COMMUNICATION DISORDERS
Rebecca Thompson
Quincy Hosey
Tatiana Collazo
Ashley Lagani
Amanda Penta
INTRODUCTION
• Communication is more than just talking to somebody. Communication is
to understand another person’s speech and gestures
• Communication Disorders include speech and language disorders.
• Speech is the systematic use of sounds and sound combinations to
produce meaningful words, phrases, and sentences.
• Language is more complex, and puts meaning into speech.
It is used to express and receive meaning.
Language enable communication to work by allowing composing and sending
of
messages from one person to another.
FIVE COMPONENTS OF
LANGUAGE
1.
Phonology- sound system of language
2.
Morphology- deals with rules for transforming words and changing their
basic meanings
3.
Syntax- a rule system that governs the order and combination of words to
form phrases
4.
Semantics- meaning of language
5.
Pragmatics- involves the social aspect of language
OVERVIEW OF LANGUAGE
DEVELOPMENT
• (1-6 months) “The Examiner”
• (7-12 months) “The Experimenter”
• (12-24 months) “The Explorer”
• (3-5 years) “The Exhibitor”
• (6-12 years) “The Expert”
DISORDERS OF SPEECH
• Characterized by any impairment of vocal production, and are present
when a speech is so different from what is expected that it calls attention
to itself.
• It can also be very difficult for people to understand what the person is
saying.
DISORDER OF LANGUAGE
• This disorder may involve the rate of acquisition of language
• People having this disorder may also have a difficult time telling you what
they want or want to say.
• Examples include: stuttering, impaired articulation, language impairment,
and voice impairment
CHARACTERISTICS AND
ETIOLOGY
• Etiology: The Cause
• Causes: Physical, Emotional, Faulty learning, Limited conceptual
knowledge, and Lack of attention
• Most common types of disorders are articulation, voice, and fluency
-There is a wide spectrum of severity and it fluctuates based on the case
ARTICULATION DISORDERS
• Most common among school students
• Have difficulty producing the speech sounds of their language
• Those disorders resulting from atonomical or physiological problems are
referred to as ORGANIC ARTICULATION PROBLEMS
• Most common are clefts of the palate, cerebral palsy, traumatic brain
injury, and hearing impairment
None of these themselves are speech disorders, however the s everity will determine
whether a disorder will result
VOICE DISORDERS
• Abnormalities of pitch, loudness, and quality of vocal production
• They may be transient or chronic issues.
FLUENCY DISORDERS
• Fluency is the smooth flow of speech
• Most common is stuttering
-Develops with time
-Causes embarrassment
-Tends to run in families
IDENTIFICATION PROCESS
• When the school suspects a student has a communication disorder they
send a referral to the school speech-language pathologist
• Referral Resources:
-Speech-language pathologists get good referral sources from teachers, parents,
professional providers, and the students themselves.
-Most school-based pathologists conduct in-service sessions to explain to
teachers the signs of communication disorders, and will typically hand out
check-lists for teachers to use
-Teachers are highly encouraged to contact a speech-language pathologist if they
suspect a student has a communication disorder.
SCREENING PROCEDURES
• Speech, language, and hearing screenings are the first step to determine
whether or not a student should go through a more formal diagnostic
evaluation.
• Public school speech-language pathologists usually screen students
entering kindergarten and the ones in primary grades.
• When a student fails a screening test the parents have the choice whether
to continue testing or not.
• Speech-language pathologist will also do more natural observations to
acquire the way a particular student behaves in a social environment.
EVALUATION AND DIAGNOSIS
• Two types of evaluation:
-Informal: when the pathologist attempt to engage the child by talking to them,
and playing games.
-Formal: when the pathologist conducts assessments. They test speech, sound,
and language, and evaluate for possible voice problems. If a child has a voice
problem, it’s best to contact doctors who specialize in ear, nose and throat.
EARLY INTERVENTION PROGRAM
• Early intervention is highly recommended for children that have
communication disorders.
• Preschool programs for children with language problems are usually halfday programs that foster cooperative play, encourage spontaneous speech,
and facilitate interaction between children.
• Activities and techniques are shared with the parents so that they may
implement them at home.
• It is important to receive early intervention services; if not, the more
resistant the disorder will be for modification during later years.
VOICE AND FLUENCY THERAPY
• Voice Therapy:
-If voice problem is organic by nature, initial treatment is medical
-If voice problem is the result of emotional distress, initial treatment is
counseling.
• Fluency Therapy:
-Psychological disfluency treatment should be treated by professionals instead of speechlanguage pathologists.
-Treatment of clustering
-Teaching students to be aware of problems so they can slow the rapid, jerky,
jumbled speech
LANGUAGE THERAPY
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Suggestions for facilitating language:
Be responsive to the child’s spontaneous communication attempts.
Modify input.
Provide opportunities for the child to communicate.
Model or expand the child’s language
Talk about things of interest to the child.
Provide many clear examples of language rules.
Use words the child already knows to teach new words.
Reduce complexity.
Tell and retell stories and experiences
When the child has a profound hearing loss or a motor disability,
communicate in the child’s mode or form of communication
TECHNOLOGY
• Alternative and Augmentative Communication (AAC) Devices:
-More complex than just giving it to the child.
•
Facilitating Devices
-Tape and video recorders
-Computer-Aided Fluency Establishment Trainer (CAFET)
WHAT EVERY TEACHER SHOULD
KNOW ABOUT TECHNOLOGY
1.
2.
3.
4.
Augmentative communication devices assist students in expressing needs,
desires, and thoughts
Computers with speech capabilities are used to assist students in speaking
in class.
Computer programs are capable of providing feedback to students as
they are speaking.
Functional magnetic resonance imaging (FMRI) is a technique that uses
the blood flow in organs
THE END!!!!!!!!!!!