Autor: asttlr

Direcţii terapeutice de abordare a bâlbâielii la ṣcolarul mic studiu de caz longitudinal

asttlr

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.
Keywords: speech therapy, language disorders, stuttering, fluency, disfluency, K1-3
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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

asttlr

Proiectul Erasmus+ IRIS: Sprijin pentru dezvoltarea limbajului și comunicării în rândul preșcolarilor cu întârzieri de limbaj

TErasmus 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

Probă pentru evaluarea abilităților de labiolectură în limba română a copiilor cu dizabilități de auz de vârstă școlară mica

asttlr

Probă pentru evaluarea abilităților de labiolectură în limba română a copiilor cu dizabilități de auz de vârstă școlară mica

Lipreading assessment tool for Romanian hearing-impaired primary school children

Eliza-Magdalena ȘEULEANU, Ioana-Letiția ȘERBAN, Andrea HATHAZI
Abstract

Lipreading abilities have been investigated in numerous studies over the years, both in hearing-impaired/Deaf and hearing population. The paper presents an overview of the tests developed by several researchers in order to examine lipreading abilities in children and adults, both hearing and hearing-impaired or Deaf. The main elements which were integrated in these tests are discussed and underlined for the purpose of constructing a relevant lipreading test for Romanian hearing-impaired/ Deaf children in primary schools. The structure of the test is based on literature findings regarding the efficiency of other tests’ results depending on their components (subtests).

Keywords:lipreading abilities, lipreading assessment, perception of speech, hearing-impaired, deaf

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DOI:10.26744/rrttlc.2024.10.1.02
Published on line: 03/31/2024
References
Auer, E. (2010). Investigating Speechreading and Deafness. Journal of the American Academy of Audiology, 21, 163–168. https://doi.org/10.3766/jaaa.21.3.4.
Basha, D.T. (2018). Speech-reading Intervention for Profoundly Deaf Child The Case of Hosanna School for the Deaf, Ethiopia. IOSR Journal of Humanities and Social Science, 23(6): 26-42.
Bernstein, L.E., Demorest, M.E., Tucker, P.E. (2000). Speech perception without hearing. Perception & Psychophysics, 62 (2): 233-252.
Buchanan-Worster, E., MacSweeney, M., Pimperton, H., Kyle, F., Harris, M., Beedie, I, Ralph-Lewis, A. & Hulme, C. (2020). Speechreading Ability is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children. Journal of Speech, Language and Hearing Research, 63:3775-3785.
Dell´ Aringa, A.H.B., Adachi, E.S. & Dell´ Aringa A.R. (2007). Lip reading role in the hearing aid fitting process. Brazilian Journal of Otorhinolaryngology, 73(1). 95–99.
Flowers, J.B. (2006). Predicting the ability to lip-read in children who have a hearing loss. Independent Studies and Capstones. Paper 428. Program in Audiology and Communication Sciences, Washington University School of Medicine.
http://digitalcommons.wustl.edu/pacs_capstones/428
Harris, M., & Moreno, C. (2006). Speech Reading and Learning to Read: A Comparison of 8-year-old Profoundly Deaf Children with Good and Poor Reading Ability. Journal of Deaf Studies and Deaf Education,11,189-201.
Hegazi, M.AF., Saad, A.M. & Khodeir, M.S. (2021). Development of a test for assessment of the lipreading ability for children in the Arabic-speaking countries. Egypt J Otolaryngol 37, 4. https://doi.org/10.1186/s43163-020-00067-5
Isakovic, L., Kovacevic, T., Dimic, N. (2016). Lip-Reading with Deaf and Hard of Hearing Preschool Children, in S. Nikolic, R. Nikic & V. Ilankovic (Eds.) Early Intervention in Special Education and Rehabilitation.Thematic Collection of International Importance, University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty, 195-207.
Johnson, C., & Goswami, U. (2010). Phonological awareness, vocabulary and reading in deaf children. Journal of Speech, Language, and Hearing Research, 53(2), 237–261. https://doi.org/10.1044/1092-4388(2009/08-0139)
Kyle, F. E., Campbell, R., & MacSweeney, M.(2016). The relativecontributions of speechreading and vocabulary to deaf andhearing children’s reading ability.Research in DevelopmentalDisabilities, 48,13–24. https://doi.org/10.1016/j.ridd.2015.10.004
Kyle, F.E., Campbell, R., Mohammed, T., Coleman, M., & MacSweeney, M. (2013). Speechreading development in deaf and hearing children: introducing the Test of Child Speechreading. Journal of Speech, Language and Hearing Research, 56 (2), 416-426. doi: 10.1044/1092-4388(2012/12-0039).
Kyle, F., Campbell, R., Mohammed, T., Coleman, M., & Macsweeney, M. (2012). Speechreading Development in Deaf and Hearing Children: Introducing the Test of Child Speechreading. Journal of speech, language, and hearing research : JSLHR, 56. https://doi.org/10.1044/1092-4388(2012/12-0039)
Kyle, F. E., & Harris,M. (2006). Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children. Journal of Deaf Studies and Deaf Education, 11(3), 273–288. https://doi.org/10.1093/deafed/enj037
Kyle, F. E., & Harris, M. (2010). Predictors of reading development in deaf children: A 3-year longitudinal study. Journal of Experimental Child Psychology, 107(3), 229–243. https://doi.org/10.1016/j.jecp.2010.04.011
Kyle, F. E., & Harris, M. (2011). Longitudinal patterns of emerging literacy in beginning deaf and hearing readers. Journal of Deaf Studies and Deaf Education, 16(3), 289–304. https://doi.org/10.1093/deafed/enq069
Lyxell B, Holmberg I (2000) Visual speechreading and cognitive performance in hearing-impaired and normal-hearing children (11–14 years). Br J Educ Psychol. https://doi.org/10.1348/000709900158272
Mohammed, T. E., MacSweeney, M., & Campbell, R. (2003). Developing the TAS: Individual differences in silent speechreading, reading and phonological awareness in deaf and hearing speechreaders. In AVSP 2003-International Conference on Audio-Visual Speech Processing.
Mohammed, T., Campbell, R., Macsweeney, M., Barry, F., & Coleman, M. (2006). Speechreading and its association with reading among deaf, hearing and dyslexic individuals. Clinical Linguistics & Phonetics, 20(7-8), 621-630.
Mohammed, T.E. (2007). An investigation of speechreading in profoundly congenitally deaf British adults. Department of Human Communication Science. University college London, PhD Thesis, UMI number: U592165.
Pavani, F., & Bottari, D. (2012). Visual Abilities in Individuals with Profound Deafness A Critical Review. În M. M. Murray & M. T. Wallace (Ed.), The Neural Bases of Multisensory Processes. CRC Press/Taylor & Francis. http://www.ncbi.nlm.nih.gov/books/NBK92865/
Soto-Faraco, S., Navarra, J., Weikum, W. M., Vouloumanos, A., Sebastián-Gallés, N., & Werker, J. F. (2007). Discriminating languages by speech-reading. Perception & Psychophysics, 69(2). https://doi.org/10.3758/BF03193744
Schwartz, J.-L., Berthommier, F., &Savariaux, C. (2004). Seeing to Hear Better: Evidence for Early Audio-visual Interactions in Speech Identification. Cognition, 93, 69-78.
Summerfield, Q., Bruce, V., Cowey, A., Ellis, A. W., & Perrett, D. I. (1992). Lipreading and audio-visual speech perception. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 335(1273), 71–78. https://doi.org/10.1098/rstb.1992.0009
Tye-Murray N, Hale S, Spehar B, Myerson J, Sommers MS (2014) Lipreading in school-age children: the roles of age, hearing status, and cognitive ability. J Speech Language Hearing Res 57(2):556–565.
Tye-Murray, N.; Sommers, M.S.; Spehar, B. (2007). Audiovisual Integration and Lipreading Abilities of Older Adults with Normal and Impaired Hearing. Ear and Hearing 28(5):p 656-668, DOI: 10.1097/AUD.0b013e31812f7185
Updike, C. D., Rasmussen, J. M., Arndt, R., & German, C. (1992). Revised Craig Lipreading Inventory. Perceptual and motor skills, 74(1), 267–277.
https://doi.org/10.2466/pms.1992.74.1.267

Protocol de evaluare a disgrafiei

asttlr

Protocol de evaluare a disgrafiei

Protocol for assessing dysgraphia

Daniela ROMILĂ
Abstract

Handwriting is a motor perceptive skill acquired through practice (Feder, Majnemer, 2017) which, once it became automatic and organized, is a valid tool that facilitates the development of ideas. Writing difficulties are considered as reasons for guiding school children towards assessment, therapy and intervention services.
This research aims to investigate the psychomotor peculiarities of children with dysgraphia and to develop a protocol for the assessment of dysgraphia based on empirical evidence. For the structure of the evaluation protocol, samples such as the Nepsy battery (Korkman, Kirk, Kemp, 1998), psychomotricity assessment samples, and samples for evaluating the accuracy and speed of writing on a horizontal and vertical plane by using the Wacom Intuos Pro tablet and the SMART board were used.
The research targets third-grade students from two schools in the city of Mediaş, who were selected in a controlled manner to establish the control group and other randomly selected students for the target group, thus selecting 22 research participants.
Keywords: autism spectrum disorder, language and communication disorders in ASD, alternative and augmentative communication strategies, visual clues, echolalia

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DOI: 10.26744/rrttlc.2024.10.1.03
Published on line: 03/31/2024
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mintal disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Barnett, A., Henderson, S.E., Scheib, B. & Schulz, J. (2007). Detailed Assessment of Speed of Handwriting (DASH): Pearson.
Bodea-Hațegan, C., Talaș, D., Trifu, R. (2016). Dispraxia. Studiu privind problematica dispraxiei în ţara noastră. Revista Română de Terapia Tulburărilor de Limbaj și Comunicare, Vol. 2, Nr. 1.
Schneck, C., Amundson, S. (2010). Prewriting and handwriting skills.
David, C., Roșan, A. (2017). Repere diagnostice bazate pe dovezi științifice în tulburările specifice de învățare. Cluj-Napoca: Editura Argonaut&Limes.
Dayan, E., Cohen, L. G. (2011). Neuroplasticity subserving motor skill learning Neuron. 72 p. 443-454.
Feder, K. P., Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine and Child Neurology, 49, p. 312-317.
Gibbs, J., Appleton, J. and Appleton, R. (2007). Dyspraxia or developmental coordination disorder? Unravelling the enigma. (Arch Dis Child. 2007 Jun; 92 (6): 534–539).
Goyen, T., Duff, S. (2005). Discriminant validity of the developmental test of visual-motor integration in relation to children with handwriting dysfunction. Australian Occupational Therapy Journal, 52, p. 109-115.
http://www.asha.org/PracticePortal/Clinical-Topics/Childhood-Apraxia-ofSpeech/.
Krings, F. (2014). (Psiho)Motricitate. Sprijin, prevenție și compensare. Cluj-Napoca: Editura Asociației de Științe Cognitive din România.
Radu, I. D. (2000). Educația psihomotorie a deficienților mintali – îndrumător metodic. București: Editura Pro Humanitate.
Radu, I. D. și Ulici, G. (2003). Evaluarea și educarea psihomotricității copiilor cu dificultăți psihomotorii de integrare. București: Editura Fundației Humanitas.
Romilă, A. coordonator științific. (2003). DSM IV – Manual de diagnostic și statistică a tulburărilor mentale – Ediția a IV-a, text revizuit. București: Editura Asociației Psihiatrilor Liberi din România.
Roșan, A. coordonator. (2015). Psihopedagogie specială. Modele de evaluare și intervenție. Iași: Editura Polirom.
Tseng, M., Chow, S. (2000). Perceptual-motor function of school-age children with slow handwriting speed. American Journal of Occupational Therapy, 54, p. 83-88.
Vlad, E. (2000). Evaluarea în actul educațional – terapeutic. București: Editura Pro Humanitate.
Vrăsmaș, E. (1999). Educația copilului preșcolar. Elemente de pedagogie la vârsta timpurie. București: Editura Pro Humanitate.
Wilhelm, I., Prehn-Kristensen, A., Born, J. (2012). Sleep-dependent memory consolidation–what can be learnt from children? Neuroscience & Biobehavioral Reviews, 36, p. 1718-1728.

Implicații ale întârzierii în dezvoltarea limbajului la vârsta școlarității. Program complex de intervenție logopedică

asttlr

Implicații ale întârzierii în dezvoltarea limbajului la vârsta școlarității. Program complex de intervenție logopedică

Implications of speech and language delay in school age. Complex program of speech and language therapy

Nicoleta – Valentina KISS
Abstract

This paper aims to study the implications of language development in students with delayed language development with the help of a methodological aid developed. This manual was developed for pupils in preparatory class, grade I or pupils who have not mastered verbal and written language. To identify the benefits of the manual created in language development, five pupils from preparatory, grade I and grade IV who have not mastered verbal and written language or who have a delay in language development in the context of hearing disability were selected.
The final results showed progress in the development of language in the students, progress was identified in the emission of sounds and the correction of distorted or replaced sounds, new words were learned leading to vocabulary development, reading and writing skills were developed, auditory-verbal perception skills were developed especially for students with delayed language development in the context of hearing disability. Although the intervention period was short, it had an impact for each pupil chosen in the research.

Keywords:speech delay, language, evaluation, intervention, methodological auxiliary
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DOI: 10.26744/rrttlc.2024.10.1.04
Published on line: 03/31/2024
References
Anca, M. (1999). Probe psihologice neverbale pentru evaluarea copiilor cu cerințe speciale. Cluj – Napoca: Colecția Psihoped – Info.
ASHA, (2015). What is language? What is speech? consultat în data de 19.04.2022, pe http:// www.asha.org/public/speech/development/language_speech/.
Avramescu, M. (2008). Defectologie și logopedie. Ediția a V-a. București: Editura Fundația România de mâine.
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise. București: Editura Trei.
Bodea Hațegan, C., & Voicu, L. (2017). Întârzierea în dezvoltarea limbajului. Studiu de caz. Revista Română de Terapia Tulburărilor de Limbaj și Comunicare – RRTTLC, 4-16.
Manolache, C. (1980). Surdomutitatea. Ortofonie. Limbaj. Auzitori și surdomuți. București: Editura Medicală.
Moldovan, I. (2006). Corectarea tulburărilor limbajului oral. Cluj-Napoca: Presa Universitară Clujeană.
Revenco, N. (2019). Intervenția timpurie în copilărie. Suport de curs. Chișinău: Tipogr. Print-Caro.
Tobolcea, I. (2013). Intervenții logo-terapeutice pentru corectarea formelor dislalice la copilul normal. București: Editura Hamangiu.

Intervenție timpurie în dezvoltarea limbajului la copiii născuți prematur. Implicațiile mobilizării orofaciale

asttlr

Intervenție timpurie în dezvoltarea limbajului la copiii născuți prematur. Implicațiile mobilizării orofaciale

Early intervention for speech and language development in preterm infants. Implications of orofacial motor training

Cătălina ALECSANDRESCU
Abstract

The purpose of this study was language development in preterm infants through early intervention and the implications of orofacial mobilization. Three preemie children between the aged between 2 and 3 years old took part in this study. With the help of language assessment scales, language development levels were determined. The evaluation scales applied were: Scale for establishing the level of language development (Păunescu, 1984), Integrated Development Scale, Portage Scale-language area, Curriculum Carolina-language area. For orofacial mobilization, the Z vibe Kit and orofacial massage along the Castillo-Morales route were used. By applying the orofacial mobilization, a better coordination of the facial muscles was aimed at emitting the sounds as correctly as possible, following the words and sentences. The results of this study show us the importance of the early intervention plan on language, but also on orofacial mobilization.
Keywords:language development, prematurity, early intervention, orofacial mobilization, intervention plan
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DOI:10.26744/rrttlc.2024.10.1.05
Published on line: 03/31/2024
References
Anca, M. (2005). Suport curs. Logopedie. Cluj-Napoca
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Belanger, R., Leroux, D., & Lefebvre, P. (2021). Supporting caregivers of children born prematurely in the development of language: A scoping review. Paediatrics & child health, 26(1), e17-e24.
Bodea-Haţegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise. Bucureşti: Trei
Bodea-Haţegan, C. (2017). Suport curs. Introducere în logopedie. Cluj-Napoca
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Effects of early interventions focused on the family in the development of children born preterm and/or at social risk: a meta-analysis. Jornal de Pediatria, 96, 20-38.
Jansson-Verkasalo, E., Ruusuvirta, T., Huotilainen, M., Paavo, A., Kushnerenko, E., Suominen, K.,Hallman, M. (2010). Atypical perceptual narrowing in prematurely born infants is associated with compromised language acquisition at 2 years of age. BMC Neuroscience, 11(88).doi:10.1186/1471-2202-11
Rossetti, L. M. (Ed.). (2001). Communication Intervention: Birth to Three, 2 nd ed. Clifton Park, NY: Delmar.
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Vandormael, C., Schoenhals, L., Hüppi, P. S., Filippa, M., & Borradori Tolsa, C. (2019). Language in preterm born children: atypical development and effects of early interventions on neuroplasticity. Neural plasticity, 2019

Program integrat de dezvoltare a laturii morfo-sintactice a limbajului în contextul dizabilității intelectuale

asttlr

Program integrat de dezvoltare a laturii morfo-sintactice a limbajului în contextul dizabilității intelectuale

Integrated program for morpho-syntactic language development in children with intellectual disabilities

Mădălina VAIDA
Abstract

The study presents a program meant to develop the morpho-syntactic aspects of language in children with intellectual disabilities. It involves aimed strategies like the intentional use of the article, of plural forms of nouns and of verbs, and also implicit learning and exercise in structured contexts and categories.
Keywords: intellectual disabilities, morphology, syntax, speech and language development, morphologic categories
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DOI:10.26744/rrttlc.2024.10.1.06
Published on line: 03/31/2024
References
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Integrarea școlară și socială a elevilor cu CES prin strategii psihopedagogice

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Integrarea școlară și socială a elevilor cu CES prin strategii psihopedagogice

Aspects of social and educational inclusion of children with special educational needs through psychopedagogical strategies

Alina ILIȘUAN (GALACZI)
Abstract

This paper presents the importance of using psychopedagogical strategies in educational activities, for a better integration of students with special educational needs (with intellectual disabilities) in school and in society.
The theoretical part includes notions about psycho-pedagogical intervention strategy in the context of intellectual disability and in the context of fluency reading difficulties and poor comprehension for students with special educational needs (with intellectual disabilities). I presented a theoretical approach for reading fluency and psychopedagogical applications in the act of reading.
The research part includes 5 case studies for students with special educational needs (with intellectual disabilities), integrated in regular education. The general objective of the paper was to analyze the effectiveness of using the personalized intervention program, as a psycho-pedagogical intervention strategy for the development of fluency and comprehension in the act of reading, for students with special educational needs. In conclusion the relationship between the development of fluency and comprehension skills in the act of reading and the school and social integration of students with Special Educational Needs was mentioned, which is reflected in the increase in school results and has implicitly beneficial effects on the school and social integration of these students.
Keywords:reading fluency, reading comprehension, psychopedagogical intervention strategy, Special Educational Needs
pdf
DOI:10.26744/rrttlc.2024.10.1.07
Published on line: 03/31/2024
References

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Rolul jocurilor de percepție, atenție și memorie în dezvoltarea conștiinței fonologice la copiii preșcolari și școlari de vârstă mică

asttlr

Rolul jocurilor de percepție, atenție și memorie în dezvoltarea conștiinței fonologice la copiii preșcolari și școlari de vârstă mică

The role of perception, attention and memory games in developing the phonological awareness for preschool and school age children

Ramona Karola KOVACS
Abstract

The topic of phonological awareness and instrumental skills has been of interest to various researchers who have established assessment and intervention programs as early as 5 decade ago, providing models of educational and therapeutic practice that help children with language disorders, hearing disabilities and predisposition to difficulties to write and read.
It is highlighted that there is no flexibility in the manipulation of phonological units if spatial and temporal orientation abilities are affected, if there is an attentional deficit that affects the encoding and updating of knowledge related to auditory and verbal memory in daily communication.
The role of phonological awareness and instrumental skills related to language development in academic performance is the reason for these researches that show the importance of early identification of speech and language disorders in the last year of kindergarten respectively in the first year of preparatory class in order to apply game methods that can improve language structure and can prevent learning difficulties.
The present research aims to reveal aspects regarding of phonological awareness, instrumental abilities and the role of activities that has an impact on the development of language structure that can be made with the help of my own working program called ”Detectivul cu urechi lungi (The Detective with long ears)” and working materials aimed at developing the processes of perception, attention and memory.

Keywords:Phonologycal Awareness, instrumetal skills (perception, attention, memory) rhymes, syllabes, phonemics, early intervention, language disorder
pdf
DOI:10.26744/rrttlc.2024.10.1.08
Published on line: 03/31/2024
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