Chapter 7 – communication and learning disorders
Definitions and history language development
Disorders usually affect only certain limited aspects of learning. Learning disability (LD) is the general
term for learning problems that occur in the absence of other obvious conditions. In DSM-5 it has
two more specific terms:
- Communication disorders: refers to deficits in language, speech and communication. Include
categories like:
o Language disorder problems using language in communication
o Speech sound disorder deficits in productive speech sounds and deficits in
articulation
o Childhood-onset fluency disorder like stuttering
o Social (pragmatic) communication disorder
All connected to later onset of learning disorders.
- (Specific) learning disorders : refers to specific problems in learning and using academic
skills. Results are often below expected in school tests. People with learning disabilities have
normal intelligence and processes. Unexpected discrepancy: between measured ability and
actual performance.
It is hard to see the real problem by children. It is characterized by distinct definitions and diagnoses.
Had many forms and overlapping symptoms. Deficits in basic cognitive abilities that include problem-
solving, verbal skills and mental reasoning.
Parents and educators assumed a major role in cringing recognition and services to children with
learning disabilities.
Language development best predictor school success
- Phonemes: basic sounds formed in words
Is an indicator of general mental development
- Phonology: the ability to learn and store phonemes and rules for combining sounds into real
words problems with reading and communication.
Early language problems surface as learning problems when children enter school.
Phonological awareness: construct that includes recognizing the relationship between sounds and
letters, rhyme and sound can be manipulated by syllables in words.
LD is based on innate ability and environmental opportunities to learn, store and express important
sounds in the language. It proceeds rapidly during infancy.
Deficits in phonological awareness - the ability to distinguish the sounds of language – have been
identified as a major cause of communication and learning disorders.
Communication disorders
Characterized by difficulties in the comprehension or production of spoken of written language early
communication problems lead to problems with learning. A child’s ability to use language depends
on both receptive skills and expressive skills.
Diagnostic criteria for LD DSM-5:
- Difficulties in the acquisition and use of language across modalities due to deficits in
comprehension or production.
o Reduced vocabulary
o Limited senses structure
, o Impairments in discourse (having a conversation)
- Language abilities are substantially and quantifiably below those expected for age.
- Onset of symptoms is in the early developmental period.
- Difficulties are not attributable to hearing, or other sensory impairment or ID or global
developmental delay.
Prevalence and course:
Communication problems have boys twice more than girls. Before the age of 4, 50% has outgrown
their problems. LD is often associated with reading problems.
Inclusion: education strategies are based on the premise that the abilities of children with special
needs will improve from associating with normally developing peers spared of the effects of
labeling and special placements.
Causes:
- Genetics:
Heritable to a significant degree 50-75% of the children with LD had family with a type of LD.
Also with twin studies it is positive.
- Brain:
Language functions develop rapidly and are based on the left temporal lobe. Deficits in
phonological awareness and segmentation are related to problems in the functional
connections between brain areas stem form neurological deficits (ability to control
processing phonemes). Not a single area of the brain
- Home environment:
Parental speech and language stimulation may affect the pace and range of LD, but not
characterize the disorders.
Treatment based principles:
1. Treatment to promote the language competences
2. To adjust the environment in ways of the child’s needs
3. Therapy to equip him with knowledge and skills to reduce the behavioral and emotional
symptoms.
Diagnostic criteria childhood-onset fluency disorder DSM-5:
- Disturbances in normal fluency and time of pattering of speech that are inappropriate for the
age and language skills. Frequent and marked of the following:
o Sound and syllable repetitions
o Sound prolongations of consonants as well as words
o Broken words
o Audible or silent blocking
o Circumlocutions (avoiding hard words)
o Words produced with an excess of physical tension
o Monosyllabic whole word repetitions
- Disturbance causes anxiety about speaking or limitations in effective communication, social
participation or academic or occupational performance.
- Onset of symptoms are in early developmental period
- Disturbance is not attributable to a speech motor or sensory deficit, dysfluency associated
with neurological insult or another medical concern.
Causes and treatment:
Definitions and history language development
Disorders usually affect only certain limited aspects of learning. Learning disability (LD) is the general
term for learning problems that occur in the absence of other obvious conditions. In DSM-5 it has
two more specific terms:
- Communication disorders: refers to deficits in language, speech and communication. Include
categories like:
o Language disorder problems using language in communication
o Speech sound disorder deficits in productive speech sounds and deficits in
articulation
o Childhood-onset fluency disorder like stuttering
o Social (pragmatic) communication disorder
All connected to later onset of learning disorders.
- (Specific) learning disorders : refers to specific problems in learning and using academic
skills. Results are often below expected in school tests. People with learning disabilities have
normal intelligence and processes. Unexpected discrepancy: between measured ability and
actual performance.
It is hard to see the real problem by children. It is characterized by distinct definitions and diagnoses.
Had many forms and overlapping symptoms. Deficits in basic cognitive abilities that include problem-
solving, verbal skills and mental reasoning.
Parents and educators assumed a major role in cringing recognition and services to children with
learning disabilities.
Language development best predictor school success
- Phonemes: basic sounds formed in words
Is an indicator of general mental development
- Phonology: the ability to learn and store phonemes and rules for combining sounds into real
words problems with reading and communication.
Early language problems surface as learning problems when children enter school.
Phonological awareness: construct that includes recognizing the relationship between sounds and
letters, rhyme and sound can be manipulated by syllables in words.
LD is based on innate ability and environmental opportunities to learn, store and express important
sounds in the language. It proceeds rapidly during infancy.
Deficits in phonological awareness - the ability to distinguish the sounds of language – have been
identified as a major cause of communication and learning disorders.
Communication disorders
Characterized by difficulties in the comprehension or production of spoken of written language early
communication problems lead to problems with learning. A child’s ability to use language depends
on both receptive skills and expressive skills.
Diagnostic criteria for LD DSM-5:
- Difficulties in the acquisition and use of language across modalities due to deficits in
comprehension or production.
o Reduced vocabulary
o Limited senses structure
, o Impairments in discourse (having a conversation)
- Language abilities are substantially and quantifiably below those expected for age.
- Onset of symptoms is in the early developmental period.
- Difficulties are not attributable to hearing, or other sensory impairment or ID or global
developmental delay.
Prevalence and course:
Communication problems have boys twice more than girls. Before the age of 4, 50% has outgrown
their problems. LD is often associated with reading problems.
Inclusion: education strategies are based on the premise that the abilities of children with special
needs will improve from associating with normally developing peers spared of the effects of
labeling and special placements.
Causes:
- Genetics:
Heritable to a significant degree 50-75% of the children with LD had family with a type of LD.
Also with twin studies it is positive.
- Brain:
Language functions develop rapidly and are based on the left temporal lobe. Deficits in
phonological awareness and segmentation are related to problems in the functional
connections between brain areas stem form neurological deficits (ability to control
processing phonemes). Not a single area of the brain
- Home environment:
Parental speech and language stimulation may affect the pace and range of LD, but not
characterize the disorders.
Treatment based principles:
1. Treatment to promote the language competences
2. To adjust the environment in ways of the child’s needs
3. Therapy to equip him with knowledge and skills to reduce the behavioral and emotional
symptoms.
Diagnostic criteria childhood-onset fluency disorder DSM-5:
- Disturbances in normal fluency and time of pattering of speech that are inappropriate for the
age and language skills. Frequent and marked of the following:
o Sound and syllable repetitions
o Sound prolongations of consonants as well as words
o Broken words
o Audible or silent blocking
o Circumlocutions (avoiding hard words)
o Words produced with an excess of physical tension
o Monosyllabic whole word repetitions
- Disturbance causes anxiety about speaking or limitations in effective communication, social
participation or academic or occupational performance.
- Onset of symptoms are in early developmental period
- Disturbance is not attributable to a speech motor or sensory deficit, dysfluency associated
with neurological insult or another medical concern.
Causes and treatment:
