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At least 199 records · Page 11Linked to original sources
PubMed2005

Management of communication disorders using family member input, group treatment, and telerehabilitation.

Today, speech-language pathologists (SLPs) practice stroke rehabilitation in environments where they have less time to manage the communication impairments of patients who are more medically fragile than ever before. Many SLPs have creatively adapted their practice to maximize functional outcomes for their patients. This article highlights three techniques designed to enhance functional SLP outcomes: maximizing family member input; providing group treatment; and providing treatment in remote, functional settings via telepractice technology.

Communication Disorders↗
PubMedDate not supplied

[Verbal communication disorders and language disorders in cortical dementias (I). The current state of the art in research].

INTRODUCTION: This is the first part of a research work into primary and secondary language disorders (LD) in the stages of minimum to mild pathological deterioration in the degenerative process of cortical dementias. AIMS. In this first part, in the light of recent models of symbolic computation of language processing, we review the most significant publications on the subject matter. DEVELOPMENT: We begin with an introduction to the historical development of the approaches used to deal with the subject. Following that, we briefly describe the components of the language processing system (LPS) in the light of symbolic computation models. We then analyse the publications dealing with those models. Our aim was to determine whether the LD reported in those publications are the result of a primary involvement of any of the LPS components, or whether they are only the result of disorders affecting other components of the cognitive system. In this case, the supposed LD would be secondary and thus a communication, but not language, disorder. CONCLUSIONS: Despite the important variations from one individual to another that have been systematically observed by different authors, it seems that only LD belonging to so called primary progressive aphasia are actually cases of this disorder. In all the other dementias in the above mentioned stages of the development process these disorders are secondary to the involvement of other subsystems of the LPS.

Aged↗
PubMed2006

The role of music therapy in an interdisciplinary approach to address functional communication in complex neuro-communication disorders: a case report.

PURPOSE: This paper presents a case report of collaborative work between speech and language therapy (SLT) and music therapy (MT) in the case of an individual presenting with complex communication difficulties and lability caused by pseudo-Parkinsonian vascular disease. DESIGN: MT intervention was used to investigate whether participation could be enabled in a client presenting with complex problems as well as facilitate change in communication parameters which remained unresponsive to conventional SLT intervention. A single case design measured communication and well-being parameters using pre-, during and post-intervention measures. In addition, analysis of the client's musical responses was undertaken to examine changes in vocal functioning which are involved in communication. RESULTS: Analysis of the client's performance during MT intervention revealed improvements in prosody and phonation, with positive reports of participation, reduced incidence of lability and improvements in measures of well-being. CONCLUSIONS: The results indicate the value of such collaborative working in addition to making recommendations for the modification of existing treatment protocols. The findings highlight that fatigue is a major consideration when working with people with severe and complex clinical presentations.

Aged↗
PubMed1992

A proactive model for treating communication disorders in children and adolescents with traumatic brain injury.

This proactive approach to assessment and intervention focuses both on looking ahead to determine problems the student with TBI is likely to encounter as a result of cognitive-communicative impairments, and on developing solutions to those problems. Intervention places the family and other important people in the student's life at the center of the treatment process. Family members, teachers, peers, and coworkers can be incorporated into the intervention program. Strategies and techniques can be implemented within the home, school, community, and work setting. To do so, professionals must be committed to working closely with others to develop collaborative relationships.

Adolescent↗
PubMed1979

Thought, language, and communication disorders. I. Clinical assessment, definition of terms, and evaluation of their reliability.

Bleulerian psychiatry has considered thought disorder to be a pathognomonic symptom of schizophrenia. Evaluation of the Bleulerian perspective has been severely handicapped by the lack of any standard and widely agreed-on definition of thought disorder. Consequently, the conceptualization of thought disorder has tended to be quite diverse, and evaluation of thought disorder has tended to be quite unreliable. This report presents a set of definitions of linguistic and cognitive behaviors frequently observed in patients. These definitions derive from clinical experience, use an empirical approach, and avoid making inferences about underlying processes of thought. They attempt to define the broad range of language, thought, and communication behaviors observed in patients and are not limited to those considered characteristic of schizophrenia. The reliability of these definitions has been assessed using both tape-recorded and live interviews with patients, and it has been found to be quite good for most of the terms defined.

Adult↗
PubMed1977

A therapeutic model for communicative disorders among children who speak black English vernacular.

A therapeutic model of communicative pathology is proposed for children who speak black English vernacular. The model establishes a conceptual framework in which normal communicative behavior encompasses linguistic features that characterize black English vernacular. The model accounts for children's linguistic utterances as being either variant or invariant with Standard English and black English vernacular. Variant linguistic features are classified as either developmental or pathological deviations. Both Standard English and Black English vernacular constitute normative referents against which pathological deviations are assessed.

Adolescent↗
PubMed1995

Parents and families of children with communication disorders.

The role of parents in the development of the communicative competence of their children has been of growing interest to researchers and practitioners in the field of speech and language therapy. Researchers have attempted to define and test specific hypotheses regarding the nature and degree of the influence of parental interaction styles upon the developing child's pragmatic skills. The literature includes studies regarding normal children and those with speech and language impairments. Practitioners have endeavoured to move towards a firmer framework of partnership with parents which will ultimately be of benefit to children with speech and language impairments and their families.

Child↗
PubMed1999

Family-centered practice for children with communication disorders.

In conclusion, it should be kept in mind that family-centered practice is not merely a theoretical construct or philosophical position. Its practical implementation assumes that virtually any variety of options for how the family, child, and professionals will interface and collaborate will be possible, based on the needs and wishes of the family, community make-up, and the complexity of issues involved. As providers of service in a critical area of development, communication, we must be mindful of the many individual, social, and political factors, such as cultural and racial background, poverty, prejudice, mental and other health issues, managed care in medical practice, outcomes-based service models, and funding sources, that will impinge on this relationship. Key to our success is the focus on achieving mutual goals for the child: optimal communication skills in a positive, healthy family context.

Adolescent↗