145例学龄前言语语言障碍儿童病因及特征分析

目的 探讨145例学龄前言语语言障碍儿童的病因及临床特征.方法 回顾性分析2017年8月～2019年12月因言语语言障碍就诊的145例学龄前儿童的临床资料,包括Gesell发育评估量表、S-S语言发育迟缓检测量表、韦氏幼儿智力量表、听力学检查等结果,分析言语语言障碍患儿的病因及临床特点.结果 145例学龄前言语语言障碍...     

《言语语言障碍儿童康复服务规范》团体标准解读

本文介绍了《言语语言障碍儿童康复服务规范》团体标准的编制背景、编制过程,解读了标准的主要内容。该标准的编制对保障、维护、促进言语语言障碍儿童的康复服务具有指导意义。     

刍议前言语、非言语沟通与语言康复的关系

随着康复手段日益丰富,听障儿童康复效果明显改善,因其他原因导致语言障碍的人群也涌入到语言康复机构,成为语言康复的对象。结合以往的研究成果和自身实践经验,笔者分析了语障儿童的前言语能力、非言语沟通与语言康复之间的关系,阐述了儿童前言语能力、非言语沟通的内涵,指出了儿童前言语能力是语言康复的前提和基础,非言语沟通是语言康复中不可缺少的手段。     

交流障碍

交流障碍(communication disorders)分为听功能障碍、言语障碍和语言障碍三大类。我国人口普查将听力和语言残疾作为一个项目，这反映统计的是“听不见，不会说”的交流残疾者。我国对于听力障碍而影响言语交流的患者，开展的听力一言语康复工作已做出很大的成绩。据报道：美国学龄前儿童约有10％到15％有言语障碍，学龄儿童约有6％有言语     

口部定位疗法联合引导式教育治疗言语语言障碍儿童的疗效观察

目的 探讨口部定位疗法联合引导式教育治疗言语语言障碍儿童的临床疗效。方法 采用随机数字表法将2018年7月～2019年12月收治的84例言语语言障碍儿童分为对照组与观察组，每组42例。对照组给予常规言语训练，观察组给予常规语言训练的同时进行口部定位治疗联合引导式教育，1次/天，40分/次，5次/周，4周为1疗程，连续治疗3个疗程。治疗前后，分别采用简易口部运动功能量表、Frenchay汉语版构音障碍检测表、语音清晰度量表、Gesell发育量表评估两组患儿的口部运动功能、构音情况、语音清晰度、语言行为能力，并采用汉语儿童语言发育评定法(S-S)评估俩两组患儿的临床疗效。结果 治疗前，两组患儿的口部运动功能评分、构音、语音清晰度及语言行为评分比较，差异无统计学意义(P>0.05)。治疗3个疗程后，两组患儿的口部运动功能评分、构音、语音清晰度及语言行为评分均有明显改善，且观察组明显高于对照组，差异有统计学意义(P<0.05);对照组的治疗总有效率为73.81%,观察组为95.24%,两组比较差异有统计学意义(P<0.05)。结论 口部定位疗法联合引导式教育能明显促进言语语言...     

老年性聋患者单音节识别特征分析*--附24例报告

目的研究老年人单音节言语识别能力,分析高龄老年性聋患者单音节言语识别的特征.方法12例(22耳)80岁以上男性老年性聋患者作为研究组(以下简称80+组),12例(24耳)80岁以下男性老年性聋患者作为对照组(以下简称80-组),两组分别接受普通话单音节识别率测试,测试强度采用最优测试强度,即0.5 kHz、1 kHz、2 kHz、4 kHz 4个频率纯音听阈的平均值(4FA)以上30 dB或最大舒适强度.比较80+组和80-组的最优言语识别得分.对单音节最优识别得分与预测最大言语识别率(PBmax预测)进行相关分析.结果在最优测试条件下,80-组平均得分为(76.5±19)%,80+组平均得分为(54.1±26)%,80-组得分显著高于80+组(P=0.0015).80-组的单音节识别得分与PBmax预测显著相关(r=0.721,P<0.001).80+组的单音节识别得分与PBmax预测相关(r=0.602,P=0.003).结论80岁以上高龄老年性聋患者言语识别得分与纯音听力相关性低于80岁以下老年性聋患者.     

言语识别及其影响因素

言语识别率是评价听力障碍者言语康复效果的重要指标，对言语能力及其影响因素的评估，愈来愈受到听力学工作者的重视。但由于言语测试结果受言语材料、受试者文化程度、测试动机、测试环境条件等多方面因素影响，加之国内外文献对相关名词、术语的解释与表达不尽一致，这都会影响到言语测试在听力言语康复中的规范应用。为此，本刊特别约请听力学专家王树峰、龙墨撰写与该领域相关的文章，以飨读者。     

言语治疗康复服务模式探索

针对我国言语治疗需求量大、专业人员不足的现状,综合性残疾人康复机构如何整合内部资源发挥作用,有重要意义。宁夏残疾人康复中心创新整合言语治疗资源,建立了“四级联动”康复服务模式,各级人员采用“相邻联动”及“隔级联动”方式,定期沟通、调整、培训、互相协作,充分发挥“四级联动”康复服务模式作用。有效缓解了机构言语治疗人员不足、方式单一、服务辐射范围局限的现状,为残疾人康复机构提供了借鉴。     

噪声下言语测听材料的发展历程

噪声下言语测听能较好地模拟日常交流的言语环境,且在评估受试者听力言语能力、指导听力障碍人士听力康复等方面发挥着不可替代的作用。随着噪声下言语测听在临床中的应用,临床迫切需要大量相关等价的言语测听材料以促进临床听力学的发展。本文主要阐述了国内外噪声下言语测听的发展现状、临床应用及相关测听材料的编制,为我国噪声下言语测听材料的开发提供帮助。     

美国言语矫治现状及启示

本文运用文献研究法,依据大量资料对美国言语矫治流程的系统化、规范化,言语矫治从业人员的专业化进行深入分析和探讨,并对我国言语矫治的现状及特点进行分析和总结,以期为相关机构和人员提供参考.     

针对语言康复师的声乐教学研究——用歌唱的发声方法说话

职业性喉病已成为语言康复师的一种常见病,其产生的主要原因是教学工作中发声方法不科学,因此有必要对语言康复师进行严格的．科学的发声方法训练。歌唱的呼吸训练、发声练习、共鸣练习和咬字吐字练习可以有效保护嗓子,以便语言康复师更好地提供职业服务。     

Psychoonkologie für Logopäden und Sprechwissenschaftler

Objective

Head and neck cancer patients show a high psychiatric comorbidity, yet receive only little psychosocial support. Therefore, a specific psychosocial qualification for speech therapists working with head and neck cancer patients seems necessary.

Material and methods

A course was developed based on a process model. Questionnaires were completed by speech therapists (self-evaluation of working situation; n?=?15) as well as therapists interested in further training (collection of issues in the work with head and neck patients who are under psychological pressure assessed as problematic by the therapists; n?=?27), whose competence in communication was also evaluated. In addition, a literature research was conducted and a focus group was formed.

Results

High psychosocial demands within the therapists’ work with tumor patients and difficulties in communication became obvious. Nearly all interviewees frequently used nonconducive communication patterns, yet implicit knowledge existed (usage of a favorable conversational style in multiple choice test: 68?%). The content and concept of the curriculum were discussed within the focus group and led to the final version of the training.

Conclusion

A customised psycho-social training curriculum for speech therapists has been developed.     

JCI标准在语言治疗学教学中的探索与实践

目的探讨JCI标准在语言治疗学教学过程中的作用。方法在语言治疗学教学过程中,针对失语症、吞咽障碍和构音障碍的评定和治疗,采用自行设计的问卷调查表对2个班级122名学生分别进行传统教学模式、传统教学与JCI标准相结合的教学模式,比较两种模式的教学效果。结果与传统教学相比,语言治疗师在安全目标、康复治疗连续性、患者及其权益、患者的康复治疗、患者和家属教育和沟通与信息管理等6个方面均有显著提高(P<0.05)。结论传统教学模式与JCI标准相结合的教学模式,有利于提高语言治疗学课程的教学质量和水平,提高语言治疗师的基本素质。     

Training counterparts in cleft palate speech therapy in the less developed world: an extended report

This paper describes the training of five counterparts in cleft palate speech therapy which took place in Sri Lanka. The context in which this training occurred is described. The original aims of the training, and criteria drawn up for the selection of the counterparts, are contrasted with the modifications required to these once the British therapists started working in Sri Lanka. Information is given on the training objectives, syllabus, curriculum and methods of evaluation of the counterparts' progress. The achievements of the counterparts are described, and factors relating to the difficulties and ease with which the counterparts were trained are discussed. The paper concludes with a discussion of the cultural, political and clinical problems encountered in this type of training, and highlights the special difficulties encountered in the training of counterparts in the field of speech therapy in less developed countries.     

听障儿童／g／和／k／构音异常原因分析及治疗策略

目的分析听障儿童／g／和／k／构音异常的原因，探讨相应的治疗策略。方法通过对54例1．5岁～9岁听障儿童／g／和／k／口部运动功能和构音模式的分析，从发／g／和／k／音所需的口部运动、发音部位．发音方式等角度详细分析了造成／g／和／k／构音异常的原因，通过临床实践总结了一套系统、有效．简易的治疗策略。结果从听觉识别、口部运动、构音运动训练以及构音音位训练4个层次对／g／和／k／音位异常的矫治进行策略分析，并提供了具体的指导方法。结论经过临床实践证明，言语矫治师在进行构音异常矫治时必须先进行原因分析，再进行科学系统的治疗，本文所介绍的治疗策略具有普遍的适用性。     

A profile of aphasia services in three health districts.

The study examines language rehabilitation provisions for aphasic people and their families in three health districts, as perceived by speech and language therapists. The study is exploratory. Semi-structured interviews were carried out with each District Speech Therapist and with speech and language therapists whose caseloads regularly included aphasic people, and documentary evidence was used where available. Comparison is made of: speech and language therapy expenditure and staffing in the three districts (West Suffolk, West Essex and Newcastle-upon-Tyne); aphasia therapy staffing; caseloads of aphasic people; patterns of treatment (inpatient/outpatient/community; individual/group) and reasons for these; provision for relatives; relationships between speech and language therapy and other services; volunteer involvement; and speech and language therapists' work situations (support from colleagues, post-qualification training, secretarial support and accommodation). Differences are found in levels of provision, with Newcastle having considerably more resources devoted to aphasia services than the other two districts, and modes of service delivery. Some shared concerns are identified (e.g. relationships with other professions, accommodation and transport). Implications of the findings are discussed and areas for further research identified.     

基层医院前庭康复现状及思考

前庭康复是治疗眩晕和平衡障碍的一种安全有效的方法,适用于外周性、中枢性和混合性病变引起的非进行性前庭病变及老年人平衡功能障碍.基层医院需要进行前庭康复的头晕和眩晕患者众多,但目前尚无专业前庭康复师,而侧重神经康复的康复师有广泛基础,通过编写专业教材,对其进行继续教育培训,与三甲医院形成转诊联动、借助互联网平台及虚拟现实...     

听觉口语法：一种家长参与的课程模式

听觉口语法是受其教育哲学观和听障儿童发展观指导，囊括相关的技术、教学方法与策略及管理、评估等在内的课程模式，这种课程模式强调家长的深度参与，认为家长的深度参与有助于治疗师或教师优化听障儿童的康复服务效果。随着听觉口语培训的推行及听觉口语服务的开展，转变传统的康复教育观、家长观和教师观，如何将家长纳入康复教学过程将是听觉言语康复教师面对的新课题。     

Two alternative program models for serving speech-disordered preschoolers: a second year follow-up.

This study investigates the appropriate roles of parents and speech-language pathologists in early intervention by longitudinally comparing the costs and effects of two programs for speech-disordered preschoolers: a home parent training program and a clinic-based, low parent involvement program. Results from follow-up testing one year after the intervention ended corroborated the results immediately following intervention. Specifically, the home parent training group performed at least as well as the clinic-based group on measures of speech and language functioning as well as on a measure of general development. On one variable measuring personal/social skills and one measuring adaptive behavior, the home parent training group performed significantly better than the other group. Results of the cost analysis indicated that, excluding the value of parent time, there was no meaningful difference in program costs. The implications of this study are that parents can be given significant responsibilities in early intervention and that program administrators have the viable option of training parents to provide the primary early intervention services. Findings support the need for therapists to be trained to work with parents as well as with the child.     

Early treatment. An overview

"Early training" for deaf children was introduced some twenty years ago. The idea rapidly gained ground for using the same principles to help as early as possible all children suffering from a handicap the diagnosis of which could be made at birth or very early in life, as well as those children who are retarded or language-risk children. Such interventions take account of the parents, the child, and are aimed at encouraging or furthering everything in the field of arousal, communication and language. In many respects speech therapists are the best trained to meet the needs of multidirectional help for the very small child, and especially to provide help orienting the relationship towards language.