舌癌术后语言功能训练及效果评价

目的　提高舌癌术后患者的语音清晰度 ,从而提高患者的生活质量。方法　利用“汉语语音普通话测试字表”作为对患者语音清晰度的检测标准。对 13例舌癌术后患者进行较系统的语音训练 ,采用集中时间进行舌功能训练、纠正异常发音、练习困难发音 ,并对被训练患者语音清晰度的检测及训练前后录音对比。结果　 13例患者经过 1个疗程 (1个月 )的训练 ,语音清晰度从平均 5 6 .9%提高到 91.4 % ,平均提高了 34.4 %。结论　通过系统、集中地对舌癌术后患者进行语音功能训练 ,能在较短时间内达到提高语音清晰度 ,改善了因手术造成的语音功能障碍。     

腭裂术后48例语音训练分析

目的：提高腭裂术后患者的汉语语音清晰度。方法：对48例腭裂术后患者进行早期系统的语音训练，包括训练前后语音清晰度测试评估，调节发音气流及语音序列训练（单音-音节-词组-短句-短文-语速）等。结果：全部患者的语音清晰度由训练前的49．3％提高到训练后的96．5％，平均提高47．2％，经t检验，P〈0．001，差异具有极其显著性。结论：早期语音康复指导可纠正患者不良发音习惯，提高语音清晰度改善其语音功能，可明显提高患者的语言交流能力。     

舌癌术后语言功能训练及效果评价

目的 提高舌癌术后患者的语音清晰度，从而提高患者的生活质量。方法 利用“汉语语音普通话测试字表”作为对患者语音清晰度的检测标准。对13例舌癌术后患者进行较系统的语音训练，采用集中时间进行舌功能训练、纠正异常发音、练习困难发音，并对被训练患者语音清晰度的检测及训练前后录音对比。结果 13例患者经过1个疗程(1个月)的训练，语音清晰度从平均56．9％提高到91．4％，平均提高了34．4％。结论 通过系统、集中地对舌癌术后患者进行语音功能训练，能在较短时问内达到提高语音清晰度，改善了因手术造成的语音功能障碍。     

腭裂患者术后语言训练的效果观察

目的 探讨腭裂患者术后采取语言训练的效果.方法 对40例腭裂患者术后给予系统的语言训练,于训练前及训练3个月后采用“汉语语音清晰度测试字表”进行语音清晰度评价.结果 训练后患者的语音清晰度较训练前明显提高,两者比较差异有统计学意义(P＜0.01).结论 对腭裂术后患者采用语言训练能明显地改善患者语言状况.     

腭裂修复术后566例语音训练

自2003年1月以来,我们对566例腭裂患者行手术治疗,并给予系统的语音训练,效果满意.现报告如下. 1 临床资料 本组566例,男299例,女267例;4～26岁,平均8.21岁,其中4～7岁304例,7～12岁190例,12～26岁72例.均为腭裂修复术后腭咽闭合功能良好患者.经筛选无智障者,其中18例有轻度耳聋,语音训练在术后6周进行,分别于语音训练前后采用"汉语语音清晰度测试字表"进行测试,并经相同的两位语音治疗师审听后,计算出语音清晰度的百分比,进而对患者语音训练前后的发音情况做比较.     

腭裂术后语音训练方法的探讨

目的探讨患儿腭裂术后语音训练方法。方法通过对腭裂术后的患儿及家长以个体健康教育辅导语音训练的形式,根据每个患儿发音的不同特点,采用代偿性语音习惯矫正法、会厌闭合音矫正法和下颌异常前伸矫正训练法围绕汉语中重点几个不同辅音,有计划,循序渐进逐步完成从辅音→音节→词组→短句→自然交流或对话的语音训练。结果32例不同年龄阶段的患儿通过个体语音训练辅导后,语言清晰度提高有效率达96%,15例基本恢复正常语言,16例语音训练有效,1例无效。结论通过三种语音训练方法,能在较短时间里达到提高语音清晰度,改变语音的功能。     

腭裂患者术后语音康复训练

目的：提高腭裂患者术后语音清晰度。方法： 在腭咽闭合功能和唇舌肌运动功能训练之后, 采用字母发音训练、单字拼音训练及词组、短句、短文训练的方法,对１６ 名患者进行０．５ａ 以上的系统训练。结果：１６ 例患者的语音清晰度由训练前的４９．６％ 提高到９０．５％ ,平均提高４０．９％ ,经ｔ 检验,具有极显著差异（Ｐ＜ ０．０００５）。结论：腭裂患者术后经语音训练,其语音清晰度及会话能力会得到较大程度的提高, 可接近正常人水平。     

系统性出院指导对腭裂整复术患儿语音治疗依从性的影响

目的:探讨系统性出院指导对腭裂整复术患儿语音治疗依从性的影响.方法:将110例腭裂整复术患儿按手术时间分为对照组50例和实验组60例,对照组给予常规出院指导,实验组患儿及家属给予系统性出院指导,语音治疗6个月后,比较两组语音治疗依从性和效果.结果:实验组语音治疗依从性高于对照组(P<0.01),实验组语音治疗效果优于对照组(P<0.01).结论:系统性出院指导可增强腭裂整复术患儿及家属对疾病知识的理解,提高语音治疗依从性,明显改善腭裂患儿的语音功能.     

腭裂术后语音治疗及护理

先天性腭裂出生后就有功能障碍，修复术的最终目的是为了获得良好的腭咽闭合功能，为正常语音创造条件。目前使腭裂患者消除语音障碍，是护理人员在腭裂术后配合语音治疗研究的热点之一。作者阐述了语音治疗的必要性、时机选择、治疗方法、语音训练中护理的新观点     

语音康复训练在腭裂术后患者中的应用

2002年以来,我们对部分腭裂术后患者进行了语音康复训练,效果满意。现报告如下。1资料与方法1.1临床资料本组11例,男6例,女5例,4~8岁。智力正常,无听力障碍。均为腭裂成形术后,腭咽闭合功能良好患者,进行语音治疗,训练时间在术后2个月以后进行。1.2方法1.2.1先根据“汉语语音测     

腭裂术后患儿言语治疗的效果观察

目的观察言语治疗对腭裂术后患儿构音障碍恢复的效果。方法对28例腭裂术后患儿于术后4周开始进行言语训练,3个月为1个疗程,共训练1～3个疗程。训练前后分别进行腭咽闭合功能和语音清晰度测评。结果治疗后,鼻漏气率由（50.64±13.10）%降低到（23.36±13.14）%,8例语音达到正常水平,总有效率100%。结论言语治疗能使腭裂术后患儿构音障碍明显改善。     

Electropalatography in home training of retracted articulation in a Swedish child with cleft palate: Effect on articulation pattern and speech

The aim was to evaluate the effectiveness of electropalatography (EPG) in home training of persistent articulation errors in an 11-year-old Swedish girl born with isolated cleft palate. The /t/ and /s/ sounds were trained in a single subject design across behaviours during an eight month period using a portable training unit (PTU). Both EPG analysis and perceptual analysis showed an improvement in the production of /t/ and /s/ in words and sentences after therapy. Analysis of tongue-contact patterns showed that the participant had more normal articulatory patterns of /t/ and /s/ after just 2 months (after approximately 8 hours of training) respectively. No statistically significant transfer by means of intelligibility in connected speech was found. The present results show that EPG home training can be a sufficient method for treating persistent speech disorders associated with cleft palate. Methods for transfer from function (articulation) to activity (intelligibility) need to be explored.     

Having your cake and eating it: The apparent paradox of long-term outcomes of SLI

The primary objective of this study was to determine the effectiveness of electropalatography (EPG) home training using a portable training unit (PTU) for clients with residual articulation disorders. The participants were five Japanese children with cleft lip and palate ranging in age from 8 to 13 years when they began EPG home training. These children had residual articulation disorders caused by abnormal tongue-palate contact, although four of them had received conventional speech therapy for 3 to 8 years before starting EPG training. The WinEPG system (Articulate Instruments, Edinburgh) was used to make recordings during the initial assessment and the monthly follow-up. The participants received EPG training sessions when they attended for their monthly recordings. A training programme was developed for each participant, and they were instructed to carry out their homework assignments using the PTU. After 7 to 9 months of home training, marked changes in the EPG patterns and “centre of gravity” values were observed in four of the five participants. The remaining one participant, who had not experienced speech therapy before, needed a longer period of EPG training to achieve good results. Our preliminary data suggested that EPG home training was effective in school-aged participants who had residual articulation disorders.     

双唇音构音障碍的临床特点和语音训练

目的探讨双唇音构音障碍的临床特点和训练方法。方法分析92 例功能性构音障碍(FAD)患者和85 例腭裂术后构音障碍患者双唇音构音障碍的特点;再各选择20 例有双唇音构音障碍的患者进行语音训练。结果FAD患者中/p/置换成/b/占同类患者有双唇音构音错误总人数的78.8%,腭裂术后构音障碍患者中/b/脱落和置换分别占30.2%和60.4%。经过语音训练,两类患者双唇音构音错误的个数显著减少(P<0.001)。结论双唇音构音障碍在FAD患者中主要为/p/音的不送气化,在腭裂术后构音障碍患者中主要表现为/b/音的脱落和置换;语音训练效果显著。     

腭裂修复术后语音训练介入时机的研究

目的　探讨腭裂术后患者接受语音训练的最佳时机 ,研究语音训练介入时机对语音功能改善的作用。方法　对 5 6例接受腭裂修补术的患者进行术前、术后 1,2 ,3周、术后 1个月鼻音化率的比较研究 ,并对其中 14例患者在术后 1个月进行早期语音训练 ,通过与未接受语音训练组的对比研究 ,找出语音训练的最佳时机。结果　腭裂术前与术后 1,2 ,3周鼻音化率的均值比较 ,差异无显著性意义 (P >0 .0 5 )。腭裂术前与术后 1个月鼻音化率的均值比较 ,差异有显著性意义 (P <0 .0 5 )。腭裂术后 1个月接受语音训练组与未接受语音训练组比较 ,二者差异有非常显著性意义 (P <0 .0 1)。结论　腭裂术后 1个月内进行语音训练对腭裂语音的改善无明显作用 ;接受腭裂手术 1个月后 ,腭部肌肉运动、腭咽结构及功能渐渐恢复 ,在此期间进行语音训练对改善腭裂术后腭裂语音功能有至关重要的作用。     

手足徐动型脑瘫患儿运动过强性构音障碍的语言治疗

目的目的探讨手足徐动型脑瘫患儿运动过强性构音障碍的语言康复。方法回顾1例手足徐动型脑瘫患儿运动过强性构音障碍的语言治疗。结果治疗后错误的构音方式基本纠正,言语清晰度提高。结论语言训练对脑瘫患儿构音障碍有效。     

Communication attitude and speech in 10-year-old children with cleft (lip and) palate: an ICF perspective

Many children born with cleft palate have impaired speech during their pre-school years, but usually the speech difficulties are transient and resolved by later childhood. This study investigated communication attitude with the Swedish version of the Communication Attitude Test (CAT-S) in 54 10-year-olds with cleft (lip and) palate. In addition, environmental factors were assessed via parent questionnaire. These data were compared to speech assessments by experienced listeners, who rated the children's velopharyngeal function, articulation, intelligibility, and general impression of speech at ages 5, 7, and 10 years. The children with clefts scored significantly higher on the CAT-S compared to reference data, indicating a more negative communication attitude on group level but with large individual variation. All speech variables, except velopharyngeal function at earlier ages, as well as the parent questionnaire scores, correlated significantly with the CAT-S scores. Although there was a relationship between speech and communication attitude, not all children with impaired speech developed negative communication attitudes. The assessment of communication attitude can make an important contribution to our understanding of the communicative situation for children with cleft (lip and) palate and give important indications for intervention.     

Speech rehabilitation outcome after Blom-Singer tracheoesophageal puncture

This study evaluated speech rehabilitation outcome and length of training needed for laryngectomized patients who underwent the Blom-Singer tracheoesophageal (TE) puncture procedure. Preoperative patient selection criteria included: 1) acceptable stoma size, 2) adequate motivation and manual dexterity, 3) absence of constrictor spasm. Training focused on coordination of breath control, articulation, muscle relaxation, and proper handling and maintenance of the "duckbill" prosthesis. Speech intelligibility in 12 patients was evaluated following the completion of their speech rehabilitation program, using the CID Everyday Sentences. Each patient was videotaped; the tape then was presented to unbiased listeners who recorded the sentences. The median percentage of intelligibility for the 12 patients was 89.5%; only one patient had a median score less than 60%. The mean length of formal training for the group was only 3.2 hours (range 1 to 7 hours). The percentage of patients attaining speech and the quality of their speech intelligibility was found to be higher than with esophageal speech, which is both time consuming and often difficult to learn. TE puncture followed by proper fitting and training in voice prosthesis usage improves speech rehabilitation outcome for the laryngectomized patient.     

婴儿腭裂术后的早期干预

目的：评价婴儿腭裂术后的早期干预效果。方法：对２４例,１０～１８个月广州地区的腭裂术后患儿进行评价,其中７５％伴有听力障碍、７９％语言发育迟缓。术后１个月进行听力、语言训练及有关构音器官运动训练。结果：经过６个月治疗,８８．９％的听力障碍患儿恢复正常,８４．２％的语言发育迟缓患儿达到正常,大部分患儿能控制气流从口中呼出。结论：在患儿开始语音训练前进行相关功能的评估及治疗是十分有意义的。     

A preliminary investigation of the efficacy of oral motor exercises for children with mild articulation disorders

Although oral motor therapy is sometimes used to treat articulation disorders in school-age children, several reports question its efficacy. In this case study, four first-grade students, two boys and two girls, received 15 half-hour sessions of oral motor treatment based on Easy Does it for Articulation: An Oral Motor Approach (Strode and Chamberlain,1997). Pre- and post-test measures of the children's articulation indicated no real differences in speech production. These results question the efficacy of general and discrete oral motor exercises because they did not enhance the children's speech production.