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Results for “Language Therapy”

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At least 1,477 records · Page 82Linked to original sources
PubMed1992

A comparison of three family therapy programs for treating family conflicts in adolescents with attention-deficit hyperactivity disorder.

Sixty-one 12- to 18-year-olds were randomized to 8-10 sessions of behavior management training (n = 20), problem-solving and communication training (n = 21), or structural family therapy (n = 20). Families were assessed at pre- and posttreatment and 3-month follow-up. All treatments resulted in significant reductions in negative communication, conflicts, and anger during conflicts and improved ratings of school adjustment, reduced internalizing and externalizing symptoms, and decreased maternal depressive symptoms. Most outcomes remained stable between posttreatment and follow-up, and some continued to improve over this time. Despite group improvements, analyses of clinically significant change and clinical recovery within Ss showed that only 5-30% reliably improved from treatment and only 5-20% recovered following treatment. The three treatments did not differ in these rates.

Adolescent↗
PubMed1999

Enhanced recognition memory following vagus nerve stimulation in human subjects.

Neuromodulators associated with arousal modulate learning and memory, but most of these substances do not freely enter the brain from the periphery. In rodents, these neuromodulators act in part by initiating neural messages that travel via the vagus nerve to the brain, and electrical stimulation of the vagus enhances memory. We now extend that finding to human verbal learning. We examined word-recognition memory in patients enrolled in a clinical study evaluating the capacity of vagus nerve stimulation to control epilepsy. Stimulation administered after learning significantly enhanced retention. These findings confirm in humans the hypothesis that vagus nerve activation modulates memory formation similarly to arousal.

Double-Blind Method↗
PubMed2005

Implant supported fixed partial dentures survival rate high, but biological and technical complications common.

DATA SOURCES: PubMed (1966-April 2004) provided the primary data source along with the bibliographies from identified articles and reviews. Manual search of eight relevant journals (published 2001-2003) provided a further source of data. STUDY SELECTION: As there were no randomised controlled trials comparing implant therapy with conventional reconstructive dentistry, English language prospective and retrospective cohort studies were selected if; they had a mean follow-up of >/=5 years; included patients who were clinically examined at follow-up; reported details on suprastructures and described at least one-third of reconstructions as fixed partial dentures (FPDs). DATA EXTRACTION AND SYNTHESIS: Two independent reviewers screened articles for inclusion. Disagreements were resolved by discussion and agreement determined by kappa. Data were extracted on the survival proportions of the reconstructions and on biological and technical complications. Biological complications included disturbances in the function of the implant characterized by a biological process affecting the supporting tissues. Technical complications denoted mechanical damage of implants, implant components, or the suprastructures. The number of events for all categories was identified and the corresponding total exposure time of the reconstruction calculated. Failure and complication rates were calculated by dividing the number of events by the total exposure time. RESULTS: Twenty-one studies of implant supported FPDs, reporting on 16 patient cohorts were included. Of the studies, 16 were prospective and five retrospective. A total of 1336 FPDs supported by 3578 oral implants were involved. Meta-analyses gave an estimated implant survival of 95.4% (95% CI 93.9-96.5) after 5 years and 92.8% (95% CI 90-94.8) after 10 years. Implant failure rate was 48% lower (P=0.006) in the more recent studies. The estimated survival for the FPDs was 95% (95% CI 92.2-96.8) after 5 years and 86.7% (95% CI 82.8-89.8) after 10 years. Four studies provided information on the number of patients free from complications - after 5 years 61.3% (95% CI 55.3-66.8) had suffered no minor or major complications. A random effects Poisson model revealed the rate of biological complications for patients treated with implant supported FPDs to be 8.6% (95% CI 5.1-14.1) after 5 years. For technical complications the cumulative 5 year complication rate varied from 0.4% for implant fracture to 13.2% for veneer fracture. CONCLUSIONS: Although survival rate for implant supported FPDs is high, biological and technical complications are relatively common.

Comment↗
PubMed2004

Why we should consider pragmatics when planning treatment for children who stutter.

Pragmatics, the use of language in context, has been investigated only recently in the language used by children who stutter (CWS). Historically researchers compared the length and complexity of the syntactic constructions produced by these children with those of children who do not stutter (CWNS) and generally found the CWS to be relatively deficient. More recently, some investigators have begun to address how the language and fluency of CWS are influenced in different communicative settings. This article describes several findings concerning the pragmatic competencies of CWS set against the traditional famework of pragmatic language development. Most studies have shown no significant differences between the CWS and CWNS groups, although some aspects of pagmatic language use have yielded an exacerbation of stuttering for CWS. These findings have suggested specific ways of incorporating a pragmatic focus in the treatment programming for CWS where the degree of difficulty of language use is increased gradually.

Child↗
PubMed2004

Treatment of voice disorders in children.

Children with voice disorders do respond to treatment, with vocal hyperfunction being the predominant disorder on the caseload of the pediatric voice clinician. This article reviews the literature in describing what is known about these children and typical disorders, prevention of voice disorders, the need for treatment, the referral patterns of teachers and others, and typical management programs and their settings. Good online resources are offered and brief highlights about voice therapy with children are reviewed.

Child↗
PubMed2006

Commentary on "treatment decisions for children with speech-sound disorders": revisiting the past in EBP.

PURPOSE: This commentary, written in response to Alan Kamhi's paper, "Treatment Decisions for Children with Speech-Sound Disorders," further considers the "what" or goal selection process of decision making with the aim of efficiency-getting the most change in the shortest time. METHOD: My comments reflect a focus on the client values piece of the evidence-based practice (EBP) triad through validating treatment decisions for individual clients using generalization data. Such data are ideal for demonstrating change according to specific benchmarks and suggesting that treatment was responsible for this change. Consideration is also given to deficit profiles and their implications for long-term outcomes when validating the effects of treatment. CONCLUSION: Although the abundance of evidence suggests that a variety of treatment approaches are effective for children with speech-sound disorders, less is known about which are most efficient as compared to one another or for which specific children. Practitioners, however, are embracing EBP when they select a treatment by matching the research evidence with a client's profile, collect systematic data, and use those data to demonstrate that change is attributable to treatment.

Articulation Disorders↗
PubMed1985

Therapy and research.

The thesis is developed that therapy and research are not necessarily the same activity and that clinicians are not necessarily researchers. Though there are commonalities between research and therapy, especially as the use of single-subject research designs has increased, using the scientific method to guide therapy is not the same as doing science. The requirements of good therapy and good research are often different in critical ways. Both research and therapy are important to the vitality of the profession, and the profession is strengthened when the differences are acknowledged.

Audiology↗
PubMed1998

Reliability of clinicians' judgments about prolonged-speech targets.

Treatments for stuttering based on variants of Goldiamond's prolonged-speech procedure involve teaching clients to speak with novel speech patterns. Those speech patterns consist of specific skills, described with such terms as soft contacts, gentle onsets, and continuous vocalization. It might be expected that effective client learning of such speech skills would be dependent on clinicians' ability to reliably identify any departures from the correct production of such speech targets. The present study investigated clinicians' reliability in detecting such errors during a prolonged-speech treatment program. Results showed questionable intraclinician agreement and poor interclinician agreement. Nonetheless, the prolonged-speech program in question is known to be effective in controlling stuttered speech. The clinical and theoretical implications of these findings are discussed.

Humans↗
PubMed1972

Poetry therapy?

Explore the source record for details and available documents.

Humans↗
PubMed1978

Spatial play.

More than sharpening our tools or making them sterile, our task in psychotherapy and analysis is to enliven them, find in them the organic, the animate, and the fecund. For our tools are formed of language, more like living nets than like knives, dies, taps, or templates, and our familiary with them might as well be a marriage of love as one of convenience. One's own onymy (Forrest, 1973) of words and phrases that seem to be one's property and private treasury will include, in the case of a doctor who uses words, several such verbal tools that have acquired greater frequency of use and richer and deeper meanings with experience. For me the word play in its affinity for very spatial senses has grown increasingly helpful in meeting both the practical demands of therapeutic communication and the personal need to maintain theoretical structures to support therapeutic work. I wish here to explore the concept of play--contributions to its definition, its developmental stages, applications of play, and its extended properties.

Child Development↗