Etichetă: language development

Program de intervenție logopedică pentru dezvoltarea limbajului la preșcolarii din grupa mare

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Program de intervenție logopedică pentru dezvoltarea limbajului la preșcolarii din grupa mare

Speech therapy intervention program for language development in preschoolers

Iulia-Maria PAȘCALĂU (SICOE)
Abstract

TThis paper aims to identify the developmental characteristics of language in preschool children, capturing the impact of the speech therapy program on language development, and utilizing the principles of the TALK program in speech therapy intervention. The study sample consisted of 22 preschoolers, aged between 5-6 years, from a kindergarten in Cluj-Napoca. After dividing the participants into two groups, control and experimental, the evaluation was performed using three assessment tools: the Curriculum TALK, Portage (Language subscale), and the Logopedic Album. A speech therapy intervention program was implemented for the experimental group, followed by a final evaluation conducted using the same assessment tools.
After collecting the results from pre and post-tests, all data were centralized in an SPSS database for processing. Thus, by using the paired samples t-test (hypothesis 1), the independent samples t-test (hypothesis 2), and Pearson’s bivariate correlation (hypothesis 3), it was found that all research hypotheses were confirmed.

Keywords: developmental characteristics in preschool children, language development, speech therapy
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DOI: 10.26744/rrttlc.2023.9.2.04
Published on line: 10/30/2023
References
Anca, M. (2009). Tehnici specifice de terapia limbajului, suport de curs, Catedra de psihopedagogie specială, Cluj-Napoca: UBB
Biber, D. (2013). Dysphagia in the early childhood and children with feeding disorders in clinical practice. Assesment and management of feeding problems in preterns and young babies, prezentare susținută cu ocazia cursului de formare organizat în cadrul Proiectului Program Erasmus „Let me be one of you „.
Bodea-Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare. Cluj-Napoca: Presa Universitară Clujeană.
Bodea-Hațegan, C. (2016). Logopedia: terapia tulburărilor de limbaj: structuri deschise. București: Editura Trei.
Coşeriu, E. (1999). Introducere în lingvistică. Cluj – Napoca: Editura Echinocţiu.
Glauber, A. (2010). Dezvoltarea limbajului la școlarul mic. Drobeta-Turnu Severin: Ștef.
Oprea, V., Nițu, E., Chiriacescu, D., & Lungu Petruța, E. (2003). Set de instrumente, probe şl teste pentru evaluarea educaţională a copiilor cu dizabilităti. București: MarLink.
https://words.eminus.pl/ – Proba Curriculum TALK

Acknowledgement. Lucrarea a fost elaborată în cadrul masteratului de Terapia Limbajului și Audiologie Educațională, Departamentul de Psihopedagogie specială, Universitatea Babeș-Bolyai, Cluj-Napoca, sub coordonarea Conf. Univ. Dr. Bodea-Hațegan Carolina.

Direcții de prevenire a tulburărilor de limbaj la copiii preșcolari

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Direcții de prevenire a tulburărilor de limbaj la copiii preșcolari

Directions for the prevention of language disorders in preschool children

Teodora POPUȚA
Abstract

This research paper aims to address the vital topic of preventing language disorders in preschool children. The primary focus is to investigate the effectiveness of an intervention program designed to enhance language and perceptual-auditory skills in this age group. Language disorders are a common concern among preschoolers, with various risk factors, including genetic predispositions, limited exposure to language-rich environments, and underlying medical conditions. Of utmost importance is early diagnosis and intervention, as these play a crucial role in facilitating a child’s language development.

Keywords: language disorders, preschool children, intervention program, language development, early intervention, developmental language disorder
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DOI:10.26744/rrttlc.2023.9.2.09
Published on line: 03/31/2023
References

Dezvoltarea abilităților de citire cu ajutorul instrumentelor Boomwhackers în contextul dizabilității asociate

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Dezvoltarea abilităților de citire cu ajutorul instrumentelor Boomwhackers în contextul dizabilității asociate

Enhancing Reading Skills with Boomwhackers Instruments in the Context of Associated Disabilities

Janka Eszter VERES
Abstract

This research paper aims to address the vital topic of preventing language disorders in preschool children. The primary focus is to investigate the effectiveness of an intervention program designed to enhance language and perceptual-auditory skills in this age group. Language disorders are a common concern among preschoolers, with various risk factors, including genetic predispositions, limited exposure to language-rich environments, and underlying medical conditions. Of utmost importance is early diagnosis and intervention, as these play a crucial role in facilitating a child’s language development.

Keywords: language disorders, preschool children, intervention program, language development, early intervention, developmental language disorder
pdf

DOI:10.26744/rrttlc.2023.9.2.10
Published on line: 10/30/2023
References
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.
Cawthon, S. W. (2010). Principles and practices of literacy instruction for students who are deaf/hard of hearing in general education classrooms. Journal of deaf studies and deaf education, 15(3), 257-277.
Cser K., Faragó Gy., Faragó I., Gerdesics J., Horváth Bors E., Komlósi T., … Vecsei L. E. (2012). Terápiák, fejlesztő foglalkozások. Zeneterápia. Mosonmagyaróvár: Monocopy.
Fisher, A. V. (2019). Selective sustained attention: A developmental foundation for cognition. Current opinion in psychology, 29, 248-253.
Geers, A. E. (2003). Predictors of reading skill development in children with early cochlear implantation. Ear and hearing, 24(1 Suppl), 59-68.
Henry, L.A. (2001). The development of working memory in children with Down syndrome. Journal of Experimental Child Psychology, 80(2), 271-290.
Iancu, C. (2015). Dezvoltarea fluenței citirii în clasa I. Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare, 1(1), 70-74.
Jonides, J., Lewis, R. L., Nee, D. E., Lustig, C. A., Berman, M. G., & Moore, K. S. (2008). The mind and brain of short-term memory. Annu. Rev. Psychol., 59, 193-224.
Kail, R.V., & Hall, L.K. (2001). Distinguishing short-term memory from working memory. Memory & Cognition, 29(1), 1.
Karres M. (1981). Az intenzív zenei nevelés hatása a gyermek személyiségének fejlődésére. Doktori értekezés. Szeged: Szegedi Tudományegyetem.
Lederberg, A. R., & Spencer, P. E. (2009). Word recognition skills in deaf preschoolers enrolled in oral or signing preschool programs. Journal of deaf studies and deaf education, 15(2), 115-135.
Levitin, D. J. (2006). This Is Your Brain on Music: The Science of a Human Obsession. New York: Dutton.
Magee, W. L., & Davidson, J. W. (2002). The effect of music therapy on mood states in neurological patients: a pilot study. Journal of music therapy, 39(1), 20-29.
Roşan, A. (2015). Psihopedagogie specială-Modele de evaluare şi intervenţie. Iaşi: Polirom.
Ruiz, M. J. (2014). Boomwhackers and end-pipe corrections. The Physics Teacher, 52(2), 73-75.
Stoppard, M., Angster, M., Good, M., & Murray, D. (1997). Mit tud a gyerek?: játékos képességvizsgálatok, Budapest: Park.
Tóth-Bakos A. (2022). Zeneoktatás és zeneterápia. SZÓ–KÉP–RITMUS, Nagykőrös: Károli Gáspár Református Egyetem Pedagógiai Kar.
Van der Molen, M. J. W., Van Luit, J. E. H., & Jongmans, M. J. (2007). Working memory in children with mild intellectual disabilities. Journal of Intellectual Disability Research, 51(10), 732-747.
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Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. In The Role of Fluency in Reading Competence, Assessment, and instruction (pp. 211-238). Routledge.
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Scale și instrumente de măsurare
Anca, M., & Bodea Hațegan, C. (2012). Scala integrată de dezvoltare, traducere și adaptare în limba română.
Bodea-Haţegan, C., Talaş, D. A., & Trifu, R. N. (2022). Probă de evaluare şi antrenare a fluenţei în citire – PEAFC : mapa de evaluare, manual tehnic. Cluj-Napoca: Editura ASTTLR.
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Acknowledgement: Lucrarea a fost elaborată în cadrul masteratului de Terapia Limbajului și Audiologie Educațională, Departamentul de Psihopedagogie specială, Universitatea Babeș-Bolyai, Cluj-Napoca, sub coordonarea Conf. Univ. Dr. Bodea-Hațegan Carolina.

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
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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.
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Dezvoltarea limbajului expresiv în contextual TSA- Studiu de caz

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Dezvoltarea limbajului expresiv în contextual TSA – Studiu de caz

Expressive language development in ASD context- Case Study

Valentina-Georgica POPONETE
Abstract This paper aims to highlight a way of approach for a child with ASD in the field of speech therapy alone, despite the unfavorable forecast (prognosis). The structure of the paper consists of two main parts: a theoretical one regarding the diagnosis and its involvement in the field of language development, and in the second part will be presented a case study carried out over a period of 6 months and with possible future opportunities progress. It is well known that most children with ADS have major language deficiencies coupled with their lack of social skills which worsens (accentuates) the course of further development and, therefore, early intervention can substantially reduce their disabilities. But, in this case study, it is presented a thirteen-year-old boy with ADS and its total absence (lack) of expressive language although the receptive language is at a pretty good level. The main goal of the program was to develop, somehow, (at first hand) first of all, a phonological basis in order to establish a pragmatic (functional) verbal communication. It is known that children with ADS are quite difficult to engage in activities that require focused attention and proper response to multiple requests and what was really remarkable and quite unusual, in the same time, is his full cooperation that led to significant results that will help him in the future.

Keywords: Autism Spectrum Disorder (ASD), language development, intervention, expressive language disorder

DOI: 10.26744/rrttlc.2021.7.2.08

Published on line: 31/10/2021

References

Jordan, R., (1995). Understanding and teaching children with autism, John Wiley & Son, New York.

Muraru-Cernomazu, O., (2005). Aspecte generale ale patologiei autiste, Editura Universității din Suceava, Suceava.

Muresan, C., (2004). Autismul infantil, Presa Universitara Clujeana, Cluj Napoca.

Sterponi, L., de Kirby, K., & Shankey, J. (2015). Rethinking language in autism. Autism : the international journal of research and practice, 19(5), 517–526. https://doi.org/10.1177/1362361314537125 Friedman, L., & Sterling, A. (2019). A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder. Seminars in speech and language, 40(4), 291–304. https://doi.org/10.1055/s-0039-1692964

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

Particularities of the development of morph-semantic abilities in the context of cochlear implant and hearing aid

Roxana-Loredana PINTEA
Abstract

In this paper we will study the level of development of morpho – semantic abilities of students with hearing disability, with cochlear implant and hearing aid. The samples chosen for the research consists of 6 students with hearing disability, 4th grade students from the Special High School for Hearing Impaired Cluj-Napoca, three students with cochlear implanted and three other students with hearing aids. To evaluate the morphological abilities I used Morphological Skills Assessment Test in Romanian Language (Haţegan C. B., 2014), and for the assessment of semantic abilities we used the Peabody Vocabulary Test (Dunn & Dunn, 1981). After the evaluations, the results were processed in order to identify the differences between the two groups of students, the cochlear implant pupils and the hearing aid students, the morphological and semantic abilities.

Keywords: hearing impairments, language development, vocabulary test, cochlear implants, morphological abilities
pdf

DOI: 10.26744/rrttlc.2018.4.2.08

Published on line: 31/10/2018

References:
Anca, M. (2001). Psihologia deficienților de auz. Cluj-Napoca: Presa Universitară Clujeană.

Bodea Hațegan, C. (2014). Proba de evaluare a abilităților morfologice în limba română aplicații psiholingvistice. Cluj – Napoca: Argonaut Ex – 1 CD-ROM.

Bodea Hațegan, C. (2015). Dizabilitățile auditive. In A. Roșan, Psihopedagogie Specială: modele de evaluare și intervenție (pp. 124 -148). Iași: Polirom.

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Hațegan, C. (2011). Abordări structuralist – integrate în terapia tulburărilor de limbaj și comunicare. Cluj – Napoca: Presa Universitară Clujeană.

Fluența verbală (semantică și fonemică)

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Fluența verbală (semantică și fonemică)

Verbal fluency – semantic and phonemic

Carolina BODEA-HAȚEGAN
Abstract

This article defines verbal fluency, with both its ways: semantic verbal fluency and phonemic verbal fluency trying to answer to the fallowing question „Is Verbal fluency and indicator for linguistic or a cognitive development?”. In order to answer this question this article mentions lots of researches regarding all the area in which verbal fluency tests are used. Among these areas we can mention: linguistic area, neuropsychological area, psychiatric area. The practical aspect regrading verbal fluency is ensured through the proposed assessment and training tasks both for semantic and phonemic verbal fluency. The way Romanian psychological tests compress verbal fluency is another aspect approached in this article, in order to ensure for the reader, the possibility to have a global image about verbal fluency and its concert materializations.

Keywords: verbal fluency, semantic verbal fluency, phonemic verbal fluency, executive functioning, language development.
pdf

DOI: 10.26744/rrttlc.2018.4.2.10

Published on line: 31/10/2018

References:
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Trifu, R., Nemeș, B., Bodea-Hațegan, C., Cozman, D. (2017). Linguistic Indicators of Language in Major Depressive Disorder (Mdd). An Evidence Based Research, Journal of Evidence-Based Psychotherapies, vol 17., No. 1, March 2017,105-128.

Trifu, R., Mera,D., Hambrich, M., Cozman, D – Verbal fluency, clustering and switching in persons with depression as indicators for cognitive impairments. Romanian Journal 0f Psychiatry, 2015. Vol. 17. Issue 4, p. 112-119.

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https://www.cognitrom.ro/produs/evaluare-neuropsihologica-copii/)