Cleft palate and speech. By Muriel E. Morley, M.Sc., F.C.S.T., Speech Therapist-in-Charge of the Speech Therapy Unit, the United Newcastle upon Type Teaching Hospitals. Fourth edition. 7 1/4 × 4 3/4 in. Pp. 271 + xx, with 86 illustrations. 1958. Edinburgh and London: E. & S. Livingstone Ltd. 27s. 6d

1958 ◽  
Vol 45 (194) ◽  
pp. 662-662
Keyword(s):  
Cleft Palate ◽  
Speech Therapy ◽  
Teaching Hospitals ◽  
Fourth Edition ◽  
Speech Therapist

ANALYSIS OF THE STRUCTURE AND DYNAMICS OF VERBAL FUNCTIONS FOR THE FIRST YEAR AFTER ISCHEMIC STROKE

2019 ◽  
pp. 19-23
Keyword(s):  
Ischemic Stroke ◽  
Speech Therapy ◽  
Positive Impact ◽  
Speech Disorders ◽  
First Year ◽  
Structure And Dynamics ◽  
Speech Therapist ◽  
Late Recovery ◽  
Verbal Functions ◽  
Stationary Period

The results of psycho-correction speech therapy are analyzed in dynamics in 78 patients with varying severity and various forms of speech disorders in the early and late recovery periods of ischemic stroke. The effectiveness of conducting classes during the stay of patients in a neurological hospital and the positive impact of these exercises in the inpatient period (outpatient classes, classes at home with a speech therapist and trained relatives) are shown. Patients who did not conduct speech recovery classes during the inter-stationary period showed a decrease in speech activity, in some even a negative dynamic.

Perceptual Speech Outcomes After Early Primary Palatal Repair in Ugandan Patients With Cleft Palate

2020 ◽  
pp. 105566562098024
Author(s):  
Kim Bettens ◽  
Laura Bruneel ◽  
Cassandra Alighieri ◽  
Daniel Sseremba ◽  
Duncan Musasizib ◽  
...  
Keyword(s):  
Cleft Palate ◽  
Cleft Lip ◽  
Speech Therapy ◽  
Cleft Lip And Palate ◽  
Control Group ◽  
English Speaking ◽  
And Gender ◽  
Early Primary ◽  
Velopharyngeal Function ◽  
Normal Speech

Objective: To provide speech outcomes of English-speaking Ugandan patients with a cleft palate with or without cleft lip (CP±L). Design: Prospective case–control study. Setting: Referral hospital for patients with cleft lip and palate in Uganda. Participants: Twenty-four English-speaking Ugandan children with a CP±L (15 boys, 9 girls, mean 8.4 years) who received palatal closure prior to 6 months of age and an age- and gender-matched control group of Ugandan children without cleft palate. Interventions: Comparison of speech outcomes of the patient and control group. Main Outcome Measures: Perceptual speech outcomes including articulation, resonance, speech understandability and acceptability, and velopharyngeal composite score (VPC-sum). Information regarding speech therapy, fistula rate, and secondary surgery. Results: Normal speech understandability was observed in 42% of the patients, and 38% were judged with normal speech acceptability. Only 16% showed compensatory articulation. Acceptable resonance was found in 71%, and 75% of the patients were judged perceptually to present with competent velopharyngeal function based on the VPC-sum. Additional speech intervention was recommended in 25% of the patients. Statistically significant differences for all these variables were still observed with the control children ( P < .05). Conclusions: Overall, acceptable speech outcomes were found after early primary palatal closure. Comparable or even better results were found in comparison with international benchmarks, especially regarding the presence of compensatory articulation. Whether this approach is transferable to Western countries is the subject for further research.

An Innovative Collaborative Treatment Model: The Community-Based Speech-Language Pathologist and Cleft Palate Team

2017 ◽  
Vol 54 (2) ◽  
pp. 242-244 ◽  
Author(s):  
Lynn Marty Grames ◽  
Mary Blount Stahl
Keyword(s):  
Cleft Palate ◽  
Continuing Education ◽  
Collaborative Care ◽  
Speech Therapy ◽  
Care Program ◽  
Speech Pathology ◽  
Treatment Model ◽  
Community Based ◽  
Speech Language Pathologist ◽  
Articulation Disorders

Problem Children with cleft-related articulation disorders receive ineffectual or inappropriate speech therapy locally due to lack of training and a disconnect between the team and local speech-language pathologists. Solution A collaborative care program that is billable for the team allows the local speech-language pathologist to earn continuing education units and facilitates effective local speech therapy. This program is the first of its kind, according to the American Speech-Language-Hearing Association Continuing Education Board for Speech Pathology.

Jak motywować rodzica do pracy z dzieckiem?

2021 ◽  
pp. 29-37
Author(s):  
Agnieszka Burchacka
Keyword(s):  
Speech Therapy ◽  
The Self ◽  
Professional Work ◽  
Self Evaluation ◽  
Parental Motivation ◽  
Speech Therapist ◽  
Additional Support ◽  
Motivation To Work

How to Motivate a Parent to Work with a Child? Each specialist (child therapist) in his professional work has certainly encountered a lack of motivation to work on the part of the parent. The caregiver’s lack of motivation and willingness to work particularly bothers a speech therapist at work. How can the therapy be supported based on cooperation with the parent? In this article, I will try to suggest what can contribute to better parental motivation, and thus more effective speech therapy work. In the text, I present research on the self-evaluation of parents in working with children. The publication also includes proprietary motivational tables, which may provide additional support in the work of a parent with a child and communication between the speech therapist and the child.

scholarly journals Teacher as an Amateur Speech Therapist – Current Knowledge in the Field of Speech Therapy Prevention in Kindergartens

2017 ◽  
Vol 7 (3) ◽  
pp. 122-128
Author(s):  
Jana Vašíková
Keyword(s):  
Speech Therapy ◽  
Current Knowledge ◽  
Pedagogical Practice ◽  
The South ◽  
Education Legislation ◽  
Nursery Schools ◽  
Written Form ◽  
Speech Therapist ◽  
Depth Interviews ◽  
Insufficient Knowledge

Abstract Introduction: In our paper, we focus mainly on defining the term of speech therapy prevention, on the anchoring of speech therapy prevention in the legislation and education, the teacher as an actor and direct mediator of the primary speech therapy prevention, and his competence. The research part describes the data obtained by in-depth interviews with teachers in nursery schools in the Zlín region. Methods: The empirical part of the study was conducted through a qualitative research. We have obtained research data via interviews with teachers from nursery schools in the Zlín Region. The data, after transcribing them into written form, were subsequently analysed and interpreted. Results: Based on the results of the research, we can identify one of the most significant categories in the survey of the method of implementation of speech therapy prevention in selected nursery schools in the South Moravian Region. It’s called “Teacher as an amateur speech therapist”. Within this category, we can also distinguish between three types of teachers: teacher - speech therapist, speech therapy assistant as a substitute of speech therapist, teacher - preventionist, and speech therapist. Discussion: What is the cause of this situation? Poor education? Legislation? Pedagogical practice? Limitations: The research was realized only in the South Moravian Region (CZ) and cannot be applied to the entire population. Conclusions: It is evident from the results of the research that some respondents have insufficient knowledge about the competences of individual actors in the speech therapy prevention process as well as about the realization of speech therapy prevention in kindergartens.

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