Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
introduction to communication disorders
introduction to communication disorders
introduction to communication disorders
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: introduction to communication disorders
Selective Mutism is a multifaceted childhood anxiety disorder that characterized by a child's inability to speak and communicate effectively in select social settings, such as school and to the general public (Kumpulainen, 1998, p. 24). The DSM-V-TR criteria for Selective Mutism specify that the persistent failure to speak in specific contexts should not be explained by the following: 1. An organic inability rooted in language ability (comprehension and comfort speaking the language) 2. Another communication disorder, such as stuttering 3. Concurrent diagnosis of pervasive development disorder, schizophrenia, or other psychotic disorder The less than 1% of children affected by this disorder will speak and communicate in settings where they feel calm, secure and unperturbed. Essentially, the child may talk normally at home with their parents but will find them unable to speak when in other social settings. A common misconception amongst teachers and parents is that the child is willfully refusing to speak or speak at a volume that others can discern (Shipon-Blum, 2003). This inability to communicate leads to the child being unable to inform someone of pain that they are feeling or that they need to do something as simple as use the bathroom. This disorder often causes the child to become withdrawn from their classrooms and other age-appropriate activities which effectively alienates the child from the social environment even more. The first symptoms of Selective Mutism are usually noticeable between the ages of 1 to 3 years (Kumpulainen, 1998, p. 24). However, it is usually not recognized until the child begins school and is requested to respond verbally and/or interact in social situations. Sometimes, even then, the child is vie... ... middle of paper ... ... disorders: DSM-5. (5th ed.). (2013). Washington, D.C.: American Psychiatric Association. Dummit, E. S., Klein, R. G., Tancer, N. K., Asche, B., Martin, J., & Fairbanks, J. A. (1997). Systematic Assessment Of 50 Children With Selective Mutism. Journal of the American Academy of Child & Adolescent Psychiatry, 36(5), 653???660. Kumpulainen, K., Raaska, H., & Somppi, V. (1998). Selective mutism among second-graders in elementary school. European Child & Adolescent Psychiatry, 7(1), 24-29. Retrieved March 3, 2014, from http://dx.doi.org/10.1007/s007870050041 Mental Health Guide. (n.d.). Selective Mutism. Retrieved May 12, 2014, from http://www.childmind.org/en/health/disorder-guide/selective-mutism Shipon-Blum, D. E. (n.d.). What is Selective Mutism. What is Selective Mutism. Retrieved May 12, 2014, from http://www.selectivemutismcenter.org/aboutus/WhatisSelectiveMutism
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
Ben doesn’t have any interest in interacting with any of his family members, it is noted, “In fact, he completely ignores his sister.” (Perry & Condillac, 2003) He doesn’t use facial expressions or gestures such as pointing out his train to his sister, to communicate with others. Ben rarely looks at people even when they are trying to talk to him or when they try to get his attention and he rarely smiles. The third category is comprised of deficits in developing, maintaining and understanding relationships which includes difficulty adjusting one’s behaviour to social context, lack of interest in peers, and difficulties in making friends or sharing in imaginative play. Ben’s big sister tries to play with him but he rebuffs any of her attempts, or others, he ignores those around him, preferring to play by himself. Ben doesn’t pretend to make his train crash or go on train tracks nor does he make train sounds or use his imagination as to where the train is going or what it is
"Post-traumatic Stress Disorder: Malady or Myth,C. R. Brewin." Post-traumatic Stress Disorder: Malady or Myth. N.p., n.d. Web. 22 Nov. 2013.
Although Ferguson and Rosales-Ruiz (2001) conducted a study with horses, their findings can be replicated and generalized to humans as well. Schmidt, Luiselli, Rue, and Whalley (2013) developed a similar study involving an adolescent boy with Autism. This participant was a student who consistently avoided the music room, gymnasium, and gross-mot...
For example, our text describes two symptoms of ASD; 1. social communications and interactions 2. and limited patterns of repetitive behavior, interests, and or activities. This was all evident in the “Neurotypical” documentary. For example, Nicholas was unable to interact with girls or form relationships he believes he has nothing in common with them. Wolf suggested that autistic children are good at mimicking others and that nonverbal cues are important to watch out for. Violet, on the other hand, has a habit of repeating behaviors; she will repeat anything her parents say. In the text it also says severity of language problems vary child to child. In Violets case she does not fall under the mute category but instead she is able to speak in a few words, cry, and even laugh. Our text introduces the term for repetitive speech, echolalia. Violet tends to repeat a word or words her parents say either right away when she hears it or later
In summary, Daniel is a 4-year and 2-month-old boy undergoing developmental assessment. The results of testing today showed that Daniel has many strengths but is struggling in some area relating to social communication. Information from all the sources will be reviewed. I will meet again with Daniel’s parents and we will review the findings of our testing and discuss Daniel’s overall clinical picture as well as make recommendations for future plans. I will plan to send a note at that time.
Many individuals with mental retardation (MR) have mental health disorders that are undiagnosed and untreated (Reiss & Valenti-Hein, 1994). Individuals with MR experience the full range of emotional, psychiatric and behavioral disorders at higher frequencies than the general population (Kishore, Nizamie & Nizamie, 2010; Prout, 1993). Prevalence studies have shown that individuals with MR are three to four times at higher risk for psychopathology than are individuals without MR (Matson & Bamburg, 1998; Prout, 1993). This is known as a dual diagnosis, which describes the finding of MR in association with significant psychopathology (Prout, 1993). While, psychopathology is limited to those phenomena and disorders that are described in the conventional classification systems such as the Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV). Examples include anxiety, depression, paranoia, dependent personality traits, avoidant behaviour and thought disorder (Reiss & Valenti-Hein, 1994).
ASC they may need more reassurance and physical contact and different strategies to aid their communication, such as sensory breaks, to help their focus as they may have a short attention
...g to tolerate multiple senses at once can help children with autism better fit into a classroom by being able to handle listening to the teacher, following directions, writing and tuning out other noise to be able to stay on task.
Autism is characterized as a developmental disorder that is seen in children by the age of three years old. Autism affects the brains normal, natural development, and causes many impairments. The major impairments that affect an individual are reciprocal socialization, Qualitative impairment in communication, and repetitive or unusual behavior. Signs of Autism can be seen in early infanthood, with proper awareness and resources. An infant child can appear to be adverse to eye contact early on. Some signs in early infancy appear as being indifferent to affection and physical contact. When spoken to, they can appear to be deaf or ignoring the parent or caregiver. Noticing the early red flags of Autism can provide an early intervention and give the child the best chance at learning to tolerate their environment. Children around three years old will display certain signs and symptoms.
One of the most exciting milestones for a parent to witness is the first words a child speaks. However children that are diagnosed with Autism Spectrum Disorder (ASD) have difficulty speaking. Often times, speech is delayed which makes communication with the child difficult. The first thing that a child learns to do is cry. This is how they alert their parents or caregivers of what they need (Baby Center, 2014). At about six months of age, children will begin to use their tongues, palates, and newly emerging teeth to create sounds. This is there way of teaching themselves to talk. Unlike children who are developing normally, ASD children begin to repeat certain sounds over and over. Once the child is old enough to be able to speak and hold conversations, ASD is easily noticeable. The communication of a child with ASD is habitually rigid and repetitive (CDC, 2013). This can include things that they hear on a normal basis, like commercials or songs.
...dison, N. (2014, March 14). What is the Difference Between Schizophrenia and Multiple Personality Disorder? Retrieved from Wisegeek.com: http://www.wisegeek.org/what-is-the-difference-between-schizophrenia-and-multiple-personality-disorder.htm
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 may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...
The inability of individual brain to collect and format incoming information (Suarez, 2012). An average of 90% of children who have Autism sensory is irregular (Suarez, 2012). This is a high quantity of children who are impacted by sensory disorder. They are different terminology to address the sensory processing disorders such as Sensory integration dysfunction and Sensory defensiveness. This issue also affects the child cognitive ability to effectively learn. Treatment use to help with this disorder is occupation therapy(Suarez,2012).