Etichetă: early intervention

Relația dintre dezvoltarea motorie și achiziția limbajului în primul an de viață. Prevenție și intervenție timpurie

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Relația dintre dezvoltarea motorie și achiziția limbajului în primul an de viață. Prevenție și intervenție timpurie

The relation between motor development and language acquisition during the first year of live. Prevention and Early Intervention

Carolina BODEA HATEGAN, Laura MĂRGINEAN
Abstract

This article tries to establish the main common lines of motor and language development during the first year of life. The need to see this relation during the first year of life is of extreme importance mainly for preparing and delivering prevention programs as well as early intervention programs in both areas, in motor and in language areas. Concrete correlations between motor and language development are discussed, among these we can mention: the correlation between rhythmic arms movement and babbling development with a peak of manifestation around 28 weeks of life; the correlation between object displacement during play and the first spoken words, a correlation materialized around 12 months; the correlation between recognition gestures and verbal comprehension, a correlation developed during 9- 13 months of life. Signaling signs for directing parents` and therapists` attention are also listed, as well as short descriptions of the main diagnostic contexts in which the relation between motor and language development is to be underlined as a key point for diagnosis and intervention, even in early stages.

Keywords: motor development, language development, early intervention, prevention, developmental coordination disorders, dyspraxia
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DOI:10.26744/rrttlc.2022.8.1.02
Published on line: 03/31/2022

Reference
APA. (2015). DSM-5, Manual de Diagnostic și Clasificare Statistică a Tulburărilor Mintale (APA (Ed.); 5th ed.). Callisto. https://www.callisto.ro/carte/ds m-5-manual-de-diagnostic-siclasificare-statistica-atulburarilor-mintale–i7369
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj- Structuri deschise, București: Editura Trei.
Dekaban, A.S. & Sadowsky, D. (1978). Changes in brain weights during the span of human life: Relation of brain weights to body heights and body weights. Neurology, vol 4, issue 4;
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Futagi, Y., Toribe, Y., & Suzuki, Y. (2012). The grasp reflex and moro reflex in infants: hierarchy of primitive reflex responses. International journal of pediatrics, 2012, 191562. https://doi.org/10.1155/2012/191562
Harris, S.R., Mickelson, E.C.R., & Zwicker, J.G. (2015). Diagnosis and management of developmental coordination disorder, CMAJ, DOI:10.1503/cmaj.1409;
Iossifova, R. (2014). Language comprehension impairments, presentation held during the training course organized within the framework of the ERASMUS+ Project „Bridges for ideas and practices”, Bulgaria, 22-31 august, 2014.
Iverson J. M. (2010). Developing language in a developing body: the relationship between motor development and language development. Journal of child language, 37(2), 229–261. https://doi.org/10.1017/S0305000909990432
Kirby, A., & Sugden, D.A. (2007). Children with developmental coordination disorders, Journal of the Royal Society of Medicine, Volume 100:182–186;
Leonard H.C. & Hill E.L. (2014). The impact of motor development on typical and atypical social cognition and language: A systematic review. Child & Adolescent Mental Health, John Wiley & Sons Ltd., DOI: 10.1111/camh.12055;
Leonard, L.B. (2014). Children with Specific Language Impairment and their Contribution To the Study of Language Development, Journal of Child Language July; 41(0 1): 38–47. doi:10.1017/S0305000914000130;
Libertus, K. & Violi, D.A. (2016). Sit to Talk: Relation between Motor Skills and Language Development in Infancy. Frontiers in psychology, doi: 10.3389/fpsyg.2016.00475;
Tau, G.Z. & Peterson, B.S. (2010). Normal Development of Brain Circuits. Neuropsychopharmacology Reviews 35, 147–168 & 2010 Nature Publishing Group.
Trifu, R. (2020). Tulburarea de dezvoltare a coordonării – de la terminologie la diagnostic și intervenție. Implicații logopedice. Revista Română de Terapia Tulburărilor de Limbaj și Comunicare-RRTTLC, Vol VI/2, DOI: 10.26744/rrttlc.2020.6.2.10.
Webb, W. G., Adler, R. K. (2008). Neurology for the Speech-Language Pathologist, Missouri: Mosby Elsevier.
WHO. (2016). ICD-10 Clasificarea tulburărilor mentale și de comportament descrieri clinice și îndreptare diagnostice (L. Mircea, T. Radu, P. Răzvan, D. Mircea, I. Monica, N. Ovidiu, A. Carmen, L. Mircea, T. Radu, P. Răzvan, D. Mircea, I. Monica, N. Ovidiu, & A. Carmen (Eds.)). Editura Trei EX – 558 p.

Intervenţii interdisciplinare pentru dezvoltarea limbajului verbal la copiii cu dizabilităţi intelectuale

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Intervenţii interdisciplinare pentru dezvoltarea limbajului verbal la copiii cu dizabilităţi intelectuale

Interdisciplinary interventions for developing verbal language in children with intellectual disabilities

Oana PREDA
Abstract

This study offers an interdisciplinary approach to the development of verbal language and of learning strategies in the case of children with intellectual disabilities, especially Down syndrome and Williams syndrome. Based on the socio-constructivist theory, on differential pedagogy and on the mediated learning model, it was concluded that effective language development relies on early intervention stimulations, employing cognitive methods and personalized educational programs.

Keywords: intellectual disabilities, verbal language, early intervention, early stimulation, cognitive education

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DOI: 10.26744/rrttlc.2022.8.1.04
Published on line: 03/31/2022

Reference
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Guidetti, M., Tourrette, C. (1999). Handicaps et développement psychologique de l’enfant. Paris, Armand Colin.
Hathazi, A., Roşan, A. (2015). Sindromul Down. În : A. Roşan (coord.). Psihpedagogie specială. Modele de evaluare şi intervenţie. Iaşi: Polirom: 322-339.
Miller, J. (1987). Language and communication characteristics of children with Down syndrome, în: S. Peuschel, C. Tingey, J. Rynders, A. Crocker & D. Crutcher eds.), New perspectives on Down syndrome, Baltimore, Brookes, p. 233-262.
Nader-Grosbois, N. (2006). Le développement cognitif et communicatif du jeune enfant. Bruxelles, De Boeck.
Paour, J.-L. (1991). Une conception intégrative de retard mental. Revue du C.E.R.F.O.P., 6, p. 45-70
Preda, V.R. (2004). Achiziţia, stimularea şi dezvoltarea limbajului la copiii cu sindrom Down. Societate şi Handicap, vol. VII, 2, p. 60-69.
***Programa activităţilor de educaţie senzorială şi cognitivă (2008). Bucureşti, Ministerul Educaţiei, Cercetării şi Tineretului.
Rondal, J.A. (1999). Retards mentaux, în: J.A. Rondal et X. Seron (sous la direction), Troubles du langage. Bases théoretiques, diagnostic et rééducation, Liège, Mardaga : 589-639.
Rondal, J.A. (2001). Développement et fonctionnement langagier, în: Manuel de Psychologie des handicaps. Hayen, Mardaga: 81-138.
Roşan A., Bălaş-Baconschi, C. (2015). Dizabilitatea intelectuală. În : A. Roşan (coord.). Psihpedagogie specială. Modele de evaluare şi intervenţie. Iaşi: Polirom: 99 – 133.
Rustin, L., Kuhr, A. (1992). Troubles de la parole et habilités sociales. Paris : Masson
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Rolul activ al părintelui în procesul de recuperare a copiilor cu TSA

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Rolul activ al părintelui în procesul de recuperare a copiilor cu TSA

The active role of the parent in children`s with ASD rehabilitation process

Ioana Mădălina ORIAN, Andreea Garofița BACIU
Abstract

Poor social-pragmatic communication is one of the frequent symptoms of the Autism Spectrum Disorder (ASD). The determining factors of the syncopes which occur on the communication level are the deficits in the receptive and expressive language. The role of communication and language, the intervention of the parent in the process of recovering the child, the training of the parents as well as the early intervention in the Autism Spectrum Disorder are aspects that have benefited from more attention lately. The main objective of this paper is to observe the progress made by the children with ASD, who have benefited from online education and recovery therapy from a therapist. The case study was used, through observing the evaluation reports with the help of the ABLLS-R evaluation tool, applied to five children with ASD. The expected results have taken the form of improved performance on the evaluated subscales and with improved results in the intervention applied by the parent and guided by the therapist. These findings are meant to emphasize the importance of parent involvement in the process of developing language and communication, as well as recovery in the context of ASD.

Keywords: telepractice, autism spectrum disorder, social-pragmatic communication disorders, early intervention, parents` training

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DOI: 10.26744/rrttlc.2021.7.2.05

Published on line: 31/10/2021

Reference

APA, (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5), American Psyciatric Association

Bălaș-Baconschi, C. (2015). Psihopedagogie specială. Modele de evaluare și intervenție (volum coordonat de Adrian Roșan), editura Polirom, Iași

Bodea Hațegan, C., Talaș, D.A. (2020). Ghid practic de organizare a activităților online, Presa Universitară Clujeană, Cluj-Napoca

Botezat, L. (2021). Rolul implicării parentale în procesul de intervenție logopedică, available online at  DOI:10.26744/rrttlc.2021.7.1.07

David, D. (2006), Metodologia cercetării clinice: fundamente, editura Polirom, Iaşi, pag.127-136

Elder JH, Valcante G, Yarandi H, White D, Elder TH, (2005). Evaluating in-home training for fathers of children with autism using single-subject experimentation and group analysis methods.

Filipek PA& al (2001). Practice parameter: screening and diagnosis of autism: report of the Quality Standards Subcommittee of the American Academy of Neurology and the Child Neurology Society.

Gillett, J.N., Leblanc, L., (2007). Parent-implemented Natural Language Paradigm to increase language and play in children with autism,

Helm, D. T., & Kozloff, M. A. (1986). Research on parent training: Shortcomings and remedies. Journal of Autism and Developmental Disorders, 16, 1–22.

Huerta, M., Some, L., Duncan, A., Hus, V., Lord, C. (2012). Application of DSM-5 Criteria for Autism Spectrum Disorder to Tree Samples of Children With DSM-IV Diagnoses of Pervasive Developmental Disorders. American Journal of Psychiatry 169:1056-1064

Jocelyn, L. J., Casiro, O. G., Beattie, D., Bow, J., & Kneisz, J. (1998). Treatment of children with autism: A randomized controlled trial to evaluate a caregiver-based intervention program in community day-care centers. Journal of Developmental and Behavioral Pediatrics, 19, 326–334

Lowry, L. (2020). Moving Hanen Parent Programs Online. Hanen Centre.

Lovaas, O. I., Koegel, R. L., Simmons, J. Q., & Long, L. S. (1973). Some generalization and follow-up measure on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 6, 131–166.

Makryagianni, M.K. & Reed, P. (2010). A meta-analytic review of the effectiveness of behavioural early intervention programs for children with autistic spectrum disorders. Research in Autism Spectrum Disorders, 4(4), 577–593. https://doi.org/10.1016/j.rasd.2010.01.014

Maynard, DW., McDonald, T.A., Stickle, T., (2015). Parents as a Team: Mother, Father, a Child with Autism Spectrum Disorder, and a Spinning Toy, available on-line at

Matson, L.J., Turygin N.C., Beighley J., Rieske R., Tureck, K., Matson, M.L., (2012). Applied behavior analysis in Autism Spectrum Disorders: Recent developments, strengths, and pitfalls

Matson, M.L., Mahan, S., Matson, J.L., (2009). Parent training: A review of methods for children with autism spectrum disorders,

Orțan, F. (2020). Cuvânt introductiv la Ghid practic de organizare a activităților online (autori Carolina Bodea Hațegan, Dorina Anca Talaș)

Paris, J. (2015). Ghidul DSM-5 pentru clinicianul inteligent, București, editura Trei.

Trifu, R.N., Bodea Haţegan, C., Miclea, B. (2019). Limbaj şi comunicare în contextul TSA: mituri şi evidenţe available on-line at  https://asttlr.files.wordpress.com/2019/04/11_trifu_hategan_miclea.pdf

World Health Organization, (1993). The ICD-10 Classification of Mental and Behavioural Disorders. Nonserial Publication WHO available on-line at https://doi.org/10.4103/0019

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Preachiziții în învățarea scris-cititului la copiii cu tulburări de invățare

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Preachiziții în învățarea scris-cititului la copiii cu tulburări de invățare

Basic concepts related with reading and writing development in children with learning disabilities

Ioana MATEI
Abstract

The first step in combating speech and language disorders, is checking if specific language development steps from infancy and toddlerhood have been done. Students from families with financial difficulties, that lack early childhood cognitive development, tend to be less skilled in reading or writing.
To avoid school dropout, we focused on identifying these issues when a child starts school and apply a ten week program.
This program has two components, one for teachers and the other for students. The main goal is to identify if certain early development milestones have been met, memory and atention development and phonology conscience. The program has proved it’s eficacity even during the corona virus pandemic

Keywords: learning disabilities, early intervention, reading and writing

Published on line: 31/03/2021

References:
Bălaș-Baconschi, C. (2010). Psihopedagogia copiilor cu dificultăți de învățare, suport de curs universitar de la Facultatea de Psihologie și Științe ale Educației, Cluj-Napoca: UBB.
Bodea Haţegan, C. (2016). Logopedia. Terapia tulburarilor de limbaj. Structuri deschise, Bucureșt: Editura Trei.
Bodea Haţegan, C. (2014). Abordări terapeutice ale limbajului. Perspective actuale, vol. I , Cluj-Napoca: Presa Universitară Clujeană.
Burlea G. (2007). Tulburarile limbajului scris-citit, Iași: Editura Polirom.
Burlea, G., Milici, R. C. (2008). Exerciții pentru formarea și dezvoltarea aptitudinilor de școlaritate, Iași: Editura Polirom.
Raus G., Botezatu V., Fărâmă M. (2006). Formarea comportamentului lexic şi grafic la copilul cu dificultăţi de învăţare, Iași, in Academia Edu, retrived from https://www.academia.edu/31051760/Carte_Comportamentul_Lexic_Grafic in 20.03.2021
David C., Roșan A. ( 2017). Repere diagnostice bazate pe dovezi științifice în tulburările specifice de învățare, Cluj-Napoca: , Editura Argonaut/ Limes.
Vrășmaș, E., Oprea, V. (2003). Set de instrumente, probe şi teste pentru evaluarea educaţională a copiilor cu dizabilităti, București: Editura Mar Link

Particularități ale dezvoltării abilităților morfo – semantice în contextul protezării auditive cu implant cohlear și aparat auditiv

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Particularități ale dezvoltării abilităților morfo – semantice în contextul protezării auditive cu implant cohlear și aparat auditiv

Longitudinal study regarding the frequency of speech disorders at the level of the speech therapy Nicolae Iorga office from Baia Mare

Katinka METEA
Abstract

Language disorders are one of the most common childhood disorders. Problems with oral communication are the most common signs of language disorders. Expressive language issues can be easier to identify in the early years.
The main objectives of the longitudinal study were: (1) to show a significant increase in the frequency of language and communication disorders in primary school children, (2) to underline the importance of high quality language therapy services focused on prevention and early intervention.
The study began in 2007 and ended in 2017. Children diagnosed with language and communication disorders at the beginning of each school year were included in the study.
It was hypothesized that there was a significant increase in the frequency of the language and communication disorders during the eleven years of the study, especially in expressive language disorders like dyslalia. The participants in the study were evaluated, diagnosed and received specialized speech therapy.
The main findings of the study suggest an increase in the number of the cases identified with language disorders during 2007 and 2012. Between 2012 and 2017 the number of cases started decreasing due to the language therapy services provided in preschool children focused on prevention programs. It also showed a high percentage of children diagnosed with dislalia as compared to other language disorders like rhinolalia, dyslexia and fluency disorders.
Considering the findings of the study, language and speech therapy services must provide a focus on specialized therapy programs including prevention and early intervention involving parents and also preschool and primary school teachers

Keywords: language disorders, dyslalia, speech and language therapy services, prevention, early intervention.

Published on line: 31/03/2019
References:
Bodea Hațegan, C. (2016). Logopedia – Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.
Bodea Hațegan, C., Talaș, D. (2015). Pași prin lumea sunetelor!, aplicația mobilă pentru sistemele Android, descărcabilă de la nivelul ASTTLR, www.asttlr.ro.
Gheorghe, V. (2005). Efectele televiziunii asupra minții umane, București: Editura Evanghelismos.
Gold, J. (2016). Părinte în era digitală, București: Editura Trei.
Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Editura Presa Universitară Clujeană.
Jurcău, E., Jurcău, N. (1999). Învățăm să vorbim corect, Cluj-Napoca: Editura PRINTEK.
Șerban, M., Crișan, A., Purcia V. (2017). Selecție de probe pentru examinarea logopedică complexă, CJRAE Sibiu
http://www.cmbrae.ro/2017/wp-content/uploads/Revista_logopedia_nr_1_2009.pdf

Proces complex de evaluare în contextul intervenției timpurii

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Proces complex de evaluare în contextul intervenției timpurii

Complex evaluation process in the context of early intervention

Oana-Maria ȘOMFELEAN
Abstract

This article focuses on the importance of early intervention as far as language development.
This paper proposes an approach which focuses on the importance of the early assessment of toddlers’ language skills development in order to identify possible delays or disorders.
High quality early assessment and intervention services can change a child’s developmental trajectory and improve outcomes for children, families, and communities

Keywords: speech and language development, early intervention, speech delay.
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DOI: 10.26744/rrttlc.2018.4.2.03

Published on line: 31/10/2018

References:
Bodea Hațegan, C. (2015). Tulburări de limbaj și comunicare în Roșan, A. (2015). Psihopedagogia Specială.Modele de evluare și intervenție, Cluj-Napoca: Polirom.

Canadian Association of Speech-Language Pathologists and Audiologists (CASLPA,2012).

Early Identification of Speech & Language Disorders, Ottawa, USA. Accesat în data de 15.09.2018 online la adresa
http://www.montrealfluency.com/wp-content/uploads/2012/02/Early-Identification-of-S-L-Disorders-CASLPA-Jan2013.pdf

Roșan, A. (2015). Psihopedagogie special. Modele de evaluare și intervenție, Cluj-Napoca, Editura Polirom

Shonkoff, J.P, Phillips, D.A. (2000). From Neurons to Neighborhoods. The Science of Early Chilhood Development, Washington, D.C.: National Academy Press. Accesat în data de 15.06.2018 online la adresa: https://www.nap.edu/read/9824/chapter/1#ii

The Center on the Developing Child at Harvard University .(2008). Five numbers to
remember about early childhood development. Accesat în data de 25.08.2018 online la adresa
https://pdg.grads360.org/services/PDCService.svc/GetPDCDocumentFile?fileId=16462

The National Early Childhood Technical Assistance Center .(2011). The importance of Early Intervention for infants and toddlers with Disabilities and their Families. The University of North Carolina at Chapel Hill. Accesat în data de 10.09.2018 online la adresa: https://files.eric.ed.gov/fulltext/ED522123.pdf

Tulburările specifice de învățare ale școlarului mic

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Tulburările specifice de învățare ale școlarului mic

The specific learning disabilities in preschool students

Silviana CHIȘU
Abstract

Starting from the operational psychological theories on the area of proximal development created by J. Piaget (1965) and L.S. Vîgotski (1971), I sought to change the stage of evaluation and diagnosis of specific learning disorders of elementary school students, from research activity into a research „hands-on” activity, through which evaluation and diagnosis become a complex, dynamic and a long lasting process. The finality of this process has materialized in the ease of developing and applying the compensatory and rehabilitative therapeutic approach that helps young students avoid school failure.
Due to the formative character of using the applied psychological tests, by determining the cognitive level and child’s academic skills, I have ruled out the idea of non-training students with certain predispositions for specific learning disorders.
From a psychological and pedagogical point of view, such evaluation has a particular efficiency in cognitive stimulation by orienting psychological intervention to improving students’ academic skills.
Through early evaluation and intervention, I have brought to parents’ awareness and to the school environment (teachers and students’ school peers) the students’ specific learning difficulties, things that would change wrong attitudes and bad representations towards students with specific learning disorders.

Keywords: SLI,learning difficulties, early intervention
pdf

DOI: 10.26744/rrttlc.2018.4.2.09

Published on line: 31/10/2018

References:
Bartok, E. (2017). Copilul dislexic – o responsabilitate comună. Ghid destinat cadrelor didactice și părinților copiilor cu TSI, Tipografia Osli SRL, Târgu Mureș

Bender, L (1938). A visual motor gestalt test and its clinical use, American Orthopsychiatric Association of Research Monographs, 38.
Burlea G., (2007). Tulburările limbajului scris-citit, Ed. Polirom, Iaşi

Organisation Mondiale de la Santé (1995) Classification statistique internationale des maladies et des problemes de santé connexes, 10, mise a jour, Genève.

Păunescu, C. (1984). Tulburările de limbaj la copil, Ed. Medicală, Bucureşti

Piaget, J. (1965). Psihologia inteligenței, Editura Științifică, București

Sindelar, B. (1982). Lernprobleme an der Wurzel packen. Trainingsprogramme gegen Lernstorungen. Unter Mitarb v. Rind W., Wien.

Sindelar, B. (1994). Teilleistungsschwachen, Wien, Eigenverlag.

SPSS Inc. (2013) SPSS for Windows (Version 20.0) Chicago, IL:SPSS.

Vîgotski, L.S. (1971). Opere psihologice alese, vol.I, Ed. Didactică și Pedagogică, București

Verza, E. (2003). Tratat de logopedie, Ed. Fundaţiei Humanitas, Bucureşti

Importanța terapiei limbajului în contextul dizatriei ataxice. Studiu de caz longitudinal

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Importanța terapiei limbajului în contextul dizatriei ataxice. Studiu de caz longitudinal

The importance of language therapy in the context of Ataxic Dysarthria. Longitudinal case study


Mihaela Maria TELCEAN, Anamaria-Rada BERESCHI-BENE, Cristina SIBEF
Abstract

This paper focuses on the importance of early intervention on language development in children with ataxic dysarthria, taking into account that they face various breathing, articulation, phonetic, resonance and suprasegmental difficulties. Coordination disorders, difficulties in walking, abundant salivation, low muscle tone and jerky speech are also known disorders met in ataxic dysarthria.
All these disorders have a negative impact on the quality of life of the individuals diagnosed with this condition, so early intervention is necessary.
This paper aims to bring forward an approach based on developing the suprasegmental component of communication, the abilities of immediate imitation, focused attention, establishing visual contact, developing the phono articulatory apparatus mobility using classical exercises as well as orofacial stimulation (Morales Technique and using special instruments – Sensory therapy instruments, Z-vibe – an instrument with vibrations), developing breathing, articulation, phonetic and resonance skills, developing active vocabulary, taking into account the final aim, developing a functional and efficient communication.

Keywords: Ataxic Dysarthria, Early Intervention, Glucose Transporter Type 1 Deficiency Syndrome.
pdf

DOI: 10.26744/rrttlc.2017.3.2.04

Published on line: 31/10/2017

References:

Anca, M., Bodea Haţegan, C. (coord.) (2012). Scala integrată de dezvoltare, traducere şi adaptare în limba română, Switzerland: Cochlear AG Press.

Bîlbîie, V. (2009). Dicționar: elemente de logopedie și psihologie medicală, Ediția a II-a, Iași: Qim.

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

Bodea Hațegan, C. (2012). Suport de Curs, Tehnici Speciale de Terapia Limbajului, Cluj-Napoca: Universitatea „Babeș-Bolyai”.

Dong, W., Pascual, J., De Vivo, D. (2002). Glucose Transporter Type 1 Deficiency Syndrome în Gene Reviews, https://www.ncbi.nlm.nih.gov/books/NBK1430/

Duffy, J. R (2012). Motor speech Disorders: Substrates, Differential Diagnosis and Management, Third Edition, Missouri: Elsevier.

Guțu, M. (1974). Curs de logopedie, Cluj-Napoca: Universitatea „Babeș-Bolyai”.

Frankenburg, W.K, Dodds, J.B ( 1967). DENVER- II, Denver Developmental Screening Test, adaptat în România de: Iliescu, D., Mitrofan, N. (2010), Cluj-Napoca: Editura Sinapsis.

Portnoy, R.A, Aronson, A.E (1982) . Diadochokinetic Sylabe Rate and Regularity in Normal and in Spastic and Ataxic Dysarthric Subjescts, Journal of Speech and Hearing Disorders, vol.47, 324-328.

Ziegler, W. (2002). Task Related Factors In Oral Motor Control: Speech and Oral Diadochokinesis in Dysarthria and Apraxia of Speech, Brain and Language, 80, 556- 557.

Early intervention strategies

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Direcții de intervenție timpurie în contextul dezvoltării abilităților de comunicare în sindromul Down

Early intervention strategies for developing communication abilities in Down syndrome

Mihaela Maria TELCEAN, Anamaria-Rada BENE, Cristina SANDU
Abstract

This paper focuses on the importance of early intervention as far as language development for children with Down syndrome. Children with Down syndrome have a delay in the development of communication abilities because of the sensory, perceptual, physical and cognitive issues they face and which affect their development path.
The anatomical and physiologic characteristics frequently met among children with Down syndrome are represented by differences of the muscles and facial structure, which lead to language disorders such as: hypotonia, poor lips, tongue and oral cavity coordination. The physical features of these children (tongue protusion, predominantly oral breathing, irregular dentition, ogival palate) highlight difficulties for small and precise movements of the mouth which limits tongue movements when speaking. The problems mentioned above affect the children’s intelligibility of speech for with Down syndrome in the following areas: articulation, rhythm and fluency, resonance, phonation.
This paper proposes an approach which focuses on the development of the suprasegmental aspects of speech, the development of immediate imitation abilities, the development of focused attention, establishing eye contact, the development of phonoarticulation using orofacial stimulation (the Morales technique and using special instruments – Sensory Therapy instruments, Z-vibe – an instrument with vibrations).

Keywords: speech and language development, early intervention, Down syndrome, orofacial stimulation, motor development
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DOI: 10.26744/rrttlc.2016.2.1.06

Published on line: 15/03/2016

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