Clinician Weaknesses

Clearly, the main utility of this examination is to place patients into the appropriate diagnostic categories. The strengths of this examination is its shortness of length while still retaining validity and its inclusion of valid scales that measure qualitative forms of speech output. An important strength of the BDAE is the fact that its figures in which the scale is rated on, have been standardized based on many conclusive administrations. (Borod, Goodglass, Kaplan, 1980). Another strength of the BDAE is that it has been praised for having little bias in regard to racial tendencies, except in the case of three subtests. In a study that set out to locate racial bias in regard to three major tests of aphasia, results revealed that the BDAE and the MTDDA had no statistically different results in regard to age, gender, or race. (Molrine & Pierce,

A phenomenon applicable to the vast field of Speech-Language Pathology, and the foundation of research now and in the future can all be attributed to, difference versus disorder. This concept considers the complexities of those served within the profession and highlights the range of possibilities displayed from an individual, that draws a fine line between a person being labeled as having a dialectal difference or a speech and/or language disorder. A difference can be defined as an alteration in an individual’s speech and/or language that can be attributed to internal and external factors such as race, culture, and the environment in which a person lives. In contrast, a disorder is an actual disability that interferes with a person’s speech

A few of my foundational clinical skills strengths would encompass possessing a non judgmental demeanor, empathy, and genuineness. I have always had a nonjudgemental view going as far back as I could remember. Perhaps the reason stems from listening to extensive hours of gossip as a child during family events. I learned to despise conversations that focused on judging peoples reactions or behaviors. I believe this may be the leading reasons I can express empathy to others. In Fellers & R’s (2003) article, The importance of Empathy in the therapeutic alliance explains that empathy guides the therapist to evaluate the clients behavior and therefore be less judgmental. Empathy also leads to possessing a raw genuineness about one’s self

Specific language disorders, or SLI, affect approximately 7-8% of children in kindergarten. SLI are diagnosed in children, mostly, age 3 and older. The relatively late diagnosis is done to distinguish the children that have SLI from those who are simply “late talkers”. Some of the characteristics of SLI involve problem in only one area and some with problems in all areas of language. The children who are diagnosed with SLI may have a delayed vocabulary growth, disinterest in engagement in social interactions relevant to their age, difficulty in comprehension and/or production in any of the following: morphology, semantics, phonology, syntax, and pragmatics. For example, a 4.8 year old child that does not engage in social interactions

There may be a recognised syndrome or disorder that causes language difficulty for the child and is not able to communicate with others. The child may have a lack of stimulation and support to provide the rich language experience necessary to develop speech, language and communication skills. For example at school, the setting may not have an enabling environment to stimulate the child’s different interests necessary for acquiring language. The books, music, songs and so on may not stimulate and interest the child.

Neurological systems were also evaluated to identify any existing health or comorbidities promptly and to utilize interventions such as referral to neurologists, ophthalmologists, or speech pathologists if necessary. Developmental red flags, in this case, would include the inability to understand the use of action words and being unable to follow two-step direction (Bellman et al., 2013). This would be indicative of receptive language delay. Expressive language delays are characterized by a child’s inability to ask for things by name, use no less than 200 words, or repeat phrases in response to questions (Stevenson & Richman, 2016). However, none of these red flags was reported by the child’s

Autism affects many children each year and it is important for parents to be aware of delays in their child’s development, in in any area of communication. According to a study by the Kennedy Krieger Institute’s Center for Autism and Related Disorders, autistic children possessing a language difficulty or delay have a seventy percent chance of showing fluent speech by the age of eight (“Speech”). Although a child shows delay or impairment in language at a young age, it is possible for them to later on exhibit normal language development. Parents should be aware of normal language benchmarks, such as when a child begins babbling, imitating verbally, and using spoken and first words. If a child is lacking skills normally possessed by typically developing children, having said child

Research has shown that in areas of social disadvantage, at least 50% of children have delayed language. (Locke, A., Ginsborg, J., and Peers, I. 2002) however, it’s important to note that children and young people from all areas and backgrounds can have delayed language.

As a result of his delay in speech and language skills, Joshua will receive Speech therapy as one of his early childhood intervention services. Joshua is 3.8 years old performing at 3.1 years old. In addition, Joshua’s expressive language skills are at a 2.9-year level. Joshua exhibits difficulty with age appropriate concepts, expressive and receptive language skills, vocabulary and maintaining focus. Furthermore, Joshua’s speech intelligibility is poor to fair, which negatively impacts his social language skills especially in a large group setting. According to the Speech and Language Chart (2nd Ed.) children from 2 ½ -3 years old should have speech intelligibility of approximately 80%. Joshua speech is judged to be more than 33% delayed.

90 individuals participated in this study. Their age ranged from 2:9 to 5:7. Participants had at least a moderate phonological disorders. Some participants also had impairments in expressive or receptive language. Results of this study showed that the earlier the cycles approach was implemented, the better the results. This study suggested that the cycles approach is best for those who display phonological disorders combined with other disorders in receptive and expressive language. Jacob shows significant speech and language delays at a young age of three. Therefore, the cycles approach would be appropriate for

Students with speech and language impairment are often in general or regular classrooms. To help students with this type of disorders early intervention is way to address this communication problem. Children who are often classify, as high risk are those with chronic ear infection, genetic defects, alcohol syndrome, neurological defects or delayed language. Those who treat this disorders are called speech language pathologist and they could treat as young as 3. Around the age of two most children say around 50 or more words. At the age of there are very chatty and can begin to put sentences together. Also at three they begin to discover that different words having meaning. When the child is delay or one of the components of communication is disrupted the child is at risk for a language

Strengths of the evaluation tool is strong because it is given to all new hires, it has many subdivisions, includes other health care providers interactions, along with critical care thinking in reference to knowing limits and how they evaluate situations. Before a preceptor is given a new nurse to precept, they must attend a series of classes. These classes elaborate the teaching and evaluation concepts of checklist for evaluation. This brings consistency, that everyone is educated in the same manner as how to approach and evaluate a new RN. The focus is on approachable nurses and also on those individuals that are strong and difficult to teach. A weakness that is obvious, is that the evaluation is subjective in nature. After all, we

Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering

Should the language competence of children from low-SES backgrounds be considered deficient or different? Evaluate the evidence for and against each claim.

When children experience early speech difficulties they tend to be at risk later on. By being susceptible to language skills early on allows the child (ren) to be more proficiency and react in a way that contributes to them being able to express themselves in a way that causes them to use a variety of different phonemes and at the same time mix and maneuver other language and literacy skills. Numerous studies have found that there is a strong link between language problems, reading and overall academic achievement (Konza, 2006, Snow Burns and Griffin, 1998, Justice and Ezell, 2000).