scholarly journals Speech and language assessment in the school year beginning. Example of Speech and Language Assessment Scale and practical aspects

2021 ◽  
Vol VII (2) ◽  
pp. 52-66
Author(s):  
Șoimița GHERLE ◽  
Daciana PANȚIRU
Keyword(s):  
Speech Therapy ◽  
Intervention Strategy ◽  
Language Assessment ◽  
Psychomotor Development ◽  
Speech And Language ◽  
School Students ◽  
School Year ◽  
Complex Evaluation ◽  
Speech And Language Disorders ◽  
The Way

The aim of this paper was to illustrate the approach of speech and language asssessment developed within the Interschool Speech Therapy Centers in Romania (Centrele Logopedice Interșcolare), at the beginning of the school year, in a pandemic context. It presents the initial evaluation of students and preschoolers, but also the way in which the complex evaluation of children identified with speech and language disorders is developed, fallowing the legislation and specific methodology. The Speech and Language Evaluation Scale is a very useful tool at this stage and beyond. This helps to condense the relevant data about children, to formulate the speech therapy diagnosis and to outline the therapeutic approach. The developed model addresses both aspects of psychomotor development and aspects of pronunciation and articulation. It is designed mainly for primary school students, but can also be applied to preschoolers. The presented case study is intended to highlight the way this model can be used, at various stages, in a specific intervention strategy.

Speech and Language Assessment of Spanish-English Speaking Children

1989 ◽  
Vol 20 (3) ◽  
pp. 226-244 ◽  
Author(s):  
Hortencia Kayser
Keyword(s):  
Limited English Proficient ◽  
Language Assessment ◽  
Accurate Diagnosis ◽  
Speech And Language ◽  
Testing Procedures ◽  
Qualitative And Quantitative ◽  
Language Status ◽  
English Speaking ◽  
Speech And Language Disorders ◽  
Communicative Abilities

The purpose of this paper is to provide a framework and specific suggestions concerning the assessment of the Spanish-English speaking student. This proposed framework utilizes qualitative and quantitative procedures to assess the limited English proficient student's language status, linguistic-cultural background and socioeconomic status, and communicative abilities. Qualitative and quantitative measures may include observations, interviews, questionnaires, test instruments, and language samples. Suggestions concerning the assessment battery include the use of modified testing procedures, adapted test instruments, and naturally elicited language samples. The accurate diagnosis of speech and language disorders in LEP children is dependent upon the availability of these data.

scholarly journals Problems of speech and language disorders in children – case study of a four‑year‑old child

2017 ◽  
pp. 101-114
Author(s):  
Patrycja Pokorska
Keyword(s):  
Speech Therapy ◽  
Language Disorders ◽  
Intraventricular Haemorrhage ◽  
Speech And Language ◽  
Neurologically Impaired ◽  
Central Nervous System Disorders ◽  
The Subject ◽  
Speech And Language Disorders ◽  
Impaired Children

The problems of speech and language disorders on children with central nervous system disorders are dealt with in the literature of the subject from the perspective of various disciplines – medicine, linguistics, pedagogy, psychology and speech therapy. However, there are no clear definitions in the literature of semantic terms, the clinical picture, the substance of the disorder and their etiopathogenesis. Diagnosis of raised disorders in neurologically impaired children is a structured and multi‑specialist procedure using neurological, linguistic and psychological data, further impeded by ambiguity in the criteria for their description. In practice, a variety of approaches to naming and defining these disorders often stumbles on the discrepancies in the diagnosis, which leads to errors in communication between specialists. This article discusses the case of a four‑year‑old child with intrauterine hypothyroidism and second‑degree intraventricular haemorrhage with speech and language disorders, the example of which is terminological discrepancies. 

Occupational Therapy for Speech and Language Disordered Children: A Sensory Integrative Approach

1987 ◽  
Vol 50 (4) ◽  
pp. 128-131 ◽  
Author(s):  
Greg Kelly
Keyword(s):  
Occupational Therapy ◽  
Speech Therapy ◽  
Language Disorders ◽  
Vestibular Stimulation ◽  
Integrative Approach ◽  
Speech And Language ◽  
Motor Problems ◽  
The Usa ◽  
Speech And Language Development ◽  
Speech And Language Disorders

The treatment of children with speech and language disorders is normally carried out by speech therapists but, due to the fact that they also present with a variety of perceptual-motor problems, an occupational therapist may be involved in the treatment. Recent research from the USA suggests that occupational therapy, using a sensory integrative (SI) approach, can have a direct, beneficial effect on speech and language development. In some cases, the child may initially benefit more from occupational therapy than from speech therapy. This article examines the theoretical implications of using an SI approach to treatment, with particular emphasis being given to vestibular stimulation. It is, primarily, intended to be a literature review in preparation for a research project currently being carried out by the author

scholarly journals Amyotrophic lateral sclerosis, dysarthria, and language disorders - type of research and approaches in different areas: an integrative literature review

Revista CEFAC ◽  
2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Lavoisier Leite Neto ◽  
Marcondes Cavalcante França Júnior ◽  
Regina Yu Shon Chun
Keyword(s):  
Amyotrophic Lateral Sclerosis ◽  
Speech Therapy ◽  
Motor Impairment ◽  
Language Disorders ◽  
Speech Disorders ◽  
Motor Disorders ◽  
International Studies ◽  
Speech And Language ◽  
Speech And Language Disorders ◽  
Lateral Sclerosis

ABSTRACT Purpose: to identify the knowledge produced in national and international researches on speech and language disorders in Amyotrophic Lateral Sclerosis, regarding the type of research and approach in different areas. Methods: an integrative review performed on databases, using the following descriptors: Amyotrophic Lateral Sclerosis, Dysarthria, Language Disorders, Speech Production Measurement and Speech Disorders. The inclusion criteria covered articles that addressed motor speech and language disorders from 2013 to 2018, excluding duplications, and categorizing valid articles for analysis. Results: 83 articles were selected, after screening the titles and abstracts. A large scientific production from different countries and areas, mainly Speech Therapy and Neurology, was found. Most of them was clinical research (65.06%), with a main focus on speech motor disorders (42.16%), speech and language motor disorders, cognition and behavior (27.71%), and language disorders (12.06%). Conclusion: researches found were mostly clinical and aimed at determining the diagnosis of disorders in different areas of knowledge. With regard to communication, few studies have been found in Brazil, and international studies addressed high technology. The results confirmed the heterogeneous nature of the disease, which shows, in addition to motor impairment of speech, cognitive, behavioral and language impairments.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

SPEECH AND LANGUAGE DISORDERS AGGREGATE IN ROLANDIC EPILEPSY FAMILIES

2006 ◽  
Vol 37 (S 1) ◽  
Author(s):  
T Clarke ◽  
B Bali ◽  
J Carvalho ◽  
S Foster ◽  
G Tremont ◽  
...  
Keyword(s):  
Language Disorders ◽  
Speech And Language ◽  
Rolandic Epilepsy ◽  
Speech And Language Disorders

Binge Drinking and Educational Participation among Youth in the COMPASS Host Study (Year 5: 2016/2017): School Connectedness and Flourishing as Compensatory Factors

2020 ◽  
Vol 12 (3) ◽  
pp. 55-77
Author(s):  
Simone D. Holligan ◽  
Wei Qian ◽  
Margaret De Groh ◽  
Ying Jiang ◽  
Karen A. Patte ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Binge Drinking ◽  
School Connectedness ◽  
Educational Goals ◽  
School Students ◽  
Educational Participation ◽  
School Year ◽  
Canadian Youth ◽  
Reported Data

The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self-reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.

Perfectionism in adolescents: Self-critical perfectionism as a predictor of depressive symptoms across the school year

2018 ◽  
Author(s):  
Shelby L. Levine ◽  
Isabelle Green-Demers ◽  
Marina Milyavskaya ◽  
Kaitlyn M. Werner
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Depressive Symptoms ◽  
Cognitive Biases ◽  
Early Spring ◽  
School Students ◽  
Personal Standards ◽  
School Year ◽  
Path Modelling ◽  
Personal Standards Perfectionism

The present study examined the influence of personal standards and self-critical perfectionism on depressive and anxiety symptoms over the academic year. High-school students (N=174) were surveyed in the late Fall and early Spring, assessing perfectionism in the Fall and mental health across the year in both the Fall and Spring. Path modelling was used to examine whether self-critical and personal standards perfectionism were related to changes in mental health across the school year. Controlling for mental health at the start of the year, self-critical perfectionism predicted an increase in depressive symptoms over time, whereas personal standards perfectionism was unrelated to changes in mental health. Results support that self-critical perfectionism is detrimental to mental health in adolescents, suggesting that future interventions should focus on reducing self-critical cognitive biases in youth.

Sign in / Sign up

Export Citation Format

Share Document