communication disorders Flashcards
Communication
“The act of process involved in the mutual sharing of information between two people” Shared meaning More than just talking Linguistic/Verbal Nonlinguistic/nonverbal
Language
“the code with which one communicates”
what are the three components of language?
Form
Content
Use
Speech
“The expressive production of sounds which includes an individual’s articulation, fluency, voice, and reasonance quality”
what is form?
“Coding of words into meaningful sentences”
Grammar and syntax
Develops with age
what is content is the aspect of language?
Semantics of language
Word meanings, abstract word relationships, word choice
Develops with cognitive abilities and experience
what is the use in the aspect of langeuage?
Pragmatic/social use of language
E.g. holding a conversation
Speech and Language and DD
Communication and cognition are highly related
Speech and language difficulties are common among individuals with DD (about 2/3)
Some are nonverbal (30-50% of those with autism)
what are Speech Disorders
“Difficulties producing speech sounds or problems with voice quality”
what are Sensory deficits?
Hearing loss interferes with ability to perceive sounds needed for speech production
what are some Structural abnormalities when in comes to Speach Disorders?
Physical differences
E.g. cleft palate
Poor muscle tone
E.g. Down Syndrome, Cerebral Palsy
what is Apraxia?
inability to program muscle movements needed to speak
Developmental delays in speech acquisition
Articulation: way that they sound
Phonology: the way words are grouped
what is some typical speach development after 2 years?
50% of speech should be intelligible
what is typical speach devleopment after 4 years
most speech should be intelligible
what is tpical soeach development after 7 years
most words should be pronounced accurately
Speech Sound Disorder
DSM-5 Criteria
Difficulty with speech sound production that interferes with speech intelligibility or prevents verbal communication
Limitations in effective communication
Onset in childhood
Not attributable to medical, sensory, or neurological conditions
may include lispisng
Childhood-Onset Fluency Disorder (Stuttering)
DSM-5 Criteria
Disturbances in the normal fluency and time patterning of speech that are inappropriate for the individual’s age and language skills, persist over time, and often contain:
Sound and syllable repetitions
Sound prolongations of consonants and vowel
Broken words
Pauses in speech
Word substitutions to avoid problematic words
Words produced with excessive physical tension
Monosyllabic whole-word repetitions (I-I-I-I see him)
Causes anxiety about speaking or limitations in communication
Onset in childhood
Not attributable to motor, sensory, or neurological deficits
Language Disorder
“Impairment in the ability to understand and/or use words in context, both verbally and nonverbally”
DSM5 criteria for language disorder
DSM-5 Criteria
Difficulties in the acquisition and use of language in multiple modalities due to deficits in comprehension
Reduced vocabulary
Limited sentence structure
Impairments in discourse (explaining things)
Functional limitations
Onset in childhood
Not caused by DD, sensory impairment, physical impairment
Social (Pragmatic) Communication Disorder
Persistent difficulties in the social use of verbal and nonverbal communication
Deficits in communicating for social purposes appropriate to the social context
Impairment of the ability to change communication to match context
Difficulties following rules for conversation, storytelling, regulating interactions
Difficulties with nonliteral or ambiguous meanings of language (e.g. sarcasm, metaphors)
Results in functional limitations in communication
Onset in childhood
Not attributable to other medical or neurological conditions, DD, or autism
Rarely diagnosed before 4-5 years
Commonly associated with language impairments
selective Mutism
An anxiety disorder, rather than a communication disorder
selevtive mutism DSM 5 criteria
Consistent failure to speech in certain social situations, despite speaking in other situations
Interferes with school, work, or social life
Duration of more than 1 month
Not attributable to a lack of knowledge of the language
Not better explained by a communication disorder, autism, or psychotic disorder
Central Auditory Processing Disorder
Results from a deficit in neural processing of auditory stimuli
Not related to higher order language or cognitive ability
Expansion
expand the sentence with correct grammar
“I goed to the park” “Cool, you went to the park yesterday?”
Simple expatiation
expand on the sentence, keeping it relevant
“I goed to the park” “You went to the park? Did you get to play on the slide?”
Alternative model
ask about the meaning of a sentence
Completion
provide a sentence stem
“What did you do yesterday? I went to the….” “park!”
Augmentative and Alternative Communication (AAC)
“Approaches that add to or replace a persons natural speech and/or writing abilities to communicate”
Manding
teaching a child to make requests
Picture Exchange Communication System (PECS)
Can range from making simple requests to making sentences
Individuals may carry around a binder full of pictures
Functional Communication Training
“Teaching a replacement behaviour that serves the same communicative function as the challenging behaviour”
E.g. student engages in SIB, is removed from classroom
