No abstract

No abstract

No abstract

Abstracts The study reported describes the phonological rules typical of normal development of Turkish‐speaking children. The processes identified include: reduplication, syllable deletion, consonant deletion, assimilation, cluster reduction, liquid deviation, stopping, fronting, affrication, and backing. From a crosslinguistic perspective, the phonological process patterns exhibited coincide broadly with universal tendencies, although some language specific patterns were also evident. In contrast, a case study of a phonologically disordered child indicated that her system was characterised by the use of idiosyncratic phonological rules as well as delayed acquisition of some aspects of the system. This atypical pattern reflects reports of phonologically disordered children learning other languages. The findings indicate that the deficit underlying this type of phonological disorder leads to similar phonological behaviour irrespective of the language being acquired. L'etude dont on rend compte décrit les règles phonologiques typiques du développement normal d'enfants turcophones. Les procédés identifiés comprennent: le redoublement, l'élision de syllabes et de consonnes, l'assimilation, la réduction des groupes consonantiques, la déviation des liquides, l'utlisation d'occlusives, de sons d'avant, l'affrication et l'utilisation de sons d'arrière. D'un point de vue comparatif, les modèles de procédés phonologiques mis en évidence coincident en gros avec les tendances universalles, quoique l'on remarque aussi certains modèles particulier au turc. Par contre, une étude de cas d'un enfant présentant des difficultés phonologiques a montré son système se caractèrisait par l'usage de règles phonologiques individuelles, et aussi par l'usage de règles phonologiques individuelles, et aussi par des retards dans l'acquisition de certains aspects due système. Ce modèle atypique reflète ce que l'on sait de l'apprentissage d'autres langues par des enfants souffrant de troubles phonologiques. Ces résultats indiquent que la déficience qui sous‐tend ce type de trouble phonologique aboutit à un compartement phonologique semblable quel que soit le langage en cours d'acqusition. Diese Studie beschreibt die phonologischen Regeln, die bei normaler Entwicklung fur türkischsprechende Kinder typisch sind. Die indentifizierten Prozesse waren u.a. Reduplikation, Silbentilgung, Konsonantentilgung, Assimilation, Konsonantengruppenreduktion, Liquidenabweichung, Verschlußbildung, Anteriorverschiebung (‘fronting’), Affrizierung und Posteriorverschiebung (‘backing’). Aus übersprachlicher Sicht stimmen die beobachteten Prozeßmuster mit universellen Tendenzen überein, obwohl einige sprachspezifische Muster auch in Erscheinung traten. Im Gegensatz dazu zeigte eine Fallstudie eines phonologisch gestörten Kindes ein System mit idiosynkratischen phonologischen Regeln und auch den verzögerten Erwerb einiger Aspekte des normalen Systems. Atypische Muster dieser Art sind in Berichten über phonologisch gestörte Kinder beim Erwerb in anderen Sprachen zu finde...

A single-subject alternating treatment design in combination with a staggered multiple baseline model across subjects was implemented with two 6:0 year-old girls, monozygotic twins, who were referred to a university clinic for evaluation and treatment. The treatment programme was structured according to variants of minimal pair contrast treatment in which the target sounds and their oppositions were selected according to either minimal or maximal opposition (including major-class differences) contrast treatments to evaluate which of the sound selection strategy would result in better learning. Independent variables were the minimal and maximal opposition conditions; dependent variables were the target phonemes treated. Consistent with the literature, maximal opposition treatment resulted in significantly greater changes in the sound systems of the twins than minimal opposition treatment.

No abstract

The investigators sought to explore and compare the identification of cluttering vs stuttering in four different country samples. After reading lay definitions of the two fluency disorders in their own language, convenience samples of 60-90 adult respondents from Turkey, Bulgaria, Russia, and the US identified 51-119 children or adults who either cluttered, stuttered, or both. They also indicated whether or not they, themselves, cluttered or stuttered. The majority of respondents in all four samples identified at least one person who cluttered, stuttered, or cluttered and stuttered. The average respondent identified one person with a fluency disorder, most likely a stutterer, less likely a clutterer, and least likely a clutterer-stutterer. Both similarities and differences characterized those identified in the three groups, e.g., the sex ratios were not the same. As with stuttering, the public apparently is aware of cluttering individuals and can identify such persons.

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.