Communication disorders

Disorders of communication include deficits in language, speech, and communication. Speech is the expressive production of sounds and includes an individual's articulation, fluency, voice, and resonance quality. Language includes the form, function, and use of a conventional system of symbols (i.e., spoken words, sign language, written words, pictures) in a rule-governed manner for communication. Communication includes any verbal or nonverbal behavior (whether intentional or unintentional) that influences the behavior, ideas, or attitudes of another individual. Assessments of speech, language and communication abilities must take into account the individual’s cultural and language context, particularly for individuals growing up in bilingual environments.
Language disorder, Speech Sound Disorder, Childhood-Onset Fluency Disorder (Stuttering), Social (Pragmatic) Communication Disorder

Language disorder

Language disorders or language impairments are disorders that involve the processing of linguistic information. Problems that may be experienced can involve grammar (syntax and/or morphology), semantics (meaning), or other aspects of language. These problems may be receptive (involving impaired language comprehension), expressive (involving language production), or a combination of both. Diagnostic criteria
A. Persistent difficulties in the acquisition and use of language across modalities (i.e., spoken, written, sign language, or other) due to deficits in comprehension or production that include the following:

  1. Reduced vocabulary (word knowledge and use).
  2. Limited sentence structure (ability to put words and word endings together to form sentences based on the rules of grammar and morphology).
  3. Impairments in discourse (ability to use vocabulary and connect sentences to ex¬ plain or describe a topic or series of events or have a conversation).

B. Language abilities are substantially and quantifiably below those expected for age, resulting in functional limitations in effective communication, social participation, aca¬ demic achievement, or occupational performance, individually or in any combination.

C. Onset of symptoms is in the early developmental period.

D. The difficulties are not attributable to hearing or other sensory impairment, motor dysfunction, or another medical or neurological condition and are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay.

Speech Sound disorder

A speech sound disorder (SSD) is a speech disorder affecting the ability to pronounce speech sounds, which includes speech articulation disorders and phonemic disorders, the latter referring to some sounds (phonemes) not being produced or used correctly. Diagnostic criteria
A. Persistent difficulty with speech sound production that interferes with speech intelligi¬ bility or prevents verbal communication of messages.

B. The disturbance causes limitations in effective communication that interfere with social participation, academic achievement, or occupational performance, individually or in any combination.

C. Onset of symptoms is in the early developmental period.

D. The difficulties are not attributable to congenital or acquired conditions, such as cerebral palsy, cleft palate, deafness or hearing loss, traumatic brain injury, or other medical or neurological conditions.

Childhood-Onset Fluency Disorder (Stuttering)

Childhood-onset fluency disorder (COFD) is a disorder of speech that interferes with the timing and flow of a person's spoken communication. COFD is more commonly referred to as stuttering. COFD symptoms typically begin in early childhood, with most cases starting by age six Diagnostic Criteria
A. Disturbances in the normal fluency and time patterning of speech that are inappropri¬ ate for the individual’s age and language skills, persist over time, and are characterized by frequent and marked occurrences of one (or more) of the following:

  1. Sound and syllable repetitions.
  2. Sound prolongations of consonants as well as vowels.
  3. Broken words (e.g., pauses within a word).
  4. Audible or silent blocking (filled or unfilled pauses in speech).
  5. Circumlocutions (word substitutions to avoid problematic words).
  6. Words produced with an excess of physical tension.
  7. Monosyllabic whole-word repetitions (e.g., “I-I-I-I see him”).

Social (Pragmatic) Communication Disorder

Social communication disorder (SCD) is characterized by persistent difficulties with the use of verbal and nonverbal language for social purposes. Primary difficulties may be in social interaction, social understanding, pragmatics, language processing, or any combination of the above. Social communication behaviors such as eye contact, facial expressions, and body language are influenced by sociocultural and individual factors Diagnostic Criteria
A. Persistent difficulties in the social use of verbal and nonverbal communication as man¬ ifested by all of the following:

  1. Deficits in using communication for social purposes, such as greeting and sharing information, in a manner that is appropriate for the social context.
  2. Impairment of the ability to change communication to match context or the needs of the listener, such as speaking differently in a classroom than on a playground, talk¬ ing differently to a child than to an adult, and avoiding use of overly formal language.
  3. Difficulties following rules for conversation and storytelling, such as taking turns in conversation, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction.
  4. Difficulties understanding what is not explicitly stated (e.g., making inferences) and nonliteral or ambiguous meanings of language (e.g., idioms, humor, metaphors, multiple meanings that depend on the context for interpretation).

B. The deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance, individually or in combination.

C. The onset of the symptoms is in the early developmental period (but deficits may not become fully manifest until social communication demands exceed limited capacities).

D. The symptoms are not attributable to another medical or neurological condition or to low abilities in the domains of word structure and grammar, and are not better explained by autism spectrum disorder, intellectual disability (intellectual developmental disorder), global developmental delay, or another mental disorder.

Edit

Pub: 02 Jun 2024 02:50 UTC

Edit: 02 Jun 2024 03:10 UTC

Views: 185