Program integrat de dezvoltare a laturii morfo-sintactice a limbajului în contextul dizabilității intelectuale

Program integrat de dezvoltare a laturii morfo-sintactice a limbajului în contextul dizabilității intelectuale

Integrated program for morpho-syntactic language development in children with intellectual disabilities

Mădălina VAIDA
Abstract

The study presents a program meant to develop the morpho-syntactic aspects of language in children with intellectual disabilities. It involves aimed strategies like the intentional use of the article, of plural forms of nouns and of verbs, and also implicit learning and exercise in structured contexts and categories.
Keywords: intellectual disabilities, morphology, syntax, speech and language development, morphologic categories
pdf
DOI:10.26744/rrttlc.2024.10.1.06
Published on line: 03/31/2024
References
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Utilizarea stimulării orofaciale în cazul diplegiei spastice– studiu de caz

Utilizarea stimulării orofaciale în cazul diplegiei spastice– studiu de caz

Using orofacial stimulation in the context of spastic dyplegia- case study

Fotinica GLIGA
Abstract

The aim of this paper is to present an intervention program for a child with Spastic Diplegia as a form of Cerebral Palsy. This diagnosis is associated with prematurity and low birth weight. Most of the children affected by this disease have periventricular leukoma, which means an impairment of the white matter of the brain. Frequently these children have visual and / or hearing impairment, swallowing and chewing disorders as well as communication and language disorders and 2/3 of them have intellectual delay. Expressive language in children with spastic diplegia, as in other cases of cerebral palsy, is affected by problems of breathing, resonance and the limitation of the possibility of articulation associated with poor motor control and muscle weakness. The case study present an intervention program based on orofacial stimulation (the Morales technique), considering their neuromotor impairment, together with the classic speech therapy intervention, the purpose being the development of phonoarticulation and the verbal communication. There were positive results after one year of intervention. The program has to continue with higher frequency for developing speech and communication

Keywords:spastic diplegia, cerebral palsy, orofacial stimulation, speech and language development
pdf
DOI: 10.26744/rrttlc.2020.6.1.05

Published on line: 15/03/2020

References:
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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

Oana-Maria ȘOMFELEAN
Abstract

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.
pdf

DOI: 10.26744/rrttlc.2018.4.2.03

Published on line: 31/10/2018

References:
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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Early Identification of Speech & Language Disorders, Ottawa, USA. Accesat în data de 15.09.2018 online la adresa
http://www.montrealfluency.com/wp-content/uploads/2012/02/Early-Identification-of-S-L-Disorders-CASLPA-Jan2013.pdf

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

Shonkoff, J.P, Phillips, D.A. (2000). From Neurons to Neighborhoods. The Science of Early Chilhood Development, Washington, D.C.: National Academy Press. Accesat în data de 15.06.2018 online la adresa: https://www.nap.edu/read/9824/chapter/1#ii

The Center on the Developing Child at Harvard University .(2008). Five numbers to
remember about early childhood development. Accesat în data de 25.08.2018 online la adresa
https://pdg.grads360.org/services/PDCService.svc/GetPDCDocumentFile?fileId=16462

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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
Abstract

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
pdf

DOI: 10.26744/rrttlc.2016.2.1.06

Published on line: 15/03/2016

References:

Lowsky, D. C. (2011). Tips & Tehniques for the Z-vibe, DnZ-vibe, & Z-Grabber, USA: ArkTherapeutik.

Hațegan, C. Talaș, D. (2013). Scala Communication Matrix, Varianta tradusă și adaptată în limba română pentru profesioniști, https://www.communicationmatrix.org/uploads/COMMUNICATION%20MATRIX_RO.pdf.

Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Presa Universitară Clujeană.

Lambert, J. L., Rondal, J. A. (1980). Le mongolisme. Bruxelles: Mardaga

Rowland, C., Stremel Campbell, K. (1987). Share and share ailike:convetional gestures to emergent language for learners with sensory impairments. In L. Goetz, D. Guess, K.Stremel Campbell, Innovative Program Design for individuals with dual sensory impairments. Baltimore: Paul Brookes;

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

Smith, B., Oller, D.K. (1981). A comparative study of premeaningful vocalizations by normally developing and Down Syndrome infants. Journal of speech and hearing disorders, 46, 46-51.

Tair, D., (2015). Tehnici de integrare senzorială, Suport de curs, Cluj-Napoca: Fundația Doctrina.