• Speech Sciences
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• v.14 no.3
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• pp.147-160
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• 2007

This study was aimed to evaluate effect of parents-centered speech intervention program on overall speech and language performances of children with cochlear implant. Ten pairs of mother and child were selected and assigned into two groups: intervention group(G1) and control group(G2). G1 included 5 children with cochlear implant and their mothers who joined the parents-centered program. G2 consisted of 5 children with cochlear implant and their mothers did not participate in the program. To evaluate their speech and language abilities, examination instruments(Preschool Language Scale, and Language Comprehension and Cognition Test) were analyzed. Performances of pre- and post-treatment were analysed by ANOVA procedure. The results were as follows: There were significant differences of speech and language performances between pre- and post-treatment in G1. But there were no significant differences in G2(therapists centered program). G1 showed better performances in language comprehension than G2. This study revealed that parents centered language intervention program would be effective for speech and language development for children with cochlear implant.

• Clinical and Experimental Pediatrics
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• v.51 no.9
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• pp.922-934
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• 2008

Developmental language disorder is the most common developmental disability in childhood, occurring in 5-8% of preschool children. Children learn language in early childhood, and later they use language to learn. Children with language disorders are at increased risk for difficulties with reading and written language when they enter school. These problems often persist through adolescence or adulthood. Early intervention may prevent the more serious consequences of later academic problems, including learning disabilities. A child's performance in specific speech and language areas, such as phonological ability, vocabulary comprehension, and grammatical usage, is measured objectively using the most recently standardized, norm-referenced tests for a particular age group. Observation and qualitative analysis of a child's performance supplement objective test results are essential for making a diagnosis and devising a treatment plan. Emphasis on the team approach system in the evaluation of children with speech and language impairments has been increasing. Evidence-based therapeutic interventions with short-term, long-term, and functional outcome goals should be applied, because there are many examples of controversial practices that have not been validated in large, controlled trials. Following treatment intervention, periodic follow-up monitoring by a doctor is also important. In addition, a systematized national health policy for children with speech and language disorders should be provided.

• Speech Sciences
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• v.10 no.3
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• pp.65-77
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• 2003

This study was aimed at clarifying the effects of sibling-involved .language intervention in children with language disorders. Ten subjects were selected and assigned into two groups (language intervention group with sibling-involvement, and language intervention without sibling-involvement). Group 1 consisted of 5 children with language disorders. Group 2 consisted of 5 children with language disorders without sibling-involvement. To investigate the language and communication ability, Picture Vocabulary Test and the subjects's spontaneous speech sample were analyzed. To compare pre-treatment with post-treatment between two the groups, repeated-measures ANOVA and t-test were used. The results were as follows; First, the language intervention with sibling-involvement was not effective compared to without sibling-involvement in improving the picture vocabulary ability of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the picture vocabulary ability of the two .groups. However, there was no significant difference in the post-treatment between the two groups. Second, the language intervention with sibling-involvement was more effective compared to without sibling-involvement in improving the semantic aspects of language of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of semantic relations between the two groups in that group 1 showed a higher improvement than group 2. Third, the language intervention with sibling involvement was more effective in improving pragmatic aspects of language of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of communicative intentions of the two groups. And there was a significant difference in the post-treatment between the groups in that group 1 showed a higher improvement than group 2.

• Speech Sciences
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• v.8 no.4
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• pp.119-129
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• 2001

Language is one aspect of cognition, along with attention and concentration, learning and memory, visuospatial abilities, and executive function. The purpose of this study was to determine the effect of language intervention by cognitive approach on language expressive performance in a patient with conduction aphasia. This study used several tasks such as Attention and concentration task, visual memory tasks, memory tasks, categorization, divergent thinking, self-monitoring and evaluate thinking. The effects of treatment were evaluated by periodic probing of both trained and untrained familiar words in three tasks; picture naming, answering to questions and telling stories. The results showed improvements both in trained and untrained words. Therefore, we concluded that expressive language performance of this aphasic patient is amenable to this intervention, and that cognitive therapy approach can be useful.

• Phonetics and Speech Sciences
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• v.1 no.1
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• pp.77-86
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• 2009

This study observes how the combined intervention program effects on the acquisition reading pronunciation of Korean phonological process words and the acquisition aspects of each phonological process rules to four Korean learners whose first language is Chinese. The training program is the combination of multisensory Auditory, Visual and Kinethetic (AVK) approach, wholistic approach, and metalinguistic approach. The training purpose is to evaluate how accurately they read the words of the phonological process which have fortisization, nasalization, lateralization, intermediate sound /ㅅ/ (/${\int}iot"$/). We access how they read the untrained words which include the four factors above. The intervention effects are analyzed by the multiple probe across subjects design. The results indicate that the combined phonological process rule explanation and the words activity intervention affects the four Chinese subjects in every type of word. The implications of the study are these: First, it suggests the effect of Korean pronunciation intervention in a concrete way. Second, it offers how to evaluate the phonological process and how to train people who are learning Korean language.

• Phonetics and Speech Sciences
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• v.6 no.4
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• pp.151-159
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• 2014

The study investigated the effects of reading intervention to enhance reading fluency for children from low-income families. The participants were 20 children from low-income families who are in grades 1 to 3. To qualify for participation in this study, all children had to score below 30 % ile on the Receptive vocabulary Test of the Expressive and Receptive Vocabulary Test or the Word reading fluency of the Korean Language-Based Reading Assessment. Participants were randomly assigned to the intervention (n=10) or control (n=10) group. The intervention group participated in the individualized intervention program using the guided repeated reading and the corrective feedback strategies. The results showed that participants in the intervention group performed better on reading fluency than those in the control group after participating in the intervention program. Specifically, guided repeated reading with corrective feedback strategies produced significant improvement on generalization to unpracticed passages as well as practiced passages. The results of this study suggest that guided repeated reading with corrective feedback is effective for enhancing reading fluency for children in Korea. Further study is needed in order to develop language-specific reading intervention.

• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.33 no.3
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• pp.130-141
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• 2022

Voice and speech therapy can be performed in various ways depending on the situation, although it is generally performed in a face-to-face manner. Telepractice refers to the provision of specialized voice and speech therapy by speech-language pathologists for assessment, therapy, and counseling by applying telecommunication technology from a remote location. Recently, due to the pandemic situation and the active use of non-face-to-face platforms, interest in telepractice of voice and speech therapy has increased. Moreover, a growing body of literature has been advocating its clinical usefulness and non-inferiority to traditional face-to-face intervention. In this review, the existing discussions, guidelines, and preliminary studies on non-face-toface voice and speech therapy were summarized, and recommendations on the tools for telepractice were provided.

• Journal of the Korea Society of Computer and Information
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• v.24 no.11
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• pp.263-270
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• 2019

The propose of this study was to investigate the factors affecting job satisfaction in Speech-Language Pathologists and to identify the relationships among job satisfaction self-efficiency and job stress. The participant of this study were 145 Speech-Language Pathologists. The results of present study are as follows. The mean score for job satisfaction was 3.62. job satisfaction was found to have a positive correlation with self-efficiency, and a negative correlation with job stress. The influencing factors impacting on job satisfaction were self-efficiency and job stress. This factors explained that job satisfaction was 46.8% of the variance. Conclusion: This study is expected be useful to find ways to improve subjects' job satisfaction by increasing their self-efficiency, decreasing their job stress and developing intervention programs as basic data.

• Phonetics and Speech Sciences
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• v.13 no.2
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• pp.67-76
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• 2021

Nanta means "tapping" using percussion instruments such as drums, which is the rhythm of Samulnori, a tradtional Korean music. Nanta speech rhythm intervention program was developed and applied for the children with limited speech sound production and investigated its effect. Nanta program provided audible stimulation, various sound loudness and beats, and rhythms. Nanta program consists of three stages : Respiration, phonation and articulation with the rhythm. Six children with language development delay participated in this study. Children were encouraged to explore sounds and beats and freely express sounds and beats. Along with the rhythm, children also were encouraged to produce speech sounds by increasing the length of syllables in mimetic and imitating words. A total of 15 sessions were conducted twice a week for 40 minutes per session. For exploring the effectiveness, raw scores from preschool receptive-expressive scales (PRES) and receptive-expressive vocabulary test (REVT) were obtained and compared before and after therapy. The results demonstrated that significantly improved receptive (p=.027) and expressive language scores (p=.024) in PRES and receptive (p=.028) and expressive (p=.028) vocabulary scores following intervention using Wilcoxon signed-rank test.These findings suggest that the nanta rhythm program can be useful for improving language development and vocabulary in children with limited speech sound production.

• The Journal of the Korea Contents Association
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• v.22 no.9
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• pp.520-530
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• 2022

The purpose of this study is to examine the status and perceptions, needs of speech language pathologists(SLPs) for the intervention of non-verbal autism spectrum disorders(ASD) through a survey. Among SLPs registered in the Korean Association of Speech-Language Pathologists (KSLP), 116 SLPs participated in this survey. The result is as follows. First, 96.6% of SLP reported that they had been referred for non-verbal ASD, and it was found that SELSI was the most used evaluation tool, and communication ability and social interaction were the most frequently used intervention goals. Second, 86.2% of the SLP said that speech therapy had difficulties, and the reason for the burden was the lack of speech therapy methods. Also, the level of knowledge of speech therapy for non-verbal ASD was low in the treatment area, and the level of confidence responded positively only in communication ability and social interaction. Third, education that was considered necessary within the curriculum was education on treatment methods, and it was found that the improvement points of education other than regular courses were increased education such as expert courses and workshops and activation of supervision. From the results of this study, it is expected that the related curriculum will be expanded and improved in the future.