Specificul activităților de terapia limbajului și a comunicării în contextul dizabilității multiple: strategii și resurse personalizate

Specificul activităților de terapia limbajului și a comunicării în contextul dizabilității multiple: strategii și resurse personalizate

The SLT specificity in multiple disabilities: personalized strategies and resources

Ioana ȘERBAN, Andreea HATHAZI
Abstract

Students with multiple disabilities may present many challenges regarding their development in areas such as cognition, language and communication, social interaction, emotional abilities, literacy, or behaviour. The speech and language therapist is a member of the multidisciplinary team which assesses, plans, and implements specific intervention programs for children with multiple disabilities. Most of these children are strongly dependent on their parents, teachers, or therapists for every activity they carry out through the day. Depending on their communication behaviour or patterns with a certain partner, children with multiple disabilities require individualized and/or personalized programmes of communication which may include specific strategies. This paper will present the differences between individualised and personalized approaches and will propose a reflective-based tool for assessment and intervention centred on developing communication abilities for children with multiple disabilities.

Keywords: communication, speech and language therapy, multiple disabilities, reflection journal, individualised approaches

 

Published on line: 03/31/2022

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Specificul dezvoltării abilităților de comunicare pragmatică în contextul dizabilității intelectuale

Specificul dezvoltării abilităților de comunicare pragmatică în contextul dizabilității intelectuale

The specific of the development of pragmatic communication skills in the context of intellectual disability

Nona BĂDESCU-FETCHE
Abstract

This article presents a case study regarding Down syndrome and the difficulties that appear due to pragmatic communication disorder in the day to day life of persons with Down syndrome. Having difficulties in the area of pragmatic communication suggests the lack of functional communication, with impact on an individuals social life, human interractions, establishing and maintaining significant relationships, along with having difficulties in understanding speech, waiting for one`s turn, listening, starting, maintaining or ending a conversation.
Through specific speech therapy interventions, we can see in this case study how pragmatic communication can be trained by focusing on communication skills, articulation and pronuntiation exercises, with significant impact on the individuals self-esteem issues and the diminuation of dezadaptative behaviours characteristic to Down Syndrom

Keywords: pragmatic communication disorder, Down syndrome, intellectual disability, speech and language therapy, case study
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DOI: 10.26744/rrttlc.2018.4.2.05

Published on line: 31/10/2018

References:
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Bodea-Hațegan, C. (2016). Logopedia- terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.

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Particularități ale limbajului oral la elevii cu dizabilități intelectuale

Particularități ale limbajului oral la elevii cu dizabilități intelectuale

Particularities of oral language in students with intellectual disabilities

Maria POP
Abstract

This article studies the particularities of spoken language in students with intellectual disabilities and the importance of a complex language assessment in order to structure a personalized intervention program for speech and language therapy. Hereby language is being evaluated in all its aspects: phonetic, phonological, morphological, semantic and syntactic.
Personalized intervention programs will be structured depending on the results obtained at the tests, the individual particularities of the children and the type and severity of intellectual disability. The personalized intervention program is the basis of speech and language therapy

Keywords: pragmatic communication disorder, Down syndrome, intellectual disability, speech and language therapy, case study
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DOI: 10.26744/rrttlc.2018.4.2.06

Published on line: 31/10/2018

References:
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.

Bodea Hațegan, C. (2014). Proba de evaluare a abilităților morfologice în limba română”, Cluj-Napoca: Editura Argonaut.

Bodea Hațegan, C., Talaș, D. (2015). Aplicația „Pași prin lumea sunetelor!”

Gherguț, A. ( 2013 ).Sinteze de psihopedagogie specială. Ghid pentru concursuri și examene de obținere a gradelor didactice, Iași: Editura Polirom

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

Hărdălău, L., Drugaș, I. (2010). Logopedie prin jocuri și exerciții”, Oradea: Editura Primus.

Roșan, A. (2016). Prefață, în Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei, p. 11.

Szanto, E., Dobre, E. ( 2017 ). Cum să învăț să vorbesc. Emiterea, corectarea și exersarea sunetelor la copiii cu dizabilitate auditivă”, Cluj-Napoca: Editura Risoprint, Cluj – Napoca.

Resursă web: http://kidsopia.com/

Strategii de dezvoltare a comprehensiunii verbale la copiii cu dizabilitate intelectuală

Strategii de dezvoltare a comprehensiunii verbale la copiii cu dizabilitate intelectuală

Verbal comprehension development strategies for children with intellectual disabilities

Anca PĂȘCUȚĂ
Abstract

This article studies the verbal comprehension on children with intellectual disability and the ways speech therapy can influence its development, as well as verbal memory and semantic lexical abilities.
A well-defined intervention program speech and language therapy, adapted to the particularities of the child with intellectual disability focused on clear and well-structured objectives, can have quicker results and can be obtained in a much more enjoyable way for children.

Keywords: communication, intellectual disability, verbal comprehension, lexical representations, speech and language therapy
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DOI: 10.26744/rrttlc.2017.3.2.12

Published on line: 31/10/2017

References:

Anca, M. (2002). Logopedie, Cluj Napoca: Presa Universitară Clujeană.

Anca, M. (2003). Metode şi tehnici de evaluare a copiilor cu CES, Cluj-Napoca: Presa Universitară Clujeană.

Bodea Hațegan, C. (2013). Tulburările de voce și vorbire. Evaluare și intervenție, Cluj-Napoca: Presa Universitară Clujeană.

Bodea Hațegan, C. (2014). Proba de evaluare a abilităților morfologice în limba română. Aplicații psiholigvistice, Cluj-Napoca: Editura Argonaut.

Bodea Haţegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.

Bodea Haţegan, C. (2015). Tulburările de limbaj şi comunicare, în Roşan, A. (2015). Psihopedagogia specială, Modele de evaluare şi intervenţie, Iaşi: Polirom.

Haţegan, C. (2009). Modalităţi de evaluare şi dezvoltare a competenţei morfologice, Teză de doctorat, nepublicată, Cluj-Napoca: Universitatea Babeș-Bolyai.

Hărdălău, L. (2011). Culegere de jocuri logopedice, Oradea: Editura Primus.

Stackhouse, J., Pascoe, M., Gardner, H. (2006). Intervention for a child with persisting speech and literacy difficulties: A psycholinguistic approach, Advances in Speech–Language Pathology, 8(3): 231 – 244,

https://www.researchgate.net/publication/232035870_Intervention_for_a_child_with_persisting_speech_and_literacydifficulties_A_psycholinguistic_approach

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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.

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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.

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Speech and language therapy in open rhinolalia context

Terapia logopedică a rinolaliei deschise

Speech and language therapy in open rhinolalia context

Mirela BUTTA
Abstract

The general purpose of speech and language therapy, concerning rhinolalia, is removing the nasality from speech by developing a functional breathing ability, differentiating between nasal and oral breathing through the correct use of the epiglottis-laryngeal mechanism of closing.
In the case of the functional open rhinolalia, it is recommended the speech and language therapy to ensure the development of a correct articulator basis.
The speech therapy exercises are aiming especially the mobility of the velum and the coordination of the phonoarticulatory organs (for the mobility of the velum there are recommended exercises of blowing into different objects because the air under pressure is acting as a good massage for the velum; exercises done by blocking one nostril and trying to breathe; exercises of frequent deglutition of slight quantities of liquids).
The next stage of the therapy will be based on differentiating between the oral and the nasal breathing, on increasing the respiratory volume and precision and on prolonging the time of breathing out in verbal production.
After gaining control over the phonoarticulatory organs and the velum, phonetic exercises need to be implemented. It is important to put a great emphasis on the special gymnastics of each organ and on exercises of oral conduction of the respiratory wave. The sound producing must be obtained by using games and play therapy background.

Keywords: open rhinolalia, voice dysfunction, speech and language therapy, nasality, hipernasality
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DOI: 10.26744/rrttlc.2016.2.2.07

Published on line: 15/10/2016

References:

Anca, M. (2002). Logopedie, Cluj-Napoca: Editura Presa Universitară Clujeană.

Anca, M.; Haţegan, C., (2008). Terapia limbajului. O abordare interdisciplinară, Cluj-Napoca: Editura Presa Universitară Clujeană.

Bejan, L., Drugaş, I., Hărdălău, L., (2009). Aplicaţii practice în Logopedie şi Psihologie şcolară, Oradea: Editura Primus.

Bodea Haţegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, Bucureşti: Editura Trei.

Jurcău, E., (2003). Logopedie, Bucureşti: Editura Didactică şi Pedagogică.

Moldovan, I. (2006). Corectarea tulburărilor limbajului oral, Cluj-Napoca: Editura Presa Universitară Clujeană.

Verza, E. (2009). Tratat de logopedie (vol 2), București: Editura Semne.

Vrăşmaş, E., Stănică, C. (1997). Terapia tulburărilor de limbaj. Intervenţii logopedice. Bucureşti: Editura Didactică şi Pedagogică.

Dyspraxia. Pilot study regarding dyspraxia approach in our country

Dispraxia. Studiu privind problematica dispraxiei în ţara noastră

Dyspraxia. Pilot study regarding dyspraxia approach in our country

Carolina BODEA HAŢEGAN, Dorina TALAȘ, Raluca (SOARE) TRIFU
Abstract

This article describes the results obtained in a pilot study addressing dyspraxia in the speech and language field in Romania. The main objectives of this study is to establish if dyspraxia is a frequent diagnosis in speech and language therapy, to underline if this diagnosis is just a specifier in a wider range of disorders or disabilities and to underline if there is a need to address this diagnosis during the initial training and continuous professional development for Romanian speech and language therapists. Results proved that there are no differences in approaching this diagnosis in our country comparing with data from abroad, except regarding the need for speech and language specialists initial training and continuous professional development in this specific area.

Keywords: speech and language therapy, motor planning, developmental dysprexia,
dyspraxia of speech, apraxia in adults and in children

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DOI: 10.26744/rrttlc.2016.2.1.02

Published on line: 15/03/2016

References:

American Psychiatric Association. (2013). Diagnostic and statistical manual of mintal disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

ASHA (2016, a). Childhood apraxia of speech. Overview, accesat în data de 4.02.2016 http://www.asha.org/Practice-Portal/Clinical-Topics/Childhood-Apraxia-of-Speech/.

ASHA (2016, b). Apraxia of speech in adults, accesat în data de 6.04.2016 http://www.asha.org/public/speech/disorders/ApraxiaAdults/.

Bodea Haţegan, C. (2015). Tulburările de limbaj şi comunicare, în Roşan, A. (coord.). Psihopedagogie specială. Modele de Evaluare şi intervenţie, Editura Polirom, Iaşi p. 212-243.

Flipsen, P., Gildersleeve-Neumann, C. (2009). Childhood apraxia of speech: some basics of assessment and treatment, ASHA Invited Presentation, ASHA Convention, New Oleans, LA, accesat în data de 11.03.2016 file:///D:/My%20Documents/Downloads/1372_Flipsen_Jr_Peter.pdf

RCSLT (2011). RCSLT Policy Statement.  Developmental Verbal Dyspraxia, The Royal College of Speech and Language Therapists, London, accesat în 4.03.2016, http://www.ndp3.org/documents/rcslt2011dvdPolicyStatement.pdf

http://apps.who.int/classifications/icd10/browse/2016/en#/R48.2

Speech and language therapy

Terapia logopedică în tulburările de deglutiție la pacientul cu accident vascular cerebral (AVC)

Speech and language therapy for dysphagia in the context of the cerebro-vascular accidents

Elena Lăcrămioara BUZZO (PRIHOI)

Abstract

In the first part of this article the author presents the main implications of cerebrovascular accidents on speech. These complex implications need to be approached during the speech and language therapy in a multidimensional way. But besides the classical the therapeutic approach, the author underlines the fact that eating disorders are also an important aspect to be considered during the therapy. Thus, the second part of the article presents a speech and language approach in a case of cerebrovascular accident where the focus is on deglutition and eating, swallowing and drinking disorders.

Keywords: eating disorders, swallowing disorders, cerebrovascular accidents, speech and language therapy, drinking disorders, deglutition
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DOI: 10.26744/rrttlc.2016.2.1.05

Published on line: 15/03/2016

References:

Bodea Hațegan, C.(2013). Tulburări de voce și vorbire. Evaluare și intervenție. Cluj-Napoca: Presa Universitară Clujeană.

Bruno, V., Sparpaglione, D. (2012). I disturbi di deglutizione Come aiutare i pazienti:note per familiari ed assistenti, Pavia: Ed. I manuali della Fondazione Maugeri.

Kory Calomfirescu, Ş., Kory Mercea, M. (1996). Afazia în accidentele cerebrale, Cluj-Napoca: Casa Cărţii de Ştiinţă.

Chinellato, P. (2007). Lezioni di linguistica clinica. Venezia: Libreria Editrice Cafoscarina.

Crăciun, M. (2009). Diagnosticul şi tratamentul afaziei. Cluj-Napoca: Risoprint.

Comper, I. Veit, V., Markart, H., Calligione, I. (1996).La disfagia (disturbo della deglutizzione) casa di cura Villa Melita, Bolzano, www.villamelitta.it

Modena, L., Pellecchia, C. (2001). La disfagia oro-faringea nel paziente adulto con patologia neurologica, U.O. Medicina Fisica e Riabilitazione Azienda Ospedaliera di Bologna Policlinico S. Orsola – Malpigli.

Mureșan, R. (2015). Terapia tulburărilor de înghițire. Notițe de curs, Cluj-Napoca: Universitatea Babeș-Bolyai.

Raggi, R. (2011). Il  trattamento logopedico:strategie e tecniche, Ausl di Piacenza, Dipartimento della Non Autosufficienza e Riabilitazione Unita Operativa Medicina Riabilitativa Borgonovo Val Tidone (PC) Direttore dott. H. Cerrel Bazo.

Speech therapy approaches

Direcţii logopedice de evaluare şi intervenţie în contextul sindromului Laurence-Moon-Bardet-Biedel

Speech therapy approaches for assessment and intervention in Laurence-Moon-Bardet-Biedel syndrome

Cecilia MACRI
Abstract
This article presents a case study of Laurence-Moon-Bardet-Biedel syndrome. The main objectives of this research are to underline the developmental features and to propose an assessment and intervention approach focused on speech and language therapy in the situation of this rare syndrome. Results demonstrated that an adequate assessment, focused on basic concepts and a specific individualized intervention approach can ensure functional development even if the pathology is complex.
Keywords: multiple disabilities, Laurence-Moon-Bardet-Biedel syndrome, individualized therapeutic approach, speech and language therapy
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DOI: 10.26744/rrttlc.2015.1.1.03

Published on line: 15/10/2015

References:

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Bodea-Hațegan, C., Talaș, D., Pași prin lumea sunetelor. (2015) https://play.google.com/store/apps/details?id=ppls.pps.com.ppls

Bodea Haţegan, C. (2013). Tulburări de voce şi vorbire. Evaluare şi intervenţie, Cluj-Napoca: Presa Universitară Clujeană.

Bodea Haţegan, C. (2015). Tulburările de limbaj şi comunicare, în Roşan, A. (2015). Psihopedagogia specială, Evaluare şi intervenţie, Iaşi: Polirom.

Dindelegan, C.M. (2006). Elemente de psihopatologie şi psihologie clinică, Ediţia a II-a, Oradea: Editura Universitatii din Oradea.

Gafencu, M., Doros, G., Puiu, M., Micle, I., Popoiu, A., Serban, M. (2005). Laurence-Moon-Bardet-Biedl syndrome- case presentation, European Journal of Human Genetics, Nature Publishing Group, vol. 13. supp. 1, pp 137.

Mitrofan, I. (2003). Cursa cu obstacole a dezvoltării umane, Iaşi: Editura Polirom.

Vrăşmaş, E., Stănică, C. (1997). Terapia tulburărilor de limbaj. Intervenţii logopedice, Bucureşti: Editura Didactică şi Pedagogică, Bucureşti.

On-line Speech and language therapy

Terapia tulburărilor de limbaj derulată online

On-line Speech and language therapy

Dorina Anca TALAŞ
Abstract

This article presents the major aspects regarding telepractice for speech and language therapy. The telepractice is defined according to ASHA, 2015 and the results some researchers made in the telepractice field are presented. The studies presented recommend telepractice in aphasia, apraxia, dysarthria, voice disorders, dysphagia, fluency and voice disorders, language disorders diagnosis, articulation disorders. Caution is needed when working with severe cases. A classification of online therapy services is presented and online sessions are described. The advantages and disadvantages of using online speech and language therapy are discussed. It is important for the therapists to analyze each case with the family and to identify the best intervention possible for that case.

Keywords: online therapy, speech and language therapy, telepractice, distance therapy
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DOI: 10.26744/rrttlc.2015.1.1.05

Published on line: 15/10/2015

References:

Crutchley, S., Dudding, C.C., Grogan-Johnson, S. & Alvares, R. (2010, November). School-based telepractice needs assessment, establishing telespeech in the educational setting. Short course presented at ASHA National Convention, Philadelphia, PA.

Crutchley, S., Campbell, M., & Christiana, D. (2012). Implementing a school-based telepractice program. Perspectives on Telepractice, 2(1), 31-41.

Edwards, M., Stredler-Brown, A. Houston, K. T. (2012) Expanding Use of Telepractice in Speech-Language Pathology and Audiology, The Volta Review, Volume 112 (3), Winter 2012, 227-242

Heimerl, S., & Rasch, N. (2009). Delivering developmental occupational therapy consultation services through telehealth. Developmental Disabilities Special Interest Section Quarterly, 32, 1–4.

Houston, KT. (2014). Telepractice in speech-language pathology, Plural Publishing, San Diego

Major, J. (2005). Telemedicine room design. Journal of Telemedicine and Telecare, 11, 10-14.

Towey, Michael P. (2012). Speech Telepractice: Installing a Speech Therapy Upgrade for the 21st Century. International Journal of Telerehabilitation. Vol 4, No 2 2012 doi: 10.5195/ijt.2012.6112

American Speech-Language Hearing Association (ASHA) (2005). http://www.asha.org/practice/telepractice/