Etichetă: early intervention

Eficiența metodei de analiză a trăsăturilor semantice (SFA) în terapia afaziei expresive (tip Broca)

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Eficiența metodei de analiză a trăsăturilor semantice (SFA) în terapia afaziei expresive (tip Broca)

The Effectiveness of the Semantic Feature Analysis (SFA) Method in the Treatment of Expressive Aphasia (Broca Type)”

Mihaela CHISCĂREANU
Abstract

This study investigates the effectiveness of the Semantic Feature Analysis (SFA) method in language rehabilitation for a patient diagnosed with expressive aphasia (Broca’s type), within the framework of early post-stroke speech-language intervention. The methodological originality lies in the systematic application of the SFA technique during the early stage of neurological recovery, capitalizing on the spontaneous neuroplasticity window. The case study demonstrates a significant improvement in naming ability, verbal fluency, and communicative initiative after 12 weeks of intensive therapy. The therapeutic approach integrated speech-language, neuropsychological, and family-based perspectives within an interdisciplinary setting. This research contributes significantly to the validation of SFA implementation in Romanian speech-language pathology practice and underscores the importance of early intervention in aphasia to maximize functional recovery outcomes.

Keywords: expressive aphasia, Semantic Feature Analysis, early intervention, post-stroke rehabilitation, naming, verbal fluency
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DOI:10.26744/rrttlc.2026.12.1.03
Published on line: 03/31/2026

References
American Speech-Language-Hearing Association. (2023). Aphasia. Retrieved from https://www.asha.org
American Stroke Association. (2019). Guidelines for the early management of patients with acute ischemic stroke. Dallas, TX.
Beeson, S., & Goodglass, H. (2020). Recovery patterns in expressive aphasia: Implications for therapy. Aphasiology, 34(5), 555–574. https://doi.org/10.1080/02687038.2019.1673533
Benson, D. F., & Ardila, A. (1996). Aphasia: A clinical perspective. New York, NY: Oxford University Press.
Berthier, M. L. (2005). Poststroke aphasia: Epidemiology, pathophysiology and treatment. Drugs & Aging, 22(2), 163–182. https://doi.org/10.2165/00002512-200522020-00006
Boey, M., & Coelho, C. A. (1995). Application of semantic feature analysis as a treatment for aphasic dysnomia. American Journal of Speech-Language Pathology, 4(4), 94–98. https://doi.org/10.1044/1058-0360.0404.94
Brookshire, R. H., & Nicholas, A. L. (1993). Effects of semantic feature analysis on naming in aphasia. Clinical Aphasiology, 21, 227–237.
Collins, L., & Enderby, P. (2019). Early intervention in post-stroke aphasia: Evidence-based practice. International Journal of Language & Communication Disorders, 54(3), 357–372. https://doi.org/10.1111/1460-6984.12466
Cojocaru, D., Popescu, B., & Popa, L. (2020). Stroke epidemiology and rehabilitation challenges in Romania. Romanian Journal of Neurology, 19(2), 85–92.
Hațegan, C. B., Talaș, D., & Trifu, R. (2023). Logopedia Abordări moderne în terapia limbajului Cluj-Napoca: Editura ASTTLR&Risoprint, 978-606-95589-0-4. 414 p.
Helm-Estabrooks, N., & Albert, M. L. (2004). Manual of aphasia and aphasia therapy (2nd ed.). Austin, TX: Pro-Ed.
Hillis, A. E. (2007). Aphasia: Progress in the last quarter of a century. Neurology, 69(2), 200–213. https://doi.org/10.1212/01.wnl.0000260963.21122.19
Howard, D., & Sage, K. (2006). Therapy for naming disorders in aphasia. International Journal of Speech-Language Pathology, 8(3), 155–163. https://doi.org/10.1080/14417040600688941
Kertesz, A. (2007). Western Aphasia Battery – Revised. San Antonio, TX: Pearson.
Mureșan, D., Bălaşa, R., & Popescu, B. (2019). Neuropsychological aspects of post-stroke aphasia. Romanian Journal of Neurology, 18(3), 120–126.
Papathanasiou, C., & Coppens, P. (2017). Aphasia and related neurogenic communication disorders (3rd ed.). Burlington, MA: Jones & Bartlett Learning.
Trifu,R., Mera,D., Hambrich,M., Cozman, D.(2015).Verbal fluency, clustering and switching in persons with depression as indicators for cognitive impairments. Revista Română de Psihiatrie, XVII, 2015
World Health Organization. (2019). International classification of diseases and stroke definitions. Geneva: WHO.
World Health Organization. (2023). Global Health Estimates: Stroke and Neurological Disorders Statistics. Geneva: WHO

Program complex de intervenție logopedică pentru tulburările de pronunție la vârsta preșcolară

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Program complex de intervenție logopedică pentru tulburările de pronunție la vârsta preșcolară

Complex program for speech therapy in preschool children with speech sound disorders

Mădălina Lorena RUS
Abstract

This research examines the effectiveness of a comprehensive speech therapy program in correcting pronunciation disorders in preschool children. It explores the link between orofacial myofunctional disorders and articulation difficulties, highlighting the impact of harmful habits and ENT issues on language. Through an interdisciplinary approach that integrates myofunctional therapy with specific speech techniques, the study demonstrates that early intervention speeds up recovery and improves communication. The conclusions emphasize the need for collaboration between speech therapists, orthodontists, and ENT specialists for effective, personalized intervention.

Keywords: orofacial myofunctional disorders, articulation difficulties, harmful habits, myofunctional therapy, early intervention, interdisciplinary approach
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DOI:10.26744/rrttlc.2025.11.1.09
Published on line: 03/30/2025

Considerații asupra programelor de intervenție și educație timpurie în dizabilitățile auditive

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Considerații asupra programelor de intervenție și educație timpurie în dizabilitățile auditive

Theoretical considerations regarding early intervention and educational programs in hearing-impairment

Ioana-Letiția ȘERBAN
Abstract

Early intervention (EI) services for hearing-impaired (HI)/ Deaf children are provided through a process of collaboration, understanding and respect between the professionals and the families. They work together to build an intervention plan which will allow the hearing-impaired/ Deaf child to access functional communication and optimal auditory, verbal, cognitive, social and emotional development. The paper presents in the first part specific aspects concerning early intervention for hearing-impaired/ Deaf children, illustrating the variety of situations regarding hearing loss, health, associated disabilities, types of families, and communication options and needs. The second part focuses on specific objectives in EI programs highlighting good practices in promoting their quality: access to specialists working in interdisciplinary teams, access to specialists who have knowledge and competencies to work with HI/ Deaf children, optimizing child development and the well-being of the family, supporting and promoting best results in all developmental areas, supporting families in their choice of communication for their HI/Deaf child, monitoring and assessment activities, active family involvement and support systems options for the families

Keywords: early intervention, hearing-impaired, Deaf, family
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DOI:10.26744/rrttlc.2025.11.1.10
Published on line: 03/30/2025

Intervenție timpurie în dezvoltarea limbajului la copiii născuți prematur. Implicațiile mobilizării orofaciale

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Intervenție timpurie în dezvoltarea limbajului la copiii născuți prematur. Implicațiile mobilizării orofaciale

Early intervention for speech and language development in preterm infants. Implications of orofacial motor training

Cătălina ALECSANDRESCU
Abstract

The purpose of this study was language development in preterm infants through early intervention and the implications of orofacial mobilization. Three preemie children between the aged between 2 and 3 years old took part in this study. With the help of language assessment scales, language development levels were determined. The evaluation scales applied were: Scale for establishing the level of language development (Păunescu, 1984), Integrated Development Scale, Portage Scale-language area, Curriculum Carolina-language area. For orofacial mobilization, the Z vibe Kit and orofacial massage along the Castillo-Morales route were used. By applying the orofacial mobilization, a better coordination of the facial muscles was aimed at emitting the sounds as correctly as possible, following the words and sentences. The results of this study show us the importance of the early intervention plan on language, but also on orofacial mobilization.
Keywords:language development, prematurity, early intervention, orofacial mobilization, intervention plan
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DOI:10.26744/rrttlc.2024.10.1.05
Published on line: 03/31/2024
References
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Bodea-Haţegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise. Bucureşti: Trei
Bodea-Haţegan, C. (2017). Suport curs. Introducere în logopedie. Cluj-Napoca
Briscoe, J., Gathercole, S. E, & Marlow, N. (1998). Short-term memory and language outcomes after extreme prematurity at birth. Journal of Speech, Language & Hearing Research, 41(3), 654-66.
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Ferreira, R. D. C., Alves, C. R. L., Guimarães, M. A. P., Menezes, K. K. P. D., & Magalhães, L. D. C. (2020).
Effects of early interventions focused on the family in the development of children born preterm and/or at social risk: a meta-analysis. Jornal de Pediatria, 96, 20-38.
Jansson-Verkasalo, E., Ruusuvirta, T., Huotilainen, M., Paavo, A., Kushnerenko, E., Suominen, K.,Hallman, M. (2010). Atypical perceptual narrowing in prematurely born infants is associated with compromised language acquisition at 2 years of age. BMC Neuroscience, 11(88).doi:10.1186/1471-2202-11
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Rolul jocurilor de percepție, atenție și memorie în dezvoltarea conștiinței fonologice la copiii preșcolari și școlari de vârstă mică

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Rolul jocurilor de percepție, atenție și memorie în dezvoltarea conștiinței fonologice la copiii preșcolari și școlari de vârstă mică

The role of perception, attention and memory games in developing the phonological awareness for preschool and school age children

Ramona Karola KOVACS
Abstract

The topic of phonological awareness and instrumental skills has been of interest to various researchers who have established assessment and intervention programs as early as 5 decade ago, providing models of educational and therapeutic practice that help children with language disorders, hearing disabilities and predisposition to difficulties to write and read.
It is highlighted that there is no flexibility in the manipulation of phonological units if spatial and temporal orientation abilities are affected, if there is an attentional deficit that affects the encoding and updating of knowledge related to auditory and verbal memory in daily communication.
The role of phonological awareness and instrumental skills related to language development in academic performance is the reason for these researches that show the importance of early identification of speech and language disorders in the last year of kindergarten respectively in the first year of preparatory class in order to apply game methods that can improve language structure and can prevent learning difficulties.
The present research aims to reveal aspects regarding of phonological awareness, instrumental abilities and the role of activities that has an impact on the development of language structure that can be made with the help of my own working program called ”Detectivul cu urechi lungi (The Detective with long ears)” and working materials aimed at developing the processes of perception, attention and memory.

Keywords:Phonologycal Awareness, instrumetal skills (perception, attention, memory) rhymes, syllabes, phonemics, early intervention, language disorder
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DOI:10.26744/rrttlc.2024.10.1.08
Published on line: 03/31/2024
References
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Carmen, D., Adrian, R. (2019). Intervenții psihopedagogice în tulburările specific de învățare: Învățăm fonologic – program structurat de antrenament al conștiinței fonologice bazat pe dovezi științifice. Iași: Editura Polirom
Laura, V.P., Lavinia. C. (2012). Dezvoltarea memoriei de lucru: Exerciții pentru preșcolari și școlari. Cluj – Napoca: Editura ASCR
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Teresa, U.(2010). Efectul instruirii silabelor asupra conștiinței fonologice la copiii preșcolari. Accesat la data de 11.iunie.2023 de pe pagina
Gail. G. (2000). Calitatea intervenției conștientizării fonologice la copiii cu tulburări de vorbire. Accesat la data de 13.iulie.2023
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Neda. M., Mile. V., (2017). Conștientizarea rimei la preșcolari, la copii cu tulburări de limbaj și fără tulburări de limbaj. Croația Journal of Education. Vol 20. pg 237 -257.
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DOI:10.26744/rrttlc.2019.5.1.02
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Abordare din perspectivă psiholigvistică a limbajului și comunicării în tulburarea de spectru autist (TSA)

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Abordare din perspectivă psiholigvistică a limbajului și comunicării în tulburarea de spectru autist (TSA)

A psycholinguist approach of language and communication in autism spectrum disorder (ASD)

Ioana IRIMIA
Abstract

Psycholinguistics is a field that combines methods and theories from psychology and linguistics to gain a fuller understanding of human language. The connection between the human psyche and language is the focus of research in psycholinguistics. Autism Spectrum Disorder (ASD) is a common and heterogeneous neurodevelopmental disorder characterized by language impairment, social and communicative deficits and repetitive behaviours. Echolalia is considered a predominant feature of ASD. Early intervention should be started as soon as a diagnosis is made, as social, play and language domains do not develop at the expected rate or in the expected multimodal, integrated manner. Using the language sample analysis technique, it is observed that echolalia and the number of abstract words do not influence mean utterance length, but the number of novel words correlates with mean utterance length. The psycholinguistic approach helps to gain a deeper understanding of language deficits and influences speech therapy intervention.

Keywords: psycholinguistics, autism spectrum disorder, early intervention, the average length of the utterance
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DOI:10.26744/rrttlc.2023.9.1.08
Published on line: 10/30/2023
References
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Direcții de prevenire a tulburărilor de limbaj la copiii preșcolari

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Direcții de prevenire a tulburărilor de limbaj la copiii preșcolari

Directions for the prevention of language disorders in preschool children

Teodora POPUȚA
Abstract

This research paper aims to address the vital topic of preventing language disorders in preschool children. The primary focus is to investigate the effectiveness of an intervention program designed to enhance language and perceptual-auditory skills in this age group. Language disorders are a common concern among preschoolers, with various risk factors, including genetic predispositions, limited exposure to language-rich environments, and underlying medical conditions. Of utmost importance is early diagnosis and intervention, as these play a crucial role in facilitating a child’s language development.

Keywords: language disorders, preschool children, intervention program, language development, early intervention, developmental language disorder
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DOI:10.26744/rrttlc.2023.9.2.09
Published on line: 03/31/2023
References

Dezvoltarea abilităților de citire cu ajutorul instrumentelor Boomwhackers în contextul dizabilității asociate

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Dezvoltarea abilităților de citire cu ajutorul instrumentelor Boomwhackers în contextul dizabilității asociate

Enhancing Reading Skills with Boomwhackers Instruments in the Context of Associated Disabilities

Janka Eszter VERES
Abstract

This research paper aims to address the vital topic of preventing language disorders in preschool children. The primary focus is to investigate the effectiveness of an intervention program designed to enhance language and perceptual-auditory skills in this age group. Language disorders are a common concern among preschoolers, with various risk factors, including genetic predispositions, limited exposure to language-rich environments, and underlying medical conditions. Of utmost importance is early diagnosis and intervention, as these play a crucial role in facilitating a child’s language development.

Keywords: language disorders, preschool children, intervention program, language development, early intervention, developmental language disorder
pdf

DOI:10.26744/rrttlc.2023.9.2.10
Published on line: 10/30/2023
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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.

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

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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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