Verbotonalna metoda i njezima primjena u rehabilitaciji djeteta s poremećajem iz autističnog spektra

Zorotović, Amalija. (2017). Verbotonalna metoda i njezima primjena u rehabilitaciji djeteta s poremećajem iz autističnog spektra. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Phonetics. [mentor Dobrić, Arnalda].

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Abstract

The speech and language developments of children with autistic spectrum disorder vary a lot. This research, conducted with a child with autistic spectrum disorder, is aimed at the potential improval of the language comprehension of this child. The focus in the research is on the child, developing greater abilities in independent communication, listening, body movement, nonverbal communication, mathematics, abstract thinking and social norms and values. Petar Guberina's verbotonal method is designed for the development and rehabilitation of hearing (and speech) but also aids in the rehabilitation of speech and language comprehension. The paper introduces the girl and her complications following from the autistic spectrum disorder along with a decription of how the method is applied to the child's complications. The main goal of the research is to see to what extent the method aids a child with autism spectrum disorder in the development of reading comprehension, kinesthetic sensation, moving of the body in space and in calculation of simple mathematical tasks. The sessions of working with the child are divided in the following seven parts: reading the text, resting break, conversation about the text and writing, listening to music, solving mathematical tasks, resting break, repeating. The sequence of the actions, in the sessions, is chosen deliberately as the position of every part plays a strategic and specific role and demand specific abilities. This paper shows how the continuos and long term usage of the verbotonal method can help in the development of understanding and memorizing textual content. The girl in this paper gives an indication of long term difficulties yet an appreciable shift in the understanding and comprehension of the examined content (in relation to the number of repetitions that were needed for the understanding of the content and the ability to paraphrase the content), the communication (asking questions and presenting statements), the relaxing of body musculature, the solving of mathematical tasks and the making of eye contact can be constated.

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