Expressive Language Disorder In Children

Communicating with children and young adults who have communication differences should be approached with care and sensitivity. Some children may find it hard to make friends due to being anxious or have a lack of confidence in speaking out to others; they may have a speech disorder, stammer or a condition which creates communication a problem. How we communicate with children or young adults is by giving them time to think of their answer, let them reply in their own time, and not speak for them or answer the question for them.

Due to phonemic awareness, which is concerning or involving the discrimination of distinctive speech elements of a language, speaking and spelling words is difficult at times. This can cause dyslexic children to have a hard time in social situations. According to Artemisa Shehu, Eralda Zhilla, and Eglantina Dervishi in their essay “the impact of the quality of social relationships on self-esteem of children with dyslexia”, about 5% of primary school children in the U.S. have communication problems and 3.8% of children aged 8-11 have a phonological problem. At around this age, kids become more self-conscious about what they do or how they look. If a child cannot read or speak very well and gets picked on about it, their self-esteem is harmed. This is challenging, because if a child is not helped, they will think the dyslexia is their fault. In the same essay it states, “Dyslexia is a problem that makes the child feel ashamed, because they cannot perform the task properly and it makes the child feel incompetent in the eyes of parents, feel lazy in front of teachers, feel stupid in the eyes of friends, and guilty at the sight of them” (Shehu, Zhilla, and Dervishi). These children with learning disabilities usually get named as “special” children with “special” needs. A young child trying to fit in with their peers finds it very difficult when they are constantly thought of as

The level of a child’s communication skills can have an effect on most areas of development. If a child is struggling with communication and language they

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.

Speech, language and communication difficulties can have a profound and lasting effect on children’s lives and development. These can affect their ability to communicate and interact with others. The impact of these difficulties will vary depending on the severity of the problems, the support they receive, the demands of the child’s environment

Sam is an adopted child. Quite early on his adoptive parents had concerns about his speech and language. They noticed he uses very few single words and is very reluctant to communicate with anyone. Initially they thought he is feeling shy or taking time to adjust to new environment but Sam started having more tantrums. They were worried about his communication and ability to cope at nursery school. He was referred to the Speech and Language Therapy Service when he was two years old.

But “if there is a difficulty understanding what people say, difficulty speaking or forming sounds or words and using language in appropriate social contexts then this can affect a child’s behaviour and emotional development”. (Speech, Language Communication Action Plan 2011)

Across an endless time continuum through many different eras, many individuals from various different language backgrounds have experienced speech or communication disorders—including swallowing disorders, the incapability to coherently speak certain words, and auditory processing difficulties. According to the speech-language hearing association (ASHA), a communication disorder is defined as an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems (Asha.org, 2015). The severity of communication disorders may vary from mild to quite profound in a range of numerous individuals, regardless of era, heritage and ethnicity. A communication disorder amongst those experiencing

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

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

The clinician will integrate multiple theories that will support a single group of researchers who conducted a case study that proposed the two theories with the purpose of obtaining the most current information regarding language difficulties, social communication difficulties, and the outcomes it provides when working with school-age children. The theories identified during this research were Biological Maturation and Social Interactionism. The clinician will further indicate the relationship between neuronal function in the process of language and the theory selected.

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

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).

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)