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
Language-Based Learning Disabilities
Language-based learning disabilities interfere with age-appropriate reading,
spelling, and/or writing. This disorder does not impair intelligence; in
fact, most people diagnosed with learning disabilities possess average to
superior intelligence. Learning disabilities are caused by a difference in
brain structure that is present at birth, is often hereditary, and often
related to specific language problems.
The term dyslexia has been used to refer to the specific learning problem of
reading. Because of the increased recognition of the relationship between
spoken and written language, and the frequent presence of spoken language
problems in children with reading problems, the term language-based learning
disabilities, or just learning disabilities, is more accurate.
Who Is At Risk
Children at risk for dyslexia and other learning disabilities may have
several of the following characteristics:
A family history of delayed speech-language development or literacy problems
Difficulty processing sounds in words
Difficulty finding the words needed to express basic thoughts/ideas and more
complex explanations/descriptions
Difficulty with the comprehension of spoken and/or written language,
including, for older children, classroom handouts and textbooks
Delayed vocabulary development
Problems with the understanding and use of grammar in sentences
Difficulty remembering numbers and letters in sequence, questions, and
directions
Difficulty with organization and planning, including, for older students,
the drafting of school papers and longer-term school projects.
Other Language Problems
The child with dyslexia has trouble almost exclusively with the written (or
printed) word. The child who has dyslexia as part of a larger language
learning disability has trouble with both the spoken and the written word.
These problems may include:
Expressing ideas coherently, as if the words needed are on the tip of the
tongue but won't come out Consequently, utterances can be vague and
difficult to understand (e.g., using unspecific vocabulary, such as "thing"
or "stuff" to replace words that cannot be remembered). Filler words like
"um" may be used to take up time while a word is being retrieved from memory
Learning new vocabulary that the child hears (e.g., taught in
lectures/lessons) and/or sees (e.g., in books)
Understanding questions and following directions that are heard and/or read
Recalling numbers in sequence, e.g., telephone numbers and addresses
Understanding and retaining the details of a story's plot or a classroom
lecture
Slow reading and reduced comprehension of the material
Learning words to songs and rhymes
Telling left from right, making it hard to read and write since both skills
require this directionality
Letters and numbers
Learning the alphabet
Identifying the sounds that correspond to letters, making learning to read a
formidable task
While writing, mixing up the order of letters in words
Mixing up the order of numbers that are a part of math calculations
Poor spelling
Memorizing the times tables
Telling time
Other Possible Problem Areas
Inattention and distractibility [Irrelevant thoughts, ambient noise, and/or
excessive visual stimulation "get in the way" of paying attention to
incoming information]
Organizational skills [These children lose track of possessions, and have
trouble completing tasks efficiently and thoroughly. Planning and organizing
for writing letters and papers is also affected, resulting in a lack a focus
or an unorganized sequence of ideas/thoughts]
Motor coordination [Some children are delayed in learning how to tie their
shoes or may appear clumsy on the playground.]
Speech-Language Pathologist
As part of a collaborative team consisting of the parents and educational
professionals (i.e., teacher(s), special educators, psychologist), the
speech-language pathologist has several responsibilities.
He or she:
informs teachers and other school professionals as to how to identify
children who are at risk for developing problems before they experience
failure in the classroom.
works with professionals to help prevent problems before they occur by
promoting opportunities for success with spoken and written language at home
and school.
performs assessments of spoken (speaking and listening) and written (reading
and writing) language for children who have been identified by their
teachers and parents as having difficulty
provides treatment for those children who have language problems
contributing to difficulties with reading and writing
Prevention
The speech-language pathologist consults with both educators and parents to
teach and model language activities that promote success. He or she may:
explain the importance of joint book reading and provides demonstration
lessons. For example, The speech-language pathologist may illustrate how to
improve students vocabulary skills by having children name items in story
pictures and describe the action(s) in these pictures.
model how to sharpen comprehension skills by asking questions related to a
story plot and having the child predict what may happen next in the story.
have the child retell a story in their own words or act out the story.
teach how to increase the child's awareness of print in their environment
(e.g., recognition of frequently encountered signs and logos) and the
conventions of print (e.g., how to hold a book or that reading and writing
are done from left to right)
demonstrate strategies to teach letters and their corresponding sounds
show ways that teachers and parents can model literacy activities (e.g., by
reading newspapers and magazines, by writing notes and letters, by making
writing materials available for everybody' s use).
Speech and Language Assessment
The clinician begins by interviewing the parents and teacher(s) regarding
academic concerns and the child's performance in the classroom.
For preschool students, the speech-language pathologist gathers information
about literacy experiences in the home. For example, are there books and
other types of reading material around the home? How frequently does the
child see family members writing letters, notes, lists, etc.? How often do
family members read stories to the child?
The speech-language pathologist observes the child during classroom
activities. He or she evaluates the child's ability to understand verbal and
written directions and to attend to written information on the blackboard,
daily plans, etc.
When evaluating a preschool child, the speech-language pathologist looks for
awareness of print. Can the child recognize familiar signs and logos, hold a
book correctly and turn the pages, recognize and/or write his or her name,
demonstrate pretend writing (writing that resembles letters and numbers),
and recognize and/or write letters. For the older child, the clinician
observes whether he or she can read and understand information on handouts
and in textbooks.
The speech-language pathologist assesses the student's phonological
awareness skills (ability to hear and "play with" the sounds in words.
When evaluating a preschool student, the speech-language pathologist may
have the child tap or clap out the different syllables in words. He or she
may have the child state whether or not two words rhyme or give a list of
words that rhyme with a specified word.
When evaluating an older student, the speech-language pathologist may have
him or her put together syllables and sounds to make a word. He or she may
have the child break up a word into its syllables and/or sounds (e.g., "cat"
has one syllable but three sounds c-a-t). The speech-language pathologist
assesses the older child's phonological memory by having him or her repeat
strings of words, numbers, letters, and sounds of increasing length.
Spelling, writing, and reading are assessed with older students. In some
settings, the speech-language pathologist completes these assessments as
part of a team while in other settings he or she helps the educational team
interpret the results of reading and writing assessments completed by other
evaluators. The reading evaluation focuses on the student's ability to
decode (sound out) words, read irregular spelling patterns, read fluently,
comprehend texts that differ in length and complexity, and comprehend
different types of material (e.g., stories versus non-fiction texts).
The writing evaluation focuses on the student's ability to spell and write
longer texts. Does spelling show that the child understands the sounds that
different letters make? Does he or she correctly use irregular spelling
patterns? Do writing samples show evidence of planning? Are they organized,
sequential, and coherent? Are correct grammar and vocabulary used?
The speech-language pathologist completes a formal evaluation of speech and
language skills . Speech articulation (pronunciation and clarity of speech)
is assessed. Understanding and use of grammar ( syntax ), understanding and
use of vocabulary ( semantics ), and the client's ability to provide an
extended narrative ( language sample ) are evaluated. Can the child explain
something or retell a story, centering on a topic and chaining a sequence of
events together? Does the narrative make sense or is it difficult to follow?
Can the child describe the "plot" in an action picture?
Executive functioning is evaluated. The speech-language pathologist assesses
the child's ability to plan, organize, and attend to details (e.g., does he
or she plan/organize his or her writing? is he or she able to keep track of
assignments and school materials). The speech-language pathologist may read
an incomplete story and ask the child to provide a logical beginning,
middle, or conclusion. The child is also asked to provide solutions to
problems ( reasoning and problem solving ). For example, what would you do
if you locked your keys in your car? How can this problem be avoided in the
future?).
Treatment
The goals of speech and language treatment for the child with a reading
problem target the specific aspects of reading and writing that the student
is missing. For example, if the student is able to decode text but is unable
to understand the details of what has been read, comprehension is addressed.
If a younger student has difficulty distinguishing the different sounds that
make up words, treatment will focus on activities that support growth in
this skill area (rhyming, tapping out syllables, etc.).
Individualized programs always relate to the curriculum. Therefore,
materials for treatment are taken from or are directly related to curricular
content (e.g., textbooks for reading activities, assigned papers for writing
activities, practice of oral reports for English class). The student is
taught to apply newly learned language strategies to classroom activities
and assignments. To assist the child best, the speech-language pathologist
may work side-by-side with the child in his or her classroom(s).
Intervention with spoken language (speaking and listening) can also be
designed to support the development of written language . For example, after
listening to a story, the student may be asked to state and write answers to
questions. He or she may be asked to give a verbal and then a written
summary of the story.
Articulation (pronunciation) needs are also treated in a way that supports
written language. For example, if the child is practicing saying words to
improve pronunciation of a certain sound, he or she may be asked to read
these words from a printed list.
The speech-language pathologist consults and collaborates with teachers to
develop the use of strategies and techniques in the classroom . For example,
he or she may help the teacher modify how new material is presented in
lessons to accommodate the child's comprehension needs. He or she may also
demonstrate what planning strategies the student uses to organize and focus
written assignments.
Learning problems should be addressed as early as possible. Many children
with learning disabilities that are treated later, when language demands are
greater, experience lowered self-esteem due to their previous academic
frustrations and failures. Learning problems that go untreated can lead to a
significant decrease in confidence, school phobia (e.g., not wanting to go
to school, not wanting to do homework), and depression.
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