Identifying Signs Of A Language And Communication

Alex is a 7-year old child with attention deficit hyperactive disorder (ADHD). The family environment is very dysfunctional. Alex’s parents have no rules or guidelines for him to follow. Alex and his two other siblings are allowed to do whatever they want. Alex’s parents both have full time jobs and it his hard for them to monitor their children. Alex’s three strengths are: enthusiastic social personality (output), leadership in sports (output) and quick thinking (processing). Alex is very social with his classmates and is a creative student. He has the ability to take in information quickly when interested in the topic. Some of Alex’s challenges are: difficulty getting organized and starting tasks (processing), completing work at school and home (output), and difficulty remaining in his seat (input).

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

One statutory sector that helps Daniel with his ADHD is ‘Add-NI’. This organisation helps Daniel by providing one-to-one counselling. Daniel participates in 8 sessions over an 8-week period. During these sessions the counsellor tries to encourage coping methods for Daniel on how to deal with his ADHD and how to control it.

Daniel is a five years old male student at Desert Springs Preparatory Elementary School, in the SunKids preschool program, this is his second year with us. Daniel, since a month ago, had an IEP for social, and speech and OT as a related service. He identifies with Asian/American ethnic category and speaks only English, which is the language spoken at home. He was on a daily behavioral intervention based on a thumbs up/down checklist, and the OT and Speech specialists were coming once or twice a week to work with him. Currently Daniel had formal assessments administered for his evaluation. His teacher used BASC3 assessment, and the psych, speech, and OT, did also at least 3 of them. His scores were amazing, and he test it out of Special Ed.

Julian is a 5th-grade student with a special education classification of OHI. Julian has made progress in his speech and language skills. He can formulate complete and grammatically correct sentences. As per his IEP, Julian is progressing satisfactorily with his Writing, Reading and Math goals. His first term report card indicated that Julian is making progress with his Reading and writing. In addition, Julian has good math problem solving skills and displays effort in the classroom.

Mr. Hall (school psychologist): Mr. and Mrs. Gallery, I must say it is a pleasure to have your son in our school. We believe that each child is a valuable asset. Adam shows great promise. I’m here to explain the Multidisciplinary Evaluation Team report. Based on your observations and class observation by his teacher, James Robinson, Adam was administered a battery of tests to determine if he indeed has a learning disability. Based on results were we able to determine precisely his weakness and strengths. It has been determine that he has a Specific Learning Disability or know by the acronym SLD.

Part A - The importance of identifying a problem is of great importance a child that may not be able to talk,hear or even write properly can stop them in moving forward with their work, this can make them fall behind and then impact on there life even more, they may Struggling to be independent have a Sense of isolation as others may not be in this position start to becoming withdrawn and Lack of motivation. They may even start having behavior problems.

Communication/Language – speech and communication disabilities, fast speech, mild stuttering, disorganized speech, difficulty expressing themselves, difficulty speaking in social contexts

J.G’s reading fluency has ruled out the possibility that this weakness is an academic deficit. Academic deficit usually occur when there is a lack of exposure to words or possibly even naming speed. However, through observation and parent interview it was stated that J.G has individual reading time with his mother every night, which exposes him to different reading material. Additionally, during observation J.G was able to quickly sweep through his alphabets and name colors with ease. In addition, to the support of observation and parent interview the data collected from J.G supported these findings. During testing J.G pronounced most of the words correctly. However, when he attempted to read words using different verb tenses his

Four of the females were African American and two were Caucasian. Three of the African American girls spoke African American English. The fourth African American female and the two Caucasian girls all spoke Standard American English. Of the participants, three had a language disorder, two spoke typical language, and one had a significant learning impairment. Of the three participants who had language disorders, two were African American and one was Caucasian. The two participants that had typical language, one was African American and one was Caucasian. The last participant had a significant learning impairment and was African American. The article provides a detailed chart which lays out in clearer detail the age of the participant, race, language status, dialect, and test scores. All six participants were given the Clinical Evaluation of Language Fundamentals, Third Edition to assess expressive and receptive language abilities.

Client is in special education 12:1 class. He attends afterschool and participates in track in field. There have been concerns with Peter teacher as the child has come to school with no homework on many occasions. Ms. Rollins has expressed that Peter comes home and says he has no homework. When looking at the child IEP (Individualized Educational Plan) it was classification is emotionally disturbed. Peter receives the following services in school: (SETTS) in school where he is pulled out of his classes for additional help Reading, Math and Writing. The child is also receiving Speech Therapy in school once a week on Thursdays. Peter was diagnosed with ADHD thus, a child who has ADHD or emotional issues can be safeguarded when a child is characteristically equipped with a greater level of self-efficacy or optimism based on the vibrant belief that they can manage stressful occasions effectively. Similarly, according to Daley (2006), ADHD is a disorder, which is affected by both genetic and environmental factors. A child who is brought up in a home where there is cordiality, independency, clear guidelines and expectations as well as envelopment displays less psychosomatic and behavioral disorders because there is very little dejection and damaged functioning. He is currently taking the following medication Concerta 18mg in the morning and Ritalin 5mg at

David’s could not learn the same way as other children unless he find something to be of good interest to him then he would able to remember what he read or taught. I observed that he is good at video games and will win and one. He never really like any kind of sport but play them one in a while, he like to play the slip and trip game where people where he would trip them with his foot and they would get angry he thought it was fun but got in trouble with teacher for this. He got in trouble with his mother for the video game he plays due to the amount of time he spent on them. Davide was not ashamed to say to friends that he has ADHD. I observe when he was young and in school he makes lots of noise, but as he began to take medication it get better. As he get older he get to understand when someone say to keep the noise down he would but without noticing he would be right at the top again with out knowing.

Shawn has met a majority of the diagnosis categories of Criterion A for attention-deficit/hyperactivity disorder. Shawn demonstrates having difficulty not just at home, but also in school. In school according to Shawn’s teacher, “he often gets out of his seat, talking to other classmates during lessons, and getting into arguments with peers during recess. His mother also had some concerns about his behavior, she expresses that Shawn has the tendency to get out of his chair during meals, and during church services he can never sit still, this demonstrates his difficulty sustaining attention in tasks or play activities (B1). Shawn’s mother examined that he is “ frequently losing his jackets and gloves and at times he also forgets to complete or turn in homework assignments demonstrating that he has difficulty keeping materials and belongings together, and also starting a task but too quickly loses focus (E1 and D1).

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

Assessment of communication disorder is based on history and physical examination, articulation test, hearing test, auditory test, phonological awareness and processing, vocabulary/ language development test, assessment of