Relevant bibliographies by topics / Logopedist

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  2. Dissertations / Theses
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  5. Conference papers

Academic literature on the topic 'Logopedist'

Author: Grafiati
Published: 4 June 2025
Last updated: 14 July 2025

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Journal articles on the topic "Logopedist"

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Sheremet, Maria, Natalia Havrilova, Svitlana Fedorenko, et al. "Scientific, theoretical, and applied approaches to the formation of professional competencies in a speech therapist teacher." Actual problems of the correctional education (pedagogical sciences) 21 (July 3, 2023): 140–77. http://dx.doi.org/10.32626/2413-2578.2023-21.140-177.

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The article encompasses scientific-theoretical and applied approaches to developing professional competencies in a speech therapist teacher, considering contemporary trends in the evolution of professional standards and qualifications in Ukraine. It outlines the principal pathways in the development of the state standard for the training of specialists in the field of Special Education (according to nosologies) with specialization in 016.01 Logopedics. These pathways allow for commencing the work related to the substantiation of scientific-theoretical approaches to shaping the professional standard of a speech therapist teacher, based on a competency-based approach and the establishment of cooperation with employers. The objective of the professional activities of a speech therapist teacher is characterized. A generalized job title, "teacher-logopedist," is presented following the National Classifier of Professions, and names for typical positions are proposed, including "teacher-logopedist," "teacher-logopedist in inclusive education (under a labor contract)," and "specialist-consultant of the inclusive resource center." It is specified that the acquisition of professional qualifications takes place in higher education institutions, which are entities authorized by legislation for conferring/confirming and recognizing professional qualifications through the education and training of candidates at the first (bachelor's) and second (master's) levels of higher education in the field of Special Education, with specialization in 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy. It is noted that professional development leading to the attainment of such professional qualifications occurs in accordance with the current legislation: - The titles of "teacher-logopedist," "specialist of the 2nd category," and "teacher-logopedist," "specialist of the 1st category," are conferred by attestation commissions at educational institutions, district, and municipal education authorities. At the same time, the training is conducted at the first (bachelor's) level of higher education specializing in 016 Special Education, with a focus on 016.01 Logopedics within the field of knowledge 01 Education/Pedagogy. The preparation and training for these qualifications occur at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions. - The titles of "teacher-logopedist," "specialist of the highest category," "teacher-logopedist with the title of "senior teacher," and "teacher-logopedist with the title of "teacher-methodologist" are conferred by attestation commissions at educational institutions, regional education authorities, and attestation commissions at regional institutes of postgraduate education. The training for these qualifications is conducted at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions. - The title of "specialist-consultant of the inclusive resource center" is conferred by attestation commissions at regional institutes of postgraduate education. The training for this qualification is conducted at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions. The article also analyzes the job functions as an integral part of the work of a teacher-logopedist. It offers a provisional description of the job functions of a teacher-logopedist.
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Hercigonja Salamoni, Darija. "Notes on the History of Logopedics as the Science of Speech Therapy - Croatia in Relation to Europe and the World." Logopedija 13, no. 1 (2023): 39–48. http://dx.doi.org/10.31299/log.13.1.5.

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Komunikacija govorom isključivo je ljudska sposobnost. Čovjek se ne služi govorom jedino za sporazumijevanje, iako je evolucijom u tu svrhu vjerojatno nastao i s filogenetskoga i ontogenetskoga gledišta. Jezik je značajni čimbenik koji je ljudima pružio veliku prednost u preživljavanju. Logopediji je u središtu interesa čovjek kao biopsihosocijalno biće. Stoga logopediju, kao samostalnu znanstvenu disciplinu, karakterizira interdisciplinarnost. Studiji logopedije u svojim programima uključuju biomedicinske znanosti, psihologiju, lingvistiku, fonetiku, pedagogiju i dr. S obzirom na to da je logopedija interdisciplinarna znanost, u ovom je tekstu opisan razvoj disciplina koje utječu na logopediju kao znanost. Izrazito je važno i u javnom diskursu promovirati povijesno značajne događaje, osobe, ustanove kojima je logopedija u fokusu, i to postaviti u odnos s drugim znanstvenim disciplinama, raznim društvenim aspektima, te stvoriti poticajno okruženje za potpuno razumijevanje logopedske djelatnosti u Hrvatskoj.
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BODEA-HATEGAN, Carolina. "Editorial." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare IX, no. 1 (2023): 2–3. http://dx.doi.org/10.26744/rrttlc.2023.9.1.01.

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Articolele cuprinse în numărul I al Revistei Române de Terapia Tulburărilor de Limbaj și Comunicare-RRTTLC din anul 2023 sunt, în mare parte, extinderi, aprofundări ale unor materiale prezentate în cadrul Conferinței Naționale cu participare Internațională organizată de Departamentul de Psihopedagogie specială, Facultatea de Psihologie și Științe ale Educației, Universitatea Babeș-Bolyai, în parteneriat cu Asociația Specialiștilor în Terapia Tulburărilor de Limbaj din România-ASTTLR, Inspectoratul Școlar Județean Cluj și Casa Corpului Didactic Cluj, în data de 25 februarie 2023, eveniment științific intitulat Logopedia. direcții de cercetare științifică și modele de intervenție terapeutică/ speech and language therapy. scientific research approaches and therapeutic frameworks. Evenimentul s-a derulat cu sprijinul ESLA-European Speech and Language Therapy Associations. Pe lângă articolele în extenso ale unor materiale prezentate în cadrul conferinței, în acest număr vom include și abstractele materialelor prezentate. Notăm faptul că acest eveniment a reunit un număr semnificativ de specialiști din domeniul terapiei tulburărilor de limbaj și comunicare, în jur de aproximativ 600 participanți, iar lucrările conferinței s-au derulat pe parcursul unei zile. În acest număr al RRTTLC mai includem și alte articole, care nu au făcut obiectul prezentării în cadrul Conferinței științifice mai sus menționate. Volumul este deschis cu un material elaborat de Carolina Bodea Hațegan, Dorina Anca Talaș și Raluca Nicoleta TRIFU care aduce în prim plan specificul demersului logopedic derulat online Terapia logopedică în mediul online: specific și implicații, în condițiile în care, în urma experienței pandemice, telepractica logopedică începe să prindă din ce în ce mai mult teren. Articolul următor, elaborat de logoped Lăcrămioara Buzzo Reeducarea tulburărilor specifice de articulare a vorbirii determinate de dezechilibru muscular orofacial cu ajutorul terapiei logopedice miofuncționale este o variantă extinsă a materialului prezentat de autoare în cadrul conferinței, cu o tematică nevralgică în practica logopedică actuală, un material foarte apreciat de participanții la conferință, prin care autoarea aduce în prim plan practici logopedice concrete pentru antrenarea abilităților articulatorii, în contextul tulburării miofuncționale orofaciale. Ștefania Filip, autoarea celui de-al treilea articol cuprins în acest număr al RRTTLC - The identification process of students with speech-language impairment in South Carolina, prezintă, de asemenea, in extenso, materialul susținut în cadrul conferinței, un material care aduce în prim plan experiențe internaționale logopedice sub forma procedurilor, pe segmentul de depistare a copiilor cu tulburări de limbaj și comunicare. Mihaela Timpa ne propune un material foarte practic, intitulat Relația dintre procesarea fonologică și fluența în citire la elevii din ciclul primar, articol în care practicile consacrate la nivel de ASTTLR prin Proba de evaluare și antrenare a fluenței în citire-PEAFC sunt supuse cercetării. În data de 25 februarie se marchează Ziua Internațională a Implantului Cohlear, prin urmare, nu putea lipsi din cadrul conferinței lucrarea O perspectivă logopedică asupra tranziției către școlaritate a copilului cu implant cohlear, un material dedicat acestei problematici deosebite, care conturează în termeni foarte optimiști situația dizabilității auditive iar apoi acea prezentare a fost dezvoltată sub formă de articol, autorii fiind Ovidiu Tudorean și Alois Gherguț. Colega noastră Ioana Tufar continuă problematica dizabilității auditive, ca problematică specifică muncii logopedului, în articolul următor, punctând aspecte practice din sfera limbajului mimico-gestual, ca modalitate alternativă și augmentativă de comunicare - Limba semnelor: de la elementele de taxonomie la aspecte practice ale limbii semnelor române. O problematică distinctă, dar foarte importantă în contextul abordărilor logopedice este modul în care practica medicală influențează abordarea terapeutică, mai ales în situația în care domeniul logopedic din țara noastră este unul educațional ca formare și preponderent educațional ca practică contextualizată. În aceste condiții, considerăm abordarea prezentată de colegele noastre Ioana Mădălina Orian și Anamaria Rada Bereschi-Bene, sub forma articolului intitulat Influența protocolului de intervenție chirurgicală ales în cazul despicăturilor facio-labio-palatine asupra procesului de intervenție logopedică, ca fiind foarte potrivită și necesară specialiștilor din domeniul terapiei tulburărilor de limbaj și comunicare. Ultimul articol cuprins în acest volum al RRTTLC aduce în prim plan Relaţia dintre modalităṭile de tratare a informaṭiilor și potenṭialul de învăţare, subliniind importanța cunoașterii acestei relații de către specialiștii care conturează programe de intervenție personalizate atât în sfera educațională, cât și terapeutică, dar și de către toți cei care sunt implicați în actul educațional. Numărul actual din RRTTLC este un număr bogat în date științifice, cu implicații majore în sfera practicii logopedice, de care vă invităm să vă bucurați prin lectură.
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Been, H., M. van de Meent, G. van der Ree Doolaard, A. Rijken, and K. Reenders. "CVA-patiënten: goed verwijzen naar de eerstelijns logopedist." Huisarts en Wetenschap 50, no. 8 (2007): 598–601. http://dx.doi.org/10.1007/bf03085264.

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Kubasov, Alexander Vasilyevich, and Ol'ga Alekseevna Mikhaylova. "WHAT SPEECH THERAPISTS NEED TO KNOW ABOUT “THE LOGOPEDIST”." Special education, no. 4 (2019): 171–81. http://dx.doi.org/10.26170/sp19-04-14.

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Pluta-Wojciechowska, Danuta. "Transformacja logopedii czy logopedyczny butik, rabunek i błyskotki? Rekonesans zagadnień." Logopaedica Lodziensia, no. 10 (December 23, 2024): 11–22. https://doi.org/10.18778/2544-7238.10.01.

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Celem artykułu jest zwrócenie uwagi na niepokojące aspekty rozwoju logopedii. Tłem dla prowadzonych rozważań jest przedmiot logopedii oraz wynikająca z niego interdyscyplinarność tej nauki. W takim kontekście autorka opisuje niepokojące zjawiska, takie jak np. pomijanie przez logopedów zadań logopedycznych i przejmowanie metod innych specjalistów oraz przekraczanie swoich kompetencji. Skutkiem wymienionych zjawisk jest odchodzenie logopedów od logopedii i rozmywanie się granic pomiędzy logopedią i medycyną lub fizjoterapią, a także pojawienie się logopedów hybrydowych, czyli takich, których miejsce wśród innych specjalistów można określić jako „pomiędzy logopedią a fizjoterapią”.
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Demidova, A. P., V. N. Zinovieva, and L. S. Petrunina. "Specific interactions of the english language teacher and the logopedist when working with bilingual children." SHS Web of Conferences 87 (2020): 00043. http://dx.doi.org/10.1051/shsconf/20208700043.

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The article examines the specifics of the interaction between an English teacher and a speech therapist within the educational process; substantiated the specifics of constructing binary lessons; the peculiarity of the formation of knowledge assimilation by bilingual children in foreign language lessons is revealed.
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Buunk-Werkhoven, Yvonne. "Hoe kan de samenwerking tussen de mondhygiënist en andere paramedici (logopedist, diëtist, fysiotherapeut) vorm krijgen?" Mondhygienisten vademecum 10, no. 11 (2012): 1–3. http://dx.doi.org/10.1007/s12465-012-0014-5.

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Gacka, Ewa, and Irena Jaros. "Education of speech‑language therapists at University of Łódź – the history and present day." Logopaedica Lodziensia, no. 1 (December 30, 2017): 21–30. http://dx.doi.org/10.18778/2544-7238.01.03.

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Polish logopedics has been undergoing many dynamic changes, among others in the field of education of speech therapists. The article presents the history and present day of logopedic academic milieu in Łodź, in which the significant role has been played by the university.
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Abdumo'minova, Hulkar Bahromovna. "7-9 YOSHLI SEREBRAL FALAJLI(BSF) BOLALARNING BOSHLANG'ICH KO'NIKMALARINI LOGOPEDIK ISH JARAYONIDA SHAKLLANTIRISH." «Zamonaviy dunyoda innovatsion tadqiqotlar: Nazariya va amaliyot» nomli ilmiy, masofaviy, onlayn konferensiya 1, no. 25 (2022): 227–30. https://doi.org/10.5281/zenodo.7267152.

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Maqolada 7-9 yoshli serebral falajli(bsf) bolalarning boshlang'ich ko‘nikmalarini logopedik ish jarayonida shakllantirish mavzusi yuzasidan bazi fikrlar. Logopediya va psixo-diagnostik tajribalar borasida xulosalar keltirilgan. Ilmiy ishlar va amaliy tajribalar, o’yin va boshqa metodlar tahlil qilingan.
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Dissertations / Theses on the topic "Logopedist"

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Jönsson, Emma, and Anja Thorén. "Dysfagi : Omvårdnadspersonalens syn på samarbetet med logoped samt logopediska rekommendationer vid sväljningssvårigheter." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-77010.

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Dysfagi, sväljningssvårigheter, kan följa som sekundärt symptom till en annan sjukdom, exempelvis stroke. För att patienter med dysfagi ska få bästa möjliga vård är ett väl fungerande teamarbete av yttersta vikt. Det är logopeden som utför bedömning vid sväljningssvårigheter samt ger råd och rekommendationer. De teammedlemmar som har störst daglig kontakt med berörda patienter och som är närvarande i matningssituation är omvårdnadspersonal såsom sjuksköterskor och undersköterskor. Det åligger i många fall dem att mata patienter på ett säkert och tryggt sätt samt att även i övrigt följa de råd och rekommendationer som givits. Av tidigare utländska studier framgår att råd och rekommendationer av olika anledningar inte alltid efterföljs. Syftet med denna studie var att undersöka hur omvårdnadspersonalen på svenska vårdavdelningar ser på logopediska råd och rekommendationer gällande sväljningssvårigheter samt hur samarbetet med logoped upplevs fungera. Datainsamlingsmetod var fokusgruppsdiskussioner där sjuksköterskor (n=6) och undersköterskor (n=5) deltog. Dessa utfördes på två olika strokeavdelningar på sjukhus i södra Sverige. I studien framkom att deltagarna uppfattade samarbetet med logoped som givande. Råd och rekommendationer upplevdes generellt vara genomförbara men tidsbrist uppgavs vara den största orsaken till att de inte kunde efterföljas. I jämförelse de två avdelningarna emellan framkom att det på den avdelning där logopedresurs dagligen fanns att tillgå gick lättare att efterfölja råd och rekommendationer. På avdelningen där logoped endast fanns att tillgå två till tre dagar i veckan utgjorde tidsbrist ett stort problem, vilket resulterade i att råd och rekommendationer inte kunde efterföljas i samma utsträckning. Denna studie är enbart baserad på omvårdnadspersonalens upplevelser. I kommande studier skulle det därför vara intressant att även göra faktiska observationer ute på avdelningar samt undersöka hur logopeder uppfattar situationen.
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Bengtsson, Ida. "Utvärdering utav effekten av obturatbehandling vid restspalt/fistel hos barn med total läpp-, käk- och gomspalt." Thesis, Linköping University, Department of Clinical and Experimental Medicine, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15194.

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<p>On children born with a complete cleft lip and palate (CLP) the repair of the alveolar ridge doesn´t take place before the children are about ten years old. This results in that they have a residual cleft in the alveolar ridge during their early childhood. This residual cleft, and the oronasal fistulas that may appear after the repair of the hard palate, can result in a negative influence on the speech of the children. Thereby it may be necessary with cover for examplewith a palatal plate or an obturator. At the Department of Orthodontics, at Linköping University Hospital, Sweden, some of the children with CLP undergo treatment with sustained palatal fistula obturation in order to cover fistulas or residual clefts. The aim of this study was to evaluate which effect this treatment has on the speech of the children. Outcome measures used were speech and caregivers opinion of the treatment. Potential relevant background factors as fistula size and timing of the treatment were investigated. This study included medical records, recordings of the speech of the children and dental study models of the maxilla from eleven children which had received treatment with sustained palatal fistula obturation. The parents of the children answered a parental report. In the perceptual evaluations of the speech recordings the results indicated that the articulation was improved after treatment in 81.8 % of the children and that the most common types of articulation errors before and after the orthodontic treatment were weak pressure consonants and retraction of dental plosives. It also appeared to be a connection between the age at which the children first had their obturator and how the speech was influenced. Regarding the parents ten of a total of eleven parents reported an improvement of their children´s speech- and/or eating ability and all of the parents would choose to let their children undergo the treatment again if they had the opportunity to choose. Conclusions drawn from this study is that treatment with sustained palatal fistula obturation is an applicable method for children with fistulas/residual clefts since most treated children´s speech benefitted from it.</p>
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Cronberg, Marie, and Näs Gun Westman. "Perceptuell bedömning av tal före och efter svalglambåplastik hos patienter med velofarynxinsufficiens." Thesis, Linköping University, Department of Clinical and Experimental Medicine, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15635.

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<p>Velopharyngeal insufficiency may affect resonance, articulation and thus how speech is perceived by other listeners. Velopharyngeal insufficiency is frequently found in the cleft palate population due to structural abnormalities of the palate. The pharyngeal flap is the most commonly used operation designed to improve velopharyngeal function. The aim of the present study was to compare speech before and after pharyngeal flap surgery by perceptual evaluation regarding nasality, articulation and deviant speech. The study includes preoperative and postoperative speech samples of 28 patients who underwent pharyngeal flap surgery at the University Hospital in Linköping between 2002 and 2007. The speech samples were phonetically transcribed and analysed regarding nasality and articulation by the authors. For comparison of results, naïve listeners and graduate students of speech-language pathology rated speech deviances. Speech was evaluated as less hyper nasal and with less maladaptive patterns of articulation after surgery. Articulation with maladaptive patterns related to velopharyngeal insufficiency, especially weak articulation, decreased more than other misarticulations. Naïve listeners as well as speech language pathology students rated speech as being less deviant postoperatively. Naïve listeners rated speech as being more improved in comparison with speech language pathology students. The results indicate that pharyngeal flap surgery leads to less deviant speech as well as reduced hypernasality and misarticulation, which support other studies. Furthermore, the results indicate that speech pathology training may influence the perception of deviant speech. When assessing the outcome of speech enhancing surgery in future studies, the authors recommend adding the opinion of naïve listeners.</p><br><p>Velofarynxinsufficiens kan påverka talets resonans, artikulation och därmed hur talet uppfattas av omgivningen. Den vanligaste orsaken till velofarynxinsufficiens är någon form av medfödd missbildning i gommen. För att hjälpa patienter med velofarynxinsufficiens erbjuds talförbättrande operationer, där den vanligaste är svalglambåplastik. Syftet med föreliggande studie var att perceptuellt bedöma talet före och efter svalglambåplastik beträffande nasalitet, artikulation och grad av avvikelse samt jämföra två lyssnargruppers skattningar av talets grad av avvikelse. Studien gjordes utifrån preoperativa och postoperativa talinspelningar av 28 patienter som genomgått svalglambåplastik på Universitetssjukhuset i Linköping mellan 2002 och 2007. Talmaterialet transkriberades och analyserades av författarna beträffande nasalitet och artikulation. Patienternas tal bedömdes vara mindre hypernasalt och innehålla färre artikulationsavvikelser postoperativt. Artikulationsavvikelser direkt förknippade med velofarynxfunktion, främst tryckreducerad artikulation, minskade mer än andra artikulationsavvikelser. Lyssnargrupperna utgjordes av logopedstudenter respektive naiva lyssnare. Både logopedstudenter och naiva lyssnare bedömde att talets grad av avvikelse hade minskat efter kirurgi. De naiva lyssnarna upplevde en större förbättring än logopedstudenterna. Resultatet tyder på att svalglambåplastik ger ett mindre avvikande tal såväl som minskning av hypernasalitet och artikulationsavvikelser vilket överensstämmer med tidigare forskning. Föreliggande studie visar även att utbildning i analys av talavvikelser kan påverka upplevelsen av talets grad av avvikelse. Författarna förespråkar därför att utvärdering av talförbättrande kirurgi kompletteras med naiva lyssnares uppfattning i framtida studier.</p>
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Bergman, Elin, and Sofie Levander. "Återanvändning som kommunikativ resurs : En samtalsanalytisk studie av kommunikation med PECS hos en pojke med diagnosen autism." Thesis, Linköping University, Linköping University, Department of Clinical and Experimental Medicine, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15714.

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<p>Communicative recycling, to repeat utterances uttered by oneself or others, is a common phenomenon in all societies and languages. The talk of persons with autism often features recycling. The aim of this study was to identify different forms of recycling in communication involving a boy with autism and to describe its functions. Communication between the boy with autism, who used Picture Exchange Communication System (PECS) to communicate, and his parents and teachers was videotaped. The conversations took place in familiar settings, in the boy’s home and at his pre-school. The theoretical approach in the present study was Conversation Analysis (CA). The results provide further support for other studies in that recycling is an important interactional resource for children with limited linguistic capacities. The boy recycled the conversational frames taught in PECS and accommodated these to fit the context. The use of frames also enabled him to communicate with sentences. The transcribed examples exhibited diect as well as delayed recycling of other persons utterances made by the boy. The communicative recycling found in this study fulfilled all parts of the five-folded definition of functions presented by Tannen (1987): facilitating production and comprehension, creating a sense of connection, being a communicative resource enabling interaction and creating coherence as interpersonal involvement. The communicative recycling enabled the boy and his conversational partners to share communicative conventions. The use of recycling in conversations by people with autism may be a step towards a more generative use of language.</p>
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Henningsson, Ylva, and Sara Wennström. "Normering av nasaleringsvärden uppmätta med nasometer hos barn i fyra- till femårsåldern i Linköping." Thesis, Linköping University, Linköping University, Department of Clinical and Experimental Medicine, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15864.

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<p>The Nasometer is a non-invasive acoustic measuring instrument that quantifies the ratio ofnasal resonance in speech. It can be used as a complement to perceptual judgment of speech impediments, for example, in patients with cleft palate and velopharyngeal insufficiency. Inorder to determine if a nasalance score is abnormal, it must be compared to norm data. The main purpose of the study was to collect reference nasalance scores in children between fourand five years of age in Linköping. An additional objective was to compare the results tonorm data collected in Umeå. The participants were 52 children aged between 4:2 and 5:11.Scores were recorded with a Nasometer at the children’s preschools. The speech materialincluded oral words, oral sentences, oronasal sentences, nasal sentences and the syllablesequence “ma-ma-ma”. The mean nasalance score was 18.1 % for the oral words, 14.2 % forthe oral sentences, 28.9 % for the oronasal sentences, 53.1 % for the nasal sentences and 65.1% for the syllable sequence “ma-ma-ma”. Significantly higher nasalance scores were recordedin boys during oral word production (p < .05). The nasalance scores in children fromLinköping were significantly higher than those recorded in children from Umeå during oralword production (p < .05).</p><br><p>Nasometern är ett icke-invasivt akustiskt mätinstrument som kvantifierar andelen nasalresonans i tal. Den kan användas som komplement till perceptuell bedömning av talavvikelserhos patienter med till exempel gomspalt och velofarynxinsufficiens. För att kunna ta ställning till om ett nasaleringsvärde är avvikande måste det relateras till jämförbara normvärden. Studien syftade till att utföra en normering av nasaleringsvärden hos barn i fyra- till femårsåldern i Linköping. Vidare jämfördes resultatet med normvärden från Umeå. Deltagarna var 52 barn i åldrarna 4:2 – 5:11. Nasometermätningen utfördes på barnensförskolor. Talmaterialet innehöll ord utan nasala fonem, meningar utan nasala fonem, meningar med få nasala fonem, meningar med flera nasala fonem och en stavelsesekvens "ma-ma-ma". Medelvärdet för nasaleringsvärdet var 18,1 % för orden utan nasala fonem, 14,2% för meningarna utan nasala fonem, 28,9 % för meningarna med få nasala fonem och 53,1% för meningarna med flera nasala fonem och 65,1 % för stavelsesekvensen "ma-ma-ma". Pojkarna hade signifikant högre nasaleringsvärden än flickorna vid produktion av ord utannasala fonem (p < .05). Barnen i Linköping hade signifikant högre nasaleringsvärden änbarnen i Umeå vid produktion av ord utan nasala fonem (p < .05).</p>
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Kofoed, Brandt Signe. "Barnröstens förändring under dagen i en anpassad röstinspelning och spontantal : En experimentell studie av perceptuella och akustiska parametrar." Thesis, Linköping University, Linköping University, Department of Clinical and Experimental Medicine, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15869.

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<p>A controlled recording in a studio is the basis of all voice treatment. However, this controlled way of recording voice patients' voices can be questioned. The voice use may be different in a natural environment. In children noise related voice problems are investigated in a study about voice and its development (BUG – Child voice and noise). Children are exposed daily to high background noise at day-care centers. The aim of this study was to see how representative a controlled voice recording of children repeating short sentences is compared to their voice use in spontaneous speech in a natural environment. Furthermore, it was to examine changes over the day in perceptual and acoustic terms. Eleven five-year-old children were recorded three times during a day at day-care. The speech material consisted of sentences containing at least three words selected from the spontaneous speech, times three. The recordings were randomized and analyzed acoustically and evaluated perceptually by listeners naïve to the material. The results were compared to measures on the adapted sentences for the same children. No significant differences were found in the recordings during the day in the spontaneous speech, neither acoustically nor perceptually. Furthermore the statistic calculations indicate that the adapted sentences are representative of spontaneous speech according to measures of fundamental frequency and perturbation excluding the morning recordings and perceptually only for hyperfunction and for hoarseness but only at lunchtime. The other perceptual parameters were not representative at all. For the voices in the present study acoustic measures were more stable.</p><br><p>En kontrollerad inspelning i studio är grunden för all logopedisk röstbehandling. Detta sätt att kontrollerat spela in röstpatienters röster kan ifrågasättas. Röstanvändningen kan vara annorlunda i en naturlig miljö. Bullerrelaterade röstproblem hos barn studeras i en undersökning om rösten och röstutvecklingen hos barn (BUG -barnröstens utveckling och genusskillnader). Barn utsätts dagligen för höga bullernivåer på förskolan. Syftet med föreliggande studie är att undersöka hur representativ en anpassad röstinspelning är jämfört med röstanvändning i spontantal i en naturlig miljö hos barn. Vidare var syftet att undersöka om det finns en förändring över dagen i perceptuella och akustiska termer. Elva femåringar spelades in tre gånger under en dag på förskolan. Talmaterialet bestod av meningar bestående av minst tre ord, utvalt från spontantalet och kopierat tre gånger. Inspelningarna har randomiserats och analyserats akustiskt och perceptuellt av lyssnare som var naiva för materialet. Analyserna har jämförts med analyser gjorda på tillrättalagda meningar av samma barn. Resultatet visade att det inte kunde påvisas några signifikanta skillnader i inspelningarna över dagen i spontantalet, varken akustiskt eller perceptuellt. Vidare tyder de statistiska beräkningarna på att de anpassade meningarna är representativa för spontantalet gällande de akustiska måtten grundtonsfrekvens och perturbation (exklusive morgon) och de perceptuella bedömningarna av hyperfunktion. För heshet erhölls endast representativitet för lunchinspelningen. Övriga parametrar skiljde sig genomgående. För rösterna i föreliggande studie var de akustiska måtten mer stabila.</p>
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Fröman, Charlotta, and Berit Henricson. "Förberedande läpprundning hos personer som stammar : EMG-studier av stamning och flytande tal." Thesis, Uppsala universitet, Logopedi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-141441.

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Lindgren, Linnéa, and Kajsa Törneke. "Samtal vid middagsbordet i en trespråkig familj : Språkval i ett flerspråkigt sammanhang." Thesis, Uppsala universitet, Logopedi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-141520.

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Logopeder som träffar barn med språkstörning arbetar i hög grad med barnets hela familj. Specifik kunskap krävs då barnet och familjen är två- eller flerspråkiga. I denna fallstudie beskrivs språkanvändningen i en trespråkig familj som bor i Sverige. Den flamländsktalande modern och svensktalande fadern talade sina respektive modersmål med dottern Betty enligt språkstrategin one parent – one language (OPOL). Föräldrarna talade engelska sinsemellan. Data samlades in via videoinspelning, föräldraskattning och intervjuer. I den kvantitativa delen av studien undersöktes främst vilka språk som användes mellan familjemedlemmarna och i vilken grad kodväxling förekom. Den kvalitativa delen av studien fokuserade på föräldrarnas reflektioner om familjens trespråkighet ur ett individ-, familje- och samhällsperspektiv. Resultaten visade att föräldrarna följde sin språkstrategi väl och att kodväxling främst skedde föräldrarna emellan. Dottern följde strategin väl till fadern men till modern fanns betydande inslag av svenska. Tre teman som sammanfattar föräldrarnas reflektioner om flerspråkighet kunde urskiljas. Dessa var engelskans särställning i samhället, flamländska som minoritetsspråk samt språk som mått på integrering. Den logopediska relevansen diskuterades utifrån värdet av observationer på flerspråkiga barns interaktion med sina föräldrar vid bedömning, utökning av anamnes för flerspråkiga samt om logopeder bör rekommendera språkstrategier till flerspråkiga familjer.<br>Speech-language pathologists working with language impaired children often work with the child’s entire family. Specific knowledge is needed when the child and its family are bi- or multilingual. This case study describes the language use of a trilingual family living in Sweden. The Flemish speaking mother and the Swedish speaking father spoke their respective mother tongue with their daughter Betty in accordance with the language strategy one parent – one language (OPOL). The parents spoke English with each other. Data was collected by means of video recording, parental estimation and interview. The quantitative aspect of this study primarily examined what languages were used between different family members and to what extent code-switching occurred. The focus of the qualitative analysis was the parents’ reflections regarding the family’s trilingualism from an individual, family and societal perspective. The results showed that the parents followed their choice of language strategy well and that they code-switched mainly to each other and not to their daughter. Betty followed the strategy well to her father whereas she used a fair amount of Swedish to her mother. The parents’ reflections on multilingualism can be summarized in three themes. These were the unique position of English in society, Flemish as a minority language and language as a measure of integration. The clinical relevance was discussed in terms of the value of observing multilingual children interacting with their parents as a form of assessment, expanding the anamnesis for multilinguals and lastly whether speech-language pathologists should recommend language strategies to multilingual families.
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Arvidsson, Schloenzig Nina, and Isabelle Örneholm. "Att säga det med ord eller bild : En kvalitativ jämförande studie mellan talad kommunikation och kommunikation stöttad av samtalsmatta för personer med Multipel Skleros." Thesis, Linköpings universitet, Logopedi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-64469.

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MS, multipel skleros, är en neurologisk sjukdom som kan leda till kommunikationsrelaterade problem. Personer med MS kan därför tänkas vara i behov av olika former av kommunikationshjälpmedel. Samtalsmatta är ett visuellt och bildbaserat kommunikationshjälpmedel som avser att underlätta för personer att visa åsikter och göra val. Syftet med denna studie är att utreda samtalsmattans effekt på kommunikation med personer med MS. Frågeställningarna rör huruvida samtalseffektiviteten påverkas av samtalsmattan, vilka för- och nackdelar samtalsmattan kan ha jämfört med verbal kommunikation och hur deltagarna uppfattar användandet av samtalsmattan. För att utreda detta har en kvalitativ metod använts. Två personer med MS har deltagit i två samtal, ett med samtalsmatta och ett med endast verbal kommunikation. Samtalen har sedan utvärderats via bedömningsinstrumentet Effectiveness Framework of Functional Communication (EFFC) för att ge ett mått på samtalseffektivitet. Deltagarna har även genomgått en återkopplande intervju där de har fått beskriva sin upplevelse av de olika kommunikationsformerna. Resultatet för studien visade på högre samtalseffektivitet i de talade samtalen, vilket även var den kommunikationsform som deltagarna prefererade. I vidare analys framkom dock fördelar med samtalsmattan gällande att de samtalen blev mer strukturerade och centrerade till det aktuella samtalsämnet. I diskussionen berörs fördelar och nackdelar med strukturerade samtal. Struktur kan underlätta genom att ge en ram för samtalet, men kan samtidigt kännas begränsande för individen. Uppfattningen av samtal kan även påverkas av tidigare samtalsvanor och de förväntningar som samtalspartnern har på samtalet. Författarna drar slutsatsen att de som ämnar använda samtalsmatta kan nyttja de fördelar som en ökad struktur medför, men måste samtidigt vara medvetna om individens förväntningar och behov.
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Doorn, Jan van, and Fredrik Karlsson. "Influence of speech task and utterance length on the measurement of pitch variability in the speech of Parkinson's disease patients after deep brain stimulation." Umeå universitet, Logopedi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-73374.

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Parkinson’s disease (PD) affects patients voice characteristics, reducing pitch variability compared to normal controls (1,2). Previous reports have shown an increase in pitch variability due to deep brain stimulation (DBS) of the Subthalamic nucleus (STN) (3). For patients stimulated in caudal zona incerta (cZi), the results indicate no effect on pitch variability in a read speech task{Karlsson:2012jr}. The present study aimed at investigating the effects of speech task (spontaneous or read speech) and the lenght of the utterance on overall measures of pitch variability observed in DBS-treated patients. Ten patients treated with STN-DBS and ten patients treated with cZi-DBS were included in this prospective study. Utterances produced sponatenously and produced during readings of a standard passage were compared in terms of treatment effects in pitch variability due to STN-DBS and cZi-DBS (Stim OFF and Stim ON recordings made 1,5 hour apart, all in Med ON) 6 and 12 months after operation. The results indicate that pitch variability is affected differently by STN-DBS and cZi-DBS depending on speech task and utterance length. In short utterances (&lt;10 words), an increase in pitch variability is observed for both treatment groups and both speech tasks. For longer utterances, however, a more diverse effect of treatment and speech task is observed. The results therefore suggest that spech task and characteristics of thate utterance should be carefully considered when drawing conclusions on the overall effect of DBS on pitch variability. 1. Jiménez-Jiménez FJ, Gamboa J, Nieto A, Guerrero J, Ortí-Pareja M, Molina JA, et al. Acoustic voice analysis in untreated patients with Parkinson's disease. Parkinsonism Relat. Disord. 1997 Apr;3(2):111–6.  2. Holmes RJ, Oates JM, Phyland DJ, Hughes AJ. Voice characteristics in the progression of Parkinson’s disease. International Journal of Language &amp; Communication Disorders. 2000;35(3):407–18.  3. Dromey C, Kumar R, Lang AE, Lozano AM. An investigation of the effects of subthalamic nucleus stimulation on acoustic measures of voice. Mov. Disord. 2000;15(6):1132–8.<br>Intonation och rytm i talet hos personer med Parkinsons sjukdom - en longitudinell jämförelse mellan sjukdomens effekter och effekter av behandling
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Books on the topic "Logopedist"

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Jastrzebowska, Grazyna. Podstawy logopedii. Wyd-wo Uniw.Opolskiego, 1995.

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Klippi, Anu, and Kaisa Launonen, eds. Research in Logopedics. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690593.

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Kalf, Hanneke, and Joost de Beer. Evidence-based logopedie. Bohn Stafleu van Loghum, 2011. http://dx.doi.org/10.1007/978-90-313-7601-8.

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Vernero, Irene, and Oskar Schindler. Storia della logopedia. Springer Milan, 2012. http://dx.doi.org/10.1007/978-88-470-2053-5.

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ed, Garayzábal Elena, ed. Lingüística clínica y logopedia. Antonio Machado Libros, 2006.

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Paramonova, Li Łudmila. Logopedii Ła dli Ła vsekh. 4th ed. Piter, 2009.

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Nowaczyk, Małgorzata. Logopedia: Bibliografia do 2006 roku. Wydawn. Uniwersytetu Kardynała Stefana Wyszyńskiego, 2007.

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Baatenburg de Jong, R. J., Langeveld A. P. M, and Voerman M. S, eds. Praktische problemen in de logopedie/foniatrie. Boerhaave Commissie voor Postacademisch Onderwijs in de Geneeskunde, Leids Universitair Medisch Centrum, 1998.

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Italiani, Federazione Logopedisti. Il Core Competence e il Core Curriculum del logopedista. Springer-Verlag Milan, 2010.

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Socialstyrelsen, Sweden, ed. Kvalitetsutveckling inom logopedi: Litteratursammanställning och kartläggning. Socialstyrelsen, 1999.

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Book chapters on the topic "Logopedist"

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Kalf, J. G. "Logopedisch onderzoek." In Handboek Stem– Spraak– Taalpathologie. Bohn Stafleu van Loghum, 1999. http://dx.doi.org/10.1007/978-90-313-8642-0_144.

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Peters, H. F. M., R. Bastiaanse, J. Van Borsel, et al. "Logopedisch onderzoek." In Slikstoornissen. Bohn Stafleu van Loghum, 2014. http://dx.doi.org/10.1007/978-90-368-0802-6_5.

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Castagna, Laura Maria. "Il Codice Deontologico dei logopedisti." In Il Core Competence e il Core Curriculum del logopedista. Springer Milan, 2010. http://dx.doi.org/10.1007/978-88-470-1415-2_3.

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Vernero, Irene, and Oskar Schindler. "Gli antecedenti foniatrici-logopedici." In Storia della logopedia. Springer Milan, 2012. http://dx.doi.org/10.1007/978-88-470-2053-5_1.

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Vernero, Irene, and Oskar Schindler. "La logopedia in Europa." In Storia della logopedia. Springer Milan, 2012. http://dx.doi.org/10.1007/978-88-470-2053-5_5.

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Niskanen, Vesa A. "Concise Logopedics for SC Models." In Soft Computing Methods in Human Sciences. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-36421-4_3.

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Launonen, Kaisa, and Anu Klippi. "1. Challenges of Logopedics and Speech-Language Therapy in Finland." In Research in Logopedics, edited by Anu Klippi and Kaisa Launonen. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690593-002.

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Helasvuo, Marja-Liisa. "2. Aspects of the Structure of Finnish." In Research in Logopedics, edited by Anu Klippi and Kaisa Launonen. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690593-003.

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Huttunen, Kerttu, Leila Paavola, and Anne Suvanto. "3. Tests and Assessment Methods Currently Used and New Ones Desired by Finnish Speech and Language Therapists." In Research in Logopedics, edited by Anu Klippi and Kaisa Launonen. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690593-004.

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Kulju, Pirjo, and Tuula Savinainen-Makkonen. "4. Normal and Disordered Phonological Acquisition in Finnish." In Research in Logopedics, edited by Anu Klippi and Kaisa Launonen. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690593-005.

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Conference papers on the topic "Logopedist"

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Filatova, I. A., E. V. Karakulova, and O. V. Yugova. "Use of Information and Communication Technologies and Remote Forms of Speech Therapy Work in the Practice of a Logopedist." In 2nd International Scientific and Practical Conference on Digital Economy (ISCDE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.201205.020.

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Pérez Gil, Teresa, Claudia Lahiguera Luján, María José Bautista Pérez, Soraya Triguero Tarazona, Sheila Baguena Mancebo, and Dolores Ortíz Masía. "Aplicación de la metodología ApS en alumnos del Grado de Logopedia: intervención con personas de la tercera edad." In IN-RED 2018: IV Congreso Nacional de Innovación Educativa y Docencia en Red. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/inred2018.2018.8582.

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El aprendizaje-servicio (ApS) es una metodología que contribuye a la formación en valores y para la ciudadanía de los estudiantes universitarios, los cuales pueden adquirir un papel relevante en la construcción de una ciudadanía más digna, inclusiva, cohesionada y equitativa. El objetivo del proyecto es relacionar e integrar los objetivos curriculares de la asignatura “Neurología Clínica aplicada a la Logopedia” y los objetivos de servicio a la comunidad. La actividad propuesta consistió en que alumnos de 2º de Logopedia implementen la propedéutica clínica básica (anamnesis, exploración neurológica y cognitiva) en personas de la tercera edad, todo ello encuadrado en una actividad de aprendizaje-servicio. Cada una de las intervenciones fueron guiadas por alumnos colaboradores de 3º de Logopedia y por el profesor responsable de la asignatura. Las intervenciones fueron previamente revisadas, y practicadas en los seminarios prácticos. Una vez realizada la intervención, los alumnos realizaron informes con sus conclusiones, que fueron evaluadas por el profesor y los alumnos colaboradores.Aplicación de la metodología ApS en alumnos del Grado de Logopedia: intervención con personasde la tercera edad.2018, Universitat Politècnica de ValènciaCongreso IN-RED (2018)Palabras clave: logopedia, aprendizaje-servicio, tercera edad, propedéutica clínica, evaluación.
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CRIȘAN, Elena, and Valentina STRATAN. "The use of logopedix educational software in dyslalia therapy." In Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v1.21-22-03-2024.p368-373.

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The LOGOPEDIX educational software is a professional software dedicated to specialists in the therapy of language disorders. The program has a significant degree of interactivity and language training, taking into account the linguistic specificity of the Romanian language and is intended to correct some categories of language disorders frequently found in children: delay in language development, dyslalia, dyslexia. Computer-assisted logo-therapeutic intervention, through the attractive interface for children, maintains active attention, offers faster access to exercises, minimizes various disruptive influences (disinterest, fatigue, boredom etc.). By using LOGOPEDIX, children with language disorders have access to a multitude of exercise sets, but the role of the specialist is not diminished, as the supervision of the correct pronunciation of the phonemes remains the task of the speech therapist. LOGOPEDIX cannot represent a substitute for the specialist speech therapist, but as a mediating tool in speech therapy, it fulfills an important role from the perspective of relieving the speech therapist and the child with language disorders of a series of routine activities, with repetitive tasks, which risk acquiring a character unattractive and unmotivating, according to the progress in the therapeutic intervention.
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Malysheva, Ekaterina Viktorovna, and Ekaterina Sergeevna Teplyakova. "Correctional logopedic work in a distance format." In СПЕЦИАЛЬНОЕ ОБРАЗОВАНИЕ: МЕТОДОЛОГИЯ, ПРАКТИКА, ИССЛЕДОВАНИЯ. Ярославский государственный педагогический университет им. К.Д. Ушинского, 2021. http://dx.doi.org/10.20323/978-5-00089-251-4-2021-114-120.

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Malysheva, Ekaterina V., and Ekaterina S. Teplyakova. "Correctional logopedic work in a distance format." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-114-120.

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The authors of the article prove that remote forms of conducting speech therapy classes greatly simplify the process of interpersonal communication, eliminate many problems of a psychological nature. The authors analyze the need to transform the work of a speech therapist, rebuild the usual course of classes, taking into account the requirements of the time, quickly respond to a changing situation, maximizing positive opportunities from remote work to help children with speech disorders.
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Popovici, Doru vlad, and Dorina Ardeleanu. "RESULTS FROM INTEGRATING THE "LOGOPEDIX" SOFTWARE PROGRAM IN THE SPEECH-LANGUAGE THERAPY." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-240.

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The high incidence of speech-language disorders among children with intellectual disability prompted us to seek new ways to improve the language and speech therapy, turning to the best account the latest available digital resources, by developing an original intervention program. The aim of this action research study was to assess the positive impact of the "Logopedix" software application towards meeting the speech-language therapy objectives and towards improving certain aspects of psychomotricity. The 40 participating elementary school children with intellectual disability, aged between 7 and 10, randomly selected from a Bucharest school for children with special needs, were divided into 2 groups with a homogenous distribution based on an initial evaluation. Throughout the 2012-2013 schoolyear, we subjected the two groups to a complex speech-language intervention program. We used the technology-enhanced approach for the experimental group (employing the "Logopedix" software program), and the clasical approach for the control group. We verified three research questions (research assumptions/hypotheses). The first one refers to the asumption that integrating the "Logopedix" software program within the speech-language therapy yields significantly better results than the "classical" speech-language therapy. The second one concerns the improvement of certain aspects of the fine motor skills (manual dexterity). The third one refers to the spatial awareness (telling left and right). The results of the final evaluation partially confirmed (partially ascertained) the first research question/hypotesis and fully confirmed (fully ascertained) the second and third ones. Therefore, we consider the "Logopedix" software program as a valuable assistive speech-language therapy instrument for the elementary school children with intellectual disability, within its defined limitations. Doru-Vlad Popovici, ph.D, is a university professor at the University of Bucharest, Faculty of Psychology and Educational Sciences, where he functions as Director (Chair), Department of Special Education, and as Director, Psychopedagogy of the inclusive school Master Programme Dorina Ardeleanu is a special education teacher (speech-language therapist) at the School Nr. 5 for Children with Special Needs, Bucharest. With a bachelor's degree in Psychology from the LB University of Sibiu-Hermannstadt and a master's degree in Speech-Language Therapy from the University of Bucharest
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Sivakova, Vania, George Totkov, and Dimitar Blagoev. "Phonetic database for automated generating of logopedic exercises." In the 12th International Conference. ACM Press, 2011. http://dx.doi.org/10.1145/2023607.2023700.

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8

Domagała, Aneta, and Urszula Mirecka. "THE PROBLEMS OF DEVELOPMENTAL DYSLEXIA IN LOGOPEDIC EDUCATION IN POLAND." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2263.

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Abzanova, E., and D. Rybakov. "FEATURES OF REMOTE LOGOPEDIC WORK WITH STUDENTS WITH INTELLECTUAL DISABILITIES." In Международная национальная научно-практическая конференция "Педагогическая наука и педагогическое образование в классическом университете (с проведением школы молодого педагога в классическом вузе)". Baskir State University, 2021. http://dx.doi.org/10.33184/pnpoku-2021-11-26.10.

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Pilimonova, E. A. "Health-saving technologies in corrective-logopedic work with children with HIA." In All-Russian scientific-practical conference of young scientists, graduate students and students. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-148.

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