Etichetă: case study

Afazia Globală. Studiu de caz

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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
pdf
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.
Sparks, R.W. (2008). Melodic Intonation Therapy, in Chapey, R. (ed.) (2008). Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders, Fifth Edition, New York: Wolters Kluwer/ Lippincott Williams & Wilkins, p. 837-851.
Spreen, O., Risser, A. (2003). Assessment of aphasia. Oxford: Oxford University Press.
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
Voinescu, I., Gheorghiță, N. (1978). Metodologia recuperării la afazici, București: Editura Didactică și Pedagogică.
Crăciun, M. (2009). Diagnosticul şi tratamentul afaziei. Cluj-Napoca: Risoprint.
Calomfirescu, M. (1996). Afazia în AVC. Cluj-Napoca: Casa Cărţii de Ştiinţă.
Lomas, J., Pickard, L., Bester, S., Elbard, H., Finlayson, A., Zohhaib, C. (1989). The Communicative Effectiveness Index: Development and psychometric evaluation of a functional communication measure for adult aphasia. JSHD, 534,113-124.
Webb, W. G., Adler, R. K. (2008). Neurology for the Speech-Language Pathologist, Missouri: Mosby Elsevier.
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.
https://www.mun-h-center.se/siteassets/munhcenter/3-information-och-utbildning/4–not-s/not-s-manual_romania_191008.pdf

Specificul dezvoltării abilităților de comunicare pragmatică în contextul dizabilității intelectuale

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Specificul dezvoltării abilităților de comunicare pragmatică în contextul dizabilității intelectuale

The specific of the development of pragmatic communication skills in the context of intellectual disability

Nona BĂDESCU-FETCHE
Abstract

This article presents a case study regarding Down syndrome and the difficulties that appear due to pragmatic communication disorder in the day to day life of persons with Down syndrome. Having difficulties in the area of pragmatic communication suggests the lack of functional communication, with impact on an individuals social life, human interractions, establishing and maintaining significant relationships, along with having difficulties in understanding speech, waiting for one`s turn, listening, starting, maintaining or ending a conversation.
Through specific speech therapy interventions, we can see in this case study how pragmatic communication can be trained by focusing on communication skills, articulation and pronuntiation exercises, with significant impact on the individuals self-esteem issues and the diminuation of dezadaptative behaviours characteristic to Down Syndrom

Keywords: pragmatic communication disorder, Down syndrome, intellectual disability, speech and language therapy, case study
pdf

DOI: 10.26744/rrttlc.2018.4.2.05

Published on line: 31/10/2018

References:
Anca, M. (2003). Metode și tehnici de evaluare a copiilor cu cerințe educaționale speciale, Cluj-Napoca: Editura Presa Universitară Clujeană.

Bodea-Hațegan, C. (2016). Logopedia- terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.

Bodea-Hațegan, C., Talaș, D, Trifu-Soare R. (2016). Tulburarea de comunicare socială (pragmatică) – (TCSP). Studiu ilustrând percepția specialiștilor în terapia limbajului din România, Cluj-Napoca: RRTTLC, nr. 2/2016, pag 1-11. DOI: 10.26744/rrttlc.2016.2.2.02

Dewart, H. (1995). The pragmatics profile of everyday communication skills in children – Manual, retrieved from http://complexneeds.org.uk

Kuder, S. (1997). Teaching students with language and communication disabilities Needham Heights: Editura Allyn & Bacon

Leinonen, E. (2000). Children`s pragmatic communication difficulties, London: Whurr Publishers

Paul, R. (2001). Language disorders from infancy through adolescence. Assessment & intervention, St. Louis: Mosby

Automatizarea sunetelor S şi Z în propoziţii. Studiu de caz

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Automatizarea sunetelor S şi Z în propoziţii. Studiu de caz

Automatization of sounds S and Z in sentences. Case Study

Ana SABOU
Abstract

The purpose of this article is to underline the main particularities of pronunciation in case of the children with dyslalia, sigmatism. Thus, in this article is presented a case study, which emphasizes both the assessment process and the intervention approach focused on the pronunciation of S and Z sounds (Romanian S-Z sounds) during the sentences level. Results demonstrated that an adequate assessment and intervention can ensure functional development of S and Z pronunciation. Also, the exercises practiced during intervention are useful not only for speech and language therapists, but also for parents of children with sigmatism.

Keywords:sigmatism, case study, assessment, intervention, sentences level, dyslalia.
pdf

DOI: 10.26744/rrttlc.2017.3.2.10

Published on line: 31/10/2017

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 Univeristară Clujeană..

Boşcaiu, E. (1973). Prevenirea şi corectarea tulburărilor de vorbire în gradiniţele de copii. București: Editura Didactică și Pedagogică.

Graur, A. (1965). Introducere în lingvistică. București: Editura Ştiinţifică.

Guţu, M., (1974). Curs de logopedie. Cluj-Napoca: Universitatea Babeș-Bolyai.

Jurcău, E., Jurcău, N. (1999). Învăţăm să vorbim corect. Cluj-Napoca: Editura Printek.

Puşcariu, S. (1994). Limba română, vol. II, Rostirea, ed. a II-a, București: Editura Academiei.

Schaffer, R. (2007). Introducere în psihologia copilului. Cluj-Napoca: Editura ASCR.

Turculeţ, A. (1999). Introducere în fonetica generală şi românească. Editura Ştiinţifică, Iaşi.

Verza, E. (1977). Dislalia şi terapia ei. București: Editura Didactică şi Pedagogică, Bucureşti.

www.home-speech-home.com

Dezvoltarea deprinderilor de scris-citit prin metoda Meixner în contextul dizabilității intelectuale

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Dezvoltarea deprinderilor de scris-citit prin metoda Meixner în contextul dizabilității intelectuale

Developing reading and reading skills through the Meixner method in the context of intellectual disability

Nona BĂDESCU-FETCHE
Abstract

In this paper, we will be overlooking the complex process of reading and writing in intellectually disabled students and the development of these processes through the use of the Meixner method of intervention. Knowing that learning reading and writing is directly dependent on the development of speech, spatial-temporal orientation as well as perception and the processes of attention and memory, along with, as stated in DSM-5th edition, the association of these disorders to learning disorders (non-dependent on intellectual disability), we can easily see the imperative need to use intervention methods, as is Meixner, to correct and enhance language development; Language development, or the lack of development, to be more precise is in fact, one of the primary predictors of reading and writing impairments in students that have intellectual disabilities, thus seen in: a poor vocabulary, slow, difficult reading rhythms, replacing, omitting or adding certain letters or syllables. This, has various and tremendous impacts in all areas of life, if the student does not receive the proper care and specialized intervention as early as possible (early intervention).
In the present case study we will notice how a young female student, with intellectual disability, delayed expressive language acquisition and mixed instrumental disorders, along with reading – writing disorder benefits from a Meixner intervention, achieving impressive results, coming to aid in her difficulty, improving the present disorders in reading – writing / language development, instrumental disorder, having achieved a more active vocabulary, better abilities of focusing on tasks, having remarkable results even in some behavioral aspects (classroom integration, social integration, social abilities, social communication).

Keywords: reading, writing, intellectual disability, Meixner method, intervention, learning disabilities, case study.
pdf

DOI: 10.26744/rrttlc.2017.3.2.11

Published on line: 31/10/2017

References:

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

Bartok, E. (2011). Joc-Bucurie- Ochi strălucitori, culegere de jocuri de dezvoltare a abilităților pentru copiii dislexici și cei predispuși la dislexie, Târgu Mureș: Editura Mentor.

Bartok, E. coord. (2010). Eu citesc mai bine, îndrumător pentru tratarea tulburărilor lexico-grafice, Târgu-Mureș: Editura Mentor.

Bodea Hațegan, C. (2015). Tulburările de limbaj și comunicare în Roșan, A. coord (2015). Psihopedagogie specială, modele de evaluare și intervenție, Iași: Polirom.

Bodea-Hațegan, C. (2016). Logopedia- terapia tulburărilor de limbaj. Structuri deschise. București: Editura Trei.

Gagyi, E. (coord.).(2005). Eu citesc mai bine!- îndrumător pentru tratarea tulburărilor lexico-grafice, Târgu-Mureș: Editura Hoppa.

Paul, R. (2007). Language disorders from infancy through adolescence: assesment and intervention, 3rd edition, Canada: Mosby Elsevier.

 

Reading features in stuttering context

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Particularităţile citirii la elevii cu bâlbâială

Reading features in stuttering context

Ana SABOU (BUT)
Abstract

The purpose of this article is to underline the main features of reading a case study of the children diagnosed with stuttering. Thus, in this article is presented a case study, which contains an assessment process and intervention approach focused on reading fluency in the context of stuttering. Results demonstrated that an adequate assessment and intervention can ensure functional development in reading fluency even in stuttering cases.

Key words: stuttering, reading fluency, case study, assessment, intervention, functional development.
pdf

DOI:10.26744/rrttlc.2016.2.1.07

Published on line: 15/03/2016

References:

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

Boşcaiu, E. (1983). Bâlbâiala. Prevenire şi tratament. București: Editura Didactică şi Pedagogică.

Boşcaiu, E. (1973). Prevenirea şi corectarea tulburărilor de vorbire în grădiniţele de copii.  București: Editura Didactică şi Pedagogică.

Hanrahan, A., McSweeny, C. (2003). 101 Reading Activities. A Multisensory Approach. USA: Editura LinguiSystems.

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

Peneş, M. (2000). Manualul de Limba şi literatura română pentru clasa a III-a. București: Editura Ana.

Van Hout, A., Estienne, F. (1996). Les bégaiements. Histoire, psychologie, évaluation, variétès, traitements. Paris: Editura Masson