ANALYSIS OF THE STRUCTURE AND DYNAMICS OF VERBAL FUNCTIONS FOR THE FIRST YEAR AFTER ISCHEMIC STROKE

2019 ◽  
pp. 19-23
Keyword(s):  
Ischemic Stroke ◽  
Speech Therapy ◽  
Positive Impact ◽  
Speech Disorders ◽  
First Year ◽  
Structure And Dynamics ◽  
Speech Therapist ◽  
Late Recovery ◽  
Verbal Functions ◽  
Stationary Period

The results of psycho-correction speech therapy are analyzed in dynamics in 78 patients with varying severity and various forms of speech disorders in the early and late recovery periods of ischemic stroke. The effectiveness of conducting classes during the stay of patients in a neurological hospital and the positive impact of these exercises in the inpatient period (outpatient classes, classes at home with a speech therapist and trained relatives) are shown. Patients who did not conduct speech recovery classes during the inter-stationary period showed a decrease in speech activity, in some even a negative dynamic.

scholarly journals ANALYSIS OF THE STRUCTURE AND DYNAMICS OF VERBAL FUNCTIONS FOR THE FIRST YEAR AFTER ISCHEMIC STROKE

2019 ◽  
Vol 1 (2) ◽  
pp. 19-23
Author(s):  
A V Belaspova ◽  
A C Kadykov ◽  
I V Pryanikov ◽  
N I Pryanikova
Keyword(s):  
Ischemic Stroke ◽  
Speech Therapy ◽  
Positive Impact ◽  
Speech Disorders ◽  
First Year ◽  
Structure And Dynamics ◽  
Speech Therapist ◽  
Late Recovery ◽  
Verbal Functions ◽  
Stationary Period

The results of psycho-correction speech therapy are analyzed in dynamics in 78 patients with varying severity and various forms of speech disorders in the early and late recovery periods of ischemic stroke. The effectiveness of conducting classes during the stay of patients in a neurological hospital and the positive impact of these exercises in the inpatient period (outpatient classes, classes at home with a speech therapist and trained relatives) are shown. Patients who did not conduct speech recovery classes during the inter-stationary period showed a decrease in speech activity, in some even a negative dynamic.

Give Them a Chance to Talk

PEDIATRICS ◽  
1949 ◽  
Vol 3 (6) ◽  
pp. 869-870
Author(s):  
RUTH W. METRAUX ◽  
CATHERINE S. AMATRUDA
Keyword(s):  
Cerebral Palsy ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Speech Therapist ◽  
The Common ◽  
Sound Discrimination ◽  
Detailed Outline

This is a small cardboard covered handbook in photo-offset print, designed mainly for the speech therapist working with children handicapped by cerebral palsy. It contains a brief description of cerebral palsy (athetoid, spastic and ataxic), classification and description of the common speech disorders, an outline of the sequences of speech development together with a guide to the assessment of speech (articulatory) maturity, and a description of speech and sound discrimination tests. A detailed outline of the methods of speech therapy used in the athetoid, the spastic, and the ataxic child follows.

scholarly journals Rozwój językowy dziecka a b-learning

2018 ◽  
Vol 4 (10) ◽  
pp. 125-140 ◽  
Author(s):  
Joanna Jatkowska
Keyword(s):  
Language Development ◽  
Blended Learning ◽  
Speech Therapy ◽  
New Technologies ◽  
Positive Impact ◽  
Digital Natives ◽  
Linguistic Development ◽  
Digital World ◽  
Speech Therapist

A child’s language development vs. blended learning Abstract The author of the article analyzes the phenomenon of b-learning in speech therapy of children. The article presents answers to research hypotheses from the PhD dissertation of the author, ”B-learning in the diagnosis and speech therapy of children”. The author tries to find an answer to the question whether new technologies have a positive impact on the linguistic development of contemporary children? The digital world has not only risks but also benefits. Speech therapist, who are responsible for the linguistic development of children, should pay particular attention to these phenomena and study them in order to develop the best possible methods of stimulating the speech and communication of ”digital natives”.

scholarly journals Contemporary approaches to working with a family educating a child with speech disturbance

2019 ◽  
Vol 66 (3) ◽  
pp. 144-149
Author(s):  
Yelena Lastochkina ◽  
Olga Liannaya ◽  
Vitalina Litvinenko
Keyword(s):  
Information Technologies ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Coherent System ◽  
Systematic Correction ◽  
Individual Work ◽  
Speech Therapist ◽  
General Aspects ◽  
Work Done

The following article presents speech-therapy guidance for the families, who have kids with speech disorders, and outlines directions and means of solving the problem. The authors view speech-therapy guidance as interaction of all the participants in the correction process. Its implementation goes as a simultaneous, coherent system of work, which begins with interaction between the child, the therapist and experts in other specialties (psychologist, doctors, and rehabilitation specialists). Afterwards the work is meant to continue by parents supervised by the speech therapist. The article touches upon both group and individual work done in cooperation with parents. Group work – parents’ meetings, guidance, round tables, exhibitions, seminars, frontal-work lessons, workshops, games and exercises’ libraries, visual libraries, open days and conferences. Individual work – individual discourses, practicing, watching individual lessons, recommendation notices, homework notebooks, conducting surveys and home libraries. The authors claim that the system of a speech-therapy guidance can be introduced as two general aspects in work: 1) Speech-therapy aspect involves acquiring knowledge about phases and peculiarities of the child’s speech development, enhancing speaking communication among children, forming awareness of pre-school children speech disorders, motivation for cooperation with speech therapists, teachers and children, acquiring skills to follow the therapist’s advice and use all the correction exercises. The points mentioned above help to do the speech therapist supervised correction work, to adhere to the same requirements and the sequence of speech influence and conduct systematic correction work in accordance to the speech therapist’s advice. 2) Psychological aspect involves forming the knowledge about age-based psychological peculiarities of children’s development, fostering motivation skills for speaking communication, developing the skill of providing appropriate conditions for effective speech development, promoting ways of successful communication of children and parents. Nowadays there are different ways and forms of speech-therapy guidance for parents. The ones that proved to be the most informative and interactive are contemporary information technologies.

scholarly journals FORMING FUTURE SPEECH THERAPISTS MOTIVATIONAL ORIENTATION IN PROFESSIONAL TRAINING PROCESS

2021 ◽  
pp. 147-156
Author(s):  
Svitlana Tsymbal-Slatvinska ◽  
Inna Babii
Keyword(s):  
Professional Training ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Educational Process ◽  
Motivational Orientation ◽  
Professional Activity ◽  
Professional Environment ◽  
Speech Therapist ◽  
Speech Therapists ◽  
Barrier Free

The article focuses on the modification of organizational paradigms for the educational process and finding out the ways to improve the content of future speech therapists training.The author points out that the current format of distance learning requires a concentration of efforts aimed at motivating each student, improving an interaction processes between teacher and student. The formation of motivational and personal criterion for the readiness of future speech therapists for professional activities involves increasing the importance of professional motives, increasing interest in speech therapy as a science, willingness to work with children with speech disorders.The importance of including future speech therapists in the professional environment for the purpose of successful formation of motivational orientation is substantiated: making practical lessons with speech therapists-practitioners, problem solving in the professional situations during practical lessons. Modernization of the content of practical lessons for students and use of practice-oriented and research approaches allowed to form a system of positive motivation: understanding the important role of speech therapist, forming the personality traits needed in correctional work, organizing successful cooperation with children with speech disorders and their parents, creating a barrier-free information and educational environment.The results of the study of readiness for professional activity by the motivational and personal criterion show that students highly value the presence of professionally important traits of a speech therapist (an optimistic prognosis, barrier-free communication, psychological readiness to work with a child with speech disorders and provide counselling and social psychological support for family in which this child is brought up).It is pointed out that the use of training techniques can increase the level of professional motivation necessary for successful mastering of the speech therapist profession. Keywords: professional training, speech therapist, motivational and personal criterion, motivation, professional traits, professional environment, educational process, personal traits.

scholarly journals Quality of Speech Following Cleft Palate Surgery in Children

2018 ◽  
Vol 6 (2) ◽  
pp. 14
Author(s):  
Shahin Abdollahi Fakhim ◽  
Nikzad Shahidi ◽  
Gelavizh Karimi Javan
Keyword(s):  
Cleft Palate ◽  
Speech Therapy ◽  
Cross Sectional Study ◽  
Speech Disorders ◽  
First Year ◽  
Cross Sectional ◽  
Treatment Protocols ◽  
First Year Of Life ◽  
Nasal Emission

Background: Surgical treatment of cleft palate is accompanied with speech problems. Speech therapy in these children after surgery can improve their speech. In this study, we aimed to evaluate the quality of speaking in operated cleft palate patients and speech therapy effects in a small group of these patients. Methods: In this cross-sectional study, speech quality of 55 children with operated cleft palate was assessed regarding resonance, audible nasal emission, consonant production and speech acceptability. Speech outcomes after therapy were evaluated in 19 patients. Results: Cleft palate types were unilateral cleft and lip palate in 18 cases, bilateral cleft and lip palate in 4 cases, secondary cleft palate type in 30 cases and of mere-soft palate in 3 cases. Thirty-five children were operated during the first year of life and 20 were operated after the first year. More than 55% of patients had normal hypernasality with few cases of severe hypernasality and less than 45% had error in consonant production. Patients operated during first year of life had more speech problems. Speech parameters were improved in 19 patients after speech therapy. Conclusion: In conclusion, children with cleft palate have some degrees of speech disorders after repair surgery than could be improved by the speech therapy. Speech therapy should be considered as one of the main treatment protocols along with repair surgery in children with cleft palate.

scholarly journals Mowa pacjentki z chorobą Parkinsona w fazie zaawansowanej

2018 ◽  
pp. 137-157
Author(s):  
Mateusz Szurek
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
General Condition ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Final Part ◽  
Advanced Parkinson’S Disease ◽  
Speech Therapist ◽  
Last Stage ◽  
The Impact

The purpose of this article is to present speech disorders of 91 years old patient suffering from advanced Parkinson’s disease (it is the last stage of the disease when all symptoms are stronger) and to draw attention to the need of mentioning the impact of speech therapy while describing the disease. In the article an author is introducing the patient and her current condition. Mainly it is focused on the speech therapy diagnosis that was based on particular aspects of speech (such as: general condition of the patient, phonation, comprehension of speech and naming, repea- ting, dialogues and storytelling, reading, counting and writing). In the final part, the effectiveness of speech therapy is presented. This publication might become  a leading example for other speech therapist on how to manage the therapy for people suffering from these types of disorders in speaking and communication.

Logopedic technologies of positive socialization of preschool children with speech disorder development

2021 ◽  
pp. 75-80
Author(s):  
Olga Yurievna Muller
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Speech Disorder ◽  
Tech Nologies ◽  
Speech Therapist

The article reveals the features of the use of correctional and developmental massage in the work of a speech therapist with preschoolers. Teachers have a need for new studies of speech development of preschoolers and the use of new pedagogical tech- nologies. The urgency and importance of the issue served as the basis for the development of a system of speech therapy technology for the use of developing massage in speech therapy practice. On the basis of the studied methodological literature, the author has developed five blocks of complexes of games and exercises for developmental massage. At the beginning and at the end of the work, preschoolers were diagnosed, which made it possible to see that the developmental massage complexes created by the author allow correcting speech disorders effectively.

scholarly journals ОСОБЛИВОСТІ ПІДГОТОВКИ МОЛОДШИХ ШКОЛЯРІВ З ТЯЖКИМИ ПОРУШЕННЯМИ МОВЛЕННЯ ДО РОЗВ’ЯЗУВАННЯ АРИФМЕТИЧНИХ ЗАДАЧ НА ЛОГОПЕДИЧНИХ ЗАНЯТТЯХ

2020 ◽  
pp. 308-317
Author(s):  
Людмила Лісова ◽  
Keyword(s):  
Facial Expressions ◽  
Speech Therapy ◽  
Final Analysis ◽  
Speech Disorders ◽  
Speech Development ◽  
Speech Sounds ◽  
Independent Control ◽  
Sentence Construction ◽  
Visual Support ◽  
Speech Therapist

This article proposes the results of performed work, which aims are to prepare junior schoolchildren with severe speech disorders to solve arithmetic problems in speech therapy classes. Our previous research has found that children with severe speech disorders had difficulty solving arithmetic problems. In the process of preparing junior schoolchildren with severe speech disorders to solve arithmetic problems in speech therapy classes, we observed specific errors at the level of: pronunciation of sounds, words; sentence construction; text translation. To overcome them, we used correction tasks. They were offered to children to perform only when they saw in them a mistake of a certain type, and therefore did not include these tasks in the text of the lesson, and offered them as tips in the working mode. The duration of these correction tasks is 1-2 minutes. The purpose of their use is the awareness of children with severe speech disorders of mistakes and formation of their skills of independent control over their own speech. In order to overcome errors, we offered different tasks based on analytical systems: visual, auditory, tactile-kinesthetic, changing them each time. The final analysis of the features of speech therapy classes has shown that in order to overcome specific errors in oral and written speech among pupils with severe speech disorders during speech therapy classes was effective to use not only tasks for speech development, but also corrective exercises that were involved in different situations depending on the manifestation. In particular, to correct the phonetic side of speech, pupils with severe speech disorders were taught to focus on analytical systems: auditory – associating speech sounds with different sounds of the environment; tactile-kinesthetic – feeling vibration; visual – imagining the articulatory image and associating the sound of speech with visual support. In the future, based on the concise tips of a speech therapist (figurative, gestural, facial expressions, etc.) children were offered to correct mistakes. And when the tips were taken away, they were applied only when needed to individual pupils with severe speech disorders.

scholarly journals Dynamics of recovery of speech and cognitive impairment in different periods of ischemic stroke

2018 ◽  
Vol 20 (3) ◽  
pp. 46-49
Author(s):  
V I Guzeva ◽  
O N Bykova ◽  
V V Guzeva ◽  
O V Guzeva ◽  
V V Smirnova ◽  
...  
Keyword(s):  
Ischemic Stroke ◽  
Cognitive Impairment ◽  
Cognitive Functions ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Acute Period ◽  
Sensory Aphasia ◽  
Motor Component ◽  
Rehabilitation Period ◽  
High Level

The results of the dynamics of speech and other cognitive functions restoration in all periods of ischemic stroke have been established. In the study of speech functions, the motor form of aphasia was more often diagnosed (in 59,1% of cases). In the acute period of ischemic stroke in 80% of cases, speech disorders of severe severity were detected. It was statistically proved that the motor component of speech recovered faster than the touch one. For example, all patients, suffering from sensory aphasia the earlier rehabilitation period ischemic stroke, a volume of understanding speeches sufficiently limited. Parognosia was diagnosed with 50% of patients, in 25% of cases, a violation of phonemic hearing was reviled. At follow-up study there is a positive dynamic in the form of restoration of the impressive component of speech, 75% of patients relatively freely understand human speech. At an in the acute period of ischemic stroke spontaneous speech is changed (lateral and verbal paraphasia is diagnosed in all patients). Polyphasia phenomena had been diagnosed with 50% of patients. Repetitive and dialogue form of speech highly limited. In a late period, polyphasia had been diagnosed with 25% examined. Improvement in the form of a decrease in the number of literal and verbal paraphases was reviled with 75% of patients. 80% of patients were able to dialogue form of speech. In general dynamics of indicators of the degree of speech recovery in women is slightly higher than in men, and does not depend on the age of patients. It was revealed that the most effective speech was restored in the first year after the acute cerebrovascular accident. The restoration of the impressive component of speech was faster in all forms of aphasia. A high level of quality of life was noted in patients with baseline less impaired mobility (an index of Riverbed, Rs=0,68; p=0,01) and less dependent on others (Barthel index, Rs=0,43; p=0,003). Prognostically unfavourable facts for speech restoration include the area of ischemic focus more than 0,8 cm. When assessing cognitive functions in the residual period, 85% of patients were diagnosed with moderate disorders, 15% of patients were diagnosed with mild cognitive impairment. The obtained data substantiate the need to optimize speech therapy assistance in all periods of ischemic stroke.

Sign in / Sign up

Export Citation Format

Share Document