scenario included two examples of consistent expressive-language mistakes. What were they? Have you ever known someone (a student or an adult) with similar expressive-language challenges? Now that you are aware of Elliott’s expressive-language issues‚ is there anything you could recommend to his mother or to his teacher to prevent similar communication breakdowns in the future? The examples of expressive language mistake that she made were receptive and expressive. Elliot was unable to explain to his mother
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morning‚ the supervisor informed the clinician of an African-American four-year old child who would be coming in the afternoon for a full speech and language evaluation. The child‚ Tyler‚ was referred to the clinic’s speech-language pathologist by his mother after she received a report from the pre-school teacher with concerns of speech and language development. Upon their arrival to the clinic‚ the mother was asked to fill out paperwork including a case history form. Given that the clinician had
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How Language Abilities and Deficiencies Impact Language Development 1 Claytonia L. Butler Grand Canyon University ECH- 515 October 9‚ 2013 How Language Abilities and Deficiencies Impact Language Development 2 While searching for information on the topic‚ I found that language abilities and deficiencies does have a major impact in literacy development. Especially
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Speech and Language Deficiency Medline Plus (2012) says‚ “Speech disorders refer to several conditions in which a person has problems creating or forming the speech sounds needed to communicate with others. Three common speech disorders are: articulation disorders‚ disfluency‚ and voice disorders. Speech disorders are different from language disorder in children‚ such as: getting their meaning or message across to others‚ understanding the message coming from others” (Zieve). Also‚ Medline
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Developing Language Phase Case Study 3: N 1. Interpretation During today’s evaluation‚ we used the Preschool Language Scale- Fifth Edition (PLS-5) and general observations of N’s play skills and social interactions to assess his speech and language abilities. The PLS-5 is a norm-referenced test‚ meaning that the creators of the test developed a set of “average” scores based on a large sample of children‚ to help us determine whether a child‚ like N‚ performs at the same level as other children his
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increased risk for drug & alcohol problems ▫ Hazeldon (1992) found up to 60% of adolescents in treatment had learning disabilities 3 Main Types of Learning Disabilities • Learning Disorders (formerly Academic skills disorders) • Motor Skills Disorders • Communication Disorders Learning Disorders Reading Disorders • Reading disorders ▫ Criteria includes reading accuracy/comprehension is substantially lower than what is expected given age‚ IQ & age appropriate education ▫ Significantly interferes with academic
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Assessment The Clinical Evaluation of Language Fundamental – Fourth Edition (CELF-4) was utilized to assess Amanda’s communication skills. CELF-4 is a standardized assessment used to diagnose language disorders in individuals 5-21 years of age. CELF-4 includes standard scores‚ percentile ranks‚ and age equivalence for the following areas: core language score‚ receptive language score‚ expressive language scores‚ language structure‚ language content‚ language memory‚ and working memory indexes. The
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and Communication Disorders Kimberly A Pittman GCU: SPE-226 November 29‚ 2013 Learning Disabilities and Communication Disorders Chart Disorder Definition Causes Characteristics Teaching Strategies Placement Options Writing Disabilities Dysgraphia A learning disability that effects writing that may involve visual-spatial and language processing difficulties (types‚ n.d.) Scientists have found that learning disabilities are related to areas of the brain that deal with language and have used imaging
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Chapter Nine A speech or language impairment is defined as a communication disorder such as stuttering‚ impaired articulation‚ language impairment‚ or a voice impairment that adversely affects a child’s educational performance (Friend‚ 2010). There are also many different concepts of language associated with speech and language disorders. Some of these are expressive language‚ receptive language‚ phonemes‚ morphemes‚ and semantics. Students who exhibit a language disorder may have chronic problems
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Word Attack‚ Oral Reading‚ Sentence Reading Fluency‚ Math Facts Fluency‚ and Sentence Writing Fluency. Brief Overview of Findings: The results of the learning evaluation indicate that CS appears to be a moderately dyslexic child. Dyslexia is a language-based learning disability that specifically affects one’s ability to break words down into their component sounds‚ then quickly and accurately combine these sounds with symbols (such as letters and numbers). (Kuder 2013) Because of this deficit‚
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