Octombrie 2024, Vol.X, Nr. 2
Current issue
Revista Română de Terapia Tulburărilor de Limbaj și de Comunicare
DOI: 10.26744/rrttlc.2024.10.2
CUPRINS/CONTENT
Editorial
Carolina BODEA-HAŢEGAN
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DOI:10.26744/rrttlc.2024.10.2.01
Published on line: 10/31/2024
Satisfacția profesională în rândul logopezilor din România
Job satisfaction among Romanian speech and language therapist
Carmen Costea-BĂRLUȚIU, Ioana-Letiția ȘERBAN, Andrea HATHAZI
Abstract
Job satisfaction is defined by Spector (1985) as an affective and attitudinal reaction towards a job, deriving from cognitive processes of comparing different parts or requirements of the job with a persons’ desires and expectations. Speech and language therapists have a challenging job which involves long intervention periods, frequent interactions with clients, heavy caseloads and time pressure from clients’ families. Job satisfaction and well-being of these professionals are often associated with different occupational features regarding demand, support, acknowledgment, pay, or relationships. This study investigates the level of job satisfaction among 189 Romanian speech and language therapists using the Job Satisfaction Survey, JSS, (Spector, 1985, 2022). The results indicate that belonging to a professional organization is an important factor which influences job satisfaction together with supervision, work-relationships and a good communication in the workplace.
Keywords:job satisfaction, speech and language therapists, well-being
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DOI:10.26744/rrttlc.2024.10.2.02
Published on line: 10/31/2024
Program de intervenție pentru îmbunătățirea competențelor în citire la elevii cu dizabilitate intelectuală moderată
Intervention program for improving reading skills in students with moderate intellectual disability
Cristina BĂLAȘ-BACONSCHI, Mihaela MIHAIL, Daniel RUS, Gheorghe-Marian NICOLAE
Abstract
The purpose of this study was to improve reading skills in young schoolchildren with moderate intellectual disability through specialized intervention. Eight students diagnosed with moderate intellectual disabilities, aged between 11 and 13 years old, from three different counties, attending special education in the 3rd and 4th grades, participated in this study. The intervention program lasted for 40 sessions, each 45 minutes long. Three aspects of reading (accuracy, fluency and comprehension) were measured repeatedly, during six assessment sessions, using two standardized assessment tools, validated for the Romanian population: Reading Fluency Assessment and Training Test (PEAFC) and Romanian Language Morphological Abilities Assessment Test (PEAMLR). Following the application of the intervention program, significant progress was observed in terms of the speed of recognizing syllables and words and linking them in utterances, increasing the percentage of reading accuracy, by increasing the number of words read correctly and reducing reading errors, enriching and activating vocabulary, improving grammatical skills, forming reasoning and inductive and deductive inferential skills, increasing motivation for reading. The results obtained confirm the research hypothesis: the intervention program improved the reading skills of the beneficiary students.
Keywords: intellectual disability, reading skills, reading accuracy, reading fluency, written language comprehension, intervention program.
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Keywords: intellectual disability, reading skills, reading accuracy, reading fluency, written language comprehension, intervention program.
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DOI: 10.26744/rrttlc.2024.10.2.03
Published on line: 10/31/2024
Terapia vocală și tulburările de deglutiție în cazul pacienților cu neoplasm de cap și gât
Voice therapy and swallowing disorders in patients with head and neck neoplasms
Daiana Petrina MUREȘAN
Abstract
This article brings into focus a sensitive and particularly pragmatic subject, namely the therapeutic approach to the oncology patient from the perspective of language disorders and swallowing management. Voice and speech disorders identify a well-established and mobile algorithm alike under the umbrella of the evaluative and interventional trajectory in oncology. It is necessary to promote and raise awareness of the fragility of the voice as a whole, the vicissitudes of extrinsic and intrinsic factors to which it is subjected daily, constantly. Therefore it is necessary to promote prevention programs and screening for a sanogenic voice. Of course, voice and speech disorders are adjacent to these swallowing disorders emerging from neoplasic pathology, therefore the promptness of the multimodal evaluative and interventional approach proves crucial in convalescence and recovery
Keywords: voice therapy, language, swallowing disorders, dysphagia, neoplasm, voice, phonation, oncologypdf
Keywords: voice therapy, language, swallowing disorders, dysphagia, neoplasm, voice, phonation, oncology
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DOI: 10.26744/rrttlc.2024.10.2.04
Published on line: 10/31/2024
Aspecte privind conștientizarea și prevenția tulburărilor de voce în activitatea profesională a cadrelor didactice
Aspects concerning raising awarness and acting preventing in educational field
Anamaria Augustina FILIPAȘ
Abstract
Teachers belong to the vulnerable category of vocal professionals with a high risk of developing dysphonia, presenting multiple vocal symptoms ranging from fatigue, hoarseness, change in voice quality in the context of vocal wear and discomfort, symptoms that generally are associated with physical discomfort and professional absenteeism.
This research aims to investigate teachers level of knowledge regarding the elements related to voice dysfunction and voice prevention and the manner in which this knowledge applied in daily practice is influencing voice behavior. Teachers’ knowledge regarding the association of risk factors and voice dysfunction with direct impact on teaching performance and the presence of limitation or reduction of professional activity was under examination. It was pursued whether there is a level of awareness, based on the level of knowledge held about the use of voice and regarding the need to adopt in the daily professional routine practices of preventing voice dysfunction.
The research targets 45 teachers professionally active in state and private schools that are teaching from early education to high school level. Participants filled in a questionnaire, distributed online on professional teachers networks for six weeks, a questionnaire that included various items that captured targeted elements.
Keywords: teachers, voice dysfunction, prevention, awareness, voice education
pdf
DOI:10.26744/rrttlc.2024.10.2.05
Published on line: 10/31/2024
This research aims to investigate teachers level of knowledge regarding the elements related to voice dysfunction and voice prevention and the manner in which this knowledge applied in daily practice is influencing voice behavior. Teachers’ knowledge regarding the association of risk factors and voice dysfunction with direct impact on teaching performance and the presence of limitation or reduction of professional activity was under examination. It was pursued whether there is a level of awareness, based on the level of knowledge held about the use of voice and regarding the need to adopt in the daily professional routine practices of preventing voice dysfunction.
The research targets 45 teachers professionally active in state and private schools that are teaching from early education to high school level. Participants filled in a questionnaire, distributed online on professional teachers networks for six weeks, a questionnaire that included various items that captured targeted elements.
Keywords: teachers, voice dysfunction, prevention, awareness, voice education
pdfDOI:10.26744/rrttlc.2024.10.2.05
Published on line: 10/31/2024
Abordarea preachizițiilor în contextul întârzierii în dezvoltarea limbajului la preșcolari
Addressing basic concepts In The Context Of Delayed Language Development In Preschoolers
Andreea COC
Abstract
Language and communication delay is a term from english „speech and language delay”. This delay can be diagnosed as early as 2 years old and intervention can start at the same age. Language pre-acquisitions begin developing from birth. These include: bofy schema, laterality, phonological awareness, attention, and memory. All these pre-acquisitions play an important role in language and communication with each other. It has two important components: language and linguistic sign. This diagnosis is difficult because each individual has their own development trajectory in terms of language and communication. Language development delay should be identified during the preschool or early school years. Along with language development delay, other disabilities may also occur. Language development delay is identified as a delayed language acquisition, a deviation from the standard norm of language development and acquisitions.
The purpose of this study is to identify three cases of language development delay and evaluate language pre-acquisitions of these preschoolers, as well as develop strategies for training language pre-acquisitions in preschoolers. The study will monitor: the development level of preschoolers, the level development of communication and language skills, and the development of pre acquisition in preschoolers with language development delay.
Keywords: Language development. The precepts of language. Case studies.
pdf
DOI:10.26744/rrttlc.2024.10.2.06
Published on line: 10/31/2024
The purpose of this study is to identify three cases of language development delay and evaluate language pre-acquisitions of these preschoolers, as well as develop strategies for training language pre-acquisitions in preschoolers. The study will monitor: the development level of preschoolers, the level development of communication and language skills, and the development of pre acquisition in preschoolers with language development delay.
Keywords: Language development. The precepts of language. Case studies.
pdfDOI:10.26744/rrttlc.2024.10.2.06
Published on line: 10/31/2024
Rolul jocului didactic în dezvoltarea auzului fonematic la vârsta preșcolară
The Role of Educational Games in Developing Phonemic Awareness in Preschool Age
Alexandra-Georgeta CÎCIU
Abstract
The present study „The Role of Educational Games in Developing Phonemic Awareness in Preschool Age” is structured in two parts: a theoretical part, consisting of two chapters, and an applied part, the intervention part, structured based on a methodology, where specific tools will be used, such as the psycho-pedagogical sheet, the Steps through the World of Sounds application, and the Auditory Development Scale from 0-6 years, which will be analyzed and interpreted within a theoretical framework.
Understanding educational games involves combining the traditional learning process with the fun, engaging, and recreational aspects of play. It is an effective and enjoyable way to increase students’ engagement and interest in the educational process. Nowadays, educational games are becoming increasingly popular as an efficient tool for teaching, learning, and reinforcement, as scientific research has validated its effectiveness and benefits in the educational process. It is a captivating and efficient way to enhance children’s engagement and achieve positive learning outcomes.
Phonemic awareness is a unique feature of human hearing, through which language sounds are understood as semantic or phonetic elements. When there is a disorder in phonemic awareness, it indicates a lack of development of this skill and a lack of exercise in the expressive aspect of verbal language.
The development of phonemic awareness in children can be enhanced through fun activities, such as reciting poems with intonation or guessing the voices of invisible people. Using paronymous words is beneficial at all ages as it helps distinguish similar sounds in pronunciation, ensures the correct positioning of the speech organs during their emission, and aids in differentiating letters with similar visual aspects. For preschool children, play represents the majority of their time, so it is important for them to have fun while learning.
In this study, we aim to design a framework that allows the child to develop phonemic awareness through educational games in a familiar and enjoyable environment, such as kindergarten, where, similar to emotional development, language development plays an essential role in the child’s development as a future student.
The research participants are 2 children from the middle group (a girl and a boy) enrolled in the group where they attend, aged between 4 and 5 years old. The children’s parents have been informed about the study’s objectives and procedures and have given their consent for the preschoolers to participate.
The data collection period lasts for 12 weeks, from February 12, 2024, to May 19, 2024.
Results and conclusions: By using educational games, children become more familiar with different communication situations, develop their ability to engage in dialogues as speakers and listeners, and have the opportunity to formulate grammatically correct questions and answers. Thus, language education games have a significant impact on the development of oral communication skills in preschoolers. Auditory memory exercises, auditory attention, and phonemic differentiation improve children’s phonemic hearing.
Based on the analysis of the results obtained, it can be stated that implementing intervention programs based on educational games for the development of phonemic hearing through educational games, within language and communication activities, has a beneficial impact on preschool-aged children.
Keywords: Developmental Phonemic Awareness in Preschool Age, language development, phonemic hearing.
pdf
DOI:10.26744/rrttlc.2024.10.2.07
Published on line: 10/31/2024
Understanding educational games involves combining the traditional learning process with the fun, engaging, and recreational aspects of play. It is an effective and enjoyable way to increase students’ engagement and interest in the educational process. Nowadays, educational games are becoming increasingly popular as an efficient tool for teaching, learning, and reinforcement, as scientific research has validated its effectiveness and benefits in the educational process. It is a captivating and efficient way to enhance children’s engagement and achieve positive learning outcomes.
Phonemic awareness is a unique feature of human hearing, through which language sounds are understood as semantic or phonetic elements. When there is a disorder in phonemic awareness, it indicates a lack of development of this skill and a lack of exercise in the expressive aspect of verbal language.
The development of phonemic awareness in children can be enhanced through fun activities, such as reciting poems with intonation or guessing the voices of invisible people. Using paronymous words is beneficial at all ages as it helps distinguish similar sounds in pronunciation, ensures the correct positioning of the speech organs during their emission, and aids in differentiating letters with similar visual aspects. For preschool children, play represents the majority of their time, so it is important for them to have fun while learning.
In this study, we aim to design a framework that allows the child to develop phonemic awareness through educational games in a familiar and enjoyable environment, such as kindergarten, where, similar to emotional development, language development plays an essential role in the child’s development as a future student.
The research participants are 2 children from the middle group (a girl and a boy) enrolled in the group where they attend, aged between 4 and 5 years old. The children’s parents have been informed about the study’s objectives and procedures and have given their consent for the preschoolers to participate.
The data collection period lasts for 12 weeks, from February 12, 2024, to May 19, 2024.
Results and conclusions: By using educational games, children become more familiar with different communication situations, develop their ability to engage in dialogues as speakers and listeners, and have the opportunity to formulate grammatically correct questions and answers. Thus, language education games have a significant impact on the development of oral communication skills in preschoolers. Auditory memory exercises, auditory attention, and phonemic differentiation improve children’s phonemic hearing.
Based on the analysis of the results obtained, it can be stated that implementing intervention programs based on educational games for the development of phonemic hearing through educational games, within language and communication activities, has a beneficial impact on preschool-aged children.
Keywords: Developmental Phonemic Awareness in Preschool Age, language development, phonemic hearing.
pdfDOI:10.26744/rrttlc.2024.10.2.07
Published on line: 10/31/2024
Direcţii terapeutice de abordare a bâlbâielii la ṣcolarul mic studiu de caz longitudinal
Therapeutic approaches for addressing stuttering in school age children. Longitudinal case study
Ildi IOVANESCU
Abstract
Most frequent types of language disorders, which are common for pupils from primary school, are receptive language disorders, expressive language disorders, shuttering and language delay. Shuttering, for instance, is a complex challenge for teachers, parents and speech therapists because they have to constantly sustain the child to produce fluent speech.
The purpose of this study is to identify in which way the shuttering is influenced by the relationship between the morphological component (CML) of the verbal speech and the verbal production (PV) for the pupil from the primary school who is diagnosed with disfluency or shuttering.
The purpose of this study is to identify in which way the shuttering is influenced by the relationship between the morphological component (CML) of the verbal speech and the verbal production (PV) for the pupil from the primary school who is diagnosed with disfluency or shuttering.
Keywords: speech therapy, language disorders, shuttering, fluency, disfluency, pupil
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DOI:10.26744/rrttlc.2024.10.2.08
Published on line: 10/31/2024
Proiectul Erasmus+ IRIS: Sprijin pentru dezvoltarea limbajului și comunicării în rândul preșcolarilor cu întârzieri de limbaj
Erasmus Project IRIS-Support for speech and language development in the context of preschoolers speech delay
Iulia SCHIOPU
Abstract
The IRIS project highlights the transformative effects of transnational collaboration and the integration of best practices in early childhood education, specifically targeting children with speech and language delays (CESLD). This article highlights the development of two educational programs aimed at enhancing the speech and language skills of children with early speech and language delays (CESLD) alongside their typically developing peers (CTD). It also emphasizes a tailored training initiative for parents designed to strengthen communication skills at home. While a comprehensive training program for educators lays the groundwork for these initiatives, the primary focus remains on the interactive programs that foster inclusive learning environments for both children and their families. Positive feedback from educators and parents underscores the project’s significant impact at both community and European levels. Ultimately, the article advocates for the widespread adoption of inclusive educational practices, creating supportive environments that cater to the diverse needs of all children.
Keywords: early childhood education, speech and language delays, transnational collaboration, inclusive practices, educator training, parental support, communication skills.
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DOI:10.26744/rrttlc.2024.10.2.09
Published on line: 10/31/2024
Keywords: early childhood education, speech and language delays, transnational collaboration, inclusive practices, educator training, parental support, communication skills.
pdfDOI:10.26744/rrttlc.2024.10.2.09
Published on line: 10/31/2024