Wishing you a joyful holiday season and health and happiness in 2008.
Mrs. Marilyn DeYoung
Speech Language Pathologist
Center Cass Dist. 66
Friday, December 21, 2007
Tuesday, November 27, 2007
Speech and Language Disorders in School Aged Children
Speech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech and feeding. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse. Frequently, however, the cause is unknown.
More than one million of the students served in the public schools’ special education programs in the 2000-2001 school year were categorized as having a speech or language impairment. This estimate does not include children who have speech/language problems secondary to other conditions such as deafness. Language disorders may be related to other disabilities such as mental retardation, autism, or cerebral palsy. It is estimated that communication disorders (including speech, language, and hearing disorders) affect one of every 10 people in the United States. A child's communication is considered delayed when the child is noticeably behind his or her peers in the acquisition of speech and/or language skills. Sometimes a child will have greater receptive (understanding) than expressive (speaking) language skills, but this is not always the case. Speech disorders refer to difficulties producing speech sounds or problems with voice quality. They might be characterized by an interruption in the flow or rhythm of speech, such as stuttering, which is called dysfluency. Speech disorders may be problems with the way sounds are formed, called articulation or phonological disorders, or they may be difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. People with speech disorders have trouble using some speech sounds, which can also be a symptom of a delay. They may say "see" when they mean "ski" or they may have trouble using other sounds like "l" or "r." Listeners may have trouble understanding what someone with a speech disorder is trying to say. People with voice disorders may have trouble with the way their voices sound. A language disorder is an impairment in the ability to understand and/or use words in context, both verbally and nonverbally. Some characteristics of language disorders include improper use of words and their meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary and inability to follow directions. One or a combination of these characteristics may occur in children who are affected by language learning disabilities or developmental language delay. Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate.
- National Dissemination Center for Children with Disabilities (NICHCY)
More than one million of the students served in the public schools’ special education programs in the 2000-2001 school year were categorized as having a speech or language impairment. This estimate does not include children who have speech/language problems secondary to other conditions such as deafness. Language disorders may be related to other disabilities such as mental retardation, autism, or cerebral palsy. It is estimated that communication disorders (including speech, language, and hearing disorders) affect one of every 10 people in the United States. A child's communication is considered delayed when the child is noticeably behind his or her peers in the acquisition of speech and/or language skills. Sometimes a child will have greater receptive (understanding) than expressive (speaking) language skills, but this is not always the case. Speech disorders refer to difficulties producing speech sounds or problems with voice quality. They might be characterized by an interruption in the flow or rhythm of speech, such as stuttering, which is called dysfluency. Speech disorders may be problems with the way sounds are formed, called articulation or phonological disorders, or they may be difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. People with speech disorders have trouble using some speech sounds, which can also be a symptom of a delay. They may say "see" when they mean "ski" or they may have trouble using other sounds like "l" or "r." Listeners may have trouble understanding what someone with a speech disorder is trying to say. People with voice disorders may have trouble with the way their voices sound. A language disorder is an impairment in the ability to understand and/or use words in context, both verbally and nonverbally. Some characteristics of language disorders include improper use of words and their meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary and inability to follow directions. One or a combination of these characteristics may occur in children who are affected by language learning disabilities or developmental language delay. Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate.
- National Dissemination Center for Children with Disabilities (NICHCY)
Monday, October 1, 2007
Language Disorders in School-Aged Children
This information is provided by the American Speech-Language-Hearing Association (ASHA).
Brian is a 14-year-old who is repeating the seventh grade. Art is his favorite and best subject. In other subjects, he struggles to maintain a C average. His teachers comment about his lack of organization, his difficulty following directions, and his 'class clown' behavior. He never seems to quite fit in with the crowd. His level of frustration is rising along with his truancy rate. Many things may be contributing to Brian's difficulties, including a possible language disorder.
Language Development
The ability to read and write is strongly influenced by the ability to understand and use language. Students who are good listeners and speakers tend to become strong readers and writers. Language has a major role in all subjects including reading, math, history, geography, and even art. The early school years emphasize language development, social-emotional growth and readiness skills. The middle grades emphasize specific subjects. Mastery of language is assumed. Emphasis is placed on written skills. The later grades involve more complex use of language by students, including an increased vocabulary, more advanced sentence structure, and different kinds of language for different situations.
The importance of early identification and remediation of language delays and disorders in young children is well known. Less commonly known is the importance of identifying and remediating language disorders in the adolescent. Such disorders may lead to feelings of failure, low self-esteem, poor academic and social success, and a high drop out rate.
Language Disorders
Language disorder refers to any impairment in:
Form, including phonology, morphology, and syntax, for example, misuse or misunderstanding of the information provided by word endings: "The boy eat his dinner."
Semantics (meaning), for example, difficulty understanding idioms: "It's raining cats and dogs."
Pragmatics (function), for example, using language for different purposes (promising, requesting), changing language for listener needs (peer vs. teacher), or following the rules of conversation (turn taking, introducing topics of conversation, and staying on the topic).
MSI-ASLHA058
The American Speech-Language-Hearing Association (ASHA) is the national professional and scientific society that represents 81,427 audiologists; speech-language pathologists; and speech, language and hearing scientists. ASHA's mission is to promote the interest of its members, to provide them with the highest quality services, and to advocate for people with communication disabilities. ASHA's Consumer Affairs Division provides an information and referral service on a broad range of speech, language and hearing disabilities for both children and adults.For additional information on this topic or other speech, language, or hearing disabilities, contact the American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852, 1-800-638-8255 (U.S. only) or (301) 897-8682 (Voice or TTY). Or visit the ASHA's web site at http://www.asha.orgCopyright 1994-2001, American Speech-Language-Hearing Association.
Licensed to Medical Strategies, Inc. (MSI)/Healthtouch (R).You can find this article and more information from Healthtouch Online at http://www.healthtouch.com
Brian is a 14-year-old who is repeating the seventh grade. Art is his favorite and best subject. In other subjects, he struggles to maintain a C average. His teachers comment about his lack of organization, his difficulty following directions, and his 'class clown' behavior. He never seems to quite fit in with the crowd. His level of frustration is rising along with his truancy rate. Many things may be contributing to Brian's difficulties, including a possible language disorder.
Language Development
The ability to read and write is strongly influenced by the ability to understand and use language. Students who are good listeners and speakers tend to become strong readers and writers. Language has a major role in all subjects including reading, math, history, geography, and even art. The early school years emphasize language development, social-emotional growth and readiness skills. The middle grades emphasize specific subjects. Mastery of language is assumed. Emphasis is placed on written skills. The later grades involve more complex use of language by students, including an increased vocabulary, more advanced sentence structure, and different kinds of language for different situations.
The importance of early identification and remediation of language delays and disorders in young children is well known. Less commonly known is the importance of identifying and remediating language disorders in the adolescent. Such disorders may lead to feelings of failure, low self-esteem, poor academic and social success, and a high drop out rate.
Language Disorders
Language disorder refers to any impairment in:
Form, including phonology, morphology, and syntax, for example, misuse or misunderstanding of the information provided by word endings: "The boy eat his dinner."
Semantics (meaning), for example, difficulty understanding idioms: "It's raining cats and dogs."
Pragmatics (function), for example, using language for different purposes (promising, requesting), changing language for listener needs (peer vs. teacher), or following the rules of conversation (turn taking, introducing topics of conversation, and staying on the topic).
MSI-ASLHA058
The American Speech-Language-Hearing Association (ASHA) is the national professional and scientific society that represents 81,427 audiologists; speech-language pathologists; and speech, language and hearing scientists. ASHA's mission is to promote the interest of its members, to provide them with the highest quality services, and to advocate for people with communication disabilities. ASHA's Consumer Affairs Division provides an information and referral service on a broad range of speech, language and hearing disabilities for both children and adults.For additional information on this topic or other speech, language, or hearing disabilities, contact the American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852, 1-800-638-8255 (U.S. only) or (301) 897-8682 (Voice or TTY). Or visit the ASHA's web site at http://www.asha.orgCopyright 1994-2001, American Speech-Language-Hearing Association.
Licensed to Medical Strategies, Inc. (MSI)/Healthtouch (R).You can find this article and more information from Healthtouch Online at http://www.healthtouch.com
Wednesday, August 29, 2007
Speech and Language Screening
Mrs. DeYoung is conducting speech and language screenings this week. Students who are new to the district will be screened as well as any students who are referred for screening by parents and/or teachers. The purpose of the screening is to identify children who may need further speech and language evaluation. Mrs. DeYoung will talk with students for ten or fifteen minutes. This is not a complete speech and language assessment. Please contact Mrs. DeYoung if you would like for your child to be screened.
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