Combination therapy for patients with a developmental dysphasia: selected approaches based on special education, rehabilitation and psychology in a systematic case study.

OBJECTIVE: The paper deals with the possibilities of the development and the support of individuals with developmental dysphasia with regard to the legislative framework of the Czech Republic in the field of education and presents the results of a systematic case study of a child patient diagnosed with developmental dysphasia (according to ICD-10; F80.1 and F80.2). CASE REPORT: The study aimed to determine the effect of combined therapy using long-term special educational, rehabilitation and psychological intervention, speech therapy and music therapy on the development of the patient's communication skills. The proband was selected by random, stratified sampling based on pre-determined relevant characteristics (age 6 years i.e., before entering primary school, diagnosed with developmental dysphasia). A 6-year-old child patient participated in the research with the consent of the legal representative. The therapy was focused on special educational care, speech therapy, music therapy and psychological intervention (including psychotherapy). During the hospitalization and post-hospitalization care, there was also the presence of a physiotherapist and an occupational therapist. CONCLUSION: The results of the research point out the need for regular and close multidisciplinary cooperation of an occupational therapist, a physiotherapist, a special educator, a speech therapist, a music therapist and a psychologist when working with patients diagnosed with developmental dysphasia. These professions focus specifically on specific areas of support with a focus on cognitive, phatic and motor functions with the support of social adaptability.

Assessment of the Functional Level of Independence in Individuals with Mental Disabilities as Part of Special Education Diagnostics: Case Studies.

In this study we focus on the application of standardized tests aimed at evaluating the functional degree of independence in children (client 1, WeeFIM test; and client 2, FIM test) in special education diagnostics. The target group consisted of two clients with a diagnosis of mental functional diversity (n = 2; client 1: mild mental retardation, according to ICD-10: F70, aged 6.5 years; and client 2: moderate mental retardation, according to ICD-10: F71, aged 13.4 years). Special pedagogical intervention was primarily applied to the clients, focusing on identified deficits in the areas of cognitive, motor, and social skills. The presented results demonstrate the importance of the application of these tests in special pedagogy. An improvement in the observed indicators of the given tests was demonstrated for both probands after the intervention. The aim of this article was to draw attention to the suitability of using functional independence tests in special pedagogical practices. The authors discuss the further implications of this application for future practice.

Nonpharmacological Compensation of Aggressive Behavior of Individuals with Moderate Intellectual Disability and Behavioral Disorders-A Case Study.

The article discusses issues associated with the manifestations of aggressive behavior in an individual diagnosed with moderate intellectual disability and behavioral disorders (according to ICD-10; F7; F711-moderate intellectual disability, significant impairment of behavior requiring attention or treatment). In the research survey, we focused on a client corresponding with relevant features. The research was carried out at the beginning of hospitalization, ongoing hospitalization, and the end of hospitalization, followed by a recommendation to limit the legal capacity of the client and his placement in a residential care home. The case study points out individual approaches to special education and psychology and outlines the key steps in the cooperation of selected helping professions suggesting conclusions and recommendations for practice regarding these selected issues. Upon the termination of our investigation, there was a rapid deterioration of the client being admitted to the intensive care unit with a follow-up treatment in a long-term intensive care unit.

The Effect of Combined Therapy on the Support and Development of Social Skills of people with Multiple Sclerosis in Senior Age.

OBJECTIVE: The article contains results of longitudinal research. The aim of the research was to find out how psychomotor therapy with the use of elements of ergotherapy (with the support of cognitive functions; with the support of robotic assisted therapy) on the support and development skills of people with sclerosis multiplex (SM; sclerosis multiplex) in facilities providing social services members of the probands. PROBAND SAMPLE: The research was carried out in 46 probands, with 43.5% of men and 56.5% of women aged 65 - 67 years. The main relevant feature for the selection of probands was the established diagnosis Multiple Sclerosis (according to ICD-10; G35). Another relevant feature for the selection of probands was the length of stay in the facility, which was at least 1 year from the actual start of the facility. The assembled research sample was divided according to other criteria by deliberate selection into the experimental group and the control group. The experimental group participated actively in our intervention and consisted of 23 probands of which 10 were men and 13 were women. The control group only participated in the therapies performed at the facility and did not participate in our intervention. The control group also included 10 men and 13 women. The intervention itself lasted 5 months, three times a week for 40 to 55 minutes. We provided input and output data using a standardized test (FIM test; FIM test; Functional Independence Measure). Subsequent comparison of obtained data between input and output testing was performed by Tuckey HSD test at significance level α = 0.05. RESULTS: The achieved results (at the significance level α = 0.05) show that the experimental group underwent better results in comparison with the initial testing and in comparison with the control group, which rather stagnated in the results, respectively. slightly worsened compared to initial testing.