Editorial
Carolina BODEA HAŢEGAN
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DOI:10.26744/rrttlc.2016.2.1.01
Published on line: 15/03/2016
Lună: martie 2016
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
Psycho-behavioral strategies in approaching stuttering in school age children
Strategii terapeutice psiho – comportamentale în bâlbâială la vârsta școlară
Psycho-behavioral strategies in approaching stuttering in school age children
Mirela BUTTA
Abstract
This article approaches stuttering from a psycho-behavioral perspective, both during the assessment stage and during the therapy stage. This approach is developed within a case study, is underlined the fact that stuttering needs a complex therapeutic approach. This complex approach can be delivered by the speech and language therapists as part of an intervention team, besides the psychologist, the psychotherapists and of course the parents and the child.
Keywords: stuttering, cognitive/behavioral approach, rythm, verbal behavior, school age.
DOI: 10.26744/rrttlc.2016.2.1.03
Published on line: 15/03/2016
References:
Anca, M. (2002). Logopedie, Cluj-Napoca: Editura Presa Universitară Clujeană.
Bonchiș, E. (2004). Psihologia copilului, Oradea: Editura Universității din Oradea.
Burlea, G. (2003). Bâlbâiala- manual de diagnostic și terapie, București: Editura Tehnica-Info.
Cognitrom, (2012). Bateria de teste Ped a-Manualul testelor, Cluj-Napoca.
Moldovan, I. (2006). Corectarea tulburărilor limbajului oral, Cluj-Napoca: Editura Presa Universitară Clujeană.
Iolanda, M. (1996). Probleme psihopedagogice la copilul cu tulburări de limbaj, Iași: Editura Ankarom.
Chassey, J., Bignone, S. (2008). Terapia comportamentală și cognitivă a tulburărilor de ritm și fluență, București: Editura Polirom.
Schaffer, H.R. (2007). Introducere în psihologia copilului, Cluj-Napoca: A.S.C.R.
Verza, E. (2009). Tratat de logopedie (vol 2), București: Editura Semne.
https://logopedic.wordpress.com/2012/02/12/terapia-comportamentala/
Prevention means for reading and writing disorders addressing visual impaired children
Modalităţi de prevenire a tulburărilor de citire şi scriere la copiii nevăzători
Prevention means for reading and writing disorders addressing visual impaired children
Daniela BARTHA
Abstract
We all know that blind children may have difficulties in reading and writing in Braille. For this reason, we think that a presentation of ways in which these difficulties could be prevented may be necessary. Thus, in this article, we will try to present some modalities in which parents and teachers may adapt some strategies of learning to read and write in Braille, starting from the pre-reading stage. We will also present some strategies in which tactile books may be adapted, because reading through images is an important basic skills for all children, even with or without disabilities.
Keywords: reading disorders, visual impairments, Braille, pre-reading stage, educational strategies for improving reading abilities
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DOI: 10.26744/rrttlc.2016.2.1.04
Published on line: 15/03/2016
References:
Bodea Hațegan, C. (2013). Tulburări de voce și vorbire, Cluj-Napoca: Presa Universitară Clujeană.
Cziker, R., Hathazi, A. (2015). Dizabilitatile vizuale, in Rosan, A. (2015). Psihopedagogie speciala. Modele de evaluare si interventie,.Editura Polirom, Iași.
Jalbert, Y., Champagne, P. (2005). Le développement de la conscience de l’écrit chez l’enfant aveugle âgé de 0 à 5 ans. Paris: Institut Nazareth et Louis Braille.
Marinache, C. V. (2008). Stimularea tactil-kinestezică timpurie, premisă în formarea deprinderilor lexico-grafice în Braille. Tulcea: S. C. Harvia S. R. L.
Preda, V. (coord.), Şendrea, L., Cziker, R., (coord.). (2002). Psihopedagogia interventiei timpurii la copiii cu deficiente vizuale. Cluj-Napoca: Presa Universitară Clujeană.
Preda, V., Cziker, R. (2004). Explorarea tactil-kinestezică in perceperea obiectelor, a imaginilor tactile şi in lectura Braille. Cluj-Napoca: Presa Universitară Clujeană.
Steinmann, B.A., Lejeune, B.J., Kimbrough, B.T. (2006). Developmental Stages of Reading Processes in Children Who Are Blind and Sighted. Journal of Visual Impairment and Blindness, 100, 36-46.
Warren, D.H. (1984). Blindness and children. An individual differences approach. USA: Cambridge University Press.
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.
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).
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
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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.
Reading features in stuttering context
Particularităţile citirii la elevii cu bâlbâială
Reading features in stuttering context
Ana SABOU (BUT)
Abstract
The purpose of this article is to underline the main features of reading a case study of the children diagnosed with stuttering. Thus, in this article is presented a case study, which contains an assessment process and intervention approach focused on reading fluency in the context of stuttering. Results demonstrated that an adequate assessment and intervention can ensure functional development in reading fluency even in stuttering cases.
Key words: stuttering, reading fluency, case study, assessment, intervention, functional development.
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DOI:10.26744/rrttlc.2016.2.1.07
Published on line: 15/03/2016
References:
Anca, M. (2007). Logopedie. Cluj-Napoca: Editura Presa Universitară Clujeană.
Boşcaiu, E. (1983). Bâlbâiala. Prevenire şi tratament. București: Editura Didactică şi Pedagogică.
Boşcaiu, E. (1973). Prevenirea şi corectarea tulburărilor de vorbire în grădiniţele de copii. București: Editura Didactică şi Pedagogică.
Hanrahan, A., McSweeny, C. (2003). 101 Reading Activities. A Multisensory Approach. USA: Editura LinguiSystems.
Moldovan, I. (2006). Corectarea tulburărilor limbajului oral. Cluj-Napoca: Editura Presa Universitară Clujeană.
Peneş, M. (2000). Manualul de Limba şi literatura română pentru clasa a III-a. București: Editura Ana.
Van Hout, A., Estienne, F. (1996). Les bégaiements. Histoire, psychologie, évaluation, variétès, traitements. Paris: Editura Masson
Persuasive-communicational and cathartic features of voice in psychotherapy, eurithmy and vocal euphony
Valenţe persuasiv-comunicaţionale şi catartice ale vocii în psihoterapie, euritmie şi în eufonia vocală
Persuasive-communicational and cathartic features of voice in psychotherapy, eurithmy and vocal euphony
Oana PREDA, Vasile Radu PREDA
Abstract
Persuasive – communicational and cathartic valences of the voice in psychotherapy and in vocal euphony.
This study focuses on five theoretical, methodological and practical problems from the area of
melotherapeutic mediation psychotherapies: the impact of the emotional state upon the voice; the
therapeutic persuasive-communicational valences of the voice; the emotional-cathartic valences of the voice in melotherapy; the eurythmics – a contemporary model of connection between movement, rhythm and sound; the therapeutic valences of vocal euphony. The insistence is on the efficiency of these approaches in the case of persons in difficulty due to illness or disability.
This study focuses on five theoretical, methodological and practical problems from the area of
melotherapeutic mediation psychotherapies: the impact of the emotional state upon the voice; the
therapeutic persuasive-communicational valences of the voice; the emotional-cathartic valences of the voice in melotherapy; the eurythmics – a contemporary model of connection between movement, rhythm and sound; the therapeutic valences of vocal euphony. The insistence is on the efficiency of these approaches in the case of persons in difficulty due to illness or disability.
Keywords: melotherapy, cognitive musical therapies, eurythmics, vocal-musical therapy, vocal euphony, emotional valences, cathartic valences.
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DOI: 10.26744/rrttlc.2016.2.1.08
Published on line: 15/03/2016
References:
Aducovschi, D., Stoica, A. (2009). Euritmia – modalitate de exprimare artistică a preşcolarilor.
Barros, J. (1974). Recherches pratiques d’une musicothérapie active en milieu psychiatrique, Mémoire A.R.A.T.P.
Benenzon, R.O. (1974). La musicothérapie et l’autisme infantile. Annales de psychothérapie, nr.9, Supl.: 51-59.
Berthomieu, A. (1994). Musicothérapie en oncologie. Non-verbal/AMBx.
Breazu, G., Saxu, N. (1985). Carte de cântece pentru copii. Bucureşti: Editura Muzicală.
Briolais-Bonichon, F. (1994). L’Enfant polyhandicapé.Musicothérapie. Non-verbal/AMBx.
Ducourneau, G. (1997). Ėléments de musico-thérapie. Paris: Dunod.
Estienne, Fr. Morsomme, D (2005). 372 exercices pour articuler, gérer son bégaiement et sa voix. Bruxelles: Mardaga.
Galinska, E. (1989). La musico-thérapie cognitive: portrait musical du patient. Revue de Musicothérapie. Vol. 9, nr. 1, p. 33-61.
Guirado, F. (1993). Déficience mentale et musicothérapie, Non-verbal/AMBx.
Guiraud-Caladou, J., Verdeau, P. (1976). La pratiques musicales en milieu spécialisé. Paris: Dunod.
Kappas, A. , Hess, U., Scherer, K.R., (1991). Voice and Emotion. În: R. Feldman, B. Rimé (Eds). Fundamentals of nonverbal behavior. New York: Cambridge University Press: 200-238.
Lecourt, E. (1993). Analyse de groupe et musicothérapie. Le groupe et le sonor. Paris: E.S.F.
Marie, M. (2001). Libérer sa voix. Euphonie Vocale. Paris: F.B.V.
McAdams, S., Deliège, I. (1989). La musique et les sciences cognitives. Bruxelles: Mardaga.
Morsomme, D. (2012). Le bilan vocal chez les chanteur. Colloque, Namur, 30 Novembre.
Nedelcu, T. N. (2009). Euritmia, model contemporan de interconexiune între mişcare, ritm şi sunet. Palestrica Mileniului III – Civilizaţie şi sport, vol.X, nr. 1: 40-42.
Picard, M. (2008). Découvertte de la pédagogie Orff.
Preda, V. (1993). Psihologia deficienţilor vizuali. Cluj-Napoca: Universitatea Babeş-Bolyai.
Preda, V. (2004). Terapii prin mediere artistică. Cluj-Napoca: Presa Universitară Clujeană.
Tastayre, R. (1968). Musique et rééducation. Les cahiers de l’enfance inadapté, nr. 5, p. 18-25.
Scherer, K.R., Kappas, A. (1988). Primate vocal expression of affective state. În: D. Todt, P. Goedeking, D. Symmes (Eds.). Primate vocal communication. Berlin: Springer-Verlag: 21- 35.
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Therapeutic valences for spectrographic method
Valenţe corectiv compensatorii ale metodei spectografice
Therapeutic valences for spectrographic method
Alina BOCA
Abstract
The speech intelligibility degree of the hearing impaired children speech varies widely, from completely incomprehensible to almost functional. Although a number of studies have documented typical speech disorders of the hearing impaired children compared with hearing children.
Most of these studies have been limited to the analysis of perceptual errors of type phonetic and phonological. In recent years of the digital technology has greatly increased the efficiency of speech acoustics study, which may provide more precise details than perceptual analysis regarding timing and frequency distribution of acoustic energy into individual segments of speech
Most of these studies have been limited to the analysis of perceptual errors of type phonetic and phonological. In recent years of the digital technology has greatly increased the efficiency of speech acoustics study, which may provide more precise details than perceptual analysis regarding timing and frequency distribution of acoustic energy into individual segments of speech
Keywords: speech intelligibility, spectogram, voice onset time, hearing impairments
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DOI: 10.26744/rrttlc.2016.2.1.09
Published on line: 15/03/2016
References:
Constantinescu, F. (1964). Contribuţii la fundamentarea ştiintifică a audiometriei vocale. Probleme de defectologie, EDP, Bucureşti
Culbertson, D.N. & Kricos, P.B. (2002) Language and speech of the deaf and hard of hearing. In R.L. Schow & M.A. Ling (Eds.), Introduction to Audiologic Rehabilitation (4th Ed.) (pp.183-224). Boston: Allyn and Bacon.
Davenport, M., & Hannahs, S. J. (1998). Introducing phonetics & phonology. Oxford University Press Inc., New York.
Dodd, B. (1976). The phonological systems of deaf children. Journal of Speech and Hearing Disorders, 41(2), 185-197.
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Ling, D.L. (1976). Speech and the Hearing-Impaired Child: Theory and Practice. Washington: Alexander Graham Bell Association for the Deaf. Ling, D. (1989). Foundations of spoken language for hearing-impaired children. Washington:Alexander Graham Bell Association for the Deaf.
Liberman, P., & Blumstein, S. E. (1988). Speech physiology, speech perception, and acoustic phonetics. Cambridge: Cambridge University Press.
Lisker, Leigh and Arthur Abramson. 1964. A cross-language study of voicing in initial stops: Acoustical measurements. Word 20(3).527-565. Reprinted, with permission from John R. Costello, Editor, WORD.
Smith, B.L. (1982). Some observations concerning pre-meaningful vocalisation of hearing impaired infants. Journal of Speech and Hearing Disorders, 47, 439-441.
Uchanski, R.M. & Geers, A.E. (2003). Acoustic characteristics of the speech of young cochlear implant users: A comparison with normal-hearing age-mates. Ear and Hearing, 24(1S), 90S-105S.
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The impact of acoustic environment on communication in classroom setting
Impactul mediului acustic asupra comunicării în sala de clasă
The impact of acoustic environment on communication in classroom setting
Diana TODIȚĂ SYLVANDER
Abstract
Past investigations demonstrated that the acoustical environment is a critical factor in communication,
regardless whether it refers to adults or children, normally developed or with different types of disabilities.
This study examines several acoustical microbarriers, such as: noise, reverberation and speaker-listener distance, and the impact of these variables on the speech perception abilities of both children with hearing loss and children with normal hearing.
From a practical standpoint, we discussed several methods for eliminating some of these communication barriers, such as improving the acoustical environment in the classroom and managing student’s behavior.
The study also presents some of the effects of the acoustical environment on the children’s academic achievement, as well as behavior when speech perception is compromised, ending with suggestions on using smart technology applications for monitoring the noise level hence the student’s behavior in the classroom.
regardless whether it refers to adults or children, normally developed or with different types of disabilities.
This study examines several acoustical microbarriers, such as: noise, reverberation and speaker-listener distance, and the impact of these variables on the speech perception abilities of both children with hearing loss and children with normal hearing.
From a practical standpoint, we discussed several methods for eliminating some of these communication barriers, such as improving the acoustical environment in the classroom and managing student’s behavior.
The study also presents some of the effects of the acoustical environment on the children’s academic achievement, as well as behavior when speech perception is compromised, ending with suggestions on using smart technology applications for monitoring the noise level hence the student’s behavior in the classroom.
Keywords: Semantic network, hearing impairment, vocabulary
pdf
DOI: 10.26744/rrttlc.2016.2.1.10
Published on line: 15/03/2016
References:
American National Standard Institute (2000). Classroom Acoustics- A Resource for Creating Learning Environments with Desirable Listening Conditions,http://asa.aip.org/classroom/booklet.html-
American Speech and Hearing Language Association (2016). Classroom-Acoustics,http://www.asha.org/public/hearing/Classroom-Acoustics/2015.
Arsenault, P.J. (2013). Whole System Acoustical Treatments Improving Indoor Environmental Quality, Green Schools, 3.
Chiriacescu, A. (2003). Comunicare interumană. Comunicarea în afaceri. Negociere, București: Editura ASE.
Crandell, C.C., Smaldino, J.J. (2000). Classroom Acoustics for Children with Normal Hearing and with Hearing Impairment, ASHA, Language, Speech and Hearing Services in Schools, Vol. 31, 362-370;
Crandell, C.C., Smaldino, J.J. (2000, a). Assistive Technologies for The Hearing Impaired in Sandlin, R. (2000). Textbook of Hearing Aid Amplification: Technical and Clinical Considerations (2nd ed.), San Diego, CA: Singular Press.
Jones, F. (2000).Tools for Teaching, Hong-Kong: Frederic H. Jones & Associates, Inc., 29-38.
Lieu, J.E. (2004). Speech-Language and Educational Consequences of Unilateral Hearing Loss in Children, Archives Otolaryngology Head Neck Surgery, 13, 524-530;
National Education Association (2016). Virtual Classroom Management, http://www.nea.org/tools/virtual-classroom-management.html.
Nelson, P. et al. (2004). Classroom Noise and Children Learning Through a Second Language, ASHA, Language, Speech and Hearing Services in Schools, Vol. 26, 219-229.
Neveanu, P.P., Zlate, M., Creţu, T. (1990). Psihologie, București: Editura Didactică și Pedagogică, p. 64.
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Sabo, L. (2015). Bariere in comunicare, http://documents.tips/documents/bariere-de-comunicare.html.
Shield, B.M., Dockrell, J.E. (2003). The Effects of Noise on Children at School: A Review, J. Building Acoustics 10(2), 97-106.
Wong, H. K., Wong, R. T. (1998). The First Days of School, Mountain View: Harry K. Wong Publications, Inc., 83-89.
World Health Organization (1999). Guidelines for Community Noise, (http://www.who.int/peh/).