Autor: asttlr

Methods to develop reading-writing skills in children with attention deficit disorder and hyperactivity

asttlr

Metode de dezvoltare a abilităţilor de scris-citit la copiii cu deficit de atenţie şi hiperactivitate

Methods to develop reading-writing skills in children with attention deficit disorder and hyperactivity

Irina GANĂ
Abstract

This article is focused on attention deficit hyperactivity disorder and its implication on reading and writing skills.
The negative implication of attention deficit and hyperactivity on children is reported since the early ages but they expenad during the school age period, when the parent faces child`s difficulty to adjust his behavior in the educational setting. Thus, children facing ADHD also face reading and writing difficulties.
In order to prevent reading and writing disorders for 10 children diagnosed with AHDH we compared the efficacity of two different intervention programs. Results demonstrated that the intervention program which combined different approaches from the speech and language therapy area (Meixnar and Sindelar approaches), in comparison with the intervention program based on the phonetic-analitic-syinthetic method ensured a higher and more stable level of reading and writing skills for children with ADHD. These results bring into light the need to adjust and find more flexible ways in order to approach children with ADHD and also the fact that the implamentation of prevention programs for reading and writing disorders is a necesity in ADHD context.

Keywords: attention deficit hyperactivity disorder-ADHD, reading and writing disorders, prevention, complementary methods.
pdf

DOI: 10.26744/rrttlc.2016.2.2.09

Published on line: 15/10/2016

References:

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental

disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Bartok, E. (coord.) (2010). Eu citesc mai bine! Îndrumător pentru tratarea tulburărilor lexico-grafice, Târgu Mureș.

Bartok, E. ( 2001). Joc, bucurie, ochi strălucitori. Culegere de jocuri de dezvoltare a abilităților pentru copii dislexici și cei predispuși la dislexie, Târgu Mureș.

Burlea, G. (2007). Tulburările limbajului scris-citit, Iași: Editura Polirom.

Crososchi, C. (2012). Căsuța cu litere și jucării, Târgu Mureș.

Crososchi, C., Csernik-Vass, K. (2011). Examinarea complexă a tulburărilor de limbaj, Târgu Mureș.

Egan, K., Popenici, Ș. (2007). Educația elevilor hiperactivi și cu deficit de atenție. Ghid pentru părinți și cadre didactice din învățământul preuniversitar, București: Editura Didactica Press.

Iancu, M. (2007). Tulburarea hiperkineticå cu deficit de aten¡ie la copil. Actualități de evaluare clinică, atitudine terapeutică și particularități evolutive. Teză de doctorat, UMF, București.

Vera, L., Leveau, J., Vera, P., (2011). Terapia cognitiv-comportamentală la copii și adolescenți, București: Editura Polirom.

Mihăescu, M., Pacearcă, Ș., Dulman, A., Alexe, C., Brebenel, O., (2015). Comunicare în limba română: clasa I, semestru I, București: Editura Intuitext.

Mihăescu, M., Pacearcă, Ș., Dulman, A., Alexe, C., Brebenel, O., (2015). Comunicare în limba română: clasa I, semestru II, București: Editura Intuitext.

Monastra V. J. (2011). Cum să crești un copil cu ADHD; 10 lecții pe care nu le poți învăța de la medici, București: Editura Trei.

Ungureanu, D. (1998). Compendiu logopedic școlar, Timișoara: Editura Eurostampa.

Hearing processing features in autism spectrum disorders

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Particularităţi ale procesării auditive în contextul tulburărilor din spectrul autist

Hearing processing features in autism spectrum disorders

Diana Loredana PINKO
Abstract

It is known that children with ASD presents specific features of auditory processing and this research revealed that there is a close connection between hyposensitivity or hypersensitivity to auditory stimuli, which are responsible (for children with ASD) adopting stereotyped behaviours.
The assessment revealed that children with ASD, have a very fine hearing and they do not have problems with pronunciation of sounds at the level of words. Therefore it is clear that hyposensitivity or hypersensitivity to auditory stimuli is not caused by hearing problems, but that there are some irregularities in the processing of stimuli in the brain, in children with ASD. This means that these children hear but cannot gather certain information from the environment in a global way.
The child has difficulties in adapting to the environment he lives; his nervous system is in a state of imbalance. The brain fails to manage environmental information and does not know where to integrate them so the child could no longer cope with. Because of this the child may have a different reaction to auditory stimuli and behaviours they are engaged include: impulsiveness, stereotypes, inappropriate behaviours.
These behaviours are used by the child to try to reduce hypersensitivity or hyposensitivity, as a way of trying to cope with the environmental world, which he does not understand it.

Keywords: autism spectrum disorder, auditory processing, auditory processing disorder, hyposensitivity, hypersensitivity.
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DOI: 10.26744/rrttlc.2016.2.2.10

Published on line: 15/10/2016

References:

American Psychiatric Association (2003). Manual de Diagnostic şi Statistică a Tulburărilor Mentale, a 4-a ediţie revizuită. Bucureşti: Asociaţia Psihiatrilor Liberi din România.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Bellis, T. J. (2013). Undestanding Auditory Processing Disorders in Children, http://www.asha.org.

Bodea Haţegan, C., Talaş, D. (2015). Autism Spectrum Disorder: A Family Case Study, Baltic Journal of Special Education/Specialusis Ugdymas, 2 (33) 131-141.

Costache, A. (2013). Adaptarea unor modalități de intervenție psihopedagogică la copiii cu autism, Teză de Doctorat, Cluj-Napoca.

Gherguţ, A. (2001). Psihopedagogia persoanelor cu cerinţe speciale. Strategii de educaţie integrată, Iași: Editura Polirom.

Gherguţ, A. (2005). Sinteze de psihopedagogie specială. Ghid pentru concursuri şi examene de obţinere a gradelor didactice, Iași: Editura Polirom.

Juhel, J. (1997). La deficience intellectuelle: Connaître, comprendre, intervenir, Québec / Lyon: Les Presses de l’Universite Laval.

Mureşan, C. (2004). Autismul infantil. Structuri pshopatologice şi terapie complexă, Cluj-Napoca: Presa Universitară Clujeană.

Myles, B., Cooper Swanson, T., Holverstott, J., Moore Duncan, M. (2007). Autism Spectrum Disorders – A handbook for Parents and Professionals, vol.1, Westport, Connecticut: Greenwood Publishing Group, Inc.

Stone, F. (2004). Autism – The Eighth Colour of The Rainbow. Learn to Speak Autistic, London: Jessica Kingsley Publishers.

William, D. (2015). Nimeni nicăieri, București: Editura Punkt.

XXX, (2008). Curriculum pentru grupele/grădiniţele pentru copii cu deficienţe grave, profunde sau asociate, prin Alternativa Educaţională de Pedagogie Curativă, Bucureşti.

http://www.autismromania.ro

The specific speech and language therapy approach focused on swallowing skills in children with cerebral palsy

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Particularități ale intervenției logopedice în contextul tulburărilor de deglutiție la copiii cu paralizie cerebrală

The specific speech and language therapy approach focused on swallowing skills in children with cerebral palsy

Oana MUNCELEANU
Abstract

There are studies that underscore the presence of swallowing disorders the in pediatric area, especially among children with disabilities. One of the most common causes of this occurrence are neurological disorders such as children with moderate and severe cerebral palsy. Swallowing disorders can have a significant impact on their development and general health. Reduced nutritional intake accompanied by deceleration weight, prolonged feeding, and especially respiratory complications, which are the major cause of premature mortality, are just some of the arguments that stress the importance of early intervention. The American Speech-Language-Hearing-Association (ASHA) reveals the important role of a speech therapist in the interdisciplinary team in initiating a specific intervention, in the context of the particular swallowing disorder. Based on these assumptions the purpose of this paper is to illustrate the particularities of a speech therapist’s intervention in the context of swallowing disorders in children with cerebral palsy. This shall begin with the steps of an assessment and a specific intervention focus on the use of sensorimotor therapy, including the counseling of the child’s family into the implementation of correct posture during swallowing, and the main maneuvers to facilitate swallowing.

Keywords: cerebral palsy, speech therapy, swallowing disorders, postural strategy, sensoriomotor therapy
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DOI: 10.26744/rrttlc.2016.2.2.11

Published on line: 15/10/2016

References:

American Speech-Language-Hearing Association. (2001). Roles of speechlanguage pathologists in swallowing and feeding disorders: Technical report. ASHA Desk Reference, 3, 181–199.

American Speech-Language-Hearing Association. (2002). Knowledge and skills needed by speech-language pathologists providing services to individuals with swallowing and/or feeding disorders. ASHA Supplement 22, 81–87.

American Speech-Language-Hearing Association. (2015). Roles of speechlanguage pathologists in swallowing and feeding disorders: Position statement. ASHA Supplement 22, 73.

Bacon, E., Edwards, D.K. (2014). Optimizing function for patients diagnosed with Cerebral Palsy. Perspective on Swallowing andSwollowing Disorders(Dysphagia), 23, 123-131.

Benfer, K., Weir, K., Bell, K., Davis, P., Boyd, R. (2013). Oropharyngeal dysphagia and Gross Motor Skills in children with cerebral palsy. Pediatrics, 131 (5), 1553-1561

Benfer, K.A., Weir, K, Bell, K, Ware, R, Davies, P, Boyd, R. (2012). Longitudinal cohort protocol study of oropharyngeal dysphagia: relationships to gross motor attainment, growth and nutritional status in preschool children with cerebral palsy. BMJ Open, 2(4) accesat http://bmjopen.bmj.com/content/2/4/e001460.f ull.pdf. în data de 10.02.2016

Erasmus, C.E., van Hulst, K., Rotteveel, J.J., Willemsen, M., Jongerius, P. (2012). Swallowing problems in cerebral palsy. Eur. J. Pediatr,171, pp 409-414. 121

Gisel, E. (2008). Interventions and outcomes for children with dysphagia. Developmental Disabilities Research Reviews, 14, 165-173.

Jones, M., Morgan, E., Shelton, J. (2007). Cerebral palsy: introduction and diagnosis (part I). J Pediatr Health Care, 21(3), pp146-152

Manno, C.J., Fox, C., Eicher, P.S., Kerwin, M.L.(2005). Early Oral-Motor Intervention for Pediatric Feeding Problems: What, When and How. Journal of Early and Intensive Behavior Intervention, 2, 3, 146-159

McQuillan, M.K, Coleman, G.A. (2008). Guidelenes for Feeding and Swalliowing Programs in Schools. Connecticut State Departement of Education

Ortega, O. L., Ciamponi, A.L., Mendes, F.M., Santos, M. (2010). Assessment scale of the oral motor performance of children and adolescents with neurological damages. Journal of Oral Reabilitation, 36, 653-659.

Palisano, R., Rosenbaum, P., Walter, R.S., Russell, D., Wood, E., Galuppi, B. (1997) Development and reliability of a system to classify gross motor function in children with cerebral palsy. Dev. Med.

Child Neurol, 39(4), pp 214-223. RCSLT (2014). Resource manual for commissioning and planning services for SLCN. Dysphagia.

Robănescu, L. (2014). Disfuncții în alimentația sugarului și copilului mic. Revista de Neurologie și Psihiatrie a Adolescentului din România, 17 (3), 39- 52

http://www.asha.org/uploadedFiles/Pediatric-Feeding-History-and-Clinical-Assessment-Form.pdf

Social Communication Pragmatic Disorder- Erasmus+ Framework

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Tulburarea de Comunicare Socială (Pragmatică)- Erasmus+ Framework

Social Communication Pragmatic Disorder- Erasmus+ Framework

Raluca Nicoleta TRIFU
Abstract

Erasmus+ Framework through KA1-KA3 actions is a good possibility for staff training, youth mobility, students’ instruction, professional exchange and much more. Address in the KA1 – Learning mobility of individuals, ”We Can Too” was a project developed by Youth movement for development of the rural areas in Bulgaria in partnership with BNAL – Bulgarian National Association of Logopedists. The project brought together speech and language therapist from 5 different countries (Bulgaria, Estonia, Latvia, Lithuania and Romania), aiming to develop skills and good practices exchange in therapy for SPCD – Social Pragmatic Communication Disorders. Through 10 days of intensive training, SLTs become confident in using eye control techniques – Tobii PCEye for various disabilities, they translated and adapted the Pragmatic Profile proposed by Hazel Dewart and Susie Summers, 1995 in 5 languages and practiced Story Map Technique in developing pragmatic languages for intellectual disability, based on the Raggie (Sipsik) reading series. This training certified by EC with youth mobility certificate is considered an important element in skills acquired for SCPD therapy and a running start for further accurate diagnosis in accordance with DSM- V criteria and appropriate intervention

Keywords: SPCS – Social Pragmatic Communication Disorder, Story Map Technique, Eye Control Technology, Erasmus+ Framework.

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DOI: 10.26744/rrttlc.2016.2.2.12

Published on line: 15/10/2016

References:

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5). Diagnostic and Statistical Manual of Mental Disorders 4th edition TR. http://doi.org/10.1176/appi.books.9780890425596.744053

ASHA. (n.d.). Social Communication Disorders: Overview. Retrieved from http://www.asha.org/Practice-Portal/Clinical-Topics/Social-Communication-Disorders-in-School-Age-Children/

Assist Fondation. (2016). One-day training within the project “We can too”, ERASMUS +. Retrieved from http://assistfoundation.eu/

Bates, E. (1976). Language and context: The acquisition of pragmatics. New York: Academic Press.

Dewart, H., & Summers, S. (1997). The Pragmatics Profile of Everyday Communication Skills in Children. Revised Edition. Manual.

European Commission. (n.d.). The EU programme for Education, Training, Youth and Sport 2014-2020.

Luria, A. R. (1973). The Working Brain. An Introduction to Neuropsychology. London: Basic Books.

Ninio, A., & Snow, C. E. (1999). The Development of Pragmatics: Learning to Use Language Appropriately. In T. K. Bhatia & C. Ritchie (Eds.), Handbook of language acquisition (pp. 347–383). New York: Academic Press.

Tobii PCEye Go. (2016). Unbeatable computer access through gaze interaction.

Ülviste, A. M. (2015). Õppematerjalid toimetulekuõppe III arengutaseme õpilaste suhtlemiseks vajalike pragmaatiliste oskuste arendamiseks. Tartu Ülikool. Sotsiaal- ja haridusteaduskond. Eripedagoogika osakond.

Dyspraxia. Pilot study regarding dyspraxia approach in our country

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Dispraxia. Studiu privind problematica dispraxiei în ţara noastră

Dyspraxia. Pilot study regarding dyspraxia approach in our country

Carolina BODEA HAŢEGAN, Dorina TALAȘ, Raluca (SOARE) TRIFU
Abstract

This article describes the results obtained in a pilot study addressing dyspraxia in the speech and language field in Romania. The main objectives of this study is to establish if dyspraxia is a frequent diagnosis in speech and language therapy, to underline if this diagnosis is just a specifier in a wider range of disorders or disabilities and to underline if there is a need to address this diagnosis during the initial training and continuous professional development for Romanian speech and language therapists. Results proved that there are no differences in approaching this diagnosis in our country comparing with data from abroad, except regarding the need for speech and language specialists initial training and continuous professional development in this specific area.

Keywords: speech and language therapy, motor planning, developmental dysprexia,
dyspraxia of speech, apraxia in adults and in children
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DOI: 10.26744/rrttlc.2016.2.1.02

Published on line: 15/03/2016

References:

American Psychiatric Association. (2013). Diagnostic and statistical manual of mintal disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

ASHA (2016, a). Childhood apraxia of speech. Overview, accesat în data de 4.02.2016 http://www.asha.org/Practice-Portal/Clinical-Topics/Childhood-Apraxia-of-Speech/.

ASHA (2016, b). Apraxia of speech in adults, accesat în data de 6.04.2016 http://www.asha.org/public/speech/disorders/ApraxiaAdults/.

Bodea Haţegan, C. (2015). Tulburările de limbaj şi comunicare, în Roşan, A. (coord.). Psihopedagogie specială. Modele de Evaluare şi intervenţie, Editura Polirom, Iaşi p. 212-243.

Flipsen, P., Gildersleeve-Neumann, C. (2009). Childhood apraxia of speech: some basics of assessment and treatment, ASHA Invited Presentation, ASHA Convention, New Oleans, LA, accesat în data de 11.03.2016 file:///D:/My%20Documents/Downloads/1372_Flipsen_Jr_Peter.pdf

RCSLT (2011). RCSLT Policy Statement.  Developmental Verbal Dyspraxia, The Royal College of Speech and Language Therapists, London, accesat în 4.03.2016, http://www.ndp3.org/documents/rcslt2011dvdPolicyStatement.pdf

http://apps.who.int/classifications/icd10/browse/2016/en#/R48.2

Psycho-behavioral strategies in approaching stuttering in school age children

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Strategii terapeutice psiho – comportamentale în bâlbâială la vârsta școlară

Psycho-behavioral strategies in approaching stuttering in school age children

Mirela BUTTA
Abstract

This article approaches stuttering from a psycho-behavioral perspective, both during the assessment stage and during the therapy stage. This approach is developed within a case study, is underlined the fact that stuttering needs a complex therapeutic approach. This complex approach can be delivered by the speech and language therapists as part of an intervention team, besides the psychologist, the psychotherapists and of course the parents and the child.

Keywords: stuttering, cognitive/behavioral approach, rythm, verbal behavior, school age.

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DOI: 10.26744/rrttlc.2016.2.1.03

Published on line: 15/03/2016

References:

Anca, M. (2002). Logopedie, Cluj-Napoca: Editura Presa Universitară Clujeană.

Bonchiș, E. (2004). Psihologia copilului, Oradea: Editura Universității din Oradea.

Burlea, G. (2003). Bâlbâiala- manual de diagnostic și terapie, București: Editura Tehnica-Info.

Cognitrom, (2012). Bateria de teste Ped a-Manualul testelor, Cluj-Napoca.

Moldovan, I. (2006). Corectarea tulburărilor limbajului oral, Cluj-Napoca: Editura Presa Universitară Clujeană.

Iolanda, M. (1996). Probleme psihopedagogice la copilul cu tulburări de limbaj, Iași: Editura Ankarom.

Chassey, J., Bignone, S. (2008). Terapia comportamentală și cognitivă a tulburărilor de ritm și fluență, București: Editura Polirom.

Schaffer, H.R. (2007). Introducere în psihologia copilului, Cluj-Napoca: A.S.C.R.

Verza, E. (2009). Tratat de logopedie (vol 2), București: Editura Semne.

https://logopedic.wordpress.com/2012/02/12/terapia-comportamentala/

http://www.infopsihologia.ro/2013/03/balbaiala/

Prevention means for reading and writing disorders addressing visual impaired children

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Modalităţi de prevenire a tulburărilor de citire şi scriere la copiii nevăzători

Prevention means for reading and writing disorders addressing visual impaired children

Daniela BARTHA
Abstract

We all know that blind children may have difficulties in reading and writing in Braille. For this reason, we think that a presentation of ways in which these difficulties could be prevented may be necessary. Thus, in this article, we will try to present some modalities in which parents and teachers may adapt some strategies of learning to read and write in Braille, starting from the pre-reading stage. We will also present some strategies in which tactile books may be adapted, because reading through images is an important basic skills for all children, even with or without disabilities.

Keywords: reading disorders, visual impairments, Braille, pre-reading stage, educational strategies for improving reading abilities
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DOI: 10.26744/rrttlc.2016.2.1.04

Published on line: 15/03/2016

References:

Bodea Hațegan, C. (2013). Tulburări de voce și vorbire, Cluj-Napoca: Presa Universitară Clujeană.

Cziker, R., Hathazi, A. (2015). Dizabilitatile vizuale, in Rosan, A. (2015). Psihopedagogie speciala. Modele de evaluare si interventie,.Editura Polirom, Iași.

Jalbert, Y., Champagne, P. (2005). Le développement de la conscience de l’écrit chez l’enfant aveugle âgé de 0 à 5 ans. Paris: Institut Nazareth et Louis Braille.

Marinache, C. V. (2008). Stimularea tactil-kinestezică timpurie, premisă în formarea deprinderilor lexico-grafice în Braille. Tulcea: S. C. Harvia S. R. L.

Preda, V. (coord.), Şendrea, L., Cziker, R., (coord.). (2002). Psihopedagogia interventiei timpurii la copiii cu deficiente vizuale. Cluj-Napoca: Presa Universitară Clujeană.

Preda, V., Cziker, R. (2004). Explorarea tactil-kinestezică in perceperea obiectelor, a imaginilor tactile şi in lectura Braille. Cluj-Napoca:  Presa Universitară Clujeană.

Steinmann, B.A., Lejeune, B.J., Kimbrough, B.T. (2006). Developmental Stages of Reading Processes in Children Who Are Blind and Sighted. Journal of Visual Impairment and Blindness, 100, 36-46.

Warren, D.H. (1984). Blindness and children. An individual differences approach. USA: Cambridge University Press.

Speech and language therapy

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Terapia logopedică în tulburările de deglutiție la pacientul cu accident vascular cerebral (AVC)

Speech and language therapy for dysphagia in the context of the cerebro-vascular accidents

Elena Lăcrămioara BUZZO (PRIHOI)

Abstract

In the first part of this article the author presents the main implications of cerebrovascular accidents on speech. These complex implications need to be approached during the speech and language therapy in a multidimensional way. But besides the classical the therapeutic approach, the author underlines the fact that eating disorders are also an important aspect to be considered during the therapy. Thus, the second part of the article presents a speech and language approach in a case of cerebrovascular accident where the focus is on deglutition and eating, swallowing and drinking disorders.

Keywords: eating disorders, swallowing disorders, cerebrovascular accidents, speech and language therapy, drinking disorders, deglutition
pdf

DOI: 10.26744/rrttlc.2016.2.1.05

Published on line: 15/03/2016

References:

Bodea Hațegan, C.(2013). Tulburări de voce și vorbire. Evaluare și intervenție. Cluj-Napoca: Presa Universitară Clujeană.

Bruno, V., Sparpaglione, D. (2012). I disturbi di deglutizione Come aiutare i pazienti:note per familiari ed assistenti, Pavia: Ed. I manuali della Fondazione Maugeri.

Kory Calomfirescu, Ş., Kory Mercea, M. (1996). Afazia în accidentele cerebrale, Cluj-Napoca: Casa Cărţii de Ştiinţă.

Chinellato, P. (2007). Lezioni di linguistica clinica. Venezia: Libreria Editrice Cafoscarina.

Crăciun, M. (2009). Diagnosticul şi tratamentul afaziei. Cluj-Napoca: Risoprint.

Comper, I. Veit, V., Markart, H., Calligione, I. (1996).La disfagia (disturbo della deglutizzione) casa di cura Villa Melita, Bolzano, www.villamelitta.it

Modena, L., Pellecchia, C. (2001). La disfagia oro-faringea nel paziente adulto con patologia neurologica, U.O. Medicina Fisica e Riabilitazione Azienda Ospedaliera di Bologna Policlinico S. Orsola – Malpigli.

Mureșan, R. (2015). Terapia tulburărilor de înghițire. Notițe de curs, Cluj-Napoca: Universitatea Babeș-Bolyai.

Raggi, R. (2011). Il  trattamento logopedico:strategie e tecniche, Ausl di Piacenza, Dipartimento della Non Autosufficienza e Riabilitazione Unita Operativa Medicina Riabilitativa Borgonovo Val Tidone (PC) Direttore dott. H. Cerrel Bazo.

Early intervention strategies

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Direcții de intervenție timpurie în contextul dezvoltării abilităților de comunicare în sindromul Down

Early intervention strategies for developing communication abilities in Down syndrome

Mihaela Maria TELCEAN, Anamaria-Rada BENE, Cristina SANDU
Abstract

This paper focuses on the importance of early intervention as far as language development for children with Down syndrome. Children with Down syndrome have a delay in the development of communication abilities because of the sensory, perceptual, physical and cognitive issues they face and which affect their development path.
The anatomical and physiologic characteristics frequently met among children with Down syndrome are represented by differences of the muscles and facial structure, which lead to language disorders such as: hypotonia, poor lips, tongue and oral cavity coordination. The physical features of these children (tongue protusion, predominantly oral breathing, irregular dentition, ogival palate) highlight difficulties for small and precise movements of the mouth which limits tongue movements when speaking. The problems mentioned above affect the children’s intelligibility of speech for with Down syndrome in the following areas: articulation, rhythm and fluency, resonance, phonation.
This paper proposes an approach which focuses on the development of the suprasegmental aspects of speech, the development of immediate imitation abilities, the development of focused attention, establishing eye contact, the development of phonoarticulation using orofacial stimulation (the Morales technique and using special instruments – Sensory Therapy instruments, Z-vibe – an instrument with vibrations).

Keywords: speech and language development, early intervention, Down syndrome, orofacial stimulation, motor development
pdf

DOI: 10.26744/rrttlc.2016.2.1.06

Published on line: 15/03/2016

References:

Lowsky, D. C. (2011). Tips & Tehniques for the Z-vibe, DnZ-vibe, & Z-Grabber, USA: ArkTherapeutik.

Hațegan, C. Talaș, D. (2013). Scala Communication Matrix, Varianta tradusă și adaptată în limba română pentru profesioniști, https://www.communicationmatrix.org/uploads/COMMUNICATION%20MATRIX_RO.pdf.

Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Presa Universitară Clujeană.

Lambert, J. L., Rondal, J. A. (1980). Le mongolisme. Bruxelles: Mardaga

Rowland, C., Stremel Campbell, K. (1987). Share and share ailike:convetional gestures to emergent language for learners with sensory impairments. In L. Goetz, D. Guess, K.Stremel Campbell, Innovative Program Design for individuals with dual sensory impairments. Baltimore: Paul Brookes;

Roșan, A. (2015). Psihopedagogie specială. Modele de evaluare și intervenție, Polirom: Cluj-Napoca.

Smith, B., Oller, D.K. (1981). A comparative study of premeaningful vocalizations by normally developing and Down Syndrome infants. Journal of speech and hearing disorders, 46, 46-51.

Tair, D., (2015). Tehnici de integrare senzorială, Suport de curs, Cluj-Napoca: Fundația Doctrina.