SUVAG Polyclinic Repository
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Relationship of phonological processing with measures of cognitive performance in children with specific reading difficulties
No full textRazumijevanje specifičnih teškoća čitanja istraživano je kroz brojne studije kojima je cilj rasvjetljivanje procesa u pozadini čitanja koji dovode do odstupanja u razvoju ove složene vještine. Fonološka svjesnost, fonološko imenovanje i fonološko pamćenje smatraju se važnim kognitivnim procesima odgovornim za prepoznavanje riječi. S druge strane, veliki broj istraživanja usmjeren je i na proučavanje učinka vizualnih sposobnosti na proces prepoznavanja riječi. Cilj ovog istraživanja bio je odrediti odnos između zadataka fonološkog kodiranja s mjerama kognitivnog učinka kod djece sa specifičnim teškoćama učenja. Istraživanjem je obuhvaćeno 23 djece u dobi od 7 g. i 6 mj. do 11 g. i 11 mj. s dijagnozom specifičnih teškoća učenja, urednih intelektualnih sposobnosti i bez drugih teškoća (uredan neurološki i audiološki status). Fonološko procesiranje mjereno je putem serije ispitnih zadataka koji se sastoje od prepoznavanja niza grafema te serijom riječi (Mottier lista, pseudoriječi). Mjere kognitivnog učinka operacionalizirane su putem verbalnih i neverbalnih subskala Wechlerovog testa inteligencije za djecu. Utvrđeno je da je točnost fonološkog kodiranja u najvećoj mjeri povezana s neverbalnim subtestom u čijoj podlozi se nalazi misaona i perceptivna organizacija (sastavljanje predmeta), dok je brzina u najvećoj mjeri bila povezana s neverbalnim subtestom u čijoj pozadini se nalazi vizuomotorička koordinacija i brzina mentalne reakcije (šifriranje). Brzina fonološkog kodiranja bila je u visokoj povezanosti s rasponom fonološkog pamćenja, a fonološko pamćenje u najvećoj je mjeri bilo određeno pamćenjem niza brojeva kao mjerom kognitivnog učinka. Dobiveni rezultati raspravljeni su u kontekstu suvremenih teorija razvoja čitanja.Understanding of specific reading difficulties is examined through a number of studies aimed at illuminating background reading processes that lead to aberrations in the development of this complex skill. Phonological awareness, phonological naming and phonological memory are considered responsible for word recognition. On the other hand, a considerable number of research is also directed at the effect of visual abilities on word recognition processes examination. The aim of this study was to determine the relationship between phonological processing tasks and measures of cognitive performance in children with specific reading difficulties. The study included 23 children aged between 7,6 to 11,11 years with specific learning difficulty diagnosis, normal intelligence and no other difficulties (normal neurological and audiological status). Phonological processing was measured through a series of items consisting of grapheme array recognition and series of words (Mottier list, pseudo-words). Cognitive performance measures were operationalized through verbal and non-verbal scales of Wechsler intelligence scale for children. It was discovered that phonological coding accuracy was at the largest degree correlated with the non-verbal subtest with reasoning and perceptual organization in its background (block design), while coding speed was at the largest degree correlated with a non-verbal subtest with visual-motor coordination and mental reaction speed in its background (coding). Phonological coding speed was highly correlated with phonological memory span, and phonological memory span was at the largest degree correlated with digit span memory as a measure of cognitive performance. The results are discussed in context of contemporary theories of reading development
Parents’ and speech and language pathologists’ attitudes toward preschool children with speech and language disorders
No full textThe objective of this study was to analyze speech and language pathologists’ (SLPs) and parents’ attitudes toward the behavior of children with speech and language disorders. The research was conducted in the SUVAG Polyclinic kindergarten. Examinees were parents and speech and language pathologists who on daily basis encourage language development of twenty-two children with speech and language disorders. The study examined to what extent SLPs and parents agree in the assessment of child’s attention, impulsiveness and activity. A questionnaire developed solely for the purpose of this research was administered. It gathered information regarding child’s attention, impulsiveness and activity. Results have shown that parents and speech and language pathologists differed in their attitudes toward the behavior of children with speech and language disorders
Informed consent in patients with aphasia
No full textInformirani pristanak svjesno je prihvaćanje sudionika na sudjelovanje u istraživanju na osnovi odgovarajuće obaviještenosti. Prikupljanje informiranog pristanka obvezni je korak koji prethodi provođenju istraživanja u društvenim znanostima, pa se postavlja pitanje kako ga prikupiti kod onih populacija kojima su sposobnosti jezičnog razumijevanja i proizvodnje znatno narušene, odnosno kod osoba s afazijom. Jezične teškoće ove populacije često maskiraju sposobnost za samostalnim davanjem informiranog pristanka. Kognitivne sposobnosti definiraju sposobnost samostalnog odlučivanja - koje su kod osoba s afazijom u pravilu netaknute – te su u ovom radu, s etičkog gledišta, predstavljeni izazovi i moguća rješenja problema u procesu prikupljanja informiranog pristanka kod osoba s afazijom.Informed consent is a conscious consent to participate in a research based on the appropriate amount of information and given by the research participant. Obtaining informed consent is the obligatory step before conducting research in the area of social sciences so the question is how to obtain it from individuals with the disorder in language comprehension and language production, i.e. people with aphasia. Language disorder of this clinical population often masks their ability to give informed consent by themselves. Because cognitive functioning defines decision-making capacity, and because cognitive functions in individuals with aphasia are usually intact, in this paper we discuss challenges and possible solutions in processes of obtaining informed consents from people with aphasia from an ethical point of view
The Possibilities of Independent Living and Community Inclusion of Persons with Intellectual Disabilities
No full textThe goal of this paper is to establish how persons with intellectual disability experience and evaluate the current situation, and what they consider relevant for further fulfillment of article 19 of the UN Convention on the rights of persons with disabilities. Nine adults with intellectual disability, from various forms of community housing, were involved in the research. Individual topics were identified by using thematic analysis and sorted into the five levels of the Maslow hierarchy of needs. The research has shown that there is several limitations and obstacles left to overcome in the application of Article 19
Auditory processing in people with chronic aphasia whose mother tongue is Croatian
No full textObjectives: Auditory processing is a necessary factor of normal language, speech and writing development during childhood. In adulthood, it enables normal speech and language communication. Auditory processing disorder (APD) has not yet been explored in Croatia regarding the processing of people with aphasia. Results from other languages confirm a negative impact of weaker auditory processing on the receptive and expressive language components. Also, poor processing extends the duration of rehabilitation of people with aphasia. Methods: Research was conducted on a sample of 25 people with chronic aphasia and a control group. Inclusion criteria for people with aphasia were: poor language abilities due to CVI, which occurred at least six months prior to the study, regardless of type of aphasia, with normal hearing. People with aphasia who were not able to repeat a sentence of a minimum of six elements due to receptive or expressive difficulties and people with severe receptive problems (who could not understand the instructions needed to carry out the test) were not included in the study. The examination was conducted individually. The administration of the Test for Auditory Processing Disorders (TAPD) standardized for Croatian language lasted approximately 30 min. Results: Results from this study showed statistically significant lower achievement on all subtests (filtered words, speech in noise, dichotic words test, and dichotic sentence test) in people with aphasia compared to the control group. Results from the “better ear” in people with aphasia showed statistically significant differences in a favour of better results in the left ear compared to the control group. In the control group, results from both ears were equal. Conclusions: Auditory processing disorder is a factor important for the incidence of speech and language difficulties after CVI and demands extra therapeutic procedures aimed to reduce existing language difficulties
CroDA: a Croatian Discourse Corpus of Speakers with Aphasia
No full textRad opisuje postupak prikupljanja podataka i transkripciju upotrijebljenu u razvoju Hrvatskog diskursnog korpusa govornika s afazijom razvijenog u sklopu projekta Adult Language Processing (HRZZ-2421-UIP-11-2013) i dostupnog od 2017. kao dio AphasiaBank - baze multimedijalne interakcije za proučavanje komunikacije među govornicima s afazijom. U skladu s protokolom AphasiaBanka uzorkovani su diskursi na temelju četiriju zadataka: pripovijedanja osobne priče, opisa slike, prepričavanja priče i proceduralnog diskursa. Snimljeni govorni uzorci transkribirani su u skladu s Codes for Human Analysis of Transcripts (CHAT). CroDA, kao prvi diskursni korpus govornika s afazijom u hrvatskom može dati nove uvide u specifična jezična obilježja diskursne proizvodnje govornika s afazijom i poslužiti kao korisni izvor za kvantitativne i kvalitativne analize.The paper describes data collection and transcription to develop the Croatian discourse corpus of speakers with aphasia (CroDA), developed within the framework of the project Adult Language Processing (HRZZ 2421-UIP-11-2013) and available from 2017 as part of the AphasiaBank database of multimedia interactions for studying communication among speakers with aphasia. In accordance with the AphasiaBank Protocol, the following discourse tasks were sampled: personal narrative, picture description, story narrative and procedura discourse. Recorded speech was transcribed according to the Codes for Human Analysis of Transcripts (CHAT). CroDA, as the first discourse corpus of speakers with aphasia in Croatian, may provide new insights into specific linguistic features of discourse produced by speakers with aphasia and serve as a useful resource for quantitative and qualitative analysis
Liječenje i rehabilitacija djece s perifernom parezom nervusa facijalisa – prikaz slučaja
No full textUVOD: Periferna pareza nervusa facijalisa je pareza mišića
koje inervira VII. kranijalni živac, a očituje se poremećajem
funkcije cijele polovice lica. Nervus facijalis je odgovoran
za pokretanje i mimiku lica čime izražavamo naše
misli, osjećaje i raspoloženja. Uzroci nastanka ove pareze
su brojni, ali u većini slučajeva nije moguće otkriti njezin
uzrok pa govorimo o Bellovoj parezi ili paralizi, nazvanoj
prema škotskom kirurgu i anatomu Charlesu Bellu koji
je prvi 1821. godine opisao parezu nervusa facijalisa. Cilj
rada je prikazati rezultate medikamentozne i mimičke
terapije kod djece s perifernom parezom nervusa facijalisa.
RAZRADA: Dječak u dobi od 3 godine i 7 mjeseci primljen
je u hitnoj službi na bolničko liječenje zbog akutne
pareze nervusa facijalisa. Dječak je bio pri svijesti, urednog
kontakta, samostalno pokretan, uredne bulbomotorike,
bez nistagmusa. Roditelji u anamnezi negiraju ugriz
krpelja. U mirovanju vidljiva blaža asimetrija lica, a kod
pokretanja mišića lica opaža se jaka asimetrija. Procjena
težine pareze prema House Brackmannovoj ljestvici je V.
stupanj. Dječak je na bolničkom liječenju bio 10 dana, u
tom periodu provedena je medikamentozna terapija i
rehabilitacija primjenom mimičke terapije. Rehabilitacijski
program nastavljen je nakon otpusta bolesnika iz bolnice u
trajanju od deset dana kada je došlo do potpunog oporavka
periferne pareze nervusa facijalisa.
ZAKLJUČAK: Primjena medikamentozne i mimičke
terapije ima pozitivan utjecaj na brzi oporavak periferne
pareze nervusa facijalisa
Rana postnatalna trajna oštećenja sluha u Hrvatskoj i važnost pedijatra u ranom prepoznavanju
No full textJedan od osnovnih ciljeva istraživanja bio je utvrditi koliko se često u djece s urednim ishodom probira na oštećenje sluha u Hrvatskoj oštećenje javlja naknadno, te senzibilizirati javnost i istaknuti ulogu pedijatra u primarnoj zdravstvenoj zaštiti u prepoznavanju ovakvih oštećenja. Uz to, cilj je bio i utvrditi kakva je u određenom razdoblju bila prevalencija obostranog trajnog prelingvalnog oštećenja sluha u Hrvatskoj, utvrditi koliki je u prosjeku bio stupanj oštećenja, koja je bila prosječna dob djeteta u kojoj se dijagnosticiralo oštećenje, u koliko se djece s potvrđenim oštećenjem proveo probir, te koliko je često u djece s oštećenjem bio prisutan neki čimbenik rizika na oštećenje sluha. Iz audioloških ustanova koje provode dijagnostičku obradu dojenčadi i male djece sakupljeni su i obrađeni audiološki dijagnostički podaci o djeci s obostranim trajnim oštećenjem sluha rođenoj u Hrvatskoj od 1.01.2003. do 31.12.2011. Iz obrade su isključena djeca s prolaznim oštećenjem sluha i djeca starija od 4 godine. Rezultati su pokazali da je u Hrvatskoj prevalencija trajnog obostranog oštećenja sluha od poroda do 4. godine života u promatranom razdoblju, u kojem je rođeno 378.711 djece, bila 0, 1%. Oko 44% te djece imalo je umjereno oštećenje sluha, teže i teško oko 40%. U 83, 4% te djece proveden je prvi i drugi stupanj probira. U grupi djece u koje je probir bio pozitivan na oštećenje, prosječna dob djeteta u kojeg je provedena audiološka dijagnostika bila je 3, 4 mjeseci. Rizični čimbenik na oštećenje sluha imalo je 53% djece. Probir je bio uredan, a kasnije je nađeno oštećenje u 14, 7% djece. Prosječna dob postavljanja dijagnoze u te djece bila je 24, 9 mjeseci. U okviru redovnih sistematskih pregleda kod pedijatra predlaže se i provjera reakcija djeteta na akustički podražaj, kako bi se naknadna oštećenja sluha otkrivala ranije
Drama techniques as part of cluttering therapy according to the verbotonal method
No full textCluttering is a syndrome characterised by a wide range of symptoms. It always contains one or more key elements such as abnormally fast speech rate, greater than expected number of disfluencies, reduced intelligibility due to over-coarticulation and indistinct articulation, inappropriate brakes in speech pattern, monotone speech, disturbance in language planning, etc. Drama activities and storytelling share a number of features that allow spontaneous use during therapy process and detachment from real-time, concrete place or true identity, and therefore allow unprecedented freedom in choosing and creating speech-language expressions. The use of drama elements and techniques in cluttering therapy enables better focusing of the child during therapeutic process and better integration of acquired speech/language skills and knowledge. During therapy, we should be aware to correct the patient both in speech production and in the perception of his/her own speech. From the aspect of speech pathology, it is important how auditory and visual information during patient’s production influence on his/her overall perception of his/her own speech. For all those reasons, it is especially important to choose the appropriate story or event and to present it in a way that ensures good interaction during therapy. The presentation of dramatisation is the ideal tool for stimulation and development of different speech activities, with focus on fluency, correct articulation and other elements that make up values of spoken language. Drama techniques can be implemented trough drama activities or storytelling. When working with children, storytelling and drama techniques can be integrated and combined in multiple ways in order to provide robust and flexible transition toward a structured language