Basics of Developmental Disorders of Speech and Language

Zehnhoff‐Dinnesen, Antoinette am; Denk-Linnert, Doris-Maria; Hegazi, Mona; Keilmann, Annerose; Kiese-Himmel, Christiane; Neumann, Katrin; Regele, Sabrina; Schönweiler, R.; Seemanová, E

doi:10.1007/978-3-662-46780-0_9

Cited by 1 publication

(3 citation statements)

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“…Morgan et al, 2017), and these children are at a higher risk for life-long disability (Capone Singleton, 2018). In a global context, developmental disorders involving speech production and language processing are unexceptional, with the possibility of occurrence in boys is twice as much as girls in all native languages (Zehnhoff-Dinnesen et al, 2020). Specifically, around 5-8% of children cannot express their first word during the first three years of age as the brain grows dramatically (Del Tufo et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Any impairment in the development of linguistic competence in children at their critical period becomes a central issue of early education studies since it serves as a attentive indicator of children's overall development (Zehnhoff-Dinnesen et al, 2020). In some cases, language impairment hampers the later comprehension of school subjects.…”

Section: Introductionmentioning

confidence: 99%

“…Pre-school teachers should be the vanguard of promoting a changing attitude towards addressing the best practices in treating speech delay to catch up with pre-school education goals (Kouba Hreich et al, 2020). These practices proceed with the milestones of normal language development concerning time and content (Zehnhoff-Dinnesen et al, 2020). Language milestones are significant since they forewarn potential problems in educational achievement in later developments (Smart et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Supporting Children with Speech Delay: Speech Therapy Intervention Frameworks from Preschool Teachers

Machmud,

Abidin,

Hewi

et al. 2023

INT J INSTRUCTION

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This study drew a brief description of speech intervention frameworks for preschool children with speech delay (SD) across Indonesia. An online survey was distributed via emails and Whatsapp groups to preschool teachers with experience working with 3-year-old to 6-year-old children with SD. The questionnaire was developed by considering cumulative background factors, behavioral performances, and standardised assessment instruments of SD. 482 (96.4%) out of 500 online responses via Google Form passed the inclusion criteria. The findings suggest that the preschool teachers build speech intervention frameworks based on two necessities: community learning with small-group activities (71.16%) and private sessions and individual exercises (28.84%). These necessities follow the lack of parental support or constant nurturing due to economic and educational measures. Community learning features schooling experience and small-group works. Private sessions feature practice drills, individual repetitive exercises, and psychological impressions. There were three sessions within a week, and each activity took 30 to 45 minutes. The therapy lasted for 30 or 32 weeks. Needless to say, this study lacks contextual variability, and future studies should consider the duration, frequency, and intensity of the therapy from varied respondents in different areas and professions.

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