Late Recognition Case Study

The children in the 0-11 months class where all either in the sound or babbling phase. On child in particular who was about 10 months old seemed to be in the babbling phase. Whenever talking to him he would reply with “gab” or “bab”; always replying in gibberish. The 18-23 month class one child seemed to be in telegraphic sentence phase. When asked which book he wanted to be read to the class he replied: “The frog one.” The sentences were always short, simple, and where to the

Any intervention plan needs to include three components to be successful. The first being clinical expertise of the professionals that the disorder pertains to. Therefore, with speech being the target, a speech language pathologist would use his/her clinical judgment. The next factor includes current research and studies that involve the disorder being targeted. The intervention plan needs to be based in science, and there needs to have been previous research done to prove its effectiveness. This assures both the clinician and the client that the treatment will yield results if preformed correctly. The most important aspect is the last component, involving the child and their caregivers. It is pertinent that the patient is the main focus of all decisions, and with young infants that includes the caregiver/s as well. In order to devise a proper intervention plan, the patient and the caregiver/s concerns and wants need to be met. If patient or caregiver would like to target a specific difficulty, it is the clinician’s responsibility to use their professional expertise and current research to compose a plan that best suits the client and his/her needs. (Ritzman,

The study included children who received a diagnosis of a congenital or early-onset (before 6 months) permanent hearing loss that was not medically treatable (Durieux-Smith et al., 2008). Data was collected from the groups of children who were identified with permanent hearing loss through a targeted high-risk screening program, a universal newborn hearing-screening program, or through a medical referral either with risk factors or without factors. Data on the onset of permanent hearing loss, route to referral, etiology, age at diagnosis, and amplification fitting were all obtained from their medical charts to determine the primary outcomes of language abilities with early identification. Results from the study showed children screened at infancy were diagnosed earlier than those referred with risk factors (Durieux-Smith et al., 2008). Children with risk factors, in turn, were diagnosed earlier than referred without risk factors. Although, the age of diagnosis of referred children was seen to improve over time, it remained significantly higher than children receiving screenings. However, this trend of earlier diagnosis may reflect greater awareness of hearing loss. Results from this study indicate UNHS leads therefore earlier diagnosis and to earlier amplification, which then leads to earlier auditory stimulation (Durieux-Smith et al.,

With a very young child, they may not coo or babble during infancy, produce first words late and lack some sounds, only produce a few different consonant and vowel sounds, have difficulty combining sounds, avoid using difficult sounds by replacing or deleting them, and experience eating problems. In older children, common signs are that they can comprehend language much easier than they can produce it, struggle more with language production when anxious, are hard to understand, sound choppy and monotonous, seem to grope to produce certain sounds, and have difficulty imitating speech, though they are more fluid and clear with imitation than with spontaneous production. At any age, a child may portray delayed language development, issues with expressive language, fine motor impairments, hypersensitivity, hyposensitivity, and difficulty learning to write (“Childhood Apraxia,” 2011). Other reported possible symptoms of CAS include extended reliance on nonverbal communication and omission of consonant sounds in the initial and final positions of words (“Apraxia: Symptoms, Causes,” n.d.).

The issue of spoken language is more obvious than some think, and the situation should be cared about more widely in the world. Language processing disorder associates with auditory processing disorder. Children with these effects have difficulties with simple things in life unlike people who don’t have this disorder. Being young there are certain symptoms that children express that allows parents or guardians to recognize the disorder. Children carry effects from this disorder throughout their life time and this leaves them with negative effects. It’s important to understand that these children can be helped and that it takes time and patients. This is a disorder than cannot be diagnose before birth but it found out as the child begins

Eric is a 2-year old boy who attends an Ontario Early Year’s Centre on a regular basis. His vocabulary of about 25 words, which is not clear, has raised some concerns for his mother. He relies on pointing and gestures to communicate and has temper tantrums when misunderstood. Developmental factors that may have affected Eric’s development include his father being unemployed during the pregnancy, his mother going back to work early, parents being under intense stress throughout the pregnancy and after and his mother being pregnant again with his sister. Compared to his 11-month old sister who is said to be saying a few words and exclamations he appears to have a developmental delay.

Obviously, there are some health issues that can cause late- talking in kids, and prevent them from talking like others in their age. These issues may be painful, as severe intellectual disabilities, autism, hearing impairment and other problems. However, not all children who are late talkers are have severe handicaps. The scientists have covered other biological reason, as Stephen Camarata, wrote in his article “Late- Talking Children: a Symptom or a Stage?” “For most people, speech is controlled by the left side of the brain. But some studies have found that, among people with specific language impairment, a majority had speech controlled from the right half of the brain.”

In the United States, the amount of children between the ages three and seventeen who have a developmental disability is estimated at 15% (CDC, 2015). Of those children, a significant portion of those children may have communication disorders that merit services from speech-language pathologist. Early signs of a language disorder may include the following: lack of smiling and interaction as an infant, decreased babbling, decreased use of gestures, decreased understanding of what others say, lack of vocabulary acquisition, poor socialization with adults and children, does not begin putting two words together to make sentences, and poor early reading and writing skills (ASHA). Speech-language therapy is implemented to foster language skills to the point at which the

… In some children, there are speech and language issues (“Diagnosis & Genetic Testing...”, n.d.)

In this scenario, we have Sheen who is a kindergarten student who has been having difficulties with voice control and social conversational functioning. His mother also describes him as a very shy person that rarely participates in class. Sheens mother has made the decision to have her son assessed for certain speech disorders. Early intervention is always the best solution if the child is displaying significantly delayed speech development during certain growing milestones.

The purpose of this report is to view various aspects of this particular disorder. After learning about a preschool child that is developmentally delayed, it is clear to see that speech plays a big role in their development. This report will bring to light a particular disorder that affects many children before they reach 5 years old. This disorder is considered a psychological concern, but the speech pathologist has a roll to play in the treatment of a child with this disorder. Many have been confused an unsure how the disorder is diagnosed and treated. Through some research we will learn what this disorder is, how it is treated, and how the child is affected by this within the

Janice, an 11-month-old female, was born premature at 32 weeks gestation at a very low birth weight of 3 lbs. 2 oz. She is currently in the prelinguistic stage of development, which is from birth to 18 months. There are a number of areas to consider when planning an assessment for this child. One area that should be assessed is hearing, especially since she is at higher risk of hearing loss due to her premature birth, very low birth weight, and intubation in the NICU. Moreover, should a hearing loss be present, Janice’s language development would be impacted because she would not be hearing language around her, nor her own prelinguistic vocalizations. Her hearing can be tested by conducting a hearing screening and, if needed, referring the

Nearly half a million babies are born prematurely in the united states each year. With the increase of complex technology and advances in neonatal intensive care, the amount of premature babies who survive the Neonatal Intensive Care Unit (NICU) has greatly increased. Although these children are surviving, there is now a greater number of children with deficits and/or delays in multiple areas, including language development. With that said, it has been found that prematurity often leads to increased risk of language disorders (Smith, DeThorne, Logan, Channell, & Petrill, 2014).

A total of 53 parents consented to having their children participate in this study by Romski et al. (2011). The children were 20 to 40 months old at the start of the study. In order to participate in this study the children must meet the inclusion criteria. Inclusion criteria was very specific and stated that the child had to be at risk for speech and language impairment, had to exhibit some basic communication abilities, had to have upper body motor skills, and had to have a handicap other than delayed

Prior to being introduced to Roger, I was familiar with distinguishing a language disorder, language difference, language delay, an articulation disorder, and a phonological disorder. A language disorder is present in all of the spoken and written languages the individual exhibits. The common misconception is that a language disorder may appear in one language and remain dormant in another language. A language delay is where the child presents the milestones of language at a later time from his/her peers. On the other hand, a language difference is where two or more individuals are not familiar with the form, content, and use of each other’s languages. Furthermore, speech disorders fall into two divisions known as phonological and articulation disorders. Phonological disorders are present when an individual is unable to produce the correct pronunciation of a phoneme despite placing their articulators in the correct placement. However, an articulation disorder is where the individual is unable to produce certain phonemes due to incorrect placement of their articulators, such as not being able to place their tongue on their alveolar ridge.