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!!!!