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Auditory processing disorder among children
No full textPoremećaj slušnog procesiranja (PSP) obuhvaća skup simptoma koji se javljaju kod osoba urednog sluha, ali koje imaju teškoće slušanja zbog načina na koji mozak obrađuje slušne informacije. PSP nije
rezultat disfunkcija u ostalim osjetnim modalitetima. Uzrok PSP-a nije točno utvrđen, no spominje se nekoliko mogućih čimbenika – poput neuromorfoloških poremećaja, kašnjenja u sazrijevanju SŢS-a te
neuroloških poremećaja. Za otkrivanje PSP-a potrebna je sveobuhvatna procjena koja zahtijeva multidisciplinarni timski pristup. Naime, loša izvedba na testu nije dovoljan pokazatelj postojanja PSPa, već je potrebno odrediti izvor problema u slušanju i odvojiti te probleme od drugih teškoća koje mogu uključivati slična ponašanja. Otkrivanjem PSP-a moguće je djelovati na uvjete i načine
prezentiranja govornih informacija tijekom nastave te tako ublažiti teškoće i poboljšati opći uspjeh učenika u svladavanju aktivnosti koje se zasnivaju na govorno-jezičnoj komunikaciji.The Auditory Processing Disorder (APD) includes a set of symptoms that occur among people who have normal hearing, but have difficulties with hearing, due to the way the brain processes auditory
information. PSP is not a result of a dysfunction in other sensory modalities. The cause of PSP is not definitely determined, but several possible contributors are mentioned, such as neuro-morphological
abnormalities, a delay in the maturation of CNS and neurological disorders. The diagnosis of PSP requires a comprehensive assessment that requires a multidisciplinary team approach. The reason is that poor performance on a test is not a sufficient indicator of the existence of PSP. It is necessary to determine the source of the problems in listening and separate those problems from other disorders that may include similar behaviour. The detection of APD can affect the conditions and modes of presenting information during a course of speech and thus alleviate the difficulties and improve the
student‟s overall success in learning activities based on speech and language communication
Measurements of language development as markers of Specific Language Impairment (SLI)
No full textJezični se razvoj u istraživanju i u kliničkoj praksi može opisati psihometrijskim testovima ili osnovnim mjerama jezičnog razvoja. Kako logopedija u Hrvatskoj raspolaže malim brojem standardiziranih testova, kao mogućnost procjene jezičnih sposobnosti nameće se uzimanje uzoraka i računanje mjera jezičnog razvoja. Ovim se istraživanjem željelo utvrditi što osnovne mjere jezičnog razvoja dobivene na temelju uzorka pripovijedanja mogu reći o razlikama u jezičnom razvoju djece s jezičnim teškoćama i djece urednog jezičnog razvoja. Ispitane su tri skupine ispitanika: skupina s posebnim jezičnim teškoćama (PJT), skupina urednog jezičnog razvoja izjednačena po dobi sa skupinom s PJT-om te skupina urednog jezičnog razvoja niže kronološke dobi. Na temelju elicitirajućeg materijala snimljen je uzorak pripovijedanja koji je prepisan i kodiran te su izračunate osnovne mjere jezičnog razvoja (prosječna duljina iskaza mjerena u riječima, broj natuknica, omjer natuknica i pojavnica i druge). Rezultati su pokazali da osnovne mjere jezičnog razvoja dobro razlikuju skupinu s jezičnim teškoćama. U skupini mjera jezičnog razvoja kojima se procjenjuju razina iskaza i diskursa pokazane su statistički značajne razlike između ispitanika s posebnim jezičnim teškoćama i s njima po kronološkoj dobi izjednačenih ispitanika urednog jezičnog razvoja, ali ne i između ispitanika s posebnim jezičnim teškoćama i mlađih ispitanika urednog jezičnog razvoja, što je jasan pokazatelj kašnjenja u jezičnom razvoju ispitanika s posebnim jezičnim teškoćama. I numeričke mjere leksičkog razvoja pokazuju značajne razlike među skupinama. U usporedbi osnovnih mjera jezičnog razvoja pri analizi rezultata u obzir je uzet izbor elicitirajućeg materijala i vrste uzorkovanja. Pri tome treba naglasiti da izbor elicitirajućeg materijala više utječe na mjere leksičkog razvoja jer elicitirajući materijal usmjerava i ograničava opseg i raznolikost rječnika koji ispitanik upotrebljava kao odgovor na odabrani materijal. Rezultati su pokazali da su osnovne jezične mjere dobar pokazatelj jezičnog razvoja, a njihova češća uporaba u kliničkom i istraživačkom radu može povećati količinu raspoloživih podataka u dijagnostičkim i terapijskim postupcima te povećati korisnost primjene ovakvog načina ispitivanja.In research and clinical practice language development can be described by two basic methods: scores on psychometric test and calculating basic measures of language development. The other method should have a high applicability where there is low possibility of psychometric testing, like in Croatia where only few standardised tests are available. The aim of this research was to compare basic measures of language development in three groups of participants. First group consists of participants with special language impairment (SLI). Participants in second group have typically developing language and are matched with SLI group by chronological age. Third group is also typically developing, but with lower chronological age. Same pictorial material was used to elicitate narration in all three groups of participants. Language samples were taken, transcribed, coded and used for calculating basic measures of language development (mean length of utterance in words, type-token ratio, lemma-token ratio and others). Results showed that basic measures of language development differentiate among groups of participants: measures on the level of utterances and discourse showed statistically significant difference between SLI group and chronologically matched group with typical language development, but did not showed such difference between SLI group and younger group with typical language development. Measures of lexical development show similar tendencies, but not statistically significant differences. However, with lexical measures, other factors, such as elicitation material and the type of sampling should be taken into account. Overall, results suggest that basic measures of language development can describe language status. More frequent usage of such measures in clinic and research should enhance the amount of data and enable more precise and reliable application of this type of language profiling
Benotung von Kindern mit Lese- und Schreibschwäche: Bewerten wir Kenntnisse oder Fähigkeiten?
No full textCilj je istraživanja bio dobiti procjenu stručnog suradnika logopeda o najučestalijim
teškoćama u čitanju i pisanju kod učenika s disleksijom i disgrafijom (N=7) jedne osnovne
škole te ispitati koliko se njihovi učitelji i nastavnici (N=9) pridržavaju općih pedagoških
načela i kriterija ocjenjivanja.
Rezultati istraživanja na individualnoj i skupnoj razini pokazali su da se najučestalije teškoće
u čitanju i pisanju odnose na zamjene grafički sličnih slova (b-d, b-p, m-n, n-u. a-e, s-z. š-ž) i
zamjene slogova (on-no, ej-je, mi-im) te teškoće u povezivanju glasova i slogova u riječi.
Ispitani se učitelji i nastavnici najčešće pridržavaju pedagoških načela, odrednica i kriterija
ocjenjivanja. Naglasak stavljaju na ishode i proces učenja, a ne na sposobnosti odnosno teškoće
uzrokovane poremećajem. Učitelji najveću pozornost pridaju školskom ozračju (AS=4),
a nastavnici postavljanju jasnih ciljeva i očekivanja (AS=3,75).
Analiza rezultata pokazala je da osobni i socijalni razvoj ispitanih učenika treba više poticati,
omogućiti im kontinuirano učenje socijalnih vještina te primjenjivati različite vrste praćenja,
vrednovanja i ocjenjivanja jer te su kategorije najslabije procijenjene od ispitanih.The aim of this study was to obtain a speech therapist’s evaluation of the
most common reading and writing difficulties of dyslexic and dysgraphic children
(N=7) in one primary school, and to examine the extent to which their class and subject
teachers (N=9) follow general pedagogical principles and assessment criteria.
Research results on individual and group level have shown that the most common
reading and writing difficulties are related to the substitution of graphically similar
letters (b-d, b-p, m-n, n-u. a-e, s-z, š-ž), syllables (on-no, ej-je, mi-im) and connecting
sounds and syllables into words. The interviewed teachers generally follow pedagogical
principles, guidelines and assessment criteria. They place emphasis on learning
outcomes and the learning process instead on abilities, or difficulties caused by disorders.
Class teachers place greatest emphasis on class atmosphere (AS=4) whereas
subject teachers value clear goals and expectations the most (AS=3,75).
The result analysis has revealed that personal and social development of tested students
needs to be encouraged more, that continuous learning of social skills needs to
be enabled and various types of monitoring, evaluation and assessment applied, because
these are the least favourably assessed categories by the respondents.Das Ziel dieser Studie war die Einschätzung einer logopädischen
Fachkraft über die häufigsten Probleme beim Lesen und Schreiben von Schülern mit
Dyslexie und Dysgraphie (N=7) einer Grundschule, sowie die Untersuchung,
inwieweit sich ihre (Grundschul)lehrer (N=9) an die allgemeinen pädagogischen
Prinzipien und Bewertungskriterien halten. Die Untersuchungsergebnisse auf der
Einzel- und Gruppenebene haben gezeigt, dass die häufigsten Probleme beim Lesen
und Schreiben im Zusammenhang mit der Verwechslung von graphisch ähnlichen
Buchstaben (b-d, b-p, m-n, n-u. a-e, s-z. š-ž) und der Silbenverwechslung (on-no, ejje,
mi-im) stehen, sowie mit Schwierigkeiten bei der Verbindung von Stimme und
Silbe in Wörtern. Die befragten Lehrer halten sich in der Regel an pädagogische
Grundsätze, Leitlinien und Bewertungskriterien. Die Betonung wird auf Lernergebnisse
und den Lernprozess gelegt, und nicht auf die Fähigkeiten bzw. die durch
Störungen verursachte Schwierigkeiten. Die Grundschullehrer schenken dem Schulklima
die gröβte Aufmerksamkeit (AS=4), und andere Lehrer der klaren Zielsetzung
und Erwartungen (AS=3,75). Die Ergebnisanalyse zeigte, dass die persönliche und
die soziale Entwicklung der befragten Schüler mehr gefördert werden sollte, ihnen
sollte das kontinuierliche Lernen der sozialen Kompetenzen ermöglicht werden,
sowie es sollten unterschiedliche Arten der Begleitung, Evaluation und Benotung
angewendet werden, denn das sind die am schlechtesten eingeschätzten Kategorien
der Befragten
Differences between children with neurological deviations and children without neurological deviations on language knowledge tasks
No full textOvo je istraživanje provedeno s ciljem usporedbe parametara jezičnog znanja i radne memorije kod djece koja ne usvajaju jezik po urednom hodogramu zbog različitih uzroka (epileptogeno promijenjen EEG, epilepsija, utvrđena neurološka odstupanja) te kod djece kod koje ne možemo definirati organski etiološki faktor, a teškoće u jezičnom razvoju postoje (posebne jezične teškoće). Namjera nam je također utvrditi sličnosti i razlike u jezičnom statusu između skupina s jezičnim teškoćama i djece urednog jezičnog razvoja, približno izjednačenih po dobi i spolu. U istraživanju su sudjelovale tri skupine ispitanika. Dvije skupine, djeca s jezičnim teškoćama s utvrđenim neurološkim odstupanjem (19 ispitanika) i djeca bez jasno utvrđenog neurološkog odstupanja odnosno djeca s posebnim jezičnim teškoćama (25 ispitanika) te kontrolna skupina djece urednog jezičnog razvoja (27 ispitanika). Ispitanici skupina s jezičnim teškoćama bili su učenici prvog i drugog razreda Osnovne škole Poliklinike SUVAG, a ispitanici skupine urednog jezičnog razvoja učenici prvog i drugog razreda redovne osnovne škole. Kronološka dob ispitanika bila je od 7;03 do 9:10 godina. Na varijablama istraživanja koje su uključivale ispitivanje radne memorije i jezičnog znanja, statistička analiza podataka je pokazala da postoje statistički značajne razlike na svim ispitivanim varijablama jezičnog znanja (receptivni rječnik, nadređeni pojmovi, poznavanje antonima, imenska morfologija, glagolska morfologija, ponavljanje rečenica) i radne memorije (ponavljanje riječi, ponavljanje pseudoriječi, ponavljanje niza brojeva unaprijed i ponavljanje niza brojeva unatrag, ponavljanje ritmova) između skupina ispitanika s jezičnim teškoćama (PJT i JT) i skupine ispitanika urednog jezičnog razvoja (UJR), u korist ispitanika urednog jezičnog razvoja. Statistički značajna razlika postoji i unutar skupina ispitanika s obzirom na kronološku dob ispitanika na svim jezičnim zadatcima i zadatcima radne memorije uglavnom u korist starijih ispitanika. Utvrđeno je da postoji statistički značajna razlika između ispitanika s jezičnim teškoćama starije kronološke dobi kod kojih postoje i kod kojih ne postoje utvrđena neurološka odstupanja u odnosu na ispitanike urednog jezičnog razvoja, mlađe kronološke dobi u korist potonje skupine što govori u prilog postojanja jezičnog poremećaja a ne samo jezičnog kašnjenja. Razlike koje se na svim varijablama javljaju su kvantitativne i kvalitativne. Nisu uočene značajnije razlike između skupine ispitanika 3 s jezičnim teškoćama i utvrđenim neurološkim odstupanjem (JT) i skupine ispitanika s posebnim jezičnim teškoćama (PJT), bez utvrđenih neuroloških odstupanja.The aim of this research was to compare language knowledge and working memory parameters in children with abnormal language milestones caused by different conditions (epileptogenically alternated EEG, epilepsy, confirmed neurological deviations) and in children with an indefinable etiology of their language development disorders (i.e. specific language impairment). The intention of this research was to also determine similarities and differences in the language status between groups of children with language impairments and normal language development, approximately paired on age and gender. The research included three groups of participants. The two so-called groups of participants, children with language impairments and diagnosed neurological deviations (19 subjects) and children with SLI but no confirmed neurological cause (25 subjects) and the control group of children with normal language development (27 subjects). The two experimental groups consisted of first and second grade pupils of the SUVAG Polyclinic Elementary School, and the control group of first and second graders of one regular elementary school in Zagreb. Chronological age was from 7;03 to 9;10 years of age. Statistical data analysis of research variables, which included working memory and language knowledge, showed statistically significant differences between experimental groups and the control group in all language knowledge variables (receptive vocabulary, higher rank concepts, antonyms, noun morphology, verb morphology, sentence repetition) and working memory (word repetition, non-word repetition, digit span and backward digit span repetition, repetition of rhythms), in favor of the normally developing children. There is also a statistically significant difference inside groups, regarding chronological age, in all language and working memory tasks, mostly in favor of the older children. Statistically significant difference was determined between older participants with and without neurological deviations, compared to younger normally developing participants, in favor of the latter group, which supports the idea of language disorder instead of language delay. Differences in all variables are both qualitative and quantitative. There were no significant differences between experimental groups of subjects with language impairments and diagnosed neurological deviations (LD) and children with SLI but no confirmed neurological cause (SLI).
About the usefullness of nystamography
No full textBalance is achieved and maintained by complex set of sensorimotor control systems that include sensory input from several senses (vision, proprioception, vestibular system, tactile sense and hearing), integration of that sensory input, and motor output to the eyes and body muscles. The diagnostics of vertigo and balance disorders is often complex and requires a multidisciplinary approach. Nystagmography is a series of tests used to examine and evaluate part of the human balance system by recording, analyzing and reporting reflexive repetitive eye movements called nystagmus. Electronystagmography (ENG) is the oldest, electrical method of recording nystagmus, it detects changes of periocular electrical field caused by eye movements since the eye is a dipole in which the cornea is electropositive and the retina electronegative. Videonystamography (VNG) uses video googles with infrared cameras that provides video monitoring of the eyes supplemented by computerized recording of nystagmus. There are three main groups of tests: tests that look for presence of abnormal eye movements (the gaze tests, Dix- Hallpike and positional tests), tests that investigate vestibular-oculomotor function (the bithermal caloric test) and tests used to evaluate visual-oculomotor function (the saccade test, the tracking test and the optokinetic test). ENG/VNG is often used complementary with rotation test, VEMP (vestibular evoked myogenic potential) and posturography. Vestibular function tests should aid in: objectivisation of patient symptoms, determining whether a disorder is peripheral or central, localizing the side of lesion, supporting the clinical diagnosis, establishing treatment, evaluating the patient progress, differentiating the symptoms of balance system impairment from psychogenic dizziness and unsteadiness. The principles of nystagmography procedures, some common forms of nystagmus and examples of findings in some peripheral and central vestibular impairments will be presented and discussed
Frequency and Functions of Mothers` Verbal Responses and Gestures in Early Language Development
No full textKomunikacija odraslih s djecom razlikuje se od komunikacije među odraslima u velikom broju obilježja. U literaturi su već dobro opisana obilježja maminskog govora, no mnogo manje su poznate prilagodbe koje odrasle osobe rade u drugim obilježjima komunikacije. U ovom istraživanju je, analizom video-snimaka komunikacije 10 parova majke i djeteta, promatrana pojavnost uporabe gesta (kao i njihovog međuodnosa s verbalnim iskazima) te različitih funkcija verbalnih iskaza. Ta su obilježja analizirana u djece prosječne dobi 13 mjeseci, tj. u djece koja su u fazi proizvodnje prvih riječi. Rezultati pokazuju da majke 15% verbalnih iskaza prate gestama. Ovi podaci ukazuju da roditelji u komunikaciji sa svojom djecom koriste manje gesta negoli u komunikaciji s odraslima. Kada to čine, u gotovo 80% slučajeva koriste deiktičke geste, a u znatno manjoj mjeri ikoničke i konvencionalne. Najčešće se javljaju verbalni iskazi s funkcijama davanja uputa/upozoravanja, opisivanja, privlačenja pažnje i imenovanja. Gestama se roditelji najčešće koriste za privlačenje pažnje, čime, intuitivno, daju dodatnu podršku usvajanju jezika u djece čije su vještine združene pažnje još nezrele.Communication between adults differs from adult-child communication in a number of features. Characteristics of motherese (child-directed speech) are well described in the literature, but less is known about adaptations adults make in other communication features. In this study we analyzed video-tapes of communication in 10 mother-child pairs. Frequencies of gestures (as well as relationship between gestures and verbal responses) and frequencies of various functions of verbal utterances were observed. These features were analyzed in children aged, on average, 13 months, e.g. in children who were starting with first words expression. Results show that mothers used gestures in about 15% of responses. This data infer that parents use less gestures when communicationg with their children than with other adults. When parent used gestures, in almost 80% they used deictic gestures, while they used iconic and conventional gestures with a lower frequency. The most frequent functions of verbal utterances were: commands/warnings, decriptions, drawing attention and naming objects and people. Parent most often used gestures with verbal utterances that served as attention devices. In that way, they, intuitively, give additional support of language acquistion in children whose joint attention skills are still immature
Elektroglotografija – funkcioniranje i primjenjivost elektroglotografske metode u dijagnostici i terapiji mucanja: prikaz slučaja mucanja
No full textOvaj rad prikazuje elektroglotografsku analizu glasa odraslog muškog ispitanika koji muca. Prikaz slučaja napravljen je na temelju opsežnog istraživanja laringealnog i fonacijskog funkcioniranja odrasle muške populacije koja muca i kontrolne skupine ispitanika, koje se provelo u svrhu nastajanja magistarskog znanstvenog rada. Za ovaj rad uzet je prikaz jednog izdvojenog slučaja iz eksperimentalne skupine ispitanika (osoba koje mucaju) kako bi se objasnila metoda elektroglotografije i protumačile neke njene osnovne varijable, odnosno, njihove vrijednosti, a u svrhu prepoznavanja vokalne patologije i istraživanja mogućnosti primjene metode u logopedskoj dijagnostici i terapiji. Ispitanik je postigao slabije rezultate u četiri parametara od kojih je jedan parametar glasa (NNE), a ostala tri su elektroglotografska parametra (EGG – Shimm, EGG – NNE i CQ). Postignute laringealne vrijednosti varijable CQ ukazuju na prisutnost nepravilnosti funkcije rada glasnica, a povišene vrijednosti varijable EGG – Shimm na promuklost. Također, glasovne i laringealne vrijednosti varijable NNE ukazuju na povećanu prisutnost šuma u glasu. Iz toga se zaključuje da je pacijent s dijagnozom mucanja postigao slabije rezultate u laringealnim varijablama glasa te je moguća prisutnost patologije glasa. Ova analiza pokazala je velike mogućnosti metode elektroglotografije, odnosno, njezinu praktičnu uporabu uz neinvazivno ispitivanje pacijenata te istovremenu procjenu fonacijskih i laringealnih vrijednosti glasa, uporabu u terapiji (slušna i vizualna povratna sprega) i dijagnostici
Cognitive Auditory Evoked Potentials in Children with Special Language Impairment
No full textPerception and discrimination of auditory and speech stimuli in children aged 7–9 years with either receptive (n=6) or expressive (n=5) type of special language impairment and 7 healthy age-matched controls was investigated using evoked potential technique. The measurements were performed with a 32-channel Neuroscan electroencephalographic system. Two types of stimuli were applied, pure tones (1 kHz and 2 kHz) and double syllabi consisting of one consonant and one vocal characteristic of Croatian language. The stimuli were presented in an oddball paradigm, requiring a conscious reaction for the subjects. Latencies and amplitudes of P1, N1, P2, N2, P3, N4, and SW waves were analized, as well as the reaction time and number of responses. There were found no statistically significant difference between children with special language impairment and the control group in average response time and number of responses to tone burst or double syllable. Analysis of variance of all used variables showed a statistically significant difference in P3 and Sw wave latencies after double syllable stimulation, P3 and N4 waves latencies after target stimulation, P2 and Sw wave amplitude; and in N1 wave amplitude after pure tone stimulation. Our study showed that children with speech and language disorder take longer time to perceive and discriminate between either tonal or speech auditory stimuli than children with typical speech and language development
Duration and Variability of Speech Segments in Fluent Speech of Children with and without Stuttering
No full textThe purpose of this study was to compare the duration and variability of speech segments of children who stutter with
those of children who do not stutter and to identify changes in duration and variability of speech segments due to the effect
of utterance length. Eighteen children participated (ranging from 6.3 to 7.9 years of age). The experimental task required
the children to repeat a single word in isolation and the same word embedded in a sentence. Durations of speech
segments and Coefficients of variation (Cv) were defined to assess temporal parameters of speech. Significant differences
were found in the variability of speech segments on the sentence level, but not in duration. The findings supported the assumption
that linguistic factors pose direct demands on the speech motor system and that the extra duration of speech
segments observed in the speech of stuttering adults may be a kind of compensation strategy