Chapter 8 Communication Disorders

1
Chapter 8Communication Disorders
2
Definitions

• Communication involves encoding, transmitting,
  and decoding messages
• Communication involves
• A message
• A sender who expresses the message
• A receiver who responds to the message
• Functions of communication
• Narrating
• Explaining/informing
• Requesting
• Expressing

3
Definitions (cont.)

• Language is a formalized code that a group of
  people use to communicate
• Speech is the oral production of language
• Speech sounds are the product of four related
  processes
• Respiration-Breathing that provides power
• Phonation-Production of sound by muscle
  contraction
• Resonation-Sound quality shaped by throat
• Articulation-Formation of recognizable speech by
  the mouth

4
Normal Development of Speech and Language

• Most children follow a relatively predictable
  sequence in their acquisition of speech and
  language
• Birth to 6 months Communication by smiling,
  crying, and babbling
• 7 months to 1 year Babbling becomes
  differentiated
• 1 to 1.6 years Learns to say several words
• 1.6 to 2 years Word spurt begins
• 2 to 3 years Talks in sentences, vocabulary
  grows
• 3 years on Vocabulary grows
• Knowledge of normal language development can help
  determine whether a child is developing language
  at a slower-than-normal rate or whether the child
  shows an abnormal pattern of language development

5
Communication Disorders Defined

• ASHA definition
• An impairment in the ability to receive, send,
  process, and comprehend concepts of verbal,
  nonverbal and graphic symbols systems
• IDEA definition
• A communication disorder, such as stuttering,
  impaired articulation, a language impairment, or
  a voice impairment that adversely affects a
  childs educational performance
• To be eligible for special ed a childs learning
  must be affected

6
Speech Impairments

• Types of speech impairments
• Deviates from the speech of other people that 1)
  it calls attention to itself, 2) Interferes with
  communication, 3) provokes distress
• Articulation disorders Not able to physically
  produce certain sounds Do foop is dood
• Phonological Produces the correct sound in some
  situation (omitting t in post, but using it in
  time)
• Fluency disorders Stuttering
• Voice disorders Dynamic properties may be
  caused by swollen nasal tissues, hearing
  impairment

7
Language Disorders

• Language disorders
• Impaired comprehension and or use of spoken,
  written and/or other symbol system. May include
  how and what you say.
• Children who have difficulty understanding
  language have a receptive language disorder
• May not be able to understand directions
• Children who have difficulty producing language
  have an expressive language disorder
• May not speak, have a limited vocabulary, etc.

8
Communication differences are not disorders

• The way each of us speaks is the result of a
  complex mix of influences
• Delay does not mean disorder
• Difficulty responding to Wh questions

9
Prevalence

• A little more than 2 of school-age children
  receive special education for speech and language
  impairments
• Over 21 of all children receiving special
  education services are served in this category
• The second largest disability category under IDEA
• Nearly twice as many boys as girls have speech
  impairments
• Children with articulation and spoken language
  problems represent the largest category of
  speech-language impairments.

10
Causes

• Causes of Speech Disorders
• Cleft palate
• Paralysis of the speech muscles
• Absence of teeth
• Craniofacial abnormalities
• Enlarged adenoids
• Traumatic brain injury
• Neuromuscular impairments
• Causes of Language Disorders
• Cognitive limitations or mental retardation
• Hearing impairments
• Behavioral disorders
• Environmental deprivation

11
The two plates of the skull that form the roof of
the mouth are not completely joined. Cleft palate
occurs in about one in 700 live births worldwide
12
Adenoids Mass of lymphoid tissue situated at the
very back of the nose, in the roof of the
nasopharynx, where the nose blends into the mouth.
13
Identification and Assessment

• Communication disorders are usually first
  identified by teacher observations
• The speech-language pathologist is the
  professional with the primary responsibility for
  identifying, evaluating, and providing services
• Evaluation components include a physical
  examination and testing

14
Educational Approaches

• Treating speech sound errors
• Articulation errors and phonological errors
• Discrimination and production activities
• Fluency disorders
• Behavioral principles and self-monitoring
• Voice disorders
• Direct vocal rehabilitation or surgery
• Language disorders
• Exploration of expressive language, naturalistic
  interventions
• Augmentative and alternative communication

15
Educational Placement Alternatives

• The vast majority of children with speech and
  language impairments are served in regular
  classrooms
• Some examples of service delivery models
• Monitoring
• Pullout
• Collaborative consultation
• Classroom-based
• Self-contained classroom
• Community-based

16
Current Issues and Future Trends

• SLP or LREC
• Controversy as to whether services should take a
  therapeutic versus educational focus
• Changing populations mean growing caseloads and
  more children with severe and multiple
  disabilities
• The changing role of SLPs means that they will
  have to develop interventions applicable not only
  in the classroom but by teachers and parents

17
Wanagaman et al.

• Participants
• Operational Definition
• Simplified Treatment
• Awareness training
• Competing response training
• Results