PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Language Therapy”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 397 records · Page 22Linked to original sources
PubMedDate not supplied

Comparison of cross-language generalisation following speech therapy.

Little is known about the phonological development of children who acquire two languages sequentially in the preschool years. Some of these children will be referred for assessment of speech disorder. Distinguishing between delayed development due to the language learning environment and disorder is problematic in the absence of normative data on the typical phonological development of bilingual children. Another major issue concerns whether both languages require intervention, or only one because of generalisation to the other language. Treatment efficacy studies of 2 bilingual children are reported. The data indicate that different patterns of cross-language generalisation occur depending upon the deficit in the speech processing chain underlying the speech disorder.

Articulation Disorders↗
PubMed1988

Pharmacotherapy for aphasia.

Selected features of aphasia may reflect disruption of specific neurotransmitter systems. Pharmacotherapy focused on these aphasic symptoms may improve language performance following stroke. We attempted to restore speech fluency in a patient with long-standing transcortical motor aphasia by treating his symptoms of hesitancy and impaired initiation of speech with bromocriptine. During therapy his language performance improved substantially, due to reduced latency of response, decreased paraphasias, and increased naming ability. After cessation of drug therapy his language returned to baseline.

Aphasia↗
PubMed2006

The implications of RTI and EBP for SLPs: commentary on L. M. Justice.

PURPOSE: This commentary responds to Justice's article on response to intervention (RTI) and evidence-based practice (EBP) for reading instruction. The educational changes brought about by RTI and EBP provide an opportunity as well as a challenge for speech-language pathologists (SLPs) to make fundamental changes in service delivery. METHOD: In this article, I discuss how RTI will change who qualifies as reading disabled and who receives special reading instruction. I examine how RTI might change who qualifies and how they qualify for speech-language services. Finally, I consider what can be taken from EPB and RTI to improve speech-language service delivery. CONCLUSION: RTI has the potential to fundamentally change regular education and its interface with special education. If SLP clinicians, researchers, and policymakers recognize the possibilities, RTI could also significantly and positively impact educational speech-language pathology.

Child↗
PubMed2004

From the editor.

Explore the source record for details and available documents.

Certification↗
PubMed1983

Observed differences between direct, indirect, and direct/indirect videotaped supervisory conferences.

The purpose of the study was to determine whether supervisors and supervisees were able to observe differences in supervisory styles and whether or not the subjects' experience levels were related to the differences they observed. It investigated whether speech-language pathology supervisors, graduate student clinicians, and undergraduates rated differently their observations of direct, indirect, and direct/indirect supervisory behaviors in videotaped supervisory conferences. A modification of Smith's Individual Supervisory Conference Rating Scale served as the dependent measure. Under counterbalanced conditions, 30 supervisors, 30 graduates, and 30 undergraduates from six different universities each viewed one of the three videotapes and rated the level of occurrence of direct and indirect supervisory behaviors. Factor analysis results indicated that 14 of the 18 rating scale items could be used reliably to assess direct and indirect supervisory behaviors in the videotaped conferences. ANOVA results demonstrated that regardless of level of experience, subjects did observe differences between the direct, indirect, and direct/indirect conferences. Results of Tukey tests demonstrated that the direct conference observers' mean score accounted for the significant conference-style main effect 75% of the time.

Audiology↗
PubMed1991

Communication treatment for adults with dementia.

Intervention studies reporting improvements in communication skills in aging adults presumed to have dementia were identified and reviewed. Whereas the speech-language pathology journals have published only articles on the diagnosis and identification of communication deficits in adults with dementia, over 100 articles on treatments effecting changes in communicative deficiencies were found in psychology, social work, nursing, and gerontology journals. Much evidence supports the potential for positive outcomes from communication treatment with this population. Various design and methodological flaws, however, limit the extent to which these interventions should be applied without further research. Issues of ethics and social validity are discussed, and treatment and research needs are outlined.

Adult↗
PubMed1996

Systemic concepts in speech-language treatment.

While systemic concepts are well known in many professions, a systemic paradigm is relatively new to most speech-language pathologists. Five systems concepts that apply to current practices in speech-language pathology are described and illustrated. The concepts relate to the influences of context or environment, relationships, family structure, isomorphism, and the attribution of meaning.

Child, Preschool↗
PubMedDate not supplied

The number of therapeutic sessions in logopedic care: a description and analysis.

The aim of this study was (i) to describe the number of therapeutic sessions in logopedic care in the Netherlands and (ii) to analyse which factors determine the number of sessions. An analysis was performed on a data set of 517 patients who received logopedic treatment. Data concerning patient characteristics, medical diagnosis, logopedic diagnosis (in terms of impairments, disabilities and handicaps) and the number of sessions were available. The mean number of sessions was 17.2 (SD 10.7). In a multivariate analysis 19.4% of the total amount of variance in the number of sessions was explained; impairments were the only significant determinant. Language development impairments, aural impairments and impairments of auditory functions were associated with a relatively large number of sessions; impairments in reading and writing were associated with relatively few sessions. Recommendations for the design of future studies on the optimal number of sessions are derived from these findings.

Adolescent↗
PubMed1989

Changing approaches to communication training with autistic children.

The characteristic language deficit of autism affects many aspects of the child's functioning. Because of its pervasive nature and the implications for outcome, numerous attempts have been made to remediate problems in this area. However, the results of communication training with this group of children have not always been particularly encouraging. This review traces changes in approaches to language training over the last 25 years and recommends ways in which procedures might be improved to bring about more generalised benefits to autistic children.

Autistic Disorder↗
PubMed1998

Evaluation of facilitated communication.

Two case studies are presented to demonstrate the effectiveness of Facilitated Communication (FC). A wide variety of sources of data have been examined and consistent behaviour found within FC interactions. There are indications that changes in behaviour of both people resulted at least in part from the use of FC.

Adult↗
PubMed1992

Family-centered early intervention: an opportunity for creative practice in speech-language pathology.

Services for developmentally delayed children from birth to age three consider the family first. Eligibility for services is determined through a multidisciplinary assessment. Once a child qualifies for service, a multidisciplinary team that includes the family develops an IFSP. The SLP may serve as the service coordinator for the plan or as a team member. The plans must contain specific information that includes documentation of current status and major outcomes for the coming year. An SLP may find that contributing effectively to an IFSP requires new competencies. First, the SLP will need to learn to function in the family-centered, multidisciplinary process of early intervention. Second, the SLP may need to develop creative models to deliver effective service. SLPs can contribute valuable information to the IFSP by finding ways to activate daily life routines to promote a child's communication skills. SLPs can explore the child's life-space, including routines and partners, as a source of contexts for treatment. SLPs also can explore partner communication strategies, note their effects on the child's communication experiences, and recommend additional strategies for treatment. The case study illustrated an individual, home-based intervention program (Gillette, 1989; Lombardino and Magnan, 1983). Other service delivery models can include classroom-based approaches (Wilcox, Kouri, and Caswell, 1991); group parent training approaches (Weistuch, Lewis, and Sullivan, 1991; Cheseldine and McConkey, 1979); and video-assisted approaches (McConkey, 1988; Johnson and Harrison, 1990; Gillette, in press). Many SLPs may find that the process of early intervention with the birth-to-three population offers unique opportunities for practice in their profession. To function effectively in this process, the SLP needs communication-based information to promote the child's communication skills within his or her daily life and sensitivity with which to design a plan that considers the family first, yet meets the needs of the child. Although alternative models of delivering speech-language service have been explored, the process of early intervention will continue to require professionals who can creatively match family priorities with the child's intervention needs.

Child↗
PubMed2003

Clinical training of undergraduate communication pathology students in neonatal assessment and neonate-caregiver interaction in South Africa.

Developing an undergraduate clinical training module in Early Communication Intervention (ECI) that provides sufficient opportunity for students' learning experiences, and that allows contextually relevant and ethically accountable services to clients, as well as the dissemination of the latest scientific findings to both students and clients, poses a significant challenge. The article describes the development of a clinical training block and the development of an appropriate instrument for the assessment of neonatal communication skills that was used in this student practical. A qualitative research approach, employing a series of formative assessments, was used to refine the instrument. The results indicated changes in the content and use of the neonatal assessment instrument regarding the approach to infant and caregiver risk assessment; caregiver beliefs about neonatal capabilities; newborn state observation; caregiver training; language, cultural and age barriers; collaboration with nurses; kangaroo mother care; involvement of caregivers during the assessment; and adolescent mothers. The results confirmed the need for the ongoing refinement of an instrument to ensure quality training of students in the difficult field of neonatal assessments and neonate-caregiver interaction. The results also highlighted to the importance of initiating ECI services before birth in communities at risk for infant neglect and abuse, and the close relationship between ECI service delivery and student training.

Caregivers↗