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CNAA / Theses / 2021 / June /

Psychological and speech therapy interventions in language and communication disorders in preschoolers


Author: Buganu Diana Alina
Degree:doctor of psychology
Speciality: 19.00.10 - Special Psychology
Year:2021
Scientific adviser: Valentina Olarescu
doctor, professor, Chisinau Pedagogical State University "Ion Creanga"
Institution: Chisinau Pedagogical State University "Ion Creanga"

Status

The thesis was presented on the 11 June, 2021
Approved by NCAA on the 4 October, 2021

Abstract

Adobe PDF document – 0.86 Mb / in romanian
Adobe PDF document – 1.06 Mb / in english

Thesis

CZU 376.36:373.2(043.3)

Adobe PDF document 4.68 Mb / in romanian
240 pages

Keywords

language development level, communication, pronunciation disorder, polymorphic dyslalia, mnemonic function, neuropsychic functions, phonological processing, systemic psycho-speech therapy program, sensory-motor functioning, visual-spatial processing.

Summary

Thesis structure: The thesis consists of: annotations, list of abbreviations, introduction, three chapters, general conclusions and recommendations, bibliography of 246 titles, 9 annexes, 134 pages of basic text, 34 figures and 79 tables. The obtained results are published in 15 scientific papers.

Field of study: Psychology of language disorders and communication

The purpose of the research: consists in elaboration, implementation and validation of the efficiency of a systemic psycho-speech therapy program intended to remedy language disorders, based on the study / evaluation of the peculiarities of language development and communication in relation to the mnemonic function, in high preschoolers. Research objectives: diagnosis of pronunciation disorders, identification of the level of development of oral language, memory and neuropsychic functioning in the context of the presence of pronunciation disorders, determination of the significance of the relationship between pronunciation disorders and memory function in preschoolers aged 5-6 years; elaboration and implementation of a systemic program of psycho-speech therapy interventions, focused on the language and communication development, and the mnemonic function in high preschoolers in order to improve / overcome pronunciation disorders, evaluation and approval of the effects of the systemic psycho-speech therapy program administered. The results obtained that contribute to solving the important scientific problem consists in: establishing the theoretical-applied psychological foundations that underlie the identification of an alternative way of language and communication development in preschoolers aged 5-6, by considering the relationship between pronunciation and memory disorders; evaluating the level of development of language and communication and memory with highlighting the peculiarities depending on the category of preschoolers; elaboration, implementation and approval of a systemic psycho-speech therapy intervention program aimed at remedying pronunciation disorders (polymorphic dyslalia) in high preschoolers focused on language and communication development in relation to memory function.

Scientific novelty and originality. For the first time at the national level, the experimental comparative study of oral language and communication, of mnemonic function was performed in preschoolers with pronunciation disorders (polymorphic dyslalia) and in children of the same age, with typical development, in order to delimit and interpretation of the specifics of language development and communication in relation to the mnemonic function, against the background of the presence of pronunciation disorders; a methodology for assessing and diagnosing the level of language development and memory function was established; a systemic program of psycho-speech therapy intervention for the development of language and communication, and mnemonic function, was applied in order to remedy pronunciation disorders (polymorphic dyslalia) in high preschoolers; recommendations were developed for specialists interested in the therapy of polymorphic dyslalia.

Theoretical significance. The results of the investigation bring a contribution to psychological and speech therapy science with new information related to knowing the relationship between pronunciation disorders and memory function in high preschoolers; the systemic psycho-speech therapy intervention program can serve as a methodological benchmark in organizing the intervention that aims in remediations of pronunciation disorders in preschoolers.

The applicative value of the paper: consists in the systemic program of psycho-speech therapy developed, implemented and verified, useful to practitioners, offering an alternative model of remediation, development of language and communication with reference on the memory function (memory); the set of selected and proposed methods are used to assess the oral language and memory of preschoolers with pronunciation disorders.

Implementation of scientific results. The resulting materials are used in the psycho-speach-therapeutic process at preschool level; in the process of continuous and complementary training of psychologists and speech therapists; are recommended on the courses Special Psychology, Speech Therapy, Speech Assitance, for the training of students in special psychopedagogy and master students in speech therapy of "Ion Creanga" State Pedagogical University .