P2-215: Communication bridge: Initial observations from an internet-based speech therapy program for individuals with aphasic dementias

ABSTRACT Purpose: the objective of this paper is to verify the effect of speech therapy intervention program in patients with non-fluent aphasia due to stroke in language tasks related to verbal fluency in semantic and phonological categories. Methods: Patients with aphasia due to stroke were selected to take part in this study. Two groups were formed: diagnosed patients with Broca/transcortical motor aphasia (GA), and a control group (healthy individuals). GA took a fluency verbal task (FAS, other complementary categories: phonological /p/ /l/ and semantic: “fruits” and “names”). These patients were all engaged in a language intervention program developed by the authors of this study. GA received speech therapy sessions (ten sessions lasting for an hour once a week), following a specific language program. After the sessions, the patients were re-evaluated. Results: GA had statistical significant improvement in the verbal fluency task after the speech therapy program (p-value < 0,001). Conclusion: The speech language therapy program we proposed was efficient enough to show improvement in the results for GA in the verbal fluency task.

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Using a Rotational System In a Summer Speech Therapy Program

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0103.32 ◽

1970 ◽

Vol 1 (3) ◽

pp. 32-34

Author(s):

Jerry M. Campbell

Keyword(s):

Speech Therapy ◽

Therapy Program

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Efficacy of two different types of speech therapy for aphasic stroke patients

Applied Psycholinguistics ◽

10.1017/s0142716400008432 ◽

1989 ◽

Vol 10 (1) ◽

pp. 85-123 ◽

Cited By ~ 29

Author(s):

R. S. Prins ◽

R. Schoonen ◽

J. Vermeulen

Keyword(s):

Speech Therapy ◽

Therapy Group ◽

Recovery Process ◽

Auditory Comprehension ◽

Language Therapy ◽

Therapy Program ◽

Different Types ◽

Group 2 ◽

Almost All ◽

Group 1

ABSTRACTThe influence of two different types of language therapy was investigated by assigning 32 patients to three groups: 10 patients were treated with a Systematic Therapy program for Auditory Comprehension Disorders (group 1), 11 patients received conventional stimulation therapy (group 2), and the other 11 patients received no treatment at all (group 3). Language recovery in the three groups was examined with a test battery consisting of two parts: Part I consisted of 3 subtests for auditory comprehension, which were also used as practice materials in the treatment program given to the patients of group 1; Part II contained 8 tests for auditory comprehension, reading comprehension, and oral expression, the items of which were not used as practice materials in either of the two treated groups. Although the influence of age, time post onset, and severity of the receptive disorder were controlled by multiple regression analysis, it was found that the differences between the three treatment conditions were far from significant on almost all evaluation tests of Part II, as well as on the evaluation tests of Part I. On the basis of these results it was concluded that neither the Systematic Therapy program for Auditory Comprehension Disorders nor the conventional stimulation therapy had any clear effect on the recovery process of the treated patients in groups 1 and 2. Some possible reasons for the failure to demonstrate significant differences in language gains between the three therapeutic conditions are discussed.

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Application of Sensory-Acoustic Noise Technique in Speech Therapy

Autism and Developmental Disorders ◽

10.17759/autdd.2018160202 ◽

2018 ◽

Vol 16 (2) ◽

pp. 9-20 ◽

Cited By ~ 2

Author(s):

S.V. Andreeva

Keyword(s):

Autism Spectrum Disorders ◽

Speech Therapy ◽

Acoustic Noise ◽

Children With Autism ◽

Autism Spectrum ◽

Therapeutic Practice ◽

Resource Center ◽

Therapy Program ◽

Spectrum Disorders ◽

Acoustic Sensitivity

Paper describes author’s correctional technique used in speech-therapeutic practice at the stage of speech formation in children with autism, burdened with pronounced intellectual disability. The technique of sensoryacoustic noise allows children to memorize the studied material quickly and qualitatively. Also it helps to work with children with autism spectrum disorders that have hypersensitivity, including acoustic sensitivity. The speech-therapy program aimed at forming of verbal function in students without productive speech of the approbated in primary correctional school branch of the Federal Resource Center for the organization of comprehensive support of children with autism spectrum disorders is presented.

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A Mobile Unit Speech Therapy Program

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.2003.304 ◽

1955 ◽

Vol 20 (3) ◽

pp. 304-310 ◽

Cited By ~ 2

Author(s):

Lilian Landauer Anderson

Keyword(s):

Speech Therapy ◽

Mobile Unit ◽

Therapy Program

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Articulation Therapy Using Distinctive Feature Analysis to Structure the Training Program

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.4601.59 ◽

1981 ◽

Vol 46 (1) ◽

pp. 59-65 ◽

Cited By ~ 4

Author(s):

Kenneth F. Ruder ◽

Betty H. Bunce

Keyword(s):

Training Program ◽

Distinctive Feature ◽

Speech Therapy ◽

Traditional Approach ◽

Case Reports ◽

Feature Analysis ◽

Therapy Program ◽

Effectiveness And Efficiency

These case reports describe the rationale and procedures for structuring an articulation therapy program on the basis of distinctive feature analysis of the child's articulation problems. Results of the speech therapy program described in these case reports illustrate the effectiveness and efficiency of using distinctive feature analysis to structure and guide articulation therapy. The report further points out that a therapist need not greatly alter the traditional approach to utilize distinctive feature analysis as an integral part of the overall articulation therapy program.

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Intensive therapy for speech rehabilitation of a patient with cleft lip and palate: a case report

Revista CEFAC ◽

10.1590/1982-0216/20212342421 ◽

2021 ◽

Vol 23 (4) ◽

Author(s):

Fernanda Keller Abrantes Vieira ◽

Ingrid Correia ◽

Ana Cristina Coelho ◽

Melissa Picinato-Pirola

Keyword(s):

Speech Intelligibility ◽

Cleft Lip ◽

Speech Therapy ◽

Cleft Lip And Palate ◽

Therapeutic Process ◽

Intensive Therapy ◽

Velopharyngeal Insufficiency ◽

Therapy Program ◽

Speech Rehabilitation ◽

Before And After

ABSTRACT Intensive therapy is an alternative to accelerate the therapeutic process of individuals with cleft lip and palate. The purpose of this study is to describe an intensive speech therapy program and compare the results before and after the program on a child with previously operated right unilateral cleft lip and palate and velopharyngeal insufficiency, using a speech bulb. Sixty therapy sessions were carried out over a 4-week period. Before and after, anamnesis, speech assessment and evaluation of the velopharyngeal function with nasofibroscopy, were performed. The patient presented with adequate resonance and speech intelligibility, reduction of obligatory disorders and compensatory articulations, after intensive therapy with the speech bulb and reduction of velopharyngeal gap, after intensive therapy with and without the speech bulb. Progress was achieved with the intensive speech therapy.

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Speech Therapy for Childhood Apraxia of Speech

Ramathibodi Medical Journal ◽

10.33165/rmj.2019.42.1.113728 ◽

2019 ◽

Vol 42 (1) ◽

pp. 55-64

Author(s):

Worawan Wattanawongsawang

Keyword(s):

Speech Therapy ◽

Daily Life ◽

Speech Sound ◽

Motor Planning ◽

Apraxia Of Speech ◽

Speech Sound Disorder ◽

Childhood Apraxia Of Speech ◽

Therapy Program ◽

Team Working ◽

The Family

Childhood apraxia of speech is a neurological speech sound disorder in which the child has inadequate the precision and consistency of movements underlying speech production in the absence of neuromuscular deficits. Children with apraxia of speech require intensive and specialized training in order to enable them to communicate effectively. The principles of the speech therapy program include stimulating speaking and communicating in daily life as well as practicing to speak clearly. The purpose of this article is to discuss the principles of speech therapy based on motor learning, speech stimulation and daily life communication, exercises to promote oral motor planning for each speech sound, and inclusion of the family into the team working with the child.

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