Aphasia frequently leads to long-term consequences in language and communication. This paper presents an overview of current methods of aphasia treatment, as well as empirical data on their effectiveness and limitations. We surveyed literature by accessing electronic databases of Serbian libraries and by using specialized search engines on the internet. A review of the papers confirmed the existence of numerous methods in the treatment of aphasia today, which we conveniently grouped. The central place in the treatment is occupied by methods aimed at treating specific language disorders and methods specific to the type of aphasia. Methods that are complementary to language-oriented forms of therapy also need to be examined. There is a growing necessity to better define criteria for the implementation of some therapy methods. We feel that more precise definitions and a more unified methodology are needed to evaluate the efficacy of therapy methods and their verification.

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Introduction/Objective The development of speech is the result of interaction of different systems of the cortex, which gradually acquires the ability of phonological presentation and motor control, in the presence of a series of physical and physiological changes in the morphology of the articulation system. The objective of the study was to examine the impact of laterality and cortical responses on the development of speech in children. Methods Research is a quasi-experimental design with two groups. The sample covered 60 children from Belgrade, of both sexes, ages 5.5-7 years, divided into two groups, experimental (30) and control (30). We used the following instruments: test for assessing laterality and ascertaining evoked potentials. Results On the visual lateralization subtest there was a statistically significant difference (χ² = 7.56, p < 0.05) between the observed groups. The visual evoked potentials on all measured parameters gave a statistically significant difference between the groups: waveform cortical responses-left (χ² = 30.00, df = 1, p < 0.05); cortical responses-right (χ² = 6.667, df = 1 , p < 0.05); waveform amplitude-left (χ² = 13.469, df = 1, p < 0.05); amplitude-right (χ² = 40.00, df = 1, p < 0.05), somatosensory potentials (χ² = 18.261, df = 1, p <0.05); waveform amplitude (χ² = 12.000, df = 1, p < 0.05); waveform latency (χ² = 5.455, df = 1, p < 0.05). Conclusion Visual laterality, as well as visual and somatosensory cortical responses to stimuli is better in children without the present articulation disorder, which could be used for timely prevention planning.

Introduction. Cleft lip and palate are complex congenital anomalies of the orofacial system of children. Feeding and swallowing problems occur with varying degrees in children with cleft lip and/or palate. Aim. The aim of this paper was to review the literature and available evidence regarding the types of eating and swallowing disorders that can be identified in children with cleft lip and/or palate, as well as a description and types of compensatory strategies and interventions to alleviate difficulties. Methods. Insight into the relevant literature was performed by specialized search engines on the internet and insight into the electronic database. Results. The extent of the cleft is related to the severity of eating and swallowing disorders, so the most common problems are decreased oral sensitivity, cough, choking, nasal regurgitation, difficulty in sucking, laryngotracheal aspiration due to inadequate airway protection during swallowing, which may result in pneumonia and lung damage. Feeding and swallowing difficulty is also a source of stress for parents. Conclusion. Choking, coughing, nasal regurgitation, laryngotracheal aspiration, excessive air intake can lead to dehydration, malnutrition, but also the need for alternative feeding methods Therefore, it is of great importance to identify the problems of feeding and swallowing in a timely manner, along with modifications of the feeding method.

Primary progressive aphasia (PPA) includes a group of neurodegenerative disorders that are characterized by progressive deterioration of language functions, while other cognitive functions, at least at the onset of the disease, are relatively spared. There are three basic subtypes of PPA: the nonfluent progressive aphasia (nvPPA), the semantic variant of a primary progressive aphasia (svPPA), and the logopenic progressive aphasia (lvPPA). The semantic variant of a PPA can also be found in the literature under the term of semantic dementia. It is clinically manifested by progressive deterioration of semantic knowledge, fluent aphasia, impaired naming and comprehension, prosopagnosia and surface dyslexia and dysgraphia (in languages with irregular orthography). As the disease progresses, other cognitive changes can be observed. The main cause of the disorder is progressive bilateral atrophy of the anterior temporal lobes, which is more manifested in the left hemisphere. The literature is modest in terms of the use of specific treatment methods in the rehabilitation of these patients. Since speech and language disorders are the most conspicuous symptom, at least at the beginning of the disease, the role of speech therapists in the assessment and restitution of speechlanguage and communication skills is also indisputable.