Clinical linguistics,diagnosis and management .


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Clinical linguistics,diagnosis and management .

  1. 1. Clinical Linguistics.Diagnosis and Management . Presented by : Mai Dewedar.
  2. 2. Linguistic Diagnosis :•Clinical linguistic is a primitive stage of development.• work with an analytical model, allow us to examine in detail the parts ofA phenomenon to add to our understanding of the whole and has to be aCorresponding synthesis in field like disability.• we will discuss commonly disorders from linguistic pathology point of view.
  3. 3. Voice disorder :•Non- segmental phonetic character.( ex. Dysphonia ). Detailed account of the phonetic variables.• More account of laryngeal and sub & supra-laryngeal settings•Pitch recognized , distribution between pitch direction and range andbetween syllabic and Polysyllabic ranges.• Syllabic and polysyllabic distinction considered with loudness and timbre to supplement as intermitted phonation in use.•Synchronic VS diachronic distinction is systematically used to show anyChanges In voice quality also phonetic variables.•Separate account to phonation , resonance and articulation , also semanticand grammatical factors needed.• Interaction between non-segmental phonetic and phonology variables beAnticipated
  4. 4. Cleft palate :•Multiple character of linguistic disability.•Analysis of speech in phonological terms to determine:-Phonological system obscured by phonetic deviance-Disturbance of phonological type to unique cleft palate condition or any-pattern of delay.• The phonological and phonetic statement must be interpreted in perceptual as•Production terms. And any abstract problem of perceptual organization bediscounted.• Analysis of voice component of Cleft Palate speech is counted ,also theDisturbance of segments within utterance.•Child’s speech with non-segmental structuring is considered , ex. InadequateBreathing or voicing control and associated difficulties in fluency.•Language delay and statements of grammatical and semantic levels areEssential for child.
  5. 5. Fluency :•Comprehensive analysis of transition smoothness.•At segmental level, combinatorial effects prolongation , blocks , repetition andAbnormalities in muscular tension to produce phonological difficulties whichNeeded analysis.• The importance of the transition smoothness at prosodic level , also specialReferences to pause, tempo- intonation and rhythm.•In adult , the distribution of non fluency with reference to grammaticalStructure, in child systematically incorporated emerging the grammaticalstructure.•Semantic problems by non fluency ( lexical items circumlocutions ) ,social and psychological variables affecting interaction as Dysflency condition , allAre counted.
  6. 6. Aphasia :•Linguistic analysis provide a comprehensive review of relevant literature .•Qualitative account shows limitation of knowledge when semantic organizationAnd grammatical production are affected.• non segmental organization of language handle both comprehensive andProduction of speech distinguishing phonological from phonetic informationNeeds more systematic and detailed statement.• Multiple analysis of phonological problems using segment, feature and processBy attention to distribution of phonological difficulty of grammar and semanticTerms.•Aphasia remediation , sociolinguist and psychologist analysis interaction areImportant.
  7. 7. Dyspraxia :•Offers most scope for linguistic investigation with limited analysis.•Phonological realization requiring multiple analysis of segments , features andSpecially process ( ex. Phontactic ).• systematically analyze the disturbance in non-segmental phonology in severCases.•In developmental conditions, establish the limitation of patient’s expressiveGrammatical ability.
  8. 8. Dysarthria :•Phonetic problem.• Breakdown of transition between phonological segments lead to reorganizationOf phonological resources and require separate analysis especially in children.• Unclear boundary between grammatical and lexical units lead to associatedProblems of expressive or listener comprehension.•Investigation on non-segmental organization and distinction between phoneticAnd phonological properties of speech.
  9. 9. Deafness :•Segmental phonological problem.•Segmental analysis, omits existence of important characteristics of deaf speech.
  10. 10. Linguistic Management :• Use a model of linguistic behavior as a replacement for traditional medicalModel of clinical investigation.• Primary aim:To demonstrate patient’s system in behavior with reference to his production ,Comprehension and perception of language, also its imitated by comparison withChild and adult norms.• clinical social linguistics have three main themes:1. Account of interaction in theoretical terms.( social- social psychological andLinguistic )2. Descriptive framework with linguistic variables be identified and classified.3.Characterization of range of linguistic interactional disabilities in clinicalPopulation.
  11. 11. Remedial interaction:• Two ways turn, two ways interactions.• Normal conversation proceeds a series of overlapping: A speaks B, B replies. Stimuli A in turn will reply, then stimulus B & so on.( Three ways nature of conversational turn with rules governing turn talking). ( clinical stimulus – patient response – clinical reaction )• Analysis turns to be more complex full of interruptions- rephrasing andParallel speech.( Attention signals = mhms-yeah – I see .etc as nonverbalFeatures while someone else is speaking. )
  12. 12. Remedial reaction : Conversational norms: Comprehensive typology of interactions T-initiation. P-initiation
  13. 13. T-initiation:1. Failure – T stimuli – P zero response.2. Primitive — T stimulus – P response – T Reaction + new stimulus ( differentSentence3. Advanced ( exceptional interaction ), ( turn taking game), closest to conversational and our found in non clinical settings.P- initiation :1. Single : P initiates a conversational turn –T initiate ( response + new stimulus ) – P response .2. Recurrent : P stimulus – T response ( very limited ) – P new stimulus T response.3. Normal : P stimulus – T respond + new stimulus ( one sentence ) – P response.
  14. 14. Thank you .