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Journal articles on the topic 'Language disorders – therapy'
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Petrovic-Lazic, Mirjana, Nadica Jovanovic-Simic, and Zorica Veljkovic. "Speech and language therapy for children with phonotrauma." Medical review 76, no. 5-6 (2023): 135–40. http://dx.doi.org/10.2298/mpns2306135p.
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Introduction. Proper voice production requires coordinated, synchronous and efficient functioning of the larynx, respiratory, resonance and articulation mechanisms. Phonotrauma is trauma to the laryngeal mechanism and includes any behavior that results in injury to the vocal folds. The aim of this research was to identify and describe the characteristics of voice disorders in children that occur as a result of phonotrauma, approach?es and techniques in speech and language therapy of these speech disorders, and the effects of their application. The characteristics of phonotrauma in children reflect the characteristics of hyperfunctional voice disorders, as they usually arise as a result of voice abuse. Speech and language therapy of children with phonotrauma includes identification and reduction, i.e. elimination of the vocal behavior that had caused the voice disorder. In addition, treatment focuses on a vocal hygiene program and the use of various direct treatment techniques to achieve appropriate voice production. Effects of applying direct and indirect treatment techniques is demonstrated by the reduction of the size of the lesion, the degree of dysphonia and voice disorders, hoarseness, breathiness in the voice, the absence of recurrence, and the achievement of optimal values of the acoustic parameters of the voice. Conclusion. In most cases, children can master the correct way of producing speech after a short period of speech and language therapy. However, in order to achieve this goal, it is necessary to actively involve children, their parents, and other people from the immediate and wider social environment.
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Michael, Liane E. "Acquired Speech and Language Disorders." Journal of Head Trauma Rehabilitation 6, no. 1 (March 1991): 96–97. http://dx.doi.org/10.1097/00001199-199103000-00018.
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Carlton, Sian. "Speech and language therapy." Morecambe Bay Medical Journal 2, no. 9 (September 2, 1996): 295–300. http://dx.doi.org/10.48037/mbmj.v2i9.1041.
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Speech and language therapy is primarily concerned with assessment, diagnosis and clinical management of communication difficulties, which can occur across a wide age range, and may be congenital, developmental or acquired. Some therapists are also qualified to work with certain types of swallowing difficulties. This article describes speech and language therapy and swallowing therapy for adults with acquired disorders associated with stroke, in the Lancaster district.
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Burns, Martha S., and Anita S. Halper. "Language disorders associated with aging." Topics in Geriatric Rehabilitation 1, no. 4 (July 1986): 15–28. http://dx.doi.org/10.1097/00013614-198607000-00006.
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Drigas, Athanasios, and Alexia Petrova. "ICTs in Speech and Language Therapy." International Journal of Engineering Pedagogy (iJEP) 4, no. 1 (February 2, 2014): 49. http://dx.doi.org/10.3991/ijep.v4i1.3280.
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Over the past decade speech and language therapy has taken an interesting turn towards the use of information communication technologies (ICTs) for diagnosis of disorders and delivery of therapy. In many cases ICTs have worked as assistive tools to therapists, while in others as sole providers of therapy, especially in remote areas. In this report we provide a brief overview of the most representative articles for applications and assistive technologies used for assessment and intervention purposes in Speech Therapy according to the type of disorders.
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Ferawati, Ferawati `. "GANGGUAN BERBAHASA ARAB BAGI ANAK AUTIS DAN AL-QUR`AN SEBAGAI TERAPI PENGOBATAN." An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab 19, no. 2 (December 31, 2017): 213. http://dx.doi.org/10.32332/an-nabighoh.v19i2.1000.
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Language disorder as a symtom of autism has been found in many autistic children. However, one to another has different characteristics of language disorder. This study aims to find out how children with autism have an Arabic disorder and how the process of al-Quran therapy as a media of treatment.The method used in this research is qualitative approach with analytic descriptive research type. The results obtained from this study is in the case of Arabic not all types of language disorders experienced by children with autism and disorders experienced differently from one another. In practice, al-Quran therapy performed 6 days ie Monday to Saturday, in a day of therapy is done twice that after praying dluha and duhur prayer except Saturday is only done after solat duhur only. Al-Qur'an therapy can be understood as a phenomenon that seeks to provide an alternative treatment in people with autism.
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Lyndina, Yevheniia. "Interdisciplinary Links of Speech Therapy for Individuals or Children with Special Needs." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 4 (December 6, 2022): 260–73. http://dx.doi.org/10.18662/rrem/14.4/641.
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The article highlights the issue of interdisciplinary links in speech therapy, in particular, the philosophy of language. Given that the number of children with special educational needs is increasing, the relevance of the article is indeed justified. Therefore, it is necessary to analyze the problem in question more in detail. The article aims to a) clarify such concepts as “language”, “philosophy of language”, “hermeneutics”, “speech therapy”, b) analyze an interdisciplinary approach to preventing and correcting speech disorders in children and adults and c) study the causes of such disorders. Research methods include a detailed analysis of scientific sources, as well as a systematic analysis. As shown by the relevant recent work in this area, the interaction of methods from neurology, neurophysiology and neuropsychology contributes to restoring the functional system of language and speech. Speech disorders are mostly typical for people diagnosed with autism, attention deficit disorder, hyperactivity disorder, Huntington’s disease, sclerosis, dementia, and mouth or throat cancer. The novelty lies in the fact that speech therapists should be able to use neurostimulation technologies in the course of corrective work. In conclusion, speech therapy should follow an interdisciplinary approach so that specialists can make an effective diagnosis of speech disorders in children and adults.
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Ahyar, Juni, Yusri Ibrahim, Jumadil Saputra, and Zikri Muhammad. "Language Development: Early Detection of Speaking Disorders and The Process of Treating." Eduvest - Journal of Universal Studies 2, no. 4 (April 20, 2020): 735–45. http://dx.doi.org/10.59188/eduvest.v2i4.420.
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The old paradigm which states that speech disorders in children are normal so that when they become a disorder, it will have an impact on the process of language development of children to adulthood. The number of cases of speech disorders found in children caused by the delay in early detection by parents. This is due to the lack of information regarding children's speech disorders. The purpose of writing this article is 1) to find out the stages of children's language development, (2) to find out the causes of speech and language disorders in children and (3) to find out the symptoms and the process of handling speech and language disorders in children. The article writing methodology uses a systematic literature review approach to 39 articles. The results of the writing obtained four stages of children's language development, namely the babbling stage (the babbling stage), the holophrastic stage (the one-word one-phrase stage), the two-word one-phrase stage (telegraphic) and the differentiation stage. Every child has a different range of stages. Factors that cause children's speech disorders that can be caused by medical factors, physiological factors and environmental factors. Children's speech disorders can be in the form of delays in language development, aphasia, speech organ disorders, hearing problems, autism, emotional and behavioral disorders. Treatment of speech disorders can be done with speech therapy, oral motor therapy and melodic intonation therapy. The implications of writing this article can be used as a reference by parents and health practitioners to carry out early detection and the process of handling speech disorders.
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Taruna, Rexsy Taruna. "Implicit and Explicit Language Learning to Facilitate Subordinating Conjunction in Developmental Language Disorders." Jurnal Terapi Wicara dan Bahasa 2, no. 2 (June 1, 2024): 849–56. http://dx.doi.org/10.59686/jtwb.v2i2.117.
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Abstract Background: Priming and recast approaches are scientifically proven to improve grammatical production abilities. However, based on a literature review, there are no articles that test the effectiveness of the priming and recast approach in improving grammatical skills such as subordinating conjunctions. Objective: This study aims to examine the effectiveness of the priming and recast approach in improving subordinating conjunctions in children with developmental language disorders. Objectives: This study aims to see the effectiveness of the priming and recast approach in improving subordinating conjunctions in children with developmental language disorders. Methods: This research uses a quasi-experiment, with multiple baseline across behaviors design. This research involved two children diagnosed with developmental language disorders aged 5 years. Each participant was trained to use subordinating conjunctions for five sessions, 30 minutes per session Results: In general, the priming and recast approach can improve the ability of subordinating conjunctions in children with developmental language disorders. Conclusion: Grammatical production of subordinating conjunctions can be trained using implicit or explicit learning. Keywords : priming, recast approach, language disorder, speech therapy, subordinating conjunctions
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Li, Mengyao. "Bilingual Children with Developmental Language Disorder: Outcomes and Interventions." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1782–88. http://dx.doi.org/10.54097/ehss.v8i.4584.
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Developmental language disorder, as one of the most frequent disorders in children is also prevalent in bilingual children. This review analyzed recent research collected from APA Psycinfo and summarizes the impact of developmental language disorder on linguistic skills and academic performance and its effective interventions. For intervention, examples of additive curriculum-based intervention, the Heidelberg Parent-based Language Intervention (HPLI) and cognitive-behavioral play therapy are discussed. As a result, bilingual children with developmental language disorders can exhibit impaired linguistic skills and lower academic achievement. School-based, home-based, and clinical interventions demonstrated both advantages and disadvantages. Therefore, the use of a combination of interventions in different settings collaboratively is recommended to promote language learning. Contribution from this review supports the need for additional research on intervention for bilingual children with developmental language disorders to create an interactive communication environment that promotes language development for bilingual children with developmental language disorders.
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Cera, Maysa Luchesi, Tatiana Piovesana Pereira Romeiro, Patricia Pupin Mandrá, and Marisa Tomoe Hebihara Fukuda. "Variables associated with speech and language therapy time for aphasia, apraxia of speech and dysarthria." Dementia & Neuropsychologia 13, no. 1 (March 2019): 72–77. http://dx.doi.org/10.1590/1980-57642018dn13-010007.
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ABSTRACT. The most common acquired communication disorders are aphasia, dysarthria and apraxia of speech. Determining the factors associated with speech therapy time of adults with these disorders can further the understanding of the speech and language rehabilitation process within the public service and linked to the health education process. Objective: To analyze the types of acquired neurological disorders of communication of patients treated during the first years of implementation of a medium complexity service, along with demographic data, and rehabilitation time; and to determine associations between rehabilitation time and age, education, type of communication disorder, neurological disease duration and having been seen by a trainee. Methods: A retrospective analysis of the records of patients with acquired neurological disorders of communication who started speech and language rehabilitation between 2010 and 2011 was performed. Results: A total of 86 cases with acquired disorders of communication were seen, of whom 66% had aphasia, 35% dysarthria and 26% apraxia of speech. Mean age was 59 years and stroke was the most frequent cause (71%). Fifty patients completed speech-language rehabilitation and had a mean therapy time of 12 months. Aphasia and apraxia of speech were associated with a longer rehabilitation time. Therapy time until discharge was not significantly associated with lesion duration, education, age or being seen by a trainee. Conclusion: The duration of speech therapy for acquired neurological disorders of communication is long and associated with the type of disorder.
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Memon, Sikander Munir, Bhawna Devi Lohana, Baby Bai Lohana, Rutesh Kumar, Anita Kumari, Haris Samoo, Vimal Kumar, and Sehrish Rehman. "Prevalence and Risk Factors of Speech and Language Disorders in Young Children: A Cross-Sectional Study In a Pediatric Rehabilitation Ward." Journal of Health and Rehabilitation Research 4, no. 1 (March 11, 2024): 1198–203. http://dx.doi.org/10.61919/jhrr.v4i1.617.
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Background: Speech and language disorders in young children can have substantial impacts on their social, emotional, behavioral, and cognitive development. Understanding the prevalence and risk factors associated with these disorders is crucial for early intervention and effective treatment strategies. Objective: This study aimed to assess the prevalence and risk factors of speech and language disorders in young children presenting to a Pediatric Rehabilitation Ward, to identify the demographic and socioeconomic characteristics associated with these conditions, and to evaluate the therapy patterns utilized in management. Methods: An observational cross-sectional study was conducted at the Pediatric Rehabilitation Ward of Liaquat University Medical and Health Sciences, Jamshoro Hospital, from May to August 2022. A total of 400 patients, aged 2-10 years and diagnosed with speech-language disorders by a psychiatrist, were included through non-probability convenience sampling. Data on demographics, socioeconomic status, therapy patterns, and diagnostic information were collected through questionnaires and analyzed using SPSS version 25. Results: The study found that language delay was the most prevalent disorder, affecting 61.8% of the children. Males were more frequently affected (68.5%). Seizures were the most commonly reported medical condition in the sample (18.5%). The mean age at diagnosis was 3.58 years. A considerable number of children (38.0%) had a positive family history of speech-language disorders. Socioeconomic analysis revealed that a majority of the children (68%) came from middle-class families. The study also found that combined speech and behavioral therapy was the most common treatment approach (28.8%). Conclusion: Language delay is the most common speech-language disorder among children in this study, with a higher prevalence in males and those from middle-class families. Early detection and a multidisciplinary approach to treatment, including both speech and behavioral therapy, are imperative for effective management.
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Vindece, Aija, and Svetlana Usca. "LANGUAGE DEVELOPMENT AND SPEECH THERAPY SUPPORT: LITERATURE ANALYSIS." Education Reform: Education Content Research and Implementation Problems 2 (December 31, 2019): 147. http://dx.doi.org/10.17770/er2019.2.4367.
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Language disorders, including speech sound disorder, need to be diagnosed at the preschool age as they may jeopardize successful learning and socialization in the long term. Nowadays, there is a growing number of "late talkers", who need to provide speech therapy support at a preschool. The pedagogical tools available do not always meet the needs of today's children.The paper analyzes theoretical insights on the development of language as a complex system, correctional work, and the need to organize a transformative pedagogical and correctional work process that aims at developing the language system and reinforcing articulation of sound, using audiovisual stimulation as a unified system.
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Kenny, Molly. "Integrated Movement Therapy™: Yoga-Based Therapy as a Viable and Effective Intervention for Autism Spectrum and Related Disorders." International Journal of Yoga Therapy 12, no. 1 (January 1, 2002): 71–79. http://dx.doi.org/10.17761/ijyt.12.1.r978vxt214683904.
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Integrated Movement Therapy™ is an individual and group therapy approach that combines speech-language pathology, behavioral and mental health counseling,and Yoga. It is taught by master-degreed therapists who are also certified Yoga instructors. Although this approach has been successfully implemented with children with Attention Deficit Hyperactivity Disorder(ADHD), Learning Disabilities, Pervasive Developmental Delay, Sensory Integration Dysfunction, Dyspraxia,and other specific motor-based disorders, it has had especially consistent and remarkable results with children diagnosed with Autism Spectrum Disorders. Integrated Movement Therapy has six core principles:structure and continuity, social interaction, language stimulation, self-calming, physical stimulation, and direct self-esteem building. The following article will describe Autism Spectrum Disorders in depth and will show how each of the six core principles of Integrated Movement Therapy specifically addresses the characteristics associated with Autism. It will also note specific, documented improvements in all areas addressed based on qualitative ratings scales and parent feedback.
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Akbar, Ruqaiya Faiz, Humaira Shamim Kiyani, and Ghulam Saqulain. "Effectiveness of group therapy versus individual therapy in acquisition of pre-linguistic skills in children with expressive language disorders." Rehabilitation Journal 07, no. 02 (June 30, 2023): 565–71. http://dx.doi.org/10.52567/trj.v7i02.233.
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Background: Children with expressive language difficulties may find it difficult to communicate effectively. To encourage the development of prelinguistic skills and improve overall language development, early intervention is essential. Objective: To determine the effectiveness of group therapy as compared to individual therapy in the acquisition of pre-linguistic skills in children with expressive language disorders. Methods: A experimental study was conducted at special education centers of Rawalpindi & Islamabad, from August 2015 to January 2016. A total of n=17 children with expressive language disorders of either gender with ages between 4-7 years were recruited through a nonprobability convenient sampling technique, with Group A (Individual Therapy) including n=7 kids and Group B (Group therapy) n=10 kids. The outcome measures were Eye contact, attention span, turn-taking, and imitation skills, noted before therapy and after completing 20 sessions post-therapy (after 7 weeks). Statistical analysis was done using SPSS 20. An Independent t-test was utilized to see any difference between groups. Results: The study included 10(58.82%) males and 7(41.18%) females with most 9(52.94%) being 6 to 7 years of age. Post therapy results revealed significantly better results for group therapy versus individual therapy (11.0±1.24 vs 8.28±1.11) for eye-contact (p=0.000); (11.0±0.94 vs 7.8±1.34) attention span (p=0.000); (11.4±0.69 vs 8.0±0.81) turn taking (p=0.000); and (10.6±1.34 vs 8.4±0.97) for imitation skills (p=002). Conclusion: The study concludes that group therapy is significantly more effective than individual therapy for improving pre-linguistic skills including eye contact, attention span, turn-taking, and imitation skills in 4 to 7 years old kids with expressive language disorders. Keywords: Language, Expressive language disorder, Pre-linguistic skills, Group therapy, Individual therapy
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Bodea-Hațegan, Carolina, Raluca Nicoleta Trifu, Dorina Anca Talaș, Teodora Popescu, and Bogdan Nemeș. "Humor Use in Speech and Language Therapy in Romania." Revista Romaneasca pentru Educatie Multidimensionala 16, no. 1 (March 1, 2024): 195–223. http://dx.doi.org/10.18662/rrem/16.1/819.
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Humor, as part of our lives, is also extremely important in different professional settings. Speech and language therapy (SLT) sector is addressing both children and adults with specific language disorders or with non-specific language disorders, secondary to different syndromes or disabilities. In the SLT area, humor is a way through which therapy sessions can be easily introduced, it being an intrinsic modality of approaching children and adults. This article illustrates the data collected in the first Romanian study regarding humor use in the SLT sector, focusing on the way humor is perceived by specialists, but at the same time on the participants’ needs regarding the enriching of the SLT field with more materials both digitally born and/or printed. This study presents extended descriptive data that help us consider humor as a vital element during speech therapy sessions, independently of the professionals’ age, gender, experience and to create a collection of data regarding humor use in speech therapy for future therapeutic effective interventions. Thus, the most relevant collected data are as follows: of the 210 participants in this research just 12 (5.7%) responded that they do not use humor in their professional sector; 94.3% use humor in language disorder therapy activities; 39% use humor in every therapeutic session; more than 68% of participants use verbal humor during their sessions; 199 (94.8%) say that therapeutic materials with humorous content are mainly presented in traditional format (physical material resources); 129 responded they use humor (61.4%) in virtual format too - (digital resources); 68 % of the participants strongly agree/agree that a humor assessment tool is necessary for the effective use of humor in language disorder therapy.
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Porter, Karmen L., Janna B. Oetting, and Loretta Pecchioni. "Caregivers' Perceptions of Speech-Language Pathologist Talk About Child Language and Literacy Disorders." American Journal of Speech-Language Pathology 29, no. 4 (November 12, 2020): 2049–67. http://dx.doi.org/10.1044/2020_ajslp-20-00049.
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Purpose This study examined caregiver perceptions of their child's language and literacy disorder as influenced by communications with their speech-language pathologist. Method The participants were 12 caregivers of 10 school-aged children with language and literacy disorders. Employing qualitative methods, a collective case study approach was utilized in which the caregiver(s) of each child represented one case. The data came from semistructured interviews, codes emerged directly from the caregivers' responses during the interviews, and multiple coding passes using ATLAS.ti software were made until themes were evident. These themes were then further validated by conducting clinical file reviews and follow-up interviews with the caregivers. Results Caregivers' comments focused on the types of information received or not received, as well as the clarity of the information. This included information regarding their child's diagnosis, the long-term consequences of their child's disorder, and the connection between language and reading. Although caregivers were adept at describing their child's difficulties and therapy goals/objectives, their comments indicated that they struggled to understand their child's disorder in a way that was meaningful to them and their child. Conclusions The findings showed the value caregivers place on receiving clear and timely diagnostic information, as well as the complexity associated with caregivers' understanding of language and literacy disorders. The findings are discussed in terms of changes that could be made in clinical practice to better support children with language and literacy disorders and their families.
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Yanti, Yunita Novita, Septya Sabilatil Jannah, Soviana Nadia, Inayatul Wahdaniyah, and Mutmimah Mutmimah. "Speech Therapy to Overcome Language Disorders in Autistic Children." GENIUS Indonesian Journal of Early Childhood Education 3, no. 1 (June 28, 2022): 55–66. http://dx.doi.org/10.35719/gns.v3i1.61.
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Some children with autism spectrum symptoms have impaired language skills, resulting in impaired communication skills. They tend to be challenging to develop according to their age, like other children, due to their limitations. But that doesn't mean there isn't anything we can't do. Continuous stimulation through speech and language skills therapy is one of the essential things they need to take so that they can reduce the disorders experienced by these children. This study focuses on describing the stimulation of language development in children with symptoms of autism disorders and knowing what activities can stimulate language skills in children with autism disorders. The approach used in this research is a descriptive qualitative approach. Data mining techniques included interviews and observations at a school for children with special needs. The results of this study indicate that the stimulation of language skills in children with autism disorders can be done with speech therapy to help them develop language skills. Abstrak Beberapa anak dengan gejala spektrum autisme mengalami gangguan kemampuan berbahasa yang mengakibatkan kemampuan komunikasinya terganggu. Ia cenderung sulit berkembang sesuai usianya seperti anak-anak lainnya disebabkan oleh keterbatasannya tersebut. Namun bukan berarti tidak ada hal yang bisa diupayakan. Stimulasi yang berkesinambungan melalui terapi kemampuan berbicara dan berbahasa merupakan salah satu hal penting yang perlu ditempuh agar gangguan yang dialami oleh anak-anak tersebut dapat berkurang. Tujuan penelitian ini berfokus untuk mendeskripsikan tentang stimulasi perkembangan bahasa pada anak dengan gejala gangguan autisme dan mengetahui kegiatan apa saja yang mampu menstimulasi kemampuan berbahasa pada anak dengan gangguan autisme. Pendekatan yang digunakan pada penelitian ini adalah pendekatan kualitatif deskriptif. Teknik penggalian data yang dilakukan antara lain wawancara dan observasi pada sebuah sekolah anak berkebutuhan khusus. Hasil penelitian ini menunjukkan bahwa stimulasi kemampuan berbahasa pada anak dengan gangguan autisme dapat dilakukan dengan terapi wicara untuk membantu mereka dalam mengembangkan kemampuan berbahasa.
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Arzola-Castillo, Yaquelin. "A look at speech therapy for learners with behavioral disorders." Interdisciplinary Rehabilitation / Rehabilitacion Interdisciplinaria 3 (September 23, 2023): 58. http://dx.doi.org/10.56294/ri202358.
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Introduction: Socially, it is frequent to find dissimilar behavioral disorders and language alterations that show the dimension of further deepening in the subject to be treated, due to its importance for pedagogical sciences and public health, in a joint effort between both sectors, in order to raise the quality of services from the speech therapy care and achieve an integral citizen in tune with the current demands of society. Methods: Theoretical elements that support the existence of the problem approached from the pedagogical sciences and its possible ways of solution were determined. For this reason, the scientific problem is posed as: how to correct and compensate the alterations of language associated with behavioral disorders from the logopedic care; as objective: to correct and compensate the alterations of language associated with behavioral disorders from the logopedic care, paying great interest in the existing relationship between language and behavior, language is the most important means and instrument of socialization as a social being. Results: Language is an essential tool in the human relationship and its complexity in terms of categorization, representation of concepts, and construction of meanings. Speech therapy should have a comprehensive and interdisciplinary approach to address behavioral and language disorders in learners. Conclusion: Speech therapy is effective in correcting language disorders in learners with behavioral disorders, impacting their cognitive and emotional development, involving families and improving educational practice.
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TUDOREAN, Ovidiu Cristian. "SLT- practical aspects: inquiries, good practices and evidence based interventions." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VII, no. 2 (October 31, 2021): 27–37. http://dx.doi.org/10.26744/rrttlc.2021.7.2.04.
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INTRODUCTION: Although speech therapy in Romania has a tradition of over 70 years, the practice in the field is in a full process of affirmation and clarification. The initial training system and some professional organizations contribute to the updating and dissemination of standards and good practices in the field. OBJECTIVES: This paper aims to describe some aspects of Romanian speech therapy practice and to draw attention to some discrepancies in the reporting of language and communication disorders. Some suggestions on concrete ways of intervention and evidence-based speech therapy are also offered. METHODS: (1) The statistical data reported by the Iași Inter-School Speech Therapy Center between 2011 and 2020 were analyzed. The data are compared with those available internationally. (2) Two children groups were considered: one diagnosed with developmental language disorder (DLD) (n = 67) and another diagnosed with language delay (LD) (n = 57), aged between 3 and 12 years (M = 5 years 8 months). Tests were used to establish the psychological language age, active and passive vocabulary, record the phonetic inventory and language samples analysis (LSA) for qualitative observations. RESULTS: (1) Statistical data reveal a concordance of reports for speech sound disorders. There are major discrepancies for the other language and communication disorders. Causal explanations and potential directions for remedying this situation are proposed. (2) A statistical analysis (Student’s t test) was conducted in order to compare the children in LD and DLD groups. The data obtained from this analysis along with LSA indicate that the language skills differ between the two groups on the following aspects: lexical, pragmatic, semantic, syntactic, morphological and phonological. Significant differences (p<0.05) occur for onset speech therapy age, phonological disorder, passive vocabulary and language psychological age. Results for active vocabulary did not indicate statistical difference between LD and DLD children. CONCLUSIONS: Explorations reveal a situation with potential negative consequences on children with language and communication disorders. It is desirable to ensure a consensus among practitioners, from the identification phase to the construction of the remediation plan. The use of guidelines for language development and communication skills can contribute to a unitary and effective practice. The study is a prospective one, this issue being subject for further exhaustive approaches.
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Pitchford, E. Andrew, and E. Kipling Webster. "Clinical Validity of the Test of Gross Motor Development-3 in Children With Disabilities from the U.S. National Normative Sample." Adapted Physical Activity Quarterly 38, no. 1 (January 1, 2021): 62–78. http://dx.doi.org/10.1123/apaq.2020-0023.
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The Test of Gross Motor Development (TGMD) measures fundamental motor skills competency and is frequently used for eligibility determination of adapted physical education services in children with disabilities. The purpose of this study was to determine if the TGMD-3 is clinically sensitive to detect deficits in the fundamental motor skills of children with disabilities (i.e., intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, language and articulation disorders). Eighty-five children with disabilities and 85 matched controls (i.e., typically developing, individually matched on age, sex, ethnicity, and race) completed the TGMD-3. Mann–Whitney U tests identified significant differences in the total TGMD-3 scores for children with intellectual disability (p < .001), autism spectrum disorder (p < .001), and attention deficit hyperactivity disorder (p = .032). No differences were identified for children with language and articulation disorders. Comparisons of subscales (i.e., locomotor and ball skills) differed across disability groups. This study provides evidence that the TGMD-3 is clinically sensitive to identify deficits in fundamental motor skills competency.
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Beitchman, J. H. "Therapeutic Considerations with the Language Impaired Preschool Child." Canadian Journal of Psychiatry 30, no. 8 (December 1985): 609–13. http://dx.doi.org/10.1177/070674378503000811.
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This paper examines the relevance of language impairment to the development of psychiatric disorders of childhood. The literature showing a relationship between language impairment and psychiatric disorders is briefly reviewed. Although deficiencies of both expressive and receptive language have been associated with psychiatric disorder, this discussion focuses on disturbances of “receptive language”. Some cases are described which illustrate the connections between deficient receptive language and disturbances of development. These disturbances of development range from excessive temper tantrums, with defiant and oppositional behavior, to mannerisms, the insistence on sameness and frank autistic symptoms. These disorders are understood in a developmental context in which deficiencies of receptive language are seen to interfere with the normal unfolding of the child's developing individuation, autonomy and independence. Depending on the severity of the language disorder and the responsivity of the environment, this results in a continuum of behavioral problems with oppositional and defiant behaviour at one end, and mannerisms and autistic symptoms on the other end. The implications for therapy and long term development are discussed.
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Bayırkan, Aksanur, and Meryem Karaaziz. "Majör Depresyon Bozukluğunun Bilişsel Davranışçı Terapi Yaklaşımı ile Tedavisi: Olgu Sunumu." International Journal of Social Sciences 7, no. 28 (May 13, 2023): 431–41. http://dx.doi.org/10.52096/usbd.7.28.29.
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Cognitive behavioral therapy (CBT) is a type of structured, goal-directed psychotherapy. CBT is a form of psychological treatment that has proven to be effective for diseases such as depression, anxiety disorders, alcohol and drug use disorders, and eating disorders. Many studies show that CBT improves an individual's functionality and quality of life. In this respect, CBT differs from many types of therapy. Many studies have shown that CBT is very effective in the treatment of depression. In this case, the CBT process of E.K., who is 35 years old and has symptoms of major depression disorder, is described. After the last violent argument she had with her husband, she settled in the Women's Shelter. When the client applied for psychological support, psychoeducation and CBT techniques was done in fisrt place. Keywords: Cognitive Behavioral Therapy, Case Formulation, Major Depression Disorder.
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Kelley, Lauren E., and James P. McCann. "Language Intervention Isn't Just Spoken: Assessment and Treatment of a Deaf Signing Child With Specific Language Impairment." Language, Speech, and Hearing Services in Schools 52, no. 4 (October 18, 2021): 978–92. http://dx.doi.org/10.1044/2021_lshss-21-00038.
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Purpose This case study describes the language evaluation and treatment of a 5-year-old boy, Lucas, who is Deaf, uses American Sign Language (ASL), and presented with a language disorder despite native access to ASL and no additional diagnosis that would explain the language difficulties. Method Lucas participated in an evaluation where his nonverbal IQ, fine motor, and receptive/expressive language skills were assessed. Language assessment included both formal and informal evaluation procedures. Language intervention was delivered across 7 weeks through focused stimulation. Results Evaluation findings supported diagnosis of a language disorder unexplained by other factors. Visual analysis revealed an improvement in some behaviors targeted during intervention (i.e., number of different verbs and pronouns), but not others. In addition, descriptive analysis indicated qualitative improvement in Lucas' language production. Parent satisfaction survey results showed a high level of satisfaction with therapy progress, in addition to a belief that Lucas improved in language areas targeted. Conclusions This study adds to the growing body of literature that unexplained language disorders in signed languages exist and provides preliminary evidence for positive outcomes from language intervention for a Deaf signing child. The case described can inform professionals who work with Deaf signing children (e.g., speech-language pathologists, teachers of the Deaf, and parents of Deaf children) and serve as a potential starting point in evaluation and treatment of signed language disorders. Supplemental Material https://doi.org/10.23641/asha.16725601
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Velleman, Shelley L., and Carolyn B. Mervis. "Children With 7q11.23 Duplication Syndrome: Speech, Language, Cognitive, and Behavioral Characteristics and Their Implications for Intervention." Perspectives on Language Learning and Education 18, no. 3 (October 2011): 108–16. http://dx.doi.org/10.1044/lle18.3.108.
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7q11.23 duplication syndrome is a recently documented genetic disorder associated with severe speech delay, language delay, a characteristic facies, hypotonia, developmental delay, and social anxiety. Children with this syndrome demonstrate developmentally appropriate nonverbal pragmatic abilities in socially comfortable situations. Motor speech disorder (childhood apraxia of speech and/or dysarthria), oral apraxia, and/or phonological disorder, or symptoms of these disorders, are common, as are characteristics consistent with expressive language disorder. Intensive speech/language therapy is critical for maximizing long-term outcomes.
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Ylvisaker, Mark. "Language and communication disorders following pediatric head injury." Journal of Head Trauma Rehabilitation 1, no. 4 (December 1986): 48–56. http://dx.doi.org/10.1097/00001199-198612000-00010.
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Hewitt, Lynne. "Social Anxiety and Pragmatics in Autism Spectrum Disorders: Cognitive Behavioral Therapy and Its Relation to Speech-Language Pathology." Perspectives on Language Learning and Education 21, no. 1 (January 2014): 5–12. http://dx.doi.org/10.1044/lle21.1.5.
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In this review of basic principles of cognitive behavioral therapy, application to treatment of anxiety in autism spectrum disorders (ASD) is outlined and evidence for effectiveness presented. The links between social anxiety disorder and social communication impairment are explored, and the issues raised by applying principles drawn from psychology to clinical practice in speech-language pathology are discussed. Suggestions for clinical practice are offered, along with reflections on the potential for increased collaboration between cognitive behavioral therapists and speech-language pathologists (SLPs) to better serve individuals with ASD. Outcomes for individuals with autism spectrum disorders (ASD) can be impacted by many factors, including co-morbid psychiatric factors. In working on clinical pragmatics with individuals on the autism spectrum, it is not uncommon to come across clients who have a clinical diagnosis of anxiety disorder. Often, the symptoms of that disorder are present primarily in social situations. The social piece creates a direct interface between speech-language pathologists (SLPs), as experts on pragmatic language and social communication, and psychologists, with expertise in psychological functioning and treatments for its disorders. Awareness of current literature and best practice in handling anxiety is relevant to our practice as SLPs, because social anxiety and communicative competence are logically connected, in that both deal with managing social situations. Effective treatments for anxiety exist within the psychiatric and psychological professions. In this review of recent cognitive behavioral therapeutic approaches for treatment of social anxiety in ASD, the strength of the evidence for effectiveness will be described and implications for clinical practice in speech-language pathology discussed.
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Sutama, Putu, Maria Arina Luardini, Joni Bungai, and Tans Feliks. "Language in the Hypnotherapy of Depression Healing: A Neurolinguistic Study." Journal of Language Teaching and Research 14, no. 4 (July 1, 2023): 977–85. http://dx.doi.org/10.17507/jltr.1404.15.
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The neurolinguistic concept is similar to language function in that it expresses thought that leads to behavior, habit, and character. This study focuses on neurolinguistics to investigate the language used in hypnotherapy. Language is a therapy medium for curing depressive disorders resulting from different factors. Most of the depressive disorders treated at the Bali Brahma Kuntha Center Clinic are caused by disharmony or connection interruption between the left and right hemispheres of the brain, resulting in perception mapping errors. This mind disharmony is responsible for depressive disorder. This study employs a descriptive qualitative approach with a corpus of language or text data to cure depressive disorders. The corpus is the text used by the participants involved in the curing activities between the patients and the therapist. The data was collected using the observation method via recording and note-taking. The results reveal that language is closely related and cannot be separated from a depressive disorder. The type of hypnotherapy used to cure depressive disorder employs religious doctrines, referred to as theohypnotherapy. Overall, language or text is completed with the body, with hand touch induction especially used in the curing procedures. The hypnotherapy results indicate all the patients, based on the testimony texts, recovered from the depressive disorder.
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Covre, Josiane, and Claudia Zanini. "Music therapy contributions to communication of children having language disorders." Nordic Journal of Music Therapy 25, sup1 (May 30, 2016): 123–24. http://dx.doi.org/10.1080/08098131.2016.1180152.
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Goorhuis-Brouwer, Siena M., and Wilma A. Knijff. "Language disorders in young children: when is speech therapy recommended?" International Journal of Pediatric Otorhinolaryngology 67, no. 5 (May 2003): 525–29. http://dx.doi.org/10.1016/s0165-5876(03)00014-4.
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Tyshchenko, Vladyslav. "SPEECH PRAXIS DISORDERS: DISORDERS QUALIFICATION IN THE CONDITIONS OF REVISION OF SPEECH-LANGUAGE PATHOLOGY CLASSIFICATIONS REVISION." Scientific Journal of Khortytsia National Academy, no. 2023-9 (December 20, 2023): 154–61. http://dx.doi.org/10.51706/2707-3076-2023-9-18.
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The article covers the issue of qualifications relevant for modern speech-language therapy science and praxis of the disorder: apraxia and dyspraxia of speech in persons with sound disorders. Concepts: praxis, apraxia and dyspraxia of speech, – are considered. The types of praxis and their participation in the acts of creation and implementation of the motor program of speech are determined. The typology of apraxia and dyspraxia of speech was determined and their differential features were identified both within the group of speech praxis disorders and in the group of phonological disorders as a whole. In particular, the differences between kinetic and kinesthetic praxis and the specifics of the demonstration of their disorders in speech are represented. Thus, it is determined that kinesthetic (afferent) apraxia of speech manifests itself mainly at the level of phonological disorders of the type of literal paraphasias – numerous, variable, unstable substitutions of sounds. The second feature of this form of apraxia (dyspraxia) of speech is the significant difficulty in automating the sounds that have already been produced. Instead, kinetic (efferent) apraxia of speech primarily affects the reproduction of the syllabic structure of the word and the difficulties of overcoming them with relatively preserved pronunciation of separate sounds. The author draws attention to two options for the qualification of speech praxis disorders, as an separate sound disorder, and as a symptom in more complex disorders: cortical dysarthria, motor kinesthetic (afferent) and motor kinetic (efferent) alalia and aphasia. The essential problems of the qualification of apraxias and dyspraxias of speech in the absence of such nosologies in the clinical-pedagogical and psychological-pedagogical classifications of speech disorders existing in Ukraine are emphasized. The ways of solving the specified problems are justified by revising the existing classifications and including apraxia and dyspraxia of speech as separate nosologies in them. Options for coordinating the formulation of speech-language therapy conclusions are presented, in which this disorders are qualified according to the old and updated classifications.
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Masitoh, Masitoh. "GANGGUAN BAHASA DALAM PERKEMBANGAN BICARA ANAK." Edukasi Lingua Sastra 17, no. 1 (April 14, 2019): 40–54. http://dx.doi.org/10.47637/elsa.v17i1.105.
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The problem in this article was about the language disorder in the speech development of children. The language disorder on the speech development of children were one of the type of communication disorder that indicate the children who experience the disorders process to use any symbols in language. The language disorder on speech development of children was happened cause there was a disorder on nerves system or abnormalities in related organ that related to the process to use the language and to childrens' speech which occurs due to injury or trauma when they were in prenatal, natal and postnatal. Beside that it could be also caused by the environment at the age of the development of the childrens' language and speech they were did not got a good stimulus. The childrens who experience those difficulties were late in having language development skills. This things could occur in phonology, semantics, and syntax problems so that the childrens was experience the difficulties in transformation that were highly required in communication activities. The handling goals thatcan be done for the children who had the language disorders in speech development was speech therapy, oral motor, and melody intonation.
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Landis, Cynthia. "Applications of orofacial myofunctional techniques to speech therapy." International Journal of Orofacial Myology 20, no. 1 (November 1, 1994): 40–51. http://dx.doi.org/10.52010/ijom.1994.20.1.6.
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A speech-language pathologist describes how she uses oral myofunctional therapy techniques in the treatment of speech articulation disorders, voice disorders, stuttering and apraxia of speech. Specific exercises are detailed.
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Schmitt, Mary Beth, Laura M. Justice, and Ann O’Connell. "Vocabulary Gain Among Children With Language Disorders: Contributions of Children’s Behavior Regulation and Emotionally Supportive Environments." American Journal of Speech-Language Pathology 23, no. 3 (August 2014): 373–84. http://dx.doi.org/10.1044/2014_ajslp-12-0148.
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Purpose Behavior regulation is a positive predictor of language outcomes for children with typically developing language skills, and children with language disorders are at greater risk for difficulties with behavior regulation. This study investigated the unique role of behavior regulation on vocabulary gain for children receiving language therapy in the public schools as well as the unique and moderating influence of emotional support within therapy sessions on outcomes. Method A total of 121 kindergarten and 1st-grade students with language disorders, nested within 42 speech-language pathologists (SLPs), participated in the study. Direct child measures, indirect child measures, and therapy session videotapes were used for all analyses. Results Hierarchical linear modeling indicated a positive association between children’s behavior regulation and vocabulary gain. The emotional support of therapy sessions was not a significant predictor of vocabulary gain. Conclusions Results from this study suggest that children’s behavior regulation is a significant predictor of vocabulary gain for children with language disorders; children with higher behavior regulation gain more over the academic year than do peers with lower behavior regulation. Findings highlight the importance of SLPs considering children’s behavior regulation when planning and implementing therapy.
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Hassanati, Fatemeh, Salime Jafari, Reza Nilipour, Zahra Sadeghi, and Zahra Sadat Ghoreishi. "The Effect of Semantic Context on Lexical Access in Children With and Without Developmental Language Disorder." Iranian Rehabilitation Journal 21, no. 1 (March 1, 2023): 167–76. http://dx.doi.org/10.32598/irj.21.1.678.2.
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Objectives: Lexical access problems are one of the limitations observed in children with developmental language disorders during the initial years of schooling. Semantic context has a powerful influence on lexical access. The cross-modal visual-auditory picture-word interference paradigm is a method for studying adults and children's lexical access. Because few studies have examined lexical access in Persian-speaking children, the present study aimed to investigate the effect of different semantic contexts on lexical access in children with and without developmental language disorder. Methods: In this experimental study, 20 children aged 7-9 years with developmental language disorders and 20 age-matched peers were recruited according to the inclusion and exclusion criteria. At first, the picture-word interference paradigm was prepared. In so doing, 16 common pictures of objects paired with four auditory interfering words (related verb, related noun, unrelated verb, and unrelated noun) were presented to the children in a silent condition to determine their naming accuracy and latency. The DMDX software calculated the naming latency. The percentage of correct names also calculated naming accuracy. Results: Naming latencies were significantly faster in children without language disorders (P≤0.05). In addition, a reliable interference effect was found. According to the results, naming latencies were significantly faster for related verb distractors than unrelated verbs and related noun distractors (P<0.05). In addition, a significant difference was observed between the silent and interference conditions regarding the naming accuracy. However, accuracy was not affected by distractors. Discussion: Different semantic contexts affect lexical access differently in children. These differences cause semantic relatedness between verbs and nouns in lexical networks. The present study findings indicate that lexical knowledge and semantic relatedness are lower in children with developmental language disorders than in those with typical language development. These results can be useful for future studies and interventions on lexical access in children with and without language disorders.
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Sriwahyuni Pontoh and Ulfa Zakaria. "Gangguan Perkembangan Bahasa pada Anak Usia 5 Tahun (Observasi pada Kasus Ahmad Djiat) Desa Moutong, Kecamatan Tilongkabila." JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA 1, no. 1 (January 4, 2023): 46–54. http://dx.doi.org/10.59024/jipa.v1i1.127.
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This study aims to describe the condition of speech disorders experienced by children aged 5 years. Technical data collection is done through observation and interviews with children who are the object of research. The results of observations and analyzes carried out refer to psycholinguistic studies related to language disorders. It was found that the speech disorder experienced by Djiat was caused by a disturbance in his nervous system which was triggered by an injury or trauma during the prenatal period. Speech disorders are also caused by the lack of a good stimulus from the environment. Thus, children who experience difficulties in transformation really need communication activities. One of the symptoms in children with language and speech disorders is that there are pronunciation errors, both in the mechanism of the movement of the points of articulation and in the pronunciation. Handling that can be done for children who experience language and speech disorders is to do speech therapy, oral motor, and melodic intonation
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Capobianco, Micaela, and Luca Cerniglia. "Communicative, cognitive and emotional issues in selective mutism." Interaction Studies 19, no. 3 (December 31, 2018): 445–58. http://dx.doi.org/10.1075/is.17018.cap.
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Abstract Selective mutism (SM) is a developmental disorder characterized by a child’s inability to speak in certain contexts and/or in the presence of unfamiliar interlocutors. This work proposes a critical discussion of the most recent studies on SM, with respect to clinical and diagnostic features, as well as the etiology and treatment of this disorder. At present, all research work supports the hypothesis that SM is a complex anxiety disorder with multifactorial etiology (interaction among biological and environmental causes). The latest edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association, 2013) places SM mutism among “Anxiety Disorders”, and no longer among “Other Childhood, Infant and Adolescent Disorders” (as in DSM-IV). Other important aspects relate to cognitive biases and emotional states at the base of SM, which partly explain the disorder’s persistence and represent an important objective of intervention work. No data in the literature point to a total remission of SM, but good results are achieved with cognitive behavior intervention and multimodal therapy (MMT) involving a variety of child interaction contexts.
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Maszewska, Sylwia. "Music therapy as an augmentative method in practicing speech‑language pathology." Logopaedica Lodziensia, no. 1 (December 30, 2017): 79–89. http://dx.doi.org/10.18778/2544-7238.01.07.
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The article presents therapeutic actions toward restoring linguistic and communicative competence, and its aim is to show how music therapy enriches the methods of speech‑language rehabilitation. The rise of music therapy and speech‑language pathology as scientific disciplines was gradual and started almost exactly at the same juncture, i.e. at the beginning of the 20th century. The origins of both go back in time to the remote past, and both are characterized by an interdisciplinary nature. The methods of music therapy are in line with the speech‑language therapy scenario:– eurhythmics, initially supporting education and upbringing, stimulates psychomotor development in a versatile manner,– speech‑movement therapy supports general and motor development and aids speech capabilities,– the Good Start method is applied for children with reading and writing difficulties and has a corrective‑compensatory influence,– mobile music recreation stimulates the development of children suffering from cerebral palsy,– high‑frequency sounds in the Tomatis method have a therapeutic effect for memory disorders, school‑related difficulties, dyslexia, autism, and emotional disorders,– singing, which is a traditional method of music therapy, is widely applied in speech therapy for neurological disorders and in the treatment of stammering, as well as in psychosocial rehabilitation.
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Ayesha Kamal Butt, Rabia Zubair, and Farooq Azam Rathore. "The role of Augmentative and Alternative Communication in Speech and Language Therapy: A mini review." Journal of the Pakistan Medical Association 72, no. 3 (March 3, 2022): 581. http://dx.doi.org/10.47391/jpma.22-023.
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Augmentative and Alternative Communication is an aided or unaided means of communication which supports existing communication abilities of an individual or replaces natural speech due to any speech and language disorder. The deficit could be developmental or acquired such as autism spectrum disorder, cerebral palsy, learning difficulties, dysarthria, dyspraxia or due to any acquired neurological condition such as aphasia and other degenerative disorders. Furthermore, it may be due to surgical procedures such as laryngectomy. Alternate means of communication have also been successfully used with COVID-19 patients. These tools may include pictures, symbols, signs or voice output devices. Parents of children with special needs and medical professionals have been reluctant in implementing the approach due to certain misconceptions. The aim of this review is to summarize the current evidence for the use of Augmentative and Alternative Communication with a range of disorders in relation to in relation to Pakistan.
Keywords: Assistive technology, Aided communication, Complex communication needs, Early intervention, Speech generating devices, Speech and language intervention
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Jensen de López, Kristine M., Rena Lyons, Rama Novogrodsky, Sofia Baena, Julie Feilberg, Sam Harding, Maja Kelić, et al. "Exploring Parental Perspectives of Childhood Speech and Language Disorders Across 10 Countries: A Pilot Qualitative Study." Journal of Speech, Language, and Hearing Research 64, no. 5 (May 11, 2021): 1739–47. http://dx.doi.org/10.1044/2020_jslhr-20-00415.
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Purpose Although researchers have explored parental perspectives of childhood speech and language disorders, most studies have been conducted in English-speaking countries. Little is known about parental experiences across countries, where procedures of language screening and services for language disorders differ. The authors participated in the COST 1 Action network IS1406, “Enhancing Children's Oral Language Skills Across Europe and Beyond,” which provided an opportunity to conduct cross-country qualitative interviews with parents. The aim of this pilot study was to explore ways in which parents construed and described speech and language disorders across countries. Method Semistructured qualitative interviews were conducted with parents from 10 families in 10 different countries. The data were analyzed using thematic analysis. Findings The overall theme was “acknowledging parental expertise.” The parents described, in detail, ways in which their children's speech and language (dis)abilities had an impact on the children's everyday life. Three subthemes were identified: impairment, disability, and changes over time. Conclusions The findings suggest that, across a range of countries, parents demonstrated contextualized understandings of their children's speech and language (dis)abilities, along with the everyday functional implications of the disorders. Hence, despite not holding professional knowledge about language disorders, the voices, views, understandings, and personal experiences of parents in relation to their child's disorder should be listened to when planning therapy services. Supplemental Material https://doi.org/10.23641/asha.14109881
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Angadi, Vrushali, and Joseph Stemple. "New Frontiers and Emerging Technologies in Comprehensive Voice Care." Perspectives on Voice and Voice Disorders 22, no. 2 (July 2012): 72–79. http://dx.doi.org/10.1044/vvd22.2.72.
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The nature of voice therapy has progressed since the 1930s when treatment for voice disorders was chiefly in the medical domain. The role of the speech-language-pathologist (SLP) in the treatment of voice disorders has evolved steadily over the years with advances in diagnosis and the growing base of evidence in the literature with respect to treatment. The speech-language pathologist is now an important part of the treatment team that includes the otolaryngologist, singing teacher, vocal coach, and other allied health professionals. This team approach has improved patient care with a greater focus on the individual that goes beyond the disorder. In this article, we will provide a brief history of the evolution of voice therapy that encompasses the past and present, as well as providing directions for the future.
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Kummer, Ann W., and Linda Lee. "Evaluation and Treatment of Resonance Disorders." Language, Speech, and Hearing Services in Schools 27, no. 3 (July 1996): 271–81. http://dx.doi.org/10.1044/0161-1461.2703.271.
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Resonance disorders can be caused by a variety of structural abnormalities in the resonating chambers for speech, or by velopharyngeal dysfunction. These abnormalities may result in hypernasality, hypo- or denasality, or cul-de-sac resonance. Resonance disorders are commonly seen in patients with craniofacial anomalies, particularly a history of cleft palate. The appropriate evaluation of a resonance disorder includes a speech pathology evaluation, and may require a video-fluoroscopic speech study or nasopharyngoscopy assessment. Treatment may include surgery or the use of prosthetic devices, and usually speech therapy. Given the complexity of these disorders in regard to evaluation and treatment, the patient is best served by an interdisciplinary craniofacial anomaly team.
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Murray, Laura L. "The Application of Relaxation Training Approaches to Patients With Neurogenic Disorders and Their Caregivers." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 18, no. 3 (October 2008): 90–98. http://dx.doi.org/10.1044/nnsld18.3.90.
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Abstract Purpose: Because relaxation therapy remains a popular complementary and alternative medicine approach, this review paper was written to (a) introduce speech-language clinicians to relaxation therapy procedures, (b) summarize research regarding outcomes associated with relaxation therapy in healthy and patient populations, including those with neurogenic cognitive and communicative disorders, and (c) identify future research needs and clinical applications regarding the use of relaxation therapy within speech-language management protocols. Method: A review of the literature pertaining to relaxation therapy among healthy adults, individuals with non-neurogenic disorders, and individuals with neurogenic cognitive-communicative disorders was conducted and critically summarized. Results and Conclusions: Preliminary data suggest that relaxation therapy, when applied alone or in concert with conventional speech-language therapy protocols, may be used to address a variety of neurogenic cognitive and communicative problems ranging from dysarthria in Parkinson's disease to high-level cognitive deficits in traumatic brain injury. Further research is needed, however, given the paucity of studies involving individuals with neurogenic cognitive or communicative disorders and that much of the extant literature regarding relaxation therapy has lacked the methodological rigor necessary to evoke confidence in the reported findings. Suggestions regarding how to broaden the scope of research regarding relaxation training are provided.
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Johnson, William L., and Michael Feuerstein. "An Interpreter’s Interpretation: Sign Language Interpreters’ View of Musculoskeletal Disorders." Journal of Occupational Rehabilitation 15, no. 3 (September 2005): 401–15. http://dx.doi.org/10.1007/s10926-005-5946-5.
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Pokorska, Patrycja. "Problems of speech and language disorders in children – case study of a four‑year‑old child." Logopaedica Lodziensia, no. 1 (December 30, 2017): 101–14. http://dx.doi.org/10.18778/2544-7238.01.09.
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The problems of speech and language disorders on children with central nervous system disorders are dealt with in the literature of the subject from the perspective of various disciplines – medicine, linguistics, pedagogy, psychology and speech therapy. However, there are no clear definitions in the literature of semantic terms, the clinical picture, the substance of the disorder and their etiopathogenesis. Diagnosis of raised disorders in neurologically impaired children is a structured and multi‑specialist procedure using neurological, linguistic and psychological data, further impeded by ambiguity in the criteria for their description. In practice, a variety of approaches to naming and defining these disorders often stumbles on the discrepancies in the diagnosis, which leads to errors in communication between specialists. This article discusses the case of a four‑year‑old child with intrauterine hypothyroidism and second‑degree intraventricular haemorrhage with speech and language disorders, the example of which is terminological discrepancies.
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Ozlu, Can, Rachel M. Bailey, Sarah Sinnett, and Kimberly D. Goodspeed. "Gene Transfer Therapy for Neurodevelopmental Disorders." Developmental Neuroscience 43, no. 3-4 (2021): 230–40. http://dx.doi.org/10.1159/000515434.
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Neurodevelopmental disorders (NDDs) include a broad spectrum of disorders that disrupt normal brain development. Though some NDDs are caused by acquired insults (i.e., toxic or infectious encephalopathy) or may be cryptogenic, many NDDs are caused by variants in a single gene or groups of genes that disrupt neuronal development or function. In this review, we will focus on those NDDs with a genetic etiology. The exact mechanism, timing, and progression of the molecular pathology are seldom well known; however, the abnormalities in development typically manifest in similar patterns such as delays or regression in motor function, social skills, and language or cognitive abilities. Severity of impairment can vary widely. At present, only symptomatic treatments are available to manage seizures and behavioral problems commonly seen in NDDs. In recent years, there has been a rapid expansion of research into gene therapy using adeno-associated viruses (AAVs). Using AAVs as vectors to replace the non- or dysfunctional gene in vivo is a relatively simple model which has created an unprecedented opportunity for the future of NDD treatment. Advances in this field are of paramount importance as NDDs lead to a massive lifelong burden of disease on the affected individuals and families. In this article, we review the unique advantages and challenges of AAV gene therapies. We then look at potential applications of gene therapy for 3 of the more common NDDs (Rett syndrome, fragile X syndrome, and Angelman syndrome), as well as 2 less common NDDs (<i>SLC13A5</i> deficiency disorder and <i>SLC6A1</i>-related disorder). We will review the available natural history of each disease and current state of preclinical studies including a discussion on the application of AAV gene therapies for each disease.
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Matić, Ana, Jelena Kuvač Kraljević, Lana Kologranić Belić, and Marina Olujić Tomazin. "Group-Based Direct and Indirect Approaches to Language Therapy for Children With Developmental Language Disorder: a Pre-Experimental Study." Klinička psihologija 10, no. 1-2 (December 10, 2018): 21–38. http://dx.doi.org/10.21465/2018-kp-1-2-0002.
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Developmental Language Disorder (DLD) is among the most frequent communication disorders in early childhood. It affects the quality of the child’s academic and social life. Speech-language therapy to counter this impairment is usually individual and based on a direct approach with the therapist. New approaches begin to emerge, involving group settings, as well as indirect involvement of a parent who is constantly monitored and supervised by the therapist. Group and indirect therapies are infrequently used in Croatia, even though their effectiveness is well demonstrated worldwide. The aims of the current study were: 1) to examine whether two approaches to language therapy: group-based direct and indirect at home, can foster early literacy in children with DLD, and 2) to gain insight into parental perception of group therapy and how they perceived its potential influence on their children’s lives. It has a pre-experimental design and thus presents the first step towards an evidence-based effectiveness study. Eight children and their parents participated in the programme. Children’s language progress was measured using language tests before and after the programme, and parents’ perception of the therapy was evaluated using a post-programme questionnaire. The results suggest that group-based direct and indirect approaches can foster early literacy in preschool children with DLD. Parental perception of the therapy was positive; they expressed strong trust in the therapy and reported finding it useful for their children. The outcomes of the present pre-experimental study further corroborate positive effects of carefully planned therapies and serve as a step forward in conducting effectiveness studies in order to establish evidence-based practices in Croatia. Keywords: developmental language disorder, pre-experimental study, group language therapy, direct and indirect approaches, early literacy
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Ratner, Nan Bernstein. "Treating the Child Who Stutters With Concomitant Language or Phonological Impairment." Language, Speech, and Hearing Services in Schools 26, no. 2 (April 1995): 180–86. http://dx.doi.org/10.1044/0161-1461.2602.180.
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When children who stutter also demonstrate speech or language problems, establishing efficacious and reasonable therapy objectives can be difficult. This article discusses diagnostic considerations in identifying coexisting communication disorders and in differentiating between stuttering and secondary fluency disorders related to language formulation. A number of options for structuring therapy for coexisting problems are evaluated, including blended, lagged, and cycled approaches. Concerns implicit in the treatment of coexisting linguistic and fluency problems also are reviewed.
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Oksana, Voitovych, Kozliuk Olha, Kosarieva Oksana, Marchuk Galyna, and Stepanova Olga. "Humanistic approach towards education of preschool children with developmental speech and language disorders." Revista Tempos e Espaços em Educação 13, no. 32 (December 13, 2020): 1–15. http://dx.doi.org/10.20952/revtee.v13i32.14958.
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Changing approaches towards education of preschool children with developmental speech and language disorders occurs due to systemic pressure from government policy, which includes the development of inclusive education, the promotion of multidisciplinary cooperation in the development of policies and educational practices. Differentiation, personalization and integration of children with special educational needs are trends that indicate the humanization of education. Based on the analysis of scientific publications on the issues of therapy (treatment) and education of preschool children with developmental speech and language disorders for 2000-2019, key trends in education have been identified. The academic paper summarizes the experience of involving parents in the treatment of children. The importance of increasing parents’ awareness concerning the peculiarities of children with developmental speech and language disorders has been identified. The effectiveness of family-centered practice in education compared to usual practice has been proven. It has been determined that the humanistic approach should include the principle of involvement of all subjects of education of children with developmental speech and language disorders. Family-centered practice is a form of humanistic approach to education, where there is a division of responsibilities and reducing the burden on preschool teachers in the upbringing and education of such children. The features of a humanistic approach to education determine the individual approach to therapy and education. This approach is complemented by differentiated and personalized approaches. It has been determined that home speech sound disorder treatment is effective due to the formation of the natural environment, which contributes to the formation of positive relationships between children developmental speech and language disorders and parents.
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Andrews, Mary. "Application of Family Therapy Techniques to the Treatment of Language Disorders." Seminars in Speech and Language 7, no. 04 (November 1986): 347–58. http://dx.doi.org/10.1055/s-0028-1085233.
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