Hardman 12e ppt_10

©2017 Cengage Learning. All Rights
Reserved.
Chapter Ten
COMMUNICATION
DISORDERS

Reserved.
10-1 Describe how the lives of people with
communication disorders have
changed since the advent of IDEA.
10-2 Describe the primary components of
typical communication development.
10-3 Describe language disorders, their
prevalence, causation, identification,
and related interventions.
LEARNING OBJECTIVES
(slide 1 of 3)

Reserved.
10-4 Describe speech sound disorder, its
10-5 Describe child onset fluency disorder,
its prevalence, causation, identification,
LEARNING OBJECTIVES
(slide 2 of 3)

Reserved.
10-6 Describe social (pragmatic)
communication disorder, its
10-7 Describe voice and resonance
disorders, their prevalence, causation,
identification, and related interventions.
LEARNING OBJECTIVES
(slide 3 of 3)

10-1 CHANGING ERA IN LIVES
OF PEOPLE WITH
COMMUNICATION DISORDERS
• Communication is a crucial area, but
receives little attention unless there is a
problem with it.
Reserved.

10-2 COMMUNICATION
DEVELOPMENT
• Communication
– Relational, nonlinear, transactional process
between a sender and receiver of a message
– Interchange of ideas, opinions, or facts
between senders and receivers
• Focus mainly on oral communication
Reserved.

A Conceptual Model of the Communication Process
Figure 10.1
Reserved.

10-2a EXPRESSIVE AND RECEPTIVE
LANGUAGE
• Expressive:
– Skills to communicate a message to another
• Receptive:
– Skills to receive and understand a message
that is sent
Reserved.

Reserved.
10-2b SPEECH AND LANGUAGE
• Speech:
– Physical production of sounds that form words
• Language:
– Symbolic, rule-based system that gives
meaning

A Conceptual Model of Communication, Language, and
Speech
Figure 10.2
Reserved.

Reserved.
LANGUAGE FORM
• Phonology
– Rules for how sounds are used and combined
• Morphology
– Form and internal structure of words
• Syntax
– Rules for how words and phrases are
combined into sentences
• Grammar
– Combination of syntax and morphology

Reserved.
LANGUAGE CONTENT AND USE
• Language Content
– Semantics: understanding the meaning of
language
• Language Use
– Pragmatics: how language is used in social
situations

Reserved.
10-2c SPEECH AND LANGUAGE
DEVELOPMENT
• Stages in developing language
– Crying, cooing, and babbling
– Different tones and vocal intensity
– Echoing or mimicking responses
– Words associated with people or objects
– Strings of two and three words
– Basic syntactical structures by age 4
– Six word sentences by age 5
– Articulate nearly all speech sounds correctly by 8
• Variations in age ranges for each stage

10-3a DEFINITIONS & CLASSIFICATION
OF LANGUAGE DISORDERS
• Diagnostic criteria
– Significant difficulties in ability to understand
or process ideas
• IDEA classification
– Speech or Language Impairment (SLI)
– Generally means a communication disorder
(such as articulation, language impairment,
stuttering, or voice impairment) that adversely
affects a student’s educational performance
Reserved.

Reserved.
10-3b CHARACTERISTICS &
PREVALENCE (slide 1 of 2)
• Expressive language disorders
– Difficulty in producing language
• Receptive language disorders
– Difficulty in comprehending what is said
• Mixed receptive & expressive language
disorders
– Difficulty in understanding and using rules in
producing language
• Aphasia
– Loss of ability to speak or comprehend language

10-3b CHARACTERISTICS &
PREVALENCE (slide 2 of 2)
• Prevalence
– Almost half of all children ages 3–5 served
under IDEA
– Decline in numbers through middle school
Reserved.

Reserved.
10-3c CAUSES AND RISK FACTORS
• Neurological damage occurring any time
during life
• Deficient or disrupted learning
opportunities
• Acquired brain injury or developmental
brain abnormality

Reserved.
10-3d IDENTIFICATION & ASSESSMENT
• Parents play the most critical role in initial
identification
– Major milestones are not met
• Varied assessments to address variation
in disorders
– Natural and formal assessments
– Multidisciplinary teams collect data

Reserved.
10-3e INTERVENTION & TREATMENT
FOR LANGUAGE DISORDERS
• Individualized language plans (ILPs)
– Long-range annual goals
– Short-range specific behavioral objectives
– Statement of resources to be used
– Description of evaluation methods
– Program beginning and end dates
– Evaluation of individual generalization of skills
– Statement of service delivery location(s)
• Augmentative & alternative communication

Reserved.
• Definitions and classifications
– Persistent challenges with speech sound
production that interfere with speech intelligibility
– Articulation disorders
10-4 SPEECH SOUND DISORDERS
(slide 1 of 4)

Reserved.
• Characteristics and prevalence
– Problems with articulation
• Strong emotional reactions
– Problems with phonological processing
• Substitutions
• Omissions
• Distortions
• Additions
(slide 2 of 4)

(slide 3 of 4)
• Causes and risk factors
– Functional articulation disorders
• Cleft palate
• Occlusion
• Malocclusion
• Identification and assessment
– Similar to language disorders
– Evaluation by a speech-language pathologist
Reserved.

Reserved.
• Interventions and treatments
–Physical abnormalities
• Surgical repair
–Functional abnormalities
• Reluctance to treat due to normal
development as child matures
• Relearning speaking acts
• Behavioral modification
(slide 4 of 4)

Reserved.
– Normal fluency and time patterning of speech
is disturbed, causing anxiety about speaking
• Prevalence
– Approximately 1–2% of children ages 3–17
– Boys develop stuttering at rate of 3–4 times
greater than girls
10-5 CHILD ONSET
FLUENCY DISORDER (slide 1 of 4)

Reserved.
10-5 CHILD ONSET
• Characteristics
– Fluency: repeated interruptions, hesitations,
or repetitions that interrupt the flow of
communication
• Cluttering: rapid, disorganized speech with
unnecessary words
• Stuttering: flow of speech is abnormally
interrupted by repetitions, blocking, or
prolongations of sounds, syllables, words, or
phrases

10-5 CHILD ONSET
– Developmental stuttering
• Abilities do not meet verbal demands
• Genetic basis
– Neurogenic stuttering
• Brain injury or stroke
– Environmental factors
• Byproduct of other conditions
Reserved.

10-5 CHILD ONSET
– Referral to speech language pathologists
– Severity of stuttering and parental reactions
• Interventions and treatment
– Direct behavioral therapy
– Modeling, self-monitoring, counseling
– Speech rhythm, relaxation therapy
– Complexity of disorder and treatment
Reserved.

10-6 SOCIAL (PRAGMATIC)
COMMUNICATION DISORDER (slide 1 of 4)
– Sustained difficulties using verbal and
nonverbal communication not explained by
low language performance or cognitive ability
– New DSM-5 disorder
Reserved.

• Characteristics
– Deficits in communication for social reasons
– Challenge in changing communication in
contexts
– Difficulty following communication rules
– Understanding inexplicit messages
• Prevalence
– No current reliable prevalence records
Reserved.

– Similar to high-functioning autism spectrum
disorders
– Difficult to pinpoint specific cause or cluster
– Careful observation
– Comprehensive assessment
Reserved.

• Treatments
– Developing positive social interactions and
understanding others
– Pragmatic topics
• Interventions
– One-on-one therapy
– Small-group instruction
– Various approaches
Reserved.

10-7 VOICE AND RESONANCE
DISORDERS (slide 1 of 4)
–Physiological rather than development
disorders
–Unusual or abnormal speaking qualities
in oral, nasal, or pharyngeal cavities
Reserved.

• Characteristics and prevalence
– Unusual hoarseness, breathiness and nasality
• Hypernasality: Too much nasality
• Hypodasality or denasality: Too little nasality
– 0.12% of elementary children
Reserved.

• Cause
– Structural anomalies
– Neurological issues
– Functional problems
• Risk factors
– Paralysis
– Trauma
– Diseases
– Hearing impairments
– Brain damage
Reserved.

– Typical process of evaluation, diagnosis, and
treatment
• Interventions and treatments
– Surgery
– Voice therapy
Reserved.

LOOKING TOWARD A BRIGHT
FUTURE
• Effective communication is very
important.
• Emphasis on science, understanding,
and intervention
Reserved.

Reserved.
CASE STUDY: EMILIO
• Background
• Differentiation between disabilities and
differences

Hardman 12e ppt_10

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