Historical milestones of ukrainian speech therapy: from origins to the present

The authors use the terms "vocal", "productive vocal activity", "voice therapy", "vocal therapy", "vocal means" as synonyms in scientific research, which is a relevant technological technique in speech therapy, as an advanced pedagogical experience supplementing speech therapy science and practice. The article describes the therapeutic potential of vocal activity and the long-term experience of the leading Russian speech therapists in the practical application of elements of productive vocal activity for correctional and speech therapy work. The evolutionary-historical relationship between colloquial speech and singing and the high corrective potential of vocals laid the foundation for the diffusion of vocal elements into speech therapy practice as early as the middle of the XXth century. Successful long-term experience of application of vocal elements, primarily in the field of medical speech therapy, outlines a tangible resource for practical and scientific-theoretical research in this direction. The use of the components of vocal-pedagogical practice in the implementation of rehabilitation measures in patients with speech pathologies makes it possible to enhance noticeably the correctional speech therapy impact. It is also very important that vocals, in one form or another, can be successfully used to develop and automate the correct formation of complex supersegmental speech properties, acting as extra components in relation to the main pronunciation of words and sounds, that is, in other words, speech prosodic.

The article deals with the problem of the content of the training speech therapists at the higher educational establishment at the present stage of democratic change in society. Areas of improvement of training, content, organization and methods of it's implementation for students specializing in "Logopedics" have been determined. The current state of the growth in the number of children with impaired psychophysical development according to the Ministry of Health of Ukraine is analyzed. The state program “The concept of teacher education” is considered, which indicates the main goal of the Ukrainian education system. A pedagogical experiment, due to the transition to the European technology of training, during which much attention is paid to the independent work of students and the active passage of practical training, is disclosed. Organization of speech therapy practice on credit-modular technology is an integral element of the educational process and is included in the calendar-thematic and curriculum of the curriculum as mandatory for all students. During independent practical activity, the student's mental activity develops both at the level of knowledge gained, and attracting them to solving problems, problems, situations. It is the credit-modular system of training specialists in a higher educational institution that takes into account the organization of one of the forms of educational activity, namely production practice, based on the principles of consistency, and ensures its passage over 5 years. Vocational training of students is represented by three links of speech therapy practice: 1 – Speech therapy practice in preschool institutions in groups for children with severe speech impairments; 2 – Speech therapist practice in educational institutions in groups for schoolchildren with impaired speech and writing; 3 – Speech therapy practice in healthcare facilities. The vocational training of speech therapists is determined by the modern requirements of the region, as the central link in correctional and pedagogical activity and helps in solving the problems of competitiveness of young speech therapists in the employment market.

This article presents the results of a research recently collected in a PNCDI III project, named Multiplatform interactive information technologies with applications in Romanian language for speech therapy. TIMLOGORO project demonstrates that technology is an effective tool for learning and, in particular, in improving speech at any age stage, for different categories of users. In speech therapy, the computer was originally used to assess deficiencies. Nowadays it has become a useful tool in cognitive rehabilitation. There is no universal digital tool, but only individualized techniques. Design and development of TIMLOGORO provides an intuitive support through sound, image and movement as a source of learning. Since individualized therapy costs in Romania are quite high, lately increased interest in therapy with technology. Many speech therapists use informal assessments, but conceive a recovery plan addressed to digital users. This research aims to surprise perception on the effectiveness of new technologies in speech therapy. Through research based on a questionnaire, we investigate future practitioners, currently students. The study aims to show actual therapy practices, sustained by digital resources. The research provides relevant information about: advantages and disadvantages of technology in speech disorders therapy, optimal qualities required for digital resources, difficulties in speech therapy practice with the support of technology, familiarity of future practitioners with new methods. The information obtained will complete scientific and pedagogical argument of this project, as an argument both in design and in evaluating TIMLOGORO.

There have been calls for speech and language therapists (SLTs) to work within a public-health framework to support language development. Innovative practice is reported, but the range of services remains unknown. Furthermore, the potential impact of public health practice in speech and language therapy on early child development is also currently unknown. A new method in SLT research, systematic scoping reviews enable greater breadth of focus than traditional systematic reviews when identifying innovative practice. To report scope and critically appraise evidence of family-focused health-promotion practice for early language development in this area. Using the Cochrane Public Health Group scoping review framework, data from reports of health-promotion practice with families of children aged 0-3 years were extracted and critically appraised on service delivery, information, reach and evaluation. Group-based service delivery was the most popular form of service delivery. There were limited reports on the information given in services and on their reach. Questionnaires were the most popular reported evaluation method. Quality of evaluations was poor due to lack of replicability and experimental control in the studies reported. This method of systematic review has highlighted the scope of health-promotion practice in speech and language therapy and also demonstrated the lack of evidence for its effectiveness on child language development. It is argued that systematic scoping reviews are valuable for scoping innovative practice in areas where either there is a lack of robust evidence or there is a high level of heterogeneity in practice or evaluation. To support clinician appraisal of available evidence, recommendations are given for development of questionnaire appraisal and for categorization of evidence levels on summary databases.

There is a body of research literature already applied in speech and language therapy practice that is concerned with communication between children and adults and the adaptations adults make to facilitate the development of language in children. There is much less and more recent literature concerned with intergenerational communication involving older people and older people in institutional care. This has not yet impacted on speech and language therapy practice, especially in the area of training others. The aims of this paper are (1) to describe some of the main theoretical concepts associated with intergenerational communication, (2) to present the results from a study of the opinions about and experiences of intergenerational communication in which children, community- based older women and professional carers of older people were included and (3) to discuss the implications for speech and language therapy practice. A hypothesis for the study was that views on and attitudes towards communication and ageing would vary among the age groups. Some of the main concepts and models associated with intergenerational communication with older people are reviewed, including the communication predicament and enhancement models and the concept of patronizing communication. A qualitative study of three different age groups of (mainly) women was undertaken using a variety of methods of data elicitation (including written questionnaire and focus group discussion). Themes arising from the data were illuminated using content analysis. Participants' responses demonstrate some current generally positive views across the life-span on what it means to be old and the value of communication with older people. The implications for speech and language therapy practice are outlined, with the main emphasis on the potential use of intergenerational communication theory in developing a new focus for training other staff groups who care for older people and for measures of effectiveness of such in-service training.

Les aléas du suivi orthophonique chez l’adolescent avec autisme : les facteurs influençant sa (non) mise en œuvre

BackgroundThe COVID‐19 pandemic and subsequent measures to reduce transmission risk has led to unprecedented digital transformation across health, education and social care services. This includes UK paediatric speech and language therapy (SLT), which sits at the crossroads of these services. Given the rapid onset of this pandemic‐induced digital transition, there is now a need to capture, reflect and learn from the SLT profession so that benefits can be sustained, and barriers addressed.AimsTo survey the impact of COVID‐19 remote working on UK paediatric SLTs’ digital views and experiences using the Capability, Opportunity, Motivation and Behaviour (COM‐B) model.Methods & ProceduresAn online survey was conducted from May to October 2020. Respondents were asked to rate their use of technology in service delivery before and during the pandemic, to select factors facilitating digital practice, and to provide open‐response aspirations for the future role of technology in paediatric SLT which were analysed thematically using the COM‐B behaviour change model.Outcomes & ResultsA total of 424 UK paediatric SLTs responded to the survey. Findings indicate a marked increase in clinicians’ perception of their frequency, convenience and confidence with digital practice during COVID‐19 compared with before the pandemic. Respondents identified that specialist training (27%), funding for workplace devices (22%) and supportive leadership (19%) were most likely to facilitate sustained digital practice. Clinicians hoped for a blended approach going forward with technology enhancing existing best practice. Further prominent themes included digital accessibility for all and maintaining the increased opportunity for multidisciplinary working that videoconferencing has afforded. More service‐specific aspirations were bespoke technological solutions as well as parents/carers being able to engage remotely with school‐based provisions.Conclusions & ImplicationsDuring COVID‐19, paediatric SLTs’ recognition and acceptance of how technology can augment practice has accelerated, with particular value being placed on inclusivity, choice, training, resources, leadership and indication of effectiveness. These are important considerations to help guide the profession towards the long‐term digital enhancement of SLT services.WHAT THIS PAPER ADDSWhat is already known on the subject The COVID‐19 pandemic led to an unprecedented interest in the use of technology across SLT practice. Studies are emerging nationally and internationally to identify the digital priorities of the SLT workforce, the areas of digital SLT provision that are thriving or lacking, and the evidence to guide clinical practice and service development. What this study adds to existing knowledge This is the first UK‐wide COVID‐19 survey solely focusing on the digital practice of paediatric SLTs. The findings provide critical insights into SLT perception of how practice has been impacted in the early stages of the COVID‐19 pandemic, including digital trends that are service, condition and demographic specific. Tools and channels required to support sustained beneficial change are also discussed. What are the potential or actual clinical implications of this work? This paper demonstrates the potential for digital solutions to enhance SLT practice, as long as implementation is guided by clinicians’ experiences and perspectives. The findings lay groundwork for service development work, such as the creation of training packages, updating of clinical guidelines and care pathways, and development of processes to ensure equitable allocation of evidence‐based resources.

Speech and language therapists (SLTs) play an important role in assessing and rehabilitating communication disorders in people with dementia, but there is evidence to suggest that they do not receive appropriate training to provide management and support during their training. To investigate the level of awareness and knowledge that practising SLTs from Brazil have about dementia and their role in the care of dementia through an online survey. An online survey tool was developed to collect information from practising Brazilian SLTs regarding their knowledge about dementia, awareness about their role in the care of people with dementia, and opinions on how SLTs may be better prepared to work in the dementia field. The survey was disseminated via social media, websites, and e-mail lists of researchers and stakeholders. A total of 227 SLTs completed the survey. Participants showed good knowledge of dementia in general, while their answers were less accurate on primary progressive aphasia. Regarding the awareness by SLTs of their role in the care of people with dementia, most agreed or strongly agreed that SLTs could help people in the diagnosis, treatment and prevention of dementia (> 80%). However, fewer participants agreed or strongly agreed that they felt confident in contributing to the treatment and diagnosis process of dementia (about 50%). To improve the training of SLTs in Brazil, most participants believed that it would be necessary to improve the teaching of dementia at the undergraduate speech and language therapy curriculum level and to develop recommendations or guidelines about speech and language therapy practice in dementia. The results of this survey point to a need for improvement in the knowledge and confidence of Brazilian SLTs about dementia. To reach this goal, targeted training courses and applied practice opportunities should be embedded within university curricula and training programmes. What is already known on the subject Many studies confirm the importance of speech and language therapy in the non-pharmacological treatment of people with dementia. However, other evidence suggests to a possible lack of training for Brazilian SLTs, especially in the curriculum of undergraduate courses. What this paper adds to existing knowledge This study reveals that Brazilian SLTs have substantial knowledge of dementia and recognize the significance of their role in treating people with dementia. However, a minority expressed confidence in their ability to assess and treat people with dementia. What are the potential or actual clinical implications of this work? The findings of this research demonstrate that Brazilian SLTs have good knowledge of dementia and endorse their professional role in dementia care; however, they lack confidence in their own skills and expertise in diagnostic assessment and treatment of dementia. Interventions aimed at boosting the SLT's confidence level could lead to improved patients outcomes and overall quality of care within clinical settings.

Risk of Excessive Sodium Intake in the Use of a Thickener for Dysphagia

Risk of excessive sodium intake in the use of a thickener for dysphagia.

ABSTRACTIntroductionPrioritisation is an important and necessary practice in speech and language therapy (SLT) departments, as the increasing demand for services often exceeds available resources. Despite being a key clinical activity within the profession, however, there is limited research on evidence‐based methods for prioritisation systems (PS) used in adult SLT settings. As a result, the absence of standardised guidelines poses a risk of inconsistency in current prioritisation practices. This may lead to an unequal distribution of resources, potentially affecting patient well‐being and outcomes.MethodsA scoping review was carried out which aimed to identify the PS used in adult SLT settings and to determine the facilitators and barriers to the development and implementation of effective PS in these settings. This study was conducted in line with PRISMA‐ScR guidelines, with a protocol prospectively published (https://osf.io/dbtsf/). Six academic databases, three professional body websites, and two national health service websites were searched using a multi‐tiered search strategy with assistance from a subject expert librarian. Data was charted regarding outcomes of interest, and critical appraisal using study design‐specific tools was completed by two independent researchers.ResultsOf the 10 studies eligible for inclusion, 60% identified dysphagia as a high priority for earliest intervention, with 30% consistently prioritising dysphagia over any communication deficits due to the medical implications of unmanaged swallowing problems. The majority did not address facilitators (60%) or barriers (80%) to developing or implementing PS. The absence of a standardised prioritisation system was noted throughout the included studies, with clinical judgement alone, non‐standardised systems, or chronological order of referral commonly used in prioritisation.ConclusionThis scoping review examines the limited existing literature on PS in adult SLT settings, noting the lack of evidence‐based or standardised systems. Further research is now needed to identify the critical factors which influence a clinician's prioritisation process prior to ultimately conducting subsequent research into the facilitators and barriers to developing and implementing evidence‐based PS in order to establish best practices to improve patient care, experiences, and outcomes.WHAT THIS PAPER ADDSWhat is already known on this subjectCaseload prioritisation decisions are often made by individual speech and language therapists (SLTs) (Foster et al. 2014), and this can compromise the fair distribution of the allocation of resources. A lack of reliability and subjectivity are barriers to the use of prioritisation systems (PS) in healthcare settings (McRae et al. 2021). Subjectivity in prioritisation decisions impacts consistency across different settings, as therapists in different settings may have different interpretations of the criteria for various priority levels (Rice 1998).What this paper adds to existing knowledgePrioritisation practices in speech and language therapy services vary, and to date, a systematic search of the published literature on PS in adult speech and language therapy settings has not been published. This study provides a comprehensive overview of the literature on PS used in adult speech and language therapy settings.What are the potential or actual clinical implications of this work?A core finding of this review was the lack of available information regarding the specific details of PS used in practice or facilitators and barriers to the development and implementation of effective SLT PS within real‐life clinical settings. The lack of available explicit information hinders development in the field of SLT, as settings cannot learn from the experience of others and share knowledge regarding the profiling and overcoming of barriers, thus reducing opportunities for growth and ingraining unstandardised practices. There is a demand for development in this area, thus further highlighting the research gap and subsequent real‐life clinical implications.

Telehealth placements in speech and language therapy provide crucial opportunities for both learning and service delivery when clinicians, students and/or clients are separated by factors such as distance or illness. While the use of telehealth placements has increased in recent times, they remain a relatively underexplored phenomenon with limited information available about the perceptions and experiences of practice educators and students. The aim of this study was to explore experiences of telehealth-delivered speech and language therapy services and tele-supervision from the perspective of speech and language therapy students and practice educators. This study used a sequential exploratory mixed methods design with a questionnaire study followed by a series of focus groups with Australian speech and language therapy educators and speech pathology students. Different questionnaires were used with students (n=56) and practice educators (n=27); each explored perceptions of interaction, engagement and student learning via multiple-choice and open-ended questions. Multiple-choice answers were analysed descriptively; open-ended questions were analysed with qualitative content analysis. The results informed the focus group questions. Separate focus groups were held with students (n=17) and practice educators (n=20); each explored student learning and development as well as educator supervisory practices. Data were analysed inductively using thematic network analysis. Responses from both student and practice educator questionnaires indicated that students develop some different skills on telehealth placements compared to in-person placements and telehealth placements were more suitable for some students compared to others. We constructed 12 basic themes related to student and educator practices, student learning, client care, perceptions about telehealth, and location of educator and student. These were grouped into three organising themes: processes, perceptions, place. The organising themes were summarised into the overarching theme 'telehealth and in-person placements: same, same, but different'. This study adds to the growing body of literature indicating that telehealth placements can meet student learning needs. It suggests that both educators and students need to learn new skills or adapt their current practices to engage in these placements. This paper includes recommendations for how to manage the different practices required by universities, educators and students to promote successful telehealth placements, particularly when the educator and student are not co-located. What is already known on this subject Telehealth use has increased dramatically since the COVID-19 pandemic, both for clinical services and student placements in allied health services in general as well as speech and language therapy (SLT). Student placements conducted via telehealth are beneficial for student learning but some skills such as communication and interpersonal interaction develop differently. Placements can involve students delivering clinical services via telehealth and/ or remote student supervision (tele-supervision). What this paper adds to existing knowledge By drawing on the perspectives of students and practice educators, this paper demonstrates that the processes used for supervision, planning and clinical services are different in telehealth compared to in-person placements. It reveals that SLT students and educators have strongly held perceptions about the value and equivalence of telehealth placements that change over the course of a telehealth placement. This paper suggests placements that combine telehealth with tele-supervision are more complex and have fewer opportunities for incidental learning and developing professional workplace skills than placements where the educator and student providing telehealth services are co-located. What are the potential or actual clinical implications of this work? This paper will help universities, professional organisations and practice educators disentangle placements where students deliver services using telehealth from those where students also receive tele-supervision. This work identifies common perceptions about telehealth placements that educators can use to guide discussions with students, and guide the selection of effective work practices for students and educators during telehealth placements.

Speech impairments are common with Parkinson's disease (reported prevalence 68%), increasing conversational demands, reliance on family and social withdrawal. The PD COMM trial compared the clinical and cost-effectiveness of two speech and language therapy approaches: Lee Silverman Voice Treatment LOUD and National Health Service speech and language therapy for the treatment of speech or voice problems in people with Parkinson's disease to no speech and language therapy (control) and against each other. PD COMM is a phase III, multicentre, three-arm, unblinded, randomised controlled trial. Participants were randomised in a 1 : 1 : 1 ratio to control, National Health Service speech and language therapy or Lee Silverman Voice Treatment LOUD via a central computer-generated programme, using a minimisation procedure with a random element, to ensure allocation concealment. Mixed-methods process and health economic evaluations were conducted. United Kingdom outpatient and home settings. People with idiopathic Parkinson's disease, with self-reported or carer-reported speech or voice problems. We excluded people with dementia, laryngeal pathology and those within 24 months of previous speech and language therapy. The Lee Silverman Voice Treatment LOUD intervention included maximum effort drills and high-effort speech production tasks delivered over four 50-minute therapist-led personalised sessions per week, for 4 weeks with prescribed daily home practice. National Health Service speech and language therapy content and dosage reflected local non-Lee Silverman Voice Treatment speech and language therapy practices, usually 1 hour, once weekly, for 6 weeks. Trained, experienced speech and language therapists or assistants provided interventions. The control was no speech and language therapy until the trial was completed. Primary outcome: Voice Handicap Index total score at 3 months. Secondary outcomes: Voice Handicap Index subscales, Parkinson's Disease Questionnaire-39; Questionnaire on Acquired Speech Disorders; EuroQol-5D-5L; ICEpop Capabilities Measure for Older Adults; Parkinson's Disease Questionnaire - Carers; resource utilisation; and adverse events. Assessments were completed pre-randomisation and at 3, 6 and 12 months post randomisation. Three hundred and eighty-eight participants were randomised to Lee Silverman Voice Treatment LOUD (n = 130), National Health Service speech and language therapy (n = 129) and control (n = 129). The impact of voice problems at 3 months after randomisation was lower for Lee Silverman Voice Treatment LOUD participants than control [-8.0 (99% confidence interval: -13.3, -2.6); p = 0.001]. There was no evidence of improvement for those with access to National Health Service speech and language therapy when compared to control [1.7 (99% confidence interval: -3.8, 7.1); p = 0.4]. Participants randomised to Lee Silverman Voice Treatment LOUD reported a lower impact of their voice problems than participants randomised to National Health Service speech and language therapy [99% confidence interval: -9.6 (-14.9, -4.4); p < 0.0001]. There were no reports of serious adverse events. Staff were confident with the trial interventions; a range of patient and therapist enablers of implementing Lee Silverman Voice Treatment LOUD were identified. The economic evaluation results suggested Lee Silverman Voice Treatment LOUD was more expensive and more effective than control or National Health Service speech and language therapy but was not cost-effective with incremental cost-effectiveness ratios of £197,772 per quality-adjusted life-year gained and £77,017 per quality-adjusted life-year gained, respectively. The number of participants recruited to the trial did not meet the pre-specified power. People that had access to Lee Silverman Voice Treatment LOUD described a significantly greater reduction in the impact of their Parkinson's disease-related speech problems 3 months after randomisation compared to people that had no speech and language therapy. There was no evidence of a difference between National Health Service speech and language therapy and those that received no speech and language therapy. Lee Silverman Voice Treatment LOUD resulted in a significantly lower impact of voice problems compared to National Health Service speech and language therapy 3 months after randomisation which was still present after 12 months; however, Lee Silverman Voice Treatment LOUD was not found to be cost-effective. Implementing Lee Silverman Voice Treatment LOUD in the National Health Service and identifying alternatives to Lee Silverman Voice Treatment LOUD for those who cannot tolerate it. Investigation of less costly alternative options for Lee Silverman Voice Treatment delivery require investigation, with economic evaluation using a preference-based outcome measure that captures improvement in communication. This study is registered as ISRCTN12421382. This award was funded by the National Institute for Health and Care Research (NIHR) Health Technology Assessment programme (NIHR award ref: 10/135/02) and is published in full in Health Technology Assessment; Vol. 28, No. 58. See the NIHR Funding and Awards website for further award information.

BackgroundReduced health literacy can negatively impact care seeking, satisfaction with care and overall health outcomes. These issues are particularly common among people living with communication difficulties who are seeking care from speech and language therapists (SLTs). As such, the SLT must be aware of and sensitive to health literacy needs within their clinical practice, proactively adapting materials and resources to the health literacy needs of their patients. Despite this required core competency, little is known about the health literacy interventions used by SLTs when working with adult patients, and as such, there is limited and unclear guidance for the practicing clinician, leading to potentially suboptimal care delivery.ObjectivesTo explore the characteristics of health literacy interventions discussed in the literature for use by SLTs with adult patients.Search StrategyPubMed, CINAHL, Web of Science and The Cochrane Database of Systematic Reviews were searched. Conference proceedings of the annual scientific meetings of the European Society for Swallowing Disorders and the Dysphagia Research Society were also searched. Grey literature was searched via the Open Grey database and, hand‐searches of reference lists from included studies were conducted by both authors.Inclusion CriteriaPublished and unpublished research investigating health literacy interventions provided by qualified SLTs providing care to adult patients in any setting for any speech and language related concerns. No language, geographic, study design or publication date limitations applied. Eligible participants in these studies were classified as: (1) patients and (2) professionals.Data Extraction and SynthesisData were charted in accordance with guidelines from the Joanna Briggs Institute and the PRISMA ScR (Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for Scoping Reviews) independently by both authors.Main ResultsA total of 1112 potentially eligible studies were identified in the initial search, with 15 studies ultimately included in the synthesis. Study design and quality varied significantly. Most explored basic functional health literacy or narratively described core components of health literacy, which an SLT should understand, without employing an investigative research design.DiscussionLimited research has been conducted on the use of health literacy interventions within adult speech and language therapy practices. This finding is significant as SLTs regularly work with people living with communication problems, and therefore, addressing health literacy should be a core tenet of service delivery.ConclusionThere is a need for valid, reliable and rigorous investigations of health literacy interventions within speech and language therapy to ultimately improve future patient access to and benefit from the care provided.Patient or Public ContributionPatient public involvement in review studies is an emerging area. Due to resource issues, it was not possible to include this element in this study.

PARTICULARITES OF USING EDUCATIONAL SOFTWARE IN SPEECH THERAPY INTERVENTION FOR PUPILS WITH MENTAL DISABILITY Authors Popovici, D., University of Bucharest (Bucharest, Romania), stelutadoru@yahoo.com;?u?? L.I., Special School ,,Constantin P?unescu" (Bucharest, Romania), liziasuta@yahoo.com ?u??, V.E., Special School ,,Constantin P?unescu" (Bucharest, Romania), vicol79@yahoo.com, Vasile, M., ., Special School ,,Constantin P?unescu" (Bucharest, Romania), marinela.vasile@yahoo.com Presentation In order to achieve and implement a useful educational software for speech therapy intervention for pupils with mental deficiency , it is necessary first to identify the most common existing language disorders in this population of students. Therefore, the first objective of the research was done by conducting a cross-section, constantative study. After evaluating a number of 91 students with mental disability from Special School "Constantin P?unescu ", we found that the most damage sounds for the students mentioned above are those from sigmatism and parasigmatism group . Educational software developed after obtaining these results, it is intended to correct the sounds that were highlighted as having the highest frequency damage, namely the sounds s, t and z and can be used successfully in the stages of consolidation and automation of the sounds. The second research of the paper was an experimental one and we intend to verify the assumption that the introduction in a program for computer-assisted speech and language intervention will lead to a faster correction of spelling disorders. Were selected two groups of students consisting of 10 subjects each (symmetric in terms of number and type of errors identified pronunciation), whose diagnosis was the damage of S sound. After applying differentiated speech therapy programs for the two groups (experimental group received speech therapy aided educational software and the control group received traditional speech therapy) we found that computer-aided speech therapy activities lead to achieving therapeutic goals in a shorter time and with better results . Research methods included tests of language assessment, observation, conversation, case study and students files verification. Tests for assessment of language followed measurement of sound articulation of the language, for independent speech and for the reflected speech, being extracted from a set of samples used in speech therapy practice. At the end of the research were conducted two case studies for two students from different research groups , in order to formulate some qualitative results of our research.