A Look at Communication Disorders in Society Ronald Manual Elgin Community College Abstract This paper explorers multiple sources of research to establish a familiarity and basic introduction of the topic of communication disorders. This paper explores the different types of communication disorders from research of different sources in subjects towards speech disorders and language disorders. Keywords: communication disorders, speech disorders, language disorders A Look at Communication Disorders in Society Throughout the course of humanity, humans have used language to communicate with one another. It is an important way to communicate and socialize with others. With language, there are at times, discrepancy between the communicator and communicate. …show more content…
It is an impairment of the production of the way the speaker produces sounds which can be caused by motor movements (Preston, Hull, & Edwards, 2013). Difficulty in articulating proper language within the speaker may be caused by vocal folds, lip, tongue, and teeth movement. Phonological disorders deals with the way a person performs the sounds based on the phonetics rules of the language. Articulation and phonological disorders are classified under developmental speech disorders. Children are the primary subjects of the research that deals with articulation and phonological disorders as language is developed and practiced during a young age. The types of treatments that are given to people who are effected by an articulation or phonological disorder can be advised by a speech-language pathologist. Speech-language pathologist aid patients in assessing how critical the disorder is effecting communication and teach the patient to pronounce sounds that would be understandable towards others. (Gillam, Marquardt, & Martin, …show more content…
It deals on the focus and rhythm of the speech flow so there aren’t interruptions or irregularities of the rate of speech production. Voice Disorders Language Disorders A language disorder happens when a person has trouble comprehending or creating messages towards other people. (Gillam, Marquardt, & Martin, 2011) There are two types of language to express. Receptive language deals with the degree of comprehension that a person has in understanding others. Expressive language deals with the complexity one has in expressing ideas and feelings towards another person. A language disorder can occur naturally or through a medical cause in everyone despite age, race or ethnicity. (American Speech-Language-Hearing Association, n.d.) Language Delays Developmental Language Disorders Acquired Language Disorders
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...
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.
Byron P. Rourke, PhD is one of the psychologists who has done the most work regarding NLD. In his book Nonverbal Learning Disabilities: The Syndrome and the Model, he describes seven characteristics shown by children with NLD. They are (1) “Spatial organizations.” (2) “Visual detail.” (3) “Procedural Errors.” (4) “Failure to shift psychological sets.” (5) Graphomotor Skills. (6) “Memory.” And (7) “Judgment and Reasoning.” (Rourke 31-32). The difficulties vary from person to person, but those were the most common.
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.
Expressive Apahasia (non-fluent): The person knows what he or she wants to say yet has difficulty communicating it to others. It doesn't matter what the person is trying to say or write what he or she is trying to communicate. Receptive Aphasia (fluent): The person can hear a voice or read the print, but may not understand the meaning of the message. Someone with Receptive Aphasia take language litterally. Their own speech may be disturbed because they don't understand their own language. The most severe type of Aphasia is Global Aphasia: Global Aphasia is often seen right after someone has a stroke. The person has difficulty speaking and understanding words. In addition the person is unable to read or write. (www.webmd.com)
Nagarajan, Roopa, V. H. Savitha, and B. Subramaniyan. "Communication disorders in individuals with cleft lip and palate: An overview." US National Library of Medicine. US National Library of Medicine. Web. 10 Mar 2014.
Stuttering is also known as dysfluency, stammering, faltering and a few other layman terms. It is more noticeable when children are angry, excited, upset, uncomfortable, or tired. This faltering over words is quite different from individuals with dysfluency. Dysfluency is stammering that starts amid a youngster's years of intensive language learning that usually resolves without anyone else at some point before pubescence. Normal dysfluency viewed as a typical period of dialect improvement. Around 75 out of 100 kids whom falter/stutter show signs of improvement without treatment. This can be a difficult stage for both children and adults. Participant 1, Claudette and Participant 2, Janet feels uncomfortable and self-conscious due to other children and certain family members laughing at
Throughout this research it will go over stuttering (which was operationally defined as any hesitation, stoppage, repetition, or prolongation in the rhythmic flow of vocal behavior ( Azrin; Flanagan; Goldiamond; 2006) in great detail. Stuttering has often been considered an emotional blocking; it can, however, be regarded as a unit of verbal behavior; that is, breaks, pauses, repetitions, and other nonfluencies can be considered operant responses, having in common with other operant the characteristic of being controllable by ensuing consequences (Azrin;Flanagan; Goldiamond; 2006). The ways that stuttering comes about, the strategies and treatments that makes stuttering successful, the positives and negatives of stuttering, stats, historical context and definitions. Stuttering not only affects the stutterer’s speech but also the outcome on one’s social life and how successful they become according to how their stuttering is handled. There are multiple ways of handling stutterers and ways to implement strategies and treatments to help them become more successful in school and their social life. Due to stuttering beginning at an early age it is very important for and educator and parents to implement strategies to help a stutterer become comfortable in academic and social environment. Without the involvement of parents and teachers there will be a lack of engagement from the stutterer.
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.
People use language as a material object. Language is social in nature and language helps people to convey a message. Language is how humans communicate with each other. Language empowers, language makes the person’s needs known and language expresses what the person wants people to do. Language is how people interact and language makes a person’s identity, emotions and opinions known. Language helps a child to make sense of their world. Language helps older children to interact and belong to a group, Language also helps a child to understand the field, tenor and mode in situations, so that the child can critically evaluate and organize the
Lubinski R. 2010. Speech Therapy or Speech-Language Pathology. In: JH Stone, M Blouin, editors. International Encyclopedia of Rehabilitation. Available online: http://cirrie.buffalo.edu/encyclopedia/en/article/333/
Everything we do in our life involves communication because it is a way for a sender to send message to the receiver by verbal and non-verbal communication. However, in some parts of the world messages that are delivered sometimes are not received in a way it is supposed to. A way to solve this is by using competent communicator and intercultural communication because it makes it easier for people from other cultures to communicate in general. On the other hand, there are also some problems faced because different cultures have different ways to express their way of communication. By understanding these types of communication and by defining them may solve this dilemma. In addition to that, there are also types of communication to consider that are commonly used, which is Proxemics, Gestures and body language.
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...
Have you ever wondered who taught you to talk the way you do? People learn to talk and express themselves everyday of their lives. Starting from the day you were born you used language or some form of it to communicate with those around you. As a baby you usually show your displeasure with your new surroundings by crying, and if you don’t the doctor will make sure you do. Everyday we express our point of view to others in some form of language. Whether it is through verbal communication, written discourse or through body language, you can tell if a person is upset, angry, or happy. We as human beings don’t realize how much language has to do with our lives. How can you determine if one of your friends is angry with you? Is there a different tone to their voice? Do they have a stern look on their face? Of course they do, your friend feels the need to express their anger to you by these different forms of language. Where do we learn to use these different forms of language? How are our uses of these languages shaped? The three main contributing factors to how we express ourselves through language come from our schooling, our friends, and most of all from our families.
Language is a part of our everyday lives, and we can describe the meaning of language in many ways. As suggested in Gee and Hayes (2011, p.6 ) people can view language as something in our minds or something existing in our world in the form of speech, audio recordings, and writings or we can view language as a way of communicating with a group of people. Language can be used to express our emotions, make sense of our mental and abstract thoughts and assists us in communicating with others around us. Language is of vital importance for children to enable them to succeed in school and everyday life. Everyone uses both oral and written language. Language developed as a common ability amongst human beings with the change