by Michael Hardman (c) Cengage Learning 2010

1. COMMUNICATION DISORDERS
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2. CHAPTER FOCUS POINTS
Focus 1
Identify four ways in which speech, language, &
communication are interrelated.
Focus 2
Explain how language delay & language disorder differ.
Focus 3
Identify three factors thought to cause language disorders.
Focus 4
Describe how treatment approaches for language disorders
generally differ for children & for adults.
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3. CHAPTER FOCUS POINTS
Focus 5
Cite three factors that are thought to cause stuttering.
Focus 6
Identify two ways in which learning theory & home
environment are related to delayed speech.
Focus 7
Identify two reasons why some professionals are reluctant to
treat functional articulation disorders in young
schoolchildren.
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4. CASE STUDY: MEGAN
 Megan is 12 years old & a 6th grader
 She has a strong circle of friends.
 Megan has cerebral palsy.
 She is apraxic, she has a hard time coming up with
words.
 Megan works hard to get her messages out.
 She uses a Dynavox which is touch-activated &
creates verbal speech.
 Megan is seen by her friends as a person first &
having a disability second.
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5. COMMUNICATION
 Complicated & vital process
 Interchange of ideas, opinions, or facts between
senders & receivers
 Partners in the communication
 Speech & language
 Speech: audible representation of language
 Language: message that is contained in speech
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6. STRUCTURE OF LANGUAGE
 Phonology: rules regarding how sounds can be
used & combined
 Syntax: way sequences of words are combined
into phrases & sentences
 Morphology: form & internal structure of words
 Semantics: understanding of language
 Pragmatics: rules that govern reasons for
communication & choice of codes to be used
when communicating
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7. LANGUAGE DEVELOPMENT
 Stages in developing language
 Crying, cooing & babbling
 Different tones & vocal intensity
 Echoing or mimicking responses
 Words associated with people or objects
 Strings of two & three words
 Basic syntactical structures by age 4
 Six word sentences by age 5
 Articulate nearly all speech sounds correctly by age 8
 There are variations to age ranges for each stage
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8. MULTIDISCIPLINARY
COLLABORATION
 Intervention must consider multiple elements
 Nature of the problem
 Manner individual is affected
 What services are provided
 Where services are delivered
 When and how
 Referrals come from multiple sources
 Parents
 Teachers
 Other educational personnel
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9. LANGUAGE DELAYS OR
LANGUAGE DISORDERS
 Serious disruption of the language process
 Memory
 Learning
 Message reception and processing
 Expressive skills
 Language delays or language disorders
 Language delays: sequence of development is intact but
the rate is interrupted
 Language disorders: sequence of language acquisition is
not systematic Cengage Learning.
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10. CLASSIFICATION & CAUSATION
 Classification
 Receptive language: difficulty in getting what is said
 Expressive language: difficulty in formulating & using
language
 Aphasia: impairment of language comprehension,
formulation, & use due to injury, disease, or abnormal
development of the brain
 Causation
 Defective or deficient sensory systems
 Neurological damage occurring any time during life
 Deficient or disrupted learning opportunities
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11. INTERVENTION
 Individualized language plans
 Long range annual goals
 Short range specific behavioral objectives
 A statement of resources to be used
 A description of evaluation methods
 Beginning and end dates
 Evaluation of the generalization of skills
 Beginning language stimulation
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12. INTERVENTION
 Interventions for aphasia typically involve the
development of an individual’s profile
 Relearning or reacquiring language function
 Strengths and limitations must both receive attention
 Augmentative communication
 Communication boards, electronic appliances, manual
communication
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13. SPEECH DISORDERS
 Speech Disorders: Speech behavior sufficiently
deviant from normal or accepted speaking patterns;
attracts attention & adversely affects communication
for the speaker &/or listener.
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14. SPEECH DISORDERS
 Fluency Disorders
 Cluttering: speech that is overly rapid, disorganized,
and occasionally filled with unnecessary words
 Stuttering: flow of speech is abnormally interrupted by
repetitions, blocking, or prolongations of sounds,
syllables, words, or phrases
 Delayed Speech: deficit in communication ability in
which a person speaks like someone much younger
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15. ARTICULATION DISORDERS
 Articulation Disorders: Sound production process
resulting in inaccurate, inappropriate, or
abnormal execution of the speaking act
 Omissions
 Substitutions
 Additions
 Distortions of certain sound
 Voice Disorders: Unusual or abnormal acoustical
qualities in a person’s speech; Nasality,
hoarseness, ©2011breathiness in quality
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