Etichetă: speech and language therapy

Erori de producere a cuvintelor în context afazic

asttlr

Erori de producere a cuvintelor în context afazic

Patterns and errors of word production in aphasic contexts

Eliza DARIE (MORARU)
Abstract

This article is part of the paper „Patterns and errors of word production in aphasic contexts”.
To begin with, generalities about aphasia and a cognitive neuropsychology model of spoken word production are presented, which addresses four stages involved in word retrieval: semantic system, phonological output lexicon, phonological set, and articulatory programming, and finally speech.
Also, as a theoretical aspect, the three types of word utterance errors are presented: the imaginability, frequency, and length effects. The theoretical aspects are then exemplified in a case study.
The aim of the research was to identify from a neurocognitive point of view in which domain the disorder is located, and which pattern of word production errors can be identified, in order to intervene specifically in language recovery, proposing an intervention plan.
Among the conclusions, it can be mentioned that although aphasic symptomatology is well known, the approach from the proposed perspective created specific opportunities for recovery.

Keywords: aphasia, pattern errors, aphasia intervention

pdf

DOI:10.26744/rrttlc.2023.9.2.02
References
Aphasia. (2023, 4 2). Preluat de pe National Institute on Deafness and Other Comunication Disorders: https://www.nidcd.nih.gov/health/aphasia
Kreindler, A., & Fradis, A. (1970). Afazia. București: Editura Academiei Republicii Socialiste Romania. Preluat de pe https://digitalcommons.rockefeller.edu/jason-brown-library/82
Lumpan, C. A. (2017). Dislexia – suport de curs. Asociația logopezilor din România.
Scala de evaluare cuantificată orientativă a tulburărilor de limbaj. (2023, 5 23). Preluat de pe www.studocu.com: https://www.studocu.com/ro/document/universitatea-petre-andrei-din-iasi/istoria-psihologiei/scala-de-functionare/25166803
What is aphasia? (2023, 4 2). Preluat de pe Association Internationale Aphasie: https://www.afasie.nl/aphasia/pdf/3/brochure1.pdf
Whitworth, A., Webster, J., & Howard, D. (2014). A Cognitive Neuropsychological Approach to Assessment and Intervention in Aphasia. London and New York: Psychology press Taylor & Francis Group.
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 abilitarea lingvistică și resursele de reziliență din cadrul sistemului familial la copiii cu implant cohlear

asttlr

Relația dintre abilitarea lingvistică și resursele de reziliență din cadrul sistemului familial la copiii cu implant cohlear

The relation between the linguistic developmental level and the resilience resources within the familial system in children with cochlear implants

Carmela Lavinia IRIMEȘ, Carmen COSTEA-BĂRLUȚIU
Abstract

The training of the ability to develop and use language represents a big challenge in the rehabilitation process of children with cochlear implants. Listening and the practice of hearing represents an important part of the process, while the steps in the process of language acquisition and development need to be carefully planned, in an individualized manner. The role of the parents is central in the speech therapy of young children with cochlear implants. Families experience a high degree of distress and burden, but many of them become stronger and more resilient following the process of rehabilitation of language. The current article discusses several important aspects in the rehabilitation process of young children with cochlear implants and emphasizes the role of the family involvement, as a resource for the child and the speech therapist. A single longitudinal case study is detailed, as a model of the speech therapy in the case of a child with hearing impairment, following cochlear implant. A model of collaborative approach with the family is presented and the intertwining of the child’s progress and family adjustment in the process is discussed.

Keywords: hearing impairment, cochlear implantation, speech therapy, family coping and resilience

"/pdf
DOI: 10.26744/rrttlc.2022.8.2.04

References
Ahlert, I.A., Greeff, A.P. (2012). Resilience factors associated with adaptation in families with deaf and hard of hearing children. American Annals of the Deaf, 157(4):391-404.
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise. București: Editura Trei
Peñaranda A, Suárez RM, Niño NM, Aparicio ML, García JM, Barón C. (2011). Parents’ narratives on cochlear implantation: reconstructing the experience of having a child with cochlear implant. Cochlear Implants Int.; 12(3), 147-156.
Batliner, G. (2019). Joaca de-a vorbirea cu copiii hipoacuzici. București: Martin Media Group
Cochlear, (2005). Listen Learn and Talk. Another cochlear innovation, disponibil la Manual Cover (sitecorecontenthub.cloud)
Epstein, N. B., Baldwin, L. M., Bishop, D. S. (1983). The McMaster family assessment device. Journal of Marital and Family Therapy. 9, (2), 171-180.
Feher-Prout, T. (1996). Stress and coping in families with deaf children, Journal of deaf studies and deaf education, 1(3), 155-165
Gherguț, A. (2013). Sinteze de psihopedagogie specială. Ghid pentru concursuri și examene de obținere a gradelor didactice. Iași: Editura Polirom
Hall, M. L., Hall, W. C., & Caselli, N. K. (2019). Deaf children need language, not (just) speech. First Language, 39(4), 367–395. https://doi.org/10.1177/0142723719834102
Hart B., Risley T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing.
Hawkins, J. E. (2022). „Human ear”. Encyclopedia Britannica, https://www.britannica.com/science/ear. Accessed 3 October 2022.
Henry, C.S., Sheffield Morris, A., Harrist, A.W. (2015). Family Resilience: Moving into the Third Wave, Family Relations, 64, 22-43;
Kreindler, A. (1977). Agnozii și apraxii, Ed. Academiei Republicii Socialiste România
Ling, D. (2011). Chit Chat. Ling Sounds, Cochlear Europe Ltd., cochlear.com
McCubbin, H.I., McCubbin, M.A., Patterson, J.M., Cauble, A.E., Wilson, L.R. & Warwick, W. (1983). CHIP-Coping Health Inventory for Parents: An Assessment of Parental Coping Patterns in the Care of the Chronically Ill Child. Journal of Marriage and the Family, 45(2), 359-370.
Medel (2018). About Hearing and Telling. Special Report Basic Information on Hearing,, MED-EL Innsbruck
Nikolopoulos, T.P., Lloyd, H., Archbold, S., O’Donoghue, G.M. (2001). Pediatric cochlear implantation: the parents’ perspective, Archives of Otolaryngology – Head & Neck Surgery, 127(4), 363-367
Walsh, F. (2006). Strenghthening Family Resilience. 2nd ed., New York: The Guilford Press
Ștefănescu, C. (2018) Formarea competențelor de comunicare la copiii cu implant cohlear, Workshop, Sibiu, Asociația “Ascultă Viața”
Stinnett, N., & De Frain, J. (1985). Secrets of Strong Families. Boston, MA: Little Brown.
Tipuri de hipoacuzie (medel.com)
Asociația persoanelor cu deficiențe de auz „darul sunetului” – darul sunetului
Auziți acum. Și pentru totdeauna. (cochlear.com)
***human ear | Structure, Function, & Parts | Britannica

Afazia în contextul multilingv: Abordare din perspectivă psiholingvistică

asttlr

Afazia în contextul multilingv: Abordare din perspectivă psiholingvistică

Aphasia in multilingual context-a psycholingusitic approach

Mălina ȘOGOR
Abstract

To begin with, the first sign depicted on people with aphasia is a language disorder, acquired after a damage to the central nervous. The existing studies in this area explain the roots of aphasia throughout a medical and phonological perspective, while the psycholinguistic approach is considerably more narrowed.
Taking into consideration the increasing number of people who are speaking more than one language and who are at risk of developing a medical condition that can lead to aphasia and other associated communication deficiencies, it is critical for speech-language pathologists to assess the situation from different angles, particularly to incorporate medical, linguistic and psycholinguistic viewpoints.
The aim of this article is emphasizing the main approaches which are being addressed in explanation of language production and understanding how bilingual persons are affected by aphasia, whereas a complex and multilingual approach is crucial to be taken into consideration during the intervention.

Keywords: communication, speech and language therapy, multiple disabilities, reflection journal, individualised approaches

 

References
Bodea Hațegan, C. B. (2016). Afazia. Delimitări simptomatologice, direcții de evaluare și intervenție. În C. B. Hațegan, Logopedia: Terapia tulburărilor de limbaj. Structuri deschise (pg. 370-472). București: Editura Trei.
Ansaldoa, A. I., Marcottea, K., Schererc, L., & Raboyeaua, G. (2008). Language therapy and bilingual aphasia: Clinical implications of psycholinguistic and neuroimaging research. Journal of Neurolinguistics, 539-557.
Baker, E., Croot, K., McLeod, S., & Paul, R. (2001). Psycholinguistic Models of Speech Development and Their Application to Clinical Practice. Journal of Speech, Language, and Hearing Research, 685-702.
Lorenzen, B., & Murray, L. L. (2008). Bilingual Aphasia: A Theoretical and Clinical Review. American Journal of Speech-Language Pathology, 299-317.
Fabbro, F. (2001). The Bilingual Brain: Bilingual Aphasia. Brain and Language, 201-210.
Kay, J., Lesser, R., & Coltheart, M. (1996). Psycholinguistic assessments of language processing in aphasia (PALPA): An introduction. Aphasiology, 159-215.
Hallowell, B. (2022). Aphasia and other acquired neurogenic language disorders : a guide for clinical excellence. San Diego: Plural Publishing.
Hayden, S. (2022). Using the System approach for Aphasia: An introduction for Speech and Language Therapists. New York: Routledge.
Edwards, S. (2005). Fluent Aphasia. Edinburgh: Cambridge University Press.
Bemania, Z., Moayedfarb, S., & Ghasisin, L. (2021). Psycholinguistic variables influencing word retrieval in Persian-speaking people with aphasia. Aphasiology, 1-15.
Peñaloza, C., Martin, N., Laine, M., & Rodríguez-Fornells, A. (2022). Language learning in aphasia: A narrative review and critical analysis of the literature with implications for language therapy. Neuroscience & Biobehavioral Reviews.

Specificul activităților de terapia limbajului și a comunicării în contextul dizabilității multiple: strategii și resurse personalizate

asttlr

Specificul activităților de terapia limbajului și a comunicării în contextul dizabilității multiple: strategii și resurse personalizate

The SLT specificity in multiple disabilities: personalized strategies and resources

Ioana ȘERBAN, Andreea HATHAZI
Abstract

Students with multiple disabilities may present many challenges regarding their development in areas such as cognition, language and communication, social interaction, emotional abilities, literacy, or behaviour. The speech and language therapist is a member of the multidisciplinary team which assesses, plans, and implements specific intervention programs for children with multiple disabilities. Most of these children are strongly dependent on their parents, teachers, or therapists for every activity they carry out through the day. Depending on their communication behaviour or patterns with a certain partner, children with multiple disabilities require individualized and/or personalized programmes of communication which may include specific strategies. This paper will present the differences between individualised and personalized approaches and will propose a reflective-based tool for assessment and intervention centred on developing communication abilities for children with multiple disabilities.

Keywords: communication, speech and language therapy, multiple disabilities, reflection journal, individualised approaches

 

Published on line: 03/31/2022

Reference
Bruce, S.M, Janssen, M.J., & Bashinski, S.M. (2016). Individualizing and Personalizing Communication and Literacy Instruction for Children who are Deafblind. Journal of Deafblind Studies on Communication. 2:73-87.
Desch LW, & Gaebler-Spira, D. (2008). Council on Children with Disabilities. Prescribing assistive-technology systems: focus on children with impaired communication. Pediatrics.121(6):1271–1280
Düzkantar, A., Öğülmüş, K., Altın, D., & Görgün, B. (2020). Review of International Studies on Multiple Disabilities, Sakarya University Journal of Education, 10(3), 532-559. doi: https://doi.org/10.19126/suje.670873.
Fogel, A. (1993). Developing through relationships. Origins of communication, self, and culture. Chicago: The University of Chicago Press.
Grove, N., Bunning, K., Porter, J., & Olsson, C. (1999). See What I Mean: Interpreting the Meaning of Communication by People with Severe and Profound Intellectual Disabilities. Journal of Applied Research in Intellectual Disabilities, 12(3): 190-203.
Hathazi, A. (2015). Dizabilitățile multiple. În A.Roșan (coord.), Psihopedagogie specială. Modele de evaluare și intervenție, (187-211). Iași: Polirom.
Hostyn, I., & Maes, B. (2009). Interaction between persons with profound intellectual and multiple disabilities and their partners: A literature review. Journal of Intellectual & Developmental Disability, 34(4), 296–312.
Houtrow, A., & Murphy, N. (2019); AAP COUNCIL ON CHILDREN WITH DISABILITIES. Prescribing Physical, Occupational, and Speech Therapy Services for Children with Disabilities. Pediatrics. 143(4): e20190285.
Janney, R. E. & Snell, M. E. (2011). Designing and implementing instruction of inclusive classes. In M. E. Snell and F. Brown (Eds.). Instruction of students with severe disabilities. 7th Edition. ( 224-256). Upper Saddle River, NJ: Pearson Education, Inc.
Kucirkova, N., Messer, D., & Whitelock, D. (2010). Shared personalised books: A practical solution to the challenges posed by home book reading interventions. Literacy Information and Computer Education Journal, 1(3), 186-19.
Martens, M. A. W., Janssen, M. J., Ruijssenaars, W. A. J. J. M., Huisman, M. & Riksen- Walraven, J. M. (2014). Intervening on affective involvement and expression of emotions in an adult with congenital deafblindness. Communication Disorders Quarterly, 36, 12- 20.
Miles, B. (2005). Literacy for persons who are deaf-blind. https://nationaldb.org/library/page/1935.
Miles, B. & Riggio. M. (Eds.). (1999). Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind, Watertown, MA: Perkins School for the Blind.
Nelson, C., van Dijk, J., McDonnell, A. P., & Thompson, K. (2002). A framework for understanding children with severe multiple disabilities. The van Dijk approach to assessment. Research & Practice for Persons with Severe Disabilities, 37 (2), 97-111.
Ostrosky, M.M., Donegan, M.M., & Fowler, S.A. (1998). Facilitating transitions across home, community, work, and school. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (437-470). Baltimore: Paul H. Brookes.
Rensfeldt Flink, A., Åsberg Johnels, J., Broberg, M. & Thunberg, G. (2020): Examining perceptions of a communication course for parents of children with profound intellectual and multiple disabilities, International Journal of Developmental Disabilities, DOI: 10.1080/20473869.2020.1721160
Roche, L.; Sigafoos, J.; Lancioni, G. E.; O’Reilly, M. F.; Green, V. A. (2015). Microswitch Technology for Enabling Self-Determined Responding in Children with Profound and Multiple Disabilities: A Systematic Review. Augmentative and Alternative Communication, 1–13. doi:10.3109/07434618.2015.1024888
Roche, L. (2017). Evaluating and Enhancing Communication Skills in Four Adolescents with Profound and Multiple Disabilities. Doctoral Thesis. Victoria University of Wellington.
Romski, M., Sevcik, R.A., Adamson, L.B., Smith, A., Cheslock, M., & Bakeman, R. (2011). Parent Perceptions of the Language Development of Toddlers with Developmental Delays Before and After Participation in Parent-Coached Language Interventions. American Journal of Speech-Language Pathology, 20, 111–118.
Ruppar, A. L., Gaffney, J. S., & Dymond, S. K. (2015). Influences on teachers’ decisions about literacy for secondary students with severe disabilities. Exceptional Children, 81(2), 209-226.
Van Keer, I., Colla, S., Van Leeuwen, K., Vlaskamp, C., Ceulemans, E., Hoppenbrouwers, K., Desoete, A., & Maes, B. (2017). Exploring parental behavior and child interactive engagement: A study on children with a significant cognitive and motor developmental delay. Research in Developmental Disabilities, 64, 131–142.
Warren, S., Brady, N. (2007). The role of maternal responsivity in the development of children with intellectual disabilities. Mental Retardation and Developmental Disabilities Research Reviews 13(4):330-338.
Wilder J, Granlund M. (2003). Behaviour style and interaction between seven children with multiple disabilities and their caregivers. Child Care Health Dev. 29:559–67.
Wilder, J. (2014). Communication with children and adolescents with multiple disabilities: A systematic review. Kalmar: Nationellt Kompetenscentrum Anhoeriga (NKA).
*** American Speech Language Hearing Association. (2016) – ASHA practice policy: scope of practice in speech-language pathology.

Specificul dezvoltării abilităților de comunicare pragmatică în contextul dizabilității intelectuale

asttlr

Specificul dezvoltării abilităților de comunicare pragmatică în contextul dizabilității intelectuale

The specific of the development of pragmatic communication skills in the context of intellectual disability

Nona BĂDESCU-FETCHE
Abstract

This article presents a case study regarding Down syndrome and the difficulties that appear due to pragmatic communication disorder in the day to day life of persons with Down syndrome. Having difficulties in the area of pragmatic communication suggests the lack of functional communication, with impact on an individuals social life, human interractions, establishing and maintaining significant relationships, along with having difficulties in understanding speech, waiting for one`s turn, listening, starting, maintaining or ending a conversation.
Through specific speech therapy interventions, we can see in this case study how pragmatic communication can be trained by focusing on communication skills, articulation and pronuntiation exercises, with significant impact on the individuals self-esteem issues and the diminuation of dezadaptative behaviours characteristic to Down Syndrom

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

DOI: 10.26744/rrttlc.2018.4.2.05

Published on line: 31/10/2018

References:
Anca, M. (2003). Metode și tehnici de evaluare a copiilor cu cerințe educaționale speciale, Cluj-Napoca: Editura Presa Universitară Clujeană.

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

Bodea-Hațegan, C., Talaș, D, Trifu-Soare R. (2016). Tulburarea de comunicare socială (pragmatică) – (TCSP). Studiu ilustrând percepția specialiștilor în terapia limbajului din România, Cluj-Napoca: RRTTLC, nr. 2/2016, pag 1-11. DOI: 10.26744/rrttlc.2016.2.2.02

Dewart, H. (1995). The pragmatics profile of everyday communication skills in children – Manual, retrieved from http://complexneeds.org.uk

Kuder, S. (1997). Teaching students with language and communication disabilities Needham Heights: Editura Allyn & Bacon

Leinonen, E. (2000). Children`s pragmatic communication difficulties, London: Whurr Publishers

Paul, R. (2001). Language disorders from infancy through adolescence. Assessment & intervention, St. Louis: Mosby

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/

Strategii de dezvoltare a comprehensiunii verbale la copiii cu dizabilitate intelectuală

asttlr

Strategii de dezvoltare a comprehensiunii verbale la copiii cu dizabilitate intelectuală

Verbal comprehension development strategies for children with intellectual disabilities

Anca PĂȘCUȚĂ
Abstract

This article studies the verbal comprehension on children with intellectual disability and the ways speech therapy can influence its development, as well as verbal memory and semantic lexical abilities.
A well-defined intervention program speech and language therapy, adapted to the particularities of the child with intellectual disability focused on clear and well-structured objectives, can have quicker results and can be obtained in a much more enjoyable way for children.

Keywords: communication, intellectual disability, verbal comprehension, lexical representations, speech and language therapy
pdf

DOI: 10.26744/rrttlc.2017.3.2.12

Published on line: 31/10/2017

References:

Anca, M. (2002). Logopedie, Cluj Napoca: Presa Universitară Clujeană.

Anca, M. (2003). Metode şi tehnici de evaluare a copiilor cu CES, Cluj-Napoca: Presa Universitară Clujeană.

Bodea Hațegan, C. (2013). Tulburările de voce și vorbire. Evaluare și intervenție, Cluj-Napoca: Presa Universitară Clujeană.

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

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

Bodea Haţegan, C. (2015). Tulburările de limbaj şi comunicare, în Roşan, A. (2015). Psihopedagogia specială, Modele de evaluare şi intervenţie, Iaşi: Polirom.

Haţegan, C. (2009). Modalităţi de evaluare şi dezvoltare a competenţei morfologice, Teză de doctorat, nepublicată, Cluj-Napoca: Universitatea Babeș-Bolyai.

Hărdălău, L. (2011). Culegere de jocuri logopedice, Oradea: Editura Primus.

Stackhouse, J., Pascoe, M., Gardner, H. (2006). Intervention for a child with persisting speech and literacy difficulties: A psycholinguistic approach, Advances in Speech–Language Pathology, 8(3): 231 – 244,

https://www.researchgate.net/publication/232035870_Intervention_for_a_child_with_persisting_speech_and_literacydifficulties_A_psycholinguistic_approach

Verza, E. (1983). Disgrafia și terapia ei, București: Editura Didactică și Pedagogică.

Vlad, E. (1999). Evaluarea în actul educațional terapeutic, București: Editura Prohumanitate.

Particular aspects of the speech and language therapy assessment

asttlr

Aspecte particulare ale evaluării logopedice la elevii cu tulburări de învăţare

Particular aspects of the speech and language therapy assessment in learning disabilities context

Cristina VANCEA
Abstract

Phonological processing difficulties, reading and writing, as those encountered in calculation or in reading and writing tasks, should not be considered normal and transient, often representing pedagogical externalization of instrumental disorders. Early detection of these symptoms can be achieved by proper methods and individual evaluation tests. When those symptoms are not taken into account at the appropriate time, further improvements are needed exercises to be undertaken throughout the acquirement of a correct pronunciation, writing, reading and calculation. Also, it would be more difficult the further work to correct these learning disabilities

Keywords: instrumental disorders, phonological disorders, screening, speech and language therapy, learning disabilities
pdf

DOI:10.26744/rrttlc.2017.3.1.08

Published on line: 15/03/2017

References:

Botez, M.I. (1996). Neuropsihologie clinică și neurologia comportamentului, București: Editura Medicală.

Burlea, G. (2007). Tulburări ale limbajului scris-citit, Iași: Editura Polirom.

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

Klees-Delange, M. (1972). La dyslexie-dysorthographie a l` usage des maîtres, d. 41, Ministere        de l` Education et de la Culture Francaise.

Kulcsar, T. (1978). Factorii psihologici ai reușitei școlare, București: Editura Didactică și Pedagogică.

Orton, S.T. (1937). Reading, Writing and Speech Problem in Children, New York: Norton.

Vianin, P. (2011). Ajutorul strategic pentru elevii cu dificultăți școlare. Cum să-i dai elevului cheia reușitei?, Cluj-Napoca: Editura ASCR.

Waber, D.P., Bernstein, J.H. (1994). Repetitive graphomotor output in learning disabled and         nonlearning-disabled children: the repeated patterns test, Developmental Neuropsychology, 10, pp. 51-65.

Wacjman, C. (1997). Travailler avec des enfants malades mentaux, Paris: Dumod.

Speech and language therapy in open rhinolalia context

asttlr

Terapia logopedică a rinolaliei deschise

Speech and language therapy in open rhinolalia context

Mirela BUTTA
Abstract

The general purpose of speech and language therapy, concerning rhinolalia, is removing the nasality from speech by developing a functional breathing ability, differentiating between nasal and oral breathing through the correct use of the epiglottis-laryngeal mechanism of closing.
In the case of the functional open rhinolalia, it is recommended the speech and language therapy to ensure the development of a correct articulator basis.
The speech therapy exercises are aiming especially the mobility of the velum and the coordination of the phonoarticulatory organs (for the mobility of the velum there are recommended exercises of blowing into different objects because the air under pressure is acting as a good massage for the velum; exercises done by blocking one nostril and trying to breathe; exercises of frequent deglutition of slight quantities of liquids).
The next stage of the therapy will be based on differentiating between the oral and the nasal breathing, on increasing the respiratory volume and precision and on prolonging the time of breathing out in verbal production.
After gaining control over the phonoarticulatory organs and the velum, phonetic exercises need to be implemented. It is important to put a great emphasis on the special gymnastics of each organ and on exercises of oral conduction of the respiratory wave. The sound producing must be obtained by using games and play therapy background.

Keywords: open rhinolalia, voice dysfunction, speech and language therapy, nasality, hipernasality
pdf

DOI: 10.26744/rrttlc.2016.2.2.07

Published on line: 15/10/2016

References:

Anca, M. (2002). Logopedie, Cluj-Napoca: Editura Presa Universitară Clujeană.

Anca, M.; Haţegan, C., (2008). Terapia limbajului. O abordare interdisciplinară, Cluj-Napoca: Editura Presa Universitară Clujeană.

Bejan, L., Drugaş, I., Hărdălău, L., (2009). Aplicaţii practice în Logopedie şi Psihologie şcolară, Oradea: Editura Primus.

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

Jurcău, E., (2003). Logopedie, Bucureşti: Editura Didactică şi Pedagogică.

Moldovan, I. (2006). Corectarea tulburărilor limbajului oral, Cluj-Napoca: Editura Presa Universitară Clujeană.

Verza, E. (2009). Tratat de logopedie (vol 2), București: Editura Semne.

Vrăşmaş, E., Stănică, C. (1997). Terapia tulburărilor de limbaj. Intervenţii logopedice. Bucureşti: Editura Didactică şi Pedagogică.