This article aims to emphasize the developmental characteristics of language in preschool children. It contains some important examples of digital resources that are useful in speech therapy. The study sample consisted of 20 preschoolers, aged between 5-6 years, from a kindergarten. The evaluation was performed using the curriculum Talk. Then was implemented a speech intervention program that includes learning games developed by using different digital resources. For the final evaluation the same assessment tool.
Early intervention (EI) services for hearing-impaired (HI)/ Deaf children are provided through a process of collaboration, understanding and respect between the professionals and the families. They work together to build an intervention plan which will allow the hearing-impaired/ Deaf child to access functional communication and optimal auditory, verbal, cognitive, social and emotional development. The paper presents in the first part specific aspects concerning early intervention for hearing-impaired/ Deaf children, illustrating the variety of situations regarding hearing loss, health, associated disabilities, types of families, and communication options and needs. The second part focuses on specific objectives in EI programs highlighting good practices in promoting their quality: access to specialists working in interdisciplinary teams, access to specialists who have knowledge and competencies to work with HI/ Deaf children, optimizing child development and the well-being of the family, supporting and promoting best results in all developmental areas, supporting families in their choice of communication for their HI/Deaf child, monitoring and assessment activities, active family involvement and support systems options for the families
This article investigates the particularities of oral language development (phonetic-phonological, morphological, semantic, and syntactic aspects) in students with intellectual disability (ID). Intellectual Disability is characterized by significant limitations in both cognitive function and adaptive behavior (conceptual, social, and practical skills), with an onset before the age of 18. The psychopedagogical profile of these students is often marked by a reduced vocabulary, slow intellectual development, a tendency toward concrete thinking.The study involved four students from the „Rudolf Steiner” Inclusive Education School Center in Hunedoara. A comprehensive methodological approach was used, including the „Pași prin lumea sunetelor” App for articulation , the T50 Technique , the Words Eminus Platform (for lexical, phonological, and morphosyntactic skills) , the Alice Descoeudres Test for determining the psychological age of language , the Phonological Processing Test (ASTTLR) , and the Mean Length of Utterance (MLU) analysis. The results confirmed significant developmental delays, with participants exhibiting a psychological language age much lower than their chronological age. Articulation difficulties were particularly noted with fricative and affricate consonants. Lexical and semantic deficits were reflected in a limited active vocabulary, especially for abstract concepts, and a slow retrieval of labels. Syntactically, while MLU scores ranged from 5.38 to 6.42 morphemes, indicating some ability to use morphological structures, speech production often contained short, concrete sentences and grammatical inaccuracies. In conclusion, the study highlights the complexity of linguistic profiles in the context of Intellectual Disability and emphasizes the need for specialized, corrective-compensatory interventions to improve functional language abilities and social integration.
Virtual Reality (VR) represents an emerging technology with significant potential in the field of speech therapy. Through interactive and controlled digital environments, VR enables the creation of diverse therapeutic contexts that can be adapted to the individual needs of patients. This paper aims to highlight how virtual reality can support speech therapy interventions for both children and adults, while also providing an overview of the benefits and limitations of this technology.
This report examines the longitudinal speech therapy approach for Smith-Magenis Syndrome (SMS), a rare genetic disorder caused by RAI1 gene deletion/mutation (17p11.2). SMS impacts cognition, behavior, sleep, and motor functions, requiring a multidisciplinary intervention. The case study of M., a 7-year-old girl, highlights significant articulation, literacy, and emotional progress through targeted speech therapy, motor training, and cognitive support. Despite persistent writing and pronunciation challenges, therapy improved communication, academic performance, and self-confidence. The findings stress the importance of early and structured intervention for SMS patients.
This paper aims to provide theoretical documentation of observations from professional practice related to the fact that there is a link between poor language skills, attention deficit, and prolonged exposure to screens. Based on a theoretical review of the literature, relationships between attention and language were identified, due to the fact that there are parts of the brain that have functions related to both attention and language.
This research examines the effectiveness of a comprehensive speech therapy program in correcting pronunciation disorders in preschool children. It explores the link between orofacial myofunctional disorders and articulation difficulties, highlighting the impact of harmful habits and ENT issues on language. Through an interdisciplinary approach that integrates myofunctional therapy with specific speech techniques, the study demonstrates that early intervention speeds up recovery and improves communication. The conclusions emphasize the need for collaboration between speech therapists, orthodontists, and ENT specialists for effective, personalized intervention.
In this paper, the emphasis was placed on building a „Program for the Development of Morphological Acquisitions for Students with Hearing Impairments” in the secondary school cycle, which would allow the investigation of morphological category reception skills among children with hearing disabilities, being a good material for identifying learning difficulties. In this research, individual studies were relevant because they represent experiences that correctly illustrate the investigations done.
The neuropsychological and cognitivist theories of developmental dyscalculia. This article synthesizes, on the one hand, the theoretical and empirical neuropsychological theories concerning developmental dyscalculia. The several forms of cognitive numerical representation are defined, and the roles the various forms of numerical processing and problem solving are considered. The focus is on subtypes of children with developmental dyscalculia and on particular patterns of academic deficits. The evolution of children’s production (patterns of correct responses and errors) is interpreted through the model of number and calculation processing developed by neuropsychology models for development of arithmetical abilities.
The development of language competence, of verbal skills and the enhancement of verbal communication in children with intellectual disabilities that leads to school and social inclusion requires a complex approach. Expressive language in children with intellectual disabilities is significantly related to verbal comprehension, to vocabulary, and also to the language difficulties of those children and to their early involvement in intervention programs. The present study is focused on the use of a music therapy program for five students with intellectual disabilities, communication difficulties and behavior disorders due to different causes, aged between 11 and 12. Measures before and after the implementation of the program were used to assess the psychological age of language and auditive understanding of language, the results showing significant improvements of verbal and non-verbal communication, the students proving in the same time a greater desire to interact with peers. As a result, students also acquired a greater ability of using gestures, mimics and other forms of non-verbal communication.
The developmental dyscalculia diagnosis and remedial interventions. This article synthesizes the various models of developmental dyscalculia diagnosis and the cognitive determinants of mathematical difficulties, the remediation strategies and the cognitive remedial programs for primary school children with learning disabilities in arithmetics and mathematics. The focus is on particular patterns of academic deficits, educational assessment and remedial intervention programs for development of arithmetical abilities.
Neurological Music Therapy (NMT), as a model of music therapy identifies techniques that have been incorporated into medical settings. Thaut and Hoemberg (2014) describe NMT as the use of standardized treatment techniques as interventions that are founded on scientific research. The techniques of NMT provide the therapeutic application of music to cognitive, sensory, and motor dysfunctions used as a method to treat neurological diseases. The present study is focused on the use of neurological music therapy to enhance language development and to improve cognitive functioning and motor skills. The study is quite new for the Romanian literature, due to the fact that the techniques included in neurological music therapy have not been used for children with ASD. Our group consisted of two preschool children diagnosed with ASD, for whom we applied the Isolated Sounds Assessment Sheet, the Portage Test, and the Musical Communicative Rating Form before and after the implementation of the music therapy program. At the same time, the children were observed during all the therapy sessions. The results confirm our assumptions, the level of development of the linguistic area will be significantly higher, as well as the articulatory skill level and the cognitive and sensory-motor level, at the end of the study.
This paper investigates the relationship between early feeding and oral behaviors in infants and the risk of developing a high-arched (gothic) hard palate — a deformity frequently associated with prolonged habits such as pacifier use or thumb sucking. The study was conducted on a sample of 41 children, using a quantitative, non-experimental research design, including both correlational and differential analyses. Data included the duration of breastfeeding, pacifier use, and thumb sucking, analyzed using JASP software. Spearman’s correlation revealed significant positive relationships between pacifier use and thumb sucking with the degree of palatal deformation, and a negative relationship with breastfeeding duration. No significant gender differences were identified. The results underline the importance of early monitoring of oral behaviors to prevent orofacial malformations.
This research paper aims to evaluate the effectiveness of methods based on graphic organizers in the development of communication skills of students with hearing disabilities, namely in functional communication, verbal interactions, receptive language and expressive language. Starting from the general objective of the paper, which is to evaluate the formative role of graphic organizer-based methods in the development of communication skills of students hearing disabilities, I aimed to select a series of graphic organizers used in interactive teaching methods, to integrate them in specific activities of complex and integrated educational therapy and to evaluate the results obtained by the children as a result of the intervention.
The present research aims to highlight the impact of using innovative educational resources — the creative game Story Cubes and the digital application Story Spark — on the development of narrative skills in students with hearing impairments. The study included three students aged between 9 and 10, diagnosed with varying degrees of sensorineural hearing loss and coming from different family backgrounds. The methodology involved an initial assessment of narrative competences, an intervention phase based on playful-educational activities, and a final evaluation of progress. The results revealed significant improvements in the coherence and complexity of utterances, the correct use of grammatical structures, vocabulary expansion, and enhanced narrative creativity. The students demonstrated increased engagement and motivation in the storytelling process, while the integration of digital tools supported their transition from passive listeners to active content creators. The study’s conclusions emphasize the value of using interactive and playful educational resources in language development for children with hearing impairments, highlighting the role of pedagogical innovation in shaping communicative, cognitive, and socio-emotional competence
The study examines the role of the Color Semantic method in enhancing syntagmatic, grammatical, and discursive skills in children with Autism Spectrum Disorder (ASD). By applying this method, the research aims to reduce echolalia and expand both active and passive vocabulary. The theoretical framework includes an overview of ASD, its characteristics, prevalence, and impact on communication, as well as key diagnostic criteria. It also explores language development theories, highlighting the influence of phonology, semantics, syntax, and pragmatics. Further, the study delves into language disorders in ASD, discussing difficulties in semantic integration, oral narrative production, and social communication. It emphasizes the importance of early intervention in improving social skills such as shared attention and eye contact. Various speech therapy interventions are presented, including traditional approaches like articulatory therapy and modern methods such as Alternative and Augmentative Communication (AAC) and Applied Behavior Analysis (ABA). The Color Semantic method is highlighted for its structured approach in language therapy. The practical research focuses on a single-subject qualitative study to assess the effectiveness of the Color Semantic method in enhancing expressive and receptive language skills. The findings indicate significant improvements in sentence structure, vocabulary use, and reduced echolalia. The final chapter outlines key conclusions, practical recommendations for speech therapy, and study limitations, emphasizing the need for further research to validate these findings across a broader population.
The learning process represents a complex experience and children often encounter diverse difficulties and specific challenges. For children with intellectual disabilities these difficulties may range from mild to severe and can manifest either temporarily or persistently affecting different developmental areas. Special education teachers must be prepared to implement specific models of educational support which are personalized for each SEN student. According to their level of reading, students with mild and moderate intellectual disability develop individualized approaches towards the written text, using either phonological or orthographical strategies depending on their decoding skills. Reading comprehension is an active process shaped by the interaction between the reader’s abilities and the complexity of the text. Objectives of the study: (1)To adapt the Cube Teaching Method and the Lotus Blossom Method for students with mild and moderate intellectual disabilities, with the aim of implementing these approaches in reading instruction. (2) To assess reading comprehension across four texts taught using these methods and to compare the results in order to identify potential differences in effectiveness between the two approaches. Results: Both adapted methods were effective in enhancing reading comprehension. The Cube Teaching Method yielded slightly higher scores, particularly in recalling text details and constructing accurate sentences.
This study examines the effectiveness of augmentative methods and graphic organizers in the development of language in students with Autism Spectrum Disorder (ASD). By applying a new method , the narrative quadrant , alongside visual and verbal support, a significant improvement was observed in the students’ ability to reproduce sentences from a story. The results suggest that integrating these tools, supports oral expression and narrative comprehension in students with ASD.
Reactive attachment disorder shows variations in the development of children’s early language and communication skills, difficulty forming attachments, inability to form relationships with others. Forming the ability to develop and use language is a challenge in the therapeutic process of the child with reactive attachment disorder. Forming a secure attachment to the caregiver and creating a therapeutic bond is essential in the intervention. The aim of the present longitudinal case study is to outline the developmental language profile of children with reactive attachment disorder. One single case was assessed at age 3 and a differential diagnosis with ASD was made. Several interim assessments were conducted to assess language and social interaction through play. The final evaluation tracks the areas of development in which progress was made and the language components acquired by attaining the objectives proposed in the intervention plan.
The paper presents a case study of a first-grade student who participated in the Kumon Mathematics and Kumon English programs from April 2024 to March 2025. The first part of the paper introduces the Kumon method and reviews several studies on its effectiveness, while the second part details the progress made by the student, D.B., in both English and mathematics. The conclusions summarize the benefits of the Kumon method in this particular case.
