Dravet Syndrome Research

Today, there is a momentum towards researching the possible hereditary influences of developmental dyslexia. As recently as 2013, The Oxford Dictionary of Social Work and Social Care considers that there is an “inherited component” to dyslexia. (Harris & White, 2013, p. 179) Today’s social work perspective is more flexible with the term itself, as it is considered by to incorporate a range of difficulties with lexical information-processing. However, The Oxford Dictionary does not provide a context for these “difficulties” as they are experienced by the language-learner, and therefore seems to support (perhaps unwittingly) the notion that there is a so-called “normal” way for a person to learn language. Blachman (2013) advances a more orthographical conceptualization of dyslexia, whereby the dyslexic language learner defies common literacy principles in favor of their own. These tend to be more visually-oriented, so that a picture or a feeling is associated with an entire word, as opposed to the sound-to-syllable associations learners are “supposed” to

The other 12 children were chosen randomly between the ages of 5 and 15 and in that group, they split them evenly into the control and experimental group. They came to the conclusion that diagnosing stuttering early can cause stuttering. The children were scared to speak most of the time. They were scared to stutter and were always overthinking it. This experiment also affected the way they acted at school and interacted with others.

Based on the assessments, the Developmental Assessment of Young Children (DAYC-2) and the Assessment of Basic Language and Learning Skills Revised (ABLLS-R), administered by the ASIP team in August 2015, Robert’s results reveal deficits within all developmental domains (i.e. Cognition, Communication, Social-Emotional, Physical Development and Adaptive Behavior). Furthermore, the DAYC-2 revealed that Robert functioned at the age of 9-21 months on all developmental domains. The ABLLS-R’s results revealed

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

4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. It is essential that speech, language and communication delays and disorders are noticed early so the relevant interventions can be used to support the child or young person. Answer the questions below.

Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.

The most important information in this article is that there are significant neuroimaging, lesion, pharmacological, and genetic studies that provide information on stuttering, however the etiology and pathophysiology of stuttering remains incomplete. The article explored research on persistent developmental stuttering (PDS), which manifests in children between the ages of 2 and 4, in which boys have a higher rate of persistence than girls. Moreover, the authors provided features of the development, fluency-inducing conditions, associated symptoms, genetic etiologies, and neural correlates. Genetic studies on PDS demonstrated a genetic correlation, although no single gene has been identified, characterizing PDS as a polygenetic disorder. Additionally, brain imaging studies have revealed abnormalities in the role of the cerebellum, the anterior cingulate cortex (AAC), the supplementary motor area, and the right frontal operculum. During silent and oral reading tasks pre- and post-treatment, people who stutter had greater cerebellar activation and abnormal right lateralization as oppose to people who do not stutter, which could be related to a reduction in automaticity in articulatory movements and an increase in sensory or motor monitoring. Further discussion of cortical regions provided a connection between the limbic system and sensorimotor cortex, in which AAC activation during silent reading tasks decreased following fluency-inducing treatment. PDS has also been associated with the reduction of white matter below the left sensorimotor cortex, while acquired neurogenic stuttering (ANS) is associated with lesions in subcortical brain regions. Additionally, ANS can occur during a head injury in which the midbrain and subthalamic nucleus are affected by rotational forces producing diffuse injuries in basal ganglia pathways. ANS has also been associated with the thalamus in which patients who had stimulation of the thalamus and corpus callosum presented with speech

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

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

The acquisition of language is essential to the development of a child. Though some children are born genetically mutated, specifically children with Down’s syndrome, the capabilities of acquiring language during developmental markers is far less than a child with just 21 chromosomes. Parents and/or guardians of infants and toddlers with Down’s syndrome believe that their child will one day be able to verbally communicate with them. They presume the possibility, but does research support their beliefs? For the purpose of this paper, the child from infancy through three-years old will be discussed in regards to the developmental domain that are affected by Down’s syndrome. The undeniable assumption is if an institution provides early intervention for an infant or toddler with Down’s syndrome, then that child’s social-emotional and language will be affected.

Approximately 1 in every 10,000 infants in the United States is affected with Rett syndrome (RTT), an X-linked neurodevelopmental disease. (Jin, Chen, & Xiao, 2017). Nearly all RTT patients are girls as the mutation on the male’s single X-chromosome tends to be prenatally lethal. The disorder was first described by Andreas Rett in 1966 and is characterized by apparent normal development for the first six to eighteen months of life, followed by the loss of intellectual functioning, acquired fine and gross motor skills, and the ability to engage in social interaction (Krishnan, Krishnan, Connors, Choy, Page, Peti, Van Aiest, Shea, & Tonks, 2015). Other clinical manifestations include seizures, disturbed breathing patterns with periodic

There are many different language delays and disorders found in the pediatric population. Childhood apraxia of speech (CAS) is one of the most common of these disorders. Dr. Libby Kumin defines CAS as “a motor speech disorder where children have difficulty planning, coordinating, producing and sequencing speech sounds” (Kumin, n.d.). Apraxia does not occur because of weakness or paralysis of facial and oral muscles. It occurs when a child’s brain cannot properly plan the movement of body parts necessary for normal speech production (“Childhood Apraxia,” 2011). Though CAS is the most common name for this specific disorder, it is also referred to as a variety of other names. Some of these names include: dyspraxia, developmental

Her parent reported speech and voice concerns saying she would take a full tidal breath not always having enough breath. She would stop in the middle of sentences to get a breath. Her observed speech and voice signs were variable loudness and variable pitch. She has a inconsistent strained voice quality, especially at end of sentences and a mild imprecise articulation. She had moderate spastic Dysarthria. She was assigned to study condition D. Her gender matched control was a seven year old female. There was a gender matched control group that was recruited to participate in the study. This allowed for a direct comparison between the performance of participants with Cerebral Palsy and their matched peers, because data were collected using the same tasks and methodology. (Fox,Boliek

Norman Geschwind. According to Norman Geschwind (1984), this theory focuses on physical and mental development. It proposes that language acquisition is produced through the structures and functions of the brain. Since, certain regions of the brain play vital roles in language and literacy learning, damage to these regions may cause serious deficits in language. If a child suffers from a neurological problem, it is believed that the problem lies within the child (Nelson, 2010, pg. 58-59). This theory exemplifies Kathy’s language development because as mentioned in the case history, Kathy acquired a closed head injury at an early age when language development was still occurring. According to Rowe, Levine, Fisher, and Goldin-Meadow (2009) children with larger lesions in the

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