Etichetă: language delay

Evaluarea impactului intervenției logopedice specifice implementate de către familie în cazul preșcolarilor cu întârziere în dezvoltarea limbajului

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Evaluarea impactului intervenției logopedice specifice implementate de către familie în cazul preșcolarilor cu întârziere în dezvoltarea limbajului

Evaluation of the Impact of Family-Implemented Speech-Language Intervention in Preschool Children with Language Delay

Cristina Mariana ZIRBO
Abstract

Language delay in early childhood represents a frequent clinical concern in speech-language therapy practice, given its potential implications for later academic and social development. The present study aimed to evaluate the impact of a structured speech-language intervention program implemented by parents in the family environment under the guidance of a speech-language specialist. The research involved preschool children aged 2–3 years identified with expressive language delay in the absence of associated neurodevelopmental disorders. Initial and final assessments were conducted using standardized instruments (Păunescu Language Scale, Auditory Development Scale, Portage Developmental Scale), complemented by systematic observation. The intervention, carried out over a three-month period, integrated language stimulation strategies into daily routines and natural interactions. Results indicated a measurable reduction in expressive language delay, increased lexical production, improved word combinations, and enhanced communicative initiative. The findings support the effectiveness of family-centered intervention models and highlight the essential role of parental involvement in accelerating language acquisition during the preschool period

Keywords: language delay; family-centered intervention; parent-implemented therapy; expressive language development; preschool children
pdf

DOI:10.26744/rrttlc.2026.12.1.08
Published on line: 03/31/2026

Reference
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Schimbarea atitudinii cadrelor didactice față de elevii cu cerințe educative speciale din școlile incluzive

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Schimbarea atitudinii cadrelor didactice față de elevii cu cerințe educative speciale din școlile incluzive

Changing teachers’ attitudes towards children with special needs attending inclusive schools

Nicoleta Raluca LUPU
Abstract

The purpose of this study was to change TEACHERS’ ATTITUDE REGARDING THE INCLUSION OF THE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS. The attitude of the teachers who will participate in the training through game designed to change the attitude towards the students with special educational needs will change positively, compared to the attitude of the teachers who will not participate in the training.
The attitude of the teachers who participated in the change of attitude training through game changed positively, compared to the attitude of the teachers who did not participate. The non-parametric test Mann-Whitney for independent samples shows that there are statistically significant differences between the experimental group and the control group in all three dimensions of attitude (p <.01) In addition, the T Wilcoxon test shows the differences between the pre-test stage and the post-test phase within each group. It is noted that for the control group, there are no statistically significant differences between the two stages, whereas in the case of the experimental group there are statistically significant differences from one stage to another (.00, p <.01). The degree of acceptance of the students with special educational needs will increase significantly in the teachers who will participate in the computer game training, compared to the teachers who will participate in the classic game training. The results of the „Mann-Whitney U Test” show that there are no significant differences between the experimental groups (p> .05), which indicates that both programs can effectively contribute to changing the teachers’ attitudes towards integrating disabled students 

Keywords: language delay, communication skills, early assessment of language skills, multidimensional intervention program

pdf

DOI: 10.26744/rrttlc.2021.7.2.10

Published on line: 31/10/2021

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Evaluare și intervenție logopedică în contextul întârzierii în dezvoltarea limbajului-

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Evaluare și intervenție logopedică în contextul întârzierii în dezvoltarea limbajului

Assessment and therapy in speech and language delay

Florentina Mihaela MOȘNEAG
Abstract

According to the literature, we are talking about a language delay when the child fails to reach the level of language evolution, compared to his chronological age. In fact, we know that language development is closely linked to cognitive development. Therefore, the structure of language is influenced by the degree of cognitive development. Knowing that the language delay may exists as a secondary pathology in most intellectual disabilities and can be recognized by the poverty of vocabulary, the inability to express themselves correctly in sentences or phrases, being reached phonetic, lexical and grammatical aspects, I wanted to surprise in this study the features of language development in young children oriented towards our school by proposing a complex, multidimensional approach to early assessment of language skills and capturing the effect of a multidimensional intervention program that will ultimately lead to the configuration of functional communication skills. Children included in this study are enrolled in the kindergarten group or in the preparatory class, aged between 4 and 8 years. These children are also diagnosed with mild or moderate intellectual disability.
The program took place in two stages. In the first stage, a multidimensional evaluation was performed, on all sides of the language by applying tests, scales or evaluation tests. The results obtained by the children were interpreted and presented at the level of some case studies. In the second stage, we proposed an intervention program that aims to enrich and activate vocabulary, by applying the „50 word-list technique- T⁵⁰”, training phonetic and phonological skills, those related to structural semantics and lexical semantics and shaping morphological skills, which will lead to the configuration of a functional communication skill related to chronological and mental age.

Keywords: language delay, communication skills, early assessment of language skills, multidimensional intervention program.

Published on line: 31/03/2021

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