Social (Pragmatic) Communication Disorder. A study investigating the perception of the Romanian speech and language therapists

Tulburarea de comunicare socială (pragmatică) – (TCSP).
Studiu ilustrând percepția specialiștilor în terapia limbajului din România.

Social (Pragmatic) Communication Disorder. A study investigating the perception of the Romanian speech and language therapists

Carolina BODEA HAŢEGAN, Dorina TALAȘ, Raluca (SOARE) TRIFU
Abstract

Social (pragmatic communication disorder) is a new specific diagnosis category proposed in this form just from 2013 through DSM-5. This reorganization of the speech and language disorders implies new directions in the professional continuous development field for speech and language therapists. In this light this article details the investigation conducted in order to underline the position of the speech and language therapists from Romania regarding this new diagnosis of social (pragmatic) communication disorder, how often do they face this diagnosis, to what extend their initial training and continuous professional development trainings ensure suitable abilities and competences to work with children or adults with this diagnosis, to what extend to they express the need to get new information and new competences in the assessment and intervention field for this diagnosis. Results obtained (data were collected from 122 speech and language therapists) underlined the fact that even if social (pragmatic) communication disorder is not a classical speech and a language disorder, speech and language therapists from Romania meet here quite often and express great need for further training in this filed, even if some of them indicated that their initial and continuous training offered them good and functional abilities for assessing and intervention procedures for children and adults with social (pragmatic) communication disorder. These results were recommended to be taken into consideration for future accreditation of different educational training program in speech and language therapy field.

Keywords: social communication, pragmatics, social communication (pragmatic) disorders
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DOI: 10.26744/rrttlc.2016.2.2.02

Published on line: 15/10/2016

References:

Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., Nash M, Green J, Vail A, & Law, J. (2012). The Social Communication Intervention Project: A randomized controlled trial of the effectiveness of speech and language therapy for school-age children who have pragmatic and social communication problems with or without autism spectrum disorder. International Journal of Language & Communication Disorders, 47(3), 233-244

Anca, M.; Bodea Haţegan, C. (2012)(coord. echipa de traducere). Scala Integrată de dezvoltare, Cochlear AG Press, CH-4052 Basel, Switzerland.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

American Psychiatric Association (2003). Manual de Diagnostic şi Statistică a Tulburărilor Mentale, a 4-a ediţie revizuită. Bucureşti: Asociaţia Psihiatrilor Liberi din România.

ASHA. (2016.). Social Communication Disorders: Overview. Retrieved from http://www.asha.org/Practice-Portal/Clinical-Topics/Social-Communication-Disorders-in-School-Age-Children/, in 23.10.2016.

Bodea Haţegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, Bucureşti: Editura Trei.

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Bilingual simultaneous two language acquisition

Achiziția simultană timpurie a două limbi

Bilingual simultaneous two language acquisition

Diana TODIȚA SYLVANDER
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: psyholinguistics of bilingualism, simultaneous bilingual acquisition, early bilingual acquisition, code-mixing, linguistic mode, inter-linguistic influence, linguistic dominance

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DOI: 10.26744/rrttlc.2016.2.2.03

Published on line: 15/10/2016

References:

Grosjean, F. & Li, P. (20013). The Psycholinguistics of Bilingualism, West Sussex, UK: Wiley- Blackwell Publishing, p. 1-59;

Yip, V. (2013). Language Acquisition: Simultaneous Language Acquisition, în The Psycholinguistics of Bilingualism (Grosjean, François & Li, Ping, 20013), West Sussex, UK: Wiley- Blackwell Publishing, p. 119-139;

Li, P. (2013). Language Acquisition: Successive Language Acquisition, în The Psycholinguistics of Bilingualism (Grosjean, François & Li, Ping, 20013), West Sussex, UK: Wiley- Blackwell Publishing, p.145;

Bialystok, E. & Barac, R. (2013). Cognition and The Bilingual Brain: Cognitive Effects, în The Psycholinguistics of Bilingualism (Grosjean, François & Li, Ping, 20013), West Sussex, UK: Wiley- Blackwell Publishing, p. 193-210;

Grosjean, F. (2001). The Right of the Deaf Child to Grow Up Bilingual. Sign Language Studies, 1, p. 110-114;

Grosjean, F. (2008). Studying Bilinguals, Oxford: Oxford University Press;

Grosjean, F. (1989). Neurolinguists, Beware! The Bilingual Is Not Two Monolinguals In One Person, Brain and Language 36, Academic Press Inc., p. 3-15.

Haţegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj şi comunicare, Cluj-Napoca: Presa Universitară Clujeană;

De Houwer, A. (2009). An Introduction to Bilingual Development, Bristol, UK: Multilingual Matters Textbooks, p. 1-37;

Yip, V. & Matthews, St. (2007). The Bilingual Child, Cambridge, UK: Cambridge University Press;

García, O. (2009). Bilingual Education in the 21st Century, A Global Perspective, Oxford, UK: Wiley-Blackwell Publishing, p. 57-95;

Zurer Pearson, B. (2008). Raising A Bilingual Child, Living Language, New York: Random House Inc., p. 126-136;

Baker, C. (2007). Foundations of Bilingual Education and Bilingualism, Ediția a 4-a, New York: Multilingual Matters; p. 1-115;

Gordon, R. (2005). Ethnologue: Languages of The World, Dallas, TX, SIL International, Ediția a 5-a; versiunea on line http://www.ethnologue.com/ (consultată în 4 mai 2016);

Marian, V. & Neisser, U. (2000). Language-dependent recall of autobiographical memories, Journal of Experimental Psychology: General 129; p. 361-368;

Hulk, A. & Muller, N. (2000). Bilingual First Language Acquisition at The Interface Between Syntax and Pragmatics, Bilingualism: Language and Cognition 3, p. 227-244;

Paradis, J., Nicoladis, E. & Genesis, F. (2000). Early Emergence of Structural Constraints on Code-Mixing: Evidence from French-English Bilingual Children, Bilingualism: Language and Cognition 3, p. 245-261;

Steiner, N. & Hayes, S. L. (2009). 7 Steps to Raising a Bilingual Child, New York: AMACOM, p. 15-16;

Bourgogne, A. (2013). Be Bilingual- Practical Ideas for Multilingual Families, Middletown: Annika Bourgogne LTD, p. 15-17;

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Direction for approaching instrumental abilities for kindergarten students with intellectuals disabilities – case study

Direcții de abordare a abilităților instrumentale la școlarul mic cu dizabilități intelectuale – studiu de caz

Direction for approaching instrumental abilities for kindergarten students with intellectuals disabilities – case study


Vancea CRISTINA
Abstract

Knowledge and description of specific processes of instrumental functions and their implications in the development and operation of young children with intellectual disabilities, the causes that give rise to instrumental disorders, the factors that determine the areas in which they can occur, are essential in leading the preparation intervention programs that stimulate instrumental skills deficits. Ensuring early detection and appropriate therapeutic intervention for children with intellectual disabilities will eliminate these instrumental function disorders or, at least, may diminish as a result of their negative influences on personality.
The paper will also present some evaluation and intervention methods for children with intellectual disabilities and instrumental function disorders for better inclusion in school and in the society; the methodology of this investigation is presented in a case-study.

Keywords: intellectual disabilities, school age children, instrumental functions, instrumental skill deficits
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DOI: 10.26744/rrttlc.2016.2.2.04

Published on line: 15/10/2016

References:

Ajuriaguerra, J. de (1974). Manuel de psychiatrie de l`enfant, Paris: Masson.

Burlea, G. (2007). Tulburări ale limbajului scris-citit, Iași: Editura Polirom.

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Marosits, I. (1992). A diszlexia veszlyesztetetseg jelei az ovodaskorban, Fejleszto Pedagia, 1-2,         Budapest.

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Using ICF-CY in assessing and projecting therapy for children with Down syndrome. Case study

Utilizarea CIF-C în evaluarea și proiectarea intervențiilor specifice sindromului down. Studiu de caz

Using ICF-CY in assessing and projecting therapy for children with Down syndrome. Case study

Elena CONSTANTIN
Abstract

The aim of this case report is to describe a rehabilitation process based on the International Classification of Functioning, Disability and Health for Children and Youth (ICF CY) framework for a child with Down syndrome to show its applicability to this kind of genetic disorder. ICF CY is a derived version of the International Classification of Functioning, Disability and Health (ICF) for the adult population designed to record characteristics of the developing child and the influence of the surrounding environments. ICF CY belongs to the “family” of international classifications developed by the World Health Organization (WHO) for application to various aspects of health in children and adolescents. It provides a common and standard language and a framework for the description of health and health-related states to facilitate the documentation and measurement of health and disability in child and youth populations.
ICF-CY gives specialists the opportunities to work toghether not only to provide separated intervention with the child, but also to work in partnership with the child`s family, peers, school and society.

Keywords: ICF, ICF CY, Down syndrome, Rehab-Cycle, rehabilitation management
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DOI: 10.26744/rrttlc.2016.2.2.05

Published on line: 15/10/2016

References:

Bodea Hațegan, C. (2016). Logopedia. Terapia Limbajului-Structuri Deschise, București: Editura Trei.

Covic, M., Ștefănescu, D., Sandovici, I. (2004). Tratat de genetică. Iași: Editura Polirom

Hyman,B.T. (1992). Down syndrome and Alzheimer disease. Progress in clinical and biological research. http://www.ncbi.nlm.nih.gov/pubmed/1409740

Kumin, L. (2003). Early communication skills of children with Down syndrome. US: Woodbine House Inc.

Lazea, C., Grigorescu-Sido, P., Manasia, R., Oprița, S. (2008). Malformații cardiace în trisomia 21, Revista Clujul Medical, LXXXI(1), 89-95, www.clujulmedical.umfcluj.ro/archive/1-2008.pdf.

Massey, G.V., Zipursky, A., Chang, M.N., Doyle, J.J., Nasim, S., Taub, J.W., Ravindranath, Y., Dahl, G., Weinstein, H.J. (2006). A prospective study of the natural history of transient leukemia (TL) in neonates with Down syndrome (DS): Children’s Oncology Group (COG) study POG-9481. Blood. 15: 107(12): 4606-13.

Popescu,V. (2007). Apneea obstructivă în cursul somnului la copil, Revista Română de Pediatrie. vol. LVI, (4), 350-358, www.medica.ro/reviste_med/download/

Popescu,V., Zamfirescu, A.(2009). Pacienții la risc pentru boli ale sistemului nervos central (SNC), Revista Română de Pediatrie. vol. LVIII (4), 350-358, www.medica.ro/reviste_med/

Prasher,V.P. (1999).Down syndrome and thyroid disorders: a review. The Down Syndrome Educational Trust. Down Syndrome Research and Practice, 6(1), 25-42, www.down-syndrome.org/research-practice/6/1/25/

Pueschel, S.M., Gieswein, S. (1993). Ocular disorders in children with Down syndrome.The Down syndrome educational trust.Down syndrome research and practice, I (3), 129-132, www.down-syndrome.org/reports/23.

Rauch, A., Cieza, A., Stucki, G., Melvin, J. (2008). How to apply the ICF for rehabilitation management in clinical practice. European Journal of Physical and Rehabilitation Medicine, 44 (3): 329-42.

XXX. (2012). Clasificarea internațională a funcționării, dizabilității și sănătății (CIF-CT): versiunea pentru copii și tineri, OMS Geneva.Organizația Mondială a sănătății- București -Buzău: Alpha MDN, 2012.

https://www.icf-casestudies.org/

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https://www.icf-research-branch.org/icf-training/icf-e-learning-tool

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The development of the psychomotor abilities of the children with intellectual disabilities attending mainstream school

Dezvoltarea abilităţilor psihomotorii la elevii de vârstă școlară mică cu dizabilităţi intelectuale integraţi în învăţământul de masă

The development of the psychomotor abilities of the children with intellectual disabilities attending mainstream school

Maria Cosmina CUCERZAN
Abstract

Integration of children with disabilities in mainstream school involves differantial approach and focuses on child` abilities. This means that the therapeutical approach is havily based on a thorough assesment sequence, assesment based on child`s abilities.
This article establishes in the first part the theoretical framework for the second part which presents the practical aprroach focused on psychomotor abilities in children with intellectual disabilities. The main psychomotor abilities, the basic concepts- body scheme, lateralisation, perception of time and space were assessed in order to be able to establish the future therapeutical coordinates of the intervention plan. The assesment procedure, as practical aspect was reinforced by the set of practical exercices throgh which the aim was that to ensure enriching children with new abilities. A case study was presented in order to particularize both the assessment procedure, as well as the intervention approach, so that this case study can be considered an example of a model of good practices in the field of intellectual disabilities.

Key words: psychomotor, personalized intervention, intellectual disabilities, perceptual-motor structures, school integration.

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DOI: 10.26744/rrttlc.2016.2.2.06

Published on line: 15/10/2016

References:

Păunescu, C. (1997). Terapia educaţională integrată, București: Editura Pro Humanitate.

Preda, V. (2010). Suport curs, Terapie şi educaţie psihomotrică, Cluj-Napoca.

Radu, I. D., Ulici, Ghe., (2003). Evaluarea si educarea psihomotricităţii, Bucureşti: Editura Fundaţiei Humanitas.

Radu, I. D. (2000). Educaţia Psihomotorie a deficienţilor mintali, București: Editura Pro Humanitate.

Roşan, A., Bălaș Baconschi, C. (2015). Dizabilitatea intelectuală în Roșan, A. (coord.). Psihopedagogie specială. Metode de evaluare şi intervenţie, Iași: Editura Polirom, p.99-104.

Vlad, E. (2000). Evaluarea în actul educaţional-terapeutic, București: Editura Pro Humanitate

Speech and language therapy in open rhinolalia context

Terapia logopedică a rinolaliei deschise

Speech and language therapy in open rhinolalia context

Mirela BUTTA
Abstract

The general purpose of speech and language therapy, concerning rhinolalia, is removing the nasality from speech by developing a functional breathing ability, differentiating between nasal and oral breathing through the correct use of the epiglottis-laryngeal mechanism of closing.
In the case of the functional open rhinolalia, it is recommended the speech and language therapy to ensure the development of a correct articulator basis.
The speech therapy exercises are aiming especially the mobility of the velum and the coordination of the phonoarticulatory organs (for the mobility of the velum there are recommended exercises of blowing into different objects because the air under pressure is acting as a good massage for the velum; exercises done by blocking one nostril and trying to breathe; exercises of frequent deglutition of slight quantities of liquids).
The next stage of the therapy will be based on differentiating between the oral and the nasal breathing, on increasing the respiratory volume and precision and on prolonging the time of breathing out in verbal production.
After gaining control over the phonoarticulatory organs and the velum, phonetic exercises need to be implemented. It is important to put a great emphasis on the special gymnastics of each organ and on exercises of oral conduction of the respiratory wave. The sound producing must be obtained by using games and play therapy background.

Keywords: open rhinolalia, voice dysfunction, speech and language therapy, nasality, hipernasality
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DOI: 10.26744/rrttlc.2016.2.2.07

Published on line: 15/10/2016

References:

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Anca, M.; Haţegan, C., (2008). Terapia limbajului. O abordare interdisciplinară, Cluj-Napoca: Editura Presa Universitară Clujeană.

Bejan, L., Drugaş, I., Hărdălău, L., (2009). Aplicaţii practice în Logopedie şi Psihologie şcolară, Oradea: Editura Primus.

Bodea Haţegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, Bucureşti: Editura Trei.

Jurcău, E., (2003). Logopedie, Bucureşti: Editura Didactică şi Pedagogică.

Moldovan, I. (2006). Corectarea tulburărilor limbajului oral, Cluj-Napoca: Editura Presa Universitară Clujeană.

Verza, E. (2009). Tratat de logopedie (vol 2), București: Editura Semne.

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The etiology and the symptomatology of the specific speech and language disorders

Etiologia şi caracteristicile tulburărilor specifice de limbaj

The etiology and the symptomatology of the specific speech and language disorders

Oana PREDA
Abstract

The etiology and the characteristics of specific language impairment. After “Mapping Theories”, with integrative and systemic perspective, the developmental language impairment involve the different deficits and disorders: a) the deficits of auditory processing and speech perception; b) the deficits of perception and awareness of phonemes; c) specific phonological deficit hypothesis; d) phonological memory deficits; e) the limitations in working memory capacity; f) the deficits of language memory circuits. This different deficits and disorders have the impact on lexical and morphological learning in the context of language impairment

Key words: specific language impairments, speech and language disorders, phonological disorders
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DOI: 10.26744/rrttlc.2016.2.2.08

Published on line: 15/10/2016

References:

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Nader-Grosbois, N. (2006). Le développement cognitif et communicatif du jeune enfant. Bruxelles: De Boeck.

Parisse, C., Maillart (2009). Specific language impairment as systemic developpment disorders. Journal of Neurolinguistics, 22, 2:109 – 122.

Paul, R. (2007). Language development in children with mental retardation. http://goertzel.org/dynapsych/2007/Language Developmnet.htm

Plaza, M. (2004). Language impairments in children. Specific etiology hypotesis, integrative perspective. Neuropsychiatrie de l”enfance et de l’adolescent, 52, 7: 460 – 466.

Ramus, F. (2003). Developmental dyslexia: specific phonological deficit hypothesis or general sensori-motor dysfunction.Current Opinion in Neurobiology, 13: 212-218.

Ramus, F., Szenkovits, G. (2008). What phonological deficit? The Quarterly Journal of Experimental Psychology, 61, 1: 129 – 141.

Rosen, S. (2003). Auditory processing in dyslexia and specific language impairment: is there deficit? What is the nature? Does it explain anything? Journal of Phonetics, 31, 2-4: 509 – 527.

Sanchez, M., Ecalle, J., Magnam, A. (2009). Habilités phonologiques et morpho-dérivationnelles chez les enfants dysphasiques apprentis lecteurs: quelles difficultés spécifiques ? Revue de Neuropsychologie, 18, 3:152 – 199.

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Ulman, M. (2004). Contributions of memory circuits to language: The declarative/procedural model. Cognition, 82, 1-2: 231 – 270.

Ulman, M., Pierpont, E. (2005). Specific Language Impairment is not specific to language: The Procedural Deficit Hypothesis. Cortex, 41: 399 – 433.

Ziegler, J., Pech-Georgel, George, F., Alario, F., Lorenzi, C. (2005). Deficits in speech perception predict language learning impairment. Procedings of the national academy of sciences of the United States of America, 102, 39: 14110 – 14232.

Methods to develop reading-writing skills in children with attention deficit disorder and hyperactivity

Metode de dezvoltare a abilităţilor de scris-citit la copiii cu deficit de atenţie şi hiperactivitate

Methods to develop reading-writing skills in children with attention deficit disorder and hyperactivity

Irina GANĂ
Abstract

This article is focused on attention deficit hyperactivity disorder and its implication on reading and writing skills.
The negative implication of attention deficit and hyperactivity on children is reported since the early ages but they expenad during the school age period, when the parent faces child`s difficulty to adjust his behavior in the educational setting. Thus, children facing ADHD also face reading and writing difficulties.
In order to prevent reading and writing disorders for 10 children diagnosed with AHDH we compared the efficacity of two different intervention programs. Results demonstrated that the intervention program which combined different approaches from the speech and language therapy area (Meixnar and Sindelar approaches), in comparison with the intervention program based on the phonetic-analitic-syinthetic method ensured a higher and more stable level of reading and writing skills for children with ADHD. These results bring into light the need to adjust and find more flexible ways in order to approach children with ADHD and also the fact that the implamentation of prevention programs for reading and writing disorders is a necesity in ADHD context.

Keywords: attention deficit hyperactivity disorder-ADHD, reading and writing disorders, prevention, complementary methods.
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DOI: 10.26744/rrttlc.2016.2.2.09

Published on line: 15/10/2016

References:

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental

disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Bartok, E. (coord.) (2010). Eu citesc mai bine! Îndrumător pentru tratarea tulburărilor lexico-grafice, Târgu Mureș.

Bartok, E. ( 2001). Joc, bucurie, ochi strălucitori. Culegere de jocuri de dezvoltare a abilităților pentru copii dislexici și cei predispuși la dislexie, Târgu Mureș.

Burlea, G. (2007). Tulburările limbajului scris-citit, Iași: Editura Polirom.

Crososchi, C. (2012). Căsuța cu litere și jucării, Târgu Mureș.

Crososchi, C., Csernik-Vass, K. (2011). Examinarea complexă a tulburărilor de limbaj, Târgu Mureș.

Egan, K., Popenici, Ș. (2007). Educația elevilor hiperactivi și cu deficit de atenție. Ghid pentru părinți și cadre didactice din învățământul preuniversitar, București: Editura Didactica Press.

Iancu, M. (2007). Tulburarea hiperkineticå cu deficit de aten¡ie la copil. Actualități de evaluare clinică, atitudine terapeutică și particularități evolutive. Teză de doctorat, UMF, București.

Vera, L., Leveau, J., Vera, P., (2011). Terapia cognitiv-comportamentală la copii și adolescenți, București: Editura Polirom.

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Hearing processing features in autism spectrum disorders

Particularităţi ale procesării auditive în contextul tulburărilor din spectrul autist

Hearing processing features in autism spectrum disorders

Diana Loredana PINKO
Abstract

It is known that children with ASD presents specific features of auditory processing and this research revealed that there is a close connection between hyposensitivity or hypersensitivity to auditory stimuli, which are responsible (for children with ASD) adopting stereotyped behaviours.
The assessment revealed that children with ASD, have a very fine hearing and they do not have problems with pronunciation of sounds at the level of words. Therefore it is clear that hyposensitivity or hypersensitivity to auditory stimuli is not caused by hearing problems, but that there are some irregularities in the processing of stimuli in the brain, in children with ASD. This means that these children hear but cannot gather certain information from the environment in a global way.
The child has difficulties in adapting to the environment he lives; his nervous system is in a state of imbalance. The brain fails to manage environmental information and does not know where to integrate them so the child could no longer cope with. Because of this the child may have a different reaction to auditory stimuli and behaviours they are engaged include: impulsiveness, stereotypes, inappropriate behaviours.
These behaviours are used by the child to try to reduce hypersensitivity or hyposensitivity, as a way of trying to cope with the environmental world, which he does not understand it.

Keywords: autism spectrum disorder, auditory processing, auditory processing disorder, hyposensitivity, hypersensitivity.
pdf

DOI: 10.26744/rrttlc.2016.2.2.10

Published on line: 15/10/2016

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