1. Heather, Braylee, Matt, and Elena

2. Definition  an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems  Children or Adult  Severities vary from minor stutter to aphasia

3. Speech Disorder  Expressive difficulties  Not Comprehension difficulties (usually)  Articulation difficulty  Fluency Limited  Pitch, volume or resonance not at appropriate level

4. Language Disorders  Comprehension Difficulty  Expressive, receptive, or a mixture  Form (Syntax, morphology, phonlogy)  Content (Semantics)  Function (Pragmatics)

5. DSM-IV Communication Disorder Categories  Expressive Language Disorder  Mixed receptive-expressive language Disorder  Stuttering  Phonlogical Disorder  NOS (Not otherwise specified)

6. Receptive Language Disorders  Problem with comprehension of words  Has the capability to express thoughts and ideas  Organization of information within the brain

7. Expressive Language Disorder  Difficulty beyond simple sentences  Limited vocabulary  Organizing and retrieving information  Comprehends information but cannot retrieve and recite it easily

8. Mixed Receptive-Expressive  Difficulty comprehending the commands of others  Limited Expressive language beyond simple sentences  Work on all aspects of Language

9. Stuttering  Break in fluency  Repetition or Prolonged  Sound, syllable, or word level

10. Phonological Disorder  In a phonemic disorder, the child is having trouble learning the sound system of the language, failing to recognize which sound- contrasts also contrast meaning.

11. Detection Signs  Difficulty hearing certain sounds (fire alarm, telephone ringing, certain voices)  Inability to follow directions the first time(comprehension)  Difficulty expressing ideas  Delayed speech development  Inability or lack of desire to socialize with peers

12. Impacts  Child may not want to interact with others  Child may fall behind in school  Behavior issues  Yelling  Touching other students (i.e: poking)  Hitting  Other outlets to express their frustration  Depression

13. What to Do  Most importantly, do not give up on the child  Do not let the child give up on themselves  Encourage social interactions  Speak directly to the child in words and sounds they understand  Correct any pronunciation problems, but also make the child comfortable that you understand what they meant  Therapy

14. Video  www.youtube.com/watch?v=vCXdk_cliiQ www.youtube.com/watch?v=vCXdk_cliiQ  Important concepts from this video?

15. Resources  http://www.readingrockets.org/article/5128/ http://www.readingrockets.org/article/5128/  http://slpsinc.com/index.cfm/speech- pathology-resources-helpful-links/ http://slpsinc.com/index.cfm/speech- pathology-resources-helpful-links/

16. Works Cited  http://en.wikipedia.org/wiki/Communication_ disorder http://en.wikipedia.org/wiki/Communication_ disorder  http://www.asha.org/docs/html/RP1993- 00208.html http://www.asha.org/docs/html/RP1993- 00208.html  Children’s Speech Sound Disorders by Caroline Bowen. (n.d.) Caroline Bowen Speech-Language Therapy.com. Retrieved October 16, 2013