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PubMed1982

[Social psychological aspects of rehabilitating aphasics].

Impairments of the speech and motor functions are the most grave sequelae of cerebral strokes and neurosurgical diseases. Along with the neurological symptoms the patients develop psychopathological ones which are either manifestations of a vascular or focal pathology, or a reaction to the defect and to the changed social, occupational, and family status. In Moscow, a specialized logopedic service has been established which makes it possible to take logopedic and rehabilitation (in the broad sense of the word) measures at various stages of the disease. This service includes logopedic stations at emergency aid, neurological, and neurosurgical divisions of hospitals and polyclinics, the city centre, and a specialized hospital for patients with speech pathologies. At the latter two institutions new methods of the work (in addition to the traditional ones) are practised, particularly, restoration of the higher psychic functions in the process of working activity, teaching non-verbal communication, family psychotherapy, etc. which considerably increase the effect of the rehabilitation.

Adult↗
PubMed1982

Stroke rehabilitation: part I. Cognitive deficits and prediction of outcome.

In many cases, the family physician will set the tone for rehabilitation of the stroke patient. It is imperative that the physician understand the recovery process, as well as the nature, benefits and limitations of rehabilitation. Since there are no precise predictors of individual outcome, no patient should be excluded from rehabilitation unless he is too ill or too cognitively devastated to participate.

Brain↗
PubMed1981

[Features of speech dynamics in patients with different variants of motor aphasia in stroke].

Results of studying the peculiarities of speech restoration in patients with dynamic, efferent, afferent, and mixed motor aphasia are presented. These peculiarities were found to depend on the gravity of the speech disorder, time of the beginning and duration of the logopedic treatment, methods of the restorative training, relation between the impaired and preserved sides of the speech function. The studies of the peculiarities of the speech restoration process in various forms of motor aphasia have demonstrated that restorative training is necessary, has good prospects, and may contribute to a substantial social readaptation of the patients.

Aphasia↗
PubMed1980

Aphasic patients in a rehabilitation program: scheduling speech and language services.

Eleven 10-item tests from the Porch Index of Communicative Ability (PICA), were administered to 14 aphasic adults participating in a rehabilitation program. Tests were given once in the morning and once in the afternoon. Results indicate that overall communicative functioning was significantly higher for morning assessments, although some individual patients did better in the afternoon. The primary implication of these results is the importance of consistency in scheduling patient contacts when measuring the effects of treatments rendered. Considerations in determining optimum schedules and aiding individual patients in compensating for reduced efficiency due to time of day are discussed.

Adult↗
PubMed1980

[Long-term effects of speech training with a mentally handicapped girl (author's transl)].

After an intensive training in regular verbs used in different contexts of fifteen-year-old mentally and speech retarded girl was able to produce creative sentences such as "Yesterday I made the bed". Before the training she only used sentences without conjugating the verbs, e.g., "Yesterday make bed". Upon re-examination three years after completion of the training the effects of the treatment were still evident. Also, when describing pictures, re-telling something or freely relating the girl used regular verb forms as often correctly as she did in the training sentences, both immediately after the training and three years later. The same appplies to irregular verbs despite the fact they were not included in the training programme.

Adolescent↗
PubMed1993

Managing the language and learning needs of the communication-impaired preschool child. A proactive approach.

If a proactive approach to assessment and intervention had been used in the case study presented at the beginning of this article, the following might have occurred: The SLP would have asked the parents and brother of the 3 1/2-year-old child referred for a communication evaluation to participate in the assessment activities. The parents would have been asked to prioritize their expectations for their daughter's communication, behavior, and school success. They would have been told the SLP would do the same based on her knowledge of performance expectations in these areas for a 3 1/2-year old. Both the parents and the SLP would have agreed to consider describing the child's communication, behavior, and potential for school success in more than a single setting or context. The child would have been seen in her home as well as in a preschool setting. The clinician would have observed the child's play with both familiar and unfamiliar children and adults. The parents would have kept a log of their child's communication successes and failures for one week. The clinician would have used those situations the parents identified as successful and unsuccessful to specify the child's strengths and weaknesses. The parents would have been asked to write down ideas they had on the type of intervention, if any, they felt their daughter needed to meet the expectations they set. The clinician would do the same and would have consulted with an educational specialist and a psychologist to obtain their perspective on the educational and cognitive needs of a preschooler. The speech-language pathologist would have asked other professionals to assist in assessment of this child. The psychologist would have completed some testing in the home with the SLP providing help in interpreting the child's responses. The educational specialist would have invited the SLP to observe the child in a diagnostic preschool setting to assess the child's ability to understand and communicate in an unfamiliar environment with peers. The team, including the parents, the SLP, psychologist, and educational specialist would have met to share the information they had gathered about the child's communication, behavior, and potential for success in school. The SLP would have acted as a case manager and listed the strengths and weaknesses each participant identified for the child. When the list was complete, the SLP would have presented consistent areas of strength and weakness reported across contexts. The team members would have developed statements of their performance expectations for the child.(ABSTRACT TRUNCATED AT 400 WORDS)

Child Language↗