scholarly journals Speech development in children of preschool age with arthrogryposis multiplex congenital with upper limb deformities

2021 ◽  
Vol 9 (4) ◽  
pp. 435-445
Author(s):  
Olga E. Agranovich ◽  
Zoya E. Agranovich ◽  
Evgeniya I. Ermolovich ◽  
Ekaterina V. Petrova ◽  
Ildar R. Iskandarov ◽  
...  
Keyword(s):  
Upper Limb ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Speech Pathology ◽  
Arthrogryposis Multiplex Congenita ◽  
Development Delay ◽  
Limb Deformities ◽  
Group 2 ◽  
Group 1

BACKGROUND: The difficulties or gross disturbance in motor development, which are diagnosed in children at an early age, are one of the prognostic markers of further problems in their speech development. AIM: This study aimed to determine the speech development of children with arthrogryposis multiplex congenita with upper limb deformities. MATERIALS AND METHODS: Speech examination was conducted in 21 children with arthrogryposis multiplex congenita preschool age (average age: 5.16 1.49 years) from 2020 to 2021. Patients were divided into 2 groups: group 1 (10 people) with children of younger and middle preschool age (average age 3.81 0.63 years) and group 2 (11 people) with children of older and preparatory preschool age (average age 6.39 0.78 years). The speech examination results were exposed to statistical analysis. RESULTS: The majority of children with arthrogryposis multiplex congenita had speech pathology (90.5%), whereas general speech underdevelopment dominated over speech development delay (78.9% and 21.1%, respectively). A high frequency of perinatal hypoxic-ischemic encephalopathy in children with arthrogryposis multiplex congenita (80.9%), a complicated perinatal anamnesis (57.1%), and a delay in early motor or speech development (100% and 52.4%, respectively) links with speech disorder development in the future. Patients with arthrogryposis have a large percentage of congenital pathology of the articulatory apparatus structure (57.1%). Of the children, 76.2% were with a total form of arthrogryposis multiplex congenita, whereas 23.8% with an isolated upper extremity lesion. No statistically significant differences were determined in the form of speech pathology between patients with various forms of arthrogryposis multiplex congenita. Children of the first age group had speech disorders in 90% of cases, whereas 90.9% in group 2. Based on the form of speech pathology, patients with general speech underdevelopment and speech development delay were determined in group 1 (55.6% and 44.4%, respectively), whereas children with general speech underdevelopment in group 2 (100%). In the clinical form of speech pathology, dysarthria prevailed in children of both age groups (80%). CONCLUSIONS: Children with arthrogryposis multiplex congenita with upper limb deformities have a high incidence of speech disorders. Early speech examination and speech therapy eliminated all detected disturbances.

scholarly journals Speech disorders in young and preschool children

2018 ◽  
Vol 63 (6) ◽  
pp. 23-30
Author(s):  
K. V. Yagunova ◽  
D. D. Gaynetdinova
Keyword(s):  
Conflict Of Interest ◽  
Clinical Manifestations ◽  
Diagnostic Techniques ◽  
Speech Disorders ◽  
Speech Development ◽  
Speech Pathology ◽  
Speech Therapist ◽  
Unified Classification System ◽  
Development Risk ◽  
Normal Speech

With every coming year more and more children suffer from speech problems, making their parents visit various specialists (pediatrician, neurologist, speech therapist, defectologist), who use their diagnostic techniques to detect speech disorders. The absence of a unified classification system and diagnostics leads to the late correction of speech disorders. The article considers main reasons for disturbances in normal speech development, risk factors of speech pathology, clinical manifestations of some types of speech disorders, various approaches to diagnosis and systematization of speech disorders.Conflict of interest: The authors of this article confirmed the lack of conflict of interest and financial support, which should be reported.

scholarly journals Emotional development of preschool children with speech pathology, and its connection with the emotional characteristics of mothers

2020 ◽  
Vol 26 (3) ◽  
pp. 164-172
Author(s):  
Ol’ga A. Koval’
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Preschool Child ◽  
Emotional Development ◽  
Speech Development ◽  
Preschool Age ◽  
Social Adaptation ◽  
Speech Pathology ◽  
Number Of Children ◽  
Emotional Interaction

The article is devoted to the study of emotional development in preschool age children with violations of speech development, and its relationship with emotional intelligence of the mother, the emotional interaction between mother and child, implemented a style of emotional upbringing. Topicality of the work is determined by the increasing number of children with speech pathology and, accordingly, the increasing acuteness of issues affecting their social adaptation and the formation of readiness for school. Two abnormal groups and two normative groups participated in the study. Abnormal groups included 35 pairs of "primary preschool child – mother" and 54 pairs of "middle preschool child – mother". All children of pathological groups had a verified diagnosis of mental retardation (delay of psychological and speech development). Similarly, normative groups were formed by age ranges, the first of which included 32 "child-mother" pairs, the second – 36 "child-mother" pairs. Normative group was formed of preschoolers of kindergartens of the city of Vladimir who had normative development. As a result of the research, it was found that the emotional development of children with speech pathology has distinctive features in comparison with normatively developing children. Mothers of preschool children with speech pathology differ in the level of development of components of emotional intelligence, they have characteristic features in emotional interaction with children in comparison with mothers who raise normatively developing children. There are connections between the level of development of emotional intelligence of the mother, the features of emotional interaction and the development of the emotional sphere of preschool children with speech pathology.

scholarly journals The Impact of the Animated Children's Program of Baby TV on the Handled Government-Language Development of the Child

2019 ◽  
Vol 9 (3) ◽  
pp. 118
Author(s):  
Müller Mirella ◽  
Johann Schwarz, Logopäd
Keyword(s):  
Mother Tongue ◽  
Negative Influence ◽  
Speech Disorders ◽  
Speech Development ◽  
Speech Pathology ◽  
Verbal Abilities ◽  
Tv Program ◽  
Psychological Examination ◽  
Almost All ◽  
The Impact

Speech disorders are in almost all speech pathology accompanied by a symptom. They usually occur during speech development. Baby. First TV describes itself as a provider of shows 'designed to inspire a baby's learning'. However, if a child is presented to a continental strangling program that does not serve the mother tongue, it can have a lot of difficulty in shaping the language of her speech and not understanding the words and sentences of her parents and the environment. The subjects in this study carried out the following diagnostic tests: pedagogical-psychological examination, logaoedic examination, and neurological examination. The results research shows that besides the worse results on non-verbal intelligence tests, children who were exposed to the influence of Baby-TV from their 2 to 4-year-olds have achieved worse results on nonverbal tests as well as children whose parents included the Baby-TV program of 9 months to the gosling of the day. They say the worst German letters such as ß, R, Ö, Ä, Ü and do not associate German spoken words with the environment. The aim of this research was to examine the negative influence of BABY TV on the speech of children with age child, sex, nonverbal, verbal abilities, and development scale of understanding speech. The ability to speak and understand speech in relation to Reynell was also explored development scale of speech. Average and below-average values were obtained.

Iron Deficiency Anaemia and Child Development

2005 ◽  
Vol 17 (1) ◽  
pp. 19-21 ◽  
Author(s):  
T. Hokama ◽  
M. Gushi Ken ◽  
N. Nosoko
Keyword(s):  
Child Development ◽  
Iron Deficiency ◽  
Iron Deficiency Anaemia ◽  
Speech Development ◽  
Control Group ◽  
Deficiency Anaemia ◽  
Developmental Index ◽  
The Mean ◽  
Group 2 ◽  
Group 1

A developmental test was carried out to evaluate the effect of iron deficiency anaemia on child development by using Bailey Scale of Infant Development (BSID) and Enjoji Scale of Infant Analytical development (ESID). The subjects were 54 children, divided into three groups. Group 1 consisted of 15 infants with anaemia; Group 2: 10 infants with a past history of anaemia and Group 3: 29 healthy normal infants without anaemia formed the control group. The characteristics of infants and their family background were not different among the three groups except for the male/female ratio. The mean mental developmental index (MDI) and psychomotor developmental index (PDI) of Group 1 and Group 2 were lower than that of control group using the BSID test. The mean speech development quotients of Group 1 and Group 2 were lower than that of control group in ESID. These tendencies were observed after subjects were stratified by sex. Therefore, the results of the study suggests that iron deficiency anaemia may affect child development especially speech development. Asia Pac J Public Health 2005: 17(1): 19-21.

Perceptual Anchors and the Dispersion of Nasality Ratings

2017 ◽  
Vol 54 (4) ◽  
pp. 423-430 ◽  
Author(s):  
Kristine E. Galek ◽  
Thomas Watterson
Keyword(s):  
Outcome Measures ◽  
Rating Scale ◽  
Speech Disorders ◽  
Absolute Judgment ◽  
Q Value ◽  
Point Scale ◽  
Group 4 ◽  
Group 5 ◽  
Group 2 ◽  
Group 1

Objective This investigation studied the effects of perceptual anchors on the dispersion and reliability of listener ratings of nasality. Design Listeners (N = 129) were assigned to one of six listening groups. Each group rated nasality independently for 100 speech samples on a seven-point scale that ranged from 1 = normal nasality to 7 = severe hypernasality. The anchors used were examples of a 1, 3, 4, 5, and/or 7 on the rating scale. These anchors were played selectively to group 2 (4), group 3 (1 and 7), group 4 (3 and 5), group 5 (1, 4, 7), and group 6 (7). Group 1 had no anchor. Participants Of the speakers, 95 were children followed by a craniofacial team and five were children without histories of speech disorders. Main Outcome Measures The outcome measures were 12,900 ratings of nasality on a seven-point scale. Results Q values showed that group 5, which was the only group to receive three anchors, had the lowest, or best, Q value (0.78), and group 1 (no anchor) had the highest, or worst, Q value (0.99). Across groups, the most reliable ratings were those at scale values 1 (Q = 0.46) and 7 (Q = 0.56). The least reliable ratings were at scale values 3 (Q = 1.01), 4 (Q = 1.03), and 5 (Q = 1.06). Conclusions Nasality rating reliability/dispersion was influenced by the presence and location of anchor stimuli. Consistent with absolute judgment theory, nasality ratings showed a strong end effect.

Development of subject representations at children of preschool age with visual impairment in the process of creative designing in the conditions of inclusive education

2019 ◽  
Author(s):  
Лариса Осипова ◽  
Larisa Osipova ◽  
Лилия Дружинина ◽  
Liliya Druzhinina ◽  
Ольга Власова ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Visual Impairments ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Master Program ◽  
Teaching Aids ◽  
Wide Range ◽  
Creative Construction ◽  
Children With Visual Impairments

In teaching AIDS addresses issues related to the development of ideas about objects and the world of children of preschool age with visual impairments in an inclusive education. The possibilities of creative construction in the intensification of cognitive and speech development, the formation of adequate ideas about the objects of the surrounding reality in children with visual impairments both in the conditions of a specialized educational institution and in the conditions of inclusive education are shown. The organizational and content components of classes on creative construction with children with visual impairments are considered, the abstract of classes is offered. Intended for students of faculty of correctional pedagogy, studying in the field 44.03.03 "Special (defectological) education" profiles "Preschool defectology", "Speech therapy", "Correctional", "principles of accounting"; in the direction 44.04.03 "Special (defectological) education", master program "Psychological and pedagogical support of children with disabilities", "Psychology-pedagogical support of persons with speech disorders", as well as for students enrolled in the various teaching professions. It will be useful for a wide range of professionals working with children.

scholarly journals Teaching coherent descriptive speech to children of senior preschool age with speech underdevelopment problems

2020 ◽  
Vol 22 (4) ◽  
pp. 146-165
Author(s):  
L. G. Shadrina ◽  
O. V. Efimova
Keyword(s):  
Preschool Children ◽  
Research Methods ◽  
Speech Therapy ◽  
Preschool Education ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Practical Significance ◽  
Federal State ◽  
Systematic Analysis

Introduction. Today, one of the main requirements of the Federal State Educational Standard of Preschool Education is to ensure the speech development in children, which means mastering them of free, coherent dialogue and monologic speech skills as a means of communication with adults and peers. The indicators of successful speech development are skills to build different types of coherent statements. This requirement fully applies to children with minor speech delays. However, in modern speech therapy, the development of coherent speech is made dependent on the elimination of the shortcomings of unformed language structures and involves the use of reproductive techniques, including mainly constant repetitions of speech patterns. Children are simply asked to copy stereotypical schemes when making their own statements, but the attention is not paid to the process of formulating rules and peculiarities of description texts, the understanding of which is very important to be prepared for school. Thus, it is significantly important to revise well-established techniques to learn oral monologue speech when teaching children with serious speech disorders.The aim of the present article is to discuss the conditions for effective development of coherent descriptive speech in preschool children with speech underdevelopment problems.Methodology and research methods. The methodological framework of the research is based on the theory of speech activity and the theory of developmental education, as well as the systematic analysis of the peculiarities of verbal communication skills in children and modern ideas of correctional pedagogy about the structure of speech defects. In the course of the research, empirical research methods and a pedagogical experiment were employed.Results and scientific novelty. Children aged 5–6 years old (n = 60) with the logopedic report “general underdevelopment of speech of the 3 rd –4 th levels” took part in the experimental research. It was proved that it is necessary to teach preschool children with speech disorders not only to speak by analogy and model structures, but also to formulate detailed meaningful descriptive statements. The entry test demonstrated that most respondents have insufficient formation of coherent descriptive speech: 40% – medium level, 38% – low level. More than half of preschool children in the experimental group (53,6%) improved their results through the targeted and comprehensive correctional work, in the course of which they learned practical description skills. While working on description skills, children learned how to highlight and compare essential features of a subject, to combine individual phrases into a consistent message. The priority areas were identified in each speech task to ensure the greatest impact of its performance. The conducted classes influenced not only speech, but also cognitive development of children. Also, the classes stimulated children’s speech and thought activities, contributed to the activation of visual, auditory and tactile perception, memory, attention and observation.Practical significance. The research materials provide a new direction to determine the technologies for the development of coherent speech in children of senior preschool age with speech underdevelopment.

scholarly journals Relationship between indicators of communication, self-esteem and interpersonal status of preschool children

2021 ◽  
Vol 2 (119) ◽  
pp. 96-103
Author(s):  
Svetlana V. Lautkina ◽  
◽  
Irina N. Selezneva ◽  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Peer Group ◽  
Self Esteem ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Group Method ◽  
Main Research ◽  
Normal Speech

Communication, complex multidimensional education, begins its active development directly in preschool age. With the correct and timely development of communication, cognitive processes, emotional-volitional and motivational-need spheres, behavior, and the interpersonal status of the child are formed. The formation of communication skills is possible only with the timely full development of speech. The lower the state of speech, the more difficult it is for the child to organize and implement communication, and vice versa, the higher the level of formation of the communicative act, the more fully expressive speech develops. Difficulties in forming speech and communication affect self-esteem. Self-esteem as a phenomenon develops under the influence of the assessment of others. Self-esteem is the result of one's own activity, communication, behavior, activities, experiences of a preschooler. The inability of a preschooler to implement verbal communication in a peer group leads to deformations in the development of personality and interpersonal interaction, reduces his social status, and leads to his isolation from other members of the team. Summarizing the above, we have set a goal – to study the relationship between indicators of communication, selfesteem and interpersonal status in preschool children. The main research method is the contrast group method. Empirical study was carried out in groups of preschoolers – with normal speech development and with speech disorders («General speech underdevelopment (GSU) level III» according to R. Levina's classification). The results of the study showed that the level of communication formation in the group of preschoolers with speech disorders is lower than inthe group of children with normal speech development. The lag in the formation of communication skills is represented by a number of indicators: «interest in a peer», «sensitivity», «prosocial actions», «means of communication», «active speech». Low self-esteem was found only in the group of children with speech impairments. There were no differences in the level of the sociometric status between children of both groups.

scholarly journals Developing Writing Self-Check of Primary School Children in Inclusive Education Context

2021 ◽  
Vol 35 ◽  
pp. 84-96
Author(s):  
I. J. Murashova ◽  
◽  
E. A. Serebrennikova ◽  
Keyword(s):  
General Education ◽  
Primary School ◽  
Inclusive Education ◽  
School Children ◽  
Speech Disorders ◽  
Speech Development ◽  
Primary School Children ◽  
Speech Pathology ◽  
Education Curriculum ◽  
General Education Curriculum

Relevance of this work is due to necessity to study the level of writing self-check of primary school children with delayed speech development compared to their peers with normal speech development to identify efficient psychological and pedagogical working methods of its development in the context of inclusive education. The article presents the results of the study of writing self-check of 2nd grade students in inclusive classrooms of a general school studying according to both a general education curriculum and an adapted basic general education curriculum for students with severe speech disorders for option 5.1. The findings have revealed that not only children with speech disorders have poorly developed writing self-check but some children having no speech pathology haven’t shown sufficient level of its formedness as well. Strategies to develop writing self-check in inclusive education context have been proposed.

scholarly journals Comparison of Peak Oxygen Consumption During Exercise Testing Between Sexes Among Children and Adolescents in Taiwan

2021 ◽  
Vol 9 ◽  
Author(s):  
Sheng-Hui Tuan ◽  
Guan-Bo Chen ◽  
Chia-Hsin Chen ◽  
Yi-Jen Chen ◽  
I-Hsiu Liou ◽  
...  
Keyword(s):  
Oxygen Consumption ◽  
Children And Adolescents ◽  
Preschool Age ◽  
Peak Oxygen Consumption ◽  
Impedance Method ◽  
Obese Children ◽  
Social Expectation ◽  
The Difference ◽  
Group 2 ◽  
Group 1

Objective: Studies among Western children have observed that the peak oxygen consumption (peak V˙O2) of boys is higher than that of girls, and this difference increases as children progress through adolescence. However, the maturation process and social expectation toward Eastern boys and girls are much different from their Western counterparts. This study aimed to provide baseline information on cardiopulmonary fitness (CRF) of Taiwanese children and adolescents in relation to age and sex. We also evaluated the correlation between body mass and CRF and compared the CRF between non-obese and overweight/obese children.Methods: We conducted a retrospective study of children and adolescents aged 4–18 years in Taiwan. Participants were classified into four groups based on age (group 1, aged 4–6; group 2, aged 7–9; group 3, aged 10–13; and group 4, aged 14–18 years). All participants completed symptom-limited exercise test by treadmill and anthropometric measurements through bioelectrical impedance method.Results: In total, 897 (448 men, 449 women) participants were analyzed. Boys had higher peak V˙O2 (all p < 0.01) and peak metabolic equivalent (MET, all p < 0.05) than girls in all the four groups. Age significantly (P < 0.001) correlated with peak V˙O2 in all participants, boys, and girls, with coefficients of determination (R2) of 0.9349, 0.9433, and 0.9085, respectively. The peak V˙O2 (all p < 0.001) of all the groups and peak MET (all p < 0.05) of group 2–4 associated with BMI and FMI modestly to moderately. Non-obese children had higher peak MET in group 1 (p = 0.049) and group 2–4 (all p < 0.001) than overweight/obese children significantly.Conclusions: The difference in peak V˙O2 and anthropometry–body composition between sexes was observed earlier in children in Taiwan than those in Western countries. Non-obese children had better CRF than overweight/obese children and the difference presented since preschool age.

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