presented by Jennifer Schultz
The development of communication skills is a complex process in which the developing child must understand and express non-verbal, verbal, and written language at ever increasing levels of complexity. The speech-language pathologist in pediatric settings is required to identify and describe disorders of communication in a manner that allows parents and related professionals to understand the underlying causes of the child’s communication difficulty and to provide a framework from which the disorder can be appropriately treated. This course is designed to provide the new or veteran SLP with an overview of language disorders in children.
Jennifer Schultz is an instructor for the speech-language pathology assistant program at Mitchell Technical Institute in Mitchell, South Dakota. She received a Bachelor of Science degree in Communication Disorders and Psychology from the University of South Dakota and a Master’s Degree in Speech-Language Pathology from the University of Iowa. Jennifer spent 21 years working as a speech-language pathologist in acute inpatient rehabilitation and in education settings, providing speech, language, cognitive, and swallowing evaluation and treatment services. Jennifer joined the faculty of Mitchell Technical Institute in 2012, where she teaches online courses in speech-language pathology assisting, anatomy and physiology, phonetics, observation, language disorders, neurogenic communication disorders, alternative and augmentative communication, clinical management, and fieldwork. In addition to teaching online speech-language pathology assistant coursework, Jennifer has presented courses on the use of literature in speech-language pathology, standards-based speech-language therapy goals and activities, and supervision of speech-language pathology assistants at state and national conventions. Jennifer is the author of a standards-based assessment of communication skills. She has previously served as the president of the South Dakota Speech-Language-Hearing Association (SDSLHA) and on the ASHA SLP Advisory Council. Awards include the SDSLHA Volunteerism award and Honors of the Association. Jennifer served as the Language and Learning in School-Age Individuals topic co-chair for the 2017 and 2018 ASHA conventions.
This chapter discusses the components of language through the communication subdomains approach and provides an overview of a variety of common causes of communication disorders.
This chapter will describe deficits that may occur in early pragmatic skills including nonverbal communication, joint attention, turn taking, and conversation. Common causes of disorders that are identified in these areas will be reviewed along with information regarding the prevalence of these disorders.
This chapter will describe difficulties that children may experience comprehending vocabulary and expressing vocabulary at a variety of age levels. Tiers of vocabulary and the differences in deficits across tiers will be discussed. Common causes of vocabulary difficulties will be reviewed.
This chapter will describe difficulties that children may experience comprehending and expressing grammatical morphemes. Difficulties with development of specific syntactical structures will be described. Common etiologies associated with morphosyntactic disorders will be reviewed.
This chapter will describe difficulties that children may experience with later discourse and other social communication skills. Difficulties with comprehension and use of abstract language forms will be discussed. Difficulties with perspective-taking/theory of mind and the effect on peer relationships will be reviewed. Etiologies of communication disorders that typically present with social communication deficits will be presented.
This chapter will contrast language differences from language disorders. We will review the effects that first languages may have on development of English as a second language in typical development and language impairment. Suggestions will be provided to assist SLPs to develop cultural competence and differentiate between language disorders and language differences.