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Expressive Learning Disorder-Sariah
Children with expressive language disorders may have challenges socializing with other youngsters and may cause behavioral issues. My child when she or he was young had expressive language disorder, and he or she had some difficulties with social settings but never had a behavioral issue. As he or she grew, she or he improved and now he or she has language impairment (anonymous, personal communication, April 22, 2014). According to the University of Maryland Medical Center (2014) indicates, “Because of their language problems, these children may have difficulty in social settings. At times, language disorders may be part of the cause of severe behavioral problems” (para. 10). In this paper, I will recount about the video clip of Sariah (YouTube, 2009) and other factors concerning expressive speech disorder.
Identification
I viewed a video clip in YouTube about a 10 year old girl named Sariah (YouTube, 2009). Sariah has a language disorder called expressive language disorder (ELD). Sariah was having difficulties in verbalizing what she recalled from a story. She was not using full sentences when she spoke and seemed unable to express her thoughts about the film that she had seen. Sariah seemed anxious while she attempted to get the words to communicate what she wanted to articulate.
Sariah (YouTube, 2009) age ten remembers word poorly and produces sentences that are shorter or less complicated than is developmentally suitable. Sariah understands the material she is making an attempt to communicate. She cannot produce the proper sentences to verbalize her thoughts. Sariah has a similar ability to comprehend speech as her peers and has a similar level of intelligence. Sariah has issues in e...
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...nd normal language at 24 months of age on measures of behavioral difficulties, social and cognitive development. Infant Mental Health Journal, 19(1), 59-75. doi:10.1002/(SICI)1097-0355(199821)19:1<59::AID-IMHJ4>3.0.CO;2-V
Encyclopedia of Mental Disorders. (2014). Expressive language disorder. Retrieved from http://www.minddisorders.com/Del-Fi/Expressive-language-disorder.html#b Giddan, J. J., Milling, L., & Campbell, N. B. (1996). Unrecognized language and speech deficits in preadolescent psychiatric inpatients. American Journal of Orthopsychiatry, 66(1), 85-92. doi:10.1037/h0080158
University of Maryland Medical Center. (2014). Language disorder - children. Retrieved from http://umm.edu/health/medical/ency/articles/language-disorder-children YouTube. (2009). Expressive Language Disorder - Sariah age 10. Retrieved from
https://www.youtube.com/watch?v=BnRNeDtme0g
Communication is the very first thing one learns as soon as he or she is born, crying when something upsetting happens or laughing to show contentment. However, as one ages, they begin to realize that using words to express thoughts and feelings is a great deal harder than manipulating sounds and actions. Author Toni Bambara of “Raymond’s Run” and Lauren Tarshis of “Stuttering Doesn’t Hold Me Back” have similar views on the difficulty of speaking up. Bambara writes about a boy called Raymond who has Down Syndrome and communicates with others in a special way, as he cannot utilize his words. “Stuttering Doesn’t Hold Me Back” is an inspiring story regarding a young student facing the challenges of her disorder. Both writings consider the idea that we all have our own methods of conversing, and we need to accept and understand that it is normal.
It showed that she scored a thirteen on information, a fourteen on vocabulary, a thirteen on similarities, and a fifteen on comprehension. All of these scores were above the standard deviation for most children at eight years of age. Delilah has shown a great interest in reading which I encourage by discussing them with her and trying to find other books I think she would be interested in. Encouraging Delilah’s use and interpretation of language has shown to be one of my most important successes. Language is defined as a form of communication, whether spoken, written, or signed, that is based on a system of symbols (Santrock, 2016). A lot of language development comes from children reading and increasing their reading levels as they get older. Delilah can sound out almost any word and only occasionally gets stuck when she is reading out loud. She has accomplished this through my encouragement and involvement. Reading especially helps with building a bigger vocabulary and comprehension which are two categories that Delilah scored the highest. My involvement in her reading reflects in her high scores so I think I am doing very well in this area with
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
Vogel, S. A. and M. Moran. "Written language disorders in learning disabled college students - a preliminary report." In Coming of Age: The Best of ACLD - 1982. Eds. W. Cruickshank and J. Lerner. Syracuse: Syracuse University Press, 1982.
Owens, Robert E., Dale E. Metz, and Kimberly A. Farinella. Introduction to Communication Disorders: A Lifespan Evidence-Based Perspective. Four ed. Upper Saddle River: Pearson Education, 2011. 194-216. Print.
Culp, R. E., Watkins, R. V., Lawrence, H., Letts, D., Kelly, D. J., & Rice, M. L. (1991). Maltreated children's language and speech development: Abused, neglected, and abused and neglected. First Language, 11(33), 377-389.
Adamson, L., Bakerman, R., Deckner, D. & Romskey, M.(2008). Joint Engagement and the Emergence of Language in Children with Autism and Down Syndrome.
Developmental Coordination Disorder (DCD), also referred to as dyspraxia, is a motor disorder. The condition is characterized primarily by “lack of co-ordination/poor co-ordination,” “motor-difficulties/impairment,” “planning difficulties,” and “organizational difficulties” (Kirby, Davies, & Bryant, 2005, p. 124). DSM-IV-TR criteria for Developmental Coordination Disorder includes: (1) “marked impairment in the development of motor coordination,” (2) “significant interfere[nce] with academic achievement or activities of daily living,” and (3) the absence of “a general medication condition” or “Pervasive Developmental Disorder” (Lingam, Hunt, Golding, Jongmans, Emond, 2009, p. e695). Furthermore, in the presence of mental retardation, motor difficulties must be considered excessive in nature (Lingham et al., 2009, p. e695).
Cooper, R. P., & Aslin, R. N. (1990). Preference for infant-directed speech in the first month after birth. Child Development , 61(5), 1584-1595.
The first student was Nathan, who struggled with phonemic awareness. I was interesting in seeing Nathan’s problems rhyming and how that was how his disability was diagnosed. His disabily was only seen in his written language and did not influence his communication skills. I thought that it was interested in hearing that a student’s avoidance of something that’s hard can be commonly mistaken for attentional issues. While I was watching the video I came up with ideas that I thought that the special education teacher should do with Nathan. Some of my ideas were for Nathan to work on
Learning disabilities are considered to be neurobehavioral disorders (Stewart 2002 p. 4). These disorders are classified as an abnormality in the way that the brain processes information (Stewart 2002 p. 4). It should be noted that neurobehavioral disorders are not considered intellectual disabilities, but rather a difference in cognition, as well as difficulties in the way an individual understands outside stimuli and how the person interacts with the world (Stewart 2002 p. 4). Though learning disorders have traditionally been defined as disorders that explain verbal deficits, recently, there has been a shift in changing the definition of learning disorders to neuropsychological disorders that affect learning and behavior (Grodzinsky et al., 2010 p. 435). Nonverbal Learning Disorder is an example of a disorder that is classified as a neurobehavioral disorder in which the right hemisphere of the brain is affected (Harendek & Rouke 1994 p. 144, Stewart 2002 p. 4). This paper contains a literature review of information pertaining to Nonverbal Learning Disorder.
Mary is a nine year old student who is currently in third grade. She repeated kindergarten showing difficulties in memorizing her letters and their phonetic sounds. Unfortunately, having her go through the kindergarten curriculum for two years did not show substantial growth in her ability to put words together. Mary qualified for speech therapy in syntax construction by scoring in the low seventies demonstrating difficulty repeating and forming a sentence with given words. German & Newman (2007) found deficits in verbal language effects how a student will read orally. Furthermore, 50% of children with reading disabilities have a deficit in language-based reading, and phonic retrieval. Knowing this information, the classroom, teacher,
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...
Hulit, L. M., & Howard, M. R. (2002). Born to talk: An introduction to speech and language development (3rd ed.). Boston: Allyn & Bacon.
In general, mixed receptive-expressive language disorder is characterized by a child's difficulty with spoken communication. The child does not have problems with the pronunciation of words, which is found in phonological order. The child does, however, have problems constructing coherent sentences, using proper grammar, recalling words, or similar communication problems. A child with mixed receptive-expressive language disorder is not able to communicate thoughts, needs, or wants at the same level or with the same complexity as his or her peers. In addition, the child often has a smaller vocabulary than his or her peers. Children with mixed receptive-expressive language disorder also have significant problems understanding what other people are saying to them. This lack of comprehension may result in inappropriate responses or failure to follow directions. Some people think these children are being deliberately stubborn or obnoxious, but this is not the case. They simply do not understand what is being said. Some children with this disorder have problems understanding such specific types of terms as abstract nouns, complex sentences, or spatial terms. In this language disorder child have both the characteristics of receptive and expressive