Autor: asttlr

On-line Speech and language therapy

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Terapia tulburărilor de limbaj derulată online

On-line Speech and language therapy

Dorina Anca TALAŞ
Abstract

This article presents the major aspects regarding telepractice for speech and language therapy. The telepractice is defined according to ASHA, 2015 and the results some researchers made in the telepractice field are presented. The studies presented recommend telepractice in aphasia, apraxia, dysarthria, voice disorders, dysphagia, fluency and voice disorders, language disorders diagnosis, articulation disorders. Caution is needed when working with severe cases. A classification of online therapy services is presented and online sessions are described. The advantages and disadvantages of using online speech and language therapy are discussed. It is important for the therapists to analyze each case with the family and to identify the best intervention possible for that case.

Keywords: online therapy, speech and language therapy, telepractice, distance therapy
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DOI: 10.26744/rrttlc.2015.1.1.05

Published on line: 15/10/2015

References:

Crutchley, S., Dudding, C.C., Grogan-Johnson, S. & Alvares, R. (2010, November). School-based telepractice needs assessment, establishing telespeech in the educational setting. Short course presented at ASHA National Convention, Philadelphia, PA.

Crutchley, S., Campbell, M., & Christiana, D. (2012). Implementing a school-based telepractice program. Perspectives on Telepractice, 2(1), 31-41.

Edwards, M., Stredler-Brown, A. Houston, K. T. (2012) Expanding Use of Telepractice in Speech-Language Pathology and Audiology, The Volta Review, Volume 112 (3), Winter 2012, 227-242

Heimerl, S., & Rasch, N. (2009). Delivering developmental occupational therapy consultation services through telehealth. Developmental Disabilities Special Interest Section Quarterly, 32, 1–4.

Houston, KT. (2014). Telepractice in speech-language pathology, Plural Publishing, San Diego

Major, J. (2005). Telemedicine room design. Journal of Telemedicine and Telecare, 11, 10-14.

Towey, Michael P. (2012). Speech Telepractice: Installing a Speech Therapy Upgrade for the 21st Century. International Journal of Telerehabilitation. Vol 4, No 2 2012 doi: 10.5195/ijt.2012.6112

American Speech-Language Hearing Association (ASHA) (2005). http://www.asha.org/practice/telepractice/

Speech therapy in stroke

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Tulburări de vorbire în accidente vasculare cerebrale (AVC)

Speech therapy in stroke (cerebrovascular accident- CVA)

Elena Lăcrămioara BUZZO (PRIHOI)
Abstract

The focus of this article is on aphasia, establishing the main assessing and intervention directions after stoke (cerebrovascular accident- CVA). The approach is formulated starting from a theoretical background which states the main causes of aphasia and the main language and speech features in aphasic persons. A case study report reflects in a practical way the specificity of the speech and language therapy approach, underlining the importance of team work in order to ensure relevant progresses in this context.

Keywords: motor aphasia, sensorial aphasia, anomia, cerebrovascular accident- CVA, mixed aphasia

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DOI: 10.26744/rrttlc.2015.1.1.06

Published on line: 15/10/2015

References:

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

Bodea Haţegan, C.(2013). Tulburări de voce şi vorbire. Evaluare şi intervenţie. Cluj-Napoca: Presa Universitară Clujeană

Calomfirescu, M. (1996). Afazia în AVC. Cluj-Napoca: Casa Cărţii de Ştiinţă

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

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

Rogozea A. (2014). Culegere de exerciţii pentru recuperarea afaziei. SC. PI Advisor Advertising SRL: Bucureşti.

Vrăşmaş, E.,Stănică, C. (1994). Terapia tulburărilor de limbaj. Bucureşti: Editura Didactică şi Pedagogică.

Specific intervention methods

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Metode şi procedee specifice de corectare a tulburărilor de articulare a fonemelor vocalice la şcolarii mici cu dizabilitate auditivă

Specific intervention methods and techniques for correcting vowels articulation disorder in pupils with hearing impairments

Lăcrămioara URSACHE
Abstract

Speech and language communication has different characteristics in hearing impaired persons. This article presents the most important aspects of communication in the hearing impairment context. Specific vowels articulation disorders in children with hearing impairment are discussed. Different methods and procedures used in speech and language therapy are presented: visual aids, dactilems, vocals prolongation, short vocals emission, short vowels emission in open syllables and closed syllables, diphthongs and triphtongs pronunciation. Individual needs are highlighted in a case study report, by choosing the best speech and language therapy methods and procedures when working with persons with hearing impairment.

Key words: vowels articulation, hearing impairments, phonological disorders, coarticulation
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DOI: 10.26744/rrttlc.2015.1.1.07

Published on line: 15/10/2015

References:

Anca, M. (2007). Logopedie, Cluj-Napoca: Editura Presa Universitară Clujeană.

Anca, M., Haţegan, C. (2008). Terapia limbajului. O abordare interdisciplinară, Cluj-Napoca: Editura Presa Universitară Clujeană.

Anca, M. (2001). Psihopedagogia deficienţilor de auz, Cluj-Napoca: Editura Presa Universitară Clujeană.

Avram, A. (coord) (2000). Antologie fonetică a limbii române, Bucureşti: Editura Academiei Române.

Bălan, N. A. (2009). Lingvistică generală, Craiova: Editura Universitaria.

Bold, V., Oproiu, E., Zisu, F. (2003). Limba română-fonetică, punctuaţie, vocabular, morfologie, sintaxă, Bucureşti: Editura Educaţional A B C.

Neamţu, G.G. (2008). Limba romană contemporană-fonetică, suport de curs universitar, Cluj-Napoca: Facultatea de Litere, UBB.

Popa, M. (2006). Comunicarea – aspecte generale şi particulare, Bucureşti: Editura Paideia.

Toma, I. (2004). Limba română contemporană. Fonetică-fonologie, lexicologie, Bucureşti: Editura Fundaţiei de mâine.

Stănică, I., Popa, M., Popovici, D.,V., Rozorea, A., Muşu, I. (1997). Psihopedagogia specială – Dizabilităţi senzoriale, Bucureşti: Editura Pro Humanitate.

Ursache, L. (2010). Modalităţi de stimulare a abilităţilor conversative la copiii cu dizabilitate auditivă, în Revista Şcoala „V.Pavelcu”, Iaşi.

Ursache, L. (2012). Cartea vocalelor, Auxiliar curricular editat în cadrul Programului de Granturi pentru Dezvoltare Şcolară „Modern şi eficient în educarea şi recuperarea copilului deficient de auz”, Aplicaţia „Fereastra spre Europa”, Cluj-Napoca.

Van Uden, A. (1977). A word of language for deaf children, Amsterdam and Lisse: Swets & Zeitlinger.

Life quality assessment

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Evaluarea calităţii vieţii adulţilor cu afazie

Life quality assessment for adults with aphasia

Mirela BUTTA
Abstract

This article presents the importance of the quality of life assessment in speech and language therapy when working with aphasic persons. The terms aphasia and quality of life are defined and the quality of life assessment in aphasia is presented. Nottingham Health Profile is described and used in order to prove the importance of quality life assessment as objective indicator for speech and language therapy relevance in aphasic persons. A case study of a 42 year old female diagnosed with aphasia is presented using Nottingham Health Profile results before intervention and six months after speech and language intervention. The conclusion reveals the importance of including different objectives related to the quality of life in speech and language therapy.

Key words: aphasia, quality of life, assessment tools, speech and language therapy
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DOI:10.26744/rrttlc.2015.1.1.08

Published on line: 15/10/2015

References:

Carr, A. J., Higginson, I. J. (2001). Measuring quality of life: Are quality of life measures patient centered?, British Medical Journal, 322, 1357–1360

Neamţu G. (2003.). Tratat de asistenţă socială. Polirom: Iaşi.

Negrescu, C. C. (2013), Particularităţi ale recuperării unui caz de AVC hemoragic, Atena: Acta MedicaTransilvania,  vol. II, nr. 2, pag. 121

Crăciun, M. (2001). Diagnosticul şi tratamentul afaziei, Teză de doctorat, Cluj-Napoca.

Hunt, S. M., Mcewen, J., Mckenna, S. P. (1997). Measuring health status: a new tool for clinicians and epidemiologists, Journal of the Royal College of General Practitioners, 35, 185–188.

Lupu, I, Zanc, I. (2004). Sociologia sănătăţii. De la teorie la practică, Piteşti: Editura Tiparg.

Lupu, I. (2006). Calitatea vieţii în sănătate. Definiţii şi instrumente de evaluare. Calitatea Vieţii, XVII(1-2): 73-91.

www.ortoclinic.ro/index…/managementul-accidentului-vascular-cerebral

www.asha.org

www.jneurosci.org

www.aphasia.org

Information and communication technologies

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Programe informatice utilizate în terapia ludică la copiii cu dizabilităţi auditive

Information and communication technologies used during the play therapy for children with hearing impairments

Rodica POPESCU, Vasile Radu PREDA
Abstract

Play therapy objectives and information and communication technologies for people with hearing impairment functions are identified in the first part of this article. There are many benefic aspects of using computers during therapeutic approaches when working with persons with hearing impairments. The research presents the results from 108 hearing impaired students evaluated with Verbal Comprehension Probe from Sibiu, non-verbal probe for auditory memory, auditory discrimination and sounds discrimination. During intervention the following programs were used: Detektiv Langohr, Paint Editor and Visual Stimulation Software. Conclusions reflect the improvements the students made in the following areas: digital competences, internet access and flexible perceptive-cognitive styles. Information and communication technologies can be used during the therapeutic activities in the benefit of students with hearing impairment.

Keywords: information and communication technologies, play therapy, hearing impairments.
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DOI:10.26744/rrttlc.2015.1.1.09

Published on line: 15/10/2015

References:

Aufauvre, Marie-René (1988). Pour eux aussi, Catalogue jeux et jouets, Bruxelles.

Approche des modèles conceptuels en ergothérapie, http://www.anfe.asso.fr/livre/modele.htm

Craina, S. (2006). Computerul în activitatea educaţională dincolo de ora de curs, M.E.C., Bucureşti.

Cziker, R. (2001). Educaţia şi stimularea vizuală la copilul cu deficienţă vizuală., Cluj-Napoca: Editura Presa Universitară Clujeană.

Piaget, J.; Inhelder, B. (1972). Psihologia copilului, Bucureşti: Editura Didactică şi Pedagogică.

Popescu, R. (2003). Problematica deficienţilor de auz, Sibiu: Editura Psihomedia.

Popescu, R. (2004), Formarea şi dezvoltarea competenţelor de comunicare la copiii deficienţi de auz, Sibiu: Editura Universităţii Lucian Blaga.

Popovici, D.V.; Matei, S. R. (2005). Terapie ocupaţională pentru persoane cu dizabilităţi. Constanţa: Editura Muntenia

Preda, V., Ferenczi, I. (1995). Abordarea obiectivelor pedagogice. În: M. Ionescu (coord.). Didactica modernă, pp. 86-108, Cluj-Napoca: Editura Dacia

Preda, V. R. (2015). Obiective, funcţii şi aplicaţii ale terapiei ocupaţionale. În: Studii şi cercetări din domeniul ştiinţelor socio-umane. Academia Română. Filiala Cluj-Napoca. Departamentul de cercetări socio-umane, Cluj-Napoca: Editura Limes & Argonaut, pp. 385-394

Wilcook, A. (1986). Ocupational Therapy Approaces to Stroke, Churchill Livingstone, London, New York.

Developing reading fluency for first grade pupils

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Dezvoltarea fluenței citirii în clasa I

Developing reading fluency for first grade pupils

Crina Maria IANCU
Abstract

This study presents the results of reading fluency ability in five first grade students as measured with PEAFC (Probe for Assessing and Training Reading Fluency). The first evaluation was made in the beginning of the school year, in September 2014, and the second evaluation was seven months later, in April, 2015. The results demonstrate a significant improvement in reading fluency for all the participants. PEAFC helps the teacher or the therapist to monitor the progress and to present the progress the students made to the students and to the parents. The results can be presented in a graphic for a better understanding.

Key words: first grade, reading fluency, PEAFC (Probe for Assessing and Training Reading Fluency), Precision Teaching
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DOI: 10.26744/rrttlc.2015.1.1.10

Published on line: 15/10/2015

References:

Bodea Haţegan, C., Talaş, D. (coord.)(2014). Fluenţa verbală. Direcţii teoretice şi aplicaţii psihopedagogice, Cluj-Napoca: Presa Universitară Clujeană.

Verza, E. (1983). Disgrafia şi terapia ei, Bucureşti: Editura Didactică şi Pedagogică.

Chard, D.J., Vaughn, S., & Tyler, B.J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386-406.

XXX, (2014). Programa şcolară pentru disciplina COMUNICARE ÎN LIMBA ROMÂNĂ clasa pregătitoare, clasa I şi clasa a II-a, Ministerul Educaţiei Naţionale.

http://www.linkslearning.k12.wa.us/reading_links/readingmanuals/FLUENCYFACILITATOR.pdf

http://www.k12reader.com/what-is-reading-fluency/

Semantic networks visually adapted for children with hearing impairments

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Reţelele semantice adaptate vizual pentru elevii cu dizabilitate auditivă

Semantic networks visually adapted for children with hearing impairments

Ioana ȘERBAN
Abstract

Semantic networks are used in enhancing verbal and cognitive development for students, before engaging in the study of a certain topic. They can also be used as a way to summarize the content of a lesson, as a technique of making new associations or of representing new meanings. When teaching literacy to hearing impaired students the most difficult aspects are the understanding the meaning of the words, building sentences and enriching the vocabulary.

Keywords: Semantic network, hearing impairment, vocabulary
pdf

DOI:10.26744/rrttlc.2015.1.1.11

Published on line: 15/10/2015

References:

Bloom, P. (2000). How children learn the meanings of words. Cambridge, MA: MIT Press.

Clark, E. V. (2006). Color, reference, and expertise in language acquisition. Journal of Experimental Child Psychology, 94, 339–343. disponibil la www.sagepub.com

Courtin, C. (2000). The impact of sign language on the cognitive development of deaf children: The case of theories of mind. Journal of Deaf studies and Deaf Education, 5, 266–276.

Fawzy, E. (2006). Comparing creative thinking abilities and reasoning ability of deaf and hearing children. Roeper Review, 28, 140–147.

Gleitman, L. R., Cassidy, K., Nappa, R., Papafragou, A., & Trueswell, J. C. (2005). Hard words. Language Learning and Development, 1, 23–64.

Lejeune, B., & Demanez, L. (2006). Speech discrimination and intelligibility: Outcome of deaf children fitted with hearing aids or cochlear implants. Belgian ENT, 2, 63–68.

Miclea, M. (1994). Psihologie cognitivă; Cluj-Napoca: Casa de Editură Gloria.

Pamfil, A. (2008). Limba şi literatura română în gimnaziu. Structuri didactice deschise; Piteşti: Editura Paralela 45.

Rottenberg, C. (2001). A deaf child learns to read. American Annals of the Deaf, 146, 270–275.

Schirmer, B. R. & McGough, S. M. (2005). Teaching reading to children who are deaf. Review of Educational Reasearch, 75, 83-117.

 

ERASMUS Programs

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Proiectele ERASMUS

Cadru de dezvoltare profesională și personală a specialiștilor în terapia tulburărilor de limbaj și de comunicare

ERASMUS Programs – A continuous professional and personal development framework for speech and language therapists

Raluca (SOARE) TRIFU
Abstract

Erasmus Program financed by European Union represents a real opportunity in empowering life long learning concept. Taking the opportunity for such a financial aid, 50 speech and language therapists gained theoretical and procedural knowledge in works with children with Autism Spectrum Disorder. „The Magic to communicate” coordinated by Youth Movement for Development of the Rural Areas in Bulgaria in partenership with Latvijas Logopēdu Associācija, Asociația Specialiștilor în Terapia Tulburărilor de Limbaj din România, Estonian Logopedists´ Union and Lithuanian Logopedist Association, designed as a summer school, created the framework for better understanding the communication needs and language impairments in ASD. The program also represents a good change to increase professionalism of SLT and to enhance service quality in therapy with ASD.

Keywords: Erasmus , Life Long Learning, Speech and Language Therapy (SLT)

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DOI: 10.26744/rrttlc.2015.1.1.012

Published on line: 15/10/2015

References:

Capd, A., & Force, T. (1996). Recognizing and Treating Children with Central Auditory Processing Disorders Maxine L. Young, M. S., CCC-A / SLP, FAAA.

Commission, E. Adult learning: It is never too late to learn, COMMISSION OF THE EUROPEAN COMMUNITIES 1–12 (2006). COMMISSION OF THE EUROPEAN COMMUNITIES. http://doi.org/10.1080/02601370701219418

Education, E., Students, P. T., Formation, P., Papers, P., & Aid, S. F. (2000). Learning for Life: White Paper on Adult Education. Document Resume, (July), 4–5.

Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247–273. http://doi.org/10.1080/158037042000225245

Jurnal Oficial UE, & UE. DECIZIA NR. 1357/2008/CE A PARLAMENTULUI EUROPEAN ȘI A CONSILIULUI din 16 decembrie 2008 de modificare a Deciziei nr. 1720/2006/CE de stabilire a unui program de acțiune în domeniul învățării continue. (2010).

Parlament European, P., & CU Europene, C. U. L 347/50. REGULAMENTUL (UE) NR. 1288/2013 AL PARLAMENTULUI EUROPEAN ȘI AL CONSILIULUI din 11 decembrie 2013 de instituire a acțiunii „Erasmus +”: Programul Uniunii pentru educație, formare, tineret și sport și de abrogare a Deciziilor nr. 1719/2006/CE, nr (2013).

Vogindroukas, I. (2015). Developmental Profile of Social Communication. Retrieved from http://ieel.gr/en/home/