Lună: martie 2023

Terapia logopedică în mediul online: specific și implicații

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Terapia logopedică în mediul online: specific și implicații

Online speech and language therapy:specific features and implications

Carolina BODEA-HAȚEGAN, Dorina Anca TALAȘ, Raluca Nicoleta TRIFU
Abstract

This paper aims to provide some directions for approaching speech therapy in the online environment. The first part of the paper defines the key concepts used in the field of online speech therapy. Some relevant international research in the field of online speech and language therapy and some factors influencing online therapy are presented. The stages of organising an online therapy session are described with challenges and opportunities that arise during the session, as well as directions for monitoring and evaluation, through the concepts of communicative effectiveness and self-efficacy. The conclusions offer new directions for online therapy approach to the speech and language therapists.

Keywords: online speech and language therapy, educational platforms, online speech and language therapy organization, communication effectiveness, communication self-effectiveness
pdf

DOI:10.26744/rrttlc.2023.9.1.02
References
Axboe, M., Christensen, K., Kofoed, P.E. & Ammentorp, J. (2016). Development and validation of a self-efficacy questionnaire (SE-12) measuring the clinical communication skills of health care professionals. BMC Medical Education.16.10.1186/s12909-016-0798-7.
Bodea Hațegan, C., Talaș, D. (2020). Ghid Practic de Organizare a Activităților Online, Colecția Terapia Tulburărilor de Limbaj și de comunicare, Presa Universitară Clujeană, p. 115, ISBN: 978-606-37-0978-4, www.editura.ubbcluj.ro/bd/ebooks/pdf/2829.pdf.
Bodea Hațegan, C. (2019). Pragmatica comunicării și tulburarea de comunicare socială, în volumul Chircu, A., Aldea, M. (ed.) (2019). Din dragoste de dascăl şi de voroavă: omagiu doamnei profesor Elena Dragoş, la aniversare, Editura Casa Cărții de Știință, Cluj-Napoca, p. 54-63.
Bowen, C., Cupples, L. (2020) The role of families in optimizing phonological therapy outcomes. Child Lang Teach Ther 2004 Oct. 01;20(3):245-260. doi: 10.1191/0265659004ct274oa
Dimer, N. A., Canto-Soares, N., Santos-Teixeira, L. & Goulart Niegia, B. G. (2020). The COVID-19 pandemic and the implementation of telehealth in speech-language and hearing therapy for patients at home: an experience report. CoDAS, 32(3), e20200144. Epub June 22, 2020.https://doi.org/10.1590/2317-1782/20192020144
Fong, R., Tsai, C.F., Yiu, O.Y. (2021). The Implementation of Telepractice in Speech Language Pathology in Hong Kong During the COVID-19 Pandemic. Telemed J E Health 2021 Jan;27(1):30-38. doi: 10.1089/tmj.2020.0223
Hines, M., Lincoln, M., Ramsden, R., Martinovich, J., Fairweather, C. (2015). Speech pathologists’ perspectives on transitioning to telepractice: What factors promote acceptance? J Telemed Telecare 2015 Dec;21(8):469-473. [doi:10.1177/1357633X15604555] [Medline: 26377120]
Kraljević, J.K., Matic A. Dokoza K.P. (2020). Telepractice as a Reaction to the COVID-19 Crisis: Insights from Croatian SLP Settings. International Journal of Telerehabilitation. Vol. 12, No. 2 Fall 2020. DOI: 10.5195/ijt.2020.6325 .
Talaș, D. (2015). Terapia tulburărilor de limbaj derulată online, RRTTLC, nr 1, Vol I, p. 34-40, http://www.asttlr.ro/TEST/e107_upload/05_dorina_anca_talas_terapia.pdf
Tambyraja, S.R., Schmitt, M.B., Farquharson, K., Justice, L.M. (2017). Home literacy environment profiles of children with language impairment: associations with caregiver- and child-specific factors. Int J Lang Commun Disord 2017 Mar;52(2):238-249. doi: 10.1111/1460-6984.12269
Taylor, O. D., Armfield, N. R., Dodrill, P., & Smith, A. C. (2014). A review of the efficacy and effectiveness of using telehealth for paediatric speech and language assessment. Journal of telemedicine and telecare, 20(7), 405–412.https://doi.org/10.1177/1357633X14552388
Sang-Im J., Sunghee Lima, C, Eunha, J., Hyun Sub Sima, Sunga, J. E., Young, T. K. (2020). The Efficacy of Telepractice Intervention for Children & Adolescents with Speech, Language & Hearing Impairments: a Meta-Analysis. Communication Sciences and Disorders-CSD, 2020;25(4):976-986.
Wales, D., Skinner, L., & Hayman, M. (2017). The Efficacy of Telehealth-Delivered Speech and Language Intervention for Primary School-Age Children: A Systematic Review. International journal of telerehabilitation, 9(1), 55–70. https://doi.org/10.5195/ijt.2017.6219
Wosik J, Fudim M, Cameron B, Gellad ZF, Cho A, Phinney D, et al. (2020). Telehealth transformation: COVID-19 and the rise of virtual care. J Am Med Inform Assoc. 2020;. http://dx.doi.org/10.1093/jamia/ocaa067. PMid:32311034.
https://leader.pubs.asha.org/do/10.1044/2020-0902-fun-teleprqactice-young-children/full/ accesat în 14.02.2023

Reeducarea tulburărilor specifice de articulare a vorbirii determinate de dezechilibru muscular orofacial cu ajutorul terapiei logopedice miofuncționale

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Reeducarea tulburărilor specifice de articulare a vorbirii determinate de dezechilibru muscular orofacial cu ajutorul terapiei logopedice miofuncționale

Reeducation of specific speech articulation disorders caused by orofacial muscle imbalance with the help of myofunctional speech therapy

Lăcrămioara BUZZO
Abstract

Phonetic disorders are errors of articulation and resonance of phonemes, which, in the presence or absence of organic changes in the phonoarticulatory organs, persist beyond the acquisition of perceptual and articulatory skills.
For the correct production of each vowel/consonant, the structures of the articulatory apparatus come into contact in a variable way, following finely coordinated movements, and adopt a certain position to allow the correct emission of the sound.
Orofacial muscle imbalances and disorders are disorders of the muscles and functions of the face and mouth. These can directly and/or indirectly affect breastfeeding, growth and development of the facial skeleton, mastication, swallowing, resting position of the tongue, speech- phonemic articulation, occlusion, temporomandibular joint (TMJ) movements, oral hygiene, stability of orthodontic treatment, facial aesthetics and others.
The correct swallowing mechanism depends on the correct relationship between the muscles of the face, mouth and pharyngo-laryngeal region, but also on a balance of the entire body system.
Another important element that must be taken into account, in particular, is the resting position of the tongue. Dysfunctional swallowing – refers to a condition in which there is an alteration of the mouth-lingual movements in the act of swallowing.
Balancing the oro-facial musculature through education – re-education of deviant swallowing, breathing and mastication difficulties, phonatory verbal articulation alterations, malocclusion and painful symptoms of the temporomandibular joint, in different age groups is done through TMF (Myofunctional Therapy).
Myofunctional therapy can lead to stable correction of swallowing abnormalities, with positive effects for correcting speech articulation disorders.
Keywords: specific speech articulation disorders, orofacial muscle imbalance, myofunctional speech therapy
pdf

DOI: 10.26744/rrttlc.2023.9.1.03

References
ASHA. Orofacial Myofunctional Disorders. Symptoms (cited 2019 February). Available from: https://www.asha.org/public/speech/disorders/orofacial-myofunctional-disorders/#symptoms
Alfina Chiarenza Maria Giovanna Modica, Guida Informativa al Trattamento Miofunzionale T.M.F.
Anna Bosco, Manuale teorico pratico di terapia miofunzionale metodo bertarini.
Andretta P.(2011), “Terapia miofunzionale secondo Garliner” in “Deglutologia” O. Schindler (a cura di); Ed. Omega-Torino; 617-38;
Andretta P, Morselli E (2006). Efficacia, efficienza e appropriatezza nella terapia logopedia delle alterazioni delle funzioni orali Log. E Com. 2-3 (337-348), Erickson, Trento,
Andretta P. Genovese E.( 1994) Approccio clinico-riabilitativo alle funzioni orofaringee in età evolutiva nelle malocclusioni – Atti del Corso Agg.to S.I.F.EL. : Fisiopatologia delle funzioni orali. C.R.S. Amplifon, Milano
Andretta P. (1995) La terapia Miofunzionale Ed. a cura dell’ULI, Padova
Andretta P. Rossi M(2001). La valutazione delle funzioni orali in età infantile, adolescenzial e adulta. Studio comparativo su 900 soggetti. I Care n°2 Firenze
Bodea Haţegan C. Logopedia. (2016) Terapia tulburărilor de limbaj. Structuri deschise, Bucureşti: Editura Trei;.
Chiesa D., Ciaravolo P., Colasanto S., De Cicco V., Ferrante A.(2007) – LA Nuova Ortodonzia”; Marrapese ed., Roma,
Dott. Antonio Ferrante (2010) Lezioni del Master di Posturologia Clinica, Università di Pisa “ Sillabo di Terapia Miofunzionale”
Dott. FerrantE A. (2004),”Manuale pratico di terapia miofunzionale”, Marrapese editore, Roma, e “ La fisiopatologia della deglutizione in pediatria” GLM Edizioni Marrapese Roma 2005.
Eleonora Mariotti, Tesi di Laurea, (2021/2022) Malocclusioni di ii classe: l’uso della terapia miofunzionale in un paziente adulto e proposta questionario per la qol, università politecnica delle marche facoltà di medicina e chirurgia
Fadani Giulia, (2020/2021), Deglutizione atipica e Froggy Mouth: valutazione dell’efficacia del dispositivo mediante scansioni intraorali, Università degli Studi di Pavia Scuola di Specializzazione in Ortognatodonzia
Francesco Martines Giuseppe Messina Luciano Poli Anna Zacco, Mini guida terapia miofunzionale e disturbi della deglutizione
Garliner D. (1981), “Myofunctional Therapy”, W.B.Saunders Co.

Home


International Association of Orofacial Myology, (2009) “Position statement of the International Association of Orofacial Myology regarding: appliance use for oral habit patterns”; Int J Orofacial Myology; Vol. 35; 74-6
Jessica Castelli n° matr.1179867 / LMLIN, (2019 / 2020), Disturbi Specifici del Linguaggio: evoluzione dei Disordini Fonetici e Fonologici. Un caso clinico., Tesi di Laurea, Università degli Studi di Padova Dipartimento di Studi Linguistici e Letterari
Luciani, Relatore Franco Guolo, D.O. M.ROI, dalla tesi Trattamento manuale osteopatico nella deglutizione disfunzionale del bambino affiancato a trattamento logopedico mio-funzionale

Procesul de depistare al elevilor cu tulburări de limbaj în Carolina de Sud

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Procesul de depistare al elevilor cu tulburări de limbaj în Carolina de Sud

The identification process of students with speech-language impairment in South Carolina

Ștefania FILIP
Abstract

This presentation focuses on the process for the initial evaluation of students with speech-language impairment.An initial evaluation involves the use of a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information to assist in determining if the child is eligible for special education services. There is a three-pronged question for eligibility: (1) whether the student is a child with a disability and by reason thereof, (2) has an educational impact and (3) requires direct services. Evaluations must also determine the present levels of academic achievement and functional performance.
This shifts the focus of the initial evaluation from the determination of eligibility for services to the determination of what the child needs to enable him/her to learn effectively and to participate and progress in the general education curriculum.
Keywords: eligibility, disability, educational impact, direct services.
pdf

DOI: 10.26744/rrttlc.2023.9.1.04
Published on line: 03/31/2023
References
https://sites.google.com/lexrich5.org/d5specialservices/home?pli=1 (D5 Special Services website)
https://sites.google.com/lexrich5.org/d5speech/home (Speech-Language Therapists, Lexington Richland 5 website)
https://sites.ed.gov/idea/regs/b/d/300.309 (IDEA)
Nation, K., Clarke, P., Marshall, C. M., & Durand, M. (2004). Hidden Language Impairments in Children Parallels between Poor Reading Comprehension and Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 47, 199-211
https://www.sugarlanguage.org/
https://www.languagedynamicsgroup.com/cubed/cubed-nlm/
https://www.sess.ie/sites/default/files/Temp_Upload_Files/2014-15/8%20Pg%20PhonologicalAwarenessAssessmentAFoundationalReadingSkillsDiagnosticTool.pdf

Relația dintre procesarea fonologică și fluența în citire la elevii din ciclul primar

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Relația dintre procesarea fonologică și fluența în citire la elevii din ciclul primar

The relation between phonological processing and reading fluency în primary school level children

Mihaela TÎMPA
Abstract

This paper aims to investigate the relationship between phonological processing and fluency in reading, in primary school students, on the following sub-dimensions: words, pseudowords and text. This study evaluates children from the fourth grade, because important progresses în reading accuracy and speed have been registered in these grades (Vaessen& Blomert, 2010) or between the age levels of 8 and 10 year olds (Van den Bos et al., 2002).

Keywords: phonological processing, fluency, reading, students
pdf

DOI:10.26744/rrttlc.2023.9.1.05
Published on line: 03/31/2023

References
Albuquerque, C. P. (2017). Rapid naming: The importance of different reading and spelling dimensions. Avances en Psicología Latinoamericana, 35(1), 43–60.
Ashby, J. Dix, H., Bontrager, M., Dey, R., &Archer, A. (2013). Phonemic Awareness Contributes to Text Reading Fluency: Evidence from Eye Movements. School Psychology Review, 42 (2), 157-170.
Bodea Haţegan, C.; Talaş, D. (coord.) (2016). Fluenţa verbală. Direcţii teoretice şi aplicaţii psihopedagogice, Argonaut Publishing, Cluj-Napoca.
Bodea Haţegan, C. (2013). Procesarea fonologică-delimitări teoretice şi aplicaţii practice, Cartea Albă a Psihopedagogiei Speciale, Departamentul de Psihopedagogie Speciala (Ediţie CD-ROM şi volum online), ISBN 978-973-0-15758-1, 2013.
Breznitz, Z. (2006). Fluency in reading: Synchronization of processes. Lawrence Erlbaum Associates Publishers.
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27(5), 276–286.
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S., & Hecht, S. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second- to fifth-grade children. Scientific Studies of Reading, 1(2), 161–185.
Wolff, U. (2014). RAN as a predictor of reading skills, and vice versa: results from a randomised reading intervention. Annals of dyslexia, 64(2), 151–165.

O perspectivă logopedică asupra tranziției către școlaritate a copilului cu implant cohlear

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O perspectivă logopedică asupra tranziției către școlaritate a copilului cu implant cohlear

A speech and language therapy approach on the transition towards school level in children with cochlear implantat

Ovidiu Cristian TUDOREAN, Alois GHERGHUȚ
Abstract

Cochlear implant (CI) is a medical procedure originally developed in the United States. In Romania, it is part of the national programme for the treatment of deafness with implantable hearing aids managed by the National Health Insurance House. Successful implantation transforms the child with hearing loss into a hearing but not a speaking child. Only with systematic support and guidance will the child become a speaker. It is risky to assume that the development of the child with CI follows the same milestones and has to overcome the same challenges as the typical child. In fact, successful integration into mainstream school must be considered a separate objective, which will be prepared and actively pursued during the child’s pre-school years by the child’s educational partners (family – teachers – speech therapist). Spontaneous development is not guaranteed; moreover, there is a risk of losing the child’s development potential. This is why the preparation of the family, the child with CI, the teachers and even the school as a physical environment is essential for a successful start at school. This paper aims to provide a brief contextualisation of cochlear implantation and also answers some pressing questions for an optimal transition to schooling. It considers building and strengthening the self-image of the child with CI, developing personal autonomy, training and developing conversational skills, investigating options related to school choice, getting to know the school and future teachers, forming and developing the prerequisites for schooling, pragmatic suggestions for involving the family in school activities, but also for involving teachers in the school integration of the child with CI

Keywords:cochlear implant; family-centred practice; transition from preschool to school
pdf

DOI:10.26744/rrttlc.2023.9.1.06
Published on line: 03/31/2023

References
Anca, M. (2007). Metode și tehnici de evaluare a copiilor cu CES. Cluj-Napoca: Presa Universitară Clujeană
Bodea-Hațegan, C. & Popescu, T. (2021). Album logopedic. Grupuri consonantice. Cluj-Napoca: Editura ASTTLR
Bodea-Hațegan, C. (2022). Tulburările de voce și vorbire: evaluare și intervenție. Cluj-Napoca: Editura ASTTLR
Calmels, M.-N., Saliba, I., Wanna, G., Cochard, N., Fillaux, J., Deguine, O., & Fraysse, B. (2004). Speech perception and speech intelligibility in children after cochlear implantation. International Journal of Pediatric Otorhinolaryngology, 68(3), 347-351. https://doi.org/https://doi.org/10.1016/j.ijporl.2003.11.006
DesJardin, J. L., & Eisenberg, L. S. (2007). Maternal Contributions: Supporting Language Development in Young Children with Cochlear Implants. Ear and hearing, 28(4), 456-469. https://doi.org/10.1097/AUD.0b013e31806dc1ab
Erikson, E. H. (1993). Childhood and Society. W. W. Norton.
McCauley, R. J., Strand, E., Lof, G. L., Schooling, T., & Frymark, T. (2009). Evidence-based systematic review: effects of nonspeech oral motor exercises on speech. Am J Speech Lang Pathol, 18(4), 343-360. https://doi.org/10.1044/1058-0360(2009/09-0006)
Mitra, G. & Mogoș, A. (1977). Dezvoltarea calităților motrice. București: Editura Sport-Turism
Molina Roldán, S., Marauri, J., Aubert, A., & Flecha, R. (2021). How Inclusive Interactive Learning Environments Benefit Students Without Special Needs. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.661427
Mudry, A., & Mills, M. (2013). The Early History of the Cochlear Implant. JAMA Otolaryngology–Head & Neck Surgery, 139(5), 446. https://doi.org/10.1001/jamaoto.2013.293
National Institute on Deafness and Other Communication Disorders. (2016). NIDCD fact sheet: Cochlear implants [NIH Pub. No. 00-4798]. www.nidcd.nih.gov/sites/default/files/Documents/health/hearing/FactsheetCochlearImplants.pdf
Park, L. R., Gagnon, E. B., & Brown, K. D. (2021). The Limitations of FDA Criteria: Inconsistencies with Clinical Practice, Findings, and Adult Criteria as a Barrier to Pediatric Implantation. Seminars in Hearing, 42(04), 373-380. https://doi.org/10.1055/s-0041-1739370
Perrin, E., Berger-Vachon, C., Topouzkhanian, A., Truy, E., & Morgon, A. (1999). Evaluation of cochlear implanted children’s voices. International Journal of Pediatric Otorhinolaryngology, 47(2), 181-186. https://doi.org/https://doi.org/10.1016/S0165-5876(98)00140-2
Reinders, H. (2010). Towards a Classroom Pedagogy for Learner Autonomy: A Framework of Independent Language Learning Skills. Australian Journal of Teacher Education, 35(5). https://doi.org/10.14221/ajte.2010v35n5.4
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Home


Programul national de tratament al surditatii prin proteze auditive implantabile (implant cohlear si proteze auditive). (n.d.). http://www.casan.ro/page/programul-national-de-tratament-al-surditatii-prin-proteze-auditive-implantabile-implant-cohlear-si-proteze-auditive.html
World Report on Hearing. (2021, March 2). https://www.who.int/teams/noncommunicable-diseases/sensory-functions-disability-and-rehabilitation/highlighting-priorities-for-ear-and-hearing-care

Limba semnelor: de la elementele de taxonomie la aspecte practice ale limbii semnelor române

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Limba semnelor: de la elementele de taxonomie la aspecte practice ale limbii semnelor române

Sign language-from taxonomic elements to practical aspects regarding Romanian sign language

Ioana TUFAR
Abstract

The present paper concerns fundamental aspect of Sign Language, from historical elements at international and national levels to taxonomical elements for a better understanding of pragmatic elements of Sign language. The taxonomy of Sign Language is a difficult task since the analysis isolates the processes which, in fact, may intervene to create a sign. In the application part we will focus on a proposal of Romanian Sign Language taxonomy and in the final part there are examples in the context of the five descriptive parameters: the handshapes, the position of the hand in relation to the body, the orientation of the palm, the movement and the non-manual signs as aspects correlated with facial expressions.

Keywords:sign language, taxonomy, handshape, fundamental parameter, iconicity
pdf

DOI:10.26744/rrttlc.2023.9.1.07
Published on line: 03/31/2023
References
Barbu F., (2006) Surditate şi comunicare , Editura Nelmaco, Bucureşti
Brennan, M. (1990). Word Formation in British Sign Language. Stockholm: University of Stockholm.
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Fischer, S. (2015). Sign languages in their Historical Context DOI 10.13140/2.1.2085.5683 (consultat în 16.03.2023)
Gascón Ricao, A. y J.G. Storch de Gracia y Asensio (2004) Historia de la educación de los sordos en España y su influencia en Europa y América. Madrid: Ramon Areces.
Jowett, B. (2022) ”Cratylus de Plato” tradus în the Project Gutenberg Etexts. Disponibil online la: www.gutenberg.net/etext99/ crtls10.tx (consultat în 15.03.2023)
Lane,H. Hoffmeister,R., Bahan, B. (1966) A Journey into Deaf World, DawnSignPress, San Diego, CA.
Liddell, S. (1980). American Sign Language syntax. The Hague: Mouton.
Montgomery, G., Dimmock, A. (1998) ”Venerable legacy: Saint Bede and the Anglo-Celtic contribution to literary, numerical, manual language”. Edinburgh, UK: Scottish Workshop Publications.
Plann, S. (1997) A silent minority: deaf education in Spain, 1550/ 1835. Berkeley, CA: University of California Press.
Popa, M. (2002). Deficienţa de auz : repere psihologice şi metodologice. Târgu Mureş : Editura”Dimitrie Cantemir”
Pufan, C. (1972). Probleme de surdopsihologie, vol.I. Bucureşti: Editura Didactică şi Pedagogică
Pufan, C. (1982). Probleme de surdopsihologie. Vol.II. Bucureşti: Editura Didactică şi Pedagogică
Stanica, I., Popa, M. (1994). Elemente de psihopedagogia deficientilor de auz. Bucuresti: INREIPH
Taub, S. (2001). Language from the body: Iconicity and Metaphor in American Sign Language. Cambridge, MA: Cambridge University Press.
Tufar, I. (2012) Aspecte psiholingvistice ale comunicării prin limbajul semnelor gestuale în cazul persoanelor cu surdocecitate, teza de doctorat, Universitatea Babeș-Bolyai, Cluj-Napoca.
Tufar, I. (2016) ”Educatia bilingvă şi biculturală a persoanelor cu deficienţe de auz şi a celor cu surdocecitate/ Bilingual and bicultural education of person with hearing impairments and deafblindness” în Ed. Vali Ilie, Florentina Mogonea: Educaţie şi spiritualitate, Editura Mitropoliei Olteniei-Craiova.
*OMS (2023) ” Deafness and hearing loss – key facts” disponibil online la https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss (consultat în 15.03.2023)
*Legea 27/2020 disponibilă online la: https://legislatie.just.ro/Public/DetaliiDocument/224473 (consultată în 18.03.2023)

Influența protocolului de intervenție chirurgicală ales în cazul despicăturilor facio-labio-palatine asupra procesului de intervenție logopedică

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Influența protocolului de intervenție chirurgicală ales în cazul despicăturilor facio-labio-palatine asupra procesului de intervenție logopedică

The influence of the surgical intervention protocol chosen in the case of facio-labio-palatine clefts on the speech therapy intervention process

Ioana Mălina ORIAN, Rada BERESCHI BENE
Abstract

Labio-maxillo-palatine clefts is the most common congenital anomaly among congenital malformations of the face. The approach to clefts is done within a multidisciplinary team, in a management that starts from the pre-natal or immediately post-natal period until the adult life of the patient. The surgical protocol chosen for lip and palate reconstruction is a significant step for the upcoming speech process. The purpose of the paper is to highlight the importance of the surgical intervention protocol in the case of clefts, taking into account the speech difficulties that may occur and the therapeutic process of speech therapy intervention that can take place over a significant period of time. We highlighted this aspect through two presented case studies.

Keywords:labio-maxillo-palatine cleft, open rhinolalia, palatal fistula, speech intelligibility, speech disorder
pdf

DOI:10.26744/rrttlc.2023.9.1.08
Published on line: 03/31/2023
References
Bodea Hațegan, C. (2016). Terapia tulburărilor de limbaj. Structurilor deschise, Ed. Trei, București.
Bodea Haţegan, C. (2022). Tulburările de voce și vorbire: evaluare și intervenție, editura ASTTLR, Cluj-Napoca.
De Mey, A., Franck, D., Cuylits, N., Swennen, G., Malevez, C., Lejour, M. (2009). Early one-stage repair of complete unilateral cleft lip and palate. J Craniofac Surg 20(Suppl. 2): 1723e1728.
Farina, R. (1958). Total unilateral harelip: correction of severe deformity of the palate and lips in a single operation; Le Mesurier’s cheiloplasty & Veau-Ernst’s gnathourano- staphyloplasty. Ann Chir Plast 3: 199e205.
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Relația dintre modalitățile de tratare a informațiilor şi potențialul de învățare

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Relația dintre modalitățile de tratare a informațiilor şi potențialul de învățare

The relationship between information treatment modalities and learning potential

Vasile Radu PREDA
Abstract

The relationship between information treatment modalities and learning potential. Neuropsychological research (Flessas and Lussier, 2001) focused on the simultaneous and sequential treatment of verbal or nonverbal information and developed the constructivist pedagogical theory and the interactive methodology for the acquisition of knowledge by pupils with learning disabilities in inclusive schools (Shimamura, 2008). Research in cognitive psychology (Kurtz, Borkowski, 1984; Nelson, Narens, 1990) explored metamemory and metacognition skills in relation to information treatment modalities and to the role of the pedagogical interactive methodology in developing the learning potential

Keywords:neuropsychological research, simultaneous treatment of information, sequential treatment of information, interactive methodology, knowledge, learning disabilities.
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DOI:10.26744/rrttlc.2023.9.1.09
Published on line: 03/31/2023
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