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Undergraduates and educational speech language pathology | 199 Rev. CEFAC
2020
Purpose: this study aims to discuss speech language pathology graduates views about educational speech language pathology actions, as well to verify the knowledge and the theoretical and practical experiences acquired during their graduation course. Methods: 78 graduates from speech language therapy last year graduation course participated in this study. They belong to five Brazilian universities and answered a questionnaire with open questions about their formation emphathizing speech language pathology in the educational context. Results: most graduates students understand that their graduation courses propitiate knowledge about speech language pathology in the educational context, 27,63% related that this knowledge represent a clinical perspective and 14,47% of them related that they receive during the graduation course informations about a speech language pathology actuation that empathizes language and learning promotion. 43,59% mentioned that speech language pathology function...
Case study and its finalities for the speech and language clinic
2016
Results: a) a certain predilection for the single case studies but a clear tendency to study up to five cases compared to studies with larger numbers of subjects; b) regularity in one of the magazines, of the number of case reports published over the study period; progression in another and decrease in the other two; c) an hegemony of studies with children compared to other age groups; (e) balance between the number of case reports discussing diagnostic and those discussing intervention; (f) case reports that focused clinical procedures, those in which the diagnosis and therapeutic or intervention are associated occur in fewer. There was the need to critically analyze this finding, as far as Speech and Language Pathology, a clinical discipline, should avoid the separation of therapy and diagnosis. Clinical is a structure and as such, have their components in constant articulation so that the direction of intervention can be identified, described and explained.
Chapter Four: Acquired Speech Disorders
Communication Disorders, 2014
Previously intact speech production skills can become disordered in adults. An adult may sustain a head trauma in a road traffic accident, violent assault or fall. He or she may develop a brain tumour, sustain a stroke (or cerebrovascular accident) or acquire a cerebral infection (e.g. meningitis). In later life, adults may develop a neurological disorder like Parkinson's disease, multiple sclerosis or motor neurone disease. Malignant tumours or injuries may necessitate the surgical removal of all or part of an articulator (e.g. the tongue in glossectomy). Additionally, surgery may inadvertently result in damage to the network of nerves that innervate the speech musculature. A speech disorder is a common (though not inevitable) consequence of each of the events just described. If a speech disorder does result from the events described, its impact can be significant, affecting all aspects of an individual's personal, social and occupational functioning. It is in an effort to mitigate these adverse effects that speech and language therapists assess and treat the disorders that will be examined in this chapter. In order to do so effectively, however, they must understand the epidemiology, aetiology and clinical features of acquired speech disorders. While this chapter cannot give an exhaustive account of all acquired speech disorders along each of these parameters, it will nonetheless present the reader with a detailed introduction to this diverse group of communication disorders. In doing so, the reader will become aware of the complex considerations that must be countenanced by clinicians and therapists who are involved in the clinical management of adults with acquired speech disorders.
Typology of Speech Disfluency of Grade Ten Students of Samal National High School
International Journal of Theory and Application in Elementary and Secondary School Education
This research aimed to determine the common speech disfluencies of the Grade Ten students of Samal National High School. Specifically, this study aimed to discover and describe the typology of speech disfluencies of the tenth graders. The participants of this study are grade ten students from Samal National High School. Among the 100 extemporaneous speeches of the respondents, there were 25 purposively selected speeches which were subjected to analysis. The analysis revealed ten typologies of speech disfluencies committed in speeches. These are prolongation, blocks, interjection, repetition of words, repetition of a phrase, repetition of a syllable, restart, false start, code-switching, and stuttering. The possible causes of these disfluencies are mother tongue interference, lack of knowledge of the target language, hesitation, and low vocabulary. With these, language teachers should continuously find strategies to help the students overcome or at least lessen the identified speech ...
Speech and language development and disorders in children
Current Opinion in Pediatrics, 1990
Communication is the exchange of information using a socially accepted system of symbols and behaviors. Although humans communicate with gestures, posture, and facial expression, most human communication relies heavily on converting ideas into language that is written or spoken. Spoken communication is received by the listener through hearing. Language is a socially agreed on, rule-governed system of symbols that is used to represent ideas about the world. Language includes shared understanding of what words mean (semantics); the capacity to change words in systematic ways, such as adding ''s'' to the end of a noun to make it plural (morphology); and rules that govern word order in a sentence (syntax). 1 The use of language as a social tool (pragmatics) involves a complex set of rules about using eye contact, interpreting nonverbal messages together with words that may have a different literal meaning, structuring requests that are polite, and sustaining conversation topics. Language disorders are identified when a person has difficulty with expressive language (sharing his or her thoughts and ideas), receptive language (understanding what others say), or pragmatic language (the social use of language). 1 Speech is the oral means of communicating language. Speech is produced through the complex coordination of respiration and laryngeal, velopharyngeal, and articulatory movements. Respiration provides the air pressure to initiate sound production through vocal fold vibration at the larynx. Sound from the larynx together with airflow are then directed nasally or orally by the velopharynx and shaped by the other articulators (eg, tongue, lips, teeth, and jaw) to create speech sounds. When these sounds are sequenced together, listeners are able to recognize words and sentences. Speech production can be categorized into three main areas: voice, fluency, and speech intelligibility, which includes articulation and speech resonance. 1 Voice quality reflects the sound produced by the vocal folds, a function that is influenced by respiratory support. Fluency refers to the rhythm and rate of speech, whereas articulation refers
Exploring Language and Linguistics, 2015
Key terms: aphasia; cleft lip and palate; dysarthria; hearing loss; language disorder; laryngectomy; specific language impairment; speech disorder; speech and language therapy; verbal dyspraxia; voice disorder Preview: This chapter examines the many ways in which language and communication can break down in children and adults. These so-called communication disorders are usually the result of illness, disease and injury. These medical and traumatic events can compromise speech and language or the ability to produce voice, and have their onset in the developmental period or childhood, or adulthood and later life. You will be introduced to various stages in the communication cycle, and the specific disorders that result when these stages are disrupted. By locating disorders at different points in this cycle, you will see that quite different processes are involved in communication disorders. Several clinical distinctions that are integral to the study of communication disorders and to the work of speech and language therapists will be examined. They include the distinction between a receptive and an expressive language disorder, a developmental and an acquired communication disorder and an important clinical distinction between a speech disorder and a language disorder. You will then see how these disorders are manifested in children and adults through a discussion of speech, language and voice in two developmental and two acquired communication disorders: cleft lip and palate, and specific language impairment in children, and aphasia and
Speech and Communication Disorders: A Case Study as a Teaching Example of Lifelong Training for All, 2019
Speech and communication disorders are a category of special educational needs and can affect the evolution of the individual.The aim of this report is to present a case study as a teaching example.While studying this case, real or hypothetical examples, which reflect more general situations, are presented in order to analyze and investigate them thoroughly. The purpose of this is to provide alternative solutions to the emerging problems.The presentation of written case studies can become a really important part of the educational procedure.Case studies form the core of the recognition process and signify the end of a successful training.Moreover, case studies are an important element for lifelong training of both educators and therapists.A hypothetical case is presented in this report together with the symptomatology it shows. Furthermore,the diagnosis procedure and the way the problems of the specific student have been dealt with are presented.Finally, some basic conclusions are reached based on the information that has already been presented.