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Stuttering is a speech fluency disorder that can significantly influence the development of communication, social participation, and self-esteem in children and young people. In recent years, the literature has highlighted the importance of intensive intervention programs, including therapeutic camps that combine speech therapy, educational activities, and social experiences.
This article describes the implementation in Romania of the international program „Dream. Speak. Live.” Camp, based on the Blank Center CARE™ (Communication, Advocacy, Resiliency, Education) model. The program is developed by the Arthur M. Blank Center for Stuttering Education and Research at the University of Texas at Austin.
The paper presents a descriptive analysis of the first two editions of CARE CAMP Romania, held in 2024 and 2025 in Cluj-Napoca. It presents the characteristics of the participants, the structure of the program, the activities carried out, the resources involved, and the feedback from participants and families. The results indicate an increase in the number of participants from the first to the second edition, a high level of satisfaction among parents, and a positive impact on the communication experience of the participating children.

Stuttering is a speech fluency disorder that can significantly influence the development of communication, social participation, and self-esteem in children and young people. In recent years, the literature has highlighted the importance of intensive intervention programs, including therapeutic camps that combine speech therapy, educational activities, and social experiences.
This article describes the implementation in Romania of the international program „Dream. Speak. Live.” Camp, based on the Blank Center CARE™ (Communication, Advocacy, Resiliency, Education) model. The program is developed by the Arthur M. Blank Center for Stuttering Education and Research at the University of Texas at Austin.
The paper presents a descriptive analysis of the first two editions of CARE CAMP Romania, held in 2024 and 2025 in Cluj-Napoca. It presents the characteristics of the participants, the structure of the program, the activities carried out, the resources involved, and the feedback from participants and families. The results indicate an increase in the number of participants from the first to the second edition, a high level of satisfaction among parents, and a positive impact on the communication experience of the participating children.

This paper addresses an extremely rare genetic disorder with very low prevalence in the global population, entitled Aicardi-Goutières Syndrome.
The general objective of the study is to present, in the form of a case study, the results obtained following a psychopedagogical intervention aimed at developing functional communication skills through the use of the AAC Cboard application, in the case of a 12-year-old girl diagnosed with Aicardi-Goutières Syndrome.
Throughout the research, various tools were used, including the Portage Psychomotor Development Scale, the Personalized Intervention Program, Observation Sheets, and Evaluation Sheets.
This paper provides an overview of Aicardi-Goutières Syndrome, outlines the study’s objectives and underlying hypotheses, describes the research participant, details the instruments and procedures employed, presents the results obtained, and concludes with the study’s findings and bibliography.
The results highlighted a significant increase in the ability to initiate and maintain interaction, a reduction in frustration-related behaviors and more active involvement in communication activities.
In conclusion, the proposed intervention clearly contributed to achieving the general objective of the study and validated the importance of using assistive technologies to support communication in children with special educational needs.

This article presents a case study of a child diagnosed with orofacial myofunctional disorder, which has implications both on the pronunciation of specific sounds associated with this disorder and on oral and postural configuration. Orofacial myofunctional disorders can significantly influence a child’s speech intelligibility, chewing efficiency, and overall oral motor development.
As these dysfunctions are becoming more frequently encountered in the field of speech-language therapy, this study includes a self-developed evaluation questionnaire for orofacial myofunctional disorders in children, with the aim of identifying its diagnostic value as well as its usefulness in facilitating an intervention program tailored to the child’s specific myofunctional profile.
This study is focused on evaluating the diagnostic value of the proposed questionnaire, the extent to which it supports the development of a comprehensive myofunctional disorder profile, and how it contributes to creating an individualized intervention program for addressing the child’s dysfunctions. Additionally, the study discusses the potential implications for clinical practice and future research in pediatric myofunctional therapy.

Childhood Apraxia of Speech (CAS) is a neurological disorder of speech motor planning and programming, often co-occurring with complex developmental and neurological conditions. In children with neonatal seizures, early-onset ataxia and intellectual disability, the clinical profile is highly vulnerable and intervention requires intensive, motor-learning–based approaches. This paper presents a single-case clinical study of a 6-year-old girl with severe CAS secondary to neonatal seizures and early-onset ataxia, associated with moderate intellectual disability. An adapted Dynamic Temporal and Tactile Cueing (DTTC) programme was implemented as the first 12-month stage of a planned 2-year intervention (two 50-minute sessions per week), with systematic modification of the standard hierarchy (starting from simultaneous production, reduced advancement criterion of 5–8 accurate productions, and enhanced visual, tactile and gestural cueing). Complementary orofacial myofunctional therapy, imitation-based play and augmentative and alternative communication were integrated. Results after approximately 6 months showed a 300–400% increase in functional active vocabulary (from 4–5 to 15–20 words), clinically relevant gains on a communicative Matrix scale and improvements in attention, fine motor skills and communicative engagement. These findings support the clinical usefulness of an individually adapted DTTC approach for children with CAS in atypical neurological contexts and highlight the importance of treatment intensity, multisensory input and flexible application of motor learning principles

Vocal problems among teachers are a common consequence of prolonged vocal strain during teaching activities. The study included 217 teachers from preschool, primary, secondary, high school, and university levels, who completed online the Voice Handicap Index – 10 (VHI-10) and the Satisfaction With Life Scale (SWLS). Results show that 74% of participants reported that their voice frequently affects their ability to achieve professional goals, while 4.6% reported that it always does. Statistical analysis indicates that female gender, lack of vocal hygiene habits, prolonged voice use, classroom noise, and high student numbers significantly increase the risk of vocal disorders. Vocal dysfunction negatively impacts both professional performance and overall quality of life, highlighting the importance of early identification of risk factors and the implementation of preventive interventions

Language delay in early childhood represents a frequent clinical concern in speech-language therapy practice, given its potential implications for later academic and social development. The present study aimed to evaluate the impact of a structured speech-language intervention program implemented by parents in the family environment under the guidance of a speech-language specialist. The research involved preschool children aged 2–3 years identified with expressive language delay in the absence of associated neurodevelopmental disorders. Initial and final assessments were conducted using standardized instruments (Păunescu Language Scale, Auditory Development Scale, Portage Developmental Scale), complemented by systematic observation. The intervention, carried out over a three-month period, integrated language stimulation strategies into daily routines and natural interactions. Results indicated a measurable reduction in expressive language delay, increased lexical production, improved word combinations, and enhanced communicative initiative. The findings support the effectiveness of family-centered intervention models and highlight the essential role of parental involvement in accelerating language acquisition during the preschool period

Learning disorders represent one of the most common categories of difficulties encountered in educational settings, directly affecting the development of fundamental reading and writing skills. Identifying effective intervention methods is therefore essential for supporting the academic development of children experiencing such difficulties. The present study aimed to evaluate the effectiveness of the Quantum Leap Into Literacy method in improving reading and writing abilities in children with learning disorders.
The study was conducted with a group of six children aged between 7 and 10 years diagnosed with learning disorders affecting literacy acquisition. Participants were assessed before and after the intervention through tasks measuring reading fluency, word recognition, and writing performance. The intervention consisted of a structured program based on the Quantum Leap Into Literacy method, which integrates multisensory activities combining visual, auditory, and motor stimulation, along with frequency-based auditory files and light-based stimulation designed to support neurological processes involved in literacy.
The results indicated notable improvements in reading fluency and writing performance across all participants. Children demonstrated an increased number of correctly read and written words per minute, as well as improved accuracy in reading and writing tasks. Beyond quantitative gains in decoding and writing performance, qualitative observations suggested positive changes in students’ attitudes toward literacy activities, including increased engagement and reduced resistance to reading and writing tasks.
These findings suggest that the Quantum Leap Into Literacy method may represent a promising complementary approach for supporting the development of literacy skills in children with learning disorders. By combining multisensory stimulation with structured literacy activities, the program may facilitate the activation and integration of cognitive and neurological processes underlying reading and writing acquisition. However, further research involving larger samples and controlled experimental designs is necessary to confirm the effectiveness and generalizability of these findings.

This study examines the communicative abilities of a right-handed patient who experienced a right-hemisphere stroke, using the Lille Communication Test (TLC), adapted for the Algerian linguistic and sociocultural context. A descriptive single-case methodology is employed to evaluate verbal and non-verbal communicative performance in the absence of aphasia. The adapted TLC enabled a multidimensional assessment of communicative behaviour, encompassing attentional, verbal, and non-verbal components. Findings revealed preservation of structural aspects of language, including phonological, lexical, and syntactic domains, as well as mild prosodic impairment and subtle pragmatic features. In contrast, pronounced difficulties were observed in the non-verbal domain, particularly in the comprehension and production of symbolic and ideational gestures. These outcomes are consistent with established neurolinguistic evidence indicating the right hemisphere’s role in prosody, pragmatics, and non-verbal communication.

This study explores the dynamics of vocabulary acquisition in children with hearing impairments, with a focus on expressive language skills and lexical depth. Grounded in current theoretical and empirical research, the paper highlights the crucial role of vocabulary in language development, academic achievement, and social participation, while emphasizing the specific challenges faced by children with limited access to auditory input. The distinction between receptive and expressive vocabulary, as well as between vocabulary breadth and depth, provides the conceptual framework for the analysis.
The empirical component of the study investigates vocabulary development in a small sample of six primary school students with hearing impairments, enrolled in special education. Participants differed in terms of auditory compensation (cochlear implants versus hearing aids), severity of hearing loss, and communication mode (verbal language and/or sign language). Vocabulary was assessed through tasks involving word naming, explanation of meanings, and the use of words in sentence completion.
The results reveal significant variability in vocabulary performance, influenced by both the type of auditory compensation and the linguistic environment. Students with cochlear implants and those predominantly using verbal language achieved higher scores in naming and usage tasks, while students relying mainly on sign language demonstrated stronger performance in sign-based expression but weaker outcomes in verbal and written vocabulary. Across participants, lexical depth proved to be more limited than lexical recognition, with many students providing only partial explanations of known words. Additionally, performance decreased as lexical complexity increased, particularly for multisyllabic words and written sentence tasks, where grammatical errors were frequent.
The findings underline the need for early, systematic, and multimodal vocabulary instruction that integrates verbal language, sign language, and visual support. Effective intervention should target both the expansion and deepening of vocabulary knowledge, ensuring meaningful integration into semantic networks. Such approaches are essential for improving language competence, literacy development, and educational inclusion in children with hearing impairments.