Hasil Pencarian  ::  Simpan CSV :: Kembali

"This is a clear, comprehensive introduction to communication sciences and disorders, with an evidence-based, lifespan perspective. This edition continues the evidence-based, lifespan perspective. It reviews and explains the most recent research evidence pertaining to the assessment and treatment of communication disorders from birth through the end of life in a clear, comprehensible fashion. Each chapter is concise, yet provides comprehensive information appropriate for an introductory-level text. Students gain a basic foundation in the areas of anatomy and physiology of the speech and hearing mechanisms, and an overview of the various disorders that affect voice, fluency, articulation, language, cognition, swallowing, and hearing, along with detailed descriptions of the varying etiologies that cause these impairments"

"Gangguan dalam perkembangan bahasa menghambat anak usia prasekolah untuk berinteraksi dengan kemudahan dan kelancaran yang setara dengan anak pada umumnya dan hal itu dapat memicu masalah emosi. Anak usia prasekolah yang mengalami gangguan perkembangan bahasa juga mengalami kesulitan dalam meregulasi emosi mereka dengan baik. Penelitian ini berupaya untuk mencari tahu strategi regulasi emosi apa saja yang digunakan oleh anak di usia prasekolah dengan perkembangan bahasa atipikal, serta membandingkannya dengan strategi regulasi emosi yang digunakan anak usia prasekolah dengan perkembangan bahasa tipikal. Partisipan penelitian ini terdiri 119 orang tua/pengasuh dari anak usia prasekolah (3-5 tahun). Data dalam penelitian ini diambil menggunakan Speech and Language Developmental Milestones (SLDM) untuk membedakan partisipan berdasarkan perkembangan bahasa anak (atipikal dan tipikal). Selain itu, Emotion Regulation Skills Questionnaire (ERSQ) digunakan untuk mengukur strategi regulasi emosi anak. Hasil penelitian ini menunjukkan bahwa strategi regulasi emosi yang dominan digunakan oleh kelompok atipikal adalah venting, support seeking, dan comfort seeking. Hasil analisis statistik diferensial menunjukkan bahwa ada perbedaan strategi regulasi emosi antara kelompok atipikal dan tipikal. Untuk ke depannya, penelitian ini diharapkan dapat ditingkatkan lagi dengan menggunakan metode penelitian lain agar dapat memperdalam pemahaman mengenai strategi regulasi emosi anak usia prasekolah berdasarkan perkembangan bahasa.

---

Preschool children with language difficulties are at risk of experiencing more socio-emotional related problems compared to those who are typically developed. Previous studies have also found that language difficulties may negatively affect preschool childrens' emotion regulation skills. The purpose of this study is to find out which emotion regulation strategies are most likely to be used by preschool children with an assumed language difficulty (atypical) and to compare them with those who are typically developed. A total of 119 participants consisted of parents/caregivers of preschool children (3-5 years) were grouped based on child language development (atypical and typical) using the Speech and Language Developmental Milestones (SLDM). Childrens' emotion regulation strategies were measured using the Emotion Regulation Skills Questionnaire (ERSQ). Results showed that preschool children in the atypical group tend to use venting, support seeking, and comfort seeking to regulate their emotions. Differential test results showed that there is a significant difference of emotion regulation strategies between preschool children in both language development groups. Future studies are to be improved by using different research methods in order to obtain a deeper understanding of emotion regulation strategies in preschool children based on their language development."

"This new graduate level textbook, Cognition and Acquired Language Disorders: An Information Processing Approach, addresses the cognitive aspects of language and communication. It assembles the most recent information on this topic, addressing normal cognitive processing for language in adults, the cognitive impairments underlying language disorders arising from a variety of neurologic conditions, and current assessment and treatment strategies for the management of these disorders. The text is organized using an information processing approach to acquired language disorders, and thus can be set apart from texts that rely upon a more traditional, syndrome-based approach (e.g., stroke, dementia, and traumatic brain injury). This approach facilitates the description and treatment of acquired language disorders across many neurologic groups when particular cognitive deficits are identified. Other useful features of the text include assessment and treatment protocols that are based on current evidence. These protocols provide students and clinicians a ready clinical resource for managing language disorders due to deficits in attention, memory, linguistic operations, and executive functions. Unique process-oriented approach organizes content by cognitive processes instead of by syndromes so you can apply the information and treatment approaches to any one of many neurologic groups with the same cognitive deficit. Cognitive domains are described as they relate to communication rather than separated as they are in many other publications where they are treated as independent behaviors. A separate section on normal processing includes five chapters providing a strong foundation for understanding the factors that contribute to disordered communication and its management. The evidence-based approach promotes best practices for the most effective management of patients with cognitive-communication disorders. Coverage of the cognitive aspects of communication helps you meet the standards for certification in speech-language pathology. A strong author team includes two lead authors who are well known and highly respected in the academic community, along with expert contributors, ensuring a comprehensive, advanced clinical text/reference."