Communication disorder

A speech disorder is an impairment of voice, articulation of speech sounds, and/or fluency. These impairments are observed in the transmission and use of the oral symbol system.
A language disorder is therefore the impairment or deviant development of comprehension and/or use of a spoken, written, and/or other symbol system. The disorder may involve: the form of language, the content of language, and/or the function of language in communication in any combination

A communication disorder is an inability to understand or use speech and language to relate to others in society. This can be divided into four areas:

*Language - this involves listening, speaking, reading and writing

*Articulation - the pronunciation of sounds and words

*Voice - the sound produced by vibration of the vocal cords

*Stuttering - a disruption in the normal flow or rhythm of speech


Expressive language disorder is generally a childhood disorder. There are two types of expressive language disorder: the developmental type and the acquired type. Developmental expressive language disorder does not have a known cause and generally appears at the time a child is learning to talk. Three to 5% percent of all children will possess expressive language disorder. Problems with receptive skills begins before the age of 4 where the child has difficulty understanding and using language. The cause of this disorder is unknown.

Acquired expressive language disorder is caused by damage to the brain. It occurs suddenly after events such as stroke or traumatic head injury.

Many children have mild/moderate speech problems which often disappear with age.
However, even mild problems in spoken language can have an impact on learning in school. A child should enter first grade with the language needed for learning. All communication disorders carry the potential to isolate individuals from their social and educational surroundings, so it is essential to intervene as early as possible.

Speech-language pathologists assist children who have communication disorders in various ways. They provide individual therapy for the child; consult with the child's teacher about the most effective ways to facilitate the child's communication in the class setting; and work closely with the family to develop goals and techniques for effective therapy in class and at home.

Technology can help children whose physical conditions make communication difficult. The use of electronic communication systems allow nonspeaking people and people with severe physical disabilities to engage in the give and take of shared thought. Children with severe communication disorders are those who cannot make themselves understood or be understood by others.

*Students who speak dialects different from standard English may have communication problems that represent either language differences or, in more severe instances, language disorders.

Communication with parents is the first step in helping these kids. Sometimes parents become accustomed to the manner of speech their children use and may not be aware of the problem or the extent of the problem. It can be addressed by comparing speech patterns of a typically developing child vs. their own.

In my preschool classroom language is being developed daily, so I encourage speech through various centers free play, and teacher directed activities.

*It is most important to watch for the teachable moments and not let them slip by. If a child
asks for a book to be read, that is an opportune time to interact with language.

*Model appropriate language. Rather than correcting grammar or pronunciation, simply
repeat the phrase correctly.

*Give children with language difficulties a longer response time.

*Ask open ended questions.

*Story retelling-flannel board, puppet shows, magnetic story board

*Board games which require verbal exchange

*Circle time games-roll the ball around the circle and introduce yourself.

*Weather helper-listens to the temperature on the phone, checks conditions out the window,
and relays the information to the class.

*Would you rather questions are asked to each child. Ex. "Would you rather ride a giraffe or a
whale?" - child answers and tells why

*Songs and fingerplays

*Make up silly rhyming words - they don’t have to be real words.

*Sign language/symbols

*Speech to object matching - child chooses an item from the mystery bag. "What did you find
in the bag? Yes, you found a car."

*Pictures of objects/letters are placed on the floor. Child tosses a beanbag onto an item and
tells what the item is.

*Child has his own book with pictures to point to in order to communicate his wants/needs.

Annotations

http://www.kidsource.com This website has useful information regarding the benefits of
computers in the classroom

www.childdevelopmentinfo.com I like the language development chart provided on this
website. Good handout for parents.

McCauley, R., & Fey, M. (2006).Treatment of Language Disorders in Children.Maryland:
Paul Brooks Pub. This book comes with a DVD which has many teaching methods on it.

Dodge, D., & Colker, L., ((1997) The Creative Curriculum,DC:Teaching Strategies Inc. This
book is the "bible" in preschool settings.

Wait, Dee. Personal interview. 10 March 2009. Information from the speech pathologist was
interesting. She does many of the same things I do, but sometimes takes the child to a quiet
room for one on one play.