Communication Disorders a Resource for Students, Parents and Professionals
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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 .......................................................................................................................... -
Developmental-Behavioral Pediatrics
® THE AMERICAN BOARD OF PEDIATRICS CONTENT OUTLINE Developmental-Behavioral Pediatrics Subspecialty In-Training, Certification, and Maintenance of Certification (MOC) Examinations INTRODUCTION This document was prepared by the American Board of Pediatrics Subboard of Developmental- Behavioral Pediatrics for the purpose of developing in-training, certification, and maintenance of certification examinations. The outline defines the body of knowledge from which the Subboard samples to prepare its examinations. The content specification statements located under each category of the outline are used by item writers to develop questions for the examinations; they broadly address the specific elements of knowledge within each section of the outline. Developmental-Behavioral Pediatrics Each Developmental-Behavioral Pediatrics exam is built to the same specifications, also known as the blueprint. This blueprint is used to ensure that, for the initial certification and in- training exams, each exam measures the same depth and breadth of content knowledge. Similarly, the blueprint ensures that the same is true for each Maintenance of Certification exam form. The table below shows the percentage of questions from each of the content domains that will appear on an exam. Please note that the percentages are approximate; actual content may vary. Initial Maintenance Certification of Content Categories and Certification In-Training (MOC) 1. Foundations of Developmental-Behavioral Pediatrics 5% 5% 2. Biological Mechanisms in Development and Behavior 5% 4% 3. Family and Social Factors 5% 5% 4. Elements of Assessment and Management 6% 7% 5. Adaptation to General Health Problems and Their 5% 5% Treatment 6. Developmental-Behavioral Aspects of Chronic 8% 8% Conditions and Treatment 7. Cognitive/Adaptive Disabilities 5% 6% 8. -
Plain Talk About Literacy and Learning
February 26-28, 2018 Plain Talk About Literacy and Learning “Plain Talk is the Woodstock of Literacy!” - Susan Henrie, Canyons School District, Salt Lake City, UT Hilton New Orleans Riverside VLN18180 ASCD EL Ad_PRESS_FINAL.pdf 1 1/18/2018 8:43:35 AM Focus on what works best According to John Hattie, 95% of what teachers do has a positive impact on student learning. But what works best? When you use the Visible Learning research to understand which practices have the highest impact on student achievement, you can begin to make strategic, evidence-based decisions that maximize your time, C energy, resources, M and results. Y CM MY What’s your impact? CY Find out through the plus CMY Visible Learning K School Impact Process Learn more at Corwin.com/visiblelearning VLN18180 ASCD EL Ad_PRESS_FINAL.pdf 1 1/18/2018 8:43:35 AM Focus on what TABLE OF CONTENTS works best According to John Hattie, 95% of what teachers do has a positive impact on student learning. But what works best? When you use the Visible Learning research PLAIN TALK ABOUT to understand which practices have the highest impact on student achievement, you can begin to make strategic, evidence-based decisions LITERACY AND LEARNING that maximize your time, C energy, resources, M Institute Information . 2 and results. Y Agenda At-A-Glance . 5 CM MY What’s your impact? Detailed Agenda CY Find out through the plus CMY Visible Learning Monday, February 26 . 9 K School Impact Process Tuesday, February 27 . 21 Wednesday, February 28 . 31 Standby Sessions . 36 About the Presenters . -
Research on Child Mental Issues in the Field of Prevention 1. Mental
Research on child mental issues in the field of prevention Helmut Remschmidt* 1. Mental disorders / Classification, developmental aspects 2. Epidemiology and time trends 3. Types and goals of preventive interventions: risk factors and protective factors 4. Prevention programs * Prof. Helmut Remschmidt, MD, PhD, Dept. Child and Adolescent Psychiatry and Psychotherapy, Philipps-University, D-35033 Marburg (Germany) email: [email protected] A Concept of Disease/Disorder "A psychopathological disorder can be described as a state of involuntarily disturbed functions characterized by a more or less clearly defined begin, course and end preventing a child or an adolescent from taking an active part in his age-appropriate life and developmental tasks" (Remschmidt, 1988) Multiaxial System According to ICD-10 Axis 1: Clinical psychiatric syndromes Axis 2: Specific disorders of psychological development Axis 3: Intellectual level Axis 4: Medical conditions Axis 5: Associated abnormal psychosocial situations Axis 6: Global assessment of psychosocial disability Potential Relationship Between Psychopathology and Developmental Tasks (Garber, 1984) Psychopathological Developmental tasks disorder Separation anxiety Object permanence, attachment Depression Differentiation of self, self esteem, social comparison Suicide Concept of death, time perspective (future) Conduct disorder, Moral development Undersocialized Aggressive Perspective-taking, empathy Impulsivity Delay of gratification Oppositional disorder Autonomy, individuation Schizoid disorder Peer relation, friendship patterns Natural History of Tics and Associated Behaviors A Critique of Existing Classifications From a Developmental Perspective (Graham & Skuse, 1992) 1. Exclusion of causal processes 2. Disregard of the longitudinal course (example: Gilles de la Tourette-syndrome) 3. Insufficient consideration of age at onset (phases of life) 4. Insufficient judgement of developmental appropriateness of possibly abnormal behaviour (e.g. -
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. -
Child and Adolescent Psychiatric Disorders
Child and adolescent psychiatric disorders Elena Garralda, Emeritus Professor of Child and Adolescent Psychiatry, Imperial College, London Royal College of Psychiatrists An Introduction to ICD-11 Mental and Behavioural Disorders May 2021 Child and Adolescent Psychiatry (ICD-11) WHO Senior Officer: Geoffrey Reed • 2010-2012 - Advisory Group for revision of ICD-10 International Working Group on Classification of Mental & Behavioural Disorders in C&A Michael Rutter (Chair) Daniel Pine, David Shaffer, Francisco Rafael de la Pena, Gillian Baird, John Fayyad, John Lochman, Malavika Kapur, Olayinka Omigbodun, Per-Anders Rydelius, Sue Bailey, Tuula Tamminen, Wenhong Chen, Rudolf Uher Working relationship with DSM working group, to help harmonize systems APA Neurodevelopmental working group: Sue Swedo (Chair) • 2012-2017+ CDDG (Clinical Descriptions and Diagnostic Guidelines) Task Force on Neurodevelopmental disorders • Elena Garralda (Chair) David Skuse, Gillian Baird Task Force on Disruptive Behavior and Dissocial Disorders • Elena Garralda (Chair) John Lochman, Jeffrey Burke, Francisco de la Pena, Spencer Evans, Lourdes Ezpeleta, Paula Fite, Walter Matthys, Michael Roberts, Salma Siddiqui Child psychiatric merged with adult Disorders > the Lifespan Approach • Increased evidence • Adult disorders manifest in childhood with comparable symptomatology • There are strong continuities between child and adult disorders (developmental, emotional and behavioral) that affect mental health and function • Many young adults with psychiatric disorders have -
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. -
Conquering Cluttering
“In graduate courses focusing on disorders of fluency, the average amount of Conquering Cluttering time spent on cluttering is approximately 100 minutes” (Scaler Scott, Grossman, & Tetnowski, 2010) Evidence Based Cluttering Assessment and Treatment By Jen Holtzman & Mattie Eshnaur “Let’s double that today” (Holtzman & Eshnaur, 2016) What do we know about cluttering? What don’t we know about cluttering? We know it’s a fluency disorder that commonly occurs in childhood, but in contrast with stuttering it usually occurs The cause is currently unknown, but some research suggests later on. According to Scaler Scott & Ward (2013), “Reports there are functional neurological difference between people of cluttering starting at age 11 and above are common.” who clutter and people who do not clutter (Van Zaalen, Ward, Nederveen, Lameris, Wijnen, & Dejonckere, 2009) Just like stuttering, it exists in all countries and across all cultures, and has a 5:1 ratio of males to females There is no reliable data on prevalence and incidence, (Scaler Scott & Ward, 2013) recovery rates, or if there is a critical time period for spontaneous recovery (Scaler Scott & Ward, 2013) We have evidence that it co-exists with stuttering, ADHD, learning disorders, Down’s syndrome, and autism spectrum We’re not exactly sure how often cluttering co-exists with disorder (Scaler Scott & Ward, 2013) other disorders LCD Definition of Cluttering (ST. Louis & Schulte, 2011) 1. Segments of conversation are perceived as too fast, too irregular in rate (Jerky, spurty), or both LCD= Lowest Common Denominator definition of cluttering 2. These segments must be accompanied by one or more of the following: “It represents an attempt to reduce cluttering to its lowest A. -
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 -
Dyslexia and Learning Style
DYSLEXIA AND LEARNING STYLE A Practitioner’s Handbook Second Edition Tilly Mortimore DYSLEXIA AND LEARNING STYLE DYSLEXIA AND LEARNING STYLE A Practitioner’s Handbook Second Edition Tilly Mortimore Copyright © 2008 John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England Telephone (ϩ44) 1243 779777 First edition published 2003 by Whurr Publishers Email (for orders and customer service enquiries): [email protected] Visit our Home Page on www.wiley.com All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except under the terms of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP, UK, without the permission in writing of the Publisher. Requests to the Publisher should be addressed to the Permissions Department, John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England, or emailed to [email protected], or faxed to (ϩ44) 1243 770620. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. The Publisher is not associated with any product or vendor mentioned in this book. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the Publisher is not engaged in rendering professional services. -
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,