Bakgrund: Kommunikationssvårigheter inom vården är vanligt förekommande och bidrar till många utmaningar vilket påverkar vårdkvalitén. Detta ställer höga krav på vårdpersonal, patient och deras omgivning. Det finns en kunskapslucka gällande forskning inom barnhabilitering utifrån fysioterapeuters perspektiv. Syfte: Syftet med denna studie var att undersöka fysioterapeuters upplevelser av att bemöta barn i skolålder (6–18 år) inom habilitering som har kommunikationssvårigheter. Metod: För denna studie användes en kvalitativ design i beskrivande intervjuform. Data analyserades genom kvalitativ innehållsanalys. Resultat: Fyra huvudkategorier kunde identifieras utifrån fysioterapeuternas svar: “Känslor kopplade till lyckad och misslyckad kommunikation”, “Fysioterapeuternas tillvägagångssätt för att hantera kommunikation med barn”, “Kommunikationens betydelse i mötet med barn” och “Omständigheter som påverkar kommunikationen”. Detta innefattade bland annat att en fungerande kommunikation är särskilt beroende av fysioterapeutens tillvägagångsätt, kunskap och erfarenheter inom området. Det framkom att kommunikationen hade betydelse för barnets delaktighet och effekten av habiliteringen. Slutsats: Studien har visat att kommunikationssvårigheter hos barn skapar utmaningar för fysioterapeuter och har betydelse för barnets delaktighet och effekten av habiliteringen. Fungerande kommunikation behövs för ett gynnsamt samarbete och effektiv och anpassad behandling för barnet. Fler studier behövs för att öka förståelsen och kunskapen inom området. / Background: Communication deficit is a commonly occouring condition whitin healthcare and often creates challenges and puts higher demands on both healthcare workers, patients and their surroundings. This affects the quality of care and the received treatment. There is a lack of studies from a physiotherapeutic perspective working with habilitation for children.  Aim: The aim of this study was to explore experiences of physiotherapists of working with children (6-18 years) with communication deficits within habilitation. Method: Qualitative study design was employed and data were collected by semi-structured interviews with six physiotherapists. Data were analysed based on qualitative content analysis with inductive approach. Result: Based on the physiotherapists´ narrative four categories emerged: “Feelings connected to successful and unsuccessful communication”, “Physiotherapists´ approach of handling communication with children”, “The importance of communication when working with children” and “Emerged circumstances that affects communication”. The physiotherapists reported that non-functioning communication had a direct effect on the child’s participation and the treatments’ outcome. Conclusion: Physiotherapists experienced that communictaion deficit affects the outcome of habilitation and the participation of the child. Their knowledge of communication strategies and their ability to include and collaborate with the child and their surroundings were aspects for successful communication. Further research is needed to gain a better understanding of the results as current evidence within this field is limited.

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Final work "Interaction between speech and motion of a schoolgirl with developmental dysphasia" is focusing on finding in which way are speech and movement skill interacting specifically in the case of a school-girl with serious developmental dysphasia. In its theoretical part I'm focusing at first on the term disturbed communication ability, development dysphasia, its symptomatology and then at the term verbal development dyspraxia. Important information concerning this dilemma are also listed in second chapter which focuses on the problem of reading, process of mastering of reading and writing with understanding. The third chapter of the theoretical part is focusing on characteristics of terms as movement, motoric acts, coordination and also dyspraxia. I based the practical part on testing of children of the third grade at usual basic school as well as at the basic logopaedia school, which is attended also by the school-girl with serious development dysphasia I've been observing and monitoring. I created two different tests. First about reading with understanding and then second one about movement abilities. Their goal was to find in which way are reading and movement abilities interacting. In the end of my work I'm summarizing all the gathered findings, I'm also comparing results of testing...

The work is mainly focused on the issues of developmental dysphasia and its therapy. The first part describes the development of human speech, then ontogenetic development of man, communication ability and impaired speech development. A separate chapter is devoted to developmental dysphasia, its etiology, symptomatology, and then the therapy. The second part focuses on establishing a therapeutic material, where tasks are compiled according to the individual needs of the reference boys with developmental dysphasia.

The thesis is focused on the development of speech and non-speech areas in pre-school children in terms of special pedagogy and the thesis is divided into two main parts - theoretical and practical part. The second part is composed of a research investigation and its goal is to analyse speech and non-speech areas in pre-school children. The first chapter of the theoretical part introduces a preview into pre-school age. This part is also focused on education in nursery school and school readiness and enrolment in the first grade. The second chapter examines every single detail of non-speech areas in pre-school children and describes their development of speech like gross and fine motor skills, graphomotor skills, drawing, laterality, visual and auditory perception, thinking, memory, mathematical ideas, space and time perception, fantasy, play, self-service, independence and last but not least social skills. The last chapter is devoted to speech areas mainly the development of speech in pre-school children, issues of bilingualism and trilingualism, disorders of communication skills, logopedic intervention in nursery school. The second part of this chapter is composed of a qualitative research by means of using qualitative methods like participating and non-participating observation, semi-structured...

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.

This paper explores literature on the effects of communication disorders on the social development of children. The paper discusses such topics as the effects of communication disorders on personality development, the ability to make friends and resolve conflict with peers, and academic success. It also discusses the influences of multiculturalism and bilingualism on the diagnosis of communication disorders and reflects on the importance of awareness of cultural differences in communication style to avoid a misdiagnosis. Research shows that without intervention and treatment communication disorders can have irreversible detrimental effects on a child’s ability to develop effect social-communication, to make friends, and to be successful in academic pursuits. Intervention strategies are discussed, such as group and individual therapy, as well as social skills and communication skills treatment. Effective intervention can help children overcome or avoid many of the negative effects of communication disorders and can allow them to reach their developmental potential and achieve success in many areas of life.

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Intimate partner violence occurs globally at alarming rates. Many experience adverse health impacts such as traumatic brain injury. Healthcare providers do not know the role of the speech-language pathologist, or the rehabilitation needs of survivors. Aims: This scoping review aims to identify speech-language pathology services for survivors of intimate partner violence with a resulting traumatic brain injury, and knowledge of healthcare providers on the rehabilitation needs of this population. A search was completed in May to October 2023, resulting in a total of 13 articles reviewed. Main contributions: Speech-language pathologists lack knowledge to provide services to intimate partner violence survivors with a resulting traumatic brain injury. Healthcare providers that work with survivors are unaware of the rehabilitation needs of survivors. Conclusions: Healthcare providers require knowledge of the needs of intimate partner violence survivors with a traumatic brain injury. Research regarding this population is warranted to meet their needs.

Objectif : L'évaluation de l'acuité visuelle (AV) chez la personne âgée atteinte de troubles cognitifs peut être limitée par le manque de collaboration ou les difficultés de communication du patient. Très peu d'études ont examiné l'AV chez les patients atteints de déficits sévères de la cognition. L’objectif de cette étude était d’évaluer l'AV chez la personne âgée vulnérable ayant des troubles cognitifs à l'aide d'échelles variées afin de vérifier leur capacité à répondre à ces échelles. Méthodes: Trois groupes de 30 sujets chacun ont été recrutés. Le premier groupe était constitué de sujets jeunes (Moy.±ET: 24.9±3.5ans) et le second, de sujets âgés (70.0±4.5ans), ne présentant aucun trouble de la cognition ou de la communication. Le troisième groupe, composé de sujets atteints de démence faible à sévère (85.6±6.9ans), a été recruté au sein des unités de soins de longue durée de l’Institut Universitaire de Gériatrie de Montréal. Le test du Mini-Mental State Examination (MMSE) a été réalisé pour chaque sujet afin de déterminer leur niveau cognitif. L’AV de chaque participant a été mesurée à l’aide de six échelles validées (Snellen, cartes de Teller, ETDRS-lettres,-chiffres,-Patty Pics,-E directionnel) et présentées selon un ordre aléatoire. Des tests non paramétriques ont été utilisés afin de comparer les scores d’AV entre les différentes échelles, après une correction de Bonferroni-Holm pour comparaisons multiples. Résultats: Le score moyen au MMSE chez les sujets atteints de démence était de 9.8±7.5, alors qu’il était de 17.8±3.7 et 5.2±4.6 respectivement, chez les sujets atteints de démence faible à modérée (MMSE supérieur ou égal à 13; n=11) et sévère (MMSE inférieur à 13; n=19). Tous les sujets des groupes 1 et 2 ont répondu à chacune des échelles. Une grande majorité de sujets avec démence ont répondu à toutes les échelles (n=19) alors qu’un seul sujet n’a répondu à aucune échelle d’AV. Au sein du groupe 3, les échelles d’AV fournissant les scores les plus faibles ont été les cartes de Teller (20/65) et les Patty Pics (20/62), quelque soit le niveau cognitif du sujet, alors que les meilleurs scores d’AV ont été obtenus avec les échelles de Snellen (20/35) et les lettres ETDRS (20/36). Une grande proportion de sujets avec démence sévère ont répondu aux cartes de Teller (n=18) mais le score d’AV obtenu était le plus faible (20/73). Au sein des trois groupes, l’échelle de lettres-ETDRS était la seule dont les scores d’AV ne différaient pas de ceux obtenus avec l’échelle de Snellen traditionnelle. Conclusions: L’acuité visuelle peut être mesurée chez la personne âgée atteinte de troubles cognitifs ou de la communication. Nos résultats indiquent que les échelles les plus universelles, utilisant des lettres comme optotypes, peuvent être utilisées avec de bons résultats chez les personnes âgées atteintes de démence sévère. Nos résultats suggèrent de plus que la mesure d’acuité visuelle doit être tentée chez toutes les personnes, peu importe leur niveau cognitif. / Purpose: The evaluation of visual acuity (VA) in cognitively impaired older individuals may be limited by a reduced ability to cooperate or communicate. To date, no study has been performed to guide the clinician as to which VA chart to use in older individuals with moderate to severe dementia. This is important knowing that dementia affects more than 30% of seniors above 85 yrs of age, many of whom will be affected by the most severe stages of the disease. The objective of this research was to assess VA in older institutionalized individuals with moderate to severe dementia, using various acuity charts, and to verify their ability to respond to each of these charts. Methods: Three groups of 30 subjects each were recruited. The first group consisted of young subjects (Avg ± SD: 24.9 ± 3.5 yrs) and the second one, older subjects (70.0 ± 4.5 yrs) with no history of cognitive or communication disorders. The third group (85.6 ± 6.9 yrs) included subjects with mild to severe dementia residing in long-term care units. The Mini Mental-State Examination (MMSE) was performed for each institutionalized subject to verify their cognitive level. The VA of each participant was measured using six validated VA charts (Snellen, Teller cards, ETDRS-letters, -numbers, -Patty Pics, -Tumbling E's) presented in random order. Non parametric tests were used to compare VA scores obtained between the various charts, after Bonferroni-Holm corrections for multiple comparisons Results: The average MMSE scores of subjects with dementia was 9.8 ± 7.5, while it was 17.8 ± 3.7 and 5.2 ± 4.6, for those with mild to moderate (MMSE ≥ 13; n=11) and severe (MMSE < 13; n= 19) dementia. All subjects in groups 1 and 2 responded to each of the charts. A large proportion of subjects with dementia responded to all charts (n= 19) while only one did not respond to any chart. In group 3, VA charts with the lowest scores were the Teller cards (20/65) and Patty Pics (20/62), regardless of the level of dementia, while the best VA scores were obtained with the Snellen (20/35) and ETDRS-letter (20/36) charts. More subjects with severe dementia responded to the Teller cards (n= 18) but the VA obtained was the lowest (20/73). Across all groups, the ETDRS-letter chart was the only one whose scores did not differ from those obtained with the standard Snellen chart. Time to read the letter charts was faster than for the other optotypes. Conclusions: Visual acuity can be measured, and should at least be attempted, in older cognitively impaired individuals having a reduced ability to communicate. Our results indicate that the most universal scales, using letters as optotypes, can be used with good results in people with more severe dementia. Testing requires, however, more time and encouragement in individuals with more severe cognitive deficits in order to obtain and maintain their collaboration.