IDENTIFACTION PROCESS(DIAGNOSTIC PROCESS) OF THE SPEECH & LANGUAGE DISORDERS AMONG THE CHILDRENPRESENTED BY: NAYAB GOHAR

SPEECH & SPEECH DISORDER

SPEECH: The faculty or power of speaking, oral communication, ability to express one’s thought and emotions by speech, sounds and gestures.

SPEECH DISORDERS: Speech impairment is characterised by difficulties in articulation of words. Examples include stuttering or problems producing particular sounds.

Articulation refers to the sounds, syllables and phonology produced by the individual.

SPEECH & SPEECH DISORDER

Voice, however, may refer to the characteristic of the sounds produced especially the pitch quality and intensity of sounds.

Apraxia of speech is: The acquired form motor speech disorder caused by brain injury, stroke or dementia.

Developmental verbal dyspraxia refers specially to a motor speech disorder. This is a Neurological Disorder.

Individual suffering from development verbal apraxia encounter difficulties in sounds, syllables and words.

SPEECH & SPEECH DISORDER

The difficulties are not due to weakness of Muscles, but rather in-coordination between the brain and the specific parts of the body.

Dysarthria is motor speech disorder that result from a Neurological injury. Some stem from damage to CNS while other stem from peripheral Nerves damage.

Orofacial myofunctional disorders to problem encountered when the tongue thrusts forward in-appropriately during speech.

SPEECH & SPEECH DISORDER

Speech Sound Disorder may be of two varieties; Articulation or phonological process

In articulation disorders may take the form of substitution, omission, addition or distortion of normal speech sounds

Phonological process disorder may involve more systematic difficulties with the production of particular types of sounds such as those made in the back of the mouth like “k” and “g”

Stuttering is disruption in the fluency of individual’s speech.

Language & Language Disorders

Language is the ability to acquire and use complex systems of communication.

Language Disorder is an impairment in the ability to understand and/or use words in context.

Some characteristics of language disorders include improper use of word and their meaning, inability to express ideas, in-appropriate grammatical patterns, reduced vocabulary and inability to follow directions.

Language & Language Disorders

Specific Language Impairment(SLI) intervention for specific language impairment will be based upon the individual difficulties in which the impairment manifests for example if the child is incapable of separating individual morphemes or units of sounds in speech then the intervention may take form of rhyming.

Selective mutism is a disorder that manifests as a child does not speak in at least one social settings. Despite being able to speak in other situation.

Aphasia refers to a family of language disorders that usually stem from injury, lesion or atrophy to the left side of the brain that result in reception.

DIAGNOSIS OF LANGUAGE DISORDERS

The process of the speech-language assessment includes; A primary caregiver interview An examination of the child’s oral motor mechanism and functioning Testing of receptive and expressive language Evaluation of speech sound production, voice, and fluency. It is important to include an audiological examination to determine the

status of the child’s hearing, preferably prior to a speech-language assessment.

DIAGNOSIS OF LANGUAGE DISORDERS

The assessment includes the SLPs’ clinical observations of the child’s interactions during the session with people, toys, and books.

In addition, the SLP will assess the child’s abilities through the use of standardized tests and gather additional information with informal checklists.

Standardized tests are designed to assist the examiner in determining if the child lags behind children of his or her age in the use of particular speech or language skills

STANDARDIZED INSTRUMENT FOR DIAGNOSIS

Here is a listing of some frequently used formal measures of speech and language skills.

TEST AGE DESCRIPTIONBankson-Bernthal Test of Phonology (BBTOP; Bankson & Bernthal, 1990)

2-16 years

Identifies error patterns in Phonological Processes

Peabody Picture Vocabulary Test— 4th Edition (PPVT-4, Dunn & Dunn, 2007).

2-1/2 to adult

Tests Receptive Vocabulary

Expressive One-Word Picture Vocabulary Test–2000 Edition (EOWPVT-2000; Brownell, 2000)

2–15 years

Tests expressive vocabulary

STANDARDIZED INSTRUMENT FOR DIAGNOSIS

TEST AGE DESCRPTIONGoldman-Fristoe Test of Articulation–2 (GFTA-2; Goldman & Fristoe, 2000)

2–16 years Assesses articulation of consonant sounds

The Rossetti Infant-Toddler Language Scale (Rossetti, 2006).

Birth to 36 months

Develops a profile of communicative behaviours in six areas: interaction-attachment, pragmatics, gesture, play, language comprehension, and language expression

Clinical Evaluation of Language Fundamentals—Preschool-2 (CELF-Preschool 2; Wiig, Secord, & Semel, 2004).

3-6 years Contains multiple subtests of receptive language, tapping semantics, morphology, syntax, and expressive language and assesses phonology, sentence recall, and auditory memory

STANDARDIZED INSTRUMENT FOR DIAGNOSIS

TEST AGE DESCRIPTIONMacArthur-Bates Communicative Development Inventories (CDIs), Second Edition (Fenson et al., 2007

8-37 Months

Develops a profile of communicative behaviours in words and gestures

Preschool language Scales, 5th Edition. (PLS-5; Zimmerman, Steiner, & Pond, 2011)

Birth to 6 Years

Has subscales on auditory comprehension and expressive communication