Promoting a better understating of speech production in children with Cerebral Palsy helps further the knowledge of solutions. Through these three articles, multiple studies shine a light on the speech characteristics that Cerebral Palsy children endure. The studies are investigated in hopes that the disabled children will receive the appropriate treatment for their specific disorder. For the past three years I have been working with a young girl under 12 years old who has Cerebral Palsy. Every morning I get her day started from waking her up to dropping her off at school. Through this research project I hope to further my education into her disability. Going over homework with her I see her struggle with certain letters, words and phrases. …show more content…
The research question posed in the first article by Himmelmann, Lohmander, Minscalco and Nordberg, they ask, what is the connection between children with Cerebral Palsy and speech, language and communication disorders? In the second article by Lohmander, Miniscalco and Nordberg, they ask, what are the speech impairments of young children at various cognitive levels with Cerebral Palsy? The question in the last article by Minscalco, Nordberg and Sandberg they ask, how do the story telling skills vary in children with different types of Cerebral Palsy? All three articles discuss pathways to successfully exceeding a child with Cerebral Palsy’s learning, speaking and overall communication abilities. Through numerous studies of children with all types of Cerebral Palsy, each publication is able to identify, assess and offer useful treatments to each …show more content…
2005, Nordberg et al. 2013, 2014), making it difficult for them to communicate their thoughts.’” (Nordberg et al. 2015). Each child needs an equal right to communicate but unfortunately the effects of Cerebral Palsy have stripped many children of this ability. Thanks to the efforts of many Speech Pathologists and Audiologists children are obtaining more access to better speech production tools and programs. Each of these articles looks to use these studies to find specific ways to help children with each type of Cerebral
McCleery et al. (2006) studied the speech sound development of minimally verbal and nonverbal children with ASD and compared their development to typically developing children who were matched for language production and comprehension skills. Their findings indicate that children with ASD, even those that are severely language delayed, show the same general consonant production patterns as typically developing children. Moreover, the production pattern of children with ASD is practically identical for sounds produced spontaneously and sounds produced in imitation....
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...
Jayden, a two and a half year old boy loves story time, being social, and has mental and sensory functions typical for his age. However, Jayden was diagnosed with impairments in his neuromusculoskeletal and movement functions. This condition causes poor muscle control, which prevents Jayden from being mobile. As a result, Jayden sits in a baby stroller when out in the community. Adding to Jayden’s problems is dysarthria, which restricts him from producing clear speech, preventing him from communicating with peers and adults. The combination of Jayden’s neuromuscular skeletal impairments and dysarthria, restricts his engagement in self-care, communicating with classmates, directing his own play, creating interpersonal relationships, mobility
Before meeting Eric Walker, and his family, I didn’t really have very much experience or knowledge of what it meant to have a child or sibling with Cerebral Palsy. Meeting with Eric, and his family, along with his speech therapist not only gave me an insight into what it really means to live with a disability and to care for a child with a physical disability, but also the opportunity for me to apply what I have learned in this class and other classes to a real life situation.
The effects of multiple disabilities are often both multiplicative and interactive. Cerebral Palsy is a disability that originates from damage to the central nervous system, but which is often accompanied by sensory, communication, orthopedic, learning and cognitive abilities. The complex nature of cerebral palsy is related to differences in causation and the nature and degree of motor involvement. In this paper, Cerebral Palsy will be defined and described, followed by discussion of conditions that frequently occur with this disability. A description of the impact of cerebral palsy on physical and communication development will also be discussed.
Cerebral Palsy (CP) is a condition marked by impaired muscle coordination and other disabilities, which causes damage to the brain before and during birth. Cerebral palsy is a static disorder of the brain, not a progressive disorder. This mean that the disorder or disease process will not get worse as time goes on. Nor are the motor disorders associated with cerebral palsy temporary. (Miller and Bachrach pg. 3) Cerebral Palsy affects the nervous system by having dysfunctions, in movements such as, learning, hearing, seeing, and thinking. During the first 3 to 5 years of a child's life Cerebral Palsy occur because the baby's brain is still developing. (CP is one of the most common congenital (existing before birth or at birth) disorders of childhood). Spastic, athetoid, ataxic and dystonic are all different types of Cerebral Palsy. Majority of circumstances with children having CP are unknown, then again numerous results show problems during pregnancy in which the brain is damaged or doesn't develop normally. “This can be due to infections, maternal health problems, a genetic disorder, or something else that interferes with normal brain development.” Cerebral palsy is also caused by injuries and abnormalities of the brain; as the baby grows in the womb these problems occur. Some causes may lead to problems with brain development which include:
"Speech Development." Cleft Palate Foundation. Cleft Palate Foundation, 25 Oct 2007. Web. 10 Mar 2014.
As a high school student, I worked with a thirteen-year-old boy named Ricky as a sign language tutor. Ricky had autism and did not acquire speech other than the word “ma”. A high population of children with autism does not acquire speech, and intervention is needed. Other methods of intervention exist, but teaching signs is one of the most useful ways of giving nonverbal children the power of communication. Although researchers often seek to solve problems, I approach this topic from the perspective of a teacher. Teachers must grapple with educating a higher percentage of children with communicative challenges due to a growing diagnosis of autism. Special education policy must work to support the needs of these students while giving teachers opportunities to practice appropriate interventions. The success of sign language instruction will vary among children, but invested parents and teachers may be able to help a child realize his or her communicative potential.
"Having Down syndrome is like being born normal. I am just like you and you are just like me. We are all born in different ways, that is the way I can describe it. I have a normal life"(Burke, C., n.d.). Where special education is concerned, one must always remember that exceptional learners are different, not less. In the following studies, the various strengths and weaknesses of the language and communication of individuals with Down syndrome (DS) is reviewed and discussed.
Introduction This research is intended to analyze the transcript of a child’s speech. The target child is a female named Majorie, who is 2 years and 3 months old. The transcript is from The Journal of Applied Developmental Psychology. The linguistic aspects that will be examined are the phonological processes of the child, including speech errors, syllable shapes, and her phonetic inventory consisting of manner and place of articulation.
National Institute of Health. (2011). National Institute on Deafness and other communication disorders: Improving the lives of people who have communication disorders. National Institute on
Kerr, C.; McDowell, B.; McDonough, S. Child The relationship between gross motor function and participation restriction in children with cerebral palsy: an exploratory analysis (2006) vol 33,
Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering the negative effects of speech and language delay.
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...
For a student with Down syndrome, they find large deficits in syntax. The emergence of two-word combinations is delayed in young children with Down syndrome, and children and adolescents with Down syndrome continue to produce shorter and less complex utterances than same-age peers. For example, Price and colleagues (2008) found that a group of 31 boys with Down syndrome produced less complex noun phrases, verb phrases, sentence structures, and less complex questions and negations during conversation with an examiner than younger typically developing boys of similar nonverbal mental age.