Thesis (MSL and HT (Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy))--Stellenbosch University, 2008. / The study investigated the effect of two shared reading programmes on the print awareness of 102 Afrikaans-speaking Grade R learners with language delays. The first shared reading programme focussed on print awareness while the second shared reading programme focussed on content and observable entities. Participants’ print awareness was measured subjectively and objectively, before and after intervention programmes. Results indicated that (i) both methods of shared reading affected and improved the print awareness of the participants; (ii) the participants’ print awareness did not improve optimally in order to acquire reading skills in Grade 1, even after taking part in the 10 week shared reading programme with a focus on print awareness; (iii) participants performed better in an evaluation where demonstration of skills and no verbal response was required; and (iv) participants with poor receptive vocabulary skills demonstrated limited carry-over of print awareness to other artefacts of print, such as the packaging of an iron.

Thesis (MSL and HT (Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy))--Stellenbosch University, 2008. / This study aims to describe the speech processing skills of three children ages 6;0, 6;10 and 8; 10, with cochlear implants. A psycholinguistic framework was used to profile each child’s strengths and weaknesses, using a single case study approach. Each child’s speech processing skills are described based on detailed psycholinguistically-orientated assessments. In addition, retrospective data from 1-2 years post-implantation were examined in the light of the psycholinguistic framework in order to describe each child’s development over time and in relation to time of implantation. Results showed each child to have a unique profile of strengths and weaknesses, and widely varying outcomes in terms of speech processing even though all three children had the same initial difficulty (congenital bilateral hearing loss). Links between speech processing and other aspects of development as well as contextual factors are discussed in relation to outcomes for each child. The case studies contribute to knowledge of speech processing skills in children with cochlear implants, and have clinical implications for those who work with children with cochlear implants and their families.

This diploma thesis is focused on speech therapy intervention for adults with dyslalia. It defines basic theory of communication and speech, a communication disorder, speech therapy and a specific of intervention for adults. It also describes the most common types of communication disorders of adolescents, adults and elderly which are according to statistics aphasia, dysarthria, stuttering and dyslalia. Dyslalia is then studied in further detail and represents the main section of the theoretical part of the thesis as it contains a description of its therapy among others. Re-education was focused on dyslalia of sounds r and ř, that is rhotacism and rhotacism bohemicus, as they are most common. The main purpose of the thesis is to describe progress of re-education of adults with dyslalia, find reasons to start re- education and differences between an intervention for children and adults. The research is divided into two sections, the first section contains information from interviews with clinical speech therapists and the second contains two case studies of adults with dyslalia.

Made available in DSpace on 2016-04-28T18:22:42Z (GMT). No. of bitstreams: 1 Ana Elisa de Belotti e Nogueira Baptista.pdf: 473161 bytes, checksum: 8b95552e4a14b0f3e18ed9667d36284a (MD5) Previous issue date: 2013-08-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper discusses the practices in Educational Fonoaudiologia* based on reflections on the course of the Educational Fonoaudiologia, its practices and inserts at the school staff and the removal of the clinical practice at schools. The questions brought here were raised during my practice in a private school in the city of São Paulo, where I worked as an educational fonoaudióloga*.Based on the discussions and reflections made in the course of this paper it was possible to think of possibilities and paths to make Educational Fonoaudiologia more effective in the educational space, trying to define / delimit their practices within the teaching team. The theoretical basis is the set of assumptions drawn by the Interactionism in Language Acquisition (De Lemos, 1992 and others), from the production literature developed since 1997 by researchers from LAEL-PUCSP. In this theoretical space, the discussions are heavily educated by European structuralism (SAUSSURE, 1916/1974; Jakobson, 1954; MILNER, 1978, 2002). Contributions from researchers in the field of speech pathology that turned to the historical path of the educational fonoaudiólogo were also included. The goal here was to discuss the role of the fonoaudiólogo in Education and thus, laws, opinions and guidelines that define the profile of this professional in Education, issued by the System of Federal and Regional Councils of Fonoaudiologia were examined. To spot what has been done by educational fonoaudiólogos working in this field, we conducted a qualitative study using questionnaire as the instrument with open and closed questions, answered by 5 educational fonoaudiólogos working in this area. The reports collected through these questionnaires were reported and analyzed in this paper. It is expected, therefore, to contribute to the characterization of reflection and practices in Educational Fonoaudiologia. *Speech, Voice , Oral-Motor and Hearing area of studies in Brazil ; fonoaudióloga is the professional graduated in these areas / Este trabalho discute a atuação fonoaudiológica educacional, partindo de reflexões sobre o percurso do fonoaudiólogo na Educação, suas práticas e inserções na equipe escolar e sobre o afastamento do fazer clínico na escola. As questões trazidas aqui foram suscitadas durante minha atuação dentro de uma escola particular na cidade de São Paulo, onde atuei como fonoaudióloga educacional. Com base nas discussões e reflexões realizadas no decorrer deste trabalho, foi possível pensar possibilidades e caminhos para que a atuação fonoaudiológica seja mais efetiva no espaço educacional, buscando definir/delimitar suas práticas dentro da equipe pedagógica. A base teórica adotada é o conjunto de pressupostos elaborados no Interacionismo em Aquisição da Linguagem (De LEMOS, 1992 e outros), decorrentes da produção bibliográfica desenvolvida, desde 1997, por pesquisadores do LAEL- PUCSP. Neste espaço teórico, as discussões são fortemente instruídas pelo estruturalismo europeu (SAUSSURE, 1916/1974; JAKOBSON, 1954; MILNER, 1978, 2002). Foram também contemplados textos de pesquisadores do campo da Fonoaudiologia que se voltaram para o percurso histórico da profissão e do fonoaudiólogo na Educação. A meta foi debater a atuação do fonoaudiólogo no espaço educacional e dessa forma, leis, pareceres e diretrizes que definem o perfil do fonoaudiólogo na Educação, emitidos pelo Sistema de Conselhos Federal e Regionais de Fonoaudiologia foram examinados. Para avistar o que tem sido realizado por fonoaudiólogos atuantes neste campo, foi realizada uma pesquisa de caráter qualitativo, utilizando como instrumento questionário com perguntas fechadas e abertas, respondidos por 5 fonoaudiólogas atuantes em Fonoaudiologia Educacional. Os relatos coletados através destes questionários foram relatados e analisados neste trabalho. Espera-se, dessa forma, contribuir para a reflexão e caracterização das práticas em Fonoaudiologia Educacional

No description available.

This study has been designed to discover how the development of an integrating personality is influenced by defective speech; to ascertain whether or not personal growth is promoted by the correction of said defects, and to discover therapeutic measures if such are warranted.

The present diploma thesis called Speech Therapy as a part of Spa Treatment is about to describe the profession of the speech therapist as a part of a team in rehabilitation programmes. This is also the main objective of the thesis and other sub-objectives are created. One of these is to determine the type of communication ability that is most frequent in these types of facilities. Next sub-objective is identify and describe the methods that are the most used by speech therapist in diagnostics and, last but not least, to attempt to chart the most used therapies. Semi-structured interviews with speech therapist and questionnaires, that were presented to patiens, were used in qualitative research. The research was realized in two spa facilities of the same orientation located in the Moravian-Silesian Region.

Speech is one of the basic forms of human communication and disruption of communication ability can negatively affect the life of man. deals with the elaboration of logopedic theory, which serves as a basis for the follow-up design and application creation in the field of speech therapy. The thesis is divided into five chapters. The first chapter deals with the history of speech therapy with an emphasis on domestic logopaedia, the logopedic intervention process in its entirety, and the differentiation of individual types of impaired communication skills. The second chapter focuses on a specific disruption of communication skills - dyslalia.The application for the treatment of dyslalia is determined by the application, which is elaborated in the third chapter. The fourth chapter contains a detailed description of the designed and created application, including an explanation of the processes running in the application when the application is being used. The last chapter of this diploma thesis contains a summary of the results of the practical testing of the application together with suggestions for improvement of the application.

Bakalauro darbe vertinami specialiosios pedagogikos studijų programos logopedijos moduliai. Suformuluotas tikslas – išsiaiškinti, kaip studentai vertina specialiosios pedagogikos studijų programos logopedijos modulių kokybę. Tyrime dalyvavo Šiaulių universiteto Socialinės gerovės ir negalės studijų fakulteto 31 nuolatinių studijų bei 48 ištęstinių studijų studentai. Anketinės apklausos metodu buvo tirta, kas studentus paskatino rinktis specialiosios pedagogikos (specializacija: logopedija) studijas, kaip studentai vertina visų specialiosios pedagogikos (specializacija: logopedija) studijų programos mokomųjų dalykų svarbą logopedo darbe, kokia studentų nuomonė apie logopedijos moduliuose dėstomas temas, kokius logopedo praktikos organizavimo aspektus vertina teigiamai, kokius siūlytų tobulinti. Tyrimu norėta sužinoti, kokių pasiūlymų studentai galėtų pateikti logopedijos modulių tobulinimui. Atlikus tyrimą nustatyta, jog studentus pasirinkti specialiosios pedagogikos (specializacija: logopedija) studijas paskatino šeimos narių patarimai bei žinios apie kalbos sutrikimų turinčius vaikus ir noras jiems padėti. Studentai iš visų mokomųjų dalykų išskyrė logopedijos, protinės raidos sutrikimų, specifinių mokymosi negalių, autizmo sindromo, lietuvių kalbos didaktikos, specialybės kalbos kultūros žinias, kaip būtinas logopedo darbe. Gauti rezultatai rodo, kad, studentų nuomone, beveik visoms logopedijos moduliuose dėstomoms temoms laiko skiriama pakankamai. Keletui temų, pagal... [toliau žr. visą tekstą] / The present Bachelor Thesis assesses speech therapy modules of special education study programs. The set aim – to find out how students assess the quality of speech therapy modules of special education study program. 31 student of full-time studies and 48 students from part-time studies of Faculty of Social Welfare and Disability Studies of Šiauliai University have participated in the survey. The following items were subject to research by applying questionnaire method: reasons having encouraged students to choose special education (specialization: speech therapy) studies, how students evaluate the importance of all subjects of special education (specialization: speech therapy) study program within the work of speech therapist, what is students’ opinion about topics lectured in modules of speech therapy, which aspects of organization of practice of a speech therapist are assessed in a positive manner and which should be improved. The survey was intended to find out what suggestions could be provided by students in order to improve modules of speech therapy. Upon completion of the survey it was determined that students’ choice of special education (specialization: speech therapy) studies was encouraged by advice of family members as well as knowledge about children having speech disorders and the desire to help them. From all subjects students denoted the knowledge of speciality language-communication culture, disorders of mental development, specific learning disabilities... [to full text]

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.