Martie 2025, Vol.XI, Nr. 1
Current issue
Revista Română de Terapia Tulburărilor de Limbaj și de Comunicare
Volum integralDOI: 10.26744/rrttlc.2025.11.1
CUPRINS/CONTENT
Editorial
Carolina BODEA-HAŢEGAN
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DOI:10.26744/rrttlc.2025.11.1.01
Published on line: 03/30/2025
Terapia logopedică- abordare longitudinală în contextul sindromului Smith – Magenis (SMS). Studiu de caz
Speech and language therpay – longitudinal approach in Smith Magenis Syndrome. Case study
Carolina Bodea HAȚEGAN, Nicoleta Valentina KISS, Dorina Anca TALAȘ, Raluca Nicoleta TRIFU
Abstract
This report examines the longitudinal speech therapy approach for Smith-Magenis Syndrome (SMS), a rare genetic disorder caused by RAI1 gene deletion/mutation (17p11.2). SMS impacts cognition, behavior, sleep, and motor functions, requiring a multidisciplinary intervention.
The case study of M., a 7-year-old girl, highlights significant articulation, literacy, and emotional progress through targeted speech therapy, motor training, and cognitive support. Despite persistent writing and pronunciation challenges, therapy improved communication, academic performance, and self-confidence. The findings stress the importance of early and structured intervention for SMS patients.
The case study of M., a 7-year-old girl, highlights significant articulation, literacy, and emotional progress through targeted speech therapy, motor training, and cognitive support. Despite persistent writing and pronunciation challenges, therapy improved communication, academic performance, and self-confidence. The findings stress the importance of early and structured intervention for SMS patients.
Keywords: Smith Magenis syndrome, speech and language therapy, educational approach, articulation disorders, multidisciplinary intervention
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DOI:10.26744/rrttlc.2025.11.1.02
Published on line: 03/30/2025
Dezvoltarea limbajului preşcolarilor cu ajutorul resurselor digitale
Language development in preschoolers by using digital resources
Ana SABOU
Abstract
This article aims to emphasize the developmental characteristics of language in preschool children. It contains some important examples of digital resources that are useful in speech therapy. The study sample consisted of 20 preschoolers, aged between 5-6 years, from a kindergarten. The evaluation was performed using the curriculum Talk. Then was implemented a speech intervention program that includes learning games developed by using different digital resources. For the final evaluation the same assessment tool.
Keywords: language development, digital resources, speech therapy, assessment, preschoolers
DOI: 10.26744/rrttlc.2025.11.1.03
Published on line: 03/30/2025
Utilizarea organizatorilor grafici în dezvoltarea competențelor de comunicare verbală la elevii cu dizabilitate auditivă
Use of graphic organizers in the development of verbal communication skills among students with hearing disabilities
Camelia NEAGU
Abstract
This research paper aims to evaluate the effectiveness of methods based on graphic organizers in the development of communication skills of students with hearing disabilities, namely in functional communication, verbal interactions, receptive language and expressive language. Starting from the general objective of the paper, which is to evaluate the formative role of graphic organizer-based methods in the development of communication skills of students hearing disabilities, I aimed to select a series of graphic organizers used in interactive teaching methods, to integrate them in specific activities of complex and integrated educational therapy and to evaluate the results obtained by the children as a result of the intervention.
Keywords:hearing disabilities, graphic organizers, communication skills, complex and integrated educational therapy
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DOI: 10.26744/rrttlc.2025.11.1.04
Published on line: 03/30/2025
Program de activități bazate pe terapia prin muzică pentru îmbunătățirea abilităților de comunicare la elevii cu dizabilitate intelectuală
The use of a music therapy program to improve communication in students with intellectual disability
Cristina BĂLAȘ-BACONSCHI, Mihaela ȚAMBREA
Abstract
The development of language competence, of verbal skills and the enhancement of verbal communication in children with intellectual disabilities that leads to school and social inclusion requires a complex approach. Expressive language in children with intellectual disabilities is significantly related to verbal comprehension, to vocabulary, and also to the language difficulties of those children and to their early involvement in intervention programs. The present study is focused on the use of a music therapy program for five students with intellectual disabilities, communication difficulties and behavior disorders due to different causes, aged between 11 and 12. Measures before and after the implementation of the program were used to assess the psychological age of language and auditive understanding of language, the results showing significant improvements of verbal and non-verbal communication, the students proving in the same time a greater desire to interact with peers. As a result, students also acquired a greater ability of using gestures, mimics and other forms of non-verbal communication.
Keywords: intellectual disability, communication, expressive language, music therapy plan
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DOI:10.26744/rrttlc.2025.11.1.05
Published on line: 03/30/2025
Program pentru dezvoltarea achizițiilor morfologice în contextul dizabilității auditive
Program for the development of morphological acquisitions in the context of hearing disability
Maria-Emilia BRIA
Abstract
In this paper, the emphasis was placed on building a „Program for the Development of Morphological Acquisitions for Students with Hearing Impairments” in the secondary school cycle, which would allow the investigation of morphological category reception skills among children with hearing disabilities, being a good material for identifying learning difficulties.
In this research, individual studies were relevant because they represent experiences that correctly illustrate the investigations done.
In this research, individual studies were relevant because they represent experiences that correctly illustrate the investigations done.
Keywords: hearing impairments, morphological abilities, language assessment, intervention program, morphologic categories, language disorders, learning difficulties, deaf
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DOI:10.26744/rrttlc.2025.11.1.06
Published on line: 03/30/2025
Aplicații psihopedagogice pentru dezvoltarea abilităților sintagmatice în contextul TSA
Psychopedagogical approaches for developing sintagmatic abilities in children with ASD
Diandra-Elena IPATE-BERCEA
Abstract
The study examines the role of the Color Semantic method in enhancing syntagmatic, grammatical, and discursive skills in children with Autism Spectrum Disorder (ASD). By applying this method, the research aims to reduce echolalia and expand both active and passive vocabulary. The theoretical framework includes an overview of ASD, its characteristics, prevalence, and impact on communication, as well as key diagnostic criteria. It also explores language development theories, highlighting the influence of phonology, semantics, syntax, and pragmatics.
Further, the study delves into language disorders in ASD, discussing difficulties in semantic integration, oral narrative production, and social communication. It emphasizes the importance of early intervention in improving social skills such as shared attention and eye contact. Various speech therapy interventions are presented, including traditional approaches like articulatory therapy and modern methods such as Alternative and Augmentative Communication (AAC) and Applied Behavior Analysis (ABA). The Color Semantic method is highlighted for its structured approach in language therapy.
The practical research focuses on a single-subject qualitative study to assess the effectiveness of the Color Semantic method in enhancing expressive and receptive language skills. The findings indicate significant improvements in sentence structure, vocabulary use, and reduced echolalia. The final chapter outlines key conclusions, practical recommendations for speech therapy, and study limitations, emphasizing the need for further research to validate these findings across a broader population.
Further, the study delves into language disorders in ASD, discussing difficulties in semantic integration, oral narrative production, and social communication. It emphasizes the importance of early intervention in improving social skills such as shared attention and eye contact. Various speech therapy interventions are presented, including traditional approaches like articulatory therapy and modern methods such as Alternative and Augmentative Communication (AAC) and Applied Behavior Analysis (ABA). The Color Semantic method is highlighted for its structured approach in language therapy.
The practical research focuses on a single-subject qualitative study to assess the effectiveness of the Color Semantic method in enhancing expressive and receptive language skills. The findings indicate significant improvements in sentence structure, vocabulary use, and reduced echolalia. The final chapter outlines key conclusions, practical recommendations for speech therapy, and study limitations, emphasizing the need for further research to validate these findings across a broader population.
Keywords: Autism Spectrum Disorder (ASD), Color Semantic Method, Language Development, Speech Therapy, Echolalia Reduction
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DOI:10.26744/rrttlc.2025.11.1.07
Published on line: 03/30/2025
Diagnosticul discalculiei de dezvoltare și interveți remediale
The developmental dyscalculia diagnosis and remedial interventions
Oana PREDA
Abstract
The developmental dyscalculia diagnosis and remedial interventions.
This article synthesizes the various models of developmental dyscalculia diagnosis and the cognitive determinants of mathematical difficulties, the remediation strategies and the cognitive remedial programs for primary school children with learning disabilities in arithmetics and mathematics. The focus is on particular patterns of academic deficits, educational assessment and remedial intervention programs for development of arithmetical abilities.
This article synthesizes the various models of developmental dyscalculia diagnosis and the cognitive determinants of mathematical difficulties, the remediation strategies and the cognitive remedial programs for primary school children with learning disabilities in arithmetics and mathematics. The focus is on particular patterns of academic deficits, educational assessment and remedial intervention programs for development of arithmetical abilities.
Keywords: developmental dyscalculia, mathematical difficulties, educational assessment, remedial intervention programs.
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DOI:10.26744/rrttlc.2025.11.1.08
Published on line: 03/30/2025
Program complex de intervenție logopedică pentru tulburările de pronunție la vârsta preșcolară
Complex program for speech therapy in preschool children with speech sound disorders
Mădălina Lorena RUS
Abstract
This research examines the effectiveness of a comprehensive speech therapy program in correcting pronunciation disorders in preschool children. It explores the link between orofacial myofunctional disorders and articulation difficulties, highlighting the impact of harmful habits and ENT issues on language. Through an interdisciplinary approach that integrates myofunctional therapy with specific speech techniques, the study demonstrates that early intervention speeds up recovery and improves communication. The conclusions emphasize the need for collaboration between speech therapists, orthodontists, and ENT specialists for effective, personalized intervention.
Keywords: orofacial myofunctional disorders, articulation difficulties, harmful habits, myofunctional therapy, early intervention, interdisciplinary approach
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DOI:10.26744/rrttlc.2025.11.1.09
Published on line: 03/30/2025
Relația dintre dezvoltarea limbajului și psihomotricitate în contextul dizabilității intelectuale
Theoretical considerations regarding early intervention and educational programs in hearing-impairment
Ioana-Letiția ȘERBAN
Abstract
Early intervention (EI) services for hearing-impaired (HI)/ Deaf children are provided through a process of collaboration, understanding and respect between the professionals and the families. They work together to build an intervention plan which will allow the hearing-impaired/ Deaf child to access functional communication and optimal auditory, verbal, cognitive, social and emotional development. The paper presents in the first part specific aspects concerning early intervention for hearing-impaired/ Deaf children, illustrating the variety of situations regarding hearing loss, health, associated disabilities, types of families, and communication options and needs. The second part focuses on specific objectives in EI programs highlighting good practices in promoting their quality: access to specialists working in interdisciplinary teams, access to specialists who have knowledge and competencies to work with HI/ Deaf children, optimizing child development and the well-being of the family, supporting and promoting best results in all developmental areas, supporting families in their choice of communication for their HI/Deaf child, monitoring and assessment activities, active family involvement and support systems options for the families
Keywords: early intervention, hearing-impaired, Deaf, family
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DOI:10.26744/rrttlc.2025.11.1.10
Published on line: 03/30/2025
Program de dezvoltare a abilităților matematice-Kumon. Studiu de caz
Kumon programs and gifted students. A case study
Carolina BODEA HAŢEGAN, Dorina Anca TALAȘ, Raluca TRIFU
Abstract
The paper presents a case study of a first-grade student who participated in the Kumon Mathematics and Kumon English programs from April 2024 to March 2025. The first part of the paper introduces the Kumon method and reviews several studies on its effectiveness, while the second part details the progress made by the student, D.B., in both English and mathematics. The conclusions summarize the benefits of the Kumon method in this particular case.
Keywords: Kumon, gifted students, math, English, educational platforms
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DOI:10.26744/rrttlc.2025.11.1.11
Published on line: 03/30/2025