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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/