DOCSLIB.ORG

(Pragmatic) Communication Disorder

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
(Pragmatic) Communication Disorder Swineford et al. Journal of Neurodevelopmental Disorders 2014, 6:41 http://www.jneurodevdisorders.com/content/6/1/41 REVIEW Open Access Social (pragmatic) communication disorder: a research review of this new DSM-5 diagnostic category Lauren B Swineford1*, Audrey Thurm1, Gillian Baird2, Amy M Wetherby3 and Susan Swedo1 Abstract Social (pragmatic) communication disorder (SCD) is a new diagnostic category in the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5). The purpose of this review is to describe and synthesize the relevant literature from language and autism spectrum disorder (ASD) research relating to pragmatic language impairment and other previously used terms that relate to SCD. The long-standing debate regarding how social communication/pragmatic impairments overlap and/or differ from language impairments, ASD, and other neurodevelopmental disorders is examined. The possible impact of the addition of SCD diagnostic category and directions for future research are also discussed. Keywords: Social communication disorder, Pragmatic language impairment, Autism spectrum disorder, DSM-5 Introduction communication disorder), but cannot be diagnosed in the Social (pragmatic) communication disorder (SCD) is a new presence of autism spectrum disorder (ASD) [1]. diagnostic category included under Communication Disor- The origins of SCD are in the speech and language lit- ders in the Neurodevelopmental Disorders section of the erature, which documents pragmatic language impair- Diagnostic and Statistical Manual of Mental Disorders, ment as a distinct pattern of deficits in social use of fifth edition (DSM-5) [1]. SCD is defined by a primary def- language. It is worth noting that the DSM-5 SCD criteria icit in the social use of nonverbal and verbal communica- explicitly include nonverbal communication, while trad- tion (see Table 1 for the full list of criteria). Individuals itionally, pragmatic language did not. Still, the terms social with SCD may be characterized by difficulty in using lan- communication and pragmatic impairments are often used guage for social purposes, appropriately matching com- interchangeably in the literature, so it is perhaps unsurpris- munication to the social context, following rules of the ing that individuals with these primary deficits have also communication context (e.g., back and forth of conversa- been described frequently in neuropsychological literature tion), understanding nonliteral language (e.g., jokes, idioms, [2,3] and ASD literature [4,5]. metaphors), and integrating language with nonverbal com- In the DSM-5, ASD is a new diagnostic category in the municative behaviors. Sufficient language skills must be de- Neurodevelopmental Disorders section, characterized by veloped before these higher-order pragmatic deficits can be impairments in social communication and social reci- detected, so a diagnosis of SCD should not be made until procity and by the presence of restricted interests and children are 4–5 years of age. Social communication dis- repetitive behaviors. DSM-5 ASD replaces the disorders order can co-occur with other communication disorders in that comprised the DSM-IV pervasive developmental dis- the DSM-5 (these include language disorder, speech sound orders (PDD) category, including autistic disorder, Asper- disorder, childhood-onset fluency disorder, and unspecified ger’s disorder, and pervasive developmental disorder, not otherwise specified (PDD-NOS). The inclusion of SCD was partially driven by the transi- * Correspondence: [email protected] 1National Institute of Mental Health, Pediatrics and Developmental tion from DSM-IV PDD to DSM-5 ASD and the subse- Neuroscience Branch, 10 Center Drive MSC 1255, Building 10, Room 1C250, quent loss of DSM-IV PDD-NOS. PDD-NOS was a broad Bethesda, MD 20892-1255, USA diagnostic category that included all conditions in which Full list of author information is available at the end of the article © 2014 Swineford et al.; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. Swineford et al. Journal of Neurodevelopmental Disorders 2014, 6:41 Page 2 of 8 http://www.jneurodevdisorders.com/content/6/1/41 Table 1 Social (pragmatic) communication disorder Although SCD may serve as a diagnostic home for in- Diagnostic Criteria 315.39 (F80.89) dividuals who would have previously met the criteria for A. Persistent difficulties in the social use of verbal and nonverbal DSM-IV PDD-NOS, the goal of new DSM diagnostic communication as manifested by all of the following: categories is not to prevent the loss of previously diag- 1. Deficits in using communication for social purposes, such as nosed disorders, but instead to represent natural phenom- greeting and sharing information, in a manner that is appropriate ena as accurately as possible. Therefore, the rationale for for the social context. the addition of SCD to DSM-5 communication disorders 2. Impairment of the ability to change communication to match was rooted in literature suggesting that the impairment in context or the needs of the listener, such as speaking differently in a classroom than on a playground, talking differently to a child pragmatics that is observed in individuals with significant than to an adult, and avoiding use of overly formal language. social communication deficits can be differentiated from 3. Difficulties following rules for conversation and storytelling, such as the structural and formulation difficulties that characterize taking turns in conversation, rephrasing when misunderstood, and language disorder. However, a long-standing debate exists knowing how to use verbal and nonverbal signals to regulate regarding the nature of the overlap between social commu- interaction. nication/pragmatic impairments and other communication 4. Difficulties understanding what is not explicitly stated (e.g., making and neurodevelopmental disorders. The introduction of inferences) and nonliteral or ambiguous language (e.g., idioms, humor, metaphors, multiple meanings that depend on the context the SCD diagnosis does not settle this debate, but instead for interpretation). gives researchers a tool with which to develop empirical B. The deficits result in functional limitations in effective communication, evidence to answer the question. social participation, social relationships, academic achievement, or Thus, in addition to the question of the overlap between occupational performance, individually or in combination. SCD and other language disorders, important questions C. The onset of symptoms is in the early developmental period (but exist surrounding the practice of ruling out DSM-5 ASD deficits may not become fully manifest until social communication demands exceed limited capacities). when SCD is diagnosed [8]. Since the publication of the DSM-5, there has been a focus on how these particular is- D. The symptoms are not attributable to another medical or neurological condition or to low abilities in the domains of word sues may affect clinical practice [8]. While such discussions structure and grammar, and are not better explained by autism are important, the current review focuses on previous spectrum disorder, intellectual disability (intellectual developmental research relating to the new DSM-5 category and outlines disorder), global developmental delay, or another mental disorder. research to be conducted to investigate the validity of the Reprinted with permission from the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, (Copyright 2013). American Psychiatric new diagnostic category. As described below, SCD aligns Association. conceptually and practically with pragmatic language impairment, although SCD was purposefully expanded to incorporate difficulties with nonverbal communication. “there is severe and pervasive impairment in the develop- From the existing literature, we summarize what is known ment of reciprocal social interaction associated with im- about differential diagnosis, familial aggregation, develop- pairment in either verbal or nonverbal communication mental course, and prognosis. We also discuss the possible skills or with the presence of stereotyped behaviors, inter- impact of changes in the DSM-5 ASD criteria. We ests, and activities” [6]. Because DSM-5 ASD criteria require emphasize here and throughout that given the variable thepresenceofrepetitivebehaviors,somehaveraisedthe definitions used for pragmatic language impairment in concern that some individuals who met the DSM-IV PDD- thepastandthebroaderdefinitionofSCDinthe NOScriterianolongerhaveadiagnostichomeandwill DSM-5, it is not yet known if and how the extant lit- therefore be ineligible for the treatment services appropriate erature on pragmatic language impairment will relate for their impairments. Thus, SCD and ASD are common in to findings for SCD. the requirement of deficits in social communication skills, but individuals with SCD cannot evidence restricted inter- Review ests, repetitive behaviors, insistence on sameness, or sensory Distinguishing pragmatic impairments from language abnormalities. It is essential
Load more

Recommended publications
  • Journal of the National Black Association for Speech-Language and Hearing
    Journal of the National Black Association for Speech-Language and Hearing Volume 13, Number 1 Spring 2018 Journal of the National Black Association for Speech-Language and Hearing Volume 13, Number 1 Spring 2018 Table of Contents To navigate through this document, use the scroll bar in the right-hand column and observe the page indicator at the bottom of the screen. Cover Page ................................................................................................................................................... 1 Table of Contents ........................................................................................................................................ 2 About the Editors ........................................................................................................................................ 4 About the Journal ....................................................................................................................................... 5 Guidelines to Authors ................................................................................................................................. 5 Manuscript Submissions ............................................................................................................................ 6 Copyrights and Permissions ...................................................................................................................... 7 Sponsoring Organization ..........................................................................................................................
    [Show full text]
  • Switching Sides Speaker Handout
    Switching Sides with the Speech-Language Pathologist Donna E. Budzenski, M.A., CCC-SLP Summary of Basic Learning Outcomes Switching Sides: with the Speech-Language Pathologist Donna E. Budzenski, M.A., CCC-SLP SUMMARY OF BASIC Stroke Basic types LEARNING OUTCOMES MSHA Annual Conference, Dearborn, MI Friday March 22nd, 2013 1:30PM 1 Switching Sides with the Speech-Language Pathologist Donna E. Budzenski, M.A., CCC-SLP HHT stands for Hereditary Hemorrhagic Telegiectansia Another cause? What is HHT? ” “HHT is a genetic disorderof all of racial the blood and ethnicvessels, groups. which affects about 1 in 5000 people. It affects males and females Discovery of my Deficit areas “In a panic I wanted to flee from” it until I realized the apparition was actually my own arm and hand moving bizarrely on its own. MSHA Annual Conference, Dearborn, MI Friday March 22nd, 2013 1:30PM 2 Switching Sides with the Speech-Language Pathologist Donna E. Budzenski, M.A., CCC-SLP Discovery of my deficit areas Ø Alexia - reading comprehension Ø Right hemiparesis • Wheel chair • Quad walker • Cane “Aphasia is an acquired communication disorder that impairs a person's ability to process language, but does not affect intelligence. I have Aphasia Aphasia impairs the ability to speak and ” understand others and most people with aphasia ’t remember or recall the names,, the experience difficulty reading and writing.” “I just couldn labels and the word or words I wanted to say. -According to National Aphasia Assoc (www.apahsia.org) MSHA Annual Conference, Dearborn, MI Friday March 22nd, 2013 1:30PM 3 Switching Sides with the Speech-Language Pathologist Donna E.
    [Show full text]
  • Explanations for the Concept of Apraxia of Speech
    8 Explanations for the Concept of Apraxia of Speech HUGH W. BUCKINGHAM, JR. The term APRAXIA OF SPEECH has had an extremely variable history. It has been used to describe different types of behaviors, in different types of patients, and under different stimulus conditions. The term has been used, often with qualifying modifiers, to describe syndromes or parts of syn- dromes. The different conceptualizations of apraxia in general have en- gendered inconsistencies for the definition of apraxia of speech. I propose that under certain interpretations there are additional forms of apraxia of speech that differ from the frontal lobe and insular speech apraxias. It is a sine qua non that certain phonological functions operate in ways that do not acknowledge the physical descriptions that characterize the sensory-motor practic functions of the nervous system (Goldsmith, 1995). Much of the impasse and tension in the discussions of apraxia of speech is due to the gulf between the explanatory vocabularies of the men- tal versus the physical sciences (J. Jackson, 1931b). Phonological functions involve selecting and sequencing of phoneme-like units that speakers BE- LIEVE themselves to be uttering. In actuality, they are uttering sounds, or PHONES, which may then be considered as being produced by nervous fir- ings giving rise to complex and synchronous muscular contractions that result in acoustic impingements on the air. The description of phonologi- cal processing should not imply that phonemes "are sounds" or that they are articulated. Phonemes ARE NOT SOUNDS. They are "psychologically real" abstract categories for which no invariant factor, articulatory or acoustic, has yet been found--nor is ever likely to be found.
    [Show full text]
  • Speech/Language Impairment Sheet
    West Virginia State Department of Education Office of Special Education * 1-800-558-2696 * http://wvde.state.wv.us/osp/ Fact Speech/Language Impairment Sheet DEFINITION Voice: Speech impairment where the child’s voice has an IDEA defines a speech or language impairment as a abnormal quality of pitch, resonance, or loudness. communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice Persistent voice issues can indicate problems such as impairment that adversely affects a child’s educational vocal cord nodules, which should be addressed. Some performance. students who have structural abnormalities, such as cleft palate or palatal insufficiency, may exhibit a nasal SPEECH DISORDERS sound to their speech. An otolaryngologist must verify Speech Sound Disorders: Speech impairment where the the absence or existence of structural or functional child has difficulty producing sounds. Most children pathology before voice therapy can be provided. make some mistakes as they learn to say new words. A speech sound disorder occurs when mistakes continue Dysphagia: Some children may have difficulty eating past a certain age. Every sound has a different range of (chewing and swallowing food) and drinking without ages when the child should make the sound correctly. aspiration. The speech-language pathologist may be involved in developing a plan, along with other team Speech sound disorders include problems with members, to ensure that the child is provided with safe articulation (making sounds) and phonological nourishment and hydration during school hours. processes (patterns of sounds). COMMUNICATION DISORDERS Sounds can be substituted (saying “tat” for “cat”), left Augmentative and Alternative Communication: the use off (saying “ca” instead of “cat”), added (saying “kwat” of an alternative to speaking as a substitute for speech instead of “cat”) or changed (saying the sound or to supplement speech.
    [Show full text]
  • The Portrayal of Protagonists with Communication Disorders in Contemporary Award-Winning Juvenile Fiction
    Graduate Theses, Dissertations, and Problem Reports 2015 The Portrayal of Protagonists with Communication Disorders in Contemporary Award-Winning Juvenile Fiction Jane Lefevre Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Lefevre, Jane, "The Portrayal of Protagonists with Communication Disorders in Contemporary Award- Winning Juvenile Fiction" (2015). Graduate Theses, Dissertations, and Problem Reports. 6054. https://researchrepository.wvu.edu/etd/6054 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. The Portrayal of Protagonists with Communication Disorders in Contemporary Award-Winning Juvenile Fiction Jane Lefevre Dissertation submitted to the College of Education and Human Services at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Education
    [Show full text]
  • Dyscalculia: an Essential Guide for Parents
    Dyscalculia: An Essential Guide for Parents Stephanie Glen, MAT 1 Copyright 2014 Stephanie Glen MAT All rights reserved. ISBN: 978-1499672893 2 Contents Introduction ................................................................................. 5 Signs of Dyscalculia .................................................................... 13 What Causes Dyscalculia? .......................................................... 21 Diagnosis .................................................................................... 29 Related Disorders ....................................................................... 51 References ................................................................................. 87 3 4 Introduction Mathematics Learning Disorder (commonly called “dyscalculia”) is a brain-based learning disorder that affects arithmetic skills. About 5% to 7% of students have dyscalculia, which is just as common in girls as it is in boys. It is not an intellectual disability. In fact, the definition of dyscalculia according to the American Psychiatric Association is a specific learning disability that affects the normal acquisition of arithmetic skills in spite of normal intelligence. This particular learning disability is also not affected by opportunities to learn, emotional stability, or motivation. In other words, the quality of education your child receives and their 5 desire to learn math has nothing to do with dyscalculia because it is caused by physical issues in the brain. Research suggests that, like other learning disabilities,
    [Show full text]
  • A Cross Sectional Descriptive Research on Prevalence Of
    rde iso rs, D De on a ti f a S c t Sabir et al., Commun Disord Deaf Stud Hearing i u n d u i e m s Journal of Communication Disorders, & Aids 2015, 3:3 m o H C e f a o r l ISSN: 2375-4427i DOI: 10.4172/2375-4427.1000138 n a g n r A u i d o s J Deaf Studies & Hearing Aids Research Article Open Access A Cross Sectional Descriptive Research on Prevalence of Communication Disorders in Morocco through Speech-Language Therapist Survey Brahim Sabir1*, Touri Bouzekri2, Mohamed Moussetad1 1Physics Department, Faculty of Sciences Ben M'sik, University Hassan II, Mohammedia-Casablanca, Morocco 2Communication department, Faculty of Sciences Ben M'sik University Hassan II, Mohammedia-Casablanca, Morocco *Corresponding author: Brahim Sabir, Physics department, Faculty of Sciences Ben M'sik, University Hassan II, Mohammedia-Casablanca, Morocco, Tel: +212 520-131144; E-mail: [email protected] Rec date: Apr 21, 2015, Acc date: June 26, 2015, Pub date: July 3, 2015 Copyright: © 2015 Sabir B et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited Abstract Background: Although communication disorder among the Moroccan population is prevalent, information readily available on this issue is scarce. National statistical information is the official authority that estimates the magnitude of this disorder. With the help of an online survey among the Speech-Language therapist (SLT) in 15 major cities of the kingdom of Morocco, the present study aims at estimating the prevalence of communication disorders among Moroccan population.
    [Show full text]
  • Neurodevelopmental Disorders | Diagnostic and Statistical Manual of M
    Neurodevelopmental Disorders | Diagnostic and Statistical Manual of M... http://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.978089042... Access provided courtesy of LIB OF US COURTS 7TH CIRCUIT Sign In | Register | POL Subscriptions PsychiatryOnline DSM Library Books Collections Journals News APA Guidelines Patient Education International CME My POL Anywhere Search Advanced Search Home DSM-5® DSM-5® Handbook of Differential Diagnosis DSM-5® Clinical Cases Guía de consulta del DSM-5® DSM Legacy Previous Chapter Next Chapter Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition Add to My POL Email Send to Citation Mgr Neurodevelopmental Disorders © American Psychiatric Association http://dx.doi.org/10.1176/appi.books.9780890425596.dsm01 Excerpt Full Text References Hide All Updates SECTION QUICK LINKS Intellectual Disabilities Other Specified Attention- Intellectual Disability (Intellectual Deficit/Hyperactivity Disorder Developmental Disorder) Unspecified Attention-Deficit/ Global Developmental Delay Hyperactivity Disorder Unspecified Intellectual Disability Specific Learning Disorder (Intellectual Developmental Disorder) Specific Learning Disorder Communication Disorders Motor Disorders Language Disorder Developmental Coordination Disorder Speech Sound Disorder Stereotypic Movement Disorder Childhood-Onset Fluency Disorder Tic Disorders (Stuttering) Other Specified Tic Disorder Social (Pragmatic) Communication Unspecified Tic Disorder Disorder Other Neurodevelopmental Disorders Unspecified Communication Disorder
    [Show full text]
  • If Not the Brain, Then What? a Paradigm for Preservice Intervention Specialists That Provides an Understanding of Neurodevelopmental Disorders in Children
    Journal of the Scholarship of Teaching and Learning, Vol. 11, No. 1, January 2011, pp. 91 – 107. If not the brain, then what? A paradigm for preservice intervention specialists that provides an understanding of neurodevelopmental disorders in children Mary T. Cameron1 Abstract: This article contends that although Intervention Specialists are presented with a variety of children with diverse challenges that arise from neurological dysfunction, few teacher education programs adequately prepare teachers to understand, recognize and address these needs. The University of Findlay requires candidates in the post- baccalaureate program to take a course entitled Neurobiology of Learning that was developed to offer preservice teachers of special education insights into the underlying neurobiological causes of learning and behavioral challenges experienced in the classroom. A child neurologist teams with a professor in the college of education to provide the content for the four components of the course, a feature that distinguishes it from related course offerings in other Colleges of Education. This paper outlines the content of the course and discusses the importance of including neuroscience in the curriculum of preservice teachers, so that they may be better prepared to deliver services to children with special needs. Keywords: neurobiology, learning, curriculum, preservice teachers, special education, neuroscience I. Introduction. Over the last twenty-five years, neuroscience has concentrated on the most complex of its frontiers: the neurobiology of cognition and behavior. Yet, as Carew and Magsamen (2010) lament, researchers and neuroscientists are worlds apart in forming hypotheses about how people learn, and how to translate findings into classroom practice. While it may seem ludicrous to the modern educator to think of any other source of cognition but the brain, the very term “brain based learning” speaks to the disconnect between educational interventions and the state of our neuroscientific knowledge base.
    [Show full text]
  • Clinical Guide to Assessment and Treatment of Communication Disorders Best Practices in Child and Adolescent Behavioral Health Care
    Best Practices in Child and Adolescent Behavioral Health Care Series Editor: Fred R. Volkmar Patricia A. Prelock Ti any L. Hutchins Clinical Guide to Assessment and Treatment of Communication Disorders Best Practices in Child and Adolescent Behavioral Health Care Series Editor Fred R. Volkmar Yale University New Haven, CT, USA Best Practices in Child and Adolescent Behavioral Health Care series explores a range of topics relevant to primary care providers in managing a broad range of child and adolescent mental health problems. These include specific disorders, such as anxiety; relevant topics in related disciplines, including psychological assessment, communication assessment, and disorders; and such general topics as management of psychiatric emergencies. The series aims to provide primary care providers with leading-edge information that enables best-care management of behavioral health issues in children and adolescents. The volumes published in this series provide concise summaries of the current research base (i.e., what is known), best approaches to diagnosis and assessment, and leading evidence-based management and treatment strategies. The series also provides information and analysis that primary care providers need to understand how to interpret and implement best treatment practices and enable them to interpret and implement recommendations from specialists for children and effectively monitor interventions. More information about this series at http://www.springer.com/series/15955 Patricia A. Prelock • Tiffany L. Hutchins
    [Show full text]
  • Social Communication Disorders: Assessment of the Elementary School Child
    Social Communication Disorders: Assessment of the Elementary School Child ASHA Convention 11/17/2016 Stacy Frauwirth, MS, OTR/L Patricia Hamaguchi, MA, CCC-SLP Deborah Ross-Swain, EdD, CCC-SLP Disclosures • Stacy Frauwirth is the Assessment Project Manager for Academic Therapy Publications • Patricia Hamaguchi and Deborah Ross- Swain are the co-authors of the RESCA-E Overview • What is social communication? • What is a social communication disorder? • Strategies for assessing social communication skills • Introduction to the Receptive, Expressive, & Social Communication Assessment- Elementary Social Communication • The ability to use “language in interpersonally appropriate ways to influence people and interpret events” (Olswang, Coggins, & Timler, 2001, p. 53) • “The skill of getting a message across to another person and accurately interpreting their response” (SENaPS Central Area Team 2005, p. 6) Social Communication “The synergistic emergence of social interaction, social cognition, pragmatics (verbal and nonverbal), and receptive and expressive language processing” (Adams, 2005, p. 182) Social Communication Social communication development: – Language-learning processes – Social cognition – Executive function Language-Learning Processes Language competencies – Form: Phonology, syntax, morphology – Content: Semantics – Use: Pragmatics Language-Learning Processes • Intentionality Model of language acquisition (Bloom & Tinker, 2001) • Language learning is an inherently social process • Tension between two constructs: – Engagement –
    [Show full text]
  • ESLA Position Statement on SLT Terminology Diversity In
    ESLA position statement on SLT Terminology Diversity in terminology: In quest of a common denominator (This statement was developed by the CPLOL Education Committee Split, 2016) Work group members: Katarina Pavicic Dokoza (moderator),Croatia; Katja Bucik, Slovenia; Marie-Claire Coets, Belgium ; Marleen D’hondt, Belgium ; Gaelle Lancelle Chollier, France; Sarmite Tubele, Latvi; Olga Havelkova, Czech Republic; Julia Cunderlikova, Slovakia; Giuseppe Mancini, Italia; Daiva Kairiene, Lithuania; Carolina Bodea Hategan, Romania; Bence Kas, Hungary. Background Terminologies in the SLT area (terms and definitions for particular conditions) have been extensively debated over the years. The paradigm of training in each country is an important element in the approach to the terminologies that are adopted, and has been a major contributing factor to variability in terminology. In many countries, terminology used is also influenced by the sector in which SLTs work (e.g. health sector or education sector). So, the observed diversity in terminology can cause misunderstanding within and between countries and between professionals within and outside country borders. A Working Group commenced studying the diversity in terminologies throughout Europe in order to make recommendations, which could be used by all professionals across borders. The WG started by studying the CPLOL website’s information under http://www.cplol.eu/profession/ generalinfo.html. This information was found to be outdated and in need of revision. Progressin SLT science and practice has led to the expansion of SLTs’ areas of practice, as well as changes in SLTs’ nomenclatures. Upon discussion it was decided that the WG’s goals would be to contribute to the discussion on how to resolve the “problem” of terminology throughout Europe, to set up a questionnaire about the scope of practice and used terminology and to complete the work with a recommendation for a new framework for the CPLOL website.
    [Show full text]