Autor: asttlr

Eficacitatea terapiei oro-mio-funcționale în cadrul terapiei ortodontice

asttlr

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
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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

asttlr

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.

Keywords:intellectual disability, psychomotricity elements, relationship, language development, the multidisciplinary team
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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

Tulburarea din spectrul autist. Abordare din perspectivă psiholingvistică

asttlr

Tulburarea din spectrul autist. Abordare din perspectivă psiholingvistică

Autism spectrum disorder. A psycholinguistic approach

Ioana IRIMIA
Abstract

Psycholinguistic is definited as the study of the language of the mind. People with ASD have language disorders. In order to disguise their problems, these people use pre-prepared and learned phrases. Another language-related problem is the presence of echolalia, but the presence of echolalia does not influence the average length the sentence, just as the use of conjunctions or prepositions, or abstract words, does not influence the average length. What does influence the average lenght of the utterance is the number of new words used.

Keywords: psycholinguistics, autism spectrum disorder, language disorders, echolalia, mean legth of utterance
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DOI:10.26744/rrttlc.2024.10.1.11
Published on line: 03/31/2024
References
Aitchison, J. (2007). The articulate mammal: An introduction to psycholinguistics.Routledge.
Alarcón, M., Abrahams, B. S., Stone, J. L., Duvall, J. A., Perederiy, J. V., Bomar, J. M.,… & Geschwind, D. H. (2008). Linkage, association, and gene-expression analyses identify CNTNAP2 as an autism-susceptibility gene. The American Journal of Human Genetics, 82(1), 150-159
Ciesielska, M., Boström, K. W., & Öhlander, M. (2018). Observation methods. Qualitative methodologies in organization studies: Volume II: Methods and possibilities, 33-52.
Lai, M. C., Lombardo, M. V., Ruigrok, A. N., Chakrabarti, B., Auyeung, B., Szatmari, P.,… & MRC AIMS Consortium. (2017). Quantifying and exploring camouflaging in men and women with autism. Autism, 21(6), 690-702.
Ryan, S., Roberts, J., & Beamish, W. (2022). Echolalia in Autism: A Scoping Review. International Journal of Disability, Development and Education, 1-16.
Schaeffer, J., El-Raziq, A., Castroviejo, E., Durrleman, S., Ferré, S., Grama, I.,… & Tuller, L. (2023). Language in autism: domains, profiles and co-occurring conditions. Journal of Neural Transmission, 1-25

Dezvoltarea competenței de comunicare a elevilor de gimnaziu

asttlr

Dezvoltarea competenței de comunicare a elevilor de gimnaziu

Developing language competencies in middle school students

Vasile Radu PREDA
Abstract

Developing the communicative competence of secondary school students. The model for the development of communicative competence during the teaching learning process is based on the principles and strategies rooted in cognitive psychology (Lasnier, 2001). In order to develop students’ communicative competence, verbal communication skills and speaking skills, teachers can use a framework to be applied function of the set objectives, starting from an initial evaluation up to the formative assessment. The investigation of the teaching-learning techniques employed so as to increase the students’ communicative competence and speaking skills shows that teachers working in mainstream education, in special education and in inclusive schools rely mainly on scientifically validated psycho-pedagogical theories and formative assessment

Keywords: communicative competence, verbal communication skills, speaking skills, teaching-learning techniques, initial evaluation, formative assessment.
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DOI:10.26744/rrttlc.2024.10.1.12
Published on line: 03/31/2024
References
Bandura, A. (2003). Auto-efficacité, le sentiment d’efficacité personnelle. Paris, Bruxelles: De Boeck.
Bocoş, M. (2002). Instruire interactivă. Repere pentru reflecţie şi acţiune. Cluj- Napoca: Presa Universitară Clujeană.
Bodea-Haţegan, C. (2015). Tulburările de limbaj şi comunicare. În: A. Roşan (coord.). Psihopedagogie specială. Modele de evaluare şi intervenţie. Iaşi : Polirom : 212—243.
Büchel, F.P. (1998). De la metacognition à l’éducation cognitive. În : F.-P. Büchel (sous la direction). Textes de base en pédagogie. L’éducation cognitive. Le développement de la capacité d’apprentissage et son évaluation. Geneve. Delachaux et Niestlé : 9 – 46.
Bűchel, F.P. (1990). Analyse des processus d’apprentissage médiatisé auprès d’enfants présentant des difficultés d’apprentissage, Revue de Psychologie Appliquée, vol. 40, nr. 4 : 407-424.
Feuerstein, R., Klein, P.S., Tannenbaum, A.J.. (1994). Mediated Learning Experience (MLE): theoretical, psychological and Learning implications. England: Freund Publishing House Ltd.
Lasnier, F. (2000). Reusir la formation par compétence. Montréal: Guérin.
Lasnier, F. (2001). Un modèle intégré pour l’apprentissage d’une competence. Pédagogie collégiale, vol. 15, nr. 1, pag. 28-33
https://core.ac.uk/download/pdf/52977894.pdf (accesată în 13.11.2022).
Pintrich, P. (2004). A conceptual framework for assesing motivation and self regulated learning in college students. Educational Psychology Review, 16, 4: 385-407.
Pânişoară, O.I. (2003). Comunicarea eficientă. Metode de interacţiune educaţională. Iaşi, Ed. Polirom
Rondal, J.A. et all. (1999). Développement du langage oral. În: J.A. Rondal (sous la direction), Manuel de psychologie de l’enfant. Sprimont, Mardaga : 479-564.
Schunk, D. H, Pajares, F. (2005). Competence perceptions and academic functioning. În: A. J.Elliot, C.S. Dweck (Eds.). Handbook of Competence and Motivation. New York, Guilford Press: 85 – 104

Afazia Globală. Studiu de caz

asttlr

Afazia Globală. Studiu de caz

Global aphasia. A case study report

Carolina BODEA HAȚEGAN,Dorina TALAȘ, Beatrice Gabriela PRISACARIU, Raluca Nicoleta TRIFU
Abstract

This paper presents an overview of a patient with global aphasia, a neurological language disorder resulting from brain injury, encompassing a diverse range of symptoms. Aphasia can be acquired or congenital, depending on the timing of onset. In adults, it typically follows cerebral traumas, such as stroke or accidents, with symptoms categorized by difficulties in oral and written language comprehension and expression, as well as cognitive, motor, and psychological impairments. Various types of aphasia exist, including global aphasia, which severely affects all aspects of language due to extensive left hemisphere damage, commonly associated with stroke. The implications of global aphasia in a 30-year-old patient is presented, highlighting its severe impact on speech and language functions, typically resulting from significant left hemisphere lesions. Patients with global aphasia exhibit profound difficulties in speech production, comprehension, reading, writing, and naming, often accompanied by motor impairments. Prognosis is generally poor, necessitating multidisciplinary intervention and substantial effort for recovery.
Furthermore, the abstract discusses assessment and therapeutic approaches for aphasia, emphasizing comprehensive evaluation underlying linguistic, cognitive, motor, and psychosocial aspects. Therapeutic strategies focus on addressing linguistic deficits, developing communication skills, and utilizing language for cognitive stimulation and social interaction.
A case study is presented to illustrate the logopedic approach to global aphasia, detailing a young adult’s history of traumatic brain injury, subsequent recovery efforts, and neurologic evaluation, emphasizing the importance of integrated therapeutic interventions for improved outcomes.
Keywords: global aphasia, traumatic brain injury, case study, aphasia recovery program
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DOI:10.26744/rrttlc.2024.10.1.13
Published on line: 03/31/2024
References

Bodea Hațegan, C. Talaș, D., Trifu R. (2023). Quick Aphasia Battery-(QAB)/Bateria Rapidă-Afazie, https://aphasialab.org/qab/
Bodea Hațegan, C., Talaș, D., Trifu, R. (2023). Logopedia. Abordări moderne în terapia limbajului-modele de evaluare și direcții de intervenție, Editura ASTTLR/Risoprint, Cluj-Napoca.
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj- Structuri deschise, București: Editura Trei.
Goossen, W., Oemig, F. (2014). Representing the Glasgow Coma Scale in IT: Proper Specification is Required for Assessment Scales. Studies In Health Technology And Informatics, 20042-48.
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Wilson SM, Eriksson DK, Schneck SM, Lucanie JM. (2018). A quick aphasia battery for efficient, reliable, and multidimensional assessment of language function. PLoS One 2018; 13(2): e0192773.
Dronkers, N., & Baldo, J. (2010). Language: Aphasia. Encyclopedia of Neuroscience, 343–348. https://doi.org/10.1016/B978-008045046-9.01876-3
Li, H., Liu, J., Tian, S., Fan, S., Wang, T., Qian, H., Liu, G., Zhu, Y., Wu, Y., & Hu, R. (2023). Language reorganization patterns in global aphasia–evidence from fNIRS. Frontiers in Neurology, 13. https://doi.org/10.3389/fneur.2022.1025384
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Calomfirescu, M. (1996). Afazia în AVC. Cluj-Napoca: Casa Cărţii de Ştiinţă.
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Hilari, K., Byng, S., Lamping, D. L., & Smith, S. C. (2003). Stroke and aphasia quality of life scale-39 (SAQOL-39) evaluation of acceptability, reliability, and validity. Stroke, 34(8), 1944-1950.
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Erori de producere a cuvintelor în context afazic

asttlr

Erori de producere a cuvintelor în context afazic

Patterns and errors of word production in aphasic contexts

Eliza DARIE (MORARU)
Abstract

This article is part of the paper „Patterns and errors of word production in aphasic contexts”.
To begin with, generalities about aphasia and a cognitive neuropsychology model of spoken word production are presented, which addresses four stages involved in word retrieval: semantic system, phonological output lexicon, phonological set, and articulatory programming, and finally speech.
Also, as a theoretical aspect, the three types of word utterance errors are presented: the imaginability, frequency, and length effects. The theoretical aspects are then exemplified in a case study.
The aim of the research was to identify from a neurocognitive point of view in which domain the disorder is located, and which pattern of word production errors can be identified, in order to intervene specifically in language recovery, proposing an intervention plan.
Among the conclusions, it can be mentioned that although aphasic symptomatology is well known, the approach from the proposed perspective created specific opportunities for recovery.

Keywords: aphasia, pattern errors, aphasia intervention

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DOI:10.26744/rrttlc.2023.9.2.02
References
Aphasia. (2023, 4 2). Preluat de pe National Institute on Deafness and Other Comunication Disorders: https://www.nidcd.nih.gov/health/aphasia
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Scala de evaluare cuantificată orientativă a tulburărilor de limbaj. (2023, 5 23). Preluat de pe www.studocu.com: https://www.studocu.com/ro/document/universitatea-petre-andrei-din-iasi/istoria-psihologiei/scala-de-functionare/25166803
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Whitworth, A., Webster, J., & Howard, D. (2014). A Cognitive Neuropsychological Approach to Assessment and Intervention in Aphasia. London and New York: Psychology press Taylor & Francis Group.
Acknowledgement. Lucrarea a fost elaborată în cadrul masteratului de Terapia Limbajului și Audiologie Educațională, Departamentul de Psihopedagogie specială, Universitatea Babeș-Bolyai, Cluj-Napoca, sub coordonarea Conf. Univ. Dr. Bodea-Hațegan Carolina.

Particularități ale limbajului și comunicării în TSA

asttlr

Particularități ale limbajului și comunicării în TSA

Particularities of language and communication in ASD

Ioana DÂRJAN, Loredana AL GHAZI, Mihai PREDESCU
Abstract

Autism spectrum disorders (AST) are a complex and puzzling cluster of disorders in which social isolation, communication difficulties, and the presence of peculiar and/or repetitive behaviors, in various degrees, are the main characteristics. These characteristics are interlinked and share similar brain and cognitive functioning specificity. This paper focuses on communication and language disorders, their particularities in persons with AST, and their impact on differential diagnostic and specific interventions. Efficient therapeutic strategies and techniques for persons with ASD should address these strong correlations and overlaps between the specific social behavior development and the particularities of using language and communication in an ecological paradigm.
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Keywords: dysgraphia, psychomotor peculiarities, differential diagnosis, evaluation protocol.
DOI: 10.26744/rrttlc.2023.9.2.03
Published on line:10/30/2023
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Program de intervenție logopedică pentru dezvoltarea limbajului la preșcolarii din grupa mare

asttlr

Program de intervenție logopedică pentru dezvoltarea limbajului la preșcolarii din grupa mare

Speech therapy intervention program for language development in preschoolers

Iulia-Maria PAȘCALĂU (SICOE)
Abstract

TThis paper aims to identify the developmental characteristics of language in preschool children, capturing the impact of the speech therapy program on language development, and utilizing the principles of the TALK program in speech therapy intervention. The study sample consisted of 22 preschoolers, aged between 5-6 years, from a kindergarten in Cluj-Napoca. After dividing the participants into two groups, control and experimental, the evaluation was performed using three assessment tools: the Curriculum TALK, Portage (Language subscale), and the Logopedic Album. A speech therapy intervention program was implemented for the experimental group, followed by a final evaluation conducted using the same assessment tools.
After collecting the results from pre and post-tests, all data were centralized in an SPSS database for processing. Thus, by using the paired samples t-test (hypothesis 1), the independent samples t-test (hypothesis 2), and Pearson’s bivariate correlation (hypothesis 3), it was found that all research hypotheses were confirmed.

Keywords: developmental characteristics in preschool children, language development, speech therapy
pdf
DOI: 10.26744/rrttlc.2023.9.2.04
Published on line: 10/30/2023
References
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Bodea-Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare. Cluj-Napoca: Presa Universitară Clujeană.
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https://words.eminus.pl/ – Proba Curriculum TALK

Acknowledgement. Lucrarea a fost elaborată în cadrul masteratului de Terapia Limbajului și Audiologie Educațională, Departamentul de Psihopedagogie specială, Universitatea Babeș-Bolyai, Cluj-Napoca, sub coordonarea Conf. Univ. Dr. Bodea-Hațegan Carolina.

Aspecte psihologice ale intervențiilor școlare în cazul tulburărilor de limbaj scris și oral

asttlr

Aspecte psihologice ale intervențiilor școlare în cazul tulburărilor de limbaj scris și oral

Psychological aspects of school interventions in oral and written language disorders

Alexandra CĂLUGĂR, Mara DEZMIREAN, Ramona BUZGAR, Ioana ROMAN, Mirela FĂRĂGĂU, Adela CÂMPAN
Abstract

Language disorder is one of the most common childhood problems. The results of epidemiology studies are estimating that 1 in 12 preschoolers has a language disorder. The consequences of unresolved speech and language problems are significant and lead over time to behavioral disorders, mental health problems, reading difficulties, and school failure, including truancy and school dropout. Hence, we consider imperative raising awareness of this issue in the educational environment. Several studies reported an increased prevalence of social and emotional problems among children with written or spoken language disorders. Furthermore, a large body of research has demonstrated positive effects of school interventions in developing resilience strategies among children with language disorders. Accordingly, based on the results of previously conducted research of language disorders, this article presents a brief review of frequently associated social, emotional, and behavioral problems and reviews particular aspects of school interventions, which may contribute to students’ socio-emotional resilience.

Keywords: language disorder; socio-emotional difficulties; behavioral problems; school interventions; socio-emotional resilience
pdf
DOI:10.26744/rrttlc.2023.9.6.05
Published on line: 10/30/2023
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