Identification and characteristics of students with communication disorders Diagnosis of students with SLCN standardized tests used for the diagnosis of SLCN

1. IDENTIFACTION PROCESS(DIAGNOSTIC
PROCESS) OF THE SPEECH & LANGUAGE
DISORDERS AMONG THE CHILDREN
PRESENTED BY: NAYAB GOHAR

2. SPEECH & SPEECH DISORDER
 SPEECH: The faculty or power of speaking, oral communication, ability
to express one’s thought and emotions by speech, sounds and gestures.
 SPEECH DISORDERS: Speech impairment is characterised by
difficulties in articulation of words. Examples include stuttering or
problems producing particular sounds.
 Articulation refers to the sounds, syllables and phonology produced by the
individual.

3. SPEECH & SPEECH DISORDER
 Voice, however, may refer to the characteristic of the sounds produced
especially the pitch quality and intensity of sounds.
 Apraxia of speech is: The acquired form motor speech disorder caused by
brain injury, stroke or dementia.
 Developmental verbal dyspraxia refers specially to a motor speech disorder.
This is a Neurological Disorder.
 Individual suffering from development verbal apraxia encounter difficulties
in sounds, syllables and words.

4. SPEECH & SPEECH DISORDER
 The difficulties are not due to weakness of Muscles, but rather in-
coordination between the brain and the specific parts of the body.
 Dysarthria is motor speech disorder that result from a Neurological injury.
Some stem from damage to CNS while other stem from peripheral Nerves
damage.
 Orofacial myofunctional disorders to problem encountered when the tongue
thrusts forward in-appropriately during speech.

5. SPEECH & SPEECH DISORDER
 Speech Sound Disorder may be of two varieties; Articulation or
phonological process
 In articulation disorders may take the form of substitution, omission,
addition or distortion of normal speech sounds
 Phonological process disorder may involve more systematic difficulties
with the production of particular types of sounds such as those made in
the back of the mouth like “k” and “g”
 Stuttering is disruption in the fluency of individual’s speech.

6. Language & Language Disorders
 Language is the ability to acquire and use complex systems of
communication.
 Language Disorder is an impairment in the ability to understand and/or
use words in context.
 Some characteristics of language disorders include improper use of word
and their meaning, inability to express ideas, in-appropriate grammatical
patterns, reduced vocabulary and inability to follow directions.

7. Language & Language Disorders
 Specific Language Impairment(SLI) intervention for specific language
impairment will be based upon the individual difficulties in which the
impairment manifests for example if the child is incapable of separating
individual morphemes or units of sounds in speech then the intervention may
take form of rhyming.
 Selective mutism is a disorder that manifests as a child does not speak in at
least one social settings. Despite being able to speak in other situation.
 Aphasia refers to a family of language disorders that usually stem from injury,
lesion or atrophy to the left side of the brain that result in reception.

8. DIAGNOSIS OF LANGUAGE DISORDERS
 The process of the speech-language assessment includes;
 A primary caregiver interview
 An examination of the child’s oral motor mechanism and functioning
 Testing of receptive and expressive language
 Evaluation of speech sound production, voice, and fluency.
 It is important to include an audiological examination to determine the
status of the child’s hearing, preferably prior to a speech-language
assessment.

9. DIAGNOSIS OF LANGUAGE DISORDERS
 The assessment includes the SLPs’ clinical observations of the
child’s interactions during the session with people, toys, and books.
 In addition, the SLP will assess the child’s abilities through the use
of standardized tests and gather additional information with
informal checklists.
 Standardized tests are designed to assist the examiner in
determining if the child lags behind children of his or her age in the
use of particular speech or language skills

10. STANDARDIZED INSTRUMENT FOR DIAGNOSIS
 Here is a listing of some frequently used formal measures of speech and language
skills.
TEST AGE DESCRIPTION
Bankson-Bernthal Test of Phonology
(BBTOP; Bankson & Bernthal, 1990)
2-16
years
Identifies error patterns in Phonological Processes
Peabody Picture Vocabulary Test— 4th
Edition (PPVT-4, Dunn & Dunn, 2007).
2-1/2 to
adult
Tests Receptive Vocabulary
Expressive One-Word Picture
Vocabulary Test–2000 Edition
(EOWPVT-2000; Brownell, 2000)
2–15
years
Tests expressive vocabulary

11. STANDARDIZED INSTRUMENT FOR DIAGNOSIS
TEST AGE DESCRPTION
Goldman-Fristoe Test of
Articulation–2 (GFTA-2;
Goldman & Fristoe, 2000)
2–16 years Assesses articulation of consonant sounds
The Rossetti Infant-Toddler
Language Scale (Rossetti,
2006).
Birth to 36
months
Develops a profile of communicative behaviours in six
areas: interaction-attachment, pragmatics, gesture, play,
language comprehension, and language expression
Clinical Evaluation of Language
Fundamentals—Preschool-2
(CELF-Preschool 2; Wiig,
Secord, & Semel, 2004).
3-6 years Contains multiple subtests of receptive language,
tapping semantics, morphology, syntax, and expressive
language and assesses phonology, sentence recall, and
auditory memory

12. STANDARDIZED INSTRUMENT FOR DIAGNOSIS
TEST AGE DESCRIPTION
MacArthur-Bates
Communicative Development
Inventories (CDIs), Second
Edition (Fenson et al., 2007
8-37 Months Develops a profile of communicative behaviours in words
and gestures
Preschool language Scales,
5th Edition. (PLS-5;
Zimmerman, Steiner, & Pond,
2011)
Birth to 6
Years
Has subscales on auditory comprehension and expressive
communication