Etichetă: language disorders

Direcții de prevenire a tulburărilor de limbaj la copiii preșcolari

asttlr

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
pdf

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

asttlr

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.
Vuijk, P. J., Hartman, E., & Scherder, E. J. A. (2010). Cognitive functioning in children with intellectual disabilities: A systematic review. Research in Developmental Disabilities, 31(6), 1399-1424.
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.
Wong, G. Y. (2016, November). Transmission and participative structures in the music classroom: A study of a Boomwhackers class in a Singapore institution. In Conference MPAC (Vol. 22, p. 128).
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.
Hărdălău, L. (2014). Evaluarea auzului fonematic. Jocuri si exerciții logopedice. Oradea: Primus.
Piéron, H, (1955), Metodologia psicotécnica, Buenos Aires: Kapelusz.
Rey, A. (1964). L’Examen Clinique en Psychologie. Paris: Press Universitaire de France. Gavett, BE, & Horwitz, JE (2012). Immediate list recall as a measure of short-term episodic memory: Insights from the serial position effect and item response theory. Archives of Clinical Neuropsychology, 27, 125-135

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.

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

asttlr

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

Particularități ale limbajului oral la elevii cu dizabilități intelectuale

asttlr

Particularități ale limbajului oral la elevii cu dizabilități intelectuale

Particularities of oral language in students with intellectual disabilities

Maria POP
Abstract

This article studies the particularities of spoken language in students with intellectual disabilities and the importance of a complex language assessment in order to structure a personalized intervention program for speech and language therapy. Hereby language is being evaluated in all its aspects: phonetic, phonological, morphological, semantic and syntactic.
Personalized intervention programs will be structured depending on the results obtained at the tests, the individual particularities of the children and the type and severity of intellectual disability. The personalized intervention program is the basis of speech and language therapy

Keywords: pragmatic communication disorder, Down syndrome, intellectual disability, speech and language therapy, case study
pdf

DOI: 10.26744/rrttlc.2018.4.2.06

Published on line: 31/10/2018

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

Bodea Hațegan, C. (2014). Proba de evaluare a abilităților morfologice în limba română”, Cluj-Napoca: Editura Argonaut.

Bodea Hațegan, C., Talaș, D. (2015). Aplicația „Pași prin lumea sunetelor!”

Gherguț, A. ( 2013 ).Sinteze de psihopedagogie specială. Ghid pentru concursuri și examene de obținere a gradelor didactice, Iași: Editura Polirom

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

Hărdălău, L., Drugaș, I. (2010). Logopedie prin jocuri și exerciții”, Oradea: Editura Primus.

Roșan, A. (2016). Prefață, în Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei, p. 11.

Szanto, E., Dobre, E. ( 2017 ). Cum să învăț să vorbesc. Emiterea, corectarea și exersarea sunetelor la copiii cu dizabilitate auditivă”, Cluj-Napoca: Editura Risoprint, Cluj – Napoca.

Resursă web: http://kidsopia.com/

Stima de sine la preadolescenţii cu tulburări de pronunție

asttlr

Stima de sine la preadolescenţii cu tulburări de pronunție

Self- esteem in preadolescence with pronunciation disorders

Claudia DENES (LUPULEAC)
Abstract

The purpose of this study is to determine whether dyslalic language disorders may adversely affect the self-esteem of the pre-adolescent with standard intellectual development, in comparison to their peers with a typical development of language and intellect. An instrument designed to measure the level of the self-esteem, at the level of five subdivisions: the emotional self – ES, the social self – the SS, the physical self – the PS, the school self – SS, the prospective self – PS, was applied to a number of 18 students aged 13-14. As a result of the statistical data processing it is revealed that the pre-adolescents without speech disorder obtain higher and more constant scores in all five dimensions measured by the TOULOUSE – PIERON self – esteem inventory, while the students with speech disorders, although in terms of the results, present fluctuations at both batch and individual levels.
In conclusion, the presence of the dyslalic speech disorders may affect the individual’s self-esteem and may influence the development of their entire psychic life in the future as well as their range of action in the society.

Keywords: language disorders, dyslalia, self-esteem, pre-adolescent
pdf
DOI: 10.26744/rrttlc.2018.4.1.07

Published on line: 15/03/2018

References:

Albu, E. (2002).Manifestări tipice ale devierilor de comportament la elevii preadolescenţi. Prevenire şi terapie, București: Editura Aramis.

Allport, G. (1991).Structura şi dezvoltarea personalităţii, București: Editura Didactică şi Pedagogică.

Băban, A.(2001).Consiliere educaţională- Ghid metodologic pentru orele de dirigenţie şi consiliere, Cluj-Napoca: Editura Imprimeria Ardealului Cluj.

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

Clocotici,V., Stan, A. (2001).Statistică aplicată în psihologie, Iași: Editura Polirom.

Crăciun, A. (1998).Stima de sine–vector al schimbărilor adaptative în  Anuarul Universităţii ,,Petre  Andrei”. Tom VIII – ŞtiinţeSocio-Umane, Fundaţia Academică”Petre Andrei”, Iaşi

Doron, R., Parot, F. (2006).Dicţionar de psihologie, București: Editura Humanitas.

Jerome, A.C., Fujiki, M., Brinton, B., James, S.L. ( 2002). Self-esteem in children with specific language impairment, Journal of Speech, Language and Hearing Research, 2002 Aug;45(4):700-14. PMID: 12199400

Ungureanu, D. (1998).Compendiu logopedic şcolar, Timișoara: Editura Eurostampa.

Verza, E. (2003).Tratat de logopedie,București: Editura Fundaţiei Humanitas.

Wadman, R., Durkin, K., Conti-Ramsden, G. (2008). Self-esteem, shyness, and sociability in adolescents with specific language impairment (SLI), Journal of Speech, Language and Hearing Research, 2008 Aug;51(4):938-52. doi: 10.1044/1092-4388(2008/069). PMID:18658063