Communication

Disorders
ESPC 506: EDUCATION OF THE EXCEPTIONAL CHILD
ADAM CASPER
What is communication?

The exchange of ideas, opinions, or facts between senders and

receivers
Senders transmit the message.
Receivers decode and understand the message.

Communication is made of two parts: speech and language

Related, but not the same thing
Speech vs. Language

What exactly is speech?

Speech is the audible representation of language.
It is often thought of as part of a language.

What exactly is language?

Language represents the message contained in speech.
Consists of several major components, such as:
Phonology
Syntax
Morphology
Semantics
Pragmatics
Major Components of Language

Phonology:
Speech sounds that are uttered by an individual, and how they can be used and
combined
Syntax:
Rules of appropriate sentence order and word sequencing, so as to form a coherent
phrase or thought
Morphology:
Form and structure of a word, and how the form can be changed or morphed, such
as tense and number
Semantics:
The component most concerned with meaning, and the understanding of language
Pragmatics:
Represents the rules that govern the reason(s) for communicating.
Development of Language

Complex process
Extremely fascinating to observe
Infants preverbal output:
Limited to crying, which is usually a sign of discomfort from hunger, pain,
or having a soiled diaper
~ 2 months:
Children coo as well as cry
~ 3-6 months:
Children begin to babble
Development of Language (cont.)

Babys first words usually resemble Da-Da or Ma-Ma

Parents echo, repeat, and reinforce these utterances
True first words are seen ~ 9-14 months

Parents usually understand what their child is saying

Different tones when vocalizing
Parents interactions with their baby greatly reinforce language
development.
Communication Disorders
Language Disorders:
Represent the difficulties one might face in terms of ability to understand
or express ideas
Some difficulties one might face with a language disorder:
Tense
Conjunctions
Sequential thoughts (ex: story telling)
Following directions
Vague questions; answers not related to topic
Difficulties in expression of needs; greeting others, or verbal exchange of
information
Types of Language Disorders

Receptive Language Disorders

Difficulties with comprehension with regards to what others say

Noticed in children with they do not follow instructions

May seen inattentive, or slow to respond

Great difficulties with understanding other individuals messages

May only process a part of what is being said

Types of Language Disorders (cont.)

Expressive Language Disorders

Difficulties with language production

Problems with formulating and using written or spoken language

May have limited vocabularies

May use same words, regardless of situation

Can appear as immature speech

Aphasia

Loss of ability to speak or comprehend because of an injury or

developmental abnormality in the brain

Most often affects those whom have suffered from a specific brain
injury, such as a traumautic brain injury (TBI) or a cerebrovascular
accident (CVA)/stroke.

Can be both receptive and expressive, depending on the deficits

noted.

Discovery can be found in either childhood or adult years

Communication Disorders

Speech Disorders:
Represent any deviation that is sufficient enough to interfere with everyday
communication

Huge psychosocial impact on individuals living with a speech disorder

Different for every age group

Various types of speech disorders

Typical speech:
Smooth flowing of words and sentences, that bring together our coherent
thoughts
Categories of Speech Disorders
Fluency Disorders
Speech flow

Cluttering

Stuttering
Only occurs in 1-5% of population
One of the lowest prevalence rates among all speech disorders

Delayed Speech
Speech Disorders

Articulation Disorders
Functional articulation disorders
Refers to problems not due to physiological problems, rather environmental

Can be caused by physiological deformities

Cleft palate
Dental malformities

Voice Disorders
All voices differ in pitch and loudness
Qualities of speech are so different that they are noticeable
Youtube Video

https://www.youtube.com/watch?v=Po-WMo8vXRY
References

Al Otaiba, S., Puranik, C. S., Ziolkowski, R. A., & Montgomery, T. M. (2009).

Effectiveness of early phonological awareness interventions for
students with speech or language impairments.
The Journal of Special Education, 43(2), 107-128.

Hardman, M.L., Drew, C.J., & Egan, M.W. (2014). Human exceptionality:
School, community, and family (11th ed.). Belmont, CA: Wadsworth.

McLeod, S., & McKinnon, D. H. (2010). Support required for primary and
secondary students with communication disorders and/or other
learning needs. Child Language Teaching and Therapy, 26(2),
123-143.