Communication Disorder

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Communication Disorder

• Chapter 14

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• Communication
• Receiving, understanding and expressing
  information, feelings, and ideas
• also nonlinguistic avenues,
• (body posture, facial, and vocal expressions
  gestures, eye contact, and head and body
  movements)

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• Children with communication disorders encounter
• difficulties with school
• social interactions,
• instructional exchanges,
• acquisition of knowledge and language, and
• development of literacy.

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• Speech disorder - difficulty producing sounds as
  well as disorders of voice quality or fluency of
  speech.
• Language disorders - difficulty receiving,
  understanding, and formulating ideas and
  information

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• Speech and language often associated with other
  disorders
• Cleft palate - split in the upper part of the
  oral cavity or the upper lip
• Language deficit is primary feature leading to
  identification of other disabilities.

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Cultural Diversity

• Students from different cultural background may
  have language differences that affect
  participation in classroom
• Dialect is a language variation that a group of
  individuals use
• Students with dialectical differences may exhibit
  communication disorders

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Describing Characteristics

• To become an effective communicator a student
• Master the systems and rules that produce correct
  speech and language
• Know and follow the language and speech rules of
  the different settings

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Typical Development

• Speech is the oral expression of language
• Sounds are formed by varying the position of
  lips, tongue, and the lower jaw, as air is pushed
  through the larynx, pharynx, mouth and the nose.
• By age 8, almost all sounds can be produced

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• Speech Disorders include disorders of
  articulations, voice and fluency
• can occur alone in combination or in conjunction
  with other disorders, hearing loss, cerebral
  palsy, cognitive impairments.

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• students with hearing disabilities typically
  manifest severe speech and language deficits
  based on the type, severity, and age of onset of
  deafness
• physical disabilities such as cerebral palsy have
  characteristic speech problems
• people with mental retardation may exhibit
  general delays in developing language skills the
  delay is related to the severity

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• Articulation the production of individual or
  sequenced sounds
• most frequent communication disorders occurs when
  a child cant correctly produce the various
  sounds and sound combinations (substitution,
  omissions, additions, and distortions
• Difficulty varies greatly
• Refer when negatively affects academic or social
  interactions.

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• Apraxia of speech motor speech disorder that
  affects the way in which a student plans to
  produce speech,
• Can be result of stroke, tumor, or head injury
• Can be developmental
• Characterized by difficulty producing vowels,
  inconsistent errors, longer sentences more
  errors,stress wrong syllables.

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• Voice disorders voice reflects the interactive
  relationships in pitch, duration, intensity,
  resonance, or vocal quality.
• Pitch rate of vibrations in vocal folds.
• Duration is length of time a speech sounds
  requires.
• Intensity loudness or softness of speech sounds

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• Resonance
• Perceived quality of voice, determined by way in
  which the tone coming from vocal folds in
  modified by the spaces of throat mouth and nose.
• Hyponasality air though the mouth
• Hypernasality air through the nose
• Repeated abuse of the vocal folds may cause vocal
  nodules

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• Fluency disorders characterized by interruptions
  in the flow of speaking
• Fluency is interruptions in flow as well as
  repetitions
• All children and adults have difficulty with
  fluency on occasion
• Stuttering frequent repetition and prolongation
  of words and sounds.
• 1 of population (2-3 million Americans)
  stutter.
• More males than females stutter.

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Typical Language Development

• Figure 14-3 on page 407-408.
• Language begins in infancy and continues
  throughout life.

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• expressive language involve sending messages and
  translating thoughts, ideas, and signals into
  vocal or motor expression
• Receptive language consist of receiving input
  from the senses and giving meaning to that
  sensory input
• inner language is the use of language in
  thinking, planning, and cognition (thought within
  one self) necessary for developmental building
  block for receptive and expressive

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5 Components of Language

• phonology the smallest units of sound and spoken
  language which are called phonemes
• there 44 speech sounds which have no meaning by
  themselves
• morphology study of morphemes which are the
  smallest meaningful unit in language
• Syntax is the way morphemes or words go together
  to form phrases and meaningful sentences

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• Semantics involves understanding and expressing
  word meanings and relationships, including
  vocabulary, synonyms, antonyms, word categories,
  and ambiguities and absurdities
• Pragmatics is the use of language in context,
  especially during social interaction. Pragmatics
  involves a rule system consisting of the setting,
  the characteristics of the participants, the
  topic, and the purpose of the interaction

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• Although most of the language development takes
  place in the preschool years, it continues
  throughout the school years
• Childrens language is complex. It begins early
  and depends on biological preparation.
  Successful nurturance, sensori-motor experiences
  and linguistic experiences

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• No one knows exactly how or why children learn
  language, but we do know that language
  development is related in a general way to
  physical maturation, cognitive development, and
  socialization.

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Characteristics language impairments

• Phonology unable to discriminate differences in
  speech sounds or sound segments that signify
  differences in words.
• Morphology problems using the structure of words
  to give or receive information.
• Syntax errors that involve word order, such as
  ordering words in a manner that does not convey
  meaning to the listeners using immature
  structures for a given age or developmental
  level misusing negatives, or omitting structures.

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• Semantics children who experience difficulty
  using words alone or together in sentence may
  have semantic disorders. They may have
  difficulty with words with double meanings
  abstract terms and synonyms.
• Pragmatics focus on the social use of language
  the communication between a speaker and listener
  includes appropriate manners, eye contact, and
  body language

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• Specific language impairment (SLI) refers to
  language disorders that have no identifiable
  cause.
• Early expressive language delay (EELD)
  significant lag in expressive language that will
  not outgrow
• About ½ delayed at age 2 will gradually catch up
  with peers

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Identifying the cause

• Two types of speech and language disorders
  classified by cause
• Organic - identifiable neuromuscular mechanical
  problem
• Functional - no identifiable organic or
  neurological cause

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• Organic cause may originate in the nervous
  system, the muscular system, chromosomes, or
  other speech mechanical formations. Hereditary
  malformations.
• Prenatal injuries toxic disturbances, tumors,
  traumas, seizures, infectious diseases, muscular
  diseases

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• Functional causes are unknown
• Communication disorders are further classified by
  when problem began
• Before birth (congenital)
• After birth (acquired disorder)
• Some are both organic and functional

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Identifying the prevalence

• Of all students receiving special education
  services ages 6 to 21, 19.2 receive speech and
  language services, of these
• 3 articulation
• 4 fluency
• 6 voice
• 6.5 language

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• Of all children and youth birth to 21,
• 5 have an impairment that warrants services
• Of these 5. 49 have LD as a primary disability
  and communication as secondary

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Assessing Speech/Language

• questions arise when someone has difficulty
  understanding a child speech
• speech pathologist is the primary evaluator which
  includes screening, comprehensive assessment,
  writing an IEP, and developing specific
  interventions
• formal and informal assessment
• Spontaneous speech
• Assess in natural setting when possible

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Inclusion

• Many receive services in the general education
  classroom
• Collaboration b/t general and special education
  teachers, parents, students, speech language path
  enhances results
• Collaboration allows for the practicing
  developing skills

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Best practices

• Collaboration
• Inclusion
• Develop strategies to use in general education
  classroom setting/curriculum
• Services can be provided in many different ways
  and settings

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• Augmented Speech Devises

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