An Introduction to Augmentative and Alternative Communication: Difference between revisions
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=== Speech === | === Speech === | ||
<blockquote>"Speech is the physical act of speaking by producing sounds that can be heard by others."<ref>Nadiradze S. An Introduction to Assistive Technology in Communication. Plus Course 2024</ref></blockquote> | <blockquote>"Speech is the physical act of speaking by producing sounds that can be heard by others."<ref name=":0">Nadiradze S. An Introduction to Assistive Technology in Communication. Plus Course 2024</ref>--Sopio Nadiradze</blockquote> | ||
* A speech disorder is a delay or difficulty in the way people produce sounds, words, phrases, or sentences and includes: | * A speech disorder is a delay or difficulty in the way people produce sounds, words, phrases, or sentences and includes: | ||
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==== Speech Assessment ==== | ==== Speech Assessment ==== | ||
A speech and language therapist completes the speech disorder assessment with input from the interdisciplinary team of parents, caregivers, teachers, psychologists, and physicians, and ''after'' the hearing problem is ruled out. The assessment | A speech and language therapist completes the speech disorder assessment with input from the interdisciplinary team of parents, caregivers, teachers, psychologists, and physicians, and ''after'' the hearing problem is ruled out. The assessment should include the following: | ||
* Speech errors and irregularities | * Speech errors and irregularities | ||
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* Developmental and health history | * Developmental and health history | ||
* Cognitive function | * Cognitive function | ||
==== Therapeutic Interventions ==== | |||
* Instructions on how to produce the difficult sounds<ref name=":0" /> | |||
* Practice the sounds production in different contexts, such as syllables, words, phrases, sentences, and reading<ref name=":0" /> | |||
* Addressing groups of sounds with similar error patterns<ref name=":0" /> | |||
* Teaching when and where to use specific sounds after explaining the meaningful differences between them<ref name=":0" /> | |||
=== Language === | |||
<blockquote>"Language describes how we use symbols to communicate according to shared common rules."<ref name=":0" />--Sopio Nadiradze</blockquote> | |||
== Sub Heading 3 == | == Sub Heading 3 == | ||
Revision as of 01:31, 5 February 2024
Original Editor - User Name
Top Contributors - Ewa Jaraczewska, Jess Bell and Kim Jackson
Introduction[edit | edit source]
Communication skills are the vital component in every child development. They are a key part of every child's participation in social activities like playing with friends, talking at lunch or texting friends. Communication is made up of several different aspects which include producing sounds that can be heard by others, using symbols to communicate, and verbal and non-verbal movements, actions, or behaviours. Children with cerebral palsy may experience difficulties in speech intelligibility and/or in language and pragmatic abilities which affect their abilities to express their needs and wants, building relationships and learning language.[1] This article provide an overview of communication, speech and language assessment, and intervention for children with cerebral palsy.
Three Aspects of Communication[edit | edit source]
Speech[edit | edit source]
"Speech is the physical act of speaking by producing sounds that can be heard by others."[2]--Sopio Nadiradze
- A speech disorder is a delay or difficulty in the way people produce sounds, words, phrases, or sentences and includes:
- speech sound disorders (articulation disorder or phonological disorder) are characterised by the child substituting one sound for another, leaving sounds out, adding sounds, or changing a sound.
- ankyloglossia or tongue-tie is a condition in which the tongue’s movement is restricted affecting speech clarity [3][4]
- orofacial apraxia is inability to carry out learned purposeful movement of the mouth or tongue muscles despite the presence of a good motor, sensory, or coordination function.
- dysarthria is poor speech intelligibility affecting child's communicative participation[5]
Speech Assessment[edit | edit source]
A speech and language therapist completes the speech disorder assessment with input from the interdisciplinary team of parents, caregivers, teachers, psychologists, and physicians, and after the hearing problem is ruled out. The assessment should include the following:
- Speech errors and irregularities
- Anatomy and function of the oral mechanism
- Developmental and health history
- Cognitive function
Therapeutic Interventions[edit | edit source]
- Instructions on how to produce the difficult sounds[2]
- Practice the sounds production in different contexts, such as syllables, words, phrases, sentences, and reading[2]
- Addressing groups of sounds with similar error patterns[2]
- Teaching when and where to use specific sounds after explaining the meaningful differences between them[2]
Language[edit | edit source]
"Language describes how we use symbols to communicate according to shared common rules."[2]--Sopio Nadiradze
Sub Heading 3[edit | edit source]
Resources[edit | edit source]
or
- numbered list
- x
References[edit | edit source]
- ↑ Vaillant E, Oostrom KJ, Beckerman H, Vermeulen JR, Buizer AI, Geytenbeek JJ. Convergent validity of functional communication tools and spoken language comprehension assessment in children with cerebral palsy. International Journal of Language & Communication Disorders. 2022 Sep;57(5):963-76.
- ↑ 2.0 2.1 2.2 2.3 2.4 2.5 Nadiradze S. An Introduction to Assistive Technology in Communication. Plus Course 2024
- ↑ Jaiswal MA, Kapur A, Goyal A, Bhalla K, Nagarajan S, Babaria B.Children with Ankyloglossia and Special Healthcare Needs: Diagnosis, Management and Implications. J Postgrad Med Edu Res 2022;56(1):57-60.
- ↑ Speech Impediment. Available from https://my.clevelandclinic.org/health/diseases/21937-speech-impediment [last access 4.2.2024]
- ↑ Korkalainen J, McCabe P, Smidt A, Morgan C. Motor Speech Interventions for Children With Cerebral Palsy: A Systematic Review. J Speech Lang Hear Res. 2023 Jan 12;66(1):110-125.
