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The current study is a preliminary examination of cognitive profiles and cortical distribution of the spectral power of different electroencephalogram (EEG) rhythms in children with specific language impairment and subclinical epileptiform discharges. Although a number of empirical studies point to higher incidence of abnormal EEGs in children with specific language impairment, only a few studies were found examining electrophysiological characteristics, such as locus of discharges and connections with cognitive functioning in this population of children. The sample included 12 children with specific language impairment (SLI) and abnormal EEG who underwent testing of cognitive functioning using the Wechsler Intelligence Scale for Children (WISC). The control sample included 13 children with specific language impairment and regular EEG. Results point to lower scores on several subtests of the performance scale for children with abnormal EEG than for the group with regular EEG. Detailed EEG analysis of cortical distribution of the spectral power of different EEG rhythms partially confirms the results of neuropsychological assessment, pointing to abnormal function of frontal and temporal regions. Higher values of spectral power of the delta brain rhythm in frontal regions are associated with lower results on the WISC performance scale. Results are discussed in the context of subgroups of the population of children with SLI.

Objective: To provide an overview of student training in speech and language therapy/logopedics (SLT) in selected Central and Southeastern European countries (Poland, Slovenia, Bulgaria, Czech Republic, Serbia, Bosnia and Herzegovina and Turkey). Method: Data were collected using a special questionnaire developed by Söderpalm and supplemented by Georgieva. Results from 23 SLT programs in the seven countries were collected and organized. Results: In all these countries, SLT has roots in special education or health and is centralized in the university environment. The training programs have positive accreditation provided by the national agencies of accreditation and evaluation. Results were examined specifically for evidence of the new paradigm of evidence-based practice (EBP) according to the revised International Association of Logopedics and Phoniatrics (IALP) guidelines and the application of research-based teaching in SLT. The professional bodies that govern clinical practice in public health and/or educational fields are in the process of EBP implementation. Most speech and language therapists/logopedists in the selected countries work in an educational setting, clinical organization and/or hospital as well as in social day care centers. Except in Turkey, private practices are not regulated by the law. Conclusions: In the seven countries examined in this survey, SLT is progressing as a professional discipline but must be supported by government funding of SLT education and services to relevant populations.