scholarly journals Cognitive linguistic Treatment in Landau Kleffner Syndrome: Improvement in Daily Life Communication

2021 ◽  
Vol 8 ◽  
pp. 2329048X2110221
Author(s):  
Ineke van der Meulen ◽  
Robert F. Pangalila ◽  
W. Mieke E. van de Sandt-Koenderman
Keyword(s):  
Language Production ◽  
Daily Life ◽  
Spoken Language ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
New Words ◽  
Cognitive Linguistic ◽  
Promising Treatment

We report a case study of cognitive linguistic treatment in a teenager with chronic severe Landau Kleffner Syndrome. The effect of speech and language therapy in LKS is rarely examined and our case is unique in that we use an effective approach in adult aphasia to treat language deficits in aphasia in LKS. The results show successful acquisition of a considerable amount of new words as well as improved communication in daily life. However, auditory verbal agnosia, the most prominent feature in LKS, persisted. Cognitive linguistic treatment seems a promising treatment to improve spoken language production in LKS, but more research is needed to optimize speech and language therapy of auditory verbal agnosia and auditory language comprehension in children with LKS

Speech Technologies for Language Therapy

2011 ◽  
pp. 408-433
Author(s):  
Ingrid Kirschning ◽  
Ronald Cole
Keyword(s):  
Markov Models ◽  
Lessons Learned ◽  
Learning Tools ◽  
Speech And Language ◽  
Language Therapy ◽  
Effective Interactions ◽  
Speech And Language Therapy ◽  
Recognition Systems ◽  
Special Education School

This chapter presents the development and use of speech technologies in language therapy for children with hearing disabilities. It describes the challenges that must be addressed to design and construct a system to support effective interactions. The chapter begins with an introduction to speech and language therapy and discusses how speech-based systems can provide useful tools for speech and language therapy and to overcome the lack of sufficient human resources to help all children who require it. Then it describes the construction of adequate speech recognition systems for children, using artificial neural networks and hidden Markov models. Next, a case study is presented with the system we have been developing for speech and language therapy for children in a special education school. The chapter concludes with an analysis of the obtained results and the lessons learned from our experiences that will hopefully inform and encourage other researchers, developers, and educators to develop learning tools for individuals with disabilities.

scholarly journals Efficacy of early cognitive-linguistic treatment for aphasia due to stroke: A randomised controlled trial (Rotterdam Aphasia Therapy Study-3)

2017 ◽  
Vol 2 (2) ◽  
pp. 126-136 ◽  
Author(s):  
Femke Nouwens ◽  
Lonneke ML de Lau ◽  
Evy G Visch-Brink ◽  
WME (Mieke) van de Sandt-Koenderman ◽  
Hester F Lingsma ◽  
...  
Keyword(s):  
Controlled Trial ◽  
Intervention Group ◽  
Language Test ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Everyday Language ◽  
Cognitive Linguistic ◽  
Relevant Effect ◽  
Aphasia Therapy

Introduction One third of patients with acute stroke have aphasia. The majority receive speech and language therapy. There is evidence for a beneficial effect of speech and language therapy on restoring communication, but it is unknown whether and how efficacy of speech and language therapy is influenced by timing of treatment. We studied whether speech and language therapy early after stroke by way of intensive cognitive-linguistic treatment is more effective than no speech and language therapy in the Rotterdam Aphasia Therapy Study-3, a multicentre randomised single-blind trial. Methods and patients Stroke patients with first-ever aphasia were randomised within 2 weeks of onset to either 4 weeks of early intensive cognitive-linguistic treatment (1 h/day) or no language treatment. Hereafter, both groups received regular speech and language therapy. Primary outcome was the score on the Amsterdam-Nijmegen Everyday Language Test, measuring everyday verbal communication, 4 weeks after randomisation. Secondary outcomes were Amsterdam-Nijmegen Everyday Language Test at 3 and 6 months. The study was powered to detect a clinically relevant difference of four points on the Amsterdam-Nijmegen Everyday Language Test. Results Of the 152 included patients, 80 patients were allocated to intervention. Median treatment intensity in the intervention-group was 24.5 h. The adjusted difference between groups in mean Amsterdam-Nijmegen Everyday Language Test-scores 4 weeks after randomisation was 0.39, 95% confidence interval: [−2.70 to 3.47], p = 0.805. No statistically significant differences were found at 3 and 6 months after randomisation either. Conclusion Four weeks of intensive cognitive-linguistic treatment initiated within 2 weeks of stroke is not more effective than no language treatment for the recovery of post-stroke aphasia. Our results exclude a clinically relevant effect of very early cognitive-linguistic treatment on everyday language.

Speech and language therapy intervention in schizophrenia: a case study

2007 ◽  
Vol 42 (s1) ◽  
pp. 81-101 ◽  
Author(s):  
Judy Clegg ◽  
Shelagh Brumfitt ◽  
Randolph W. Parks ◽  
Peter W. R. Woodruff
Keyword(s):  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Therapy Intervention

scholarly journals Video Use in Reflective Practice: Experience from Educating Speech and Language Therapists

2013 ◽  
Vol 4 (7) ◽  
Author(s):  
Jane Stokes ◽  
Keena Cummins
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Education Professionals ◽  
The Core ◽  
Core Skills ◽  
Practice Experience

This case study shares the experiences of speech and language therapy lecturers in higher education using video with students and practitioners to support reflective practice. The authors believe that video forms a fundamental role in developing the core skills of health, social and education professionals. Frequently teachers in higher education and students alike present with a reluctance to engage with the use of video. Possible reasons for this are discussed. The importance of careful preparatory and debriefing sessions is emphasized, as is the need for an observation schedule. The key ingredients to ensuring that video is effective as a learning tool as well as the challenges are examined. The experience may well have resonance with others in higher education involved in the development of critical reflection associated with students’ communication and interaction.

A multiple-case study testing the implementation of a non-aphasia-specific app into evidence-based therapy

2021 ◽  
Vol 4 (Spring 2021) ◽  
Author(s):  
Grégoire Python ◽  
Giulia Krethlow ◽  
Daphné Chételat
Keyword(s):  
Treatment Plan ◽  
Evidence Based ◽  
Tablet Computers ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Multiple Case ◽  
Treatment Gains ◽  
Evidence Based Therapy

Digital treatments on tablet computers have become increasingly popular to deliver speech and language therapy. Practice guidelines have been proposed to successfully integrate non-aphasia-specific apps into rehabilitation, but few evidence-based reports are available yet. Three individuals with acquired language disorders trained at home with a mainstream app containing personalized material. The treatment plan was specific to each individual and supervised by a speech and language therapist. All three participants showed significant improvements in picture naming that were specific to the treated items and treatment gains were overall maintained after a couple of months. Treatments carefully designed and delivered in an app led to specific language improvements similar to those previously reported in the literature with or without technology. There is presently no proof that ready-to-go dedicated apps are more effective than this kind of mainstream app allowing the creation and adaptation of materials and tasks to evidence-based knowledge.

Sign in / Sign up

Export Citation Format

Share Document