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

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
pdf

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

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.

pdf

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.