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Helping Children with Communication DisorderSpeech and language disorders can affect the way children talk, understand, analyze or process information. Speech disorders include the clarity, voice quality, and fluency of a child's spoken words. The number of children with disabilities (ages 3-21) served in the public schools under the IDEA act in fall of 2003 was 6068802.Children with communication disorders frequently perform at a poor or insufficient academic level, struggle with reading, have difficulty understanding and expressing language, misunderstand social cues, avoid attending school, show poor judgement, and have difficulty with tests.Services to students with communication problems may be provided in individual or small group sessions, in classrooms or when teaming with teachers or in a consultative model with teachers and parents. Speech-language pathologists integrate students' communication goals with academic and social goals.

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Helping Children with Communication DisorderSpeech and language disorders can affect the way children talk, understand, analyze or process information. Speech disorders include the clarity, voice quality, and fluency of a child's spoken words. The number of children with disabilities (ages 3-21) served in the public schools under the IDEA act in fall of 2003 was 6068802.Children with communication disorders frequently perform at a poor or insufficient academic level, struggle with reading, have difficulty understanding and expressing language, misunderstand social cues, avoid attending school, show poor judgement, and have difficulty with tests.Services to students with communication problems may be provided in individual or small group sessions, in classrooms or when teaming with teachers or in a consultative model with teachers and parents. Speech-language pathologists integrate students' communication goals with academic and social goals.

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Communication DisordersCommunication disorders involve persistent problems related to language and speech. It is estimated that nearly one in 10 American children has some type of communication disorder.The DSM-5 organizes communication disorders into the following categories:	• Language Disorder	• Speech Sound Disorder	• Childhood- Onset Fluency Disorder (Stuttering)	• Social (Pragmatic) Communication Disorder	• Unspecified Communication DisorderLanguage Disorder, as defined by the DSM-5, is marked by "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." Some causes of communication problems include hearing loss, neurological disorders, brain injury, vocal cord injury, autism, intellectual disability, drug abuse, physical impairments such as cleft lip or palate, emotional or psychiatric disorders, and developmental disorders. The best way to approach treatment for a communication disorder is to focus on prevention and early intervention.

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Communication DisordersCommunication disorders involve persistent problems related to language and speech. It is estimated that nearly one in 10 American children has some type of communication disorder.The DSM-5 organizes communication disorders into the following categories:	• Language Disorder	• Speech Sound Disorder	• Childhood- Onset Fluency Disorder (Stuttering)	• Social (Pragmatic) Communication Disorder	• Unspecified Communication DisorderLanguage Disorder, as defined by the DSM-5, is marked by "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." Some causes of communication problems include hearing loss, neurological disorders, brain injury, vocal cord injury, autism, intellectual disability, drug abuse, physical impairments such as cleft lip or palate, emotional or psychiatric disorders, and developmental disorders. The best way to approach treatment for a communication disorder is to focus on prevention and early intervention.

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Autism Spectrum Disorder and Communication Skills

ASD affects people in different ways and can range from mild to severe. People with ASD share some symptoms such as difficulties with social interaction, but there are differences in when the symptoms start, how severe they are, the number of symptoms, and whether other problems are present. The symptoms and severity can change over time.

ASD affects people of every race, ethnic group, and socioeconomic background. It is five times more common in boys than in girls. The CDC estimates that about 1 in 68 children in the U.S. has been identified as having ASD.

The ability of children with ASD to communicate and use language depends on their intellectual and social development. Some children with ASD may not be able to communicate using speech and language, and some may have very limited speaking skills. Others may have rich vocabularies and be able to talk about specific subjects in great detail.

Repetitive or rigid language

Often children with ASD who can speak will say things have no meaning or that do not relate to the conversations they are having with others.

Narrow interests and exceptional abilities

Some children may be able to deliver an in depth monologue about a topic that holds their interest, even though they may not be able to carry on a two-way conversation about the same topic. Others may have musical talents or an advanced ability to count and do math calculations.

Uneven language development

Many children with ASD develop some speech and language skills, but not the normal level of abilities,

Poor nonverbal conversation skills

Children with ASD are often unable to use gestures- such as pointing to an object to give meaning to their speech. They often avoid eye contact, which can make them seem rude, uninterested, or inattentive. They may act out their frustrations through vocal outbursts or other inappropriate behaviors.

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Autism Spectrum DisorderAutism spectrum disorder (ASD) is a developmental disorder that affects communication and behavior. Although autism can be diagnosed at any age, it is said to be a "Developmental Disorder" because symptoms generally appear in the first two years of life. People with ASD have• Difficulty with communication and interaction with other people• Restricted interests and repetitive behaviors• Symptoms that hurt the person's ability to function properly in school, work, and other areas of life. Autism is known as a "spectrum" disorder because there is wide variation in the type and severity of symptoms people experience. ASD occurs in all ethnic, racial, and economic groups. Although ASD can be a lifelong disorder, treatments and services can improve a person's symptoms and ability to function. Social communication/ interaction behaviors may include:• Making little or inconsistent eye contact• Tending not to look at or listen to people• Rarely sharing enjoyment  of objects or activities by pointing or showing things to others. • Failing to, or being slow to, respond to someone calling their name or to other verbal attempts to gain attention. • Having difficulties with the back and forth of conversation• Often talking at length about a favorite subject without noticing that others are not interested or without giving others a change to respond.• Having facial expressions, movements, and gestures that do not match what is being said• Having an unusual tone of voice that may sound sing-song or flat and robot-like• Having trouble understanding another persons point of view or being unable to predict or understand other people's actionsRestrictive / repetitive behaviors • Repeating certain behaviors or having unusual behaviors. • Having a lasting intense interest in certain topics, such as numbers, details, or facts• Having overly focused interests, such as with moving objects or parts of objects• Getting upset by slight changes in routine• Being more or less sensitive than other people to sensory input, such as light, noise, clothing, or temperatureCauses and risk factorsWhile scientists don’t know the exact causes of ASD, research suggests that genes can act together with influences from the environment to affect development in ways that lead to ASD. Risk factors include: • Having a sibling with ASD• Having older parents• Having certain genetic conditionsDiagnosing ASDDiagnosed in stages Stage 1- General development screening during well-child checkupsStage 2-  Additional evaluation Treatments and therapiesTreatment for ASD should begin immediately after diagnosis. Early treatment is important as proper care can reduce individuals' difficulties while helping them learn new skills and make the most of their strengths. A doctor may use medication to treat some symptoms that are common with ASD such as;• Irritability• Aggression • Repetitive Behavior • Hyperactivity• Attention problems• Anxiety and depression 

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Autism Spectrum DisorderAutism spectrum disorder (ASD) is a developmental disorder that affects communication and behavior. Although autism can be diagnosed at any age, it is said to be a "Developmental Disorder" because symptoms generally appear in the first two years of life. People with ASD have• Difficulty with communication and interaction with other people• Restricted interests and repetitive behaviors• Symptoms that hurt the person's ability to function properly in school, work, and other areas of life. Autism is known as a "spectrum" disorder because there is wide variation in the type and severity of symptoms people experience. ASD occurs in all ethnic, racial, and economic groups. Although ASD can be a lifelong disorder, treatments and services can improve a person's symptoms and ability to function. Social communication/ interaction behaviors may include:• Making little or inconsistent eye contact• Tending not to look at or listen to people• Rarely sharing enjoyment  of objects or activities by pointing or showing things to others. • Failing to, or being slow to, respond to someone calling their name or to other verbal attempts to gain attention. • Having difficulties with the back and forth of conversation• Often talking at length about a favorite subject without noticing that others are not interested or without giving others a change to respond.• Having facial expressions, movements, and gestures that do not match what is being said• Having an unusual tone of voice that may sound sing-song or flat and robot-like• Having trouble understanding another persons point of view or being unable to predict or understand other people's actionsRestrictive / repetitive behaviors • Repeating certain behaviors or having unusual behaviors. • Having a lasting intense interest in certain topics, such as numbers, details, or facts• Having overly focused interests, such as with moving objects or parts of objects• Getting upset by slight changes in routine• Being more or less sensitive than other people to sensory input, such as light, noise, clothing, or temperatureCauses and risk factorsWhile scientists don’t know the exact causes of ASD, research suggests that genes can act together with influences from the environment to affect development in ways that lead to ASD. Risk factors include: • Having a sibling with ASD• Having older parents• Having certain genetic conditionsDiagnosing ASDDiagnosed in stages Stage 1- General development screening during well-child checkupsStage 2-  Additional evaluation Treatments and therapiesTreatment for ASD should begin immediately after diagnosis. Early treatment is important as proper care can reduce individuals' difficulties while helping them learn new skills and make the most of their strengths. A doctor may use medication to treat some symptoms that are common with ASD such as;• Irritability• Aggression • Repetitive Behavior • Hyperactivity• Attention problems• Anxiety and depression 

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Tips for Working with Children who have Communication Disorders

Language

Focus on interactive communication.

Use active listening.

Incorporate the student’s interests into speech.

Ensure that the student has a way to appropriately express their wants and needs.

Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.

Paraphrase back what the student has said or indicated.

Use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content).

Ask open-ended appropriate questions.

Speech

Develop a procedure for the student to ask for help.

Speak directly to the student.

Be a good speech model.

Have easy and good interactive communication in classroom.

Consult a speech language pathologist concerning your assignments and activities. Be aware that students may require another form of communication.

Encourage participation in classroom activities and discussions.

Model acceptance and understanding in classroom.

Anticipate areas of difficulty and involve the student in problem-solving.

Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.

Academic and Behavior

Reduce unnecessary classroom noise as much as possible.

Be near the student when giving instructions and ask the student to repeat the instructions and prompt when necessary.

Provide verbal clues often.

Provide a quiet spot for the student to work if possible.

Speak clearly and deliberately.

Physical

Be aware that because of the way the brain develops, it is easier to acquire language and communication skills before the age of five.

Be aware that if children have muscular disorders, hearing problems, or developmental delays, their acquisition of speech, language, and related skills may be affected.

Use augmentative communication systems to ensure that nonverbal students and students with severe physical disabilities have effective ways to communicate.

Ensure that the student has access to their (portable) communication system across all contexts, all of the time.

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Communication Disorder- Definition

1. A communication disorder is an impairment  in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems. A communication disorder may be evident in the processes of hearing, language, and speech.

2. A speech disorder is an impairment of the articulation of speech sounds, fluency and voice.

1. An articulation disorder is the atypical production of speech sounds characterized by substitutions, ommisions, additions or distortions that may interfere with intelligility.

2. A fluency disorder is an interruption in the flow of speaking characterized by atypical rate, rhythm, and repititions in sounds, symbols, words, and phrases. These may be accompained by excessive tension, struggle behavior, and secondary mannerisms.

3.  A voice disorder is charaterized by abnormal production and absences of vocal quality, pitch, loudness, resonance, and duration, which is inappropriate for an indivisuals age and sex.

1. A language disorder is impaired comprehension and use of spoken, written, and other symbol systems.

1. Form of language

a. Phonology is the sound system of a language and the rules that govern the sound combinations.

b. Morphology is the system that governs the structure of words and the construction of word forms.

c. Syntax is the system governing the order and combination of words to form sentences, and the relationships among the elements within a sentence.

2. Content of Language

a. Semantics is the system that governs the meaning of words and sentences.

3.  Function of Language

a. Pragmatics is the sytem that combines the above language components in functional and socially appropriate communication.

1. A hearing disorder is the result of impaired auditory sensitivity of the physiological auditory system. A hearing disorder may limit the development, comphrension, production, and ,maintenance of speech and language.

1. Deaf is defined as a hearing disorder that limits an individual's aural/ oral communication performance to the extent that the primary sensory input for communication may be other than the auditory channel.

2. Hard of hearing is defined as a hearing disorder, whether fluctuating or permanent, which adversely affects an individual's ability to communicate. The hard of hearing individual relies on the auditory channel as the primary sensory input for communication.

1. Central auditory processing disorders are deficits in the information processing of audible signals not attributed to impaired peripheral hearing involves perceptual, cognitive, and linguistic functions that, with appropriate interaction, result in effective receptive communication of auditorily presented stimuli. Specifically, CAPD refers to limitations in the ongoing transmission, analysis, organization, transformation, eleboration, storage, retrieval, and use of information contained in audible signals. CAPD may involve the listener's active and passive ability to do the following:

Attend, discriminatem and identify acoustic signals

Transform and continuously transmit information through both the peripheral and central nervous systems;

Filter, sort, and combine information at appropriate perceptual and conceptual levels;

Store and retrive information efficiently;

Segment and decode acoustic stimuli using phonological, semantic, syntantic, and pragmatic knowledge

Attach meaning to a stream of acoustic signals through use of linguistic and nonlinguistic contexts.