Logopedzi wciąż stoją przed koniecznością poszukiwania skutecznych, a zarazem ciekawych dla dzieci metod terapeutycznych. Kreatywny logopeda to taki, który wciąż poszukuje nowych metod w swojej pracy ...terapeutycznej. Zajęcia logopedyczne odbywają się zarówno w formie indywidualnej, jak i grupowej. Grupowe zajęcia logopedyczne mają wiele zalet, gdyż sprzyjają nawiązywaniu relacji między dziećmi. Poza tym w przypadku uczniów z zaburzeniami mowy, ćwicząc z rówieśnikami nie czują się oni izolowani ze względu na swoje problemy z mówieniem. Zajęcia grupowe są dla dzieci interesujące, jeżeli logopeda zaproponuje ciekawe gry i zabawy. W przypadku szkół, do których uczęszczają dzieci różnych narodowości należy tak poprowadzić zajęcia, by mogły w nich wziąć udział wszyscy uczniowie i by okazały się one korzystne dla całej grupy. Autorzy niniejszego tekstu inspiracji podczas poszukiwania metod terapeutycznych dla grupowych zajęć logopedycznych poszukują w dydaktyce. Artykuł prezentuje możliwości zastosowania wybranych metod nauczania podczas grupowych zajęć logopedycznych, przedstawiając propozycje w następujących kategoriach: metody o charakterze integracyjnym, metody rozwijające słownictwo, metody usprawniające umiejętności syntaktyczne i metody doskonalące wymowę. Zaprezentowane metody zapożyczone z dydaktyki stanowią tylko niewielki wybór metod, jakie można zastosować po adaptacji w logoterapii. Należy zachęcić logopedów do dalszych poszukiwań metod terapeutycznych nie tylko na terenie dydaktyki.
The term primary progressive aphasia (PPA) describes a group of neurodegenerative disorders with predominant speech and language dysfunction as their main feature. There are three main variants - the ...semantic variant, the nonfluent or agrammatic variant and the logopenic variant - each with specific linguistic deficits and different neuroanatomical involvement. There are currently no curative treatments or symptomatic pharmacological therapies. However, speech and language therapists have developed several impairment-based interventions and compensatory strategies for use in the clinic. Unfortunately, multiple barriers still need to be overcome to improve access to care for people with PPA, including increasing awareness among referring clinicians, improving training of speech and language therapists and developing evidence-based guidelines for therapeutic interventions. This review highlights this inequity and the reasons why neurologists should refer people with PPA to speech and language therapists.
Summary Background Treatment guidelines for aphasia recommend intensive speech and language therapy for chronic (≥6 months) aphasia after stroke, but large-scale, class 1 randomised controlled trials ...on treatment effectiveness are scarce. We aimed to examine whether 3 weeks of intensive speech and language therapy under routine clinical conditions improved verbal communication in daily-life situations in people with chronic aphasia after stroke. Methods In this multicentre, parallel group, superiority, open-label, blinded-endpoint, randomised controlled trial, patients aged 70 years or younger with aphasia after stroke lasting for 6 months or more were recruited from 19 inpatient or outpatient rehabilitation centres in Germany. An external biostatistician used a computer-generated permuted block randomisation method, stratified by treatment centre, to randomly assign participants to either 3 weeks or more of intensive speech and language therapy (≥10 h per week) or 3 weeks deferral of intensive speech and language therapy. The primary endpoint was between-group difference in the change in verbal communication effectiveness in everyday life scenarios (Amsterdam–Nijmegen Everyday Language Test A-scale) from baseline to immediately after 3 weeks of treatment or treatment deferral. All analyses were done using the modified intention-to-treat population (those who received 1 day or more of intensive treatment or treatment deferral). This study is registered with ClinicalTrials.gov , number NCT01540383. Results We randomly assigned 158 patients between April 1, 2012, and May 31, 2014. The modified intention-to-treat population comprised 156 patients (78 per group). Verbal communication was significantly improved from baseline to after intensive speech and language treatment (mean difference 2·61 points SD 4·94; 95% CI 1·49 to 3·72), but not from baseline to after treatment deferral (−0·03 points 4·04; −0·94 to 0·88; between-group difference Cohen's d 0·58; p=0·0004). Eight patients had adverse events during therapy or treatment deferral (one car accident in the control group, two common cold one patient per group, three gastrointestinal or cardiac symptoms all intervention group, two recurrent stroke one in intervention group before initiation of treatment, and one before group assignment had occurred); all were unrelated to study participation. Interpretation 3 weeks of intensive speech and language therapy significantly enhanced verbal communication in people aged 70 years or younger with chronic aphasia after stroke, providing an effective evidence-based treatment approach in this population. Future studies should examine the minimum treatment intensity required for meaningful treatment effects, and determine whether treatment effects cumulate over repeated intervention periods. Funding German Federal Ministry of Education and Research and the German Society for Aphasia Research and Treatment.
ECHO Ruiz, Cesar E; Klein, Evelyn R; Chesney, Louis R
2021
eBook
ECHO: A Vocal Language Program for Easing Anxiety in Conversation is for clinicians supporting individuals who may experience social anxiety related to speaking in specific situations, or with ...certain individuals. The ECHO program was developed to build ease and comfort with social pragmatic communication, focusing on improving conversational skills for children from later elementary through teenage years. The program can be implemented by speech-language pathologists, psychologists, educators, and other facilitators (including parents), who support the needs of children and teens with selective mutism, stuttering, and those in need of social communication support. This unique intervention program combines methods of vocalization and verbalization to enhance conversational skills with role-play simulations for real-life application.
This article discusses the diagnosis of lexical aspect of speech, that allows to identify disorders of lexical aspect of speech in children with motor alalia at the older preschool age. Based on the ...data obtained in the course of speech therapy examination, a corrective work on the development of the lexical side of speech is presented and organized with the help of existing methods. Moreover this article presents the results of the work done, which prove the effectiveness of combining methods of speech therapy for the development of lexical aspect of speech in children older preschool with motor alalia.
Background: Swallowing problems are common in healthy elders. Swallowing difficulties are the cause of medical and psychosocial complications in old age. Thus, to prevent and minimize these ...complications, diagnosis and proper interventions are important. Objectives: This study aimed to investigate the effects of rehabilitative exercises on swallowing function and quality of life in older adults. Methods: A total of forty healthy elders were randomly assigned to the rehabilitative exercises group (n = 20) and the compensatory group (n = 20). Inclusion criteria in this study were as follows: age 60 - 80; the presence of swallowing problems assessed clinically by a speech therapist; no history of swallowing treatment, pneumonia or head and neck surgery, and other neurological or general disorders that can influence swallowing function. Randomization was undertaken using a block randomization technique. Rehabilitative exercises, including muscle strengthening exercises, were used in 3 sets of 10 per muscle group and three times per week for one month for the rehabilitative exercise group. In order to evaluate the outcomes, the Mann Assessment of Swallowing Ability (MASA) and the P-dysphagia handicap index (P-DHI) were administered. Statistical analysis of data was done by the use of parametric statistical tests such as independent t-test, paired sample t-test, and nonparametric tests such as Mann-Whitney test, and P-value ≤ 0.05 was considered to be statistically significant. Results: There were no significant differences between the two groups regarding demographic and clinical swallowing function before intervention (P ≤ 0.05). There was a significant improvement in the clinical function of swallowing and swallow-related quality of life in the group which received the rehabilitative exercises compared to the group that received only the compensatory methods (P < 0.001). Conclusions: Our research has indicated that swallowing rehabilitative exercises are more effective in improving clinical swallowing function in elderly persons than compensatory exercises.
Therapeutic Radiographers (RT) and Speech and Language Therapists (SLT) work closely together in caring for people with head and neck cancer and need a strong understanding of each others' roles. ...Peer teaching has been shown to be one of the most effective methods of teaching; however, no studies to date, have involved RT and SLT students. This research aims to establish the effectiveness and perceptions of peer-led teaching between undergraduate RT and SLT students in Ulster University.
Twenty SLT students and 14 RT students participated. Knowledge tests were taken online before the peer-led teaching session (T1), after the session (T2) and 3 months later (T3). Students' perceptions of the experience were collected at the end of the session. Wilcoxon signed-rank tests were used to analyse the impact of the intervention on knowledge scores. Qualitative content analysis was used for open text response data.
RT students' own professional knowledge score at T2 was statistically significantly higher than the score at T1; the score at T3 was not deemed to be statistically significantly higher. RT students' SLT knowledge score at T2 and T3 was found to be statistically significantly higher than the score at T1. SLT students' own professional knowledge score was not statistically significantly higher at T2 or T3 than T1. They did have a statistically significantly higher score at T2 on the RT test, but score at T3 was not deemed to be statistically significantly higher. The majority of students across both professions agreed or strongly agreed that the peer-led teaching experience had a positive impact on their learning.
This investigation highlights the benefits of an interprofessional peer-led teaching intervention for RT and SLT students and the findings add to the evidence of more objective study of knowledge gain as a result of interprofessional peer teaching.
Normative nasalance scores are essential for diagnosis and clinical follow-up. This research was conducted to establish a European French language protocol for nasometry and determine normative ...nasalance values for European French-speaking children. One hundred and seven French-speaking children aged 5-14 years (mean age, 9 years) with normal speech were included in this prospective study. Participants were asked to repeat different oral and nasal sounds (phonemes, words, sentences, and logatomes) and speech samples were recorded using a Nasometer II model. Normative nasalance values were measured with the Nasometer II model, including differences due to age, gender, context, and first language. Mean nasalance scores were 17% (95% CI, 6-39) for oral words, 13% (5-29) for oral sentences, 71% (50-84) for nasal words, and 63% (37-80) for nasal sentences. A significant effect of age on nasalance (p < .05) was observed with the highest scores in the youngest children, aged 5-6 years. There was no significant gender or mother tongue effect on nasalance scores. Nasalance values of oral speech samples were comparable with those reported for other languages. Findings indicated that our protocol is a simple and rapid-to-use tool that is applicable for French-speaking children in order to determine normative nasalance values. It can be recommended as an evaluation tool, as well as a quality control, following surgery and/or speech therapy.
IMPORTANCE: Aphasia is a debilitating language disorder for which behavioral speech therapy is the most efficient treatment, but therapy outcomes are variable and full recovery is not always ...achieved. It remains unclear if adjunctive brain stimulation (anodal transcranial direct current stimulation A-tDCS) applied during aphasia therapy can improve outcomes. OBJECTIVE: To examine the futility of studying A-tDCS as an adjunctive intervention during speech therapy to improve speech production (naming) for individuals with long-term poststroke aphasia. DESIGN, SETTING, AND PARTICIPANTS: Double-blinded, prospective randomized clinical trial using a futility design to test adjunctive A-tDCS during speech therapy. The setting was an outpatient clinic. Enrollment of individuals began in August 2012 and was completed in March 2017, and the duration of follow-up was 6 months. Analyses began in April 2017. The study recruited from a volunteer sample, and 89 patients were screened. Patients with long-term (>6 months) aphasia due to 1 previous left hemisphere stroke were enrolled. In comparing A-tDCS and sham tDCS, patients were matched based on site (University of South Carolina or Medical University of South Carolina), baseline age, type of aphasia, and aphasia severity. INTERVENTIONS: Outpatient speech therapy for 3 weeks (15 sessions, 45 minutes each) combined with either A-tDCS vs sham tDCS applied to preserved left temporal lobe regions. MAIN OUTCOMES AND MEASURES: The primary outcome was the ability to name common objects, assessed twice before and after therapy. RESULTS: A total of 74 patients were enrolled. Participants had a mean (SD) age of 60 (10) years, had 15 (2) years of education, and were 44 (40) months from stroke onset. There were 52 men (70%) and 62 non-Hispanic white individuals (84%). Most were retired or not employed (59 80%). Broca aphasia was the most common aphasia type (39 52.7%). The adjusted mean (SE) change from pretreatment baseline in correct naming was 13.9 (2.4) words (95% CI, 9.0-18.7) for A-tDCS and 8.2 (2.2) words (95% CI, 3.8-12.6) for sham tDCS, with mean (SE) A-tDCS difference of 5.7 (3.3) words (95% CI, −0.9 to 12.3), indicating a relative 70% increase in correct naming for A-tDCS relative to sham. The futility hypothesis P value was .90, indicating failure to reject the null hypothesis and, therefore, providing no evidence that further study of A-tDCS is futile. No serious adverse events were associated with A-tDCS. CONCLUSIONS AND RELEVANCE: Our findings provide motivation to proceed with another trial to study the effect of A-tDCS on the outcome of aphasia treatment in individuals poststroke. Anodal tDCS during speech therapy is feasible and potentially transformative for aphasia treatment and should be further studied. TRIAL REGISTRATION: ClinicalTrials.gov Identifier: NCT01686373.
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