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1. Discussion: SPEECH AND LANGUAGE DISORDERS
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PreviewRunning head: SPEECH AND LANGUAGE DISORDERS Speech and Language
Disorders Emily Colby West Coast University CAPS 401 General Education Capstone Mar.
14, 2021 1 SPEECH AND LANGUAGE DISORDERS 2 Speech and Language Disorders Abstract
This paper will focus on speech and language disorders, their complications, and the
possible therapeutic interventions to address the problem. It will determine the
effectiveness of these therapy methods, focusing on primary language and speech disorders
and strategically how they can get corrected. The study will also examine the various types
of therapy and how they improve sound production in children. Additionally, the impacts
this disorder brings to their social life are well discussed. Introduction Language and speech
are essential to the human experience. It makes them a vital tool in how knowledge,
feelings, thoughts, and other internal emotions are conveyed and received. The garnering of
communication skills starts at a tender age, and it is foundational to organizing and sharing
feelings and thoughts. The language and speech skills acquired help the child engage in
exchanges and interactions that would lead to knowledge in his educational and community
arena. The development of thinking ability significantly relies on communication skills
(National Academies of Sciences, Engineering, and Medicine, 2016). Speech and language
impairments that disrupt the communication development can have adverse effects on the
child’s ability to SPEECH AND LANGUAGE DISORDERS 3 communicate and also acquire new
knowledge that would ensure active participation in the community . Speech and language
acquisition in most children begins at birth and progresses through adolescence.
Discussion: SPEECH AND LANGUAGE DISORDERSUsually, when a child joins kindergarten
school, they get to know and develop basic communication skills; this enables them to

2. interact appropriately with caregivers and peers, as they learn from their teachers (Huang,
Siyambalapitiya & Cornwell, 2019). Severe speech and language disruptions have both
indirect and direct consequences for adolescent and child development. It affects
communication and related abilities such as academic and reading achievements that
depend on language and speech skills (National Academies of Sciences, Engineering, and
Medicine. 2016). Language and speech disorders are among the most common
developmental challenges in childhood and can also occur in adults. Some of the individuals
can have both a primary speech disorder and not a language disorder. Nearly 5% to 8% of
children are likely to face challenges with language and speech and of which a significant
portion possess both language and speech disorders. These complications range from sound
substitutions to the inability to organize and understand language. The causes of language
and speech impairments include neurological disorders, cognitive disorders, physical
disabilities, traumatic brain injury, and hearing loss (National Academies of Sciences,
Engineering, and Medicine, 2016). Most of the impairments appear to be subtle, and the
individual lacks vision complications which brings the fact that they have language and
speech disorders. Speech is the way people say words and sounds. People with speech
problems do not always pronounce words, have a raspy and harsh voice, and pauses when
speaking, in this case, called stammering. On the other hand, language is the words people
use to get what they want or SPEECH AND LANGUAGE DISORDERS 4 share ideas. A person
with a language disorder has problems with talking, reading, understanding, and to some
point, writing. Speech and language disorders can get defined as the challenge related to
communication, such as oral motor function (Marrus & Hall, 2017). This disorder affects
both adults and children. Discussion: SPEECH AND LANGUAGE DISORDERSVarious factors
like age make the prevalence of speech and language disorders to varying. Besides, there
are sizeable portions of the young population influenced by speech and language disorders,
and hence it always affects the process of development and learning. Speech Disorders
Speaking requires the coordination of multiple body parts, including the head, chest,
abdomen, and neck. Speech disorders are different from language disorders. Speech
disorders affect an individual’s ability to create sounds that would allow them to
communicate with other people. They prevent from creating correct speech sounds, while
language disorders affect a persons’ ability to understand or learn words that others say to
them. There are many types of speech disorders, and they include; apraxia, stuttering, and
dysarthria. i. Stuttering It is a speech disorder that involves the interruption of the flow of
speech. Individuals that experience stuttering is characterized by blocks. Blocks occur when
the speaker knows what they need to say but is hindered and faces difficulty making the
necessary speech sounds. Words seem to get stuck during blockages. Another feature is
repetitions which involuntary occurs and makes the person repeat words, vowels, and
sounds. The individual will also likely face prolongations which means the stretching of
word pronunciation. The symptoms displayed on someone who SPEECH AND LANGUAGE
DISORDERS 5 stutters vary, and they majorly depend on the situation they are facing.
Frustration, stress, or excitement can make stuttering more severe. Physical and behavioral
symptoms are caused by stuttering, and both of them can occur at the same time. These
symptoms include rapid blinking, lip tremors, sudden head movements, clenched fists, and

3. tension in the shoulders and face. Stuttering can get categorized into two and include;
neurogenic and developmental stuttering. Developmental stuttering majorly affects young
children who are still in the process of learning language and speech skills. Other genetic
elements increase the likelihood of an individual having developmental stutters. On the
other hand, neurogenic stuttering occurs when there is a lack of coordination between
various brain regions that coordinate and play a role in speech development. It occurs when
there is brain damage. Stuttering treatment includes operant conditioning-behavioral
approaches, psychological-psychodynamic approaches, and technology applications such as
delayed auditory feedback devices (Curtis et al.,2018). ii. Apraxia Apraxia is a common term
that refers to impairing an individual’s motor skills caused by brain damage. Apraxia is a
condition that can affect any body part. Discussion: SPEECH AND LANGUAGE
DISORDERSVerbal apraxia specifically refers to motor skills impairment that affects a
person’s ability to create different speech sounds correctly despite knowing what they want
to say (Botha & Josephs, 2019). Apraxia gets usually accompanied by unusual facial
movements and grimaces that get portrayed during a speech. This condition gets
characterized by the individual’s inability to produce words, sounds, and syllables and
sequencing or planning the words. SPEECH AND LANGUAGE DISORDERS 6 The brain is the
major controller of each action an individual takes. Majorly the involvement of the brain in
forming speech is considered automatic and unconscious. Usually, the brain sends signals to
the various body structures to coordinate speech production when someone decides to
speak. These structures get instructed on when and how to move to produce the correct
sounds (Botha & Josephs, 2019). For instance, the brain’s signals dictate the movement of
the tongue and lips shape, close or open the vocal cords, and control the movement of air
through the mouth and the gut. iii. Dysarthria This type of stuttering occurs when brain
damage causes weakness in muscles of the lips, tongue, chest, and throat. Speaking becomes
a significant challenge when these muscles get weakened. The individuals who have
dysarthria face the following symptoms: quiet or soft speech, difficulty in mouth and tongue
movement, mumbling, slurred speech, and speaking too quickly or slowly. Symptoms and
Causes of Speech disorders Speech disorders widely depend on the severity and the cause
of the condition. Individuals can develop various symptoms that result from multiple
speech disorders. The symptoms related to an individual with speech disorders include;
rearranging syllables, speaking softly, prolonging or repeating sounds, distorting sounds,
speaking in a hoarse voice, struggling to pronounce sounds and words rightly, and adding
syllables or sounds to words. The significant causes of speech disorders include; damaged
vocal cords, muscle weakness, dementia, autism, Down syndrome, hearing loss,
degenerative disease such as Parkinson’s disease, Huntington’s disease or amyotrophic
lateral sclerosis, and cancer that affects the throat SPEECH AND LANGUAGE DISORDERS 7
or mouth. There are also risk factors that can increase the likelihood of getting affected by
the condition. They include; having a low weight at birth, a family history of speech
disorders, being a male, and having complications that affect the nose, throat, and ears.
Language Disorders Language impairments are the complications that affect the
understanding of language. Language is a setup of socially mutual rules that comprise
combining words, making new words, the meaning of a word, and the combinations of

4. words that are best in certain circumstances. Language disorders include both expressive
and receptive language skills. In expressive language disorders, an individual faces
challenges in sharing ideas, feelings, and thoughts. In receptive language disorders, an
individual faces difficulties in understanding and interpreting what others say. Both
expressive and receptive impairments can coincide and lead to a condition known as the
language learning disability and developmental language delay. Language disorders often
are developmental, and they start at early childhood as they progress into adolescence and,
finally, adulthood. The causes of language disorders get linked to a health problem or
physical disabilities. Discussion: SPEECH AND LANGUAGE DISORDERSThey may include a
brain disorder such as autism, congenital disabilities, for example, fragile X syndrome, or
cerebral palsy, and Down syndrome, a brain tumor or injury, and problems in birth or
pregnancy like fetal alcohol syndrome, poor nutrition, low birth weight, or premature birth.
An individual with language disorders is likely to have the same problems in all languages.
The causes of the disorder are unknown, but specific populations are at risk of getting
infected. People with stroke, autism, thinking disabilities, hearing loss, family history, low
birth weight, among others (Mondal et al., 2016). Symptoms of language disorders SPEECH
AND LANGUAGE DISORDERS The main characteristics linked to receptive language
disorders include; inability to express ideas, reduced vocabulary use, wrong or non-
systematic grammatical patterns, inappropriate use of words and meanings, and failure to
follow directions. The individual also becomes unable to process and understand the
information of content spoken, hearing what is said but unable to understand the meaning.
The individual has trouble understanding concepts, answering questions, and
understanding gestures. Unlike speech disorders, language disorders are not problems
related to hearing or speech. They are more about using and understanding spoken
language. On the other hand, an individual with expressive language disorder faces
challenges in using language. The person may understand what other people say but will
fail to talk and often find it challenging to express themselves in terms of thoughts or
feelings. This type of disorder can affect both spoken and written language, even children
who use sign language face challenges in expressing themselves. This disorder can get
characterized by asking questions, naming objects, using words correctly, telling stories,
singing songs or reciting poems, expressing ideas and thoughts, and using gestures.
Diagnosis of Language Disorders When a healthcare provider assesses an individual, he
must know about the child’s language use and the child’s health history. A physical exam or
hearing test would get used. A speech-language pathologist will make a diagnosis who will
monitor the child during the play with other children in a one-to-one setup. The criteria
used involve monitoring how the child listens, speaks, follows instructions and directions,
repeats phrases, understands objects’ names, and overall performance in other language
activities. 8 SPEECH AND LANGUAGE DISORDERS 9 Therapy interventions For Children
With Speech and Language Disorders The interventions for children with disorders involve
various practices that include approaches, methods, and programs. These strategies get
specially designed to promote language and speech development. They also play a role in
removing barriers in the child’s participation in society, resulting from difficulties while
growing up (Lyons & Roulstone, 2018). Eligibility assessment for the specific interventions

5. involves a combination of standardized assessment, professional judgments, linguistic and
communicative performance observations. These interventions usually are time-limited,
and any professional group can deliver the therapy. These interventions for the children can
get conducted either indirectly or directly. It can also be carried out in different settings like
home, schools, healthcare service provision, and teachers or teaching assistants. Peers can
also deliver interventions in schools. Discussion: SPEECH AND LANGUAGE DISORDERSThe
direct interventions aim to administer treatment individually or in a group setup. It usually
depends on the needs and age of the children who need the therapy and the available
facilities (Law, Dennis & Charlton, 2017). However, in group treatments, the child will likely
benefit from the interaction he will get from fellow mates and learn from one another.
Indirect interventions have a naturalistic approach that allows the adults within the child’s
environment to initiate communication. These interventions promote a positive child-
parent interaction by creating an optimum, conducive communicative environment for the
juvenile (Morgan et al., 2019). It gets commonly used within a wide range of settings where
language and speech train professionals focus on children’s development while developing
their speech and promoting communicative attempts. Parents’ role is to deliver the
interventions to younger children, but as they get older, they become less active. Most of
these intervention models utilize behavioral factors and ensure the use of play to promote
generalization. SPEECH AND LANGUAGE DISORDERS 10 Most of the interventions typically
involve specificity in the training of behaviors such as sentence structures, vocabulary, and
speech sounds that usually get accompanied by numerous reinforcements that would be
required (Curtis et al., 2018). The child may also be given tokens, stickers, and praises when
he or she performs well. In the therapy, it is good to assume that speech or language can get
taught, and the gaps found in the child’s skills can get filled with instructions and indicators
of performance (Law, Dennis & Charlton, 2017). Most therapy techniques used to treat
these disorders are based on the social learning theory rather than explicit training
paradigms. The social learning theory assumes that children learn most effectively if they
get trained in a social setup. As the children age, the interventions focus on a more
functional approach. In this approach, the children are taught skills and conditions relevant
to them at that particular moment. It instead uses a meta-cognitive system rather than
issuing explicit instructions. In this approach, the therapist advises the child to reflect on
what they see and hear and apply them to their repertoire. To achieve this, the therapist
poses alternatives and encourages the child to make judgments according to their
phonological knowledge or intrinsic grammatical knowledge. The opportunity to let the
child make decisions and judgments increase their abilities and chances to modify their
speech performance and language. The therapy duration largely varies according to
intensity and time, which largely depends on the availability of resources, various language
and speech therapy policies, educational services, and the child’s needs. The duration and
intensity of the interventions have to get systematically evaluated. The therapy goals
usually vary depending on the child’s progress in learning or the difficulties the juvenile
faces (Lyons & Roulstone, 2018). These treatments’ goals will focus on various language
aspects and address the several language aspects in SPEECH AND LANGUAGE DISORDERS
11 combination. Language and speech therapists consider the child’s ability to interact with

6. peers and the social skills exhibited during interaction time as key results in therapy
progress. Recent Developments There are several developments used for interventions for
children with speech and language disorders. Computerized intervention approaches
mostly use phone applications in educating children (Dural & Unal-Logacev, 2018).
Discussion: SPEECH AND LANGUAGE DISORDERSMeta-cognitive approaches interventions
that are especially for older children also promote comprehension. The meta-linguistic
approaches allow the child to make judgments based on their linguistic knowledge and use
any other recognizable elements to facilitate quick learning like shapes and colors. Another
development is the increased emphasis on public health interventions whereby speech
interventions get provided using the key messaging to training public health professionals
and parents. The developments also focus on comorbidity use, such as the linkages between
socio-economic and language skills. Application of the Interventions Particular elements
help in the facilitation of the interventions’ extended and immediate benefits. i. Delivery
context The intervention for children with the disorders can be carried out in different
contexts like the clinic, at home, pre-school learning institutions, and school. This
intervention’s rationale applies if the environment in which children learn a language is an
essential factor in determining their outcomes and sorting out the most effective and
appropriate interventions. The proper context for the child’s learning is significantly
practical, and it is different from specific interventions that an adult expert leads. One-to-
one intervention usually gets recommended for SPEECH AND LANGUAGE DISORDERS 12
children with more pronounced problems. In cases where there is limited access to
specialist provision, computer-delivered interventions will get used. The computer
interventions operate by linking the reward within the game context format and the
stimulus they present. ii. Delivery agent The type of intervention often involves the child’s
caregivers or parents. Parents’ or caregivers’ involvement creates an optimum conducive
and communicative environment for promoting a child-parent interaction. This
intervention improves parental knowledge about language and speech development,
including strategies and ways in which parents can target the development of the child’s
language while at home. It can also help the caregivers to provide generalization at home
and then carry out strategic maintenance as time goes by. Additionally, with teachers’
teaching and training, the child’s chance to practice new skills can widen. Speech and
language therapists are the personnel that will likely deliver targeted interventions. In such
an intervention, the category of person needed for intervention is a significant factor. For
example, if a child needs phonological and grammatical development, a specialist’s skills
like speech and language pathologist will be essential for intervention. iii. Intervention
technique Most language and speech therapists use a wide range of behavioral models like
modeling, extension, repetition, and imitation. Such …Discussion: SPEECH AND LANGUAGE
DISORDERS