Speech and Language Pathology in School Settings - Common Communication and Language Disorders

Common Communication and Language Disorders

Disorders that affect children may affect adults differently, or even not at all. As the body grows and develops, the types of disorders that affect an individual change. Children typically exhibit developmental language disorders, but may also experience problems due to illness or injury.

In developing children, language disorders are often related to congenital disabilities or neurological or physiological results of childhood illness. These seemingly unrelated problems can have a serious impact on speech and language development. Children that have cognitive impairments are often delayed in development of communication skills. Different genetic syndromes that often cause cognitive impairment, such as Down syndrome or Williams syndrome, often affect different areas of speech. Children with autism tend to have difficulty communicating and expressing their emotions or desires. Sometimes this is due to specific problems with articulation or semantics, but often it is an issue of neurological development directly related to autism. Brain injuries, tumors, or seizures in children can also cause loss of language skills. Children with attention deficit hyperactivity disorder (ADHD) commonly have learning difficulties which also affect their language development. Emotional disturbances early in childhood can also have an impact on the growth of basic communicative skills. Perhaps more obvious are the developmental and communicative consequences of childhood hearing loss (Boone 200-05).

Some disorders commonly diagnosed in children:

Read more about this topic:  Speech And Language Pathology In School Settings

Famous quotes containing the words common, language and/or disorders:

    The line of separation was very distinct, and the Indian immediately remarked, “I guess you and I go there,—I guess there’s room for my canoe there.” This was his common expression instead of saying “we.” He never addressed us by our names, though curious to know how they were spelled and what they meant, while we called him Polis. He had already guessed very accurately at our ages, and said that he was forty-eight.
    Henry David Thoreau (1817–1862)

    I am both a public and a private school boy myself, having always changed schools just as the class in English in the new school was taking up Silas Marner, with the result that it was the only book in the English language that I knew until I was eighteen—but, boy, did I know Silas Marner!
    Robert Benchley (1889–1945)

    It no longer makes sense to speak of “feeding problems” or “sleep problems” or “negative behavior” is if they were distinct categories, but to speak of “problems of development” and to search for the meaning of feeding and sleep disturbances or behavior disorders in the developmental phase which has produced them.
    Selma H. Fraiberg (20th century)