Speech and Language Development, but Eventually Catch Up
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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 .......................................................................................................................... -
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. -
Common Disorders of Speech in Children by T
Arch Dis Child: first published as 10.1136/adc.34.177.444 on 1 October 1959. Downloaded from A DESCRIPTION AND CLASSIFICATION OF THE COMMON DISORDERS OF SPEECH IN CHILDREN BY T. T. S. INGRAM From the Department of Child Life and Health, University of Edinburgh and the Royal Hospitalfor Sick Children, Edinburgh (RECEIVED FOR PUBLICATION MARCH 9, 1959) The full assessment of children suffering from speech defects, speech therapy is rarely provided. speech defects requires a team consisting of speech Children with speech defects attending these schools therapist, paediatrician, psychologist and otologist. were frequently referred to the Speech Clinic in the The additional services of a phonetician, neurologist, Hospital. orthodontist, plastic surgeon, radiologist, social Detailed family, birth and developmental histories worker or psychiatric social worker and child were taken, with particular emphasis on the rate, and psychiatrist are often helpful. any abnormalities, of speech development. The Unfortunately the majority of descriptions and children were subjected to a detailed paediatric and classifications of speech disorders in childhood are neurological examination, and behaviour in play by speech therapists working without much medical was observed for as long as possible in each case. co-operation and advice. With honourable excep- The child's speech was studied jointly by the by copyright. tions, they tend to regard speech disorders as rather paediatrician and the speech therapist, and detailed isolated phenomena, dissociated from the other notes were made of its intelligibility and of the behavioural and psychological characteristics of the particular defects which were observed. In many child. In the present paper an attempt is made to cases tape recordings were made, though it is always describe and classify the disorders of speech most easier, in fact, to examine speech for defects of frequently encountered in a hospital speech clinic articulation in the presence of the patient. -
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. -
Chronic Anxiety and Stammering Ashley Craig & Yvonne Tran
Advances in PsychiatricChronic Treatment anxiety (2006), and vol. stammering 12, 63–68 Fear of speaking: chronic anxiety and stammering Ashley Craig & Yvonne Tran Abstract Stammering results in involuntary disruption of a person’s capacity to speak. It begins at an early age and can persist for life for at least 20% of those stammering at 2 years old. Although the aetiological role of anxiety in stammering has not been determined, evidence is emerging that suggests people who stammer are more chronically and socially anxious than those who do not. This is not surprising, given that the symptoms of stammering can be socially embarrassing and personally frustrating, and have the potential to impede vocational and social growth. Implications for DSM–IV diagnostic criteria for stammering and current treatments of stammering are discussed. We hope that this article will encourage a better understanding of the consequences of living with a speech or fluency disorder as well as motivate the development of treatment protocols that directly target the social fears associated with stammering. Stammering (also called stuttering) is a fluency childhood, many recover naturally in early disorder that results in involuntary disruptions of adulthood (Bloodstein, 1995). We found a higher a person’s verbal utterances when, for example, prevalence rate (of up to 1.4%) in children and they are speaking or reading aloud (American adolescents (2–19 years of age), with males in this Psychiatric Association, 1994). The primary symptoms of the disorder are shown in Box 1. If the symptoms are untreated in early childhood, Box 1 Symptoms of stammering there is a risk that the concomitant behaviours will become more pronounced (Bloodstein, 1995; Craig Behavioural symptoms • et al, 2003a). -
Processing of Degraded Speech in Brain Disorders
brain sciences Review Processing of Degraded Speech in Brain Disorders Jessica Jiang 1, Elia Benhamou 1, Sheena Waters 2 , Jeremy C. S. Johnson 1, Anna Volkmer 3, Rimona S. Weil 1 , Charles R. Marshall 1,2, Jason D. Warren 1,† and Chris J. D. Hardy 1,*,† 1 Dementia Research Centre, Department of Neurodegenerative Disease, UCL Queen Square Institute of Neurology, London WC1N 3BG, UK; [email protected] (J.J.); [email protected] (E.B.); [email protected] (J.C.S.J.); [email protected] (R.S.W.); [email protected] (C.R.M.); [email protected] (J.D.W.) 2 Preventive Neurology Unit, Wolfson Institute of Preventive Medicine, Queen Mary University of London, London EC1M 6BQ, UK; [email protected] 3 Division of Psychology and Language Sciences, University College London, London WC1H 0AP, UK; [email protected] * Correspondence: [email protected]; Tel.: +44-203-448-3676 † These authors contributed equally to this work. Abstract: The speech we hear every day is typically “degraded” by competing sounds and the idiosyncratic vocal characteristics of individual speakers. While the comprehension of “degraded” speech is normally automatic, it depends on dynamic and adaptive processing across distributed neural networks. This presents the brain with an immense computational challenge, making de- graded speech processing vulnerable to a range of brain disorders. Therefore, it is likely to be a sensitive marker of neural circuit dysfunction and an index of retained neural plasticity. Consid- ering experimental methods for studying degraded speech and factors that affect its processing in healthy individuals, we review the evidence for altered degraded speech processing in major Citation: Jiang, J.; Benhamou, E.; neurodegenerative diseases, traumatic brain injury and stroke. -
Social Anxiety Disorder and Stuttering: Current Status And
G Model JFD-5535; No. of Pages 14 ARTICLE IN PRESS Journal of Fluency Disorders xxx (2013) xxx–xxx Contents lists available at ScienceDirect Journal of Fluency Disorders Social anxiety disorder and stuttering: Current status and future directions ∗ Lisa Iverach , Ronald M. Rapee Centre for Emotional Health, Department of Psychology, Macquarie University, Australia a r t i c l e i n f o a b s t r a c t Article history: Anxiety is one of the most widely observed and extensively studied psychological concomi- Received 17 March 2013 tants of stuttering. Research conducted prior to the turn of the century produced evidence Received in revised form 11 August 2013 of heightened anxiety in people who stutter, yet findings were inconsistent and ambiguous. Accepted 20 August 2013 Failure to detect a clear and systematic relationship between anxiety and stuttering was Available online xxx attributed to methodological flaws, including use of small sample sizes and unidimensional measures of anxiety. More recent research, however, has generated far less equivocal find- Keywords: ings when using social anxiety questionnaires and psychiatric diagnostic assessments in Stuttering larger samples of people who stutter. In particular, a growing body of research has demon- Anxiety strated an alarmingly high rate of social anxiety disorder among adults who stutter. Social Social anxiety disorder anxiety disorder is a prevalent and chronic anxiety disorder characterised by significant fear Social phobia of humiliation, embarrassment, and negative evaluation in social or performance-based Cognitive Behaviour Therapy situations. In light of the debilitating nature of social anxiety disorder, and the impact of stuttering on quality of life and personal functioning, collaboration between speech pathol- ogists and psychologists is required to develop and implement comprehensive assessment and treatment programmes for social anxiety among people who stutter. -
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. -
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. -
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 -
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, -
II./2.9. Language and Higher Cerebral Functions II./2.9.1. Disorders Of
II./2.9. Language and higher cerebral functions II./2.9.1. Disorders of language Disorders of language include disturbance of speech, writing and reading. II./2.9.1.1. Disorders of speech (aphasias) Aphasia is a speech disorder caused by lesion of cortical speech centers and their connections, characterized by the disturbance in the use and production of verbal symbols. Dysarthria is a disturbance of phonation (voice production), articulation, pronunciation and prosody (intonation, rhythm). Dysarthria may be caused by the lesion of cortical centers of innervating the muscles of speech, bilateral lesion of corticobulbar fibers, bulbar motoneuron disorders, myasthenia gravis, myopathies, and cerebellar What is the difference disorders. between aphasia and dysarthria? Anatomy Brain regions related to speech are in most people located in the dominant (left) hemisphere: the Wernicke’s speech center (Br22 and a small part of Br39 and Br40), responsible for the comprehension of speech, lies adjacent to the primary auditory cortex in the posterior two-thirds of the superior temporal gyrus. Its connection with the angular gyrus ensures the coupling of perceptual and learned memories with speech. The angular and the supramarginal gyri are associative areas at the border of the auditory, sensory and visual cortices. The Broca’s motor speech center is in the middle and inferior frontal gyrus, and the lower part of the precentral gyrus (Br44). The motor speech area is connected by the arcuate bundle with the angular and the supramarginal gyri, and the Wernicke area. The occipitofrontal bundle connects the angular and the supramarginal gyri with the frontal opercular areas.