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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
Artykuł
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
Artykuł
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
Artykuł
Tytuł:
The development of speech in early childhood in children from twin pregnancies with twin-twin transfusion syndrome (TTTS)
Autorzy:
Bidzan, Mariola
Bieleninik, Łucja
Lipowska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/430810.pdf
Data publikacji:
2013
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
TTTS
Speech development
BSID-III
twins
prematurity
Opis:
The aim of the study was verifying, whether speech development is conditioned by a preterm birth, multiple pregnancy or pregnancy complicated with TTTS. We examined 52 preterm children, 15 of which were born after a single pregnancy and 42 after a multiple pregnancy. 23 children came from a pregnancy complicated by TTTS. The average age of the subjects was 32.5 months (SD=5.54). The research methods used in our study were as follows: analysis of medical documentation, a structured clinical interview and psychological conversation. Speech development of a child was assessed using BSID-III. An analysis of the results we obtained showed that there was a lower level of EC in the TTTS children in comparison to multiple-birth children without TTTS and single-birth children. We also found statistically signifi cant relations between the EC scores and gender, age at the time of testing, disability, gestational age, birth weight.
Źródło:
Polish Psychological Bulletin; 2013, 44, 1; 9-20
0079-2993
Pojawia się w:
Polish Psychological Bulletin
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Późna diagnoza niedosłuchu a jakość komunikacji i rozwoju psychospołecznego dziecka w wieku przedszkolnym. Studium przypadku
Late Diagnosis of Hearing Impairment and the Quality of Communication and Psycho-social Development of Preschool Patients: A Case Study
Autorzy:
Czyż, Anna
Michalczyk, Anna
Powiązania:
https://bibliotekanauki.pl/articles/667510.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
hearing impairment
speech development
diagnosis
case study
Opis:
This case study shows the consequences of a late diagnosis and treatment of a child suffering from a chronic, recurrent inflammation of the middle ear, resulting in conductive, fluctuating, mild hearing loss. The article presents the child’s communication and psychological problems stemming from hearing difficulties. This study uses three diagnostic tools in order to comprehensively assess the individual developmental spheres of the boy. The final part of the article contains conclusions and postulates regarding the importance of early therapeutic care.
Źródło:
Logopedia Silesiana; 2018, 7; 164-183
2300-5246
2391-4297
Pojawia się w:
Logopedia Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Alalia (zaburzenie) a opóźnienie rozwoju mowy. Czy, jak i kiedy możliwe jest ich rozróżnienie?
Developmental Language Disorder and Late Talkers. If, How and When It Is Possible to Distinguish Between Them?
Autorzy:
Bielenda‑Mazur, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/28408932.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
SLI
DLD
opóźniony rozwój mowy
diagnoza logopedyczna
terapia logopedyczna
stymulacja rozwoju mowy
delayed speech development
speech therapy diagnosis
speech therapy
speech development stimulation
Opis:
W artykule podjęto temat diagnozy różnicowej pomiędzy opóźnieniem w rozwoju mowy, niemającym konsekwencji w przyszłości, a sytuacją, gdy jest ono symptomem zaburzenia towarzyszącego człowiekowi przez całe życie, czyli alalii. Autorka postuluje podjęcie diagnozy dziecka niezależnie od jego wieku, traktowanie każdego dziecka z opóźnionym rozwojem mowy jako zagrożonego alalią oraz przystąpienie do odpowiedniego postępowania rewalidacyjnego na wczesnym etapie rozwoju.
  The article deals with the topic of the differential diagnosis between delay in speech development, which has no consequences in the future, and the situation when it is a symptom of a disorder that accompanies a person throughout life, called alalia in Polish speech therapy, and Developmental Language Disorder in English. The author suggests undertaking the diagnosis of a child regardless of its age, treating each child with delayed speech development as endangered with alalia and undertaking appropriate revalidation procedures at an early stage of development.
Źródło:
Logopaedica Lodziensia; 2022, 6; 25-36
2544-7238
2657-4381
Pojawia się w:
Logopaedica Lodziensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The use of the C-eye system in communication and education of children
Autorzy:
Zawichrowska, Marta
Powiązania:
https://bibliotekanauki.pl/articles/2044129.pdf
Data publikacji:
2021-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
child
speech
delayed speech development
C-eye system
communication
education
Opis:
During working with children with communication disorders, they are more and more often accompanied by devices supporting the development of speech. One of them is the C-eye system, which is used especially in two areas – communication and education. This article is an introductory report on the research on the use of high technologies in working with children with developmental disorders, accompanied by deficits in the field of verbal speech. The described case study concerns a child with delayed speech development, without any additional health burden, in whom the etiology of communication disorders has not been determined despite careful diagnostics and many specialist consultations. The article was written on the basis of observations, an interview with the family and the recommendations provided, and presents the original path of therapeutic treatment with the use of the C-eye device, which can be used in work with preschool and early school children. Very important was the neurologopedic diagnosis and research conducted during the therapy, which allowed for the proper definition of therapeutic goals and showed its effectiveness, both in the communication, educational and social sphere.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2021, 33; 81-91
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Tytuł:
Rozwój mowy i komunikacji dziecka z uszkodzonym słuchem
Autorzy:
Olempska-Wysocka, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/937603.pdf
Data publikacji:
2018-05-28
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
child with hearing impairment
deaf child
speech development
communication skills development
speech disorders
Opis:
The article treats on complexity of speech development, communication process of child with damaged hearing. Article emphasizes factors defining different language and communication competences. Hearing impairment leads to self-expression being delayed. Mentioned delays, could be quantitative (active and passive vocabulary, subordinate to the chronological age of the child) and qualitative (numerous, different disorders of articulation, semantic errors, problems with understanding simple commands).
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2016, 14; 115-135
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Self-Concept and English Oral Proficiency of Senior High School Students
Autorzy:
Dadulla, Jovenel B.
Potane, Joel D.
Powiązania:
https://bibliotekanauki.pl/articles/2140616.pdf
Data publikacji:
2022-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
self-concept
oral proficiency
English Language Education
speech development
Opis:
The study intended to determine if self-concept predicts senior high school students’ English oral proficiency level. The correlational research design was used to describe the relationship of the variables. Forty (40) students were randomly chosen as a sample from the population. A self-concept questionnaire and an oral proficiency interview were administered. The data were analysed using frequency count, computation of mean, Pearson product-moment correlation, analysis of variance (ANOVA), and simple linear regression analysis. The findings revealed that the respondents have an above-average self-concept in the social and family dimensions. Further study showed that only the physical, psychological, academic, and family dimensions predict oral proficiency in the English language. On the contrary, it was statistically determined that the social dimension does not predict oral proficiency. With the study’s findings, it can be concluded that speech development programmes must be holistic to cater not only the communicative abilities of the students but also their affective domains. It could help improve the quality of English language education in the country in terms of oral proficiency development.
Źródło:
The New Educational Review; 2022, 69; 170-179
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zależność zaburzeń mowy i osiągnięć szkolnych uczniów klas III szkoły podstawowej
The Relationship Between Speech Disorders and a Child’s Academic Performance among the Third-Grade Students of Primary School
Autorzy:
Mistal, Paulina
Powiązania:
https://bibliotekanauki.pl/articles/892819.pdf
Data publikacji:
2020-08-27
Wydawca:
Polskie Towarzystwo Logopedyczne
Tematy:
rozwój mowy
zaburzenia mowy
edukacja szkolna
speech development
speech disorders
school education
Opis:
W artykule przedstawiono wyniki badań dotyczące porównania wyników w nauce osiąganych w szkole przez uczniów, którzy mają zaburzenia mowy oraz wyników dzieci, które takich zaburzeń nie mają. Badania zostały przeprowadzone na podstawie „Logopedycznego Testu Przesiewowego Dla Dzieci w Wieku Szkolnym” (Grabias, Kurkowski i Woźniak 2007). Wyniki badań porównano z ocenami końcoworocznymi oraz wynikami ankiet, w których nauczyciele ocenili osiągnięcia szkolne dzieci. Podjęty problem badawczy jest istotny nie tylko dla logopedów, ale również dla pedagogów i pracowników oświaty.
The article presents the results of study concerning the comparison between the academic results obtained at school by students suffering from speech disorders and those achieved by children without such impairments. The study was conducted based on “The Logopedic Screening Test for School-Age Children” ([Logopedyczny Test Przesiewowy dla dzieci w wieku szkolnym], Grabias, Kurkowski and Woźniak, 2007). The results of the testing were compared with the end-of-year grades as well as with the results of the questionnaire in which the teachers assessed the children’s academic performance. The question explored in the study is crucial not only for logopedists but also for teachers and education workers.
Źródło:
Logopedia; 2018, 47, 2; 437-450
0459-6935
Pojawia się w:
Logopedia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rozwój językowy dziecka oraz rola polskiego logopedy w warunkach dwujęzyczności polsko-szwedzkiej: opinie rodziców dzieci polonijnych (studia przypadku)
Linguistic development of a child and the role of a Polish speech-language pathologist in the environment of Polish-Swedish bilingualism: opinions of parents of Polish children abroad (case studies)
Autorzy:
Mroczek, Anna
Młyński, Rafał
Powiązania:
https://bibliotekanauki.pl/articles/9258528.pdf
Data publikacji:
2023
Wydawca:
Towarzystwo Kultury Języka
Tematy:
bilingualism
children
opinions
parents
Polish-Swedish bilingualism
speech development
speech-language pathologist
Opis:
This text presents the survey carried out among parents on the issue of speech development in their children raised in the environment of Polish–Swedish bilingualism in Sweden and convictions about the role of a speech-language pathologist in bilingual upbringing. The aim of this study is to fill the gap in speech-language pathology research on the parental perception of bilingualism in their children. Thematic analysis, a method applied in speech-language pathology abroad, was employed to obtain the results. The selected themes and the accompanying notions were characterised by diversity and multi-sidedness, which permits the conclusion on the holistic need to consider the subject of Polish–Swedish bilingualism in children.
Źródło:
Poradnik Językowy; 2023, 804, 5; 65-79
0551-5343
Pojawia się w:
Poradnik Językowy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developmental Tendencies of Articulation of Slit and Compact-slot Sounds in CCV-, -VCC- and -VCC Groups in the Pronunciation of Three-, Four- and Five-year-old Children
Tendencje rozwojowe artykulacji głosek szczelinowych i zwarto-szczelinowych w grupach CCV-, -VCC- oraz -VCC w wymowie dzieci trzy-, cztero- oraz pięcioletnich
Autorzy:
Binkuńska, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/667455.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
pronunciation of consonant groups
pronunciation of preschool children
speech development
Opis:
The pronunciation of consonant groups in three-, four-, and five-year-old children is an exponent of the acquired phonological competences. A genuine study has to consider the pronunciation of consonants characteristic of specific early stages of speech development. The element of phonetic neighborhood is also an important aspect, being a decisive feature for the final implementation of a specific consonantal connection. In the speech of preschool children, the implementation of consonant groups (CCV-, -VCC- and -VCC), in addition to the pronunciation consistent with the standard one, includes substitutions, reductions, assimilation, and other phenomena, for instance, epentesis. Moreover, there is the coexistence of several types of pronunciation violations of consonant clusters.
Źródło:
Logopedia Silesiana; 2019, 8; 137-175
2300-5246
2391-4297
Pojawia się w:
Logopedia Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INNOWACJE JĘZYKOWE W MOWIE DZIECI PRZEDSZKOLNYCH
LEXICAL INNOVATIONS IN THE SPEECH OF PRE-SCHOOL CHILDREN
Autorzy:
SIKORSKA, LUCYNA
Powiązania:
https://bibliotekanauki.pl/articles/460523.pdf
Data publikacji:
2018
Wydawca:
Państwowa Wyższa Szkoła Zawodowa w Chełmie
Tematy:
lexical innovation
neologism
analogy
language development in children
speech development in children
Opis:
The author discusses lexical innovations in children's speech, based on the data on word-building formations collected during direct observation of spontaneous speech of children aged 4 to 6. The object of the study is the methods and motivations used to create lexical innovations which come as new elements in children's speech, and have been created either as a result of insufficient awareness of the language norm or as a result of new linguistic associations.
Źródło:
Scientific Bulletin of Chełm - Section of Pedagogy; 2018, 1; 99-112
2084-6770
Pojawia się w:
Scientific Bulletin of Chełm - Section of Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Psychomotor Development of Children Attending Forest Kindergartens in Poland
Rozwój psychoruchowy dzieci uczęszczających do leśnych przedszkoli w Polsce
Autorzy:
Christ, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/26445589.pdf
Data publikacji:
2021
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
preschool education
forest kindergarten
psychomotor development
cognitive development
motor development
emotional development
speech development
Opis:
The article focuses on the topic of psychomotor development of children attending forest kindergartens. Other authors’ research findings, showing the influence of nature on the functioning of children, were presented as a background and a reference point to the results of my own research. The research carried out in the Czech Republic and Germany, whose results indicate the development of children from local forest kindergartens, are presented in greater detail. The central part of the article is the presentation of the resultsof own research concerning the psychomotor development of children attending forest kindergartens in Poland. The research demonstrates that children who attend the said forest kindergartens vary in terms of their psychomotor development, however, in most cases their development does not deviate from the indicative norm. Therefore, forest kindergartens create conditions for children’s proper psychomotor development.
Artykuł koncentruje się wokół tematu rozwoju psychoruchowego dzieci uczęszczających do leśnych przedszkoli. Jako tło i punkt odniesienia do wyników badań własnych zostały zaprezentowane wyniki badań innych autorów, ukazujące wpływ przyrody na funkcjonowanie dzieci. Szerzej przedstawiono wyniki badań przeprowadzonych w Czechach i Niemczech, ukazujących rozwój dzieci z tamtejszych leśnych przedszkoli. Centralną część tekstu stanowi prezentacja wyników badań własnych, dotyczących rozwoju psychoruchowego dzieci uczęszczających do leśnych przedszkoli w Polsce. Z badań wynika, że dzieci uczęszczające do leśnych przedszkoli w Polsce, które zostały objęte badaniem,  są zróżnicowane pod względem rozwoju psychoruchowego, jednak w większości przypadków ich rozwój nie odbiega od orientacyjnej normy. Leśne przedszkola stwarzają warunki do prawidłowego rozwoju psychoruchowego dzieci.
Źródło:
Chowanna; 2021, 2(57); 1-17
0137-706X
2353-9682
Pojawia się w:
Chowanna
Dostawca treści:
Biblioteka Nauki
Artykuł
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