communication abilities
Post on 14-Jun-2015
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COMMUNICATION ABILITIES
Types of Speech and Language Delays and Disabilities
Niatalie G. Faulve
Types of Speech and Language Delays and Disabilities
Two Main Categories of Communication Disorders:
1. Speech disorders are related to voice (quality, pitch loudness, resonance, duration) articulation ( speech sounds), and fluency ( rate and rhythm of flow)
2. Language disorders are related to comprehension or use of spoken or written words. These skills are related to the reception of language.
Important Components in Evaluation
of Communication Skills• General Behavior and Ability to Pay
Attention
-the child’s ability to make or maintain eye contact is observed
-the child’s ability to pay attention to age-appropriate activities is noted, as are the levels of activity, distractibility, impulsiveness, and perseverance
-the child’s frustration level when faced with a challenging task is also evaluated
Prelinguistic Skills ( Presymbolic)
• Ability to pay attention to visual and auditory information
• Ability to imitate gestures and sounds
• Development of object permanence
• Ability to take turns
• Ability to understand that objects have intended purposes
• Use of basic communicative gestures and the ability to associate a heard word with its meaning
Receptive Language Skills
Receptive language refers to language comprehension.
• Understanding vocabulary (words)
• Understanding sentences and grammatical structures
• Following directions
• Understanding concepts
• Understanding questions
Expressive Language Skills
Expressive language refers to the language that the child produces
Possible causes for language disabilities
1. Hearing loss
2. Mental retardation
3. Autism
4. Illness
5. Abnormal brain development or brain injury
6. Emotional disturbance
7. Environmental deprivation
3 Parts of Expressive language
• Expressive vocabulary- number and types of words a child has acquired
• Syntax- word and sentence formation
• Pragmatic development- the ability to use language socially
Articulation Skills
Articulation is the production of speech sounds
Types of Articulation Errors
Distortion- unfamiliar sound production
Substitution- incorrect sound is used within a word
Omission- sound is omitted within a word
Addition- sound is added within a word
Voice
Some aspects assessed formally and informally are the:
Pitch- high or low frequency
Volume- loud or soft
Quality- hoarse or nasal
Fluency
Fluency problems, often referred to as stuttering or dysfluency, are interruptions in the flow of speech.
Oral-Motor Skills
It relates to the development of the mouth and surrounding area in terms of its structure and functionality
Hearing
Primary means of learning to communicate for most children
Play skills
It is important for the speech-language pathologist to engage or observe children during play activities to best understand their level of speech and language development.
Problem-Solving Skills
As children become older, they should be able to analyze things that they encounter in more complex ways.
Importance of Early Intervention
The sooner the developmental problems are identified, the sooner they may be addressed. Early intervention may result in more effective and shorter treatment.
Speech and Language Therapy
Many communication problems can be improved by therapy. Speech and language therapy occurs within a wide variety of settings, ranging from an individual session in a clinic or child’s home to a group session in a classroom.
Role of Team Members
The collaboration between the therapist and the classroom teacher. Collaboration means that the lessons and activities are jointly planned and executed to fulfill both professionals’ objectives.
Augmentative Communication
AAC ( Augmentative and alternative communication)- refers to the use of technological device or system in addition to or in lieu of verbal communication.
-includes gestural systems (sign language), low-tech visual systems (eye-gaze boards), and high-tech computerized devices.
Eye-Gaze Boards
These are often useful for children who do not use speech
PECS (Picture Exchange Communication System) is an augmentative system designed to help children acquire functional communication
Communication Boards are similar to eye-gaze boards often used for children with mental or physical disabilities that prevent the effective use of sign language or speech
High-Tech Devices include anything from a single switch to a complex computerized device
Facilitated Communication when this method is used, a facilitator supports the child’s hand and arm, allowing the child to communicate by typing on a keyboard
Parents Role
Parents need to communicate to their children verbally and non-verbally, that therapy is a positive experience
Methods Likely to Encourage
Speech and Language
Development• Make talking and conversation a positive
experience
• Talk, talk, and talk to the child about what they and others are doing
• Play pretend and guessing games
• Sing songs, and use nursery rhymes
• Sort and classify things in the child’s environment
• Correcting speech or language errors by telling the child “No”, implying that the child did something wrong, or insisting that the child repeat a correct model.
• Discussing any suspected speech or language problems in front of the child.
• Withholding favorite things to make the child speak.
• Placing unreasonable demands on the child such as insisting that they speak or perform in front of others
• Interrupting the child.
• Allowing others to tease or make fun of the child.
Thank You!!!!
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