Wszystkie pola: speech development - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Impact of the orofacial area reflexes on infant’s speech development
Autorzy:: Kondraciuk, A.
Manias, S.
Misiuk, E.
Kraszewska, A.
Kosztyła-Hojna, B.
Szczepański, M.
Cybulski, M.
Powiązania:: https://bibliotekanauki.pl/articles/1916364.pdf
Data publikacji:: 2014
Wydawca:: Uniwersytet Medyczny w Białymstoku
Tematy:: reflex
articulation disorders
growth & development
speech therapy
infant
Opis:: A child at the moment of birth has certain inborn patterns allowing it to spontaneously respond to the surrounding world and yet unknown sensations - called reflex. The most significant for speech development are reflexes of the orofacial area. The well-functioning reflexes allow the child to eat properly. The movements involved in alimentary action are reflected in the articulation of the sounds. The absence of orofacial area reflexes or their impaired integration inhibits the child’s normal speech development. It impairs motor efficiency of the articulation organs, and consequently leads to incorrect articualtion of sounds. The aim of this paper is to present the impact of orofacial reflexes on the development of alimentary functions and the development of the child's speech. The knowledge of the aforementioned subject plays a significant role in logopaedic prevention / early logopaedic intervention.
Źródło:: Progress in Health Sciences; 2014, 4, 1; 188-194
2083-1617
Pojawia się w:: Progress in Health Sciences
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Pursuit Eye Movements in the Context of Speech Development in Children with ASD
Autorzy:: Cierpiałowska, Tamara
Lubińska-Kościółek, Elżbieta
Zielińska, Jolanta
Powiązania:: https://bibliotekanauki.pl/articles/40570887.pdf
Data publikacji:: 2022
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: zaburzenia ze spektrum autyzmu (ASD)
aktywność okoruchowa
okulografia
komunikacja językowa
wczesne wspomaganie rozwoju dziecka
autism spectrum disorder
eye tracking
smooth pursuit
language communication
early intervention
Opis:: RESEARCH OBJECTIVE: The main goal of the presented research was to assess the pursuit eye movement of five- and six-year-old children with ASD in the context of speech development. RESEARCH PROBLEM AND METHODS: The research concerns the oculomotor activity of children with ASD in the situation of tracking slowly moving objects. The research questions refers to the relationships between the tracking movements and the dynamics of the speech development of the research participants, and to their current abilities in this area. The eye tracking method was used in the research. THE PROCESS OF ARGUMENTATION: We presented the basic information about the vision process, with particular emphasis on the role of the pursuit eye movement. We also described the research on the importance of eye movement in the process of acquiring communication skills, building social relationships and effective functioning. RESEARCH RESULTS: The obtained results indicate the correlation between the independent variable (the pattern of smooth pursuit presented by the children taking part in the research), and the dynamics of disorder development and the level of speech development in the children with reference to the analyses of other authors. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The conducted analyses revealed strong and moderate correlations between the variables and made it possible for the author to confirm the main hypothesis that the eye movements while tracking slow-moving objects in all directions are characterized by variability related to the dynamics of speech development in early childhood and the current abnormalities in this area among the research participants. The obtained results indicate the necessity to start vision training in children with ASD as early as possible.
CEL NAUKOWY: Celem prezentowanych badań była ocena wolnych ruchów śledzenia dzieci pięcio- i sześcioletnich z ASD w kontekście rozwoju mowy. PROBLEM I METODY BADAWCZE: Problematyka badawcza dotyczy aktywności okoruchowej badanych dzieci z ASD w sytuacji śledzenia obiektów wolno poruszających się w polu widzenia. Sformułowane pytania badawcze odnoszą się do związków pomiędzy ruchami śledzącymi a dynamiką rozwoju mowy badanych, jak również aktualnymi umiejętnościami badanych w tej sferze. W badaniach zastosowano technikę eye trackingu. PROCES WYWODU: Zaprezentowane zostały podstawowe informacje dotyczące procesu widzenia, ze szczególnym uwzględnieniem roli ruchu śledzącego. Dokonano prezentacji badań na temat znaczenia ruchu gałek ocznych w procesie nabywania umiejętności komunikacyjnych, budowania relacji społecznych i skutecznego działania. WYNIKI ANALIZY NAUKOWEJ: Przedstawiono wyniki dotyczące korelacji pomiędzy zmienną niezależną (wzorzec wolnego ruchu śledzenia prezentowany przez badanych) a dynamiką rozwoju zaburzenia oraz poziomem rozwoju mowy badanych w odniesieniu do analiz innych autorów. WNIOSKI, INNOWACJE, REKOMENDACJE: Przeprowadzone analizy ujawniły silne i umiarkowane korelacje pomiędzy zmiennymi i pozwoliły na potwierdzenie hipotezy głównej, zakładającej, że zapisy ruchu oka podczas śledzenia wolno poruszających się obiektów we wszystkich płaszczyznach odznaczają się zmiennością związaną z dynamiką rozwoju mowy we wczesnym dzieciństwie oraz prezentowanymi obecnie przez badanych nieprawidłowościami w tym obszarze. Uzyskane wyniki wskazują na konieczność jak najwcześniejszego podjęcia treningu widzenia u dzieci z ASD.
Źródło:: Horyzonty Wychowania; 2022, 21, 60; 113-123
1643-9171
2391-9485
Pojawia się w:: Horyzonty Wychowania
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Between support and help – cooperation between a family assistant and a speech therapist
Autorzy:: Jedlińska,, Agnieszka
Lipiec,, Dorota
Powiązania:: https://bibliotekanauki.pl/articles/952355.pdf
Data publikacji:: 2020-07-13
Wydawca:: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:: family assistant
speech therapist
family
support
normative speech development
delayed speech development
impaired speech development
Opis:: The main purpose of the article is to draw attention to the need for cooperation between a family assistant and a speech therapist, which rarely occurs. An assistant is another profession called to work with a family in the area of support. "The main task of an assistant is to support parents in the proper fulfillment of their caring and educational functions and shaping the skills of family members in finding solutions to life difficulties" (Krasiejko, 2016, p. 5). Therefore, work in this profession requires continuous expansion of competences and their adaptation to the needs of those under their care. The article introduces one of the topics that a family assistant can meet in his work and which can be a challenge for him, mainly the topic of the correct and incorrect development of a child's speech. Stages of speech development were discussed, with particular attention to preschool children. The presented description of the course of speech development (normative - delayed - disturbed) will allow the family assistant to catch an early deviation from the norm, draw the child's guardians attention to the need for a speech therapy assessment of speech development and to help in organizing consultations with a speech therapist. As a result of the examination, the speech therapist will decide whether to start therapy and refer you to specialist examinations (e.g. audiological, ENT, orthodontic, psychological).
Źródło:: Praca Socjalna; 2020, 35(3); 5-23
0860-3480
Pojawia się w:: Praca Socjalna
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: The study of the instrumental aggression in the junior schoolchildren with the disordered speech development
Autorzy:: Olena, Belova,
Powiązania:: https://bibliotekanauki.pl/articles/890343.pdf
Data publikacji:: 2016
Wydawca:: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:: instrumental aggression
types and subtypes of aggression
junior schoolchildren with the disorders of speech development
children with phonetic speech disorders
phonetic-phonemic speech disorders
mildly manifested general speech disorders
Opis:: The article deals with one of the most important problems of modern life − children's aggression, which becomes apparent in passively-aggressive, emotionally-destructive behavior and also as a result of physical and verbal insults at school, social-living space, in the child's close surrounding – family, game surroundings, etc. The presence of aggression in the child's behavior is always the reason of great problems in the process of communication, but the aggressive tendencies aren't to be evaluated only as negative phenomenon. Aggression can rise as well as subside on the background of the child's activity increase. It can become apparent occasionally in all children and it can indicate the kind of child's personal sphere disorder. Thus, aggression can help a child to develop the spirit of initiative. However, it can provoke reticence and hostility as well. The detailed analysis of the scientific theoretical approaches as for the determination of aggression gives the reasons to confirm that the majority of modern and classical scientists have analyzed the concept of aggression from two points of view: "the aggression" is any form of behavior aimed to the insult, doing harm to another living being, or "the aggression" is one of the forms of activeness, which can have positive or negative manifestation. That's why our investigation is dedicated to the analysis of the children's aggression from two points of view: positive phenomenon, which corresponds to the vital interest, self-defense, as well as negative, which corresponds to the cause of some suffering (harm) to any person or oneself. According to the results of the summary of the scientific methods, three types of aggression and six subtypes of aggression, and also their symptoms were found out: self-controlled types of aggression include controlled and completed subtypes of aggression; latent type – protective and depressive; behavioral type – demonstrative and physical. There have been discoveries of sides of aggression and the level of aggression shown in the children with normal physical and psychological development and also in the children with phonetic speech disorders (henceforth we use abbreviation: phonetic speech disorders – PSD), phonetic-phonemic speech disorders (henceforth we use abbreviation: phonetic-phonemic speech disorders – PPSD) and mildly manifested general speech disorders (henceforth we use abbreviation: mild general speech disorders– MGSD). The dependence between the level of speech disorders and peculiarities of different types and subtypes of aggression in the tested junior schoolchildren with normal speech, with PSD, with PPSD and with MGSD is determined. The general level of aggression awareness in junior pupils with normal and disordered speech is studied.
Źródło:: International Journal of Pedagogy, Innovation and New Technologies; 2016, 3(2); 32-37
2392-0092
Pojawia się w:: International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Directions of work of speech development of children with the moderate and severe mental retardation
Autorzy:: Yuliya, Galetska,
Powiązania:: https://bibliotekanauki.pl/articles/890505.pdf
Data publikacji:: 2017-09-28
Wydawca:: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:: children with moderate and severe mental retardation
impressive speech
expressive speech
nonverbal communication
Opis:: This article describes the directions of the development of speech of children with moderate and severe mental retardation, corrective measures described in the structure of classes of impressive speech, expressive speech and nonverbal communication. Working with language development of children with moderate and severe mental retardation is made from a variety of areas, of which, according to the level of child selected their top priority at the moment: the development of expressive speech, development impressive speech, development of non-verbal communication and so on. Proposed corrective actions below can be used for all children with mental and physical development, given their individual capabilities. In the process, children can learn the following skills: work together with adults, perform tasks for imitation and example, to express their desires by means of verbal and nonverbal communication, call or show by pointing gesture, object, toy, picture (objects, actions, attributes) image of letters, of words or based on his previous proceeding, subject to correlate with the desired word, the first letter, from which the word is written, find pictures, articles, which have investigated sound, write in block letters, words, using the preliminary analysis, and with adult; correctly pronounce certain sounds, syllables, words and phrases.
Źródło:: International Journal of Pedagogy, Innovation and New Technologies; 2017, 4(1); 58-61
2392-0092
Pojawia się w:: International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: The use of the “Talk To Me” application in the therapy of speech development delays
Autorzy:: Warmbier, Wojciech A.
Podgórska-Bednarz, Justyna
Gagat-Matuła, Anna
Perenc, Lidia
Powiązania:: https://bibliotekanauki.pl/articles/29520464.pdf
Data publikacji:: 2023-12-31
Wydawca:: Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
Tematy:: “Talk To Me” application
speech development delay
therapy
Opis:: Introduction and aim. Computer techniques are increasingly used in speech therapy. The aim of the work is to present the results of the preliminary evaluation of the new “Talk To Me” application and its functionality in the treatment of speech development delays. Material and methods. The study was conducted in 3 groups of children: the study group with the use of the “Talk To Me” application, the conventional therapy group and the control group - in the case of both groups with the intervention, additional reinforcements were used. All children included in the project showed delays in speech development. The recorded age of children in all analyzed groups ranged from 2 to 6 years. In order to verify language progress, the Scale of Language Skills Acquisition in the Field of Communication Competence was used. Results. Acquisition of language skills varies depending on the group affiliation. The analysis of simple main effects for the time of measurement showed that in each group the differences between successive measurements turned out to be significant. In the study group, the increase in language skills differs from the other two groups (p< 0.001). However, there is no difference between the groups with conventional and control therapy (p=1.00). Conclusion. Analysis of the research results allows us to conclude that the “Talk To Me” application is a tool that significantly affects the speed of therapy progress in the case of speech development delays concerning communicative competence.
Źródło:: European Journal of Clinical and Experimental Medicine; 2023, 4; 762-767
2544-2406
2544-1361
Pojawia się w:: European Journal of Clinical and Experimental Medicine
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: The technique of study of the behaviour types modelling in mind of junior schoolchildren with disordered speech development
Autorzy:: Olena, Belova,
Powiązania:: https://bibliotekanauki.pl/articles/890329.pdf
Data publikacji:: 2017-09-28
Wydawca:: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:: aggression
aggressive behaviour
aggressive behaviour modelling
junior schoolchildren with the disorders of speech development
children with phonetic speech disorders
phonetic-phonemic speech disorders
unsharpy manifested general speech disorders
controlled aggression
competitive aggression
defence aggression
depresive aggression
demonstrative
physical aggression
Opis:: The paper proves that the problem of aggressive behaviour of schoolchildren under the conditions of nowadays life is of a particular importance so far as pedagogical experience confirms that the tendency to increasing of the aggression level among the children of school age are observed; this influences on their relations with parents, teachers, age-mates and causes discomfort for them and also some difficulties in the process of study. According to scientific resource a child lives, acts, feels, thinks, speaks, imagines, remembers in the state of aggression. Long-lasting aggressive state can influence specifically on the way of its thinking (depression, paranoic manifestation etc.), on the development of imagination (drawing of fights, war, fire etc.), on speech (speaks rudely, insultingly, arrogantly etc.) and in general on the personality. The presence of aggression in the child's behaviour always makes great difficulties during communication but the aggressive tendencies should not be appraised only as negative. Aggression can increase on the background of increasing the child's activeness as well as decrease. It can manifest situatively in all children and it's not always indicates the disorder regarding a personality sphere of a child. So aggression can help a child to develop the initiaitve soul. But also it can provoke isolation and hostility. In our research work we are trying to observe the problem of children's aggression catholicly that is why we be carrying out the research in its different spheres: "I-Personality", "I – in the family", "I – in the society". We also have predicted that the comparative analysis of modelling peculiarities of the aggressive behaviour will allow us to discover common and different qualities of aggression manifestation in children with typical development and disordered speech. The materials of the research of the constatation phase will help to determine the directions of compensation and correction of the marked-out states and to form the studying-preventive technique for junior schoolchildren due to them. The analysis of the results of scientific works systematically and logically combines the features of its carrying, diagnostic tools of aggression and evaluation criteria of qualities of completing tasks into a modified "Plot and situational-illustrated" technique which is aimed at the study of aggression in primary school children with different levels of speech development in three main aspects of the study: "I – in the family," "I – in the society" and "I-Personality". The analysis of scientific and methodological sources allowed us to distinguish three types and six subtypes of aggression, and to identify their symptoms: the self-regulated type included the controlled subtype and the competitive subtype; the latent type – the defence subtype and the depressive subtype; the behavioral type – the demonstrative subtype and the physical subtype. The peculiarities of modelling of aggressive behaviour types in primary schoolchildren with typical psychophysical development, with phonetic disordered speech (PhDS), phonetic-phonemic disordered speech (PhPhDS) and mildly manifested general speech disorderes (MMGSD) are discovered.
Źródło:: International Journal of Pedagogy, Innovation and New Technologies; 2017, 4(1); 47-51
2392-0092
Pojawia się w:: International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Przyimek i jego użycie w pracach pisemnych dzieci dyslektycznych
Autorzy:: Boksa, Ewa
Powiązania:: https://bibliotekanauki.pl/articles/2152015.pdf
Data publikacji:: 2021-01
Wydawca:: Towarzystwo Kultury Języka
Tematy:: preposition
developmental dyslexia
delayed speech development
Opis:: The research presented in this paper is aimed to answer the question whether dyslexic people who had been diagnosed with delayed speech development before they started school use prepositions correctly in statements and how their ability to use prepositional phrases affects their formation of sentence structures. The material underlying the research on the syntactic functions of prepositions and prepositional phrases has been extracted from reports on speech development for six-year-old children and stories created by the same people many years later, when they were eighth-year students. Analyses of dyslexic students’ essays have confi rmed that one of the key indicators of developmental dyslexia, which is helpful in diagnosis, could be the preposition acquisition time as well as understanding and using this part of speech in utterances and statements.
Źródło:: Poradnik Językowy; 2021, 780, 1; 24-33
0551-5343
Pojawia się w:: Poradnik Językowy
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Ocena rozwoju mowy dzieci dwujęzycznych – znaczenie wczesnej diagnozy dla rozpoznania i terapii zaburzeń
The assessment of speech and language development of bilingual children – the importance of early diagnosis for the identification of disorders and therapy
Autorzy:: Korendo, Marta
Błasiak-Tytuła, Marzena
Powiązania:: https://bibliotekanauki.pl/articles/1044551.pdf
Data publikacji:: 2019-12-15
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: bilingualism
speech development diagnosis
developmental disorders
Opis:: The authors emphasize the importance of language diagnosis of children raised in bi- or multiculturalism in early identification of developmental disorders. In the diagnostic process, they distinguish between skills independent of culture and those culturally (environmentally) conditioned, like the language system. They discuss the causes of speech development delays from a neurobiological and social (environmental) perspective. The article also includes short case reports.
Źródło:: Poznańskie Studia Polonistyczne. Seria Językoznawcza; 2019, 26, 2; 103-114
1233-8672
2450-4939
Pojawia się w:: Poznańskie Studia Polonistyczne. Seria Językoznawcza
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Characteristics of speech development in people with Down’s syndrome
Specyfika rozwoju mowy u osób z zespołem Downa
Autorzy:: Kaczorowska-Bray, Katarzyna
Powiązania:: https://bibliotekanauki.pl/articles/20280039.pdf
Data publikacji:: 2023-01-10
Wydawca:: Wydawnictwo Uniwersytetu Śląskiego
Tematy:: zespół Downa
trisomia 21
rozwój umiejętności komunikacyjnych
Down’s syndrome
trisomy 21
development of communicative abilities
Opis:: Down’s syndrome is one of the most common and easily detected genetic disorders. People with Down’s syndrome are characterised by multisystemic structural and functional irregularities (incl. congenital disease and heart defects, disorders of hearing and vision) appearing in life as well as a characteristic phenotype. Its phenotype characteristics include delayed psychomotor development. Children with this syndrome demonstrate a particular profile in the acquisition of communicative abilities. The level of development of communicative competence reached by children with DS is peculiar, different from that of other neuro-developmental disorders, and various in relation to the level reached by children at a similar level of cognitive functioning, but whose cognitive problems have a different etiology. This article attempts to characterise the factors determining the basis of speech development in this group and to indicate the characteristic features of communication among people with Down’s syndrome.
Zespół Downa jest najlepiej i najwcześniej rozpoznawalnym zespołem genetycznym. Osoby z zespołem Downa cechują wieloukładowe strukturalne i funkcjonalne nieprawidłowości (m.in. wrodzone choroby i wady serca, zaburzenia słuchu i wzroku), ujawniające się w ciągu życia, oraz charakterystyczny fenotyp. Do cech fenotypowych zalicza się m.in. opóźniony rozwój psychoruchowy. Dzieci z tym syndromem wykazują specyficzny profil przyswajania umiejętności komunikacyjnych. Poziom rozwoju kompetencji komunikacyjnej osiągany przez dzieci z ZD jest swoisty, odmienny niż w wypadku innych zaburzeń neurorozwojowych, różny w stosunku do poziomu osiąganego przez dzieci o podobnym poziomie funkcjonowania poznawczego, lecz u których problemy w tym zakresie mają inną etiologię. W artykule podjęto próbę scharakteryzowania czynników kształtujących bazę rozwoju mowy w tej grupie oraz wskazania cech charakterystycznych komunikacji osób z zespołem Downa.
Źródło:: Logopedia Silesiana; 2022, 11, 2; pp. 1-14: English language version; pp. 15-28: Polish language version
2300-5246
2391-4297
Pojawia się w:: Logopedia Silesiana
Dostawca treści:: Biblioteka Nauki

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