RETROSPECTIVE ANALYSIS OF THE METHODS OF LOGOPEDIC WORK AIMED TO OVERCOME THE SPEECH DEFECT TYPICAL OF MILD DYSARTHRIA IN PRESCHOOL CHILDREN

2020 ◽  
pp. 172-188
Author(s):  
Lyudmila Borisovna Baryaeva ◽  
Lyudmila Vladimirovna Lopatina
Keyword(s):  
Preschool Children ◽  
Retrospective Analysis ◽  
Speech Defect

Time trends and determinants of multiple development delays in Bavarian preschool children: a retrospective analysis from 1997 to 2010

2016 ◽  
Vol 62 (3) ◽  
pp. 415-425 ◽  
Author(s):  
Heribert Ludwig Stich ◽  
Riccardo Caniato ◽  
Alexander Krämer ◽  
Bernhard Baune
Keyword(s):  
Preschool Children ◽  
Retrospective Analysis ◽  
Time Trends ◽  
Development Delays

Psychopathology and Health Care Use Among Preschool Children: A Retrospective Analysis

1998 ◽  
Vol 37 (3) ◽  
pp. 262-270 ◽  
Author(s):  
JOHN V. LAVIGNE ◽  
HELEN J. BINNS ◽  
RICHARD AREND ◽  
DIANE ROSENBAUM ◽  
KATHERINE KAUFER CHRISTOFFEL ◽  
...  
Keyword(s):  
Health Care ◽  
Preschool Children ◽  
Retrospective Analysis ◽  
Health Care Use

scholarly journals Using the Biological Feedback Method in Speech Therapy for the Formation of Speech Breathing in Preschool Children with Erased Dysarthria

2020 ◽  
Vol 8 (1) ◽  
pp. 225-233
Author(s):  
Olga Shterts
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Point Of View ◽  
Speech Impairment ◽  
Biological Feedback ◽  
Speech Defect ◽  
Speech Breathing ◽  
History Of ◽  
Feedback Method ◽  
Diagnostic Complex

The article discusses the problem of the formation of speech breathing in preschool children with an erased form of dysarthria using the biological feedback method. In children suffering from speech impairment, the work of the respiratory system is not normal. Disorders of prosody supplement violations of the sound-producing side of speech. As a result, in children, including the ones with dysarthria, speech becomes unclear and slurred. The theoretical part of the study considers the specificity of the prosodic side of speech in children with an erased form of dysarthria from the point of view of various researchers. The problem of dependence between the prosodic side of speech and the severity of a speech defect is considered. The practical part of the study reveals the content of the organisation of the empirical study on the formation of diaphragmatic relaxation breathing using a hardware-diagnostic complex “BF” (Biological Feedback). It has been established that the biological feedback method contributes to the formation of diaphragmatic-relaxation breathing in preschool children with an erased form of dysarthria. In pre-schoolers, suffering from erased dysarthria and having a history of attention deficit hyperactivity syndrome, the process of formation of diaphragmatic relaxation breathing becomes more complicated.

scholarly journals THEORETICAL ASPECTS OF THE DEVELOPMENT OF COMMUNICATION SKILLS IN OLDER PRESCHOOL CHILDREN

2020 ◽  
Vol 65 (1) ◽  
pp. 367-373
Author(s):  
S.J. Erkebaeva ◽  
◽  
G. Shirinbayeva ◽  
A. Inayatova ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Retrospective Analysis ◽  
Communication Skills ◽  
Social Adaptation ◽  
Interpersonal Interaction ◽  
Children’S Learning ◽  
Communicative Development ◽  
The Social ◽  
Children's Learning

This article is devoted to the theoretical aspects of the development of communication skills of preschool children. In modern conditions of updating the content of education, the problem of developing communication skills reaches the level of an actual socio-pedagogical problem, since its solution largely depends on the success of children's learning; the effectiveness of interpersonal interaction with teachers and peers, and in General - the social adaptation of children. The article discusses the main concepts related to children's communicative development, components of communication skills, and a retrospective analysis of the formation and development of the concept of "communication", "communication", and "communication skills"

ESEA Title III Project Design for Language-Handicapped Kindergarten and Preschool Children

1973 ◽  
Vol 4 (4) ◽  
pp. 174-181
Author(s):  
Marilyn J. Click ◽  
Jerrie K. Ueberle ◽  
Charles E. George
Keyword(s):  
Preschool Children ◽  
Project Design ◽  
Title Iii

The Elicitation of Vocal Responses From Preschool Children

1993 ◽  
Vol 24 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Elizabeth Hyne Champley ◽  
Moya L. Andrews
Keyword(s):  
Preschool Children ◽  
Assessment Protocol ◽  
Vocal Responses

This article discusses the construction of tasks used to elicit vocal responses from preschool children. Procedures to elicit valid and reliable responses are proposed, and a sample assessment protocol is presented.

Sound Production Treatment for Acquired Apraxia of Speech: An Examination of Dosage in Relation to Probe Performance

2020 ◽  
pp. 1-16
Author(s):  
Julie L. Wambaugh ◽  
Lydia Kallhoff ◽  
Christina Nessler
Keyword(s):  
Retrospective Analysis ◽  
Sound Production ◽  
Apraxia Of Speech ◽  
Practice Schedule ◽  
Practice Schedules ◽  
Baseline Performance ◽  
The Mean ◽  
Number Of Treatment ◽  
The Impact

Purpose This study was designed to examine the association of dosage and effects of Sound Production Treatment (SPT) for acquired apraxia of speech. Method Treatment logs and probe data from 20 speakers with apraxia of speech and aphasia were submitted to a retrospective analysis. The number of treatment sessions and teaching episodes was examined relative to (a) change in articulation accuracy above baseline performance, (b) mastery of production, and (c) maintenance. The impact of practice schedule (SPT-Blocked vs. SPT-Random) was also examined. Results The average number of treatment sessions conducted prior to change was 5.4 for SPT-Blocked and 3.9 for SPT-Random. The mean number of teaching episodes preceding change was 334 for SPT-Blocked and 179 for SPT-Random. Mastery occurred within an average of 13.7 sessions (1,252 teaching episodes) and 12.4 sessions (1,082 teaching episodes) for SPT-Blocked and SPT-Random, respectively. Comparisons of dosage metric values across practice schedules did not reveal substantial differences. Significant negative correlations were found between follow-up probe performance and the dosage metrics. Conclusions Only a few treatment sessions were needed to achieve initial positive changes in articulation, with mastery occurring within 12–14 sessions for the majority of participants. Earlier occurrence of change or mastery was associated with better follow-up performance. Supplemental Material https://doi.org/10.23641/asha.12592190

The Preschool Stuttering Screen for Health Care Professionals

2011 ◽  
Vol 21 (2) ◽  
pp. 59-62
Author(s):  
Joseph Donaher ◽  
Christina Deery ◽  
Sarah Vogel
Keyword(s):  
Risk Factors ◽  
Health Care ◽  
Differential Diagnosis ◽  
Preschool Children ◽  
Health Care Professionals ◽  
Healthcare Professionals ◽  
Evidence Based ◽  
Developmental Profile

Healthcare professionals require a thorough understanding of stuttering since they frequently play an important role in the identification and differential diagnosis of stuttering for preschool children. This paper introduces The Preschool Stuttering Screen for Healthcare Professionals (PSSHP) which highlights risk factors identified in the literature as being associated with persistent stuttering. By integrating the results of the checklist with a child’s developmental profile, healthcare professionals can make better-informed, evidence-based decisions for their patients.

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