Etichetă: language development

Tehnici de muzicoterapie neurologică pentru dezvoltarea limbajului la copiii cu tulburare din spectrul autismului

asttlr

Tehnici de muzicoterapie neurologică pentru dezvoltarea limbajului la copiii cu tulburare din spectrul autismului

Language development through neurological music therapy in children with autism spectrum disorder

Cristina BĂLAȘ-BACONSCHI, Maria MOLDOVAN
Abstract

Neurological Music Therapy (NMT), as a model of music therapy identifies techniques that have been incorporated into medical settings. Thaut and Hoemberg (2014) describe NMT as the use of standardized treatment techniques as interventions that are founded on scientific research. The techniques of NMT provide the therapeutic application of music to cognitive, sensory, and motor dysfunctions used as a method to treat neurological diseases. The present study is focused on the use of neurological music therapy to enhance language development and to improve cognitive functioning and motor skills. The study is quite new for the Romanian literature, due to the fact that the techniques included in neurological music therapy have not been used for children with ASD. Our group consisted of two preschool children diagnosed with ASD, for whom we applied the Isolated Sounds Assessment Sheet, the Portage Test, and the Musical Communicative Rating Form before and after the implementation of the music therapy program. At the same time, the children were observed during all the therapy sessions. The results confirm our assumptions, the level of development of the linguistic area will be significantly higher, as well as the articulatory skill level and the cognitive and sensory-motor level, at the end of the study.

Keywords: neurological music therapy, language development, autism, communication, cognition.
pdf

DOI:10.26744/rrttlc.2025.11.2.03
Published on line:10/31/2025

Dezvoltarea limbajului preşcolarilor cu ajutorul resurselor digitale

asttlr

Dezvoltarea limbajului preşcolarilor cu ajutorul resurselor digitale

Language development in preschoolers by using digital resources

Ana SABOU
Abstract

This article aims to emphasize the developmental characteristics of language in preschool children. It contains some important examples of digital resources that are useful in speech therapy. The study sample consisted of 20 preschoolers, aged between 5-6 years, from a kindergarten. The evaluation was performed using the curriculum Talk. Then was implemented a speech intervention program that includes learning games developed by using different digital resources. For the final evaluation the same assessment tool.

Keywords: language development, digital resources, speech therapy, assessment, preschoolers

pdf

DOI: 10.26744/rrttlc.2025.11.1.03
Published on line: 03/30/2025

Aplicații psihopedagogice pentru dezvoltarea abilităților sintagmatice în contextul TSA

asttlr

Aplicații psihopedagogice pentru dezvoltarea abilităților sintagmatice în contextul TSA

Psychopedagogical approaches for developing sintagmatic abilities in children with ASD

Diandra-Elena IPATE-BERCEA
Abstract

The study examines the role of the Color Semantic method in enhancing syntagmatic, grammatical, and discursive skills in children with Autism Spectrum Disorder (ASD). By applying this method, the research aims to reduce echolalia and expand both active and passive vocabulary. The theoretical framework includes an overview of ASD, its characteristics, prevalence, and impact on communication, as well as key diagnostic criteria. It also explores language development theories, highlighting the influence of phonology, semantics, syntax, and pragmatics.
Further, the study delves into language disorders in ASD, discussing difficulties in semantic integration, oral narrative production, and social communication. It emphasizes the importance of early intervention in improving social skills such as shared attention and eye contact. Various speech therapy interventions are presented, including traditional approaches like articulatory therapy and modern methods such as Alternative and Augmentative Communication (AAC) and Applied Behavior Analysis (ABA). The Color Semantic method is highlighted for its structured approach in language therapy.
The practical research focuses on a single-subject qualitative study to assess the effectiveness of the Color Semantic method in enhancing expressive and receptive language skills. The findings indicate significant improvements in sentence structure, vocabulary use, and reduced echolalia. The final chapter outlines key conclusions, practical recommendations for speech therapy, and study limitations, emphasizing the need for further research to validate these findings across a broader population.

Keywords: Autism Spectrum Disorder (ASD), Color Semantic Method, Language Development, Speech Therapy, Echolalia Reduction
pdf
DOI:10.26744/rrttlc.2025.11.1.07
Published on line: 03/30/2025

Abordarea preachizițiilor în contextul întârzierii în dezvoltarea limbajului la preșcolari

asttlr

Abordarea preachizițiilor în contextul întârzierii în dezvoltarea limbajului la preșcolari

Addressing basic concepts In The Context Of Delayed Language Development In Preschoolers

Andreea COC
Abstract

Language and communication delay is a term from english „speech and language delay”. This delay can be diagnosed as early as 2 years old and intervention can start at the same age. Language pre-acquisitions begin developing from birth. These include: bofy schema, laterality, phonological awareness, attention, and memory. All these pre-acquisitions play an important role in language and communication with each other. It has two important components: language and linguistic sign. This diagnosis is difficult because each individual has their own development trajectory in terms of language and communication. Language development delay should be identified during the preschool or early school years. Along with language development delay, other disabilities may also occur. Language development delay is identified as a delayed language acquisition, a deviation from the standard norm of language development and acquisitions.
The purpose of this study is to identify three cases of language development delay and evaluate language pre-acquisitions of these preschoolers, as well as develop strategies for training language pre-acquisitions in preschoolers. The study will monitor: the development level of preschoolers, the level development of communication and language skills, and the development of pre acquisition in preschoolers with language development delay.
Keywords: Language development. The precepts of language. Case studies.
pdf
DOI:10.26744/rrttlc.2024.10.2.06
Published on line: 10/31/2024

Rolul jocului didactic în dezvoltarea auzului fonematic la vârsta preșcolară

asttlr

Rolul jocului didactic în dezvoltarea auzului fonematic la vârsta preșcolară

The Role of Educational Games in Developing Phonemic Awareness in Preschool Age

Alexandra-Georgeta CÎCIU
Abstract

The present study „The Role of Educational Games in Developing Phonemic Awareness in Preschool Age” is structured in two parts: a theoretical part, consisting of two chapters, and an applied part, the intervention part, structured based on a methodology, where specific tools will be used, such as the psycho-pedagogical sheet, the Steps through the World of Sounds application, and the Auditory Development Scale from 0-6 years, which will be analyzed and interpreted within a theoretical framework.
Understanding educational games involves combining the traditional learning process with the fun, engaging, and recreational aspects of play. It is an effective and enjoyable way to increase students’ engagement and interest in the educational process. Nowadays, educational games are becoming increasingly popular as an efficient tool for teaching, learning, and reinforcement, as scientific research has validated its effectiveness and benefits in the educational process. It is a captivating and efficient way to enhance children’s engagement and achieve positive learning outcomes.
Phonemic awareness is a unique feature of human hearing, through which language sounds are understood as semantic or phonetic elements. When there is a disorder in phonemic awareness, it indicates a lack of development of this skill and a lack of exercise in the expressive aspect of verbal language.
The development of phonemic awareness in children can be enhanced through fun activities, such as reciting poems with intonation or guessing the voices of invisible people. Using paronymous words is beneficial at all ages as it helps distinguish similar sounds in pronunciation, ensures the correct positioning of the speech organs during their emission, and aids in differentiating letters with similar visual aspects. For preschool children, play represents the majority of their time, so it is important for them to have fun while learning.
In this study, we aim to design a framework that allows the child to develop phonemic awareness through educational games in a familiar and enjoyable environment, such as kindergarten, where, similar to emotional development, language development plays an essential role in the child’s development as a future student.
The research participants are 2 children from the middle group (a girl and a boy) enrolled in the group where they attend, aged between 4 and 5 years old. The children’s parents have been informed about the study’s objectives and procedures and have given their consent for the preschoolers to participate.
The data collection period lasts for 12 weeks, from February 12, 2024, to May 19, 2024.
Results and conclusions: By using educational games, children become more familiar with different communication situations, develop their ability to engage in dialogues as speakers and listeners, and have the opportunity to formulate grammatically correct questions and answers. Thus, language education games have a significant impact on the development of oral communication skills in preschoolers. Auditory memory exercises, auditory attention, and phonemic differentiation improve children’s phonemic hearing.
Based on the analysis of the results obtained, it can be stated that implementing intervention programs based on educational games for the development of phonemic hearing through educational games, within language and communication activities, has a beneficial impact on preschool-aged children.
Keywords: Developmental Phonemic Awareness in Preschool Age, Language Development, Phonemic awareness.
pdf
DOI:10.26744/rrttlc.2024.10.2.07
Published on line: 10/31/2024

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

asttlr

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
pdf
DOI:10.26744/rrttlc.2024.10.1.05
Published on line: 03/31/2024
References
Anca, M. (2005). Suport curs. Logopedie. Cluj-Napoca
Arias, F. (1992). Practical guide to high-risk pregnancy and delivery. Mosby Comp. St. Louis
Belanger, R., Leroux, D., & Lefebvre, P. (2021). Supporting caregivers of children born prematurely in the development of language: A scoping review. Paediatrics & child health, 26(1), e17-e24.
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.
Caesar P., Eggermont J.A.E., Volpe J.J. (1992). Neonatal clinical neurological assessement. Textbook of Neonatology, 2nd Edn., Churchill Livingstone ;1035-1043
Crişan, N., Neacşu, A. (2001). Naşterea prematură. Bucureşti: Info Medica
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
Rossetti, L. M. (Ed.). (2001). Communication Intervention: Birth to Three, 2 nd ed. Clifton Park, NY: Delmar.
Stamatin, M. (2009). Neonatologie. Iaşi: Gr. T. Popa
Vandormael, C., Schoenhals, L., Hüppi, P. S., Filippa, M., & Borradori Tolsa, C. (2019). Language in preterm born children: atypical development and effects of early interventions on neuroplasticity. Neural plasticity, 2019

Relația dintre dezvoltarea limbajului și psihomotricitate în contextul dizabilității intelectuale

asttlr

Relația dintre dezvoltarea limbajului și psihomotricitate în contextul dizabilității intelectuale

TThe relation between language development and psychomotricity in the context of intellectual disability

Crina Ramona POP
Abstract

This research is divided in two parts: the theoretical part and the practical part. The theoretical part aimed some essential elements, as definitions, classifications, characteristics of intellectual disability, language disorders and psychomotricity disorders.
The practical part contains the research methodology, objectives, assumption, the description of the participants (subjects) and the methods and the materials used. Next the expound section of the design, the interventions plan and the conclusions resulted after the carry on activities.
Like is shown in the title, the research was headed to identify the implications that psychomotricity disorders exert upon the language disorders on children with intellectual disability. The language and the psychomotricity represent two essential elements of the life and it is important to know the manner of their interactions and implications upon the children with intellectual disability. More is significant to discover the most efficient method of intervention to contribute in this way at the elimination or at least at the reduction of the complications. Here I got the conclusion that the most efficient method of intervention is to group the language activities with the psychomotricity activities. Of course, all the activities are organized in an attractive manner based on games so that they captivate and motivate the children to take part operatively in the activities. After the intervention plans were applied it was established the improvement of the children in the language and psychomotricity abilities.

Keywords:intellectual disability, psychomotricity elements, relationship, language development, the multidisciplinary team
pdf
DOI:10.26744/rrttlc.2024.10.1.10
Published on line: 03/31/2024
References
Albu, C., Albu, A.,(1999). Psihomotricitatea, Editura Spiru-Haret: Iași.
Albu, C., Albu, A., Vlad, T.L., Iacob, I., (2006). Psihomotricitatea, Editura Insitutul European: Iași.
Anca, M.D., (2002). Logopedie, Presa Universitară Clujeană: Cluj-Napoca..
Avramescu, M.D., (2006). Defectologie și logopedie, Editura Fundației României de mâine: București.
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.
Bodea Hațegan, C., Talaș, D. (2015). Aplicația „Pași prin lumea sunetelor!”
Bodea Hațegan, C. (2014). Proba de evaluare a abilităților morfologice în limba română”, Cluj-Napoca: Editura Argonaut
Gherguț, A. (2011). Evaluare și intervenție psihoeducațională. Terapii educaționale, recuperatorii și compensatorii. Editura: Polirom, Iași.
Gherle, Ș., (2008). Și eu vreau să vorbesc corect!- Minighid logopedic, Editura Imprimeria Ardealului: Cluj – Napoca.
Gherguț, A. (2011). Evaluare și intervenție psihoeducațională. Terapii educaționale, recuperatorii și compensatorii. Editura: Polirom, Iași.
Gherle, Ș., (2008). Și eu vreau să vorbesc corect!- Minighid logopedic, Editura Imprimeria Ardealului: Cluj – Napoca.
Moldovan, I., (2006). Corectarea tulburărilor de limbaj, Editura Presa Universitară Clujeană: Cluj – Napoca.
Piaget, J., Inhelder, B.,(2005). Psihologia copilului, Editura Cartier: Chişinău.
Popovici, D.,(2000). Dezvoltarea comunicării la copiii cu deficiențe mintale, Editura Pro Humanitate: București.
Preda, V., (2007). Elemente de psihopedagogie specială, Editura Eikon: Cluj- Napoca.
Preda, V., (coord). (1997). Probe de psihodiagnostic pentru evaluarea copiilor deficienţi,
Verza, E., (2003). Tratat de logopedie, Editura Fundaţiei Humanitas: Bucureşti.
Vrăsmaş, E., Stănică, C., (1997). Terapia tulburărilor de limbaj – intervenţii logopedice, Editura Didactică şi Pedagogică: Bucureş

Program de intervenție logopedică pentru dezvoltarea limbajului la preșcolarii din grupa mare

asttlr

Program de intervenție logopedică pentru dezvoltarea limbajului la preșcolarii din grupa mare

Speech therapy intervention program for language development in preschoolers

Iulia-Maria PAȘCALĂU (SICOE)
Abstract

TThis paper aims to identify the developmental characteristics of language in preschool children, capturing the impact of the speech therapy program on language development, and utilizing the principles of the TALK program in speech therapy intervention. The study sample consisted of 22 preschoolers, aged between 5-6 years, from a kindergarten in Cluj-Napoca. After dividing the participants into two groups, control and experimental, the evaluation was performed using three assessment tools: the Curriculum TALK, Portage (Language subscale), and the Logopedic Album. A speech therapy intervention program was implemented for the experimental group, followed by a final evaluation conducted using the same assessment tools.
After collecting the results from pre and post-tests, all data were centralized in an SPSS database for processing. Thus, by using the paired samples t-test (hypothesis 1), the independent samples t-test (hypothesis 2), and Pearson’s bivariate correlation (hypothesis 3), it was found that all research hypotheses were confirmed.

Keywords: developmental characteristics in preschool children, language development, speech therapy
pdf
DOI: 10.26744/rrttlc.2023.9.2.04
Published on line: 10/30/2023
References
Anca, M. (2009). Tehnici specifice de terapia limbajului, suport de curs, Catedra de psihopedagogie specială, Cluj-Napoca: UBB
Biber, D. (2013). Dysphagia in the early childhood and children with feeding disorders in clinical practice. Assesment and management of feeding problems in preterns and young babies, prezentare susținută cu ocazia cursului de formare organizat în cadrul Proiectului Program Erasmus „Let me be one of you „.
Bodea-Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare. Cluj-Napoca: Presa Universitară Clujeană.
Bodea-Hațegan, C. (2016). Logopedia: terapia tulburărilor de limbaj: structuri deschise. București: Editura Trei.
Coşeriu, E. (1999). Introducere în lingvistică. Cluj – Napoca: Editura Echinocţiu.
Glauber, A. (2010). Dezvoltarea limbajului la școlarul mic. Drobeta-Turnu Severin: Ștef.
Oprea, V., Nițu, E., Chiriacescu, D., & Lungu Petruța, E. (2003). Set de instrumente, probe şl teste pentru evaluarea educaţională a copiilor cu dizabilităti. București: MarLink.
https://words.eminus.pl/ – Proba Curriculum TALK

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.

Direcții de prevenire a tulburărilor de limbaj la copiii preșcolari

asttlr

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
pdf

DOI:10.26744/rrttlc.2023.9.2.09
Published on line: 03/31/2023
References