SUPPORTING FAMILIES IN CORRECTING DYSLALIA IN CHILDREN

The text deals with issues related to the effective support of speech and language therapy for children with dyslalia. The effectiveness of speech and language stimulation is determined by a wide range of determinants. Individual predispositions, influences of educational environments, personality, professionalism, the scope of speech and language therapists’ knowledge and abilities as well as a variety of methods used by them play an essential role. Dyslalia, which is one of the most frequent speech disorders, has a negative and significant impact on children’s psychosocial functioning. Children’s attitudes toward peers with speech articulation disorders not only seem to affect intellectual, cognitive and motivational processes, including perception, attention, memory, thinking, but also transform social behaviours. Therefore, the profound significance of the family’s influence on the effectiveness of speech and language therapy for children with dyslalia has been emphasised. It is assumed that educational activities require planned, intentional and regular collaboration with various environments in order to achieve desired goals and shape comprehensive individual development.

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The role of the speech and language therapist in psychiatry

Psychiatric Bulletin ◽

10.1192/pb.20.9.524 ◽

1996 ◽

Vol 20 (9) ◽

pp. 524-526

Author(s):

N. J. Muir

Keyword(s):

Mental Illnesses ◽

Speech And Language ◽

Language Therapy ◽

Speech And Language Therapy ◽

Language Therapist ◽

Wide Range ◽

Golden Jubilee ◽

Communication Impairments ◽

Cognitive Neuropsychological

Speech and language therapy is a small profession. It only reached its golden jubilee year in 1995 and misleadingly, remains for many highly associated with the elocution training in which the profession had its genesis. In the last few years the greatest developments have been in the area of cognitive neuropsychological and functional (pragmatic) models for the assessment and management of language and communication. It is the premise of this article that speech and language therapists are likely to prove flexible and valuable members of the multidisciplinary team, with the ability to contribute a further dimension to care planning – that of specific clinical input to the wide range of language, speech and communication impairments associated with the major mental illnesses (Gravell & France, 1991).

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The efficacy of speech and language therapy for cleft palate speech disorders

International Journal of Language & Communication Disorders ◽

10.1111/j.1460-6984.1995.tb01678.x ◽

1995 ◽

Vol 30 (S1) ◽

pp. 237-241

Author(s):

LIZ ALBERY

Keyword(s):

Cleft Palate ◽

Speech Disorders ◽

Speech And Language ◽

Language Therapy ◽

Speech And Language Therapy ◽

Cleft Palate Speech

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THE MOTOR LEARNING APPROACH AND STRATEGIES IN THE TREATMENT OF CHILDREN’S ARTICULATION DISORDERS /MOTORINIU MOKYMU(SI) GRĮSTAS POŽIŪRIS IR STRATEGIJOS, ĮVEIKIANT VAIKŲ ARTIKULIACIJOS SUTRIKIMUS

SPECIALUSIS UGDYMAS / SPECIAL EDUCATION ◽

10.21277/se.v1i36.284 ◽

2017 ◽

Vol 1 (36) ◽

pp. 117

Author(s):

Daiva Kairienė

Keyword(s):

Motor Learning ◽

Essential Elements ◽

Learning Approach ◽

Speech And Language ◽

Language Therapy ◽

Speech And Language Therapy ◽

Articulation Disorders ◽

Therapy Services ◽

Intelligible Speech ◽

Learning Principles

The article presents a theoretical analysis of the concept based on a motor learning approach as well as the possibilities for the application of this approach in speech and language therapy in the treatment of children’s articulation disorders. Motor learning principles have been emphasised as essential elements in speech and language therapy. They explain the importance of speech and language therapy services which are flexible and focused on individual cases. An analysis of theoretical sources focuses on the strategies of speech and language therapy based on the motor learning approach. These therapies differ between non-speech or speech levels. The aims of the application of these strategies and their theoretical presumptions of efficacy reveals the need for changes in the practice of speech and language therapists. An analysis of theoretical sources reveals that speech-based strategies of therapy are more efficient in learning correct sound pronunciation and promoting the intelligible speech of children. The application of non-speech oral motor therapy is purposeful in teaching non-speech movements of the articulatory system. When coping with children’s articulation disorders, it is necessary to differentiate strategies of motor learning with regard to the origin and level of a particular disorder. Straipsnyje pateikiama teorinė motoriniu mokymu(si) grįsto požiūrio koncepto analizė bei šio požiūrio taikymo kalbėjimo ir kalbos terapijoje galimybės, įveikiant vaikų artikuliacijos sutrikimus. Išskiriami motorinio mokymosi principai laikomi esminiais kalbėjimo ir kalbos terapijoje. Jais paaiškinama ir pagrindžiama lanksčių, orientuotų į individualų atvejį, logopedo paslaugų svarba.Teorinių šaltinių analizė leidžia išskirti motorinio mokymo(si) požiūriu grindžiamas kalbėjimo ir kalbos terapijos strategijas, kurios skiriasi tuo, kokiu lygmeniu, t.y. nekalbėjimo ar kalbėjimo, yra taikomos. Straipsnyje pateikiami šių strategijų taikymo tikslai ir teorinės veiksmingumo, įveikiant vaikų artikuliacijos sutrikimus, prielaidos, atskleidžia logopedų praktikos kaitą. Teorinių šaltinių analizė atskleidžia, kad kalbėjimu grįstos terapijos strategijos yra veiksmingesnės mokant taisyklingo ir suprantamo vaikų kalbėjimo. Nekalbinės oralinės terapijos strategijų taikymas yra tikslingas nekalbiniams artikuliacinio aparato judesiams mokyti. Įveikiant vaikų artikuliacijos sutrikimus, būtina diferencijuoti motorinio mokymosi strategijas, atsižvelgiant į sutrikimo kilmę bei laipsnį.

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