An Introduction to Augmentative and Alternative Communication: Difference between revisions
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* 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: | ||
** | ** 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 <ref name=":1">Jaiswal MA, Kapur A, Goyal A, Bhalla K, Nagarajan S, Babaria B.[https://www.jpmer.com/abstractArticleContentBrowse/JPMER/26854/JPJ/fullText Children with Ankyloglossia and Special Healthcare Needs: Diagnosis, Management and Implications.] J Postgrad Med Edu Res 2022;56(1):57-60.</ref><ref>Speech Impediment. Available from https://my.clevelandclinic.org/health/diseases/21937-speech-impediment [last access 4.2.2024]</ref> | ||
** | ** 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<ref>Korkalainen J, McCabe P, Smidt A, Morgan C. [https://pubs.asha.org/doi/epdf/10.1044/2022_JSLHR-22-00375 Motor Speech Interventions for Children With Cerebral Palsy: A Systematic Review.] J Speech Lang Hear Res. 2023 Jan 12;66(1):110-125.</ref> | ||
==== Speech Assessment ==== | ==== Speech Assessment ==== | ||
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=== Language === | === Language === | ||
<blockquote>"Language describes how we use symbols to communicate according to shared common rules."<ref name=":0" />--Sopio Nadiradze</blockquote> | <blockquote>"Language describes how we use symbols to communicate according to shared common rules."<ref name=":0" />--Sopio Nadiradze</blockquote> | ||
* Language disorder is an umbrella term that covers severe and persistent difficulties in spoken, written, or other symbolic languages such as sign language, augmentative and alternative communication forms.<ref>Donolato E, Cardillo R, Mammarella IC, Melby-Lervåg M. [https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.13536 Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis.] J Child Psychol Psychiatry. 2022 May;63(5):507-518.</ref> | |||
* It involves the form of language, the content of language, and the function of the language, or any combination of them.<ref name=":1" /> | |||
* Language disorders include | |||
** Childhood Spoken Language disorder characterised by the child's trouble learning new words and saying sentences, following directions, understanding questions, and expressing themselves. | |||
** Learning disabilities with problems including reading, spelling, and writing. Dyslexia describes reading problems. | |||
** Selective mutism categorised as difficulty speaking or communicating at certain times or in certain places. | |||
==== Language Assessment ==== | |||
Language assessment may include: | |||
* Examining the individual's ability to use and process the language in an age-appropriate manner. <ref name=":0" /> | |||
* Assessments of the child's vocabulary, grammar, syntax, storytelling, and writing skills.<ref name=":0" /> | |||
* Measures of speech-sound production, speech-motor, and fine/gross motor skill. <ref>Sack L, Dollaghan C, Goffman L. [https://www.tandfonline.com/doi/epdf/10.1080/17549507.2021.1998629?needAccess=true Contributions of early motor deficits in predicting language outcomes among preschoolers with developmental language disorder.] International journal of speech-language pathology. 2022 Jul 4;24(4):362-74.</ref> | |||
Hearing screening and behavioural assessment are also recommended. | |||
=== Communication === | |||
<blockquote>"Communication is a more complex process and describes how we influence others' ideas, actions, or attitudes."<ref name=":0" />--Sopio Nadiradze</blockquote> | |||
* Includes verbal and non-verbal movements, actions, behaviours | |||
* Provides the foundation for how we interact with other humans | |||
* A ''sender, receiver, message and means of communication'' are necessary elements of communication | |||
== Communication Challenges in Cerebral Palsy == | |||
== Sub Heading 3 == | == Sub Heading 3 == | ||
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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
- Language disorder is an umbrella term that covers severe and persistent difficulties in spoken, written, or other symbolic languages such as sign language, augmentative and alternative communication forms.[6]
- It involves the form of language, the content of language, and the function of the language, or any combination of them.[3]
- Language disorders include
- Childhood Spoken Language disorder characterised by the child's trouble learning new words and saying sentences, following directions, understanding questions, and expressing themselves.
- Learning disabilities with problems including reading, spelling, and writing. Dyslexia describes reading problems.
- Selective mutism categorised as difficulty speaking or communicating at certain times or in certain places.
Language Assessment[edit | edit source]
Language assessment may include:
- Examining the individual's ability to use and process the language in an age-appropriate manner. [2]
- Assessments of the child's vocabulary, grammar, syntax, storytelling, and writing skills.[2]
- Measures of speech-sound production, speech-motor, and fine/gross motor skill. [7]
Hearing screening and behavioural assessment are also recommended.
Communication[edit | edit source]
"Communication is a more complex process and describes how we influence others' ideas, actions, or attitudes."[2]--Sopio Nadiradze
- Includes verbal and non-verbal movements, actions, behaviours
- Provides the foundation for how we interact with other humans
- A sender, receiver, message and means of communication are necessary elements of communication
Communication Challenges in Cerebral Palsy[edit | edit source]
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 2.6 2.7 2.8 Nadiradze S. An Introduction to Assistive Technology in Communication. Plus Course 2024
- ↑ 3.0 3.1 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.
- ↑ Donolato E, Cardillo R, Mammarella IC, Melby-Lervåg M. Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis. J Child Psychol Psychiatry. 2022 May;63(5):507-518.
- ↑ Sack L, Dollaghan C, Goffman L. Contributions of early motor deficits in predicting language outcomes among preschoolers with developmental language disorder. International journal of speech-language pathology. 2022 Jul 4;24(4):362-74.
