D.S.A
دستگاه دی
اس ای کلینیکی با پنج واحد کنترل برای
تنظیم حساسیت ورودی - حجم
فرکانس و بلندی تولیدی - تنظیمات زیر و بمی و
واحد کنترل کننده حجم صدای خروجی و تنظیم تغییرات خروجی تاخیری با ایجاد افزایش گردش خون در لب تمپورال و اکسی پیتال مغز که
منجر به در مان قطعی و کامل لکنت زبان کودکان و بزرگسالان می
گردد همراه با ریتم دهنده گفتار
به منظور درمان
قطعی لکنت
به صورت کلینیکی
عرضه گشته است
لطفا در صورت تمایل
برای کسب اطلاعات بیشتر این لینک را کلیک کنید
زبان آموز دیجیتال
تک کاناله
دستگاهی است در جهت
ضبط ، پخش و مقایسه شنیداری آواها کلمات و جملات در مراحل مختلف درمان با
قابلیت ضبط و پخش بیش از یک میلیون بار
ویژه درمان انواع اختلالات گفتاری
بزرگسالان و کودکان ، سکته مغزی - فلج مغزی - ناشنوایی - کم شنوایی ،کم توانی
ذهنی و درمان اختلالات یادگیری و اوتیسم
لطفا در صورت تمایل برای کسب اطلاعات
بیشتر این لینک را کلیک کنید
مجموعه همخوان های فارسی
مصور و سخنگو با قابلیت نمایش خودکار
اختلالات تولیدی از رایجترین
اختلالات گفتاری ، خصوصا در سنین قبل از دبستان می باشد . آسیب شناسان گفتار و
زبان در روند درمان این اختلال ، نیاز به فهرستی از کلمات به منظور آموزش و
تمرین همخوانهای مختلف دارند . ولی ازآنجا که کودکان در این محدوده سنی قادر به
خواندن نیستند و از طرفی هنوز به مراحل رشد انتزاعی نرسیده اند ، تکرار و تمرین
به صورت شفاهی باعث خستگی و کم شدن توجه آنها می گردد . لذا ، نرم افزار مصور
همخوان ها ، با هدف افزایش دقت و جلب همکاری کودکان در محیط های درمانی و
همچنین پیگیری درمان توسط والدین در منزل طراحی و تدوین شده است. این مجموعه
شامل 22 همخوان فارسی و ترکیبات طبقه بندی شده آن ها با شش واکه می باشد . شیوه
تنظیم و طبقه بندی کلمات بر مبنای جایگاه ظهور آوای هدف ( اول ، وسط ،آخر ) ،
تعداد هجا ، ساختمان هجا ، مرز نشینی با واجهای دیگر، و برخی موارد هم
ارائه خوشه های دو همخوانی یا واژه هایی با بیش از یک آوای هدف بوده است
ویژه
درمان انواع اختلالات گفتاری بزرگسالان و کودکان ، سکته مغزی - فلج
مغزی - ناشنوایی - کم شنوایی
،کم
توانی ذهنی و درمان اختلالات یادگیری و اوتیسم
لکنت زبان کودکان و درمان آن
روشهای درمان لکنت زبان در کودکان
بارها شما سعی کرده اید که از لکنت رهایی یابید اما ممکن است موفقیت کمی بدست
آورده باشید
اگر این مورد در شما هم رخ داده است ، شاید ما بتوانیم به شما کمک کنیم
ما یک روش موثر و جدید در درمان لکنت زبان معرفی می کنیم که حتی می تواند در
درمان اختلال گفتاری دیز آرتری نیز به کار رود
برای درمان لکنت زبان کودکان ( 3 الی 10 سال ) این برنامه مفید و موثر است و گفتار فرزند شما را روان خواهد ساخت
بعد از دو الی چهار هفته تمرین با برنامه لکنت شکن روانی گفتار افزایش خواهد
یافت
لطفا در صورت تمایل برای کسب اطلاعات
بیشتر
و دیدن فیلم مربوطه این لینک را کلیک کنید
Late Blooming or Language Problem?
Parents are smart. They listen to their child talk and know how he or she
communicates. They also listen to his or her playmates who are about the
same age and may even remember what older brothers and sisters did at the
same age. Then the parents mentally compare their child's performance with
the performance of these other children. What results is an impression of
whether or not their child is developing speech and language at a normal
rate.
If parents think that development is slow, they may check out their
impression with other parents, relatives, or their pediatrician. They may
get an answer such as "My son was slow too. Now he won't shut up" or "Don't
worry, she'll outgrow it."
But suppose (s)he doesn' t? I' d feel guilty waiting and then finding out
that I should have acted earlier. Waiting is so hard, especially when I' m
concerned and only want what' s best for my child. What' s a parent to do?
How will I know for sure what to do?
You won' t know for sure. Although the stages that children pass through in
the development of speech and language are very consistent, the exact age
when they hit these milestones varies a lot. Factors such as the child' s
inborn ability to learn language, other skills the child is learning, the
amount and kind of language the child hears, and how people respond to
communication attempts can slow down or accelerate the speed of speech and
language development. This makes it difficult to say with certainty where
any young child' s speech and language development will be in 3 months, or 1
year.
There are, however, certain factors that may increase the risk that a
late-talking child in the 18- to 30-month-old age range, and with normal
intelligence, will have continuing language problems. These factors include:
Receptive language: Understanding language generally precedes expression
and use. Some studies that have followed-up late-talking children in this
age range have found, after a year, that age-appropriate receptive language
discriminated late bloomers from children who had true language delays.
Other researchers doing follow-up studies included only children whose
receptive language was within normal limits because they believed that delay
in this area was likely to produce worse outcomes.
Use of gestures: One study has found that the number of gestures used by
late-talking children with comparably low expressive language can indicate
later language abilities. Children with a greater number of gestures used
for different communication purposes are more likely to catch up with peers.
Such a result is supported by findings that some older children who are
taught non-verbal communication systems show a spontaneous increase in oral
communication.
Age of diagnosis: More than one study has indicated that the older the
child at time of diagnosis, the less positive the outcome. Obviously, older
children in a study have had a longer time to bloom than younger children
but have not done so, indicating that the language delay may be more
serious. Also, if a child is only developing slowly during an age range when
other children are rapidly progressing (e.g. 24-30 months) that child will
be falling farther behind.
Progress in language development: Although a child may be slow in language
development, he or she should still be doing new things with language at
least every month. New words may be added. The same words may be used for
different purposes. For example, "bottle" may one day mean "That is my
bottle," the next, "I want my bottle," and the next week, "Where is my
bottle? I don' t see it." Words may be combined into longer utterances
("want bottle" "no bottle"), or such longer utterances may occur more often.
It should be re-emphasized that negative aspects of these factors increase
the risk of a true language problem but do not mandate its presence. For
example, one research group found that one of their 25- or 26-month-old
children with the worst receptive language had the best expressive language
outcome 10 months later. On the other hand, children on the positive side of
these factors may turn out to show less progress than predicted. The
research group found that the child with the poorest outcome had the best
receptive language and the largest vocabulary at the beginning of the study.
One study has found that the number of gestures used by late-talking
children with comparably low expressive language can indicate later language
abilities.
Individual children may not behave like children in a group. Group data can
only be used to predict what most children who are very similar to the
children in a study might do. Predictions, by their very nature, are not
always correct.
So what' s a parent to do?
Parents don' t have to rely on the predictions of others or to guess that
their child will be just like a friend' s and eventually catch up in
language development. If parents are concerned about their child' s speech
and language development, they should see a speech-language pathologist
certified by the American Speech-Language-Hearing Association for a
professional evaluation. The speech-language pathologist can administer
tests of receptive and expressive language, analyze a child' s utterances in
various situations, determine factors that may be slowing down language
development, and counsel parents on the next steps to take.
The speech-language pathologist may give suggestions on stimulating language
development, and ask that the parent and child return if parental concern
continues. Or, the speech-language pathologist may want to schedule a
re-evaluation right then. In more severe cases, the speech-language
pathologist may want the parent and child to become involved in an early
intervention program. The programs typically consist of demonstrating
language stimulation techniques for home use, and more frequent monitoring
of the child' s progress. In the most severe cases, a more formal treatment
program may be recommended.
Waiting to find out if your child will catch up will still be hard, but you
won't feel guilty that you did not do everything you could.
Childhood Apraxia of Speech
Childhood apraxia of speech is a disorder of the nervous system that affects
the ability to sequence and say sounds, syllables, and words. It is not due
to muscular weakness or paralysis. The problem is in the brain's planning to
move the body parts needed for speech (e.g., lips, jaw, tongue). The child
knows what he or she wants to say, but the brain is not sending the correct
instructions to move the body parts of speech the way they need to be moved.
Signs of Childhood Apraxia of Speech
In Very Young Children
The child:
does not coo or babble as an infant
produces first words after some delay, but these words are missing sounds
produces only a few different consonant sounds
is unsuccessful at combining sounds
simplifies words by replacing difficult sounds with easier ones or by
deleting difficult sounds (Although all children do this, the child with
developmental apraxia of speech does so more often).
may have feeding problems.
In Older Children
The child:
makes inconsistent sound errors that are not the result of immaturity
can understand language much better than he or she can produce it
has difficulty imitating speech
may appear to be groping when attempting to produce sounds or to coordinate
the lips, tongue, and jaw for purposeful movement
has more difficulty saying longer phrases than shorter ones
appears to be worse when he or she is anxious
is hard for listeners to understand.
Some children may have other problems as well. These problems can include
weakness of the lips, jaw, or tongue; delayed language development; other
expressive language problems; difficulties with fine motor movement; and
problems with oral-sensory perception (identifying an object in the mouth
through the sense of touch).
Assessment
In order to rule out hearing loss as a possible cause of the child's speech
production difficulties, an audiologist certified by the American
Speech-Language-Hearing Association (ASHA) should perform a hearing
evaluation. Use our “ Find a Professional ” service to help locate an
audiologist near you).
An ASHA-certified speech-language pathologist (use our “ Find a Professional
” service to help locate a provider near you) should examine the child's
speech mechanism. He or she assesses the muscle development of his lips,
jaw, and tongue, checking for signs of weakness or low muscle tone (dysarthria).
He or she evaluates the coordination of the speech mechanism for purposeful
movement by having the client imitate non-speech actions (e.g., moving the
tongue from side to side, smiling, frowning, puckering the lips, etc.). The
speech-language pathologist will also evaluate the coordination and
sequencing of muscle movements for speaking by having the child repeat
strings of sounds (e.g., puh-tuh-kuh) as fast as possible. The child's
skills in functional or "real life" situations (e.g., licking a lollipop)
will be compared to his or her skills in non-functional or "pretend"
situations (e.g., pretending to lick a lollipop).
The child's intonation (the melody of speech) is also important to evaluate,
as some children with apraxia have difficulties in this area. The
speech-language pathologist will listen to the child to make sure that he or
she is able to appropriately stress syllables in words and words in
sentences. She or he will also determine whether the child can use pitch and
pauses to mark different types of sentences (e.g., questions versus
statements) and to mark off different portions of the sentence (e.g., to
pause between the subject and the verb).
Speech articulation (pronunciation of sounds in words) is evaluated,
including both vowel and consonant sounds. Along with pronunciation of
individual sounds and combined sounds (syllables and word shapes), overall
intelligibility of the child's speech is assessed, in single words as well
as in conversation.
The speech-language pathologist evaluates expressive and receptive language
skills to determine if speech difficulties are part of a larger language
problem. The speech-language pathologist also tries to determine the social
effects of the problem. For example, does the child refuse to participate in
classroom discussions because he or she is ashamed of and/or frustrated by
his or her speech?
Pre-reading or reading skills should also be addressed for children who are
4-5 years old or above. Children with speech and language disorders or
delays are at higher risk of reading problems.
Based on these findings, an appropriate plan for treatment is developed.
Treatment
Intervention for the child diagnosed with apraxia of speech often focuses on
improving the planning, sequencing, and coordination of motor movements for
speech production. Exercises that strengthen the oral muscles will not help.
Childhood apraxia of speech is a disorder of speech coordination, not
strength. To improve speech, the child must practice speech.
However, feedback from a number of senses, such as tactile "touch" cues and
visual cues (e.g., watching him/herself in the mirror or watching a visual
representation of some aspect of his or her speech on a computer screen) as
well as auditory feedback are often helpful. With this feedback, the child
repeats syllables, words, sentences and longer utterances to improve muscle
coordination and sequencing for speech. If assessment reveals expressive
and/or receptive language deficits, or pre-reading or reading problems,
treatment will include improving these skill areas as well.
Some clients may be taught to use an augmentative or alternative
communication system (e.g., a portable computer that writes and produces
speech) if the apraxia significantly hinders speech production. This
communication system provides them with a means to communicate their ideas
when communication through speaking is not a viable option. Once speech
production is more effective, the system is used less often or withdrawn
completely. Our site has more information on augmentative and alternative
communication .
The client and his family are provided with home assignments to accelerate
progress and to facilitate carryover of newly learned strategies outside of
the treatment room.
One of the most important things for the family to remember is that
treatment of apraxia of speech takes time, commitment, and a supportive
environment that helps the child feel successful with communication. Without
this, the disorder can persist into adulthood with years of speech-related
anxiety and frustration.
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