Multidisciplinary speech and language therapy approach in a child with multiple disabilities including blindness due to retinopathy of prematurity: a case study with a one year follow-up

Maksimović, Slavica; Stanojević, Nina; Fatić, Saška; Punišić, Silvana; Adamović, Tatjana; Petrović, Nenad; Nenadović, Vanja

doi:10.1080/14015439.2021.2014563

Cited by 4 publications

(5 citation statements)

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“…Although there was progress in speech–language, sensorimotor, and socio-emotional development, the discrepancy between the current level of functional development and chronological age did not decrease. As previously observed, children with ASD who receive integrative therapy with the determined methodological principle of treatment [ 52 , 53 ] demonstrate significant progress in the observed function’s development. In this study, despite intensive treatment, there was no significant progress when examining developmental functions in the child with ASD and WMSAs compared with his chronological age.…”

Section: Discussionmentioning

confidence: 80%

“…The multidisciplinary admission team in the IEPSP diagnosed ASD after observing and analyzing the obtained data. Considering all of the information gathered about the child, the cross-disciplinary admission team, in cooperation with a cross-disciplinary implementation team, developed an integrative therapy plan based on the KSAFA approach [ 53 ]. The therapy was set to maximally exploit the potential and fulfill the child’s unique needs during treatment.…”

Section: Case Presentationmentioning

confidence: 99%

“…The therapy was set to maximally exploit the potential and fulfill the child’s unique needs during treatment. Individual treatment based on KSAFA principles was chosen because it proved effective in children with complex disorders [ 52 , 53 ]. The utilized integrative therapy involved interventions for acquiring communication and linguistic skills, psychomotor reeducation, techniques to enhance sensory processing, and psychotherapeutic support for the child’s parents.…”

Section: Case Presentationmentioning

confidence: 99%

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EEG Correlates of Cognitive Functions in a Child with ASD and White Matter Signal Abnormalities: A Case Report with Two-and-a-Half-Year Follow-Up

Ćirović,

Jeličić,

Maksimović

et al. 2023

Diagnostics

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This research aimed to examine the EEG correlates of different stimuli processing instances in a child with ASD and white matter signal abnormalities and to investigate their relationship to the results of behavioral tests. The prospective case study reports two and a half years of follow-up data from a child aged 38 to 66 months. Cognitive, speech–language, sensory, and EEG correlates of auditory–verbal and auditory–visual–verbal information processing were recorded during five test periods, and their mutual interrelation was analyzed. EEG findings revealed no functional theta frequency range redistribution in the frontal regions favoring the left hemisphere during speech processing. The results pointed to a positive linear trend in the relative theta frequency range and a negative linear trend in the relative alpha frequency range when listening to and watching the cartoon. There was a statistically significant correlation between EEG signals and behavioral test results. Based on the obtained results, it may be concluded that EEG signals and their association with the results of behavioral tests should be evaluated with certain restraints considering the characteristics of the stimuli during EEG recording.

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Section: Discussionmentioning

confidence: 80%

Section: Case Presentationmentioning

confidence: 99%

Section: Case Presentationmentioning

confidence: 99%

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EEG Correlates of Cognitive Functions in a Child with ASD and White Matter Signal Abnormalities: A Case Report with Two-and-a-Half-Year Follow-Up

Ćirović,

Jeličić,

Maksimović

et al. 2023

Diagnostics

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“…Considering all collected data about the child, the multidisciplinary admission team decided on a multidisciplinary implementation team to make an integrative therapy treatment plan. The team optimized the KSAFA approach [70] in the treatment according to the individual needs and specifics of the child. Applied integrative therapy included speech and language therapy, psychomotor re-education, sensory integration, and psychotherapeutic assistance to the child's mother.…”

Section: Case Reportmentioning

confidence: 99%

Can EEG Correlates Predict Treatment Efficacy in Children with Overlapping ASD and SLI Symptoms: A Case Report

Maksimović¹,

Jeličić²,

Marisavljević³

et al. 2022

Diagnostics

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Evaluation of the rehabilitation efficacy may be an essential indicator of its further implementation and planning. The research aim is to examine whether the estimation of EEG correlates of auditory-verbal processing in a child with overlapping autism spectrum disorder (ASD) and specific language impairment (SLI) symptoms may be a predictor of the treatment efficacy in conditions when behavioral tests do not show improvement during the time course. The prospective case report reports follow-up results in a child aged 36 to 66 months. During continuous integrative therapy, autism risk index, cognitive, speech–language, sensory, and EEG correlates of auditory-verbal information processing are recorded in six test periods, and their mutual interrelation was analyzed. The obtained results show a high statistically significant correlation of all observed functions with EEG correlates related to the difference between the average mean values of theta rhythm in the left (F1, F3, F7) and right (F2, F4, F8) frontal region. The temporal dynamics of the examined processes point to the consistency of the evaluated functions increasing with time flow. These findings indicate that EEG correlates of auditory-verbal processing may be used to diagnose treatment efficacy in children with overlapping ASD and SLI.

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“…Mere koje se sprovode u okviru intervencija moraju biti striktno profilisane za kategoriju dece sa SPU a stručnjak mora biti senzibilisan za specifičan vid teškoća koje dete ispoljava, kao i za povezanost emocionalnih ili bihevioralnih teškoća sa školskim a zatim i porodičnim kontekstom. Prioritetna mera intervencije tiče se podrške logopedske struke (Jeličić i sar., 2018;Maksimović et al, 2021) i uključivanje dece u tretman. Paralelno sa tim mora otpočeti saniranje psiholoških posledica.…”

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2022

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Uvodna razmatranjaČitanje i pisanje kao školske veštine, deo su šireg plana označenog sintagmom akademske veštine (Maksimović i Uremović, 2008). O stepenu kompleksnosti čitanja i pisanja govori i činjenica da se za njih koristi termin kompetencija (Rychen & Salganik, 2003), koji označava mоgućnost uspešnog odgovora na složene zahteve аngažovanjem sposobnosti kao što su kognitivne, perceptivne, verbalne, okulomotorne i mnoge druge (Sovilj i sar., 2019). Pokazano je da su strukture i funkcije na koje se oslanja razvoj školskih veština visoko vulnerabilne i podložne smetnjama, oštećenjima i poremećajima, kako u periodu ranog razvoja tako i u školskom periodu (Punišić i sar., 2014; Jeličić i sar., 2018). U zavisnosti od mehanizma, vremena i područja delovanja etioloških faktora, posledice po razvoj školskih veština mogu biti od diskretnih preko složenijih ali rešivih kao što su npr. nesavladane tehnike čitanja i/ili pisanja do veoma složenih kao što su disleksija i disgrafija (Jeličić i sar., 2016). Ako su zadovoljeni svi dijagnostički preduslovi, onda govorimo o specifičnim poremećajima školskih veština, u novijoj literaturi kategorisanim u specifične poremećaje učenja (DSM-5, APA, 2013). Ovo je zajednički termin koji se odnosi na grupu neurorazvojnih poremećaja koji utiču na ukupno akademsko postignuće. Manifestuju se neočekivanim, specifičnim i upornim poremećajima u učenju čitanja (disleksija), pisanja (disgrafija) ili matematičkih operacija (diskalkulija) i pored prosečnih ili natprosečnih intelektualnih sposobnosti, očuvanih funkcija

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Multidisciplinary speech and language therapy approach in a child with multiple disabilities including blindness due to retinopathy of prematurity: a case study with a one year follow-up

Cited by 4 publications

References 46 publications

EEG Correlates of Cognitive Functions in a Child with ASD and White Matter Signal Abnormalities: A Case Report with Two-and-a-Half-Year Follow-Up

EEG Correlates of Cognitive Functions in a Child with ASD and White Matter Signal Abnormalities: A Case Report with Two-and-a-Half-Year Follow-Up

Can EEG Correlates Predict Treatment Efficacy in Children with Overlapping ASD and SLI Symptoms: A Case Report

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