lec 5 com disorders

8/9/2019 Lec 5 Com Disorders

1/30

5. Communication and language disorde

in young learners

•Receptive disorders – hearing impairment,problems in diferentiating between sounds,problems with verbal comprehension

•Expressive disorders - articulation disorders,uency and stuttering, voice disorders

•Cognitive-communication disorders – attention,memory and problem-solving disorders


2/30


3/30

•

$t is estimated that between three and %& o!children have a receptive or expressive languagedisorder, or a mixture o! both"

• 'earing tests are re(uired to ma#e sure theproblems aren)t caused by hearing loss"

• *reatment options include speech–language thera

Receptive Language Disorder (Language Comprehension Defcit)


4/30

Symptoms o Receptive Language Disord

*here is no standard set o! symptoms that indicates relanguage disorder, since it varies !rom one child to the

• not seeming to listen when they are spo#en to

• appearing to lac# interest when storyboo#s are rethem

• inability to understand complicated sentences

• inability to !ollow verbal instructions

• parroting words or phrases o! things that are said+echolalia

•

language s#ills below the expected level !or their


5/30


6/30

reatment or Receptive Language Disorder

*he childs progress depends on a range o! individual !actors, such a

or not brain in.ury is present"

*reatment options may include0 speech-language therapy

• one-on-one therapy as well as group therapy, depending on the n

the child

• providing in!ormation to !amilies so that they can !acilitate langua

at home

• special education classes at school

• integration support at preschool or school in cases o! severe dic

• re!erral to a psychologist !or treatment +only i! there are also sign


7/30

• Expressive language disorder means a child hasdiculty conveying in!ormation in speech, writinsign language or gestures"

• *he child may not use correct grammar, may

produce very short phrases and sentences, and mhave a small vocabulary"

• 2 speech pathologist usually assesses and treatsimpairment

!"#R!SS$%! L&'&! D$S*RD!R


8/30


9/30

Symptoms o !+pressive LanguageDisorder

3ymptoms difer !rom one child to the next, but can incl!re(uently grasping !or the right word

• using the wrong words in speech• ma#ing grammatical mista#es• relying on short, simple sentence construction• relying on stoc# standard phrases• inability to 4come to the point o! what theyre trying t• problems with retelling a story or relaying in!ormation• inability to start or hold a conversation


10/30

Symptoms o !+pressive Language Disorder

• have diculties with the grammatical aspects o! spo#en language using the correct verb tense +they might say 4$ go when they meanand combining words to !orm accurate phrases and sentences

• produce much shorter phrases and sentences than other children oage, and their vocabulary +the number o! words they #now and useand more basic

• usually below the average level !or their age in0 5utting words andtogether to express thoughts

• using language inappropriately in a variety o! settings with difer+!or example,

at home, in school, with parents and teachers

• 3ounding hesitant when attempting to converse

•

6eing unable to start or hold a conversation and not observing geo! communicating


11/30

Cause o !+pressive Language Disorder

- expressive language disorder is associated with #nown developmdiculties or impairments +!or example, 7own syndrome, autism

hearing loss"

- many children with expressive language disorder will have anaccompanying 4receptive language disorder, meaning that they hdiculty in understanding language"

- can be a developmental +!rom birth or ac(uired impairment"

2n ac(uired impairment occurs a!ter a period o! normal developm

- $t can be the result o! trauma or a medical condition

- Research suggests that in some cases expressive language disoa genetic impairment +!ound !re(uently in more than one !amily mand across generations"


12/30

Diagnosis o !+pressive Language Diso

• language s#ills assessed by a speech pathologist +speech t

•

7o not delay an assessment, because the child may miss mmonths o! important therapy" $t is also important to have chearing assessed"

• 3peech pathologists per!orm speci1c assessments to identareas o! language that a child 1nds dicult" *hese assessm

not stress!ul !or the child, and parents are usually present

these consultations"

• 3peech pathologists may also recommend0

o 2n auditory processing test +this is diferent to a stanhearing test

o 2 test !or learning diculties +!or school-aged childreo

2n assessment o! cognitive !unction +thin#ing ando intelligence by a registered psychologist"


13/30

reatment or !+pressive Language Disor

*reatment options depend on the severity o! the impa

*reatment may include0 8roup sessions with a speechpathologist

• $ndividual therapy sessions with a speech patholog

• 3chool-based language intervention programs

• 2ssistance !rom special education teachers

• *eachers aide support !or children with severe langimpairment

• 3peech pathology sessions combined with home prthat

parents can use with their child"


14/30

C*,,'$C&$*' D$S*RD!RS

- include problems related to speech, language and auditory prCommunication disorders may range !rom simple sound repet

stuttering tooccasional misarticulating o! words to complete inability to us

language !orcommunications +aphasia"

- hearing loss, neurological disorders, brain in.ury, mental retardabuse, physical impairments such as cle!t lip or palate, emotionpsychiatric disorders, and developmental disorders"

- estimated that one in every 9: 2mericans, across all ages, racegenders, has experienced or lived with some type o! communic+including speech, language and hearing disorders"

- ;early < million children under the age o! 9= have a speech or disorder


15/30

Communication disorders can -e groupedinto two main categories

/earing Disorders - 5eople with 'earing 7isorders do nothear sounds clearly" 3uch disorders may range !romhearing speech sounds !aintly, or in a distorted way, topro!ound dea!ness"

Speech and Language Disorders - these disordersafect the way people tal# and understand" *hesedisorders may range !rom simple sound substitutions tothe inability to use speech and language at all"


16/30

0hat &re the Signs o a CommunicationDisorder1

/earing'earing loss might be suspected when a person does not alwhear sounds such as telephone or doorbell ringing, turns his her ear toward the source o! sound, !re(uently as#s the speato repeat, turns the *> or radio up too loud, or shows obvioussigns o! con!usion or misunderstanding o! speech"

Speech and Language7isorders might be present when a person)s speech or languis diferent !rom that o! others o! the same age, sex, or ethnigroup? when a person)s speech and@or language is hard tounderstand? when a person is overly concerned about his or own speech? or when a person !re(uently avoids communicawith others"


17/30

Common Communication Disorders

/earing• Conductive sound is not conducted eciently througouter and@or middle

ear, causing speech and other sounds to be heard lessor to sound

muAed - can o!ten be medically or surgically corrected

• Sensorineural caused by damage in the inner ear orpathways to the

brain" Certain sounds are heard less distinctly than othcausing distortion and

reduced understanding o! speech - not medically correo!ten be helped

by using a hearing aid or other ampli1cation device"


18/30


Language

• Delayed Language a noticeable slowness in thdevelopment o! the vocabulary and grammar

necessary!or expressing and understanding thoughts and i

• &phasia the loss o! speech and language abilitresulting !rom stro#e or head in.ury"


19/30


Speech Disorders• Stuttering an interruption in the rhythm o! speech

characteriBed byhesitations, repetitions, or prolongations o! sounds,

words, orphrases, !or example, cow " " " boy, tuh-tuh-tuh-table

• &rticulation Disorders diculties with the way so

!ormed and strungtogether usually characteriBed by substituting one s

another +wabbit!or rabbit, omitting a sound +han !or hand, or disto

sound +shlip !or sip"

• %oice Disorders inappropriate pitch +too high, too


20/30

0hat is stuttering1

3tuttering, sometimes re!erred to as stammering or diAuent speech, is disorder" *his may include repeating words or phrases, poor pronunciatileaving out words or sounds and spea#ing some words that are hard to

*rue stuttering may occur in a child who has some normal developmentproblems but is pressured to spea# better" *his child then becomes awaher speech and struggles to spea# better, which actually ma#es the spe Dhile every child is diferent and will learn to spea# at diferent times, tare some o! the speech styles that are part o! true stuttering0• Repeating words, sounds, or syllables"• *al#ing slowly or with a lot o! pauses"• *he rate o! speech is not even"• 2n increase in the stuttering when the child is tired, excited or under s• 2 child that is a!raid to tal#


21/30

2luency disorders3 also called rhythm disorders occur wan individual spea#s in an uneven rhythm"

• ;aturally owing speech moves at an appropriate rate w

easy rhythm and smoothness that is both efortless andautomatic and appropriate !or the childs age

• Children with uency disorders may repeat or add wordssounds when tal#ing

•

*hey may also pause in the middle o! phrases or !re(uencorrect their pronunciation while tal#ing" *hey may also certain words longer than normal"

• *he most well-#nown uency disorder is stuttering, whiccharacteriBed by the repetition or prolonged pronunciatiowords or sounds


22/30

Cognitive Communication Disorders0hat is a Cognitive Communication Disord

-also re!erred to as cognitive-linguistic disorders" *heo! disorders involve the thin#ing processes associatecommunication as well as language +linguistic s#ills

- used to describe a wide range o! speci1c communicaproblems that can

result !rom damage to regions o! the brain that conability to thin#

+cognition"

- may struggle with memory, organiBation and problemsolving that can

ma#e it dicult to properly spea#, listen, read, write


23/30


24/30

he symptoms o Cognitive4communication Disorde

*here are many diferent symptoms when it comes to cognitivecommunication disorders and because every child is diferent, may experience symptoms diferently"

• diculty #eeping normal sleep and wa#e cycles"

• simple sound repetitions, such as stuttering

• a decline in previously established play and language s#ills"

• struggles to pay attention, especially in a distracting environ

• memory problems or appear to be !orget!ul"

• diculty to remember in!ormation the child has previously le

memoriBed, li#e

birthdate, address or parents phone number"


25/30

ypes o Cognitive Communication Disorde

6. Speech and voice disorders may include0

•

2luency Disorders - $nterruption in the ow o! speech tcharacteriBed by an unusual rate or rhythm o! speech,hesitations, repetition o! sounds or words, or prolongationnouns, syllables, words, or phrases" 3ymptoms may beaccompanied by excessive tension, struggle behavior, andsecondary mannerisms"

• &rticulation Disorders - 7iculties with the way sound!ormed and assembled, o!ten characteriBed by omitting, asubstituting, or distorting sounds"

• %oice Disorders - CharacteriBed vocal (uality, pitch, louresonance, or duration which is inappropriate !or an indivi

age or gender, or both"


26/30

7. Language disorders may include0

• &phasia - oss o! speech and language abilitas a result

o! a stro#e or some other !orm o! damage to brain"

• Delayed Language - 3lowness in thedevelopment o! the

language s#ills necessary !or conveying andunderstanding

thoughts and ideas


27/30


28/30

Symptoms

diculties in the areas o! language, social interaction s#ills,attention and perception as well as thin#ing s#ills"

$ndividuals with cognitive-communication disorder may exhib

• socially inappropriate or impulsive behaviour, e"g" saying thto the wrong

person at the wrong time• inappropriate conversational behaviours, e"g" tal#ing non-s

going of topic• diculty understanding complex material e"g" humour"• diculty expressing and interpreting emotions• diculty solving problems and ma#ing .udgments• poor attention, easily distracted• poor insight


29/30

0hat is involved in assessment and treatm

Dhen a brain in.ury is diagnosed or suspected, your physicianyou to a speech-language pathologist and@or neuropsychologevaluation" Comprehensive testing will cover the !ollowing ar

•3hort- and long-term memory +short-term or wor#ing memorretaining in!ormation !or up to ten minutes while doing sometterm memory may involve recalling things hours or days late

•5roblem-solving and reasoning +this includes .udgment in a v

situations, visual and verbal problem solving, determining a sgiven partial in!ormation, etc"

•5lanning and organiBation abilities +this is sometimes re!erreFexecutive !unctioningF and includes your ability to begin a tacomplete steps in proper order and !ollow through to complet


30/30

lec 5 com disorders

Documents