speech language
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SPEECH-LANGUAGE
DISORDERS
OVERVIEW OF CHILDHOOD
SPEECH-LANGUAGE
DISORDERSDevelopment of Young Children with Disabilities
#872.514 (61)
Carol Ann Heath
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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
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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 asthrough gestures or written language
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Language
Involves the understanding and use of
sounds, words, and the rules for
combining their use
Involves both receptive and expressive
processes
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Morphology
Refers to the system that governs the
structure of words and the construction
of word forms
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Syntax
Refers to the system governing the order
and combinations of words to form
sentences, and the relationship amongthe elements of the sentence
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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
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Chi ld Language
Impairments
Difficulty understanding and using language
to communicate
Problems understanding and usingappropriate vocabulary, word order, or
grammar and difficulty following directions or
some have difficulty using language, and
difficulty staying on topic in a conversationare common characteristics
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Types of Voice
Disorders
Qualityhoarseness, hyper/hypo
nasality, breathiness
Pitchpitch breaks, monotone, tohigh/too low
Loudnesstoo soft/too loud,
inappropriate for situation
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Character istics of Stutter ing
Primaryhesitations; repetitions and
prolongations of sounds, syllables, words
or phrases; and difficulty initiatingspeech
Secondaryfacial grimaces, eye
blinking, generalized body tension, andgasping for air
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Hard of Hear ing
A hearing disorder, whether fluctuating
or permanent, which adversely affects
an individuals ability to communicate.The Hard of Hearing individuals relies
on the auditory channel as the primary
sensory input for communication
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Behaviors Associated
CAPD
Poor phonological sensitivity combined with
deficits in fine auditory discrimination
Auditory comprehension problems due tolimited word discrimination and auditory
memory
Difficulty procession verbal information
where there is competing background noise
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Behaviors Associated
with CAPD
Diminished word discrimination in apoor acoustic environment or when a
message is altered in some wayDifficulty following directions
Easily distracted
May have poor performance in reading,spelling, and other language-relatedareas compared to peers
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Associated Conditions
Learning disability
Autism Spectrum Disorder
Traumatic Brain Injury
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Language Learning Disabil i ties-
problems may include:
Age-appropriate
reading, spelling,
and/or writingDifficulty expressing
ideas coherently
Difficulty with
learning newvocabulary
Difficulty
understanding and
retaining infoDifficulty with
reading
comprehension
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Autism Spectrum Disorder
Communication problems vary
depending upon the intellectual and
social development of childSome may be unable to speak, while
others may have rich vocabularies
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Communication issues in Autism
Spectrum Disorder
Difficulty using
language effectively
EcholaliaPoor eye contact
Difficulty with topic
initiation
Difficulty with topic
maintenance
Problems with wordand sentence
meaning, intonation,
and rhythm
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Communication I ssues-
Traumatic Brain I njury
Slowed processing
and poor memory
Impaired ability forself management
Disorientation and
confusion
Poor judgment and
difficulty with
emotional control Impaired
comprehension
Word finding issues
Inappropriate
speech
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Slowly increasing numbers and proportions of childrenare being served in programs for the disabled.
During the 199394 school year, 12 percent of students
were served in these programs compared with 14 percentin 200304.
Some of the rise since 199394 may be attributed to theincreasing proportion of children identified as havingspeech 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).Digestof Education Statistics, 2005(NCES 2006-030), Chapter 2.
http://nces.ed.gov/programs/digest/http://nces.ed.gov/programs/digest/