Proces complex de evaluare în contextul intervenției timpurii

Proces complex de evaluare în contextul intervenției timpurii

Complex evaluation process in the context of early intervention


This article focuses on the importance of early intervention as far as language development.
This paper proposes an approach which focuses on the importance of the early assessment of toddlers’ language skills development in order to identify possible delays or disorders.
High quality early assessment and intervention services can change a child’s developmental trajectory and improve outcomes for children, families, and communities

Keywords: speech and language development, early intervention, speech delay.

DOI: 10.26744/rrttlc.2018.4.2.03

Published on line: 31/10/2018

Bodea Hațegan, C. (2015). Tulburări de limbaj și comunicare în Roșan, A. (2015). Psihopedagogia Specială.Modele de evluare și intervenție, Cluj-Napoca: Polirom.

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Roșan, A. (2015). Psihopedagogie special. Modele de evaluare și intervenție, Cluj-Napoca, Editura Polirom

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Tulburările specifice de învățare ale școlarului mic

Tulburările specifice de învățare ale școlarului mic

The specific learning disabilities in preschool students

Silviana CHIȘU

Starting from the operational psychological theories on the area of proximal development created by J. Piaget (1965) and L.S. Vîgotski (1971), I sought to change the stage of evaluation and diagnosis of specific learning disorders of elementary school students, from research activity into a research „hands-on” activity, through which evaluation and diagnosis become a complex, dynamic and a long lasting process. The finality of this process has materialized in the ease of developing and applying the compensatory and rehabilitative therapeutic approach that helps young students avoid school failure.
Due to the formative character of using the applied psychological tests, by determining the cognitive level and child’s academic skills, I have ruled out the idea of non-training students with certain predispositions for specific learning disorders.
From a psychological and pedagogical point of view, such evaluation has a particular efficiency in cognitive stimulation by orienting psychological intervention to improving students’ academic skills.
Through early evaluation and intervention, I have brought to parents’ awareness and to the school environment (teachers and students’ school peers) the students’ specific learning difficulties, things that would change wrong attitudes and bad representations towards students with specific learning disorders.

Keywords: SLI,learning difficulties, early intervention

DOI: 10.26744/rrttlc.2018.4.2.09

Published on line: 31/10/2018

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Importanța terapiei limbajului în contextul dizatriei ataxice. Studiu de caz longitudinal

Importanța terapiei limbajului în contextul dizatriei ataxice. Studiu de caz longitudinal

The importance of language therapy in the context of Ataxic Dysarthria. Longitudinal case study

Mihaela Maria TELCEAN, Anamaria-Rada BERESCHI-BENE, Cristina SIBEF

This paper focuses on the importance of early intervention on language development in children with ataxic dysarthria, taking into account that they face various breathing, articulation, phonetic, resonance and suprasegmental difficulties. Coordination disorders, difficulties in walking, abundant salivation, low muscle tone and jerky speech are also known disorders met in ataxic dysarthria.
All these disorders have a negative impact on the quality of life of the individuals diagnosed with this condition, so early intervention is necessary.
This paper aims to bring forward an approach based on developing the suprasegmental component of communication, the abilities of immediate imitation, focused attention, establishing visual contact, developing the phono articulatory apparatus mobility using classical exercises as well as orofacial stimulation (Morales Technique and using special instruments – Sensory therapy instruments, Z-vibe – an instrument with vibrations), developing breathing, articulation, phonetic and resonance skills, developing active vocabulary, taking into account the final aim, developing a functional and efficient communication.

Keywords: Ataxic Dysarthria, Early Intervention, Glucose Transporter Type 1 Deficiency Syndrome.

DOI: 10.26744/rrttlc.2017.3.2.04

Published on line: 31/10/2017


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Early intervention strategies

Direcții de intervenție timpurie în contextul dezvoltării abilităților de comunicare în sindromul Down

Early intervention strategies for developing communication abilities in Down syndrome

Mihaela Maria TELCEAN, Anamaria-Rada BENE, Cristina SANDU

This paper focuses on the importance of early intervention as far as language development for children with Down syndrome. Children with Down syndrome have a delay in the development of communication abilities because of the sensory, perceptual, physical and cognitive issues they face and which affect their development path.
The anatomical and physiologic characteristics frequently met among children with Down syndrome are represented by differences of the muscles and facial structure, which lead to language disorders such as: hypotonia, poor lips, tongue and oral cavity coordination. The physical features of these children (tongue protusion, predominantly oral breathing, irregular dentition, ogival palate) highlight difficulties for small and precise movements of the mouth which limits tongue movements when speaking. The problems mentioned above affect the children’s intelligibility of speech for with Down syndrome in the following areas: articulation, rhythm and fluency, resonance, phonation.
This paper proposes an approach which focuses on the development of the suprasegmental aspects of speech, the development of immediate imitation abilities, the development of focused attention, establishing eye contact, the development of phonoarticulation using orofacial stimulation (the Morales technique and using special instruments – Sensory Therapy instruments, Z-vibe – an instrument with vibrations).

Keywords: speech and language development, early intervention, Down syndrome, orofacial stimulation, motor development

DOI: 10.26744/rrttlc.2016.2.1.06

Published on line: 15/03/2016


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