| (Communication Disorders) |
| Communication Disorders... |
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involve the exchange of information and ideas, receiving, understanding, and expressing ideas |
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1/5 of all children in special education (21%) |
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5% of all children and youth have a speech or language impairment: |
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3% have articulation disorders |
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4% have voice disorders |
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6.5% have language disorders |
| Types: Speech or Language |
| Speech Disorder: |
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communication disorders or impairments that affect an individual's production of sounds, rhythm of speech, or voice quality |
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sometimes associated with cerebral palsy, unrepaired clept lip and/or palate, (a condition in which there is a split in the upper part of the oral cavity or the upper lip) or hearing loss |
| Characteristics of Speech Impairments |
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disorders of articulation, voice, and fluency (rate of speech) |
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Speech disorders can be functional or organic (causes) |
| Articulation Disorders |
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largest group of speech impairments |
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substitutions: doze for those, tat for cat, wabbit for rabbit |
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omissions: boo for blue, kah for car |
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additions: tahree for tree, |
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distortions: nyes for yes; lisps: when the s, z, sh, and ch are mispronounced |
| Voice Disorders |
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reflects interactive relationship of pitch, duration, intensity, resonance, and vocal quality |
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pitch: determined by the rate of vibration in the vocal folds |
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Duration: length of time any speech sound requires; disorders may include lengthened or shortened sounds |
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Intensity: loudness or softness |
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Resonance: the perceived quality of the voice |
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Hyponasality: air can't pass through a speaker's nose as it is supposed to and comes through the speaker's mouth instead |
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Hypernasality: Air is allowed to pass through a speaker's nasal cavity on sounds other than those for which air is supposed to pass through the nasal passage |
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quality of voice: affected by problems of breath support of vocal-fold functioning |
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vocal nodules: small knots or lumps on the speech mechanism, common problem after yelling, usually only temporary |
| Fluency Disorders |
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interruptions in the flow of speaking, such as atypical rate, rhythm, and repetitions of sounds, syllables, words and phrases |
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Stuttering: repeating words or sounds; frequent occurrence of speech disfluency, tension, and struggle |
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more than 1 percent of the population |
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more males than females stutter |
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Research encourages children who stutter to: |
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prolong certain sounds |
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stop other activities while communicating |
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speak more slowly |
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practice speaking to a rhythmic beat |
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read aloud while listening to audiotaped books |
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communication disorders or impairments that reflect the individual's inability to use the rules of the language system to produce or understand a message |
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sometimes the primary feature by which other disorders are identified (mental retardation, autism, central auditory processing disorders) |
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Central auditory processing disorders - manifested by difficulty with auditory skills such as attending to input, discriminating between important and unimportant input, blending sounds that are heard, and remembering input |
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receptive language disorder: difficulties with receiving and understanding language |
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expressive language disorder: difficulties with expressing ideas verbally, manually, or in other ways |
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early expressive language delay: a significant delay in the development of expressive language that is apparent by age two |
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Phonology: rules that define the way sounds are combined to form words and how those sounds are changed to alter word meanings |
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Morphology: rules that dictate how the smallest units of our language (morphemes) combine to form words (add plurals, past-tense markers to verbs, inflection, affixes) |
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Syntax: rules that determine word order |
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Semantics: rules that refer to the meaning and relationship between words |
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Pragmatics: use of communication in social contexts |
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Functional disorders |
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no identifiable organic or neurological cause |
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most children have functional disorders |
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functional language problem: difficulties associated with using language in everyday, real-life activities |
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caused by an identifiable problem in the neuromuscular mechanism |
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may be caused by hereditary malformations, prenatal injuries, toxic disturbances, tumors, traumas, seizures, infectious diseases, muscular diseases, and vascular impairments |
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Organic language problems: difficulties in understanding or using language; can occur in children with cerebral palsy or cleft palate |
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Congenital impairments: disorder is present at birth |
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Acquired disorder: disorder is acquired after a period of normal communication (can be caused by an accident, illness, or infections) |
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Play therapy |
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Speech remediation: corrects inappropriate pronunciation patterns and develops appropriate ones |
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Language remediation: focuses on enhancing pragmatic use of language, rather than on modifying language forms |
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Alternative or augmentative communication systems: allow students to learn a compensatory skill and to substitute that new skill for such an uncorrectable impairments as unintelligible speech or inability to communicate manually |
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Expansion: repeat student's comments and questions in a more semantically or grammatically correct way ("Tree big" à "That tree is so big that I could not climb it.") |
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Mileu teaching: An approach to language intervention in which the goal is to teach functional language in a natural environment. |