Communication And Communication Disorder

Explain how positive changes to the communication environment can support communication development for children and young people with behavioural, emotional and social difficulties.

Stuttering is a disability that affects over two million of the adult population and can be obtained through genetics. This disability is not just getting stuck on certain words or saying like a few times in a sentence. The disability involves tripping on sounds and in severe cases not being able to verbalize what needs to be said. Yeomen uses an example of a man who could not find the words to ask the women he truly was in love with to marry him and ended up marrying the wrong women. Stuttering can change the lives of so many because they never learn to overcome that tragedy.

One challenge an individual may face is communication problems, so as we get older we start to lose our eyesight and our hearing weakens, we will become much more hesitant when we talk. Other things can affect the way we can communicate e.g. Maria’s mother has dementia and is a 1st generation immigrant from Italy, therefore she can only speak Italian; and has forgotten how to speak English. This will make it hard for her mother to communicate with service providers if she’s placed in a nursing home, as they will not be able to understand what she’s saying; which will be a problem as there may be aspects about her mother that needs to be vitally known. Furthermore, her mother will have a hard time negotiating with her support workers that’ll come help during the night.

Stuttering typically develops through childhood and adolescence, but many children have the chance at spontaneously recover (Forester & Webster, 2001). This still leaves those who do not spontaneously recover at a loss on how to become cured.

There is currently no agreement in the literature regarding when to intervene with early stuttering. The primary reason is that numerous preschool aged children recover from stuttering without treatment. This is known as ‘natural recovery’ and infers that recovery from stuttering is influenced by natural forces. These natural forces can be innate or environmental. An example of an environmental factor may be the parent advising their child to ‘slow down’ when talking (p. 41). Until 1984, it was argued that early stuttering should not be treated until it was apparent that the child was not likely to naturally recover. This was regarded as the “wait-and-hope” approach. Some argued that treating those who were bound to recover was a waste of resources

Rogers, I felt that my knowledge of stuttering and its impacts definitely expanded. It was both revealing and somewhat heartbreaking to know that although school psychologists don’t work directly with kids who stutter, they can still notice the impact that it has on the child. Choosing childhood-onset fluency disorder for this interview was mostly influenced by my own experience with someone who stuttered as an adult. The person who stuttered was my high school science teacher and I vividly remember the first time people heard him speak. Kids would secretly tease him or interrupt him when he was speaking to “speed up” how long he was taking to make a point. Although I know it probably affected him a lot more when he was younger than it did then, I was still sensitive to his communication difficulties.

How are communication disorders viewed by people in general (i.e., in the media, at your university, in the general U.S. population)? How might the ways that people value or devalue communication disorders affect a client's willingness and ability to seek treatment?

Treatment for children who stutter should include addressing negative attitudes about stuttering, self-esteem, avoidance behaviors, and increasing participation in social and academic activities. It is important that the child who stutters is ready for therapy. This means that they are interested in coming to therapy, they have goals for therapy and are willing to work to achieve these goals, and the child wants to work on strategies to decrease disfluencies. Without client motivation, it can be difficult to provide therapy to a child who stutters (Craig et. al 2002).

Adults may require a Speech-Language Therapist’s (SLT’s) services for a number of reasons. Certain injuries and medical conditions create communication disorders, which may hamper a person’s self esteem and be very hard to surmount alone. No matter what your age is, we are trained to help rebuild the mental and physical components of language after injury, as well as to provide caring support as you progress through the challenges of rehabilitation. Several areas of difficulty are more commonly the cause for an adult to reach out for support from a SLT – these are briefly reviewed below.

Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they

Communication disorders can also be viewed differently depending on the communication disorder and level of severity. For instance, individuals with Apraxia mentally know what they want to say but their words come out as nonsense. Imagine how frustrating this is to have the mental capability to form

In a very interesting ted talk (2016), “Why I keep speaking up, even when people mock my accent.” by Safwat Saleem describing his mother tongue problem and how it affects him because he felt that he was not normal. Saleem had problems with stutter when he was a child, thankfully overtime, he managed to overcome

The goal of today’s session was to obtain information regarding the client’s stuttering, conception of stuttering, and the client’s caregiver views and conceptions of the client’s stuttering. Today the ethnographic interview and part of the Tetnowski Stuttering profile was completed. The client had limited stuttering like disfluencies and no noticeable secondaries. The client was 100 % proficient during the dialogue portion of the Tetnowski Stuttering profile. Overall, The client was 0% SS. The client has decreased his SS

It is important to define the following terms: assessment, evaluation and diagnosis prior to discussing the purpose and components of an overall assessment. Hegde (2013) describes the term assessment as “inclusive of several kinds of clinical activities that result in naming the communication disorder of a client, making statements about prognosis for improvement with or without treatment, and offering recommendations for communication treatment (and) additional assessment of other kinds of specialized services.” Hegde discusses that the terms evaluation and assessment tend to be synonymous; whereas, the term diagnosis is the actually naming of the communication disorder. According to ASHA (2004, 2016a), clinical indications for a speech sound assessment are initiated by referral (from a health or

Communication disorder is impairment in being able to receive, send, process, and understand concepts of verbal or nonverbal communication”. It can affect hearing, language, and speech. (ASHA) A speech disorder is when the articulation or speech is impaired, which includes articulation, fluency, and voice disorders. Language disorder is when comprehension or spoken or written language is not understood. There are three areas that can be affected which include form of language, content of language or function of communication. (ASHA)