<p>  Outline Chapter 20</p><p> SPEECH AND LANGUAGE DISORDERS</p><p> COMMUNICATION: </p><p> Exchange of thoughts, feelings, information and ideas. </p><p> Can be in writing or pictures, drama, dance, fine arts, non-verbal (gestures). </p><p> Requires a sender/ message/ receiver.</p><p> LANGUAGE: </p><p> a code whereby ideas about the world are represented through a conventional system of arbitrary signals for communication. </p><p> It relies on signals, sounds, symbols to represent objects and events.</p><p> Language can be:</p><p> a) receptive- listen to and understand a message.</p><p> b) expressive- ability to produce a message to send through speaking and writing</p><p>Key elements to define a language:</p><p>1. FORM- sounds (phonology), words, grammar (morphology and syntax for rules how words are combined and formed)</p><p>2. CONTENT- information being communicated and meaning of words and sentences</p><p>3. FUNCTION- addresses language as appropriate communication within society and specific social context. </p><p> SPEECH: is systematic oral production of words and includes articulation (pronunciation), fluency (flow), voice (intonation). </p><p>COMMUNICATION DISORDERS </p><p> Inability to send, receive, process information.</p><p> Can be developmental or acquired, </p><p> Can develop due to primary disability or secondary to a disability</p><p>Speech disorder: impaired articulation of speech sounds (omits, substitutes, adds, distortions that affects intelligibility), impaired fluency (atypical rate, rhythm, repetitions), voice disorder (absence or abnormal vocal quality pitch, loudness).  Types of speech disorder a) An articulation disorder: atypical production of speech sounds characterized by substitutions, omissions, additions or distortions that may interfere with intelligibility. b) fluency disorder is an interruption in the flow of speaking characterized by atypical rate, rhythm, and repetitions in sounds, syllables, words, and phrases. This may be accompanied by excessive tension, struggle behavior, and secondary mannerisms. c) voice disorder is characterized by the abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an individual's age and/or sex.</p><p>Language disorder: </p><p>It is impaired comprehension and/or use of spoken language, written or symbols. </p><p>It includes </p><p> a) form of language (sounds, structures, rules), b) content (meaning of words), </p><p> c)function (socially appropriate communication).</p><p> Language disorder may include:</p><p>1) Form of Language</p><p> Phonology is the sound system of a language and the rules that govern the sound combinations.</p><p> Morphology is the system that governs the structure of words and the construction of word forms.</p><p> Syntax is the system governing the order and combination of words to form sentences, and the relationships among the elements within a sentence.</p><p>2) Content of Language</p><p> Semantics is the system that governs the meanings of words and sentences.</p><p>3) Function of Language</p><p> Pragmatics is the system that combines the above language components in functional and socially appropriate communication.</p><p> How to assess for communication disorders: </p><p>Use formal and informal assessments Data collection through observations</p><p>Treatment plan considering strengths and weaknesses of student </p><p>Consider developmental and/or chronological age </p><p>Cognitive abilities</p><p>Experiences </p><p>Primary language</p><p>Assessment done in primary language Intervention should be in language that they are proficient . Language should be developed in a natural setting to achieve more success.</p>