Martie 2024, Vol.X, Nr. 1
Current issue
Revista Română de Terapia Tulburărilor de Limbaj și de Comunicare
DOI: 10.26744/rrttlc.2024.10.1
CUPRINS/CONTENT
Editorial
Carolina BODEA-HAŢEGAN
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DOI:10.26744/rrttlc.2024.10.1.01
Published on line: 03/31/2024
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 eficiency 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
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: dysgraphia, psychomotor peculiarities, differential diagnosis, evaluation protocol.
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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: dysgraphia, psychomotor peculiarities, differential diagnosis, evaluation protocol.
pdf
DOI: 10.26744/rrttlc.2024.10.1.03
Published on line: 03/31/2024
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.
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
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
Keywords:language development, prematurity, early intervention, orofacial mobilization, intervention plan
pdfDOI:10.26744/rrttlc.2024.10.1.05
Published on line: 03/31/2024
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, sintax, speech and language development, morphologic categories
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DOI:10.26744/rrttlc.2024.10.1.06
Published on line: 03/31/2024
Keywords:intellectual disabilities, morphology, sintax, speech and language development, morphologic categories
pdfDOI:10.26744/rrttlc.2024.10.1.06
Published on line: 03/31/2024
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
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
pdfDOI:10.26744/rrttlc.2024.10.1.07
Published on line: 03/31/2024
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.
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
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DOI:10.26744/rrttlc.2024.10.1.08
Published on line: 03/31/2024
Eficacitatea terapiei oro-mio-funcționale în cadrul terapiei ortodontice
The Efficiency of the oro-mio-functional therapy during orthodontic approaches
Ilia Teodora JIPA
Abstract
The growth in number of children having oro facial myo – functional disorders with affected functions such as swallowing, speech, breathing and mastication is increasing with each new generation. Any abnormality in the functions and postures of the intra oral and facial musculature can have a negative effect on dental growth and should be treated before they cause any sort of malformation of the dental arches and other bone deformities. The data provided do not come from one only one field of specialists but from different ones, whether dentistry, orthodontics, pediatrics or speech therapists. Oral myofunctional therapy (OMFT) may still seem a relatively new subject to recent generations of therapists but the reality is that it has been practiced for more than one hundred years. The purpose of this article is to discuss integral features of Orofacial Myofunctional Therapy as well as making a difference between the two philosophies and its important role in orthodontics so that children benefit from a complete approach leading to better development so that they can reach their full genetic potential. Orthodontic treatment alone, in the presence of bad habits, is not enough to solve the orthodontic issues, so it needs to be combined with myofunctional treatment.
Keywords:Orofacial muscules; Myofunctional therapy; Orofacial disorders, Orthodontics, Malocclusion, Oral habits
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DOI:10.26744/rrttlc.2024.10.1.09
Published on line: 03/31/2024
Relația dintre dezvoltarea limbajului și psihomotricitate în contextul dizabilității intelectuale
The relation between language development and psychomotricity in the context of intellectual disability
Crina Ramona POP
Abstract
This research is divided in two parts: the theoretical part and the practical part. The theoretical part aimed some essential elements, as definitions, classifications, characteristics of intellectual disability, language disorders and psychomotricity disorders.
The practical part contains the research methodology, objectives, assumption, the description of the participants (subjects) and the methods and the materials used. Next the expound section of the design, the interventions plan and the conclusions resulted after the carry on activities.
Like is shown in the title, the research was headed to identify the implications that psychomotricity disorders exert upon the language disorders on children with intellectual disability. The language and the psychomotricity represent two essential elements of the life and it is important to know the manner of their interactions and implications upon the children with intellectual disability. More is significant to discover the most efficient method of intervention to contribute in this way at the elimination or at least at the reduction of the complications. Here I got the conclusion that the most efficient method of intervention is to group the language activities with the psychomotricity activities. Of course, all the activities are organized in an attractive manner based on games so that they captivate and motivate the children to take part operatively in the activities. After the intervention plans were applied it was established the improvement of the children in the language and psychomotricity abilities.
The practical part contains the research methodology, objectives, assumption, the description of the participants (subjects) and the methods and the materials used. Next the expound section of the design, the interventions plan and the conclusions resulted after the carry on activities.
Like is shown in the title, the research was headed to identify the implications that psychomotricity disorders exert upon the language disorders on children with intellectual disability. The language and the psychomotricity represent two essential elements of the life and it is important to know the manner of their interactions and implications upon the children with intellectual disability. More is significant to discover the most efficient method of intervention to contribute in this way at the elimination or at least at the reduction of the complications. Here I got the conclusion that the most efficient method of intervention is to group the language activities with the psychomotricity activities. Of course, all the activities are organized in an attractive manner based on games so that they captivate and motivate the children to take part operatively in the activities. After the intervention plans were applied it was established the improvement of the children in the language and psychomotricity abilities.
Keywords: intellectual disability, psychomotricity elements, relationship, language development, the multidisciplinary team
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DOI:10.26744/rrttlc.2024.10.1.10
Published on line: 03/31/2024
Tulburarea din spectrul autist. Abordare din perspectivă psiholingvistică
Autism spectrum disorder. A psycholinguistic approach
Ioana IRIMIA
Abstract
Psycholinguistic is definited as the study of the language of the mind. People with ASD have language disorders. In order to disguise their problems, these people use pre-prepared and learned phrases. Another language-related problem is the presence of echolalia, but the presence of echolalia does not influence the average length the sentence, just as the use of conjunctions or prepositions, or abstract words, does not influence the average length. What does influence the average lenght of the utterance is the number of new words used.
Keywords: psycholinguistics, autism spectrum disorder, language disorders, echolalia, mean legth of utterance
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DOI:10.26744/rrttlc.2024.10.1.11
Published on line: 03/31/2024
Dezvoltarea competenței de comunicare a elevilor de gimnaziu
Developing language competencies in middle school students
Vasile Radu PREDA
Abstract
Developing the communicative competence of secondary school students. The model for the development of communicative competence during the teaching learning process is based on the principles and strategies rooted in cognitive psychology (Lasnier, 2001). In order to develop students’ communicative competence, verbal communication skills and speaking skills, teachers can use a framework to be applied function of the set objectives, starting from an initial evaluation up to the formative assessment. The investigation of the teaching-learning techniques employed so as to increase the students’ communicative competence and speaking skills shows that teachers working in mainstream education, in special education and in inclusive schools rely mainly on scientifically validated psycho-pedagogical theories and formative assessment
Keywords: communicative competence, verbal communication skills, speaking skills, teaching-learning techniques, initial evaluation, formative assessment.
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DOI:10.26744/rrttlc.2024.10.1.12
Published on line: 03/31/2024
Afazia Globală. Studiu de caz
Global aphasia. A case study report
Carolina BODEA HAȚEGAN,Dorina TALAȘ, Beatrice Gabriela PRISACARIU, Raluca Nicoleta TRIFU
Abstract
This paper presents an overview of a patient with global aphasia, a neurological language disorder resulting from brain injury, encompassing a diverse range of symptoms. Aphasia can be acquired or congenital, depending on the timing of onset. In adults, it typically follows cerebral traumas, such as stroke or accidents, with symptoms categorized by difficulties in oral and written language comprehension and expression, as well as cognitive, motor, and psychological impairments. Various types of aphasia exist, including global aphasia, which severely affects all aspects of language due to extensive left hemisphere damage, commonly associated with stroke. The implications of global aphasia in a 30-year-old patient is presented, highlighting its severe impact on speech and language functions, typically resulting from significant left hemisphere lesions. Patients with global aphasia exhibit profound difficulties in speech production, comprehension, reading, writing, and naming, often accompanied by motor impairments. Prognosis is generally poor, necessitating multidisciplinary intervention and substantial effort for recovery.
Furthermore, the abstract discusses assessment and therapeutic approaches for aphasia, emphasizing comprehensive evaluation underlying linguistic, cognitive, motor, and psychosocial aspects. Therapeutic strategies focus on addressing linguistic deficits, developing communication skills, and utilizing language for cognitive stimulation and social interaction.
A case study is presented to illustrate the logopedic approach to global aphasia, detailing a young adult’s history of traumatic brain injury, subsequent recovery efforts, and neurologic evaluation, emphasizing the importance of integrated therapeutic interventions for improved outcomes.
Keywords: global aphasia, traumatic brain injury, case study, aphasia recovery program
pdf
DOI:10.26744/rrttlc.2024.10.1.13
Published on line: 03/31/2024
Furthermore, the abstract discusses assessment and therapeutic approaches for aphasia, emphasizing comprehensive evaluation underlying linguistic, cognitive, motor, and psychosocial aspects. Therapeutic strategies focus on addressing linguistic deficits, developing communication skills, and utilizing language for cognitive stimulation and social interaction.
A case study is presented to illustrate the logopedic approach to global aphasia, detailing a young adult’s history of traumatic brain injury, subsequent recovery efforts, and neurologic evaluation, emphasizing the importance of integrated therapeutic interventions for improved outcomes.
Keywords: global aphasia, traumatic brain injury, case study, aphasia recovery program
pdfDOI:10.26744/rrttlc.2024.10.1.13
Published on line: 03/31/2024