scholarly journals Music therapy for supporting communication development for young children with complex needs in a specialist conductive education service

2021 ◽  
Author(s):  
Qiaoling Liang
Keyword(s):  
Young Children ◽  
Language Development ◽  
Music Therapy ◽  
Exploratory Research ◽  
Analysis Method ◽  
Speech And Language ◽  
Music Therapists ◽  
Complex Needs ◽  
Communication Development ◽  
Speech And Language Development

<p>This research aimed to explore the ways in which I, as a music therapy student, could benefit speech and language development with children with complex needs in an early childhood service. Communication is one of the most important parts of our lives. It helps us to connect and build a relationship with others, families, friends and so on. Speech-language development is a core part in music therapy of Communication development for young children which aim to help children to express their inner feelings, emotions; to improve children’s understanding communication and interpret information from other people (Perry, 2003; Knight & Rabon 2017). This is theoretical exploratory research which contains various data from music therapy literature, music therapy audiovisual recordings in public domains, and reflective notes from general experience on placement. This research used a thematic analysis method. The data was interpreted in an open inductive way, discovering ideas and combinations of codes without assumptions, and finding new ideas from the sources. The data analysis method followed the guidelines of Braun & Clarke in 2006 which included six steps in the process: 1) familiarizing with data, 2) generating initial codes, 3) searching for themes, 4) reviewing themes, 5) defining and naming themes and 6) providing a report. This research found there were three main themes in response to the question how do music therapists support speech and language for young children. The most important fundamental process was “Building trust and familiarity” between therapist and child; the secondary theme or process was “Moving up together” which involved musical collaboration and enjoyment. Throughout these processes therapists used “flexible musical skills”. This exploratory study also helped me as a student music therapist to better understand how to facilitate and support speech and language development in my placement in a specialist conductive education facility.</p>

scholarly journals Music therapy for supporting communication development for young children with complex needs in a specialist conductive education service

2021 ◽  
Author(s):  
Qiaoling Liang
Keyword(s):  
Young Children ◽  
Language Development ◽  
Music Therapy ◽  
Exploratory Research ◽  
Analysis Method ◽  
Speech And Language ◽  
Music Therapists ◽  
Complex Needs ◽  
Communication Development ◽  
Speech And Language Development

<p>This research aimed to explore the ways in which I, as a music therapy student, could benefit speech and language development with children with complex needs in an early childhood service. Communication is one of the most important parts of our lives. It helps us to connect and build a relationship with others, families, friends and so on. Speech-language development is a core part in music therapy of Communication development for young children which aim to help children to express their inner feelings, emotions; to improve children’s understanding communication and interpret information from other people (Perry, 2003; Knight & Rabon 2017). This is theoretical exploratory research which contains various data from music therapy literature, music therapy audiovisual recordings in public domains, and reflective notes from general experience on placement. This research used a thematic analysis method. The data was interpreted in an open inductive way, discovering ideas and combinations of codes without assumptions, and finding new ideas from the sources. The data analysis method followed the guidelines of Braun & Clarke in 2006 which included six steps in the process: 1) familiarizing with data, 2) generating initial codes, 3) searching for themes, 4) reviewing themes, 5) defining and naming themes and 6) providing a report. This research found there were three main themes in response to the question how do music therapists support speech and language for young children. The most important fundamental process was “Building trust and familiarity” between therapist and child; the secondary theme or process was “Moving up together” which involved musical collaboration and enjoyment. Throughout these processes therapists used “flexible musical skills”. This exploratory study also helped me as a student music therapist to better understand how to facilitate and support speech and language development in my placement in a specialist conductive education facility.</p>

scholarly journals MUSIC AND LANGUAGE IN INTERDISCIPLINARY CONNECTION

2017 ◽  
Vol 3 ◽  
pp. 388
Author(s):  
Mirdza Paipare
Keyword(s):  
Language Development ◽  
Music Therapy ◽  
Spoken Language ◽  
Scientific Basis ◽  
Speech And Language ◽  
Actual Problem ◽  
Music And Language ◽  
Language And Music ◽  
Speech And Language Development

Nowadays speech and language development is actual problem. This research was conducted to find out how music could help in solving this problem and to find out how connected music and language processes are in our brain. Language and music share a lot of similarities in terms of neurology, Music Therapy, communication and psychology and their interactions are successfully used in these sciences. Aim of this research was to gather data and scientific basis for music’s ability to improve speech and language. Main findings indicate that this topic has been studied for decades and still hasn’t lost its significance. Music can influence language processes, lessen disorders because it is neurologically and psychologically close to our spoken language. 

Considerations in Mapping Young Children With Simultaneous/Sequential Bilateral CIs: Case Studies

2013 ◽  
Vol 20 (1) ◽  
pp. 4-13
Author(s):  
Kristin Vasil-Dilaj ◽  
Diane Brackett
Keyword(s):  
Young Children ◽  
Language Development ◽  
Case Studies ◽  
Language Production ◽  
Speech And Language ◽  
Speech Processor ◽  
Bilateral Cochlear Implants ◽  
Speech Language Pathologist ◽  
Fitting In ◽  
Speech And Language Development

In this article, we present three case studies of young children with profound sensorineural hearing loss who received bilateral cochlear implants. In each of these cases, specialists suspected interference between the ears. The audiologist and speech-language pathologist determined that the children had better auditory function and speech and language production when wearing 1 speech processor as opposed to 2 speech processors. In many pediatric implantation cases, experts verify the device fitting in the bilateral condition because infants and toddlers at the prelanguage level are unable to provide specific input during mapping sessions. The cases we describe herein highlight the need for individual ear verification at early stages of speech and language development. In addition, based on these cases, we propose mapping changes that can be made to optimize binaural listening for speech and language development.

scholarly journals Rearrangements of the Williams–Beuren syndrome locus: molecular basis and implications for speech and language development

2007 ◽  
Vol 9 (15) ◽  
pp. 1-16 ◽  
Author(s):  
Lucy R. Osborne ◽  
Carolyn B. Mervis
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Short Term Memory ◽  
Relative Strength ◽  
Genomic Rearrangements ◽  
Speech And Language ◽  
Human Speech ◽  
Hyperactivity Disorder ◽  
Low Copy Repeats ◽  
Speech And Language Development

AbstractThe Williams–Beuren syndrome (WBS) locus on human chromosome 7q11.23 is flanked by complex chromosome-specific low-copy repeats that mediate recurrent genomic rearrangements of the region. Common genomic rearrangements arise through unequal meiotic recombination and result in complex but distinct behavioural and cognitive phenotypes. Deletion of 7q11.23 results in WBS, which is characterised by mild to moderate intellectual disability or learning difficulties, with relative cognitive strengths in verbal short-term memory and in language and extreme weakness in visuospatial construction, as well as anxiety, attention-deficit hyperactivity disorder and overfriendliness. By contrast, duplication results in severely delayed speech and expressive language, with relative strength in visuospatial construction. Although deletion and duplication of the WBS region have very different effects, both cause forms of language impairment and suggest that dosage-sensitive genes within the region are important for the proper development of human speech and language. The spectrum and frequency of genomic rearrangements at 7q11.23 presents an exceptional opportunity to identify gene(s) directly involved in human speech and language development.

Assessment of Speech and Language Development in the Young Child

PEDIATRICS ◽  
1980 ◽  
Vol 66 (3) ◽  
pp. 350-354
Author(s):  
Martin Bax ◽  
Hilary Hart ◽  
Sue Jenkins
Keyword(s):  
Preschool Children ◽  
Young Child ◽  
Language Development ◽  
Behavior Problems ◽  
Expressive Language ◽  
Speech And Language ◽  
Clinical Method ◽  
Speech Therapist ◽  
Speech And Language Development ◽  
Normal Speech

A clinical method of assessing speech and language development in preschool children is described. Sixty-two 3-year-old children were assessed by a pediatrician, a speech therapist, and a psychologist. In 55 children there was agreement between all three examiners. Three children with articulation problems were rated as having normal comprehensive and expressive language by the psychologist. Three children were rated as having normal speech and language development by the pediatrician and speech therapist but delayed by the psychologist; all three had behavior problems. One further child rated as having a speech and language problem by the pediatrician was rated as normal by the speech therapist and psychologist. It is concluded that pediatricians can make reliable assessments of speech and language development.

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