SPEECH-LANGUAGE - CTE - Online Learning Management
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SPEECH-LANGUAGE DISORDERS OVERVIEW OF CHILDHOOD SPEECH-LANGUAGE DISORDERS Development of Young Children with Disabilities #872.514 (61) Carol Ann Heath
Sources Used:
Hart, B. (2000). A natural history of early language Experience. TECSE 20:1, 28-32. Lesaux, N. K. (2004 Presentation at Ready by Five Symposium, Baltimore, Maryland) Promoting Language and Literacy in Young Children from Diverse Backgrounds. Lyon, G. R. What Happens Early Really Matters. Informal Presentation In Maryland. Source: National Institute of Child Health and Human Development. Child Development Institute, http://www.childdevelopmentinfo.com/disorders/children_with_communication_disord ers.shtml
Language Can be defined as a set of symbols used
for communication Symbols are used to organize thoughts and new learning and to communicate with others May be spoken or take a visual form as through gestures or written language
Language Involves the understanding and use of
sounds, words, and the rules for combining their use Involves both receptive and expressive processes
Development of Oral Language Involves the understanding and use of * Phonology * Semantics * Morphology * Syntax or grammar * Pragmatics
Phonology Refers to the sound system of a language
and the rules that govern the sound combinations Research has demonstrated that by the age of six months, infants have learned to differentially respond to the sounds of their native language
Semantics Refers to the system that governs the
meanings of words and sentences
Morphology Refers to the system that governs the
structure of words and the construction of word forms
Syntax Refers to the system governing the order
and combinations of words to form sentences, and the relationship among the elements of the sentence
Pragmatics Refers to the system that combines the
above language components in functional and socially appropriate communication May involve the tone of voice used, rules for turn-taking in conversation, facial expressions and gestures used to accompany speech
Normal Language Development Language develops rapidly and easily in
most children despite variation in environment and intelligence
Communication Disorder An impairment in the ability to receive,
send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems May be evident in the processes of hearing, language, and/or speech
Communication Disorder May range in severity May be developmental or acquired
May result in a primary disability or it
may be secondary to other disabilities
Prevalence Rates vary from 2-3% to about 20 %
depending upon the age of the children studied 10% of children will have a moderate to severe speech and/or language delay at eh time of school entrance
Language Disorder Impaired comprehension and/or use of
spoken, written and/or other symbol systems May involve the form of language (phonology, morphology, syntax), the content of language (semantics), and/or the function of language (pragmatics) in any combination
Children At Risk for Language Delay Intellectual disability Hearing Loss Central Nervous System Impairment
affecting the speech production mechanism Autism Spectrum Disorders Emotional Disturbance Extreme environmental deprivation
Child Language Impairments Difficulty understanding and using language to communicate Problems understanding and using
appropriate vocabulary, word order, or grammar and difficulty following directions or some have difficulty using language, and difficulty staying on topic in a conversation are common characteristics
Child Language –child may have some of the following: Difficulty breaking down language into
its parts Difficulty with social rules of conversation Infrequently initiating conversation or topics
Child Language – may have some of the following Delay in onset of
Incorrect grammar
language development Difficult following directions Problems understanding wh- questions Difficulty with abstract language
usage Difficulty recalling words Frequent use of nonspecific words Stories, written and spoken, are disjointed and miss details
Child Language – possible signs of underlying language impairment Easily distracted Limited attention span
Slower to respond or answer questions Slower to put thoughts together to
express their ideas Seems vague – disorganized behavior Lack of planning and sequencing
Speech Disorder An impairment of the articulation of
speech sounds, fluency and/or voice
Articulation Impairments The atypical production of speech
sounds characterized by substitutions, omissions, additions or distortions that may interfere with intelligibility
Articulation Impairment May be caused by a problem in the
mouth or nose structures that are used for speech (cleft palate or severe tongue tied) May be caused by an abnormality in the function of the muscles or nerves in speech production (cerebral palsy) Some may have no apparent cause
Dyspraxia of Speech An inability to perform the very fast
mouth/tongue movements for speech when there is no hearing, perception, or motor problems As known as developmental apraxia of speech, developmental verbal dyspraxia, or developmental articulatory dyspraxia
Characteristics of Dyspraxia Searching or “groping” movements noted during attempts to produce speech sounds Child can produce some sounds at certain
times and not at other times “volitional” or deliberate production may be more difficulty than spontaneous production Sound errors are inconsistent
Characteristics of Dyspraxia Does not exhibit typical development
speech sound errors Difficulty with fast repeated speech sequences
Voice Disorder Definition Characterized by the abnormal production and/ or absences of vocal quality, pitch, loudness, resonance, and/ or duration, which is inappropriate for an individual’s age and/ or sex
Types of Voice Disorders Quality – hoarseness, hyper/hypo
nasality, breathiness Pitch – pitch breaks, monotone, to high/too low Loudness – too soft/too loud, inappropriate for situation
Causes of Voice Disorders May result from physiological changes in
the body, such as cancer, severe allergies, or asthma Organic factors may include vocal nodules and polyps on the vocal cords
Stuttering of Fluency Disorder: Definition Is an interruption in the flow of speaking
characterized by atypical rate, rhythm, and repetitions in sounds, syllables, words, and phrases May be accompanied by excessive tension, struggle, behavior, and secondary mannerisms
Characteristics of Stuttering Primary – hesitations; repetitions and
prolongations of sounds, syllables, words or phrases; and difficulty initiating speech Secondary – facial grimaces, eye blinking, generalized body tension, and gasping for air
Causes of Stuttering Several theories about the causes of stuttering exists “underlying motor problem” – causes Difficulty planning a sequence of speech movements “stress related”
“difficulty coordinating the onset of voice with breathing and production of speech sounds”
Hearing Disorder The result of impaired auditory
sensitivity of the physiological auditory system May limit the development, comprehension, production, and/or maintenance of speech and/or language Referred to as “deaf or hard of hearing”
Deaf A hearing disorder that limits an
individual’s aural/oral communication performance to the extent that the primary sensory input for communication may be other than the auditory channel
Hard of Hearing A hearing disorder, whether fluctuating
or permanent, which adversely affects an individual’s ability to communicate. The Hard of Hearing individuals relies on the auditory channel as the primary sensory input for communication
Central Auditory Processing Disorders Deficits in the information processing of audible signals not attributed to impaired peripheral hearing sensitivity or intellectual
impairment Limitations in the ongoing transmission, analysis, organization, transformation, elaboration, storage, retrieval, and use of information contained in audible signals
Behaviors Associated CAPD Poor phonological sensitivity combined with deficits in fine auditory discrimination Auditory comprehension problems due to
limited word discrimination and auditory memory Difficulty procession verbal information where there is competing background noise
Behaviors Associated with CAPD Diminished word discrimination in a
poor acoustic environment or when a message is altered in some way Difficulty following directions Easily distracted May have poor performance in reading, spelling, and other language-related areas compared to peers
Associated Conditions Learning disability Autism Spectrum Disorder
Traumatic Brain Injury
Language Learning Disabilitiesproblems may include: Age-appropriate reading, spelling, and/or writing
Difficulty understanding and retaining info
Difficulty expressing ideas coherently
Difficulty with reading comprehension
Difficulty with
learning new vocabulary
Autism Spectrum Disorder Communication problems vary
depending upon the intellectual and social development of child Some may be unable to speak, while others may have rich vocabularies
Communication issues in Autism Spectrum Disorder Difficulty using language effectively
Difficulty with topic maintenance
Echolalia
Problems with word
Poor eye contact Difficulty with topic initiation
and sentence meaning, intonation, and rhythm
Communication IssuesTraumatic Brain Injury Slowed processing and poor memory Impaired ability for
self management Disorientation and confusion
Poor judgment and difficulty with emotional control
Impaired comprehension Word finding issues
Inappropriate speech
Slowly increasing numbers and proportions of children
are being served in programs for the disabled. During the 1993–94 school year, 12 percent of students were served in these programs compared with 14 percent in 2003–04. Some of the rise since 1993–94 may be attributed to the increasing proportion of children identified as having speech or language impairments, which rose from 2.3 percent of enrollment to 3.0 percent of enrollment;
SOURCE: U.S. Department of Education, National Center for Education Statistics (2006). Digest of Education Statistics, 2005 (NCES 2006-030), Chapter 2.
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