DOCSLIB.ORG

Speech & Language Impairments

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Speech & Language Impairments Speech & Language Impairments NICHCY Disability Fact Sheet #11 January 2011 A Day in the Life Pearl one on one, using the same • Articulation | speech impair- of an SLP storybook. Pearl has a speech ments where the child pro- disorder, too, but hers is called duces sounds incorrectly (e.g., Christina is a speech-language dysarthria. It causes Pearl’s lisp, difficulty articulating pathologist. She works with speech to be slurred, very soft, certain sounds, such as “l” or children and adults who have breathy, and slow. Here, the “r”); impairments in their speech, cause is weak muscles of the tongue, lips, palate, and jaw. So • Fluency | speech impairments voice, or language skills. These where a child’s flow of speech impairments can take many that’s what Christina and Pearl work on—strengthening the is disrupted by sounds, forms, as her schedule today syllables, and words that are shows. muscles used to form sounds, words, and sentences, and repeated, prolonged, or First comes Robbie. He’s a improving Pearl’s articulation. avoided and where there may cutie pie in the first grade and be silent blocks or inappropri- has recently been diagnosed with One more student to see—4th ate inhalation, exhalation, or childhood apraxia of speech—or grader Mario, who has a stutter. phonation patterns; CAS. CAS is a speech disorder She’s helping Mario learn to slow down his speech and control his • Voice | speech impairments marked by choppy speech. where the child’s voice has an Robbie also talks in a monotone, breathing as he talks. Christina already sees improvement in his abnormal quality to its pitch, making odd pauses as he tries to resonance, or loudness; and form words. Sometimes she can fluency. see him struggle. It’s not that the Tomorrow she’ll go to a muscles of his tongue, lips, and different school, and meet with jaw are weak. The difficulty lies different students. But for today, in the brain and how it commu- her day is...Robbie, Pearl, and nicates to the muscles involved Mario. in producing speech. The is the muscles need to move in precise National Dissemination Center ways for speech to be intelligible. Definition for Children with Disabilities. And that’s what she and Robbie There are many kinds of are working on. NICHCY speech and language disorders 1825 Connecticut Avenue N.W. that can affect children. In this Next, Christina goes down the Washington, DC 20009 fact sheet, we’ll talk about four hall and meets with Pearl in her 1.800.695.0285 (Voice / TTY) major areas in which these third grade classroom. While the 202.884.8200 (Voice / TTY) impairments occur. These are the other students are reading in [email protected] areas of: small groups, she works with http://nichcy.org Disability Fact Sheet #11 (FS11) • Language | language impair- ments where the child has Definition of “Speech or Language Impairment” problems expressing needs, under IDEA ideas, or information, and/or in understanding what others The Individuals with Disabilities Education Act, or IDEA, defines say.1 the term “speech or language impairment” as follows: These areas are reflected in “(11) Speech or language impairment means a communica- how “speech or language impair- tion disorder, such as stuttering, impaired articulation, a ment” is defined by the nation’s language impairment, or a voice impairment, that adversely special education law, the Indi- affects a child’s educational performance.” viduals with Disabilities Educa- tion Act (IDEA’s definition is [34 CFR §300.8(c)(11] given in the box to the right). IDEA is the law that makes early intervention services available to Having the child’s hearing the two is most reliably done by infants and toddlers with dis- checked is a critical first step. The a certified speech-language abilities, and special education child may not have a speech or pathologist such as Christina, the available to school-aged children language impairment at all but, SLP in our opening story. with disabilities. rather, a hearing impairment that is interfering with his or her Characteristics of Speech or Development of Speech development of language. Language Impairments and Language Skills It’s important to realize that a The characteristics of speech in Childhood language delay isn’t the same thing as a speech or language or language impairments will vary depending upon the type of Speech and language skills impairment. Language delay is a impairment involved. There may develop in childhood according very common developmental also be a combination of several to fairly well-defined milestones problem—in fact, the most problems. (see the box below). Parents and common, affecting 5-10% of children in preschool.2 With other caregivers may become When a child has an articula- language delay, children’s lan- concerned if a child’s language tion disorder, he or she has guage is developing in the seems noticeably behind (or difficulty making certain sounds. expected sequence, only at a different from) the language of These sounds may be left off, slower rate. In contrast, speech same-aged peers. This may added, changed, or distorted, and language disorder refers to motivate parents to investigate which makes it hard for people abnormal language develop- further and, eventually, to have to understand the child. the child evaluated by a profes- ment.3 Distinguishing between sional. Leaving out or changing certain sounds is common when young children are learning to More on the Milestones of Language Development talk, of course. A good example of this is saying “wabbit” for What are the milestones of typical speech-language development? “rabbit.” The incorrect articula- What level of communication skill does a typical 8-month-old tion isn’t necessarily a cause for baby have, or a 18-month-old, or a child who’s just celebrated his concern unless it continues past or her fourth birthday? the age where children are You’ll find these expertly described in How Does Your Child Hear and expected to produce such sounds 4 Talk?, a series of resource pages available online at the American correctly. (ASHA’s milestone Speech-Language-Hearing Association (ASHA): resource pages, mentioned above, are useful here.) http://www.asha.org/public/speech/development/chart.htm NICHCY: 1.800.695.0285 2 Speech-Language Impairments (FS11) Fluency refers to the flow of public schools in the 2005-2006 speech. A fluency disorder school year, more than 1.1 means that something is disrupt- million were served under the ing the rhythmic and forward category of speech or language flow of speech—usually, a stutter. impairment.11 As a result, the child’s speech contains an “abnormal number This estimate does not in- of repetitions, hesitations, clude children who have speech/ prolongations, or disturbances. language problems secondary to Tension may also be seen in the • improper use of words and other conditions such as deaf- face, neck, shoulders, or fists.”5 their meanings, ness, intellectual disability, autism, or cerebral palsy. Because Voice is the sound that’s • inability to express ideas, many disabilities do impact the produced when air from the individual’s ability to communi- • inappropriate grammatical lungs pushes through the voice cate, the actual incidence of patterns, box in the throat (also called the children with speech-language larnyx), making the vocal folds • reduced vocabulary, and impairment is undoubtedly within vibrate. From there, the much higher. sound generated travels up • inability to follow directions.10 through the spaces of the throat, Children may hear or see a Finding Help nose, and mouth, and emerges as word but not be able to under- our “voice.” A voice disorder Because all communication stand its meaning. They may involves problems with the disorders carry the potential to have trouble getting others to pitch, loudness, resonance, or isolate individuals from their understand what they are trying quality of the voice.6 The voice social and educational surround- to communicate. These symp- may be hoarse, raspy, or harsh. ings, it is essential to provide toms can easily be mistaken for For some, it may sound quite help and support as soon as a other disabilities such as autism nasal; others might seem as if problem is identified. While or learning disabilities, so it’s they are “stuffed up.” People many speech and language very important to ensure that the with voice problems often notice patterns can be called “baby child receives a thorough changes in pitch, loss of voice, talk” and are part of children’s evaluation by a certified speech- loss of endurance, and some- normal development, they can language pathologist. times a sharp or dull pain become problems if they are not associated with voice use.7 outgrown as expected. What Causes Speech and Language has to do with Language Disorders? Therefore, it’s important to meanings, rather than sounds.8 take action if you suspect that A language disorder refers to an Some causes of speech and your child has a speech or impaired ability to understand language disorders include language impairment (or other 9 and/or use words in context. A hearing loss, neurological disability or delay). The next two child may have an expressive disorders, brain injury, intellec- sections in this fact sheet will tell language disorder (difficulty in tual disabilities, drug abuse, you how to find this help. expressing ideas or needs), a physical impairments such as receptive language disorder cleft lip or palate, and vocal Help for (difficulty in understanding what abuse or misuse. Frequently, Babies and Toddlers others are saying), or a mixed however, the cause is unknown. language disorder (which in- Since we begin learning volves both).
Load more

Recommended publications
  • 8. Eligibility for Special Education Services A
    8. Eligibility for Special Education Services a. Fact Sheets on i. ADHD Fact Sheet on Disabilities from NICHCY (http://nichcy.org/disability) ii. Autism Spectrum Disorders Fact Sheet iii. Blindness/Visual Impairment Fact Sheet iv. Cerebral Palsy Fact Sheet v. Deaf-Blindness Fact Sheet vi. Deafness and Hearing Loss Fact Sheet vii. Developmental Delay Fact Sheet viii. Down Syndrome Fact Sheet ix. Emotional Disturbance Fact Sheet x. Epilepsy Fact Sheet xi. Intellectual Disabilities Fact Sheet xii. Learning Disabilities Fact Sheet xiii. Other Health Impairment Fact Sheet xiv. Traumatic Brain Injury Fact Sheet b. Disability Worksheets for Eligibility for Special Education (from OSSE/DCPS) i. Other Health Impairment Disability Worksheet ii. Specific Learning Disability Worksheet iii. Emotional Disturbance Disability Worksheet Attention-Deficit/ Hyperactivity Disorder NICHCY Disability Fact Sheet #19 Updated March 2012 break down his lessons into gets to choose something fun several parts. Then they have he’d like to do. Having a him do each part one at a child with AD/HD is still a Mario’s Story time. This helps Mario keep challenge, but things are his attention on his work. looking better. Mario is 10 years old. When he was 7, his family At home, things have learned he had AD/HD. At changed, too. Now his What is AD/HD? the time, he was driving parents know why he’s so everyone crazy. At school, he active. They are careful to Attention-deficit/hyperac- couldn’t stay in his seat or praise him when he does tivity disorder (AD/HD) is a keep quiet. At home, he something well.
    [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]
  • Early Help Better Future
    Early Help Better Future A Guide to the Early Recognition of Dyslexia by Jean Augur Introduction In the past it was thought that the earliest that a child could be identified as having a dyslexic profile was at about the age of six. This was because, by six, the child was already giving cause for concern particularly as regards reading, writing and spelling, all very important skills in the school curriculum. With experience, however, and from the findings of research studies, it is now evident that there are many signs well before school age which may suggest such a profile and the consequent difficulties ahead. Parents and pre-school carers as well as educators in those early years are amongst those in the best position to recognise these signs, and to provide appropriate activities to help. Training in some of these activities will help to build firm foundations for later, more formal, training. What is Dyslexia? Dyslexia is best described as a specific difficulty in learning, in one or more of reading, spelling and written language which may be accompanied by difficulty in number work, short-term memory, sequencing, auditory and/or visual perception, and motor skills. It is particularly related to mastering and using written language – alphabetic, numeric and musical notation. In addition, oral language is often affected to some degree. Dyslexia occurs despite normal teaching and is independent of socio-economic background or intelligence. It is, however, more easily detected in those with average or above intelligence. 1 Some of the Early Signs which may suggest a Dyslexic Profile General · Family history of similar difficulties; · May have walked early but did not crawl – was a “bottom shuffler” or “tummy wriggler”; · Persistent difficulties in getting dressed efficiently; · Persistent difficulty in putting shoes on the correct feet; Just marking the shoes with “outside” may help to ease the difficulty.
    [Show full text]
  • Part 7 Developmental Disabilities
    Bringing It All Together You are a group leader on one of the ICF units at SDC, one of the clients in your group is Mickey, a 44-year-old man with Down Syndrome. He is sociable, but mischievous. He can say a few words, such as "toy", "no", and "hurt." He enjoys his vocational activity most of the time but has to be reminded, repeatedly. to get back to work (he has a job shredding paper). His physical treatment profile lists: hypothyroidism, constipation, dermatitis, GERD, and obstructive sleep apnea. When he is angry he vocalizes and pushes people; when he's happy he can be a charmer. 1. As a psychiatric technician you know that Down syndrome is: a. A disorder caused by gestational problems in the neonate b. A genetic abnormality c. Perinatal hypoxia d. Drug exposure during pregnancy Answer: B- Down syndrome, also called Trisomy 21- is a genetic disorder. Perinatal hypoxia has long been suspected of causing cerebral palsy, but there may be other factors involved. Drug exposure during pregnancy is usually worst with resultant F AS. 2. The common characteristics of Down are: a. Short stature, epicanthal fold, smallish head b. Long face, hand flapping c. .:Ylicrocephaly, hirshutism, and severe mental impairment d. Port wine stain Answer: A-Down syndrome. A more complete list would include: Poor muscle tone; Slanting eyes with folds of skin at the inner corners (callcd epicanthal folds); Hyperflexibility (excessive ability to extend the joints); Short, broad hands with a single crease across the palm on one or both hands; Broad feet with short toes; Flat bridge of the nose; Short, low-set ears; Short neck; Small head; Small oral cavity; and/or short, high-pitched cries in infancy.
    [Show full text]
  • A Review of Tools/Objects Used in Articulation Therapy by Van Riper and Other Traditional Therapists
    Volume 37 Number 1 pp. 69-96 2011 Review Article Horns, whistles, bite blocks, and straws: A review of tools/objects used in articulation therapy by van Riper and other traditional therapists Pam Marshalla (Marshalla Speech and Language) Follow this and additional works at: https://ijom.iaom.com/journal The journal in which this article appears is hosted on Digital Commons, an Elsevier platform. Suggested Citation Marshalla, P. (2011). Horns, whistles, bite blocks, and straws: A review of tools/objects used in articulation therapy by van Riper and other traditional therapists. International Journal of Orofacial Myology, 37(1), 69-96. DOI: https://doi.org/10.52010/ijom.2011.37.1.6 This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. The views expressed in this article are those of the authors and do not necessarily reflect the policies or positions of the International Association of Orofacial Myology (IAOM). Identification of specific oducts,pr programs, or equipment does not constitute or imply endorsement by the authors or the IAOM. International Journal of Orofacial Myology 2011, V37 HORNS, WHISTLES, BITE BLOCKS, AND STRAWS: A REVIEW OF TOOLS/OBJECTS USED IN ARTICULATION THERAPY BY VAN RIPER AND OTHER TRADITIONAL THERAPISTS PAM MARSHALLA, MA, CCC-SLP ABSTRACT The use of tools and other objects in articulation therapy has been bundled into new groups of activities called “nonspeech oral motor exercises” (NSOME) and ‘nonspeech oral motor treatments’ (NSOMT) by some authors. The purveyors of these new terms suggest that there is no proof that such objects aid speech learning, and they have cautioned students and professionals about their use.
    [Show full text]
  • Through the Phonics Barrier
    Through the Phonics Barrier Student Manual by Sibyl Terman and Charles Child Walcutt Originally published in Reading: chaos and cure McGraw-Hill, 1958 A Self-teaching Audio-Visual Approach to Reading Improvement Audio CD © 2003 by Donald Potter Through the Phonics Barrier The Consonants The c, g, and s have two sounds; qu = kw; x = ks b c d f g h j k l m n c g p qu r s t v w x y z s Rule I c says s before e i y cents city mice cycle c says k before a o u cat cow cut g says g before a o u game go gum ge says j at the end of a word age bridge 1 The Vowels The long vowels say their names a e i o u y ā ē ī ō ū ī Fat Ed is not up The short vowels are sounded as in “Fat Ed is not up.” a e i o u y ă ĕ ĭ ŏ ŭ ĭ a also says ah (ä) 2 Special Vowel Sounds Read: oo ou oy aw oo ow oi au Special Consonant Sounds 3 Vowel Digraphs These generally say the long sound of the first letter: ā ē ī ō ū ai ee ie oa ue ay ea oe ui ow Also: ei and ey say ē or ā ie says ē or ī ew and eu say ū or o͞o Vowels Followed by R er ir ur or ar Examples: her fir fur or car Rule 2 One vowel followed by one or two consonants is short.
    [Show full text]
  • How to Help. a Guide for Parents and Teachers
    CHILDREN WITH LEARNING DIFFICULTIES – HOW TO HELP. A GUIDE FOR PARENTS AND TEACHERS BY BELA RAJA Copyright – Bela Raja (2006) DEDICATION To my Spiritual Guru. I am blessed to receive her guidance. TABLE OF CONTENTS Foreword Author‟s Note Preface Acknowledgements 1. The Differently Abled 2. What Is A Learning Disability And Why Does It Happen? 3. Different Aspects Of Learning Disabilities And Understanding The Terminology 4. Symptoms of Dyslexia – What To Look For? 5. Remedial Techniques Used To Teach And Strengthen Reading Skills 6. Phonics and Phonological Acquisition 7. Spelling 8. Cognitive Functions and Dysfunctions – How Do They Interfere With Learning? 9. Language Processing Disorders And Memory Deficits 10. Secondary Problems – Behavioural And Emotional 11. Behavioural Difficulties – Understanding and Management 12. Self Esteem In Children 13. Math 14. Strategies For Students With Math Difficulties 15.Learning Styles And Assessments 16.Dyspraxia 17.Gifted Children And Learning Difficulties 18. From The Heart… Voices Sight Words Useful Websites Bibliography FOREWORD I have always strongly believed that every individual has something special and unique to offer the world. However, conventional thinking has forced a one – dimensional view on the idea of success. Today, most parents look at aptitude only in terms of grades and certain skill sets. We often opine that only when a child has a certain type of talent, will s/he climb the citadels of success. But look at the history of human accomplishment – some of our greatest men and women have over come challenges to achieve success. Every child has something incredibly special about him or her and as a parent, we have to nurture that talent and always reassure the child about it‟s uniqueness.
    [Show full text]
  • Comparative Study Between Lisping and Sliping of the Tongue
    Tikrit University Journal for Humanities Vol. ( 14 ) No. ( 3 ) April ( 2007 ) A Comparative Study Between Lisping and Sliping of the Tongue Zaynab Abbudi Ali (M. A) English Department College of Education AL-Qadisaya University 1- Introduction Verbal communication is the only effective means of passing the speech quickly. There are many speech problems that can interfere the speakers's communication and lead to errors in speech production. Lisping and sliping are two speech problems that lead to errors in articulation. This study compares mainly between these two speech problems since many people confuse and can not distinguish between them. However, it also aims at specifying and classifying the difficulties of lispers and slipers in producing the speech sounds. Investigating these issues might serve those researchers who are interested in speech errors. 2-Definition of Lisping and Sliping Lisping, on one hand, refers to a defective production of one or more of the six sibilant consonant sounds [s , z , , , t , d ] ,usually caused by improper tongue placement or by abnormalities of the articulatory mechanism. The [s, z] are the most commonly involved consonant sounds (Nicolosi etal., 1978:124). Likewise, Hudan (2005:1) defines lisping as "a functional speech disorder that involves the inability to pronounce correctly one or more sibilant 15 A Comparative Study Between Lisping and Sliping of the Tongue Zaynab Abbudi Ali (M.A) consonant sounds like [s, z]". It is usually the speaker who slips substitutes the sound [ θ] for the sibilant sounds, for example, the word 'lisp' [l sp] is pronounced as 'lithp' [l θp]. Sometimes, lisping may refer to a disorted or mispronunciation of the speech sounds.
    [Show full text]
  • Speech-Language Disorders & Therapy Explanation Handouts
    Speech-Language Disorders & Therapy Explanation Handouts for Parents & Teachers By Natalie Snyders, MS, CCC-SLP Making the life of a busy school SLP easier and a bit SPEECH-LANGUAGE PATHOLOGIST more beautiful every day! W W W . S L P N A T A L I E S N Y D E R S . C O M Directions: These handouts are intended to be used by speech-language pathologists to provide information to parents, teachers, and other staff members about the role of speech-language therapy in the school setting, the evaluation & IEP process, what exactly various communication disorders are, and how those communication disorders may impact the academic environment. I highly recommend making multiple copies ahead of time, so you can quickly grab a set when you need them. They are all in black and white, so no need for colored ink! I like to print them on brightly colored paper to help them stand out. I also recommend making stapled packets of relevant pages together (for example, the overview of speech-language therapy, explanation of a phonological disorder, and impact of speech sound disorders pages). These handouts are perfect to hand out during initial or yearly IEP meetings, to teachers at the beginning of the school year to have as a reference and to leave in their substitute binders, and to parents at the start of the school year. Terms of Use: Please note that this download is intended for the use of one SLP/teacher/ Graphics: user only. Please direct others interested to the original product page on TpT; multiple user licenses are available at a 10% discount.
    [Show full text]
  • Sound Judgment: Choosing Effective Speech Therapy Techniques And
    Sound Judgment: Choosing effective speech therapy techniques and using motor learning principles for speech sound disorders, with or without related structural anomalies Ann W. Kummer, PhD, CCC-SLP, ASHA Fellow Financial Disclosures Royalties: • Kummer, AW. (2014). Cleft Palate and Craniofacial Anomalies: The Effects on Speech and Resonance, 3rd edition from Cengage Learning. Non Financial Disclosures • None SOUND JUDGMENT: INTRODUCTION Objectives As a result of this course, participants will be able to: • Use auditory, visual and tactile-kinesthetic cues to enhance the child’s awareness of the misarticulated sound versus the correct sound production. • Apply effective speech therapy techniques for typical speech sound errors. • Use motor learning and motor memory principles to achieve carryover soon after acquisition of the appropriate placement. Course Outline • Anatomical requirements for normal speech • Effects of abnormal structure on speech sound production • Enhancing speech sound awareness • Speech therapy “cookbook” • Achieving carry-over using motor learning principles • Summary ANATOMICAL REQUIREMENTS FOR NORMAL SPEECH SOUND PRODUCTION Normal Speech Production Most speech sounds are produced in the front of the mouth: • Bilabial sounds- p, b, m, w • Labiodental sounds- f, v • Lingual-alveolar sounds- t, d, n, l, s, z • Palatal sounds- ʃ, ʒ, ʧ, ʤ Normal Speech Production • The only speech sounds produced in the back of the mouth are velar sounds (k, g, ŋ) Normal Speech Production • The lips should: • Approximate at rest without effort • Bilabial competence is important for production of bilabial and labiodental sounds Normal Speech Production • The tongue tip should: • Rest under the alveolar ridge • Be able to move up and down, back and forth without interference • Tongue tip movement is important for production of lingual-alveolar and palatal sounds.
    [Show full text]
  • Progressive Speech and Language Disorders
    4/19/2018 Outline • Part One: Background • Primary Progressive Aphasias (PPA) • Semantic Variant of PPA Progressive Speech and Language • Logopenic Variant Disorders • Agrammatic/ non-fluent variant of PPA • Primary Progressive Apraxia of Speech Rene L. Utianski, PhD, CCC-SLP (PPAOS) [email protected] • Part Two: Differential Diagnosis/ Case Studies • Part Three: Treatment ©2016 MFMER | slide-1 ©2016 MFMER | slide-2 Three General Components of Speaking • Cognitive linguistic processing 1 Part One Primary Progressive Aphasias and Primary • Sensorimotor Progressive Apraxia of Speech 2 planning/programming • Neuromuscular execution 3 ©2016 MFMER | slide-3 ©2016 MFMER | slide-4 1 4/19/2018 Three General Components of Speaking: What if something goes wrong? What if something goes wrong? • Brain lesion • Cerebrovascular Accident or Stroke (CVA) • Cognitive linguistic processing • Ischemic due to thrombosis or embolism 1 • Aphasia • Hemorrhagic due to aneurysm or AVM • Trauma (TBI) • Sensorimotor planning/programming • Tumor 2 • Apraxia of speech • Infection • Neuromuscular execution 3 • Dysarthria ©2016 MFMER | slide-5 ©2016 MFMER | slide-6 Three General Components of Speaking: What if something goes wrong? What if something goes wrong? • Brain lesion • Cognitive linguistic processing • Cerebrovascular Accident or Stroke (CVA) • Dementia • Occlusive (ischemic) due to thrombosis or 1 • Progressive aphasia embolism • Hemorrhagic due to aneurysm or AVM • Sensorimotor planning/programming • Trauma (TBI) 2 • Progressive apraxia of speech • Neoplasm (tumor) • Infection/Toxin • Neuromuscular execution • Disease Process 3 •Dysarthria ©2016 MFMER | slide-7 ©2016 MFMER | slide-8 2 4/19/2018 Primary Progressive Aphasia (PPA) • A rare degenerative, neurological syndrome. • Insidious onset. • Progressive. • Primary and initial complaint of language Primary Progressive Aphasia (PPA) difficulties. ©2016 MFMER | slide-9 ©2016 MFMER | slide-10 Gorno-Tempini et al.
    [Show full text]
  • Speech Sound Disorders
    Speech Sound Disorders Table of Contents Introduction: Speech Sound Disorders…………………………………………………………………………………2 Articulation Disorders………………………………………………………………………………………………….………3 Phonological Disorders……………………………………………………………………………………………………..…3 Accented Speech………………………………………………………………………………………………………………….4 Treatment of Speech Sound Disorders…………………………………………………………………………………4 I. Speech Referral Guidelines……………………………………………………………………………….…5 I.a. Common Etiologies……………………………………………………………….………………….5 I.b. Potential Consequences and Impact of Speech Impairment……………………..5 I.c. Major Milestones for Speech Development………………………………………………6 I.d. Behaviors that Should Trigger an SLP Referral………………………………………….6 I.e. World Health Organization Model (WHO) International…………………………..7 II. Screening…………………………………………………………………………………………………………….9 II.a. ASHA Practice Policy……………………………………………………………………………….9 II.b. Screening Tools for Speech Sound Disorders……………………………………….…12 III. Assessment………………………………………………………………………………………………………..13 III.a. ASHA Practice Policy………………………………………………………………………………13 III.b. Published Tests for Assessment of Speech Sound Disorders………………….17 III.b.1 English Speech Sound Assessment Tools………………………….………17 III.b.2 Spanish Speech Assessment Tools……………………………………………23 III.b.3 Bilingual Speech Sound Assessment Tools……………………………….24 III.b.4 Assessment of Intelligibility……………………………………………………..25 IV. Differential Diagnosis…………………………………………………………………………………………26 IV.a. Phonological Disorders……………………….………………………………………………..27 IV.b. Dysarthria…………………………………….………………………………………………………28
    [Show full text]