–855. doi:10.1016/0002-9416(50)90039-X
Shapiro, E. (1978, July). Myofunctional therapy. American Journal of Orthodontics, 74(1), 101–103. https://doi.org/10.1016/0002-9416(78)90052-0
Orofacial Myofunctional Therapy in Orthodontics – A Review Rohit Kulshrestha1*, Kamlesh Singh2, Saniya Kinger3, Shelly Jain4 and Raahat Vikram Singh5Received: August 13, 2016; Published: November 29, 2016
P.Fellus, orthodontiste,Paris,attache consultant CHU Robert Debre Paris, president societe Orthopolis SAS, cletentrice du brevet FroggyMouth „ L’oralite du jeune enfant :pour une meilleure approche de l’orthodontie pediatrique”, Médecine & Enfance, November 2014
Hanson, M. L. (1978, January). – Oral myofunctional therapy. American Journal of Orthodontics, 73(1), 56–67. https://doi.org/10.1016/0002-9416(78)90102-1
Dr Chris Farrell, BDS (Syd) and Matt Darcy, Dental Researcher”The history of myofunctional orthodontics „May/June 2018,Australasian Dental Practice 74-76
Mason R.M. “A retrospective and Prospective View of Orofacial Myology”. International Journal of Orofacial Myology 31 (2005): 5-14.
Fujiki, T., et al. “Relationship between maxillofacial morphology and deglutitive tongue movement in patients with anterior open bite”. American journal of Orthodontics & Dentofacial Orthopedics 125.2 (2004): 160-167.
Rogers A.P. “Exercises for the development of the face, with a view to increasing their functional activity”. Dental Cosmos 60:857.
Van Norman R.A. “Helping the Thumb-sucking Child, 1999, Avery Publishing Group, Garden City Park, New York”.
Marasa F.K. “An Explanation of the Effect That Two Different Swallowing Patterns Have on Cranial Articular Motion”. The Journal of the American Academy of Gnathologic Orthopedics 25.1 (2008): 10.
Ray J. “Orofacial Myofunctional Deficits in Elderly Individuals“. International Journal of Orofacial Myology 32 (2006): 22-31.
Hanson M.L and Mason R.M. “Orofacial Myology: International Perspectives”. C.C. Thomas, Springfield, IL, 2003.
Mason, R. Orofacial myology: “Current trends [Special Issue]”. International Journal of Orofacial Myology 14, 1, March, 1988.
Benkert KK. “The effectiveness of orofacial myofunctional therapy in improving dental occlusion”. International Journal of Orofacial Myology 23 (1997): 35-46.
Smithpeter J and Covell D Jr. “Relapse of anterior open bites treated with orthodontic appliances with and without orofacial myofunctional therapy”. American Journal of Orthodontics and Dentofacial Orthopedics 137.5 (2010): 605-614.
Ingervall B and Eliasson G. “Effect of lip training in children with short upper lip”. Angle Orthodontist. 52.3 (1982): 222-233.
Barber T. K and Bonus H. W. “Dental relationships in tongue-thrusting children as affected by circumoral myofunctional exercise”. Journal of the American Dental Association 90.5 (1975): 979-988.
Thiier U and Ingervall. “Pressure from the lips on the teeth and malocclusion”. American Journal of Orthodontics 90.3 (1986): 234-242.
Berkinshaw ER., et al. “The effect of methodology on the determination of nasal resistance” American Journal of Orthodontics. 92.4 (1987): 329-335.
Cooper J.S. “A comparison of myofunctional therapy and crib appliance effects with a maturational guidance control group”. American Journal of Orthodontics 72.3 (1977): 333-334.
Hahn V and Hahn H. “Efficacy of oral myofunctional therapy”. International Journal of Orofacial Myology 18 (1992): 21-23.
Klocke A., et al. “Influence of orthodontic appliances on myofunctional therapy”. Journal of Orofacial Orthopedics 61.6 (2000): 414-420.
Felício CM., et al. “Otologic symptoms of temporomandibular disorder and effect of orofacial myofunctional therapy” Cranio. 26.2 (2008): 118-125.
Korbmacher HM., et al. “Evaluation of a new concept of myofunctional therapy in children”. International Journal of Orofacial Myology 30 (2004): 39-52.
Daglio S., et al. “Orthodontic changes in oral dyskinesia and malocclusion under the influence of myofunctional therapy”. International Journal of Orofacial Myology 19 (1993): 15-24.
Daglio SD., et al. “Treating orofacial dyskinesia with functional physiotherapy in the case of frontal open bite”. International Journal of Orofacial Myology 19 (1993): 11-14.
Smithpeter J and Covell D Jr. “Relapse of anterior open bites treated with orthodontic appliances with and without orofacial myofunctional therapy”. American Journal of Orthodontics and Dentofacial Orthopedics 137.5 (2010): 605-614.
Trawitzki LV., et al. “Masseter muscle thickness three years after surgical correction of class III dentofacial deformity”. Archives of Oral Biology 56.8 (2011): 799-803.
Dias PF and Gleiser R. “Orthodontic treatment need in a group of 9-12-year-old Brazilian schoolchildren”. Brazilian Oral Research 23.2 (2009): 182-189.
Rohit Kulshrestha., et al. “Orofacial Myofunctional Therapy in Orthodontics – A Review”. Oral Health and Dentistry 1.1 (2016): 50-55.
Relația dintre dezvoltarea limbajului și psihomotricitate în contextul dizabilității intelectuale
Relația dintre dezvoltarea limbajului și psihomotricitate în contextul dizabilității intelectuale
TThe relation between language development and psychomotricity in the context of intellectual disability
Crina Ramona POP
Abstract
This research is divided in two parts: the theoretical part and the practical part. The theoretical part aimed some essential elements, as definitions, classifications, characteristics of intellectual disability, language disorders and psychomotricity disorders.
The practical part contains the research methodology, objectives, assumption, the description of the participants (subjects) and the methods and the materials used. Next the expound section of the design, the interventions plan and the conclusions resulted after the carry on activities.
Like is shown in the title, the research was headed to identify the implications that psychomotricity disorders exert upon the language disorders on children with intellectual disability. The language and the psychomotricity represent two essential elements of the life and it is important to know the manner of their interactions and implications upon the children with intellectual disability. More is significant to discover the most efficient method of intervention to contribute in this way at the elimination or at least at the reduction of the complications. Here I got the conclusion that the most efficient method of intervention is to group the language activities with the psychomotricity activities. Of course, all the activities are organized in an attractive manner based on games so that they captivate and motivate the children to take part operatively in the activities. After the intervention plans were applied it was established the improvement of the children in the language and psychomotricity abilities.
The practical part contains the research methodology, objectives, assumption, the description of the participants (subjects) and the methods and the materials used. Next the expound section of the design, the interventions plan and the conclusions resulted after the carry on activities.
Like is shown in the title, the research was headed to identify the implications that psychomotricity disorders exert upon the language disorders on children with intellectual disability. The language and the psychomotricity represent two essential elements of the life and it is important to know the manner of their interactions and implications upon the children with intellectual disability. More is significant to discover the most efficient method of intervention to contribute in this way at the elimination or at least at the reduction of the complications. Here I got the conclusion that the most efficient method of intervention is to group the language activities with the psychomotricity activities. Of course, all the activities are organized in an attractive manner based on games so that they captivate and motivate the children to take part operatively in the activities. After the intervention plans were applied it was established the improvement of the children in the language and psychomotricity abilities.
Keywords:intellectual disability, psychomotricity elements, relationship, language development, the multidisciplinary team
pdf
DOI:10.26744/rrttlc.2024.10.1.10
Published on line: 03/31/2024
References
Albu, C., Albu, A.,(1999). Psihomotricitatea, Editura Spiru-Haret: Iași.
Albu, C., Albu, A., Vlad, T.L., Iacob, I., (2006). Psihomotricitatea, Editura Insitutul European: Iași.
Anca, M.D., (2002). Logopedie, Presa Universitară Clujeană: Cluj-Napoca..
Avramescu, M.D., (2006). Defectologie și logopedie, Editura Fundației României de mâine: București.
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.
Bodea Hațegan, C., Talaș, D. (2015). Aplicația „Pași prin lumea sunetelor!”
Bodea Hațegan, C. (2014). Proba de evaluare a abilităților morfologice în limba română”, Cluj-Napoca: Editura Argonaut
Gherguț, A. (2011). Evaluare și intervenție psihoeducațională. Terapii educaționale, recuperatorii și compensatorii. Editura: Polirom, Iași.
Gherle, Ș., (2008). Și eu vreau să vorbesc corect!- Minighid logopedic, Editura Imprimeria Ardealului: Cluj – Napoca.
Gherguț, A. (2011). Evaluare și intervenție psihoeducațională. Terapii educaționale, recuperatorii și compensatorii. Editura: Polirom, Iași.
Gherle, Ș., (2008). Și eu vreau să vorbesc corect!- Minighid logopedic, Editura Imprimeria Ardealului: Cluj – Napoca.
Moldovan, I., (2006). Corectarea tulburărilor de limbaj, Editura Presa Universitară Clujeană: Cluj – Napoca.
Piaget, J., Inhelder, B.,(2005). Psihologia copilului, Editura Cartier: Chişinău.
Popovici, D.,(2000). Dezvoltarea comunicării la copiii cu deficiențe mintale, Editura Pro Humanitate: București.
Preda, V., (2007). Elemente de psihopedagogie specială, Editura Eikon: Cluj- Napoca.
Preda, V., (coord). (1997). Probe de psihodiagnostic pentru evaluarea copiilor deficienţi,
Verza, E., (2003). Tratat de logopedie, Editura Fundaţiei Humanitas: Bucureşti.
Vrăsmaş, E., Stănică, C., (1997). Terapia tulburărilor de limbaj – intervenţii logopedice, Editura Didactică şi Pedagogică: Bucureş