This document discusses communication abilities and disorders. It outlines two main categories of communication disorders: speech disorders related to voice, articulation, and fluency, and language disorders related to comprehension and use of spoken or written words. It then provides details on evaluating communication skills, types of speech and language delays, the importance of early intervention, roles of professionals, and methods that encourage versus discourage language development.

1. COMMUNICATION ABILITIES
Types of Speech and Language Delays
and Disabilities
Niatalie G. Faulve

2. Types of Speech and Language Delays and
Disabilities
Two Main Categories of Communication Disorders:
1. Speech disorders are related to voice (quality,
pitch loudness, resonance, duration) articulation (
speech sounds), and fluency ( rate and rhythm of
flow)
2. Language disorders are related to comprehension
or use of spoken or written words. These skills are
related to the reception of language.

3. Important Components in Evaluation of
Communication Skills
• General Behavior and Ability to Pay Attention
-the child’s ability to make or maintain eye contact is
observed
-the child’s ability to pay attention to age-
appropriate activities is noted, as are the levels of
activity, distractibility, impulsiveness, and
perseverance
-the child’s frustration level when faced with a
challenging task is also evaluated

4. Prelinguistic Skills ( Presymbolic)
• Ability to pay attention to visual and auditory information
• Ability to imitate gestures and sounds
• Development of object permanence
• Ability to take turns
• Ability to understand that objects have intended purposes
• Use of basic communicative gestures and the ability to associate a heard word with its
meaning
Receptive Language Skills
Receptive language refers to language comprehension.
• Understanding vocabulary (words)
• Understanding sentences and grammatical structures
• Following directions
• Understanding concepts

5. Expressive Language Skills
Expressive language refers to the language that the child produces
Possible causes for language disabilities
1. Hearing loss
2. Mental retardation
3. Autism
4. Illness
5. Abnormal brain development or brain injury
6. Emotional disturbance
7. Environmental deprivation

6. 3 Parts of Expressive
language
• Expressive vocabulary- number and types of
words a child has acquired
• Syntax- word and sentence formation
• Pragmatic development- the ability to use
language socially

7. Articulation Skills
Articulation is the production of speech sounds
Types of Articulation Errors
Distortion- unfamiliar sound production
Substitution- incorrect sound is used within a word
Omission- sound is omitted within a word
Addition- sound is added within a word
Voice
Some aspects assessed formally and informally are the:
Pitch- high or low frequency
Volume- loud or soft
Quality- hoarse or nasal

8. Fluency
Fluency problems, often referred to as stutteringor
dysfluency, are interruptions in the flow of speech.
Oral-Motor Skills
It relates to the development of the mouth and
surrounding area in terms of its structure and
functionality
Hearing
Primary means of learning to communicate for most
children

9. Play skills
It is important for the speech-language pathologist to
engage or observe children during play activities to
best understand their level of speech and language
development.
Problem-Solving Skills
As children become older, they should be able to
analyze things that they encounter in more complex
ways.

10. Importance of Early Intervention
The sooner the developmental problems are
identified, the sooner they may be addressed. Early
intervention may result in more effective and shorter
treatment.
Speech and Language Therapy
Many communication problems can be improved by
therapy. Speech and language therapy occurs within
a wide variety of settings, ranging from an individual
session in a clinic or child’s home to a group session
in a classroom.

11. Role of Team Members
The collaboration between the therapist and the
classroom teacher. Collaboration means that the lessons
and activities are jointly planned and executed to fulfill
both professionals’ objectives.
Augmentative Communication
AAC ( Augmentative and alternative communication)-
refers to the use of technological device or system in
addition to or in lieu of verbal communication.
-includes gestural systems (sign language), low-tech
visual systems (eye-gaze boards), and high-tech
computerized devices.

12. Eye-Gaze Boards
These are often useful for children who do not use
speech
PECS (Picture Exchange Communication System) is an
augmentative system designed to help children
acquire functional communication
Communication Boards are similar to eye-gaze boards
often used for children with mental or physical
disabilities that prevent the effective use of sign
language or speech

13. High-Tech Devices include anything from a single
switch to a complex computerized device
Facilitated Communication when this method is used,
a facilitator supports the child’s hand and arm,
allowing the child to communicate by typing on a
keyboard
Parents Role
Parents need to communicate to their children
verbally and non-verbally, that therapy is a positive
experience

14. Methods Likely to Encourage Speech
and Language Development
• Make talking and conversation a positive
experience
• Talk, talk, and talk to the child about what they
and others are doing
• Play pretend and guessing games
• Sing songs, and use nursery rhymes
• Sort and classify things in the child’s environment

15. Methods That Discourages
Language Development
• Correcting speech or language errors by telling the child “No”,
implying that the child did something wrong, or insisting that the
child repeat a correct model.
• Discussing any suspected speech or language problems in front
of the child.
• Withholding favorite things to make the child speak.
• Placing unreasonable demands on the child such as insisting that
they speak or perform in front of others
• Interrupting the child.
• Allowing others to tease or make fun of the child.

16. Thank You!!!!