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EDU 3201 Language Deficient Learners

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EDU 3201 Language Deficient Learners LD and Communication Disorders Dr. Ghazali Mustapha Communication is... a process of exchanging information, thoughts, and ideas ... – PowerPoint PPT presentation

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Title: EDU 3201 Language Deficient Learners


1
EDU 3201 Language Deficient Learners
  • LD and Communication Disorders
  • Dr. Ghazali Mustapha

2
Communication is...
  • a process of exchanging information, thoughts,
    and ideas
  • encompasses the ability to interpret transmit,
    and express messages
  • involves tone of voice, rate of delivery, eye
    contact, facial expression, and body movement

3
Communication Disorders is...
  • a general term comprising concerns affecting the
    development of language
  • the ability to exchange information both verbally
    and non-verbally
  • categorized into problems of articulation, voice
    disorders, stuttering and language disorders

4
Communication Disorders is...
  • a childs disability to understand and/or
    formulate a message
  • result from both organic or non-organic factors
    such as biological readiness and cognitive,
    social, and environmental factors

5
Types of Communication Disorders
  • Articulation Disorders
  • Voice Disorders
  • Stuttering
  • Language Disorders
  • - Language Processing Disorders
  • - Language-Based Learning Disabilities

6
Articulation Disorders
  • ability to pronounce vowel and consonant sounds
    correctly
  • appropriate coordination of movements of the
    lips, tongue, palate, and jaw are necessary for
    proper articulation
  • this coordination begins in infancy with the
    process of sucking, chewing and swallowing

7
Articulation Disorders
  • as the child grows, drinking from a cup refines
    coordination of the muscles of the mouth to
    prepares the child for production of vowel and
    consonant sounds
  • at the age of 6 7 years, most children have
    learned to produce all of the sounds of their
    language correctly

8
Articulation Disorders
  • likely to be present in children who have
    physical problems
  • children with language delays or structural
    defects such as cleft palate may have problems
    with articulation
  • infants with swallowing or chewing difficulties
    or excessive drooling may also develop
    articulation problem

9
Symptoms of Articulation Disorders
  • difficulties learning the rules for sequencing
    vowel and consonant sounds
  • difficulties learning the rules for the position
    of these sounds in actual words
  • delay in maturation

10
Causes of Articulation Disorders
  • physical or structural abnormalities of the
    mouth, lips, tongue, jaw, or throat
  • neurological impairment
  • imitation of another child with pronunciation
    problems

11
Voice Disorders
  • less common in children than in adults
  • referred to as abnormal phonation
  • the conditions of excessive or prolonged
    hoarseness or a nasal or de-nasal voice
  • it is important to monitor closely any voice
    changes in the developing child.

12
Voice Disorders
  • Hoarseness can be caused by chronic irritation of
    the throat, infection, allergy, and vocal abuse
    such as yelling or screaming
  • Hypernasality exists when too much sound is
    passing through the nose.
  • Hyponasality refers to too little sound passing
    through the nose

13
Causes of Voice Disorders
  • Blockage of the nasal passages, allergies, and
    chronic colds can cause hyponasality
  • Hypernasality occurs when the soft palate fails
    to close the nasal passages, thus allowing air to
    pass through the nose
  • Children with cleft palate often have his type of
    voice pattern due to insufficient palatal tissue

14
Causes of Voice Disorders
  • physical anomalies or misuse of the voice
    mechanism
  • most often an ear, nose, and throat
  • voice box and oral mechanism often are needed to
    determine the presence of a structural defect

15
Stuttering
  • sentence production, occasional repetitions,
    hesitations, or long pauses
  • also known as stammering
  • a common part of the typical language development
    process

16
Stuttering
  • a part of typical conversation for both children
    and adults
  • parents who are concerned about the disruptions
    in the rhythm of their childs conversational
    speech should consult a professional for
    evaluation to determine the most appropriate
    method of intervention

17
Causes of Stuttering
  • emotional or psychological factors in the family
    environment of in the children themselves
  • problem to a malfunction of the central nervous
    system

18
Language Disorders
  • generally categorized either by cause or in
    descriptive terms
  • there is not a concise definition for language
    disorders due to variety of difficulties children
    can experience during the process of development
    of communication

19
Definition of Language Disorders
  • A language disorder is the abnormal
    acquisition, comprehension or expression of
    spoken or written language. The disorder may
    involve all, one or some of the components of the
    linguistic system. Individuals with language
    disorders frequently have problems in sentence
    processing, abstracting information meaningfully
    for storage and retrieval from short and long
    term memory.
  • American Speech-Language-Hearing Association

20
Definition of Language Disorders
  • A language problem can refer to difficulties
    with sounds (phonological), grammatical structure
    and use (morphological and syntactical), word
    meanings (semantic), and the social skills
    involved in adjusting language to varied
    situations (pragmatic).

21
Causes of Language Disorders
  • Central Nervous System Defects
  • In the development of speech and language, the
    central nervous system and the nerves that
    control our senses and muscles play a vital role
  • In order to absorb information from the
    environment, children must see, hear and feel
    what is happening around them

22
Causes of Language Disorders
  • If damage has occurred to any of these sensory
    systems, delays or disruption of the typical
    process of speech and language development can
    occur
  • It is important to recognize these problems early
    in order to aid the child in developing
    strategies to compensate for these deficiencies

23
Causes of Language Disorders
  • two communication disorders caused by problems in
    the brain itself are expressive aphasia and
    apraxia
  • refer to the inability to produce language due to
    problems in processing information and producing
    responses
  • often are described as a short-circuit in the
    system of receiving and sending messages

24
Symptoms of Language Disorders
  • the brains system is working at times and
    failing at others
  • often have echolalic speech
  • tend to be distractible, nonverbal, and easily
    frustrated by conversations they do not
    understand
  • often are unable to respond correctly

25
Language Processing Disorders and Language-Based
Learning Disabilities
  • school-age child may have problems in one or
    more of the following areas
  • understanding spoken or written language
  • expressing ideas either orally or in writing
  • finding the appropriate words
  • processing information through the senses of
    hearing, seeing, touching, or movement

26
Language Processing Disorders and Language-Based
Learning Disabilities
  • the prevalence is believed to be between 40 and
    60 of the population
  • language-based learning disabilities are not
    easily detected in the preschool years
  • there are early signs that may indicate a
    language-based learning disability

27
Symptoms of Language Processing Disorders and
Language-Based Learning Disabilities
  • having difficulty focusing on tasks
  • becoming confused easily by lengthy directions or
    conversations
  • having difficulty attending to and following
    stories reading aloud
  • verbally rambling without actually communicating
    an idea

28
Symptoms of Language Processing Disorders and
Language-Based Learning Disabilities
  • difficulty using the correct words in a given
    situation
  • substituting an explanation for a specific object
    label
  • having difficulty understanding multiple meanings
    of words and interpret figurative language
    literally

29
Symptoms of Language Processing Disorders and
Language-Based Learning Disabilities
  • inability to understand and express the how and
    why of a situation
  • difficulty making appropriate judgements in
    social situations
  • misinterpret words that represent time or space
    concepts
  • using nonspecific words

30
Incidence
  • variable
  • depends on the age of the population discussed
  • approximately 6 of children ages 6-18 years have
    problems in the area of voice, articulation, and
    stuttering
  • not include children with language-based learning
    difficulties

31
Treatments
  • Assessment
  • Therapy and Programs
  • Communication Aids
  • Communication Boards (Books)
  • Mechanical Aids
  • Electronic Aids
  • Facilitated Communication

32
Assessment
  • generally consist of 4 parts
  • sent to a speech-language pathologist for an
    evaluation
  • examines the physical mechanisms for speech
    production, hearing ability, speech quality,
    voice and rhythm patterns, and comprehension and
    expression of verbal language

33
Assessment of Oral Mechanism
  • looking at the structure of the mouth and
    observing the movements of the tongue, lips, and
    jaw during the production of speech
  • ask the child to imitate various mouth movements
    patterns, sounds, and words

34
Assessment of Articulation
  • tested by asking the child to name a specific
    series of pictures or to tell a story
  • important to hear how a child pronounces each
    consonant and vowel sound in isolation, in single
    words, and in conversational speech

35
Assessment of Articulation
  • pronunciation often seems better in one-word
    responses than in conversation
  • related to the amount of fine motor coordination
    involved in producing a long sentence to a single
    word
  • if mispronounced, the child is to try imitate the
    appropriate pronunciation to determine if therapy
    or type of program needed

36
Assessment of Language Process
  • the most time-consuming part-of the evaluation
  • administers a series of standardized tests to
    determine a childs ability to understand and use
    spoken language
  • type of tests varies, depending on the childs
    age, ability, and attention span

37
Assessment of Language Process
  • involve the use of pictures or toy objects
  • typically measure comprehension of nouns action
    words adjectives concepts such as size,
    quality, and quantity and grammar
  • asking a child to point to the one picture in the
    group that has been named by the examiner or to
    follow a series of directions

38
Assessment of Language Process
  • Test of Auditory Comprehension of Language
  • Zimmerman Pre-School Language Scale
  • Sequenced Inventory of Communication Development
  • Tina Bangs Vocabulary Comprehension Scale
  • Bracken Basic Concept Scale
  • Test of Language Development
  • Clinical Evaluation of Language Function
  • The Peabody Picture Vocabulary Test
  • MacArthur Commuicative Inventory
  • The Communication and Symbolic Behavior Scales

39
Assessment of Language Process
  • evaluation of expressive language
  • includes the use of vocabulary, sentence
    structure, thought sequence, ideas, and responses
    to simple what, when, how, where, and why
    questions
  • involves the use of common pictures or toys
  • imitate sentences produced by the evaluator

40
Assessment of Language Process
  • to assess how children formulate their thoughts
    and communicate these ideas to the listener
  • observes the body movements, gestures, and facial
    expressions that the child uses in addition to,
    or in place of, words

41
Assessment of Language Process (Instruments)
  • Word Test
  • Test of Problem Solving
  • Expressive One Word Picture Vocabulary Test
  • Test of Language Competence

42
Assessment of Audiological
  • the scores and observations are compiled
  • include medical, educational, or psychological
    testing, may be recommended at that time to
    determine the cause of the childs language
    problem
  • checklists
  • tape recordings

43
Therapy and Programs
  • type of communication disorder and the childs
    age will determine specific language or
    speech-language therapy
  • very young children often require ongoing
    language stimulation activities
  • school-age children may provided with
    individualized therapy or design programs to be
    carried out in the classroom

44
Communication Aids
  • one of the numerous forms of alternative and
    augmentative communication (AAC) aids available
    may enable them to express their needs to others
  • facial expressions, gestures, and writing are
    common examples of nonverbal communication

45
Communication Aids
  • simple picture, word, or object systems are
    devised specifically for the individual child
  • technologically sophisticated electronic aids
    with voice synthesizer or printers are used
  • type of communication aid for the individual
    depends on age, physical ability, intellectual
    functioning, sensory adequacy, and other economic
    and environmental factors

46
Communication Boards (Books)
  • simplest type of communication aid
  • childs abilities, the board or book
  • the child simply points to or touches the items
    shown to communicate
  • children with severe cognitive deficits may
    communicate with object boards and can be
    cumbersome to carry around

47
Mechanical Aids
  • refer to those that have moving parts but are not
    electronically operated
  • example, old-fashioned non-electric typewriter
  • children with poor fine motor control are unable
    to write legibly but are able to press keys on a
    typewriter to express their thought

48
Electronic Aids
  • can provide a much larger vocabulary and can be
    programmed or updated relatively easily
  • have voice synthesizers that speak for the
    child
  • comes in various sizes

49
Facilitated Communication
  • a communication technique in which a person with
    a language impairment is assisted by another
    individual to use an alternative communication
    device, such as a typewriter computer picture,
    letter, word, or symbol board or other
    augmentative system

50
Facilitated Communication
  • facilitator assists the individual with a
    language impairment by physically supporting the
    hand, wrist, or forearm, as he or she points to
    the letters or types a message
  • facilitators support reduces the motor control
    needed to make the selection

51
Conclusion
  • children with communication impairments cannot
    wait until definite research results on this
    subject have been produced
  • communication program should basic components to
    provide the best possible intervention
  • assume that the child wants to communicate

52
Conclusion
  • encourage multiple ways of communicating and
    involve appropriate interests and skills
  • it should be noted that communication skills can
    vary from one environment to another
  • ultimate goal is to enable the child to
    communicate with the people who are important to
    him or her

53
References
  • Siegfried M. Pueschel, Patricia S. Scola, Leslie
    E. Weidenman, James C. Bernier The Special Child
    - A Source Book for Parents of Children with
    Developmental Disabilities, 2nd Edition
    Maryland, 1999
  • Deena K. Bernstein, Ellenmorris Tiegerman
    Language and Communication Disorders in Children,
    2nd Edition New York, 1989

54
Thank You...
  • - The End -
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