Autor: asttlr

Relația dintre abilitarea lingvistică și resursele de reziliență din cadrul sistemului familial la copiii cu implant cohlear

asttlr

Relația dintre abilitarea lingvistică și resursele de reziliență din cadrul sistemului familial la copiii cu implant cohlear

The relation between the linguistic developmental level and the resilience resources within the familial system in children with cochlear implants

Carmela Lavinia IRIMEȘ, Carmen COSTEA-BĂRLUȚIU
Abstract

The training of the ability to develop and use language represents a big challenge in the rehabilitation process of children with cochlear implants. Listening and the practice of hearing represents an important part of the process, while the steps in the process of language acquisition and development need to be carefully planned, in an individualized manner. The role of the parents is central in the speech therapy of young children with cochlear implants. Families experience a high degree of distress and burden, but many of them become stronger and more resilient following the process of rehabilitation of language. The current article discusses several important aspects in the rehabilitation process of young children with cochlear implants and emphasizes the role of the family involvement, as a resource for the child and the speech therapist. A single longitudinal case study is detailed, as a model of the speech therapy in the case of a child with hearing impairment, following cochlear implant. A model of collaborative approach with the family is presented and the intertwining of the child’s progress and family adjustment in the process is discussed.

Keywords: hearing impairment, cochlear implantation, speech therapy, family coping and resilience

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DOI: 10.26744/rrttlc.2022.8.2.04

References
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Importanța dezvoltării comunicării și limbajului în ADHD

asttlr

Importanța dezvoltării comunicării și limbajului în ADHD

The importance of speech and language development in ADHD

Ioana Mădălina ORIAN, Andreea Garofița BACIU
Abstract

ADHD is the most common behavioral and learning problem in children and one of the most common reasons for medical examination. The DSM-5 classifies ADHD as a neurodevelopmental disorder that appears before the age of 12 and may persist into adulthood.
Although ADHD is not accompanied by significant language delays in the use of syntax and semantics, recent studies show a notable association between ADHD and communication disorders. These disorders are present at the level of expressive language, the pragmatic component and the organization of speech. The mentioned disorders are present both in social communication and in the intrapersonal sphere (the language used for self-control).
Through the analysis of several studies, the present paper wishes to highlight the importance of speech and language development to children with ADHD, which helps both socially and in self-control.

Keywords: attention deficit hyperactivity disorder, communication disorders, reading and writing disorders, speech language impairments, learning disabilities
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DOI: 10.26744/rrttlc.2022.8.2.05

References
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Baker, L., Cantwell, D.P. (1992). Attention deficit disorderand speech/language disorders. Comprehensive Mental Health Care;2:3–16
Barkley, R.A., Brown, T.E. (2008). Unrecognized attention-deficit / hyperactivity disorder in adults presenting with other psychiatric disorders. CNS Spectrums, 13, pp. 977-984.
Beitchman, J., Tuckett, M., Bath, S. (1987). Language delayand hyperactivity in preschoolers: evidence for adistinct group of hyperactives. Can J Psychiatry;32:683–68
Berk, L.E. (1992). Children’s private speech: an overview oftheory and the status of research. In: Diaz RM,Berk LE, eds. Private Speech: From SocialInteraction to Self-Regulation Mahwah, NJ:Erlbaum; pp:17–54.
Berk, L.E., Potts, M.K. (1991). Development and functionalsignificance of private speech among attention-deficit hyperactivity disorder and normal boys.J Abnorm Child Psychol; 19:357–377.
Bodea Hațegan, C. (2020), Modelul cercurilor, prezentare organizată în timpul cursului „Dezvoltarea abilităților în TSA” organizat în cadrul ASTTLR, Cluj-Napoca, ian-feb 2020
Bodea Hațegan, C. , Talaș, D. (2014), Communication Matrix – An Assessment Tool Used in a Case of Autism Spectrum Disorders. https://www.sciencedirect.com/science/article/pii/S1877042814023258
Brown, T.E. (2005). Attention Deficit Disorder: The unfocused mind in children and adults (pp. 20-58), New Haven, CT: Yale University Press Healthand Wellness.
Cantwell, D., Baker, L. (1991). Psychiatric and Develop-mental Disorders in Children With Communica-tion Disorder. Washington, DC: AmericanPsychiatric Press.
Elbert, J.C. (1993). Occurrence and pattern of impaired reading and written language in children with attention deficit disorders. Annals of Dyslexia;43:26–41
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Gehricke, J.G., Kruggel, F., Thampipop, T., Alejo, S.D., Tatos, E., Fallon, J., Muftuler, L.T. (2017). The brain anatomy of attention-deficit / hyperactivity disorder in young adults – a magnetic resonance imaging study
Green, C., Chee, K. (2017). Să înțelegem ADHD: deficitul de atenție însoțit de tulburarea hiperkinetică, editura Aramis, București
Hoseini, B.L., Moghaddam, H.T., Khademi, G., Ajilian, M., Saeidi, M. (2014). Attention Deficit Hyperactivity Disorder (ADHD) in Children: A Short Review and Literature. International Journal of Pediatrics 2(4.3):443-450. DOI:10.22038/ijp.2014.3749
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Particularități fonologice și morfologice ale limbii semnelor – percepția participanților auzitori asupra procesului de învățare

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Particularități fonologice și morfologice ale limbii semnelor – percepția participanților auzitori asupra procesului de învățare

Phonological and morphological features of sign language – hearing participants’ perceptions on the learning process

Ioana TUFAR, Ioana Letiția ȘERBAN
Abstract

Based on the investigation of the phonological and morphological characteristics of Sign Language and on past research regarding students’ perception on the learning process, this paper presents the perception of 87 Romanian students on the acquisition process of the Romanian Sign Language. The study involved participants who followed and graduated a basic training course in Romanian Sign Language. Examining the resulting data, recommendations were drawn up regarding the teaching and the learning process of sign language according to the phonological, morphological, and semantical characteristics and explaining the involvement of iconicity in this process.

Keywords: sign language, phonology, morphology, semantics, iconicity
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DOI: 10.26744/rrttlc.2022.8.2.06

References
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Baker, S. A., Idsardi, W. J., Golinkoff, R. M., & Petitto, L. A. (2005). The perception ofhandshapes in American Sign Language. Memory & Cognition, 33(5), 887–904
Best, C. T., Mathur, G., Miranda, K. A., & Lillo-Martin, D. (2010). Effects of sign language experience on categorical perception of dynamic ASL pseudosigns. Attention, Perception,& Psychophysics, 72(3), 747–762.
Caselli N.K., Pyers J.E. (2019) Degree and not type of iconicity affects sign language vocabulary acquisition Journal of Experimental Psychology: Learning, Memory, and Cognition., 46 (1) (2019), pp. 127-139, 10.1037/xlm0000713
Caselli, Naomi & Emmorey, Karen & Cohen-Goldberg, Ariel. (2021). The signed mental lexicon: Effects of phonological neighborhood density, iconicity, and childhood language experience. Journal of Memory and Language. 121. 104282. 10.1016/j.jml.2021.104282.
Dye, M. W. G. & Shih, S-I. (2006). Phonological priming in British Sign Language. In L.Goldstein, D. H. Whalen, & C. T. Best (Eds.), Laboratory Phonology 8 (pp. 241–264).Boston, MA: De Gruyter Mouton.
Emmorey K. (2014) Iconicity as structure mapping. Phil. Trans. R. Soc. B 369: 20130301. http://dx.doi.org/10.1098/rstb.2013.0301 (consultat în 14.10.2022)
Emmorey, K., Gertsberg, N., Korpics, F., & Wright, C. E. (2009). The influence of visual feedback and register changes on sign language production: A kinematic study with deafsigners. Applied Psycholinguistics, 30, 187–203
Emmorey, K., McCullough, S., & Brentari, D. (2003). Categorical perception in American Sign Language. Language and Cognitive Processes, 18(1), 21–45.
Hildebrandt, U. & Corina, D. (2002). Phonological similarity in American Sign Language,Language and Cognitive Processes, 17(6), 593–612
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Morford, J. P., Grieve-Smith, A. B., MacFarlane, J., Staley, J., & Waters, G. (2008). Effectsof sign language experience on the perception of American Sign Language. Cognition,109, 41–53.
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Opiniile specialiștilor privind utilizarea umorului în terapia tulburărilor de limbaj și comunicare

asttlr

Opiniile specialiștilor privind utilizarea umorului în terapia tulburărilor de limbaj și comunicare

The use of humour in speech and language therapy – specialists’ opinions

Teodora POPESCU1
Abstract

This paper addresses an important and innovative subject for the speech language therapy settings and it is the first research study which investigates specialists’ opinions on the use of humour in the Romanian speech and language therapy domain. The design of the study implies the development of a new questionnaire created during the research. Data were collected through this survey in an on-line format and thematic analysis method for data analysis was performed. In this research participants were SLTs (N=210) who work in different urban and rural areas in Romania. The research results highlight the presence of humour in SLTs settings and the interest in this field among specialists, suggesting that humour has notable implications in SLT’s domain. Access to humour for people with language impairment is dependent on: age; level of language development; specificity of language impairment; type of humour used. The main difficulties in understanding and using humour for children with language disorders are related to: understanding abstract linguistic concepts; vocabulary limits and constraints; poor executive functions; understanding social rules; accepting another person’s perspective. Humour can be incorporated into speech and language therapy activities in a variety of ways and used at different stages of the speech and language therapy approach.

Keywords: humour, SLT, sense of humour, use of humour

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DOI: 10.26744/rrttlc.2022.8.2.07

Reference
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Chahboun, S., Kvello, Ø., & Page, A. G. (2021). Extending the field of extended language: A literature review on figurative language processing in neurodevelopmental disorders. Frontiers in Communication, 6. https://www.frontiersin.org/article/10.3389/fcomm.2021.661528
Chadwick, D. D., & Platt, T. (2018). Investigating humor in social interaction in people with intellectual disabilities: A systematic review of the literature. Frontiers in Psychology, 9, 1745. https://doi.org/10.3389/fpsyg.2018.01745
Constantinescu, M.-V. (2012). Umorul politic românesc în perioada comunistă: Perspective lingvistice. Ed. Univ. din București.
Dionigi, A., Duradoni, M., & Vagnoli, L. (2021). Humor and anxiety: The relationship between the comic styles, worry and general well-being. Personality and Individual Differences, 181, 111028. https://doi.org/10.1016/j.paid.2021.111028
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Erdoğdu, F., & Çakıroğlu, Ü. (2021). The educational power of humor on student engagement in online learning environments. Research and Practice in Technology Enhanced Learning, 16(1), 9. https://doi.org/10.1186/s41039-021-00158-8
Gonot-Schoupinsky, F. N., Garip, G., & Sheffield, D. (2020). Laughter and humour for personal development: A systematic scoping review of the evidence. European Journal of Integrative Medicine, 37, 101144. https://doi.org/10.1016/j.eujim.2020.101144
Heidari‐Shahreza, M. A. (2021). Humor in the language classroom: Pedagogical benefits and practical considerations. TESOL Journal, 12(2). https://doi.org/10.1002/tesj.572
Heidari-Shahreza, M. A. (2020). Humor-integrated Language Learning (HILL): Teaching with and about humor. Lexington Books.
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Afazia în contextul multilingv: Abordare din perspectivă psiholingvistică

asttlr

Afazia în contextul multilingv: Abordare din perspectivă psiholingvistică

Aphasia in multilingual context-a psycholingusitic approach

Mălina ȘOGOR
Abstract

To begin with, the first sign depicted on people with aphasia is a language disorder, acquired after a damage to the central nervous. The existing studies in this area explain the roots of aphasia throughout a medical and phonological perspective, while the psycholinguistic approach is considerably more narrowed.
Taking into consideration the increasing number of people who are speaking more than one language and who are at risk of developing a medical condition that can lead to aphasia and other associated communication deficiencies, it is critical for speech-language pathologists to assess the situation from different angles, particularly to incorporate medical, linguistic and psycholinguistic viewpoints.
The aim of this article is emphasizing the main approaches which are being addressed in explanation of language production and understanding how bilingual persons are affected by aphasia, whereas a complex and multilingual approach is crucial to be taken into consideration during the intervention.

Keywords: communication, speech and language therapy, multiple disabilities, reflection journal, individualised approaches

 

References
Bodea Hațegan, C. B. (2016). Afazia. Delimitări simptomatologice, direcții de evaluare și intervenție. În C. B. Hațegan, Logopedia: Terapia tulburărilor de limbaj. Structuri deschise (pg. 370-472). București: Editura Trei.
Ansaldoa, A. I., Marcottea, K., Schererc, L., & Raboyeaua, G. (2008). Language therapy and bilingual aphasia: Clinical implications of psycholinguistic and neuroimaging research. Journal of Neurolinguistics, 539-557.
Baker, E., Croot, K., McLeod, S., & Paul, R. (2001). Psycholinguistic Models of Speech Development and Their Application to Clinical Practice. Journal of Speech, Language, and Hearing Research, 685-702.
Lorenzen, B., & Murray, L. L. (2008). Bilingual Aphasia: A Theoretical and Clinical Review. American Journal of Speech-Language Pathology, 299-317.
Fabbro, F. (2001). The Bilingual Brain: Bilingual Aphasia. Brain and Language, 201-210.
Kay, J., Lesser, R., & Coltheart, M. (1996). Psycholinguistic assessments of language processing in aphasia (PALPA): An introduction. Aphasiology, 159-215.
Hallowell, B. (2022). Aphasia and other acquired neurogenic language disorders : a guide for clinical excellence. San Diego: Plural Publishing.
Hayden, S. (2022). Using the System approach for Aphasia: An introduction for Speech and Language Therapists. New York: Routledge.
Edwards, S. (2005). Fluent Aphasia. Edinburgh: Cambridge University Press.
Bemania, Z., Moayedfarb, S., & Ghasisin, L. (2021). Psycholinguistic variables influencing word retrieval in Persian-speaking people with aphasia. Aphasiology, 1-15.
Peñaloza, C., Martin, N., Laine, M., & Rodríguez-Fornells, A. (2022). Language learning in aphasia: A narrative review and critical analysis of the literature with implications for language therapy. Neuroscience & Biobehavioral Reviews.

Consiliere și educație parentală pentru familiile copiilor cu dizabilități

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Consiliere și educație parentală pentru familiile copiilor cu dizabilități

Parent counselling and parental education for families with disabled children

Oana PREDA
Abstract

Parent counselling and parental education for families with disabled children. Generally, parental counseling and parental education is meant to develop parents’ potential to apply education methods in a personalized fashion in order to foster the social adaptation of children with disabilities as well as their school adaptation. For instance, as part of parental counselling, the speech-therapist is attentive for elaborate and propose on interactive guidance and on intervention techniques that allow them to observe parent-child interaction in various contexts where verbal communication is stimulated. Through such guidance, it is hoped that parents will develop their corrective-formative educational competences. Many researchers advocate for the establishment of the interactive guidance and the personalized programs for parental counselling and parental education, based on the “integrative ecological approach”.
Keywords: parental counselling, parental education, interactive guidance, integrative ecological approach

 

References
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Apraxia și tulburarea de spectru autist-TSA

asttlr

Apraxia și tulburarea de spectru autist-TSA

Apraxia and autism spectrum disorder ASD

Carolina BODEA-HAȚEGAN
Abstract

This article, Apraxia and autism spectrum disorder focuses on detailing apraxia symptomatology with the main elements of this pathology. In the first part of the article terminology is approached, distinguishing between apraxia and dyspraxia. In the second part of the article the main symptomatology apraxia features are discussed and afterward they are put in relation with the ASD. In order to be able to identify the best way to approach apraxia in ASD context three research questions are raised: In what degree does the combination between ASD and apraxia slow down speech and language development? Which are the most frequent speech and language difficulties and causes which lead to the association of ASD with apraxia? Which are the most efficient intervention programs in the context of ASD associated with apraxia? To these three research questions answers are found by a deep and thorough theoretical investigation of the main studies and research in this field, results being discussed from the point of view of the way speech and language therapy field in Romania can approach apraxia in ASD contex.
Keywords: apraxia, dyspraxia, ASD, motor speech disorders, phonological disorders

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References
ASHA, (2007). Childhood Apraxia of Speech [Position Statement and Technical Report]. Available online at: www.asha.org/policywww.asha.org/policy.
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Vashdi, E. (2014). The influence of initial phoneme cue technique on word formation: A case study of a child with apraxia of speech and autism. International Journal of Child Health and Human Development, 7(2), 198-203. Retrieved from https://www.proquest.com/scholarly-journals/influence-initial-phoneme-cue-technique-on-word/docview/1625527271/se-2
Wolk, L., Edwards, M. & Brennan, C. (2016). Phonological difficulties in children with autism: An overview, Speech, Language and Hearing, 19:2, 121-129, DOI: 10.1080/2050571X.2015.1133488
Ziegler, W., Wunderlich, A. (2006). Explicit and implicit facilitation of word production in spoken picture naming: The effectiveness of segmental cues and mouth-shape information. Clinical Aphasiology Conference, Ghent, Belgium, May 29-June 2, 2006.
https://www.teamchatterboxes.com/characteristics-of-childhood-apraxia-of-speech/
https://www.northernspeech.com/speech-sound-disorders/kaufman-speech-praxis-test-kspt/

The Kaufman Speech to Language Protocol


https://www.ndp3.org/
https://cahs.uc.edu/about/departments-schools/communication-sciences-and-disorders/speech-and-hearing-clinic/rapid-syllable-transition-treatment-rest-program.html

Dynamic Temporal and Tactile Cueing (DTTC)


https://yaelcenter.com/
https://www.ndp3.org/documents/rcslt2011dvdPolicyStatement.pdf
https://www.asha.org/practice-portal/clinical-topics/childhood-apraxia-of-speech/
https://www.asha.org/practice-portal/clinical-topics/acquired-apraxia-of-speech/

Particularități ale integrărilor și procesărilor senzoriale în tulburarea de spectru autist – TSA

asttlr

Particularități ale integrărilor și procesărilor senzoriale în Tulburarea de spectru autist TSA

Features of sensorial processing and integration in ASD

Raluca Nicoleta TRIFU, Carolina BODEA-HAȚEGAN, Tania TUȘE
Abstract

In recent years, the prevalence of autism spectrum disorders ASD has increased alarmingly, currently affecting 1 in 44 children according with CDC. The difficulties that people with ASD face are diverse, but sensory integration and processing problems are present in different ASD situations or settings. This study aims to reflect what are the sensory integration sensitivities reported by people with ASD and related to the age, the standard of living of the people, the gender of the participants, etc. A better understanding of the difficulties these individuals have may bring long-term functionality and impacts clinical and educational settings.
Keywords: ASD, Sensorial integration, sensorial processing, hypersensitivity, sensorial deficits

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References
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**Notă: Date preliminare ale studiului de față au fost prezentate în cadrul conferinței Education and New Developments 2022. Madeira, Portugal, 18-20 iunie 2022.

Editorial

asttlr

Editorial

Carolina BODEA-HAŢEGAN

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DOI:10.26744/rrttlc.2022.8.1.01
Published on line: 03/31/2022
Prima parte a a anului 2022 ne pune în situația de a ne confrunta cu vremuri sociale și economice tulburări, marcate de un război care a răscolit întreaga planetă. În sfera educației frământările se propagă și ele întrucât numărul cazurilor de îmbolnăvire cu noua tulpină COVID-19 au fost semnificative, dar mai ales ca urmare a faptului că mulți copii ai refugiaților din Ucraina au ajuns în școlile de la noi. Având în vedere această situație grea de fapte, domeniul educational, terapeutic continuă să aducă în prim plan preocupări foarte actuale, angrenate în specificul realității dure cu care ne confruntăm.
Primul articol, cel care deschide acest număr al revistei, intitulat Relația dintre dezvoltarea motorie și achiziția limbajului în primul an de viață. Prevenție și intervenție timpurie este un articol ce a stat la baza unei semnificative lucrări prezentate în cadrul Conferinței Naționale cu Participare Internațională ”Terapia Tulburărilor de imbaj-Provocări Interdisciplinare”, organizată la nivelul ASTTLR și a Departamentului de Psihopedagogie specială, Facultate de Psihologie și Științe ale Educației, Universitatea Babeș-Bolyai, Cluj-Napoca, în data de 26.02.2022. Este un material care subliniază importanța practicii logopedice de timpuriu îngemânată cu practica medicală, din sferă neurologică. Acest articol se completează foarte bine cu articolul următor din revistă, Rolul motricității în dezvoltarea limbajului la copiii cu TSA.
Nevoia de lucru în echipă, în slujba copilului cu dizabilități este subliniată și la nivelul articolului cu numărul trei din acest număr al revistei Intervenţii interdisciplinare pentru dezvoltarea limbajului verbal la copiii cu dizabilităţi intelectuale.
Articolul cu numărul patru cuprins în RRTTLC este un articol care potrivește foarte bine cu situația pe care o traversăm și ne subliniază capacitatea de adaptare a specialiștilor, atunci când vremurile o impun, tocmai pentru a veni în sprijinul celor aflați în nevoie. Articol este dedicat limbii semnelor și este elaborat de reputați specialiști în acest domeniul Ioana Tufar și Bogdan Anicescu -Interpretarea la distanță a limbii semnelor române în context pandemic.
Problematica dizabilității auditive este ilustrată la nivelul a încă două articole în acest număr al revistei, articole care suprind elemente interesante și de noutate în abordarea copilului cu dizabilitate auditivă: Impactul procesului coarticulator asupra inteligibilității vorbirii la elevii cu dizabilitate auditivă și Limba italiană pentru elevii cu dizabilităti auditive.
Specificul terapiei limbajului în contextul dizabilității multiple este o altă temă abordată la nivelul celui de-al șaptelea articol cuprins în acest număr, un material care aduce în prim plan atât elementele ordonatoare ale demersului terapeutic, cât și soluții practice concrete.
Penultimul articol din revistă oferă strategii cadrelor didactice și terapeuților pentru a face față acestor vremuri tulburi și dificile pe care lumea, societatea, școala le traversează.
În ideea temei propuse de ESLA pentru anul 2022 – celebrarea limbajului de-a lungul întregii vieții, ultimul articol al revistei surprinde particularitățile de limbaj contextualizate tulburării depresive, o problemă actuală a sănătății mintale.
Rămânem cu speranța unor vremuri mai prietenose cu noi cu toți și vă invităm la o lectură de materiale de specialitate, elaborate de practicieni și specialiști în domeniul limbajului și al comunicării, cu știință și conștiința unor formatori puși în slujba celorlalți.
Cluj-Napoca 28.03.2022

Relația dintre dezvoltarea motorie și achiziția limbajului în primul an de viață. Prevenție și intervenție timpurie

asttlr

Relația dintre dezvoltarea motorie și achiziția limbajului în primul an de viață. Prevenție și intervenție timpurie

The relation between motor development and language acquisition during the first year of live. Prevention and Early Intervention

Carolina BODEA HATEGAN, Laura MĂRGINEAN
Abstract

This article tries to establish the main common lines of motor and language development during the first year of life. The need to see this relation during the first year of life is of extreme importance mainly for preparing and delivering prevention programs as well as early intervention programs in both areas, in motor and in language areas. Concrete correlations between motor and language development are discussed, among these we can mention: the correlation between rhythmic arms movement and babbling development with a peak of manifestation around 28 weeks of life; the correlation between object displacement during play and the first spoken words, a correlation materialized around 12 months; the correlation between recognition gestures and verbal comprehension, a correlation developed during 9- 13 months of life. Signaling signs for directing parents` and therapists` attention are also listed, as well as short descriptions of the main diagnostic contexts in which the relation between motor and language development is to be underlined as a key point for diagnosis and intervention, even in early stages.

Keywords: motor development, language development, early intervention, prevention, developmental coordination disorders, dyspraxia
pdf

DOI:10.26744/rrttlc.2022.8.1.02
Published on line: 03/31/2022

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