Editorial
Carolina BODEA-HAŢEGAN
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DOI:10.26744/rrttlc.2023.9.2.01
Published on line: 10/30/2023
Etichetă: learning disabilities
Erori de producere a cuvintelor în context afazic
Erori de producere a cuvintelor în context afazic
Patterns and errors of word production in aphasic contexts
Eliza DARIE (MORARU)
Abstract
This article is part of the paper „Patterns and errors of word production in aphasic contexts”.
To begin with, generalities about aphasia and a cognitive neuropsychology model of spoken word production are presented, which addresses four stages involved in word retrieval: semantic system, phonological output lexicon, phonological set, and articulatory programming, and finally speech.
Also, as a theoretical aspect, the three types of word utterance errors are presented: the imaginability, frequency, and length effects. The theoretical aspects are then exemplified in a case study.
The aim of the research was to identify from a neurocognitive point of view in which domain the disorder is located, and which pattern of word production errors can be identified, in order to intervene specifically in language recovery, proposing an intervention plan.
Among the conclusions, it can be mentioned that although aphasic symptomatology is well known, the approach from the proposed perspective created specific opportunities for recovery.
To begin with, generalities about aphasia and a cognitive neuropsychology model of spoken word production are presented, which addresses four stages involved in word retrieval: semantic system, phonological output lexicon, phonological set, and articulatory programming, and finally speech.
Also, as a theoretical aspect, the three types of word utterance errors are presented: the imaginability, frequency, and length effects. The theoretical aspects are then exemplified in a case study.
The aim of the research was to identify from a neurocognitive point of view in which domain the disorder is located, and which pattern of word production errors can be identified, in order to intervene specifically in language recovery, proposing an intervention plan.
Among the conclusions, it can be mentioned that although aphasic symptomatology is well known, the approach from the proposed perspective created specific opportunities for recovery.
Keywords: aphasia, pattern errors, aphasia intervention
pdf
DOI:10.26744/rrttlc.2023.9.2.02
References
Aphasia. (2023, 4 2). Preluat de pe National Institute on Deafness and Other Comunication Disorders: https://www.nidcd.nih.gov/health/aphasia
Kreindler, A., & Fradis, A. (1970). Afazia. București: Editura Academiei Republicii Socialiste Romania. Preluat de pe https://digitalcommons.rockefeller.edu/jason-brown-library/82
Lumpan, C. A. (2017). Dislexia – suport de curs. Asociația logopezilor din România.
Scala de evaluare cuantificată orientativă a tulburărilor de limbaj. (2023, 5 23). Preluat de pe www.studocu.com: https://www.studocu.com/ro/document/universitatea-petre-andrei-din-iasi/istoria-psihologiei/scala-de-functionare/25166803
What is aphasia? (2023, 4 2). Preluat de pe Association Internationale Aphasie: https://www.afasie.nl/aphasia/pdf/3/brochure1.pdf
Whitworth, A., Webster, J., & Howard, D. (2014). A Cognitive Neuropsychological Approach to Assessment and Intervention in Aphasia. London and New York: Psychology press Taylor & Francis Group.
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.
Povestea – Instrument de stimulare cognitivă pentru copiii cu intelect de limită integrați în școala de masă
Povestea – Instrument de stimulare cognitivă pentru copiii cu intelect de limită integrați în școala de masă
The story as a tool for cognitive stimulation for children with mild intellectual disabilities integrated in mainstream school
Aura-Liliana BRÎNZILĂ
Abstract The study focused on students with liminal intellect integrated in the mainstream school and was based on adapting the teaching-learning-recovery methods to the students` developmental particularities. It started from the premise that students’ cognitive Rehabilitation process would be improved through cognitive stimulation programs based on the storytelling method. The storytelling as a therapeutic method accompanied a set of exercises for cognitive stimulation influenced children` s cognitive performances. Participants in the research were 32 students from the second grade based on the results they obtained on „Progressive Reaven Matrices” test (QI values in the range 68-85). Participants were organized in two groups: 16 in the experimental group and 16 in the control group. Test-retest method with a single dependent variable was used. Qualitative results of this research are: the metaphors used in the stories taught the students to overcome the emotional barriers, they learned that they can ask several times about something they did not understand, without being criticized or stigmatized for their lack of knowledge; the symbols used in the construction of the stories led to the development of an efficient communication between the parents and the students included in the experimental group; the cognitive stimulation program facilitated the structuring and restructuring of learning leading to the improvement of learning difficulties.
Keywords: learning disabilities, early intervention, reading and writing
DOI: 10.26744/rrttlc.2021.7.2.09
Published on line: 31/10/2021
References
Bontilă, G. (1971). Culegere de Teste Psihologice de nivel şi Aptitudini – Scop exclusiv didactic, Universitatea „ Petre Andrei” Iaşi.
Bontilă, G. (1971). Aptitudinile şi Măsurarea lor, Centrul de documentare şi publicaţii al Ministerului Muncii, Bucureşti.
Burns, G. W. (2005). „101 Healing Stories for Kids and Teens, Using Metaphors in Therapy, John Wiley şi Sons, Inc.
Gordon, T. (1978). Therapeutic metaphors, Meta Publications Inc., 1978;
Chevalier, J., Gheerbrant, A. (1969). Dicţionar de Simboluri, Editions Robert Laffont S.A., Paris.
Drugaş, I., Delia, B. coordonatori (2008). Educăm şi vindecăm prin poveşti, Editura Universităţii din Oradea, Oradea.
Piaget, J. (2005). Reprezentarea lumii la copil, Editura Cartier, Bucureşti.
Salome, J. (2006). Poveşti pentru a te vindeca- poveşti pentru a creşte, Editura Ascendent, Bucureşti.
Salome, J. (2007). Poveşti pentru a iubi. Poveşti pentru a ne iubi, Editura Ascendent, Bucureşti. *** Manual de Diagnostic şi Statistică a Tulburărilor Mentale” – DSM – IV- TR (2003) Asociaţia Americană de Psihiatrie sub egida Asociaţia psihiatrilor liberi din România, Bucureşti.
Preachiziții în învățarea scris-cititului la copiii cu tulburări de invățare
Preachiziții în învățarea scris-cititului la copiii cu tulburări de invățare
Basic concepts related with reading and writing development in children with learning disabilities
Ioana MATEI
Abstract
The first step in combating speech and language disorders, is checking if specific language development steps from infancy and toddlerhood have been done. Students from families with financial difficulties, that lack early childhood cognitive development, tend to be less skilled in reading or writing.
To avoid school dropout, we focused on identifying these issues when a child starts school and apply a ten week program.
This program has two components, one for teachers and the other for students. The main goal is to identify if certain early development milestones have been met, memory and atention development and phonology conscience. The program has proved it’s eficacity even during the corona virus pandemic
To avoid school dropout, we focused on identifying these issues when a child starts school and apply a ten week program.
This program has two components, one for teachers and the other for students. The main goal is to identify if certain early development milestones have been met, memory and atention development and phonology conscience. The program has proved it’s eficacity even during the corona virus pandemic
Keywords: learning disabilities, early intervention, reading and writing
Published on line: 31/03/2021
References:
Bălaș-Baconschi, C. (2010). Psihopedagogia copiilor cu dificultăți de învățare, suport de curs universitar de la Facultatea de Psihologie și Științe ale Educației, Cluj-Napoca: UBB.
Bodea Haţegan, C. (2016). Logopedia. Terapia tulburarilor de limbaj. Structuri deschise, Bucureșt: Editura Trei.
Bodea Haţegan, C. (2014). Abordări terapeutice ale limbajului. Perspective actuale, vol. I , Cluj-Napoca: Presa Universitară Clujeană.
Burlea G. (2007). Tulburarile limbajului scris-citit, Iași: Editura Polirom.
Burlea, G., Milici, R. C. (2008). Exerciții pentru formarea și dezvoltarea aptitudinilor de școlaritate, Iași: Editura Polirom.
Raus G., Botezatu V., Fărâmă M. (2006). Formarea comportamentului lexic şi grafic la copilul cu dificultăţi de învăţare, Iași, in Academia Edu, retrived from https://www.academia.edu/31051760/Carte_Comportamentul_Lexic_Grafic in 20.03.2021
David C., Roșan A. ( 2017). Repere diagnostice bazate pe dovezi științifice în tulburările specifice de învățare, Cluj-Napoca: , Editura Argonaut/ Limes.
Vrășmaș, E., Oprea, V. (2003). Set de instrumente, probe şi teste pentru evaluarea educaţională a copiilor cu dizabilităti, București: Editura Mar Link
Particularități ale jocului didactic în activitățile de sprijin la elevii cu C.E.S
Particularități ale jocului didactic în activitățile de sprijin la elevii cu C.E.S
The particularities of the didactic game in supporting the children with C.E.S
Ionela Dorinela ARDELEAN
Abstract
This article focuses on the importance of introducing didactic play in educational instructive activities with students with special education, as the basis for the entire intervention program. The design of the study is based on the comparison of the final results with the initial outcomes after the intervention programme was applied. Reasearch participants are represented by a number of five pupils from the primary cycle, aged between 8 and 10 years, presenting learning disabilities and intellectual disabilities. At the end of the research you can easily find the significant increase in students` performances by improving cognitive processes as a result of the constant usage of didactic play.
Keywords:play, special education, learning disabilities, intellectual disabilities
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DOI: 10.26744/rrttlc.2019.5.2.03
References:
Bodea Hațegan, C. (2014). Probă de evaluare a abilităților morfologice în limba română. Aplicații psiholingvistice, E-book, Cluj-Napoca: Editura Argonaut.
Bodea Hațegan, C., Talaș, D. (2016). Fluența verbală. Direcții teoretice și aplicații psihopedagogice, Cluj-Napoca: Editura Argonaut.
Cerghit, I. (2006). Metode de învățământ, Iași: Editura Polirom.
Gherguț, A. (2007). Psihopedagogie specială, Iași: Editura Polirom.
Roșan, A. (2015). Psihopedagogie specială. Modele de evaluare și intervenție, Iași: Editura Polirom.
Dezvoltarea deprinderilor de scris-citit prin metoda Meixner în contextul dizabilității intelectuale
Dezvoltarea deprinderilor de scris-citit prin metoda Meixner în contextul dizabilității intelectuale
Developing reading and reading skills through the Meixner method in the context of intellectual disability
Nona BĂDESCU-FETCHE
Abstract
In this paper, we will be overlooking the complex process of reading and writing in intellectually disabled students and the development of these processes through the use of the Meixner method of intervention. Knowing that learning reading and writing is directly dependent on the development of speech, spatial-temporal orientation as well as perception and the processes of attention and memory, along with, as stated in DSM-5th edition, the association of these disorders to learning disorders (non-dependent on intellectual disability), we can easily see the imperative need to use intervention methods, as is Meixner, to correct and enhance language development; Language development, or the lack of development, to be more precise is in fact, one of the primary predictors of reading and writing impairments in students that have intellectual disabilities, thus seen in: a poor vocabulary, slow, difficult reading rhythms, replacing, omitting or adding certain letters or syllables. This, has various and tremendous impacts in all areas of life, if the student does not receive the proper care and specialized intervention as early as possible (early intervention).
In the present case study we will notice how a young female student, with intellectual disability, delayed expressive language acquisition and mixed instrumental disorders, along with reading – writing disorder benefits from a Meixner intervention, achieving impressive results, coming to aid in her difficulty, improving the present disorders in reading – writing / language development, instrumental disorder, having achieved a more active vocabulary, better abilities of focusing on tasks, having remarkable results even in some behavioral aspects (classroom integration, social integration, social abilities, social communication).
In the present case study we will notice how a young female student, with intellectual disability, delayed expressive language acquisition and mixed instrumental disorders, along with reading – writing disorder benefits from a Meixner intervention, achieving impressive results, coming to aid in her difficulty, improving the present disorders in reading – writing / language development, instrumental disorder, having achieved a more active vocabulary, better abilities of focusing on tasks, having remarkable results even in some behavioral aspects (classroom integration, social integration, social abilities, social communication).
Keywords: reading, writing, intellectual disability, Meixner method, intervention, learning disabilities, case study.
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DOI: 10.26744/rrttlc.2017.3.2.11
Published on line: 31/10/2017
References:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Bartok, E. (2011). Joc-Bucurie- Ochi strălucitori, culegere de jocuri de dezvoltare a abilităților pentru copiii dislexici și cei predispuși la dislexie, Târgu Mureș: Editura Mentor.
Bartok, E. coord. (2010). Eu citesc mai bine, îndrumător pentru tratarea tulburărilor lexico-grafice, Târgu-Mureș: Editura Mentor.
Bodea Hațegan, C. (2015). Tulburările de limbaj și comunicare în Roșan, A. coord (2015). Psihopedagogie specială, modele de evaluare și intervenție, Iași: Polirom.
Bodea-Hațegan, C. (2016). Logopedia- terapia tulburărilor de limbaj. Structuri deschise. București: Editura Trei.
Gagyi, E. (coord.).(2005). Eu citesc mai bine!- îndrumător pentru tratarea tulburărilor lexico-grafice, Târgu-Mureș: Editura Hoppa.
Paul, R. (2007). Language disorders from infancy through adolescence: assesment and intervention, 3rd edition, Canada: Mosby Elsevier.
Preventing the learning disabilities by using multi-sensorial methods
Prevenirea apariției dificultăților de învățare, prin valorificarea metodelor multisenzoriale, a programului de procesare „VAKT” (V vizuală, A auditivă, K kinestezică, T tactilă)
Preventing the learning disabilities by using multi-sensorial methods, the processing program `VAKT” (V-visual, A-auditory, K-kinestetic, T-tactile)
Andreia ERDELY-BARTHA
Abstract
Despite the fact that the most of the main stream pupils are consistently progressing in building up their reading and writing skills, it is known that not all of them follow the same pattern. The main category of difficulties diagnosed in the main stream school involves learning difficulties (dyslexia and dysgraphia).
Those pupils experiencing initial difficulties in reading and writing could go on and experience difficulties in other areas of school curriculum , if not addressed.These could lead in turn to behavioural problems (coping and avoiding mechanisms: school truancy, refusal to engage in any academic activities, telling lies , etc).
Therefore, it is important to ensure that all the support is provided from the early stage (in the reception class and in the first year) to prevent them developing into bigger problems.
This article, describes the VAKT Processing Programme ( V-visual, A-auditiv, K-kinesthetic, T-tactile) developed in an experimental process , emphasising the importance of using multisensory stimuls in prevention of learning difficulties (dislexic and disgraphic problems) as part of the main learning process (in first classes ) which has proved to be extremely efficent in the experimental group.
Those pupils experiencing initial difficulties in reading and writing could go on and experience difficulties in other areas of school curriculum , if not addressed.These could lead in turn to behavioural problems (coping and avoiding mechanisms: school truancy, refusal to engage in any academic activities, telling lies , etc).
Therefore, it is important to ensure that all the support is provided from the early stage (in the reception class and in the first year) to prevent them developing into bigger problems.
This article, describes the VAKT Processing Programme ( V-visual, A-auditiv, K-kinesthetic, T-tactile) developed in an experimental process , emphasising the importance of using multisensory stimuls in prevention of learning difficulties (dislexic and disgraphic problems) as part of the main learning process (in first classes ) which has proved to be extremely efficent in the experimental group.
Keywords: learning disabilities, specific learning disabilities, multisensory learning, early stage, prevention
DOI:10.26744/rrttlc.2017.3.1.05
Published on line: 15/03/2017
References:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Baines, L. (2008).A Teacher’s Guide To Multisensory Learning. Improving Literacy by Engaging the Senses, Association for Supervision and Curriculum Development, Alexandria, Virginia, U.S.A;
Bodea Haţegan, C., Talaş, D. (coord.) (2016). Fluenţa verbală. Direcţii teoretice şi aplicaţii psihopedagogice/Verbal Fluency. Thoretical Directions and Practical Approaches, Ediția revăzută și adăugită, Canada/Cluj-Napoca: Gatineau Symphologic Publishing/Argonaut.
Hoisington, B.(2015). Multisensory Activities to Teach Reading Skills Minnesota Literacy Council Summer Reads, retrieved from https://mnliteracy.org/sites/default/files/multisensory_techniques_to_teach_reading_skills.pdf
IDA, (2015). Multisensory structured language teaching, retrieved from https://dyslexiaida.org/multisensory-structured-language-teaching/
Molan, V. (2014). Didactica disciplinelor “Comunicare în limba română” și “Limba și literatura română” (Ediție revizuită, actualizată și completată. Studii critice), București: Editura Miniped.
Preda, V. (1997). Probe de psihodiagnostic pentru evaluarea copiilor deficienți, Colecția Psihopedagogie. Universitatea “Babeș- Bolyai”. Facultatea de Psihologie și Științe ale Educației. Catedra de Psihopedagogie specială, Cluj-Napoca.
Particular aspects of the speech and language therapy assessment
Aspecte particulare ale evaluării logopedice la elevii cu tulburări de învăţare
Particular aspects of the speech and language therapy assessment in learning disabilities context
Cristina VANCEA
Abstract
Phonological processing difficulties, reading and writing, as those encountered in calculation or in reading and writing tasks, should not be considered normal and transient, often representing pedagogical externalization of instrumental disorders. Early detection of these symptoms can be achieved by proper methods and individual evaluation tests. When those symptoms are not taken into account at the appropriate time, further improvements are needed exercises to be undertaken throughout the acquirement of a correct pronunciation, writing, reading and calculation. Also, it would be more difficult the further work to correct these learning disabilities
Keywords: instrumental disorders, phonological disorders, screening, speech and language therapy, learning disabilities
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DOI:10.26744/rrttlc.2017.3.1.08
Published on line: 15/03/2017
References:
Botez, M.I. (1996). Neuropsihologie clinică și neurologia comportamentului, București: Editura Medicală.
Burlea, G. (2007). Tulburări ale limbajului scris-citit, Iași: Editura Polirom.
Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Editura Presa Universitară Clujeană.
Klees-Delange, M. (1972). La dyslexie-dysorthographie a l` usage des maîtres, d. 41, Ministere de l` Education et de la Culture Francaise.
Kulcsar, T. (1978). Factorii psihologici ai reușitei școlare, București: Editura Didactică și Pedagogică.
Orton, S.T. (1937). Reading, Writing and Speech Problem in Children, New York: Norton.
Vianin, P. (2011). Ajutorul strategic pentru elevii cu dificultăți școlare. Cum să-i dai elevului cheia reușitei?, Cluj-Napoca: Editura ASCR.
Waber, D.P., Bernstein, J.H. (1994). Repetitive graphomotor output in learning disabled and nonlearning-disabled children: the repeated patterns test, Developmental Neuropsychology, 10, pp. 51-65.
Wacjman, C. (1997). Travailler avec des enfants malades mentaux, Paris: Dumod.
Language features in children with ADHD
Particularități ale limbajului la elevii cu ADHD
Language features in children with ADHD
Angela VEREŞEZAN
Abstract
This article presents aspects of cognitive functioning in children with ADHD and how the cognitive deficits influence the language skills. The symptoms of this affection have a negative influence on the process of acquiring and developing of language abilities. The hiperactivity, the lack of attention, the weak impulse control, the meager capacity to inhibit the prepotent answers, the weak organizing skills, the time and effort management problems trigger, in time, disturbances in higher language functions. These disturbances signify a weak capacity of configuration in the field of perception, of organization and orientation in space and time, difficulties of phonological processing, of working with symbols and in categorial processing of concepts, poor analysis and synthesis abilities, deficits of working memory. All these difficulties that are specific for a student with ADHD interact and lead to associated learning disabilities, including difficulties in leaning the written language. An intervention for this type of difficulties will not be efficient without comprising the main aspects that are deficient in the field of cognitive functioning.
Keywords: attention deficit hyperactivity disorder, cognitive deficits, speech language impairments, reading and writing disorders, learning disabilities.
pdf
DOI: 10.26744/rrttlc.2017.3.1.09
Published on line: 15/03/2017
References:
American Psychiatric Association. (2013). – Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Anca, M., Hațegan C. (2008). Terapia limbajului. O abordare interdisciplinară, Cluj-Napoca: Presa Universitară Clujeană.
Anderson, J.R. (2000). Cognitive Psyhologyand its Implications. New-York: Worth Publishers.
Baddley, A. D. (2000). The episodic buffer: e new component of working memory? Trends in Cognitive Sciences, 4(11), 417-423.
Barkley R.A. (1997). Behavioral Inhibition, Sustained Attention, and Executive Functions: Constructing a Unifying Theory of ADHD, Psychological Bulletin, 121(1), 65-94.
Barkley, R.A. (1990). Attention-Deficit Hyperactivity Disorder: Handbook for Diagnosis and Treatment. New York: Guilford Press.
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DuPaul, C. J., Stoner, C. (2003). ADHD in the schools: Assessment and intervention strategies. New York: Guilford.
Durston, S. (2003). A review of the biological bases of DHD: what have we learned from imaging studies? Mental Retardation and Developmental Disabilities Research Review, 9, 184–195.
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Spencer, T., Norman, D., and Seidman, L. J. et al., (1993). Intellectual performance and school failure in children with attention deficit hyperactivity disorder and in their siblings. Journal of Abnormal Psychology, 102, 616–623.
Green, C, Chee K. (2009). Să înţelegem ADHD, București: Editura Aramis.
Mark L., Wolraich, M.D. (2006). Attention-
Deficit/Hyperactivity Disorder Can It be Recognized and Treated in Children Younger Than 5 Years?, Infants & Young Children, 19, 2, 86-93.
Mih, V. (2010). Psihologie educațională, Cluj-Napoca: ASCR.
Purvis, K., Tannock, R (1997). Language abilities in children with ADHD, reading disabilities and normal controls. Journal of Abnormal Child Psychology, 25(2), 133-144.
Raggi V. L , Chronis A. M. (2006). Interventions to Address the Academic Impairment of Children and Adolescents with ADHD. Clinical Child and Family Psychology Review, 9, 2, 85-111.
Roșan, A. (2013). Programe de intervenție psihopedagogică la copiii cu ADHD, suport de curs, Cluj-Napoca: Universitatea Babeș-Bolyai.
Roşan, A., Bodea Haţegan, C, Anca, M. (2012). Opiniile cadrelor didactice asupra deficitului de atenţie cu hiperactivitate- perspective psihopedagogice, Timișoara: Editura Mirton.
Vianin, P. (2011). Ajutorul strategic pentru elevii cu dificultăți școlare, Cluj-Napoca: ASCR.
Ziegler, E.F., (2005). Notre petite voix interieure livre ses secrets, Sciences et Vie, no.1053