Trends in the Research on the Use of Multimedia Programs in Interventions for Children with Language Disabilities

2020 ◽  
Vol 36 (3) ◽  
pp. 307-325
Author(s):  
So Young Choi ◽  
Se Jin Ra ◽  
Kyung Soon Choi
2009 ◽  
Vol 16 (1) ◽  
pp. 9-13
Author(s):  
Joan Aker

Abstract Children with language disabilities at the secondary level experience significant difficulty in all components of the writing process. This article discusses issues contributing to student’s difficulty in writing as well as suggestions for how to support written language development in this population.


1973 ◽  
Vol 18 (11) ◽  
pp. 563-563
Author(s):  
JOSEPH M. WEPMAN

1988 ◽  
Vol 33 (9) ◽  
pp. 834-834
Author(s):  
No authorship indicated

Revista CEFAC ◽  
2017 ◽  
Vol 19 (5) ◽  
pp. 726-732
Author(s):  
Mahyara Francini Jacob ◽  
Camilla Guarnieri ◽  
Isabela Alves de Quadros ◽  
Simone Aparecida Lopes-Herrera

ABSTRACT Drug use during pregnancy is a well-known risk factor for the manifestation of speech-language disabilities. However, the necessity of studies directed towards drug use and its influence on interventional speech process in cases of alterations of child language and fluency is observed. In this study, clinical history data are presented as well as pre and post-assessment tests (Speech and Language) and the description of an interventional process of a six-year child. The main communication complaint about the child was stuttering. In addition to the child’s clinical history, there was also knowledge of alcohol and legal and illegal drug use by the mother from before the moment of conception until this intervention process was reported. The protocols Stuttering Severity Instrument (SSI), Child Language Test (ABFW): phonology, vocabulary, and fluency tests, along with the Checklist of Verbal Communication Skills were applied. Based on these assessments, the child was diagnosed with mild to moderate stuttering, phonological simplifications, vocabulary inferior to that expected for his age, difficulty maintaining communicative turns, simplified narrative skills, alterations in psycholinguistic processes, and complaints from the school about his learning. The child underwent speech therapy in the areas of fluency and Child Language (phonological approach), showing evolution in the post-intervention assessment. Thus, in the present case, it became clear that the concomitant use of alcohol with exposure to cigarettes and marijuana may trigger changes in the acquisition and development of language, fluency and, consequently, learning.


2021 ◽  
pp. 875687052110525
Author(s):  
Marla J. Lohmann ◽  
Alexandria Kappel ◽  
Matthew S. Taylor

For rural locations, the use of remote learning may provide schools the opportunity to meet student needs without the need for students to travel long distances to access services. It is critical that teachers of students with disabilities understand how to support learning and know how to use the accommodations, modifications, and assistive technologies listed in student Individualized Education Programs (IEPs) in online classrooms. Students with language disabilities sometimes require augmentative and alternative communication (AAC) systems to effectively communicate. This article provides teachers with practical tips of teaching students to use AAC online and supporting its continued use in the virtual classroom.


Author(s):  
Rajinder Koul ◽  
James Dembowski

The purpose of this chapter is to review research conducted over the past two decades on the perception of synthetic speech by individuals with intellectual, language, and hearing impairments. Many individuals with little or no functional speech as a result of intellectual, language, physical, or multiple disabilities rely on non-speech communication systems to augment or replace natural speech. These systems include Speech Generating Devices (SGDs) that produce synthetic speech upon activation. Based on this review, the two main conclusions are evident. The first is that persons with intellectual and/or language impairment demonstrate greater difficulties in processing synthetic speech than their typical matched peers. The second conclusion is that repeated exposure to synthetic speech allows individuals with intellectual and/or language disabilities to identify synthetic speech with increased accuracy and speed. This finding is of clinical significance as it indicates that individuals who use SGDs become more proficient at understanding synthetic speech over a period of time.


2015 ◽  
Vol 5 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Naim Terbeh ◽  
Mohamed Achraf Ben Mohamed ◽  
Mounir Zrigui

This work consists in achieving an automatic speech correction system for continuous Arabic speech with large vocabulary in mono-speaker mode. Two vectors to be generated: the first is an Arabic speech standard (probability of occurrence of each Arabic bi-phoneme), the second gives a probabilistic representation of the speech sequence to be corrected. Using these two vectors, phonemes that pose pronunciation problems to speakers and their replacements can be identified. The rest is a game of substitutions and belonging tests to an Arabic lexicon. For that, an acoustic model for Arabic speech and a lexicon of 4 million distinct words have been built. Results of the work were encouraging and present a reference for other works for people with language disabilities. A correction rate of 97% is reached.


2019 ◽  
Vol 2019 (166) ◽  
pp. 15-41 ◽  
Author(s):  
David J. Francis ◽  
Raúl Rojas ◽  
Svenja Gusewski ◽  
Kristi L. Santi ◽  
Shiva Khalaf ◽  
...  

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