scholarly journals Drug and alcohol in pregnancy and stuttering - a speech-language pathology case report

Revista CEFAC ◽  
2017 ◽  
Vol 19 (5) ◽  
pp. 726-732
Author(s):  
Mahyara Francini Jacob ◽  
Camilla Guarnieri ◽  
Isabela Alves de Quadros ◽  
Simone Aparecida Lopes-Herrera
Keyword(s):  
Drug Use ◽  
Speech Therapy ◽  
Child Language ◽  
Clinical History ◽  
Language Fluency ◽  
Post Intervention ◽  
Narrative Skills ◽  
Assessment Tests ◽  
Language Disabilities ◽  
Development Of Language

ABSTRACT Drug use during pregnancy is a well-known risk factor for the manifestation of speech-language disabilities. However, the necessity of studies directed towards drug use and its influence on interventional speech process in cases of alterations of child language and fluency is observed. In this study, clinical history data are presented as well as pre and post-assessment tests (Speech and Language) and the description of an interventional process of a six-year child. The main communication complaint about the child was stuttering. In addition to the child’s clinical history, there was also knowledge of alcohol and legal and illegal drug use by the mother from before the moment of conception until this intervention process was reported. The protocols Stuttering Severity Instrument (SSI), Child Language Test (ABFW): phonology, vocabulary, and fluency tests, along with the Checklist of Verbal Communication Skills were applied. Based on these assessments, the child was diagnosed with mild to moderate stuttering, phonological simplifications, vocabulary inferior to that expected for his age, difficulty maintaining communicative turns, simplified narrative skills, alterations in psycholinguistic processes, and complaints from the school about his learning. The child underwent speech therapy in the areas of fluency and Child Language (phonological approach), showing evolution in the post-intervention assessment. Thus, in the present case, it became clear that the concomitant use of alcohol with exposure to cigarettes and marijuana may trigger changes in the acquisition and development of language, fluency and, consequently, learning.

De bueno a muy bueno

2018 ◽  
Vol 15 (2) ◽  
pp. 203-241 ◽  
Author(s):  
María Luisa Parra ◽  
Marta Llorente Bravo ◽  
Maria Polinsky
Keyword(s):  
Language Learning ◽  
Positive Impact ◽  
Pedagogical Practices ◽  
Complex Structures ◽  
College Level ◽  
Post Intervention ◽  
Heritage Speakers ◽  
Subordinate Clauses ◽  
Narrative Skills ◽  
Heritage Speakers Of Spanish

This paper presents and analyzes quantitative and qualitative changes in the performance of seven advanced-proficiency heritage speakers of Spanish over the course of one semester of instruction, during which these speakers were part of a college-level macro-based heritage Spanish class. Using oral narratives recorded in the first and last weeks of class, we analyzed changes in key categories such as overall narrative organization, use of discourse connectors, tenses, complex structures (subordination), and lexical proficiency. The post-intervention results showed positive improvements in students’ linguistic ability to narrate in more sophisticated and complex ways as the proportion of subordinate clauses, variety of tenses, and diversification of discourse connectors increased, as well as the use of stylistic phrases and formulas characteristic of the narrative genre. The results provide concrete examples of the positive impact that a pedagogical macro-approach can have on advanced heritage learners’ language development, use, and motivation. We propose a combination of pedagogical practices that include a rich language environment, meaningful interactions, continuous scaffolding, and explicit instruction about discourse elements, complex structures, and genre characteristics to continue fostering advanced language learning. Other factors we analyze as part of the dynamics of change in students’ narrative skills include the interaction between oral and written modalities of the language and individual differences.

What no bedtime story means: Narrative skills at home and school

1982 ◽  
Vol 11 (1) ◽  
pp. 49-76 ◽  
Author(s):  
Shirley Brice Heath
Keyword(s):  
Language Development ◽  
Language Use ◽  
Cognitive Styles ◽  
Ethnography Of Communication ◽  
Literacy Narratives ◽  
Literacy Events ◽  
Narrative Skills ◽  
Development Of Language ◽  
Written Materials ◽  
Home And School

AbstractAbstract “Ways of taking” from books are a part of culture and as such are more varied than current dichotomies between oral and literate traditions and relational and analytic cognitive styles would suggest. Patterns of language use related to books are studied in three literate communities in the Southeastern United States, focusing on such “literacy events” as bedtime story reading. One community, Maintown, represents mainstream, middle-class school-oriented culture; Roadville is a white mill community of Appalachian origin; the third, Trackton, is a black mill community of recent rural origin. The three communities differ strikingly in their patterns of language use and in the paths of language socialization of their children. Trackton and Roadville are as different from each other as either is from Maintown, and the differences in preschoolers' language use are reflected in three different patterns of adjustment to school. This comparative study shows the inadequacy of the prevalent dichotomy between oral and literate traditions, and points also to the inadequacy of unilinear models of child language development and dichotomies between types of cognitive styles. Study of the development of language use in relation to written materials in home and community requires a broad framework of sociocultural analysis. (Crosscultural analysis, ethnography of communication, language development, literacy, narratives.)

scholarly journals Feasibility of a Mobile Phone App to Support Recovery From Addiction in China: Secondary Analysis of a Pilot Study (Preprint)

2017 ◽  
Author(s):  
Hui Han ◽  
Jing Ying Zhang ◽  
Yih-Ing Hser ◽  
Di Liang ◽  
Xu Li ◽  
...  
Keyword(s):  
Pilot Study ◽  
Drug Use ◽  
Mobile Phone ◽  
Mobile Health ◽  
Health Messages ◽  
Control Group ◽  
Urine Test ◽  
Post Intervention ◽  
Urine Testing ◽  
Experimental Group

BACKGROUND Mobile health technologies have been found to improve the self-management of chronic diseases. However, there is limited research regarding their feasibility in supporting recovery from substance use disorders (SUDs) in China. OBJECTIVE The objective of this study was to examine the feasibility of a mobile phone-based ecological momentary assessment (EMA) app by testing the concordance of drug use assessed by the EMA, urine testing, and a life experience timeline (LET) assessment. METHODS A total of 75 participants dependent on heroin or amphetamine-type stimulant (ATS) in Shanghai were recruited to participate in a 4-week pilot study. Of the participants, 50 (67% [50/75]) were randomly assigned to the experimental group and 25 (33% [25/75]) were assigned to the control group. The experimental group used mobile health (mHealth) based EMA technology to assess their daily drug use in natural environments and received 2 short health messages each day, whereas the control group only received 2 short health messages each day from the app. Urine tests and LET assessments were conducted each week and a post-intervention survey was administered to both groups. The correlations among the EMA, the LET assessment, and the urine test were investigated. RESULTS The mean age of the participants was 41.6 (SD 8.0) years, and 71% (53/75) were male. During the 4 weeks of observation, 690 daily EMA survey data were recorded, with a response rate of 49.29% (690/1400). With respect to drug use, the percent of agreement between the EMA and the LET was 66.7%, 79.2%, 72.4%, and 85.8%, respectively, for each of the 4 weeks, whereas the percent of agreement between the EMA and the urine test was 51.2%, 65.1%, 61.9%, and 71.5%, respectively. The post-intervention survey indicated that 46% (32/70) of the participants preferred face-to-face interviews rather than the mHealth app. CONCLUSIONS This study demonstrated poor agreement between the EMA data and the LET and found that the acceptance of mHealth among individuals with SUDs in China was not positive. Hence, greater efforts are needed to improve the feasibility of mHealth in China.

scholarly journals The content of speech therapy work on the development of language analysis and synthesis skills in preschool children

2021 ◽  
Author(s):  
Marina P. Lykova ◽  
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Number Sequence ◽  
Language Analysis ◽  
Analysis And Synthesis ◽  
Development Of Language

The article presents the content of speech therapy work on the development of language analysis and synthesis skills in preschool children. The author offers a system of games and exercises for recognizing sounds, determining the number, sequence and place of a word in a sentence, forming the action of sound, syllabic analysis and synthesis in the mental plane

scholarly journals Effects of tDCS on Sound Duration in Patients with Apraxia of Speech in Primary Progressive Aphasia

2021 ◽  
Author(s):  
Charalambos Themistocleous ◽  
Kimberly Webster ◽  
Kyrana Tsapkini
Keyword(s):  
Speech Therapy ◽  
Inferior Frontal Gyrus ◽  
Primary Progressive Aphasia ◽  
Preliminary Evidence ◽  
Apraxia Of Speech ◽  
Post Intervention ◽  
Left Inferior Frontal Gyrus ◽  
Primary Progressive ◽  
Speech Fluency ◽  
Sound Duration

Transcranial direct current stimulation (tDCS) over the left Inferior Frontal Gyrus (IFG) was found to improve apraxia of speech (AOS) in post-stroke aphasia, speech fluency in adults who stutter, naming and spelling in primary progressive (PPA). This paper aims to determine whether tDCS over the left IFG coupled with AOS therapy improves speech fluency in patients with PPA more than sham. Eight patients with non-fluent PPA with AOS symptoms received either active or sham tDCS, along with speech therapy for 15 weekday sessions. Speech therapy consisted of repetition of increasing syllable-length words. Evaluations took place before, immediately after, and two months post-intervention. Words were segmented into vowels and consonants and the duration of each vowel and consonant was measured. Segmental duration was significantly shorter after tDCS than sham for both consonants and vowels. tDCS gains generalized to untrained words. The effects of tDCS sustained over two months post-treatment in trained words. Taken together, these results demonstrate that the tDCS over the left IFG facilitates speech production by reducing segmental duration. The results provide preliminary evidence that tDCS can maximize efficacy of speech therapy in non-fluent PPA with AOS.

scholarly journals Secondary speech therapy prophylaxis aimed at children with low birth weight – a part of research

2020 ◽  
Author(s):  
Ewa Gacka
Keyword(s):  
Birth Weight ◽  
Low Birth Weight ◽  
Developmental Disorders ◽  
Speech Therapy ◽  
Speech Development ◽  
Intrauterine Growth ◽  
Language Communication ◽  
Preterm Babies ◽  
Development Of Language ◽  
Speech Development Disorders

In the paper, the results of the study of secondary speech therapy prophylaxis aimed at children with low birth weight (preterm babies and babies born at term but with intrauterine growth retardation). The study group consisted of 187 children with a birth weight below 2500 g. Low birth weight is one of the risk factors for various developmental disorders, including disorders of the development of language communication. That is why early identification of the first symptoms of language acquisition (speech development) disorders is so important. The aim of the undertaken research was to analyse the activities in the field of secondary speech therapy prophylaxis, covering this risk group.

scholarly journals Knowledge of Teachers and Students of Early School Education and Pre-School Education on the Dysfunctions and Parafunctions of the Orofacial Complex

2020 ◽  
pp. 97-113
Author(s):  
Marta Kosicka ◽  
Ewa Gacka
Keyword(s):  
Speech Therapy ◽  
Communication Disorders ◽  
Speech Disorders ◽  
Speech Development ◽  
School Education ◽  
Early School ◽  
Language Communication ◽  
Teachers And Students ◽  
Articulation Disorders ◽  
Development Of Language

Cooperation between educators and speech therapists represents an important element in the care of a child with speech disorders, including speech impediments. Teachers should also have the minimum of knowledge on speech therapy which will allow them to notice abnormalities in speech development in children as well as identify activities which promote the development of language communication disorders. The paper presents the findings of the research whose main aim was to present the level of knowledge of teachers and students of pre-school and early school education on abnormalities of the orofacial complex and their impact on the development of articulation disorders. In addition, the aim of the research was to get acquainted with the opinions of respondents on the need to educate teachers in this respect.

A parent-directed language intervention for children of low socioeconomic status: a randomized controlled pilot study

2015 ◽  
Vol 43 (2) ◽  
pp. 366-406 ◽  
Author(s):  
DANA L. SUSKIND ◽  
KRISTIN R. LEFFEL ◽  
EILEEN GRAF ◽  
MARC W. HERNANDEZ ◽  
ELIZABETH A. GUNDERSON ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Language Development ◽  
Low Socioeconomic Status ◽  
Home Visiting ◽  
Child Language ◽  
Controlled Trial ◽  
Control Group ◽  
Post Intervention ◽  
Randomized Controlled ◽  
Home Based

AbstractWe designed a parent-directed home-visiting intervention targeting socioeconomic status (SES) disparities in children's early language environments. A randomized controlled trial was used to evaluate whether the intervention improved parents' knowledge of child language development and increased the amount and diversity of parent talk. Twenty-three mother–child dyads (12 experimental, 11 control, aged 1;5–3;0) participated in eight weekly hour-long home-visits. In the experimental group, but not the control group, parent knowledge of language development increased significantly one week and four months after the intervention. In lab-based observations, parent word types and tokens and child word types increased significantly one week, but not four months, post-intervention. In home-based observations, adult word tokens, conversational turn counts, and child vocalization counts increased significantly during the intervention, but not post-intervention. The results demonstrate the malleability of child-directed language behaviors and knowledge of child language development among low-SES parents.

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