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

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


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

Published on line: 03/31/2022

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Dezvoltarea limbajului expresiv în contextual TSA- Studiu de caz

Dezvoltarea limbajului expresiv în contextual TSA – Studiu de caz

Expressive language development in ASD context- Case Study

Valentina-Georgica POPONETE
Abstract This paper aims to highlight a way of approach for a child with ASD in the field of speech therapy alone, despite the unfavorable forecast (prognosis). The structure of the paper consists of two main parts: a theoretical one regarding the diagnosis and its involvement in the field of language development, and in the second part will be presented a case study carried out over a period of 6 months and with possible future opportunities progress. It is well known that most children with ADS have major language deficiencies coupled with their lack of social skills which worsens (accentuates) the course of further development and, therefore, early intervention can substantially reduce their disabilities. But, in this case study, it is presented a thirteen-year-old boy with ADS and its total absence (lack) of expressive language although the receptive language is at a pretty good level. The main goal of the program was to develop, somehow, (at first hand) first of all, a phonological basis in order to establish a pragmatic (functional) verbal communication. It is known that children with ADS are quite difficult to engage in activities that require focused attention and proper response to multiple requests and what was really remarkable and quite unusual, in the same time, is his full cooperation that led to significant results that will help him in the future.

Keywords: Autism Spectrum Disorder (ASD), language development, intervention, expressive language disorder

DOI: 10.26744/rrttlc.2021.7.2.08

Published on line: 31/10/2021


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Particularități ale dezvoltării abilităților morfo–semantice în contextul protezării auditive cu implant cohlear și aparat auditiv

Particularități ale dezvoltării abilităților morfo – semantice în contextul protezării auditive cu implant cohlear și aparat auditiv

Particularities of the development of morph-semantic abilities in the context of cochlear implant and hearing aid

Roxana-Loredana PINTEA

In this paper we will study the level of development of morpho – semantic abilities of students with hearing disability, with cochlear implant and hearing aid. The samples chosen for the research consists of 6 students with hearing disability, 4th grade students from the Special High School for Hearing Impaired Cluj-Napoca, three students with cochlear implanted and three other students with hearing aids. To evaluate the morphological abilities I used Morphological Skills Assessment Test in Romanian Language (Haţegan C. B., 2014), and for the assessment of semantic abilities we used the Peabody Vocabulary Test (Dunn & Dunn, 1981). After the evaluations, the results were processed in order to identify the differences between the two groups of students, the cochlear implant pupils and the hearing aid students, the morphological and semantic abilities.

Keywords: hearing impairments, language development, vocabulary test, cochlear implants, morphological abilities

DOI: 10.26744/rrttlc.2018.4.2.08

Published on line: 31/10/2018

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Fluența verbală (semantică și fonemică)

Fluența verbală (semantică și fonemică)

Verbal fluency – semantic and phonemic


This article defines verbal fluency, with both its ways: semantic verbal fluency and phonemic verbal fluency trying to answer to the fallowing question „Is Verbal fluency and indicator for linguistic or a cognitive development?”. In order to answer this question this article mentions lots of researches regarding all the area in which verbal fluency tests are used. Among these areas we can mention: linguistic area, neuropsychological area, psychiatric area. The practical aspect regrading verbal fluency is ensured through the proposed assessment and training tasks both for semantic and phonemic verbal fluency. The way Romanian psychological tests compress verbal fluency is another aspect approached in this article, in order to ensure for the reader, the possibility to have a global image about verbal fluency and its concert materializations.

Keywords: verbal fluency, semantic verbal fluency, phonemic verbal fluency, executive functioning, language development.

DOI: 10.26744/rrttlc.2018.4.2.10

Published on line: 31/10/2018

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