Djetetov komunikacijski, jezični i govorni razvoj započinje njegovim rođenjem i intenzivno se razvija tijekom ranog razdoblja njegova života. Hodogram komunikacijskog, jezičnog i govornog razvoja ...jasan je i razvojno određen, što omogućuje uočavanje mogućih odstupanja od najranije životne dobi. Znanstveno je dokazano da pravodobno uočavanje odstupanja te, posljedično, uključivanje u ranu logopedsku intervenciju dovodi do najboljih razvojnih ishoda u djeteta. Cilj je rada, temeljem spoznaja dobivenih metaanalizom većeg broja znanstvenih istraživanja, dati prikaz parametara koji upućuju na moguća odstupanja od urednog komunikacijskog, jezičnog i govornog profila u ranoj dječjoj dobi, prikazati koje su rizične skupine za nastanak odstupanja u komunikacijskom, jezičnom i govornom razvoju te dati prikaz istraživanja koja nam daju podatke kad je rana logopedska intervencija potrebna i najučinkovitija. Istraživanja pokazuju da su parametri koji upućuju na odstupanja u ranom komunikacijskom razvoju: neuspostavljanje/nesustavno uspostavljanje kontakta očima, otežano združivanje pažnje (dijeljenje i usmjeravanje), oskudna facijalna ekspresija, odsutnost /oskudnost motoričke i vokalne imitacije, odsutnost / oskudan repertoar komunikacijskih sredstava (rane geste, gesta pokazivanja, vokalizacija, riječi, dvočlani iskazi, kratke rečenice), nenamjerna i nesvrhovita uporaba komunikacijskih sredstava, neodazivanje / nesustavno odazivanje na ime, otežano razumijevanje jednostavnih riječi, fraza, kratkih naloga, otežano proizvođenje riječi, fraza i kratkih rečenica (manje od 50 riječi u dobi od 2 godine), rutinizirana igra i smanjen interes za različite igre i igračke, odsutnost funkcionalne i simboličke igre, uspostavljanje interakcije samo ili pretežito u imperativne svrhe. Prema istraživanjima, rizične skupine za nastanak odstupanja u komunikacijskom, jezičnom i govornom razvoju jesu djeca rođena iz visokorizičnih, kompliciranih i višeplodnih trudnoća, djeca s prenatalnim, perinatalnim i postnatalnim (neuro)rizicima, nedonoščad, nedostaščad, djeca s već utvrđenim sindromima, motoričkim, senzoričkim, intelektualnim teškoćama te djeca iz socijalno depriviranih okruženja. Metaanaliza znanstvenih istraživanja usmjerenih na ranu logopedsku intervenciju pokazuje pozitivne ishode u komunikacijskom, jezičnom i govornom razvoju već od dojenačke dobi, s najvećom dokumentiranom uspješnošću od druge do pete godine života djeteta.
Cilj ovog istraživanja bio je ispitati i usporediti artikulacijske i fonološke sposobnosti djece s cerebralnom paralizom s njihovim vršnjacima urednoga razvoja. Ispitivanje je provedeno na uzorku ...15-ero djece s cerebralnom paralizom te 15- ero djece urednoga razvoja. Skupine su bile izjednačene po spolu i starosnoj dobi. Upotrijebljeni mjerni instrumenti sastojali su se od Testa artikulacije i zadataka za ispitivanje fonoloških vještina. Primijenjeni su relevantni statistički postupci (osnovni statistici, robusna diskriminativna analiza, t-test, hi-kvadrat test, Cochran-Cox metoda). Dobiveni rezultati ukazali su na postojanje statistički značajnih razlika u artikulacijskim i fonološkim sposobnostima između djece s cerebralnom paralizom (CP) i djece urednoga razvoja (UR). Razlikovanju skupina, u manifestnom prostoru, u najvećoj mjeri pridonose varijable brisanje konsonanata (BRISK) te broj artikulacijskih pogrešaka (TESTA). U kreiranju diskriminacijske funkcije značajno sudjeluju i varijable: izdvajanje početnoga glasa (IZPG), fonemska analiza (FONAN) i traženje rime (TRAR). Rezultati potvrđuju i statistički značajne razlike u artikulacijskim i fonološkim sposobnostima prema tipu cerebralne paralize. Skupina djece sa spastičnim tipom cerebralne paralize bila je uspješnija u zadatcima koji su ispitivali fonemsku analizu (FONAN), rastavljanje na slogove, brisanje konsonanata (BRISK), traženje rime (TRAR) te su imali bolje artikulacijske sposobnosti.
The goal of this research was to examine and compare articulation and phonological abilities in children with cerebral palsy and their typically developing peers. An examination was conducted on a sample of 15 children with cerebral palsy and 15 typically developing children. The two groups were equalized by gender and age. The measuring instruments used were the Articulation Test and phonological ability tasks. The data were analysed using the robust discriminative analysis, t-test, chi-square test, as well as the Cohran-Cox test. The results showed a signifycant statistical difference in articulation and phonological abilities between children with cerebral palsy and typically developing children. The difference between the groups is for the most part due to the variables deletion of consonants and number of articulation errors. The variables first voice segregation, phonemic analysis, and rhyme searching are also signifi cant in creating this discriminant function. The results also confirm statistical differences in articulation and phonological abilities that are related to the type of cerebral palsy. A group of children with a spastic type of cerebral palsy was more successful in phoneme analysis, syllable analysis, consonant deletion tasks, and rhyme searching tasks. They also had better articulation abilities.
SLUSNO PROCESIRANJE KOD DJECE S JEZICNIM TESKOCAMA Blazi, Drazenka; Balazinec, Marijana; Obucina, Helena
Hrvatska revija za rehabilitacijska istraživanja,
12/2014, Letnik:
50, Številka:
2
Journal Article
Recenzirano
Odprti dostop
The aim of this study was to examine the auditory processing skills of language elements in children with language impairment and to compare the results with those of children with regular speech and ...language development, by administering a battery of tests for the evaluation of auditory processing deficit. Another aim was to determine differences within the group of children with language impairment in auditory processing skills considering the different types of language impairment, age, and gender of the examinees. The sample included 68 examinees ranging in age between, 5,6 and 7,6 years (21 examinees with language impairment and 47 examinees with regular speech and language development) and was balanced for gender and age. The analysis of the results showed poorer auditory processing skills in examinees with language impairment. Differences corresponded to gender and type of language impairment, but did not correspond to the age of the examinees.
This article will present a neurological childhood speech sound disorder kown as Childhood apraxia of speech (CAS) based on the researches of some specific characteristics. Various authors agree that ...the childhood apraxia of speech is a disorders in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits (e.g., abnormal reflexes, abnormal tone). CAS may occur as a result of known neurological impairment, as a consequence of neurobehavioral disorders of known or unknown origin, or it can be an idiopathic neurogenic speech sound disorder. According to these authors, the main problem is planning and/or programming spatiotemporal parameters of movement sequences which can result with errors in speech and prosody. One of the main problems regarding this disorder in research and clinical practice is recognizing the right time for distinguishig this disorder from other speech language disorders. This article will elaborate some speech and language disorders such as articulation and phonological disorders, specific language impairment, dysarthria and oral apraxia.
Slušno procesiranje kod djece s jezičnim teškoćama Blaži, Draženka; Balažinec, Marijana; Obučina, Helena
Hrvatska revija za rehabilitacijska istraživanja,
2014, Letnik:
50, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Auditory processing is a system of processes that consists of active and passive noticing, following, discriminating, and continously transmitting information throughout the peripheral and central ...nervous system, as well as filtering, sorting, and combining the same information at the appropriate perceptive and conceptual level. Auditory processing deficit includes difficulties in interpreting speech sounds despite normal hearing abilities and regular cognitive functioning. Language impairment refers to a delay in language development and poor language skills despite regular cognitive functioning and the absence of neurological, motor, and sensory deficits. The aim of this study was to examine the auditory processing skills of language elements in children with language impairment and to compare the results with those of children with regular speech and language development, by adminstering a battery of tests for the evaluation of auditory processing deficit. Another aim was to determine differences within the group of children with language impairment in auditory processing skills considering the different types of language impairment, age, and gender of the examinees. The sample included 68 examinees ranging in age between 5,6 and 7,6 years (21 examinees with language impairment and 47 examinees with regular speech and language development) and was balanced for gender and age. The analysis of the results showed poorer auditory processing skills in examinees with language impairment. Differences corresponded to gender and type of language impairment, but did not correspond to the age of the examinees. These results suggest that there is a relation between neurological dismaturation, poorer auditory processing skills, and the development of language impairment because the most discriminative were the dichotic subtests, which can assess the functioning of neurological connections in the auditory system. Despite a probable close connection between language impairment and auditory processing deficit, we cannot claim that an auditory processing deficit alone is sufficient to cause language impairment.
The survey covered a sample of285 educational workers (governess and teachers) comprising the experimental group and 173 nonprofessional voice users comprising the control group. The purpose of the ...survey was to determine the occurrence of somatic difficulties as an indicator of stress and voice and speech difficulties, to determine whether there were differences in the occurrence of these difficulties in the groups of examinees and to determine the structure of difficulties in certain groups of vocal professionals (considering age, sex and smoking habits). Based on these data, we tried to establish if vocal and somatic difficulties were associated with stress and in what way.
The examinees had to answer several questions regarding their own perception of voice/speech difficulties and somatic difficulties. The results have shown that educational workers (primary schools teachers and kindergarten teachers) are more likely to experience voice and speech difficulties (e.g. fatigue or voice loss, throat prickle, etc.) as well as certain somatic difficulties that may be triggered by increased stress (headaches, sleep troubles, chest pain, breath loss, tingle). Furthermore, the results have shown there is a connection between voice and speech difficulties and somatic difficulties and they occur more often in kindergarten educators than in teachers, with women being more susceptible than men.
When it comes to examinees’ smoking habits, smokers appear to have fewer difficulties than non-smokers, which may seem illogical considering the risk smoking poses to our health. Since the survey has shown their subjective opinions and answers, it is possible that smoking (nicotine) reduces stress as well as the sensitivity of examinees giving them a sense of ‘good health’.
Artikulacijsko-fonološke sposobnosti djece s cerebralnom paralizom Farago, Emica; Blaži, Draženka; Vukovic Ogrizek, Martina
Hrvatska revija za rehabilitacijska istraživanja/Hrvatska revija za rehabilitacijska istraživanja,
07/2016, Letnik:
52, Številka:
1
Journal Article, Paper
Recenzirano
Odprti dostop
The goal of this research was to examine and compare articulation and phonological abilities in children with cerebral palsy and their typically developing peers. An examination was conducted on a ...sample of 15 children with cerebral palsy and 15 typically developing children. The two groups were equalized by gender and age. The measuring instruments used were the Articulation Test and phonological ability tasks. The data were analysed using the robust discriminative analysis, t-test, chi-square test, as well as the Cohran-Cox test. The results showed a signifycant statistical difference in articulation and phonological abilities between children with cerebral palsy and typically developing children. The difference between the groups is for the most part due to the variables deletion of consonants and number of articulation errors. The variables first voice segregation, phonemic analysis, and rhyme searching are also signifi cant in creating this discriminant function. The results also confirm statistical differences in articulation and phonological abilities that are related to the type of cerebral palsy. A group of children with a spastic type of cerebral palsy was more successful in phoneme analysis, syllable analysis, consonant deletion tasks, and rhyme searching tasks. They also had better articulation abilities.
Corelation between phonological variables and reading ability was examined on sample of 36 examinee of 2nd grade students of the regular elementary school. Phonological variables included in the ...examination are: voice articulation, words and logatomes repeating, consonant deleating, and voice analysis and synthesis. Reading ability was examined with text for 2nd grade of elementary school. It was expected to find corelation between reading ability and phonological variables. With statistical analysis of the resultes, it was obtained that reading ability does not corelate significantly with ability of voice articulation and voice analysis, but there is significant corelation between reading ability and variables: repetition of words and logatomes, phoneme deleting and voice synthesis.
Orofacijalni rascjepi primarno su strukturalna malformacija, no zbog svoje prirode utječu i na određene razvojne funkcije i mogu uzrokovati teškoće u području jezika, govora, sluha, glasa, hranjenja ...i gutanja, dentalne probleme, kao i psihosocijalne teškoće (Kummer, 2013; Peterson-Falzone i sur., 2016). Upravo je hranjenje jedan od prvih izazova s kojim se roditelji djece s orofacijalnim rascjepima susreću, a čak 97 % roditelja informacije o hranjenju smatraju najvažnijima u razdoblju odmah nakon poroda (Young, 2001). Stoga je cilj ovog rada dati uvid u načine hranjenja kod djece s raznim vrstama rascjepa i ispitati povezanost između vrste rascjepa i roditeljske zabrinutosti. Istraživanje pokazuje da se uporaba specijaliziranih bočica povećava s opsegom i složenošću rascjepa, kao i hranjenje putem nazogastrične sonde, a roditelje najviše brine nazalna regurgitacija. A opažene frekvencije – koje mogu ukazivati na povezanost između vrste rascjepa i zabrinutosti roditelja zbog zagrcavanja, nemogućnosti dojenja, dehidracije djeteta, teškoća koordinacije disanja i gutanja tijekom hranjenja, te produljenog trajanja hranjenja – ne razlikuju se značajno od očekivanih, ali postoji tendencija veće zabrinutosti roditelja djece s kompletnim rascjepom.
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