Language disorders:

A language disorder refers to an impaired ability to understand or use language to communicate effectively in one’s native language

A language disorder is impaired comprehension and/or use of spoken, written and/or other symbol systems. The disorder may involve 1.the form of language (phonology, morphology, syntax) 2.the content of language (semantics), and/or 3. the function of language in communication (pragmatics) in any combination (definition by ASHA 1993)

Language disorders may affect grammar, the meaning or the use of language to convey thoughts, ideas, and emotions or to use language effectively for social interaction.

These problems could be receptive i.e. in the understanding of language or expressive i.e. in the production of language or both combined.

Language disorders can be present in children through adolescence and in adults.

Language disorders are different to language delays. Children with language delays do develop speech and language skills ,but at a slower than normal pace.

 

 

Causes of language disorders:

Hearing loss

Brain damage, damage to the Central nervous system causing aphasia

Cleft Lip and Palate

Developmental problems like Autism Spectrum Disorders

Learning disabilities

Unknown reasons

 

 

Assessment:

A speech language pathologist will undertake

detailed case history and medical history

parental interview

observation of parent child play and interaction

screening of communicative and language behaviours

oral-motor and feeding skills

formal language tests

hearing,vision,cognitive assessments as required

appropriate referrals to other medical professionals as required

The speech language pathologist will administer standardised tests to make a profile of the language components and form a baseline that will form the basis of the intervention plan.

 

 

Intervention:

An intervention and treatment plan will be formed with the goal to develop and strengthen language development and language skills. Activities and strategies may be charted out with an individualised approach to facilitate language skills.

 

 

Literacy Disorders/Language based learning difficulties in children

 

Reading, writing, and speaking in English are collectively termed as literacy.

 

The United Nations Educational, Scientific and Cultural Organization (UNESCO) define literacy as the “Ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.”

Development of language is thought to be crucial to the development of literacy skills. Phonological awareness (i.e. knowledge of sounds) vocabulary, ability to combine words to make sentences and oral skills are linked to successful literacy skills. Children exhibiting difficulties with speech and language are often found to be struggling with reading and writing that can affect their ability to realise their full potential.

It is thus important to emphasize early identification and intervention of reading and writing problems, as these can hinder a child’s progress in academics and their ability to participate fully in the community.

Due to the inherent relationship between language and literacy, Speech language pathologists play a major role in identification and intervention of language based learning disabilities.

 

Symptoms of literacy difficulties:

Literacy difficulties may manifest themselves in reading, spellings, writing, and mathematics. The children may have had a delay in speech and may seem to have issues with memory and organisation, in spite of average to superior intelligence.

 

Errors in spellings:

 

• May get confused with letters that look alike e.g. b/d, p/q which are mirror images of   each other
• May do letter reversals e.g. net for ten
• May mix up words starting with same letters e.g. who, whom
• May omit or add letters in words
• May have difficulties with writing alphabets when sounded out

 

Reading difficulties:

Reading could be effortful or may struggle with reading and may read below grade levels

• may exhibit difficulties in remembering and/or understanding of text passages
• May have difficulty to comprehend and extract important points from a passage
• may leave out words or add extra words
• Children may often complain of the words swimming or moving around but routine eye examinations may show no defects

 

Difficulties associated with writing

• May have poor handwriting, difficulties in writing in straight line and written work may look messy and disorganised
• May have numerous spelling errors, often spelling the same word in different ways.
• Confuses similar sounding words when spelling, e.g. “one” and “won”
• Compared to oral ability, may exhibit poorer writing skills
• May have trouble copying from the board in class
• May mix upper case and lower case letters within words
• May have problems with punctuations

Difficulties with short term memory

 

• May require frequent reminders before remembering how to do a particular task
• May have difficulty in remembering multiple-step instructions
• May have a good long-term memory for experiences and faces, but poor memory for sequences as well as unfamiliar facts

Difficulties in Mathematics

 

• May have difficulties in telling time as well as managing time
• May have difficulties in dealing with money
• May have a problem with numbers and calculations involving adding, subtracting and time tables
• May be confused by similar-looking mathematical signs; e.g., + and – ; (greater than)

Assessment:

Speech language pathologists are a part of a multidisciplinary (teacher, special educator, psychologist and parents) team in the diagnosis of learning difficulties. A SLP will undertake an assessment of reading, writing and oral skills.

A speech language pathologist will undertake speech language assessments, will assess for phonological and phonemic awareness, writing skills, assess literacy skills and gather information from the parents and teachers and observe the child’s recognition of letters, printed material.

 

Intervention:

Individualised approaches are undertaken to work on the reading, writing skills that a child has issues with. Material related to curriculum and school work may be used. Language based strategies may be applied to work on reading, writing and classroom assignments. Work on spoke language may be designed to support the development of writing skills.

The SLP consults and collaborates with the teacher to modify and develop strategies that may facilitate learning.

Medicare items for speech pathology:

General Practitioner can make a referral for speech pathology sessions under the EPC (Enhanced Primary Care Plan) or the Chronic disease management Plan ,for children and adults with chronic care needs. Medicare rebate is available for 5 speech therapy sessions per calendar year.

rebates may also be claimed from your private health provider, depending on the extras covered by the health fund. To find out more about the rebates, you may contact the private health provider.

Medicare and private health insurance rebates may not be claimed for the same speech therapy session.

Rebates for Medicare and private health insurance can be claimed via the HICAPS at the speech Clinic.