Bibliografias temáticas / Language disorders – therapy

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Literatura científica selecionada sobre o tema "Language disorders – therapy"

Autor: Grafiati
Publicado: 29 de julho de 2024
Última modificação: 30 de julho de 2024

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Artigos de revistas sobre o assunto "Language disorders – therapy"

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Petrovic-Lazic, Mirjana, Nadica Jovanovic-Simic e Zorica Veljkovic. "Speech and language therapy for children with phonotrauma". Medical review 76, n.º 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, n.º 1 (março de 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, n.º 9 (2 de setembro de 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., e Anita S. Halper. "Language disorders associated with aging". Topics in Geriatric Rehabilitation 1, n.º 4 (julho de 1986): 15–28. http://dx.doi.org/10.1097/00013614-198607000-00006.

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Drigas, Athanasios, e Alexia Petrova. "ICTs in Speech and Language Therapy". International Journal of Engineering Pedagogy (iJEP) 4, n.º 1 (2 de fevereiro de 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, n.º 2 (31 de dezembro de 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, n.º 4 (6 de dezembro de 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 e Zikri Muhammad. "Language Development: Early Detection of Speaking Disorders and The Process of Treating". Eduvest - Journal of Universal Studies 2, n.º 4 (20 de abril de 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, n.º 2 (1 de junho de 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 (7 de fevereiro de 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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Teses / dissertações sobre o assunto "Language disorders – therapy"

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Everitt, Andrea. "Speech and language therapy in preschool children : assessing the problems". Thesis, University of Aberdeen, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=53351.

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Introduction: Differentiating between normal language variation and abnormal language development can be difficult for clinicians working with young children who present with slow language development, so-called “late talkers”. Although the language difficulties of many late talkers resolve spontaneously, there is clearly a group of children whose problems persist, either for a long period or possibly permanently (after the age of five, often referred to as children with specific language impairment: SLI). There is a lack of research examining potential markers of language difficulties in young children which may enable the early detection of children at risk of SLI. The aim of this thesis was to determine the most suitable measure, or combination of measures, that can predict which late talkers at age 3;0 to 4;0 will be likely to have SLI at age 4;0 to 5;0. Methods Forty seven late talkers and 47 children with typical language development (TLD) aged from 3;0 to 4;0 were assessed on a number of language, IQ and marker tasks (baseline assessment). The children were recruited from 13 nurseries and one family centre in Aberdeen city. The children were reassessed one year later on a number of language, IQ and marker tasks (follow-up assessment). Results: Characteristics of the child or family examined were not associated with membership of the expressive language delay group at follow-up. Within the late talker group only, the Preschool Language Scale-3 Expressive Communication (PLS-3 EC) and Recalling Sentences scores at baseline were the best predictors of persistent expressive language delay at follow-up. Late talkers performance on the PLS-3 EC and Recalling Sentences tasks at age 3;0 to 4;0 has potential as predictors of persistent expressive language delay (children likely to have SLI) at age 4;0 to 5;0. Conclusions: A sizeable proportion of children identified as late talkers at age 3;0 to 4;0 have persistent language problems a year later at follow-up. The language measure PLS-3 EC has the potential to differentiate between late talkers who are going to have more persistent problems from those who recover. The marker task Recalling Sentences also has the potential to differentiate between late talkers who are going to have more persistent problems from those who recover. Given the simplicity of Recalling Sentences, this task has the potential to be a useful screening test in clinical practice although this needs to be evaluated in further research.
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Weill, Christine Pieno. "An Investigation into the Manifestations of the Core Deficits of Autism Spectrum Disorders in the Writing Process of Individuals with this Disorder". Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002407.

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This research study investigates the manifestations of the core deficits of autism spectrum disorder (ASD) in the writing process of three school-aged individuals diagnosed with this disorder. A qualitative research design was employed in order uncover the effects of the core deficits on the social interactions surrounding a constructivist approach to writing development. The ethnographic methods used during this investigation allowed the identification behavioral strategies employed as a result of the core deficits of ASD as they occurred during the authentic context of interest. The results of this study suggest underlying cognitive deficits described as an inaccurate locus of joint attention, rigid and restrictive conceptualizations of the writing process, and non-social use of the writing process. These underlying cognitive capacities decrease the ability of the individual with ASD to engage in the writing process in conventionally appropriate and effective manners. In response to a social constructivist approach to the writing process, the manifestations of the core deficits changed in each of the three participants followed in this study to include the establishment of joint action routines, integrated conceptualizations of the writing process, and the emergent use of writing for social purposes. The results of this research investigation support the theoretical standing of pragmatics as an emergent epiphenomenon (Perkins, 2005). For the three participants in this investigation, the social use of both the writing process and of written language emerged as other core capacities in social interaction and rigid conceptualizations responded to the social constructivist approaches employed in this study. As the writing process and written language became part of the social interactions of these IASD, the communicative functions of writing became apparent as a way to share their interests and experiences with others.

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BALTZER, TATIANA. "PARENT EXPECTANCIES OF SPEECH AND LANGUAGE THERAPY". University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1060884844.

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Willet, Holly. "Effects of treatment on finite morphemes in children with specific language impairment /". abstract and full text PDF (UNR users only), 2001. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1404975.

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Cherry, Shannon Marie. "Speech Pathologists and Knowledge Regarding Communication Disorders with Genetic Inheritance". University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212085523.

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Silver, Kathi Olinsky. "Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2498/.

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The purpose of this study was to examine the prevalence of the comorbidity of emotional/behavioral disorders (EBD) and speech/language disorders among those students identified as under The Individuals With Disabilities Education Act criteria as emotionally disturbed and speech impaired. The literature reviewed included clinical and school settings that examined a cooccurrence of language disorders in the EBD population. Other research reported a lack of routine involvement of speech/language therapists in the assessment of the EBD population. Implications from clinical studies suggested a need for greater attention to language disorders in a multi- and interdisciplinary assessment. This study investigated the prevalence of the dual occurrence of EBD and speech/language disorders in Grades 2 through 6 in Texas schools in light of the known research. Relationships in ethnicity and socioeconomic status were examined using chi-square test of independence. Aggregate data were obtained from the database of the Texas Pupil Information Management System and from survey questionnaire responses provided by speech therapists in selected districts. The literature review focused on the impact of language in the development of appropriate personal interactions and communication skills, especially those relevant to pragmatic language factors and the implications of language competency in successful personal living and career roles and supported the importance of language as an important contributor to a person's life success and the correlation of EBD disabilities and speech/language disorders. Social skills instruction, the relationship of language, especially pragmatics, and social competencies for this population are included. The results revealed a relationship between ethnicity and speech/language disorders among the students identified with EBD. In considering the population of students identified as EBD and language disordered, a significant relationship was found between ethnicity and socioeconomic status. Recommendations include suggestions for future research, assessment procedures, classroom interventions, and data collection methods.
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Culley, Amanda. "The Effects of Event Knowledge and Parent Input on the Language Skills of Children with and without Language Impairment". Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1366997797.

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Lee, Chao-Chin. "Relationship Between Jaw Opening and Phonetic Complexity: A Cross-Language Study". Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1877.

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The current study employs a simultaneous cross-system monitoring technique to examine the impact of jaw opening on articulatory and vocal behaviours. The purpose of the study is to determine whether an increased jaw opening posture can improve speech and voice quality in a variety of phonetic contexts. Participants were 20 healthy non-smoking adults, including 10 New Zealand English (Mean = 36.5 years, SD = 14) and 10 Mandarin (Mean = 27.5 years, SD = 9.3) native speakers, with five females and five males in each group. Participants were asked to say, with and without an exaggerated jaw opening posture, monosyllabic consonant-vowel (CV) couplets which contained a vowel (/i/, /a/, or /u/) and a consonant selected from the phonemes in their native language. Signals recorded with the acoustic, electroglottographic (EGG), and marker-based video tracking devices were analyzed to yield (i) acoustic measures, including consonant length, fundamental frequency (F0), percent jitter (%jitter), percent shimmer (%shimmer), signal-to-noise ratio (SNR), and frequencies of Formants One and Two (F1 and F2), (ii) EGG measures, including open quotient and speed quotient, and (iii) maximum jaw displacement. A series of two-way Analysis of Variances (ANOVAs) and repeated measures ANOVAs were conducted on the experimental measures to determine whether there was an effect of task (normal vs. exaggerated jaw opening), language (English vs. Mandarin), consonant, or tone (Tones 1 to 4, for the Mandarin group only). Results showed that an exaggerated jaw opening posture resulted in an expansion of vowel space (as shown in the F1-F2 plot for vowels /i/, /a/, and /u/), increased F0, and positive changes in phonatory stability, including decreased %jitter and %shimmer and increased SNR. These findings highlighted the importance of jaw manipulation in speech treatment and supported the hypothesis that an open mouth approach was useful for speech and voice enhancement, suggesting that jaw opening had a universal effect of reducing phonetic complexity. In addition, some changes of the experimental measures were also shown to be a function of language, consonant, and tone.
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Starling, Julia M. "The Language in Classrooms Program : an evaluation of a whole-school intervention for adolescents with language impairment". Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/16006.

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Lastra, Juan Carlos. "Single-subject experimental design using melodic intonation therapy with an adult Hispanic male a case study /". Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Livros sobre o assunto "Language disorders – therapy"

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Lees, Janet. Children with language disorders. 2a ed. San Diego, Calif: Singular Pub. Group, 1997.

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Enderby, Pamela M. Therapy outcome measures (TOM): Speech and language therapy. San Diego, Calif: Singular Pub. Group, 1997.

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Sam-po, Law, Weekes Brendan e Wong Anita M-Y, eds. Language disorders in speakers of Chinese. Bristol: Multilingual Matters, 2008.

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Lees, Janet. Children with language disorders. London: Whurr, 1991.

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Shelagh, Urwin, ed. Children with language disorders. 2a ed. London: Whurr Publishers, 1997.

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E, Yoder David, e Kent Raymond D, eds. Decision making in speech-language pathology. Toronto: B.C. Decker, 1988.

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Klein, Evelyn R. Acquired language disorders: A case-based approach. San Diego: Plural Pub., 2009.

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Goldberg, Stanley A. Clinical skills for speech-language pathologists. San Diego: Singular Pub. Group, 1997.

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author, Klein Evelyn R., ed. Acquired language disorders: A case-based approach. San Diego, CA: Plural Publishing, Inc., 2014.

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K, Worthington Colleen, ed. Treatment resource manual for speech-language pathology. San Diego: Singular Pub. Group, 1996.

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Capítulos de livros sobre o assunto "Language disorders – therapy"

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Abhishek, B. P., e Abdulaziz Saleh Almudhi. "Utility of Apps in Speech and Language Therapy". In Telerehabilitation in Communication Disorders and Mental Health, 54–74. B1/I-1 Mohan Cooperative Industrial Area, Mathura Road New Delhi 110 044: SAGE Publications Pvt Ltd, 2020. http://dx.doi.org/10.4135/9789353885915.n3.

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Massey, Karen, e Gemma Lester. "Speech Sound Disorders – Setting the Scene". In Total Speech: Blending Techniques in Speech and Language Therapy, 1–12. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003340317-1.

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Massey, Karen, e Gemma Lester. "When Speech Sound Disorders Become Persistent". In Total Speech: Blending Techniques in Speech and Language Therapy, 13–24. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003340317-2.

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Law, Sam-Po, Winsy Wong e Elva Wong. "Chapter 15. A Semantic Treatment for Cantonese Anomic Patients: Implications for the Relationship Between Impairment and Therapy". In Language Disorders in Speakers of Chinese, editado por Sam-Po Law, Brendan Weekes e Anita M.-Y. Wong, 273–92. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847691170-017.

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Quaid, Rachelle, e Lesley Wilson. "The Role of Speech and Language Therapy for Individuals with FASD". In Prevention, Recognition and Management of Fetal Alcohol Spectrum Disorders, 205–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73966-9_15.

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Karia, Mathew Kinyua. "Using Acoustic Phonetics in the Assessment and Treatment of Speech Disorders". In Handbook of Speech-Language Therapy in Sub-Saharan Africa, 441–51. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-04504-2_20.

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Beverly, Brenda L., e Kimberly Zlomke. "PCIT and Language Facilitation for Children with Autism Spectrum Disorders". In Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum, 425–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03213-5_23.

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Davis-McFarland, Elise. "Pediatric HIV/AIDS and Communication and Developmental Disorders in South African Children". In Handbook of Speech-Language Therapy in Sub-Saharan Africa, 315–41. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-04504-2_15.

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Otube, Nelly Were, e Mathew Kinyua Karia. "Critical Components in the Inclusion of Learners with Cerebral Palsy and Associated Communication Disorders". In Handbook of Speech-Language Therapy in Sub-Saharan Africa, 673–85. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-04504-2_33.

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Licandro, Ulla, Tom Abuom e Dennis Omari. "Linguistically and Culturally Diverse Children with Language Disorders in Sub-Saharan Africa: Approaches to Service Delivery". In Handbook of Speech-Language Therapy in Sub-Saharan Africa, 469–78. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-04504-2_22.

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Trabalhos de conferências sobre o assunto "Language disorders – therapy"

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Tubele, Sarmite. "Multisensory Approach in Speech Therapy for Preschool Children". In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.55.

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The paper is devoted to topical issue – multisensory approach in speech therapy. The aim of the paper is to substantiate the neccessity of multisensory approach in speech therapy sessions for pre-schoolers. The number of children with speech and language disorders is increasing every year and help is needed to alleviate the disorders. Children with developmental language disorder (DLD) have to work hard to overcome developmental difficulties. They have common features because of language problems, nevertheless they are so different in their learning styles, individual and personal characteristics, and the severity of their speech and language disorder. Speech therapist has to be creative and find the way to each child alongside the strict methodology, and promote their development. Multisensory approach in the essence is the use of all senses in the learning process and intervention. Speech therapists know how important it is to attach the attention and keep interest of a child to achieve the best results. Some senses are more accustomed in daily use; others are used only in special cases. The development in pre-school age is the basis for the future life, wellbeing and success. Therefore the fundamental must be strong, confident and reliable. Used methods: literature review based on specific key words in Google Scholar, questionnaire for speech therapists and statistical analysis of the obtained results. Main results specify frequently used senses (vision, hearing, touch) and more rarely used senses (smell and taste). Nevertheless the results of speech therapy intervention suggests more frequent use of all the senses. One of the conclusions is related to the need in the education of future speech therapists to pay more attention to the use of a multisensory approach in daily sessions for children with speech and language disorders.
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PONOMARI, Dorina. "Speech therapy assistance in the context of genetic disorders". In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p179-184.

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Language presents a complex psychic process and many negative factors can affect it in its evolutionary path. These factors can be external psychosocial but also internal. Genetic disorders can mark to a greater or lesser extent the phenotype of the child with impact on the central nervous system and the speech apparatus. Children with some genetic conditions have difficulties in language development and often need speech therapy assistance, however early speech therapy intervention given at an early age will improve language development.
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Wrench, Alan, Fiona Gibbon, Alison M. McNeill e Sara Wood. "An EPG therapy protocol for remediation and assessment of articulation disorders". In 7th International Conference on Spoken Language Processing (ICSLP 2002). ISCA: ISCA, 2002. http://dx.doi.org/10.21437/icslp.2002-329.

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Fat, Silvia, Georgeta Panisoara, Cristina Sandu, Iulia Lazar e Adriana Malureanu. "THE IMPACT OF USING TIMLOGORO PLATFORM IN LANGUAGE DISORDERS THERAPIES. RESEARCH IN PROGRESS". In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-007.

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This article presents the evolution of a project in CASLT domain (computer assisted speech and language therapy) who aims to develop, test and validate computer-aided multiplatform technologies with a high degree of interactivity in language training. Adapted to the linguistic specificity of the Romanian language, this technology becomes a support, not only through the practical tools, but also through the content applied to language development. Technological progress has a significant potential by solutions creation to diminish language disorders. In Romania there are many effective resources. Such an example of a digital platform is TIMLOGORO, which has recently been developed for speech therapy. The designers developed modules using digital games under the guidance of a virtual avatar. The platform also aims to meet the needs of specialists, offering a wide range of attractive activities, as well as games for vocabulary enrichment and the expressive and perceptual language training. TIMLOGORO technology will work with interactive games guided by an avatar specifically created, following the principles used in speech disorders. In respondents opininons, technology is a powerful tool for correcting and alleviating language disorders, with digital support as a resource for diagnosis and intervention for: speech therapists, school counselors, teachers, parents of children with and without disabilities. Timlogoro platform have a number of advantages, reported by the students. Many users and practisioners knows to access computer-based applications that enable them to communicate and write messages in various forms such as text, audio, images, video, animation and simulation. In the field of speech therapy, the respondents appreciate this personalized, collaborative and interactive learning method.
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Gomes, Monique, Amanda Rodrigues, Indianara Rosa e Daniel Perez Sampaio. "MUSIC THERAPY IN DEMENTIA PATIENTS: WHAT ARE THE BENEFITS?" In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda078.

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Background: Dementia is an acquired status, characterized by a decline in at least two cognitive domains, severe enough to affect social or occupational functioning. The standard pharmacological treatment for dementia has limited efficacy, especially in non-cognitive outcomes. Music therapy (MT) is being studied as anon-pharmacological therapy for Dementia, due to its stimulating effects. Objective: Understand the main benefits of MT in dementia patients, through a systematic review. Methods: A literature research was carried out using the databases: PubMed and Scielo. The period of publication was limited from 2016 to 2021, with the search keywords: Music Therapy, Dementia. 297 studies were found, and 15 met the inclusion criteria for our review. Results: MT includes passive (listening to music) and active participation, such as playing instruments, singing or songwriting. Listening to music is linked with wild cortical activation and is a strong stimulus for neuroplastic changes. MT provides multimodal skills, performing integration of various cognitive functions, such as memory and attention, especially in interactive interventions. Conclusion: Studies showed mixed results, especially due to the lack of standardized methods for musical stimulus, but in general, MT was considered to improve verbal and language fluency, anxiety and depression levels, apathy, cognitive function and quality of life, and decrease neuronal degeneration by enhancing cerebral plasticity.
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Freitas, Maria Isabel, e Ricardo Nitrini. "FEASIBILITY OF AN INTENSIVE SPEECHLANGUAGE THERAPY PROGRAM FOR PRIMARY PROGRESSIVE APHASIA". In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda048.

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Background: Primary progressive aphasia (PPA) is caused by selective neurodegeneration of the specific language areas in the brain. Until recently, this area had been dominated by impairment-focused interventions, more specifically, word-retrieval therapies. The compensatory-based approach targets everyday use of conversation between a people with PPA (pwPPA) and the family member or carer, and is underpinned by an assessment of those strategies which facilitate communication and those that act as a barrier. Objective: To analyze the feasibility of an intensive SLT program for pwPPA. Methods: Three patients with PPA (1 with PPA-S, 1 PPA-NF and 1 PPA-L) received the treatment (2 by face-to-face format and one by videoconference/telerehabilitation). The program comprised an initial evaluation of 2 hours (day 1), five 1-hour treatment sessions on consecutive days (days 2 to 6), followed by a post-treatment evaluation (day 7) to determine the results of the intensive therapy. Results: The treatment provided a greater load of cognitive-linguistic stimuli, which promoted some gains in speech intelligibility, functional communication improving general desire to engage in communicative exchanges relative to baseline. Conclusions: The intensive program was feasible and that some gains in functional communication can be made after five consecutive sessions in the same week.
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Hațegan, Carolina Bodea, Dorina Talaș e Raluca Trifu. "ONLINE SPEECH AND LANGUAGE THERAPY. FOCUS-GROUP BASED STUDY". In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end088.

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In March 2020, due to the pandemic situation from our country, the National lockdown was imposed for almost two months. Speech and language therapy field was very affected in this period of time and harsh decisions were to be taken. Children who strongly needed therapy were in the situation to either go on with the rehabilitation process in an online setting or to wait and postpone therapy sessions. The aim of this research is to present the situation in a SLT (speech and language therapy) private specialized center and to underline the advantages and the disadvantages of SLT online therapy after one year (from March 2020, till March 2021). In the beginning of March 2020, 37 children attended SLT sessions in this private center, 2 of them were recently assessed and they were supposed to begin therapy exactly on the first lockdown day. From all of them, 20 children (54 %) switch to online therapy sessions progressively. Starting with April 2020, after a three weeks break, 9 children diagnosed with mild to moderate speech and language disorders, switch from face to face to on-line. In May, 6 more children and in June another 5 children were brought back to therapy, even if we remained in an online setting. The other children, 17 (46%), either stopped all therapy sessions or began therapy in other centers that organized onsite therapeutic sessions after the lockdown period of time. At this present moment, in March 2021, at one year distance, the SLT center offers SLT services exclusively online, both assessment and therapy and the number of cases asking directly for online therapy is increasing daily (in March 2021, N=31). Results of this study, organized as focus-groups with 3 parents, 3 children and 3 therapists underlined that online SLT is very efficient as long as parents` involvement is high. The main advantages listed by all persons in the research, even by children are: easier to be more consistent; the attendance in the SLT sessions is definitely higher, parents can participate directly in these activities, resources are easily to be found. Among disadvantages, the fact that parents have to be very involved in this therapeutic process seems to be the most frequently listed. In discussions and conclusions of this study a profile of the online SLT users is about to be depicted, a profile related to the one found in specialized literature from the field.
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СRIȘAN, Еlеna, e Valеntina STRATAN. "The usefulness of educational software in correcting language disorders in students with intellectic deficiency". In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p223-230.

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The impact of educational software on students is obvious: you can see an increase in interest in learning, an increase in attendance at classes, better school results. Taking into account the specifics of the students, the use of quality, attractive perceptual materials contributes to the formation of solid representations. At the same time, the presentation of concrete-intuitive materials in an accessible manner accompanied by an adapted verbal explanation contributes to the formation of skills and the acquisition of knowledge by them. In special education units, a series of teaching, correction and recovery means, both classical and modern, are used in the activity of therapy of language disorders.
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Popovici, Doru vlad, e Dorina Ardeleanu. "RESULTS FROM INTEGRATING THE "LOGOPEDIX" SOFTWARE PROGRAM IN THE SPEECH-LANGUAGE THERAPY". In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-240.

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The high incidence of speech-language disorders among children with intellectual disability prompted us to seek new ways to improve the language and speech therapy, turning to the best account the latest available digital resources, by developing an original intervention program. The aim of this action research study was to assess the positive impact of the "Logopedix" software application towards meeting the speech-language therapy objectives and towards improving certain aspects of psychomotricity. The 40 participating elementary school children with intellectual disability, aged between 7 and 10, randomly selected from a Bucharest school for children with special needs, were divided into 2 groups with a homogenous distribution based on an initial evaluation. Throughout the 2012-2013 schoolyear, we subjected the two groups to a complex speech-language intervention program. We used the technology-enhanced approach for the experimental group (employing the "Logopedix" software program), and the clasical approach for the control group. We verified three research questions (research assumptions/hypotheses). The first one refers to the asumption that integrating the "Logopedix" software program within the speech-language therapy yields significantly better results than the "classical" speech-language therapy. The second one concerns the improvement of certain aspects of the fine motor skills (manual dexterity). The third one refers to the spatial awareness (telling left and right). The results of the final evaluation partially confirmed (partially ascertained) the first research question/hypotesis and fully confirmed (fully ascertained) the second and third ones. Therefore, we consider the "Logopedix" software program as a valuable assistive speech-language therapy instrument for the elementary school children with intellectual disability, within its defined limitations. Doru-Vlad Popovici, ph.D, is a university professor at the University of Bucharest, Faculty of Psychology and Educational Sciences, where he functions as Director (Chair), Department of Special Education, and as Director, Psychopedagogy of the inclusive school Master Programme Dorina Ardeleanu is a special education teacher (speech-language therapist) at the School Nr. 5 for Children with Special Needs, Bucharest. With a bachelor's degree in Psychology from the LB University of Sibiu-Hermannstadt and a master's degree in Speech-Language Therapy from the University of Bucharest
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Sandu, Cristina, Georgeta Panisoara, Doru vlad Popovici e Silvia Fat. "PARENTS' OPINIONS ON THE USE OF DIGITAL PLATFORMS IN LANGUAGE THERAPY". In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-029.

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This article presents the results of a research recently collected in a PNCDI III project, named Multiplatform interactive information technologies with applications in Romanian language for speech therapy. TIMLOGORO project demonstrates that technology is an effective tool for learning and, in particular, in improving speech at any age stage. This research aims to investigate the degree of parental openness on the use of technological platforms in children's speech therapy. The method used in this study was a survey based on a questionnaire, the tool comprising a total of 16 items with the Lickert scale response from 1 to 5. The questionnaire contains items that aim to investigate the general and particular opinion of working with the technological resource. The participants in this study are represented by a number of 40 children's parents who presents language disorders. The study aims to obtain relevant information about the importance of using digital platforms in speech therapy at parents. Research provides answers to key themes of interest, such as access to digital platforms, the use of technology, the qualities and features of efficient digital platforms. The open and supportive attitude of parents to the use of digital resources in speech therapy is one of the essential elements for the efficiency of the therapeutic act and the solving of speech problems. The results obtained in this research will be introduced into the SPSS statistics program and will be carried out statistical tests and graphs that will strengthen the scientific and pedagogical argument of the mentioned project, an argument necessary for evaluating the Timlogoro digital platform.
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Relatórios de organizações sobre o assunto "Language disorders – therapy"

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Luo, Xuexing, Zheyu Zhang, Jue Wang, Qibiao Wu e Guanghui Huang. Art therapy as a complementary therapy for schizophrenia: a meta-analysis of randomized controlled trials following the PRISMA guidelines. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, maio de 2022. http://dx.doi.org/10.37766/inplasy2022.5.0099.

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Review question / Objective: How are the effects of art therapy on schizophrenia? Condition being studied: Schizophrenia is a chronic and severely disabling mental disorder that is associated with impairments in cognitive, emotional and psychosocial functioning affecting the prospect of recovery. (Jablensky, 2010; Leucht, 2014). Information sources: A comprehensive literature search will be carried out by two independent researchers (XX Luo and J Wang). Published studies will be retrieved in common databases including PubMed, Web of Science, ClinicalTrials.gov, Cochrane Library, Embase, China National Knowledge Infrastructure(CNKI), Wanfang Databases, the Chinese Scientific Journal Database, the Chinese Science Citation Database, and the Chinese Biomedical Literature Database from inception to May 30, 2022. In addition, we will search and evaluate the relevant systematic reviews and meta-analyses to select the potential studies from their references. No trial is excluded due to publication status or language.
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Chen, Bin, Cimin Shen, Na Li, Lu Wang e Dangdang Chen. Thermotherapy for shoulder pain: a protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, novembro de 2021. http://dx.doi.org/10.37766/inplasy2021.11.0086.

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Review question / Objective: Shoulder pain is a common musculoskeletal disorder prompting many patients to seek treatment. Thermotherapy is a common treatment for shoulder which has been widely used in hospitals. But its efficiency has not been scientifically and methodically evaluated. This protocol aims to evaluate the efficacy and safety of Thermotherapy for treating shoulder pain. Information sources: Eight databases will be searched from their inception to October 2021. They are as follows: PubMed, Embase, Cochrane Library, ClinicalTrials.gov, China Knowledge Resource Integrated Database (CNKI), Weipu Database for Chinese Technical Periodicals (VIP), Chinese Biomedical Literature Database (CBM), and Wanfang Database. There will be no limitation to study publication status or language. The search terms include shoulder impingement syndrome, rotator cuff, bursitis, adhesive capsulitis, frozen shoulder, shoulder pain, thermotherapy, diathermy, heat therapy, Moxibustion, and RCTs. The equivalent search words will be used in the Chinese databases.
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