Bokor, Tamás – Bokor Bacsák, Györgyi: From Sympathy to Participation. The Enforcement Options of the Participative Theory of Communication in Speech Therapy Activities
Tar, Éva: The Impact of Analysing Productive Phonological Knowledge in a Treatment of Speech of a Child with Down Syndrome
Radványi, Katalin – Regényi, Enikő Mária – Csorba, János: "Better, Worthy of Human Home- and Living Conditions for Them Too". Life Quality of the Intellectually Disabled and the Issue of De-Institutionalization
Font, Orsolya – Kóbor, Andrea – Takács, Ádám: The Developmental Patterns of Nonverbal Fluency from the Third to the Fifth Grades
FROM WORKSHOPS OF PRACTICE
Mrs. Fischer, Lászlóné – Mezőfi-Horváth, Antónia – Pamula, Miklós: Comparative Efficiency Analysis of the Audiovisual Stimulation in Kiskõrös Special School
BOOKS AND NOVELTY
Ollé, János – Papp-Danka, Adrienn – Lévai, Dóra – Tóth-Mózer, Szilvia – Virányi, Anita: Methods for IT Education. Teaching and Learning in the Information Society (Pongrácz, Kornélia)
Dicks, Matthew: Memoirs of an Imaginary Friend: A Novel (Mrs. Őszi, Tamásné)
NEWS FROM THE LIFE OF MAGYE
41th National Symposium (Tatabánya)
Bokor, Tamás – Bokor Bacsák, Györgyi From Sympathy to Participation.
The Enforcement Options of the Participative Theory of Communication in Speech Therapy Activities
This thesis aims to enlight the speech therapy – as a field of special education – from a new point of view, namely from the perspective of communication theory. The disciplinary reconstruction builds itself onto the participative theory of communication, while it aspires to draw up several relevant statements about the practice of speech theory. This text tries to accomplish two crucial missions. On one hand, it clarifies the condition-based concept of communication, detached from the well known process-based concept, which is widely used and taught in the education system of speech therapists. Thus it recommends an alternative perspective for speech therapy. On the other hand – emphasising the importance of interdisciplinary approach – the text aims to illustrate that the synopsis of communication theory and speech therapy can effectively empower the developing endeavour of speech therapists’. Connecting to the latter, the thesis shows new opportunities in the theory and also in the practice of speech therapy.
Tar, Éva The Impact of Analysing Productive Phonological Knowledge in a Treatment of Speech of a Child with Down Syndrome
Studies on the linguistic abilities of children with Down syndrome (DS) revealed poor articulatory and phonological skills. However, due to the diverse combinations of factors hindering phonological development, a great deal of variability exists in the speech of the DS population. The clinical implication of these findings is that it is important to perform a comprehensive phonological assessment in order to determine the level of linguistic functioning. The present case study aims to show how a phonological assessment procedure can reveal the special weaknesses within a given phonological system.
Keywords: Down syndrome, atypical language development, phonological analysis
Radványi, Katalin – Regényi, Enikő Mária – Csorba, János
"Better, Worthy of Human Home- and Living Conditions for Them Too".
Life Quality of the Intellectually Disabled and the Issue of De-Institutionalization
After an overview of the related legislation with an international outlook, the authors present the problems of the living conditions, home opportunities and the de-instuitutionalization process of the intellectually disabled population, including predecessors, European experiences and the positive example of Finland. Discussing the theoretical and practical aspects of the theme, characteristics of the domestic situation is detailled and the possible optimal aims of the de-institutionalization are outlined.
Keywords: intellectual disability (ID); home (residential) environment; de-institutionalization; foreign and Hungarian experiences
Font, Orsolya – Kóbor, Andrea – Takács, Ádám
The Developmental Patterns of Nonverbal Fluency from the Third to the Fifth Grades
The nonverbal fluency as an executive component and cognitive task is fairly known in Hungarian developmental and comparative research and in clinical practice as well. The present study aimed to explore the potential cognitive predictors and age-related characteristics of nonverbal fluency in a sample of 139 typically developing children from the third to the fifth grades. Impacts of qualitative features of the nonverbal fluency test (strategy using, complexity of figures) and moderating effects of further cognitive skills (general fluency, basic spatial working memory, attention functioning) were under examination. Strategy using, complexity and general fluency skills were found to be the main predictors. Strategy using becomes more important by the 5th grade, because the strategies and the performance on nonverbal fluency test have been closely intertwined. High level of complexity reduces performance regardless of age. Revealing connection between verbal and nonverbal fluency indicates the role of a general mental productivity skill. The impact of meta-cognitive functions and a linear trend of the development of cognitive skills were pointed out, which could confirm the constructivist model of Piaget. In the absence of school-aged normative data of nonverbal fluency in Hungary, our study using typically developing sample can serve as a first step to identify the main features, which can also be used in developmental neuropsychological practice in the future.
Mrs. Fischer, Lászlóné – Mezőfi-Horváth, Antónia – Pamula, Miklós
Comparative Efficiency Analysis of the Audiovisual Stimulation in Kiskõrös Special School
This paper is reporting a research executed inside the Kiskőrös Special School, Hungary. We have analyzed the effectiveness of the auditory-visual stimulation (AVS) / photo-acoustic stimulation in two different groups. The groups of children come from different ages and differ on the level of learning disabilities too.
These years in Hungary there are trends orienting the integrated education system. Therefore the educational institutes are loaded with progressive expectations and difficulties. They are calling for using numerous of applied therapies. Using Mind Machines could be advantageous in special schools. This technique had already been used and tested only in a few occasions in the education in our country. We decided to examine the possibilities of the Mind Machines in our institute.
In total there were 72 persons participating in the research. 30 of nursery school, and 42 of special school students. The nursery school group consisted of 15 intervention and 15 control members. The special school group was the same with 21 plus 21 members. The nursery group had behavioral, learning or assimilation problems with no organic brain deficit. The school group has learning disabilities with organic deficit background.
All the members had participated in the normal learning improvement process in the institute. The intervention team members got AVS treatment in addition once a week over seven months.
We have measured and checked the learning skills of the members before and after the therapy. The results have been processed by statistical analysis.
The measures confirmed the effectiveness of the whole learning improvement process. In the intervention groups – where the additional AVS treatment was used - the extent of the improvement was significantly higher than in the control groups.