Photos Celebrities Dyslexia

Total Page:16

File Type:pdf, Size:1020Kb

Photos Celebrities Dyslexia Tom Cruise Whoopi Goldberg diagnosed at age 7 he struggled with Dyslexia through Academy Award-winning actress, comedian, radio host, and highschool but developed specific reading and study habits. television personality. She is one of the only ten people to win Today he has achieved worldwide fame as an actor an Emmy, a Grammy, an Oscar, and a Tony Award; and is the first woman to be honored with the prestigious Mark Twain Prize for American Humor. is a UNICEF International Goodwill Ambassador. Was bullied as a child by her peers but it did not Magic Johnson stop her from pursuing her dreams. Earvin Effay Johnson, Jr. (born August 14, 1959 in Lansing, Michigan) is a retired American National Basketball Association George Washington (NBA) basketball player for the Los First president of the United Angeles Lakers. Johnson is States and one of 11 acknowledged as one of the most presidents who lived with popular NBA basketball players of one or several disabilities. It is all time, being well-known for his speculated he had Dyslexia. uncanny passing and dribbling Commander-in-Chief of the skills, and for his cheerful nature Continental Army during the on and off the court. In the words American Revolutionary War of Magic Johnson: "The looks, the and elected unanimously as stares, the giggles . I wanted to the first President of the show everybody that I could do United States of America. better and also that I could read." Dale S. Brown is a strategic leadership consultant at Washington D.C and an author. Her most recent book is called "Steps to Independence for people with Learning Disabilities" which was published by Learning Disabilities Association of America in 2005. Dale suffers herself from dyslexia and wants to tell Albert Einstein the world that learning Being one of the most important great minds of his century Albert disabilities does not have to Einstein was then known to suffer from dyslexia mainly because of his stop you from being who bad memory and his constant failure to memorize the simplest of you want to be. It does not things. He would not remember the months in the year yet he would have to stop you from succeed in solving some of the most complicated mathematical striving or harm your formulas of the time without any trouble. He may have never learned capabilities to integrate to how to properly tie his shoelaces but his scientific contributions and everyday life. theories still have a major effect on all of today’s current knowledge of science. Hans Christian Andersen Orlando Bloom Being an author of children's First diagnosed at seven Orlando fantasy stories, he was a victim of often was frustrated with his dyslexia and showed the world learning disability. Born in that when you want something, Canterbury, England, he studied nothing can stop you from acting as a child before he was obtaining it. The books that he cast as the heroic Legolas in Peter wrote have been translated into Jackson's film adaptation of The hundreds of different languages Lord of the Rings trilogy. Bloom and continue to be distributed also found major success starring even today in millions of copies. in three films of the Pirates of the Hans wrote books such as "The Caribbean franchise with Johnny Emperor's New Clothes", "The Depp. He's landed other roles in Princess and the Pea" big-screen fare, including Troy, "Thumbelina", "The Snow Queen", Elizabethtown and The Three "The Ugly Duckling" and "The Little Musketeers. Mermaid". Woodrow Wilson Thomas Woodrow Wilson (1856-1924), 28th president of the United States. Wilson did not learn to read until he was about 12 years old. His difficulty reading may have indicated dyslexia or A.D.D., but as a Cher Cher was a fatherless child and was most of the time very poor. Her mother teenager he taught himself shorthand to compensate and was able to tried to make money by singing and acting which ultimately brought Cher to achieve academically through determination and self-discipline. He follow into her footsteps. Due to dyslexia Cher decided she would quit school studied at home under his father's guidance and took classes in a and try to take some acting lessons in Los Angeles to finally do what she loved. small school in Augusta. One day while at the renowned Aldo's Coffee Shop her life changed upon meeting Sonny Bono, which was at the time successful in show business. They eventually made songs together. Nolan Ryan Leonardo Da Vinci born in 1947 in Texas, spent his childhood in Alvin, Texas. Leonardo di ser Piero da Vinci, (1452 - 1519) was a Tuscan polymath: scientist, When he was a child dyslexia was not diagnosed yet and mathematician, engineer, inventor, anatomist, painter, sculptor, architect, botanist, academic challenges along with a lisp were very hard on musician and writer. As an engineer, Leonardo conceived ideas vastly ahead of his own Ryan’s confidence. Nevertheless his baseball career took time, conceptualising a helicopter, a tank, concentrated solar power, a calculator, and the off and facts speak for themselves; starting with 1969 double hull, and outlining a rudimentary theory of plate tectonics. He also had the gift of Winning World Series with the New York Mets all the way dyslexia. Most of the time, he wrote his notes backwards. Although unusual, this is a trait to 1999 being elected to the National Baseball Hall of shared by many left-handed dyslexic people. Most of the time, dyslexic writers are not Fame. even consciously aware that they are writing this way. Agatha Christie Alexander Graham Bell Agatha Christie – (1890 - 1976) Well known as the inventor of Agatha Christie was the world's the telephone Alexander was best selling book writer of all actually attempting to find a times only truly surpassed by the way that could make deaf Bible and equaled by Shakespear, people hear. His mother was her books sold approximately 4 billion copies worldwide. Agatha slowly becoming deaf when suffered from dyslexia but in no Alexander was only 12 years way did it stop her from being old making him extremely creative and learning how to sensitive to disabilities. Once write, her mystery novels have older he was constantly always been some of the most seeking a way to cure them captivating of all times. Her through technology. He bestselling book was without a himself had dyslexia which doubt "And then there was none" would cause him problems at which was a source of inspiration school, but he always kept his for novelists and movie makers even many years after. interest for science, especially biology. He would show a great indifference for everything else and would have poor grades. Today Alexander Graham Bell is also well know as one of the founders of the National Geographic society. Thomas Edison Thomas Alva Edison (1847 - 1931) was an American inventor of Dutch origin and businessman who developed many devices that greatly influenced life around the world, including the phonograph and a long lasting light bulb. In school, the young Edison's mind often wandered. He was noted to be terrible at mathematics, unable to focus, and had difficulty with words and speech. This ended Edison's three months of official schooling. The cause of Edison's deafness has been attributed to a bout of scarlet fever during childhood and recurring untreated middle ear infections. Thomas Edison was dyslexic, a problem child, and a mischief- maker. He talked when he was supposed to be listening and did not listen when the teacher talked. He had no patience. He was not well-coordinated and did poorly in sports. He applied himself with a passion to whatever caught his attention, but his attention was easily diverted. Pablo Picasso Pablo Picasso earned his spot as one of the most well-known painters of the 20th century by painting the abnormal. His paintings often presented objects backwards, out of order, or turned any number of ways. But these scenes which we think of as imagination-inspired pieces of art were actually very real to Picasso. Picasso was dyslexic, a learning disability which flipped the orientation of letters and words in his brain. Picasso paintings depicted what he saw, and his dyslexia was no doubt an influence to his famous artwork. Jay Leno Jay Leno has been making humor out of headlines and everyday life since he was a kid. Even after his last night as the host of The Tonight Show with Jay Leno, a job he held for more than two decades, Leno plans to continue to perform in comedy venues across the country. He's no stranger to hard work and dedication to his craft and his passions. That hard work, mixed in with perseverance, humor, and a positive attitude, is the recipe for his success in show business and in overcoming his dyslexia. John F. Kennedy, George H.W. Bush & George Bush Several American Presidents had/have dyslexia Sources: some info board borrowed from other AISD PTA Sage chair & http://dyslexiahelp.umich.edu/success-stories/tom-cruise http://dyslexia.yale.edu/goldberg.html http://www.disabled-world.com/artman/publish/article_2130.shtml http://sports.jrank.org/pages/4138/Ryan-Nolan-Awards-Accomplishments.html http://www.inc.com/john-rampton/11-us-presidents-who-overcame-a-disability.html http://dyslexia.yale.edu/leno.html http://www.dyslexiacoachnj.com/Famous/ And 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]