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Application of teletherapy in speech therapy
No full textPandemija i lockdown utjecali su na sve segmente života pa tako i na pružanje zdravstvenih usluga. Iako se tehnologije za rehabilitaciju na daljinu primjenjuju dulje razdoblje u području medicine, u logopedskom radu je to uglavnom bilo povezano s pružajem usluga na području SAD-a i Australije. Stanovništvo Hrvatska je, osim pandemije, tijekom 2020. bilo suočeno i s posljedicama dva razorna potresa što je dodatno rezultiralo potrebom brze implementacije digitalnih tehnologija u proces rehabilitacije, odgoja i obrazovanja. Istraživanje koje je proveo Dhawan (2020) navodi da su prednosti sustava učenja i rehabilitacije na daljinu velika fleksibilnost mjesta i vremena učenja i rehabilitacije, dok su izazovi tehničke poteškoće, nemogućnost učinkovitog upravljanja vremenom, distrakcija, te frustracije uzrokovane okolinskim čimbenicima. Tijekom 2020. god. značajno je povećan broj znanstvenih istraživanja usmjerenih na uspješnost pružanja logopedskih usluha na daljinu, tvz. teleterapije kao i na procjenu stavova pružatelja i korisnika telerehabilitacijskih usluga. Cilj ovog rada je dati pregled istraživanja na temu provođenja rehabilitacije na daljinu, posebice u radu s djecom s jezično-govornim poremećajima i oštećenjam sluha kao i rezultate njene evaluacije od strane pružatelja i korisnika telerehabilitacijskih usluga. Analiza podataka ide u prilog tome da je primjena teleterapije, tj. rehabilitacije na daljinu polučila vrlo dobre rezultate. Povratne informacije od strane pružatelja i korisnika teleterapijskih usluga omogućavaju bolje strukturiranje trenutnih programa, didaktičkih sadržaja i metodičkih pristupa u logopedskom radu u cilju očuvanja kontinuirane, pravovremne i pravovaljane logopedske usluge
The Correlation of Students’ Progress Assessed by Verbotonal Teachers and Speech and Language Pathologists and Social Support Reported by Parents
No full textThe paper examines the differences and similarities in the assessments of verbotonal teachers
and speech and language pathologists regarding the activities, educational habits, and progress
of children with speech and language disorders and hearing impairments who are enrolled in
the program of the elementary school at SUVAG Polyclinic. These assessments were compared
with perceived social support reported by students’ parents. The research was conducted at the
SUVAG Polyclinic Elementary School, Zagreb in 2019. Three groups of participants took part
in the research: parents of children with speech and language disorders and hearing impairment,
verbotonal teachers and SLPs of those children. The results of the research showed that there is
a significant degree of harmonization in the assessment of the child’s activity and educational
habits and progress by verbotonal teachers and SLPs. Parents’ reports regarding received social
support differ from the opinion of the experts
Izvori samopouzdanja – građenje povjerenja
No full textPojam o sebi je psihološki konstrukt koji, između ostalog, obuhvaća i pojam samopouzdanja, osjećaj ili vjerovanje u vlastite sposobnosti. Osim generalnog samopouzdanja, postoji i specifično samopouzdanje koje se odnosi na pojedine domene poput akademskog uspjeha, atletske kompetencije, omiljenosti među vršnjacima, tjelesnog izgleda i ponašanja. Samopouzdanje ima tri bitna elementa: znanje o sebi, očekivanja o sebi te vrednovanje samoga sebe. U razvoju i održavanju samopouzdanja kod djece i adolescenata, dva čimbenika imaju ključnu ulogu: percipirana kompetentnost u važnim područjima te iskustvo socijalne podrške. Rezultati raznih istraživanja indiciraju da je nisko samopouzdanje povezano s manjim uspjehom u školi, socijalnim teškoćama i psihopatološkim promjenama kod djece. Na razvoj pozitivnog samopouzdanja kod djeteta utječu odnos roditelja i djeteta, sredstva koja se koriste za nošenje s djetetovim neugodnim emocijama, samo-prihvaćanje te socijalno ponašanje. Samopouzdana djeca su bolje opremljena nositi se s pritiskom vršnjaka, odgovornostima, frustracijama izazovima, ugodnim i neugodnim emocijama. Odlučujuću ulogu u razvoju djetetova samopouzdanja ima djetetova okolina, a ključnu odgovornost roditelji i odgojno obrazovni djelatnici. Intervencije za razvoj, održavanje i poboljšanje samopouzdanja trebale bi biti usmjerene na kognitivne i socijalne determinante samopouzdanja
Speech and language therapy in Alzheimer's disease
No full textGovorna komunikacija je aktivan proces ver-balne komunikacije. Usmjerena je na provedbu određenog cilja i imanentna je samo čovjeku omo-gućavajući mu tako posebnu komunikacijsku formu koja se ostvaruje u pluridimenzionalnosti verbalnog izričaja. Kvaliteta svakodnevnog života ovisi o čovjekovoj sposobnost da izvodi svakodnevne zadatke i tako aktivno sudjeluje u socijalnom životu. Pacijenti s demencijom pate od raznih kognitivno-jezičnih deficita, uključujući pažnju, orijentaciju, pamćenje, anomiju i pragmatiku. Bihevioralni pristupi u tretmanu navedenih odstupanja spadaju u domenu rada logopeda. Tradicionalno poimanje logopedske terapije uključivalo je samo rad na poticanju i održavanju funkcionalnih komunikacijskih sposob-nosti. No, cilj logopedske terapije kod pacijenata s Alzheimerovom bolešću ogleda se u postupcima koji su usmjereni kako na pacijenta (primarno na teškoće s imenovanjem pojmova, rečeničnim diskursom te drugim kognitivnim deficitima), tako i na članove obitelji posebice na primjenu kompenzacijskih komunikacijskih strategija u sva-kodnevnom životnom kontekstu. Neke od važnijih strategija usmjerenih na članove obitelji su: održavanje vizualnog kontakta s pacijentom, ponavljanje ključnih riječi na temu, nastavak teme s dodatnim informacijama, poticanje interakcije razmjenom ideja, potreba i osjećaja te korištenje rečenica koje su jednostavne i kratke. Kontekst ima važnu ulogu u jezičnom razumijevanju olakšavajući dohvaćanje riječi i omogućavajući predviđanja tijekom jezičnog razumijevanja. Logopedska terapija usmjerena je i na usvajanje kompenzacijskih strategija uključujući i uporabu potpomognute komunikacije. Za uspješnost provođenja terapijskih postupaka nužno je pravovremeno uočiti i druge simptome, posebice vezano uz negativne emocije koje se javljaju kao posljedica ograničenja i neizvjesnosti ishoda vezanih uz primarnu bolest. Uz komunikacijski aspekt, uloga logopeda ogleda se i u terapijskim postupcima usmjerenim na teškoće gutanja. Logopedska terapija se najčešće realizira jednom do dva puta tjedno što logopedu omogućava da na vrijeme uoči i prati obilježja gutanja i komunikacije te da uz pravilno određenu rehabilitacijsku optimalu, uspori progre-siju bolesti
N400 and short speech stimuli
No full textIn some children who have cochlear implants (CI), the expected speech- language outcome is not achieved despite fulfilment of requirements for its successful use. This may be attributed to processing difficulties at higher levels of the auditory pathway. The aim of this study was to investigate the processing of speech stimuli at the auditory-cortex level in 20 children aged 8 to 10 years who have a hearing impairment and have been using cochlear implants, by means of cortical auditory evoked potentials (CAEP). The children were divided into two groups, depending on the outcome: 10 successful implant users and 10 unsuccessful implant users, whose speech-language development has not progressed as expected. The control group comprised of 10 age-matched children with typical hearing and speech-language development. Two double consonant+vowel syllables (CVCV) were used as stimuli, presented in an oddball paradigm that required the subjects to react consciously. Latencies and amplitudes of CAEP waves were measured. In addition to the waves that typically occur in CAEP and reflect auditory processing at the level of the auditory cortex, N400 wave (associated with semantic processing) was recorded in the normally hearing group and successful CI users, but not in the unsuccessful CI users. Additionally, successful CI users and controls had comparable latencies of the P300 wave (preceding the N400) as well. Although P300 and N400 reflect two processes, they are related so that if P300 does not reach the expected amplitude and latency, neither will N400
Verb processing in children with developmental language disorder
No full textSpeed, accuracy, and type of errors during word processing in children with developmental language disorder (DLD) have often been in the focus of various lexical studies. Results of these studies are uniform: children with DLD show slow and less accurate processing. Less is known about the speed and accuracy of verb processing. Therefore, the aim of this study is to explore whether there are differences in the speed and accuracy of verb processing between children with DLD and their typical developing chronological peers (TDC) and younger, language age-matched peers (TDC-y), with special attention to the type of errors produced. The participants in this pilot study were 30 children between the ages of 7;11 and 11 years. Average age of children with DLD was 10;2; TDC children 9;9; and TDC-y children were 8,1. Research procedure included stimulus word presented in auditory form, and children’s task was to choose which one of the three presented pictures on computer screen represent the verb they just heard. Results showed no statistically significant differences regarding speed and accuracy between groups of participants. The difference in proportion of errors in picture selection task did not reach statistical significance when it comes to phonological mistakes, nor when it comes to semantic errors. However, the proportion of phonological errors had a tendency of highest scores in group of children with DLD, while proportion of semantic errors was highest in TDC-y. According to findings from this study, it seems important to emphasize the importance of phonological exercises parallel with exercises focused on vocabulary span in work with children with DLD. Number of exposures to the new word in children with DLD can play a significant role in speed of processing but it can also lead to overlearning affecting research outcomes. Children with DLD who participated in this study had been enrolled in speech and language therapy for several years. Future studies should, among other, also control this variable
Croatian Corpus of Non‐Professional Written Language – Typical Speakers and Speakers with Language Disorders
No full textCorpora, as annotated archives of human communication, are objective, reliable resources for language analysis. Here we present the corpus of non-professional written Croatian, based on 1-year sampling of writings by typical speakers and speakers with language disorders. This corpus provides a unique resource because it samples language used by non-professionals, in contrast to corpora based on texts by professional writers (such as journalists, scholars or novelists) sampled over more than a century. In addition, our corpus contains written language from typical and impaired speakers sampled under identical conditions, allowing detailed analyses of language use. This paper describes the language tasks (essay, story
generation, non-formal and formal letter and dictation) used to elicit text production, and procedures for sampling and annotation used to generate the corpus. Its usefulness is illustrated through language productivity analyses of transcripts of different genres produced by writers of different age and language status. This corpus may prove useful for the analysis of writing skills in typical and language-impaired speakers of Croatian