National Institute on Deafness and Other Communication Disorders (U.S.)
Language Development Disorders
Communication disturbances in relatives beyond the age of risk for schizophrenia and their associations with symptoms in patients. (1/112)This article provides a detailed examination of subclinical disturbances in the natural speech of healthy relatives beyond the age of risk for schizophrenia. Speech samples from 43 stable schizophrenia outpatients, 42 nonschizophrenia parents of patients (pairs only), and 23 control subjects matched to the parents were analyzed for frequencies of six specific types of communication failures. The parents had higher overall communication disturbance ratings than the control subjects. The specific types of failures that occurred more frequently were unclarities caused by (1) language structural breakdown, (2) use of vague, overinclusive words, and (3) use of words with ambiguous meanings. In intrafamilial analyses, higher levels of communication disturbance in parents were associated with greater severity of illness in their patient offspring. These results support the idea that communication disturbances may be one manifestation of a stable genetic vulnerability to schizophrenia. The nature of the failures identified suggests the possible involvement of weaknesses in specific areas of cognitive functioning. (+info)
Affective-prosodic deficits in schizophrenia: comparison to patients with brain damage and relation to schizophrenic symptoms [corrected]. (2/112)OBJECTIVE: Although affective prosody seems to be a dominant and lateralised communication function of the right hemisphere, focal lesions of either hemisphere may cause problems with its modulation. When impairment occurs after brain damage, the profiles of affective-prosodic disturbances differ depending on the hemisphere injured. Patients with left brain damage (LBD) improve their performance whereas patients with right brain damage (RBD) do not when the verbal-articulatory demands of the test stimuli are reduced systematically. One of the major arguments for a right hemispheric contribution to schizophrenia has been the documentation of affective prosodic deficits under the assumption that these abnormalities reflect right hemispheric dysfunction. Thus, an essential question to resolve is whether the profile of affective prosodic disturbances in schizophrenia is similar to LBD or RBD, or represents a unique variation. METHODS: Data were collected from four subject groups: 45 chronic, medication-stabilised, schizophrenic patients, 10 patients with focal LBD, nine patients with focal RBD, and 19 controls. All groups were tested on the aprosodia battery, which uses stimuli having incrementally reduced verbal-articulatory demands. Schizophrenic and aphasic symptoms were evaluated using standard assessment tools. RESULTS: For patients with impaired performance on the aprosodia battery, schizophrenic patients were statistically identical to patients with RBD and robustly different from those with LBD. Thirty eight schizophrenic patients (84.4%) were found to have some type of affective prosodic deficit with the predominant pattern indicating, at minimum, right posterior sylvian dysfunction (57.8%). When schizophrenic symptoms and aprosodic deficits were examined using a principal component analysis, affective comprehension and repetition loaded uniquely as separate factors. CONCLUSIONS: The profile of affective-prosodic deficits found in impaired schizophrenic patients is characteristic of RBD, supporting the concept that schizophrenia is a bihemispheric disease process. These deficits may also represent cardinal symptoms of schizophrenia as they are highly prevalent and, except for spontaneous affective prosody, are not associated statistically with traditional clusters of schizophrenic symptoms. (+info)
Reinforcement schedule thinning following treatment with functional communication training. (3/112)We evaluated four methods for increasing the practicality of functional communication training (FCT) by decreasing the frequency of reinforcement for alternative behavior. Three participants whose problem behaviors were maintained by positive reinforcement were treated successfully with FCT in which reinforcement for alternative behavior was initially delivered on fixed-ratio (FR) 1 schedules. One participant was then exposed to increasing delays to reinforcement under FR 1, a graduated fixed-interval (FI) schedule, and a graduated multiple-schedule arrangement in which signaled periods of reinforcement and extinction were alternated. Results showed that (a) increasing delays resulted in extinction of the alternative behavior, (b) the FI schedule produced undesirably high rates of the alternative behavior, and (c) the multiple schedule resulted in moderate and stable levels of the alternative behavior as the duration of the extinction component was increased. The other 2 participants were exposed to graduated mixed-schedule (unsignaled alternation between reinforcement and extinction components) and multiple-schedule (signaled alternation between reinforcement and extinction components) arrangements in which the durations of the reinforcement and extinction components were modified. Results obtained for these 2 participants indicated that the use of discriminative stimuli in the multiple schedule facilitated reinforcement schedule thinning. Upon completion of treatment, problem behavior remained low (or at zero), whereas alternative behavior was maintained as well as differentiated during a multiple-schedule arrangement consisting of a 4-min extinction period followed by a 1-min reinforcement period. (+info)
Response efficiency during functional communication training: effects of effort on response allocation. (4/112)An analogue functional analysis revealed that the problem behavior of a young child with developmental delays was maintained by positive reinforcement. A concurrent-schedule procedure was then used to vary the amount of effort required to emit mands. Results suggested that response effort can be an important variable when developing effective functional communication training programs. (+info)
Brief report: behaviors identified by caregivers to detect pain in noncommunicating children. (5/112)OBJECTIVE: To develop an observational measure, based on caregiver reports, to assess chronic pain in children with significant cognitive impairment who are unable to communicate verbally. The issue of whether these children share a core set of cues to express pain was investigated. METHODS: Specific pain cues were elicited during detailed interviews with 29 female caregivers of noncommunicating children. Pain cues were categorized by a two-stage Delphi process and cues indicating severe and definite pain identified. RESULTS: Six cues from five different categories were used by 90% of caregivers to identify definite or severe pain in their child. CONCLUSIONS: Although the specific expression of pain may be very individual, there is a shared set of core pain cues. The relationship between these cues and evidence of pain and distress is discussed. (+info)
Cognitive profiles and social-communicative functioning in children with autism spectrum disorder. (6/112)BACKGROUND: Whether there is an unusual degree of unevenness in the cognitive abilities of children with autism spectrum disorder (ASD) and whether different cognitive profiles among children with ASD might index etiologically significant subgroups are questions of continued debate in autism research. METHOD: The Differential Ability Scales (DAS) and the Autism Diagnostic Observation Schedule (ADOS) were used to examine profiles of verbal and nonverbal abilities and their relationship to autistic symptomatology in 120 relatively high-functioning children with ADI-confirmed diagnoses of autism. RESULTS: Discrepancies between verbal and nonverbal ability scores occurred at a significantly higher rate than in the DAS normative sample (30%) in both a younger group of 73 children (56%) with a mean age of 5;5 and an older group of 47 children (62%) with a mean age of 8;11. Discrepancies were mainly in favor of nonverbal ability in the younger group, but occurred equally in favor of verbal and nonverbal abilities in the older group. Comparison of the two age groups suggested a growing dissociation between verbal and nonverbal (and particularly visual processing) skills with age. In the older group, children with discrepantly higher nonverbal abilities demonstrated significantly greater impairment in social functioning, as measured on the ADOS, independent of absolute level of verbal and overall ability. CONCLUSIONS: These findings demonstrate a high rate of uneven cognitive development in children with ASD. Indications of a dissociation between verbal and visual-perceptual skills among the older children, and the specific association of discrepantly high nonverbal skills with increased social symptoms suggest that the nonverbal > verbal profile may index an etiologically significant subtype of autism. (+info)
ABR and auditory P300 findings in children with ADHD. (7/112)Auditory processing disorders (APD), also referred as central auditory processing disorders (CAPD) and attention deficit hyperactivity disorders (ADHD) have become popular diagnostic entities for school age children. It has been demonstrated a high incidence of comorbid ADHD with communication disorders and auditory processing disorder. The aim of this study was to investigate ABR and P300 auditory evoked potentials in children with ADHD, in a double-blind study. Twenty-one children, ages between 7 and 10 years, with a primary diagnosis of ADHD, participated in this experiment. Results showed that all children had normal ABR with normal latency for wave V. Results also showed that among 42 ears combined 52.38% did not have P300. For the medicated subjects we observed that among 28 ears, 42.85% did not have P300 and for the non-medicated 71.43% (N = 14 ears) did not have P300. Our results suggest that the medicated subjects had more presence of P300 (57.15%) than the non-medicated group (28.57%), though the absence of these potentials were high among the group--52.38%. (+info)
Using the picture exchange communication system (PECS) with children with autism: assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior. (8/112)The picture exchange communication system (PECS) is an augmentative communication system frequently used with children with autism (Bondy & Frost, 1994; Siegel, 2000; Yamall, 2000). Despite its common clinical use, no well-controlled empirical investigations have been conducted to test the effectiveness of PECS. Using a multiple baseline design, the present study examined the acquisition of PECS with 3 children with autism. In addition, the study examined the effects of PECS training on the emergence of speech in play and academic settings. Ancillary measures of social-communicative behaviors and problem behaviors were recorded. Results indicated that all 3 children met the learning criterion for PECS and showed concomitant increases in verbal speech. Ancillary gains were associated with increases in social-communicative behaviors and decreases in problem behaviors. The results are discussed in terms of the provision of empirical support for PECS as well as the concomitant positive side effects of its use. (+info)
Some common types of communication disorders include:
1. Speech disorders: These are conditions that affect an individual's ability to produce speech sounds correctly or fluently. Examples include stuttering, articulation disorders, and apraxia of speech.
2. Language disorders: These are conditions that affect an individual's ability to understand and use language effectively. Examples include agrammatism (difficulty with sentence structure), anomia (word-finding difficulties), and semantic-dyslexia (difficulty with word meaning).
3. Reading disorders: These are conditions that affect an individual's ability to read and spell written words. Examples include dyslexia and other reading disabilities.
4. Hearing impairments: These are conditions that affect an individual's ability to hear or process sound. Examples include conductive hearing loss, sensorineural hearing loss, and auditory processing disorders.
5. Cognitive communication disorders: These are conditions that affect an individual's ability to think, reason, and understand language. Examples include traumatic brain injury, dementia, and neurodegenerative diseases such as Alzheimer's and Parkinson's.
The symptoms of communication disorders can vary depending on the specific condition and the individual affected. Some common symptoms include:
* Difficulty articulating words or sounds
* Slurred or slow speech
* Difficulty understanding spoken language
* Difficulty with word-finding
* Difficulty with reading and spelling
* Difficulty with comprehending written text
* Difficulty with nonverbal communication such as gestures and facial expressions
Communication disorders can be diagnosed by a speech-language pathologist (SLP) through a series of tests and assessments. Treatment options for communication disorders vary depending on the specific condition and the individual affected, but may include:
* Speech and language therapy to improve articulation, fluency, and comprehension skills
* Cognitive therapy to improve memory, attention, and problem-solving skills
* Use of technology such as hearing aids or communication devices
* Counseling and support for individuals and their families.
It is important to seek professional help if you or someone you know is experiencing difficulty with communication. With appropriate diagnosis and treatment, individuals with communication disorders can improve their communication skills and lead fulfilling lives.
1. Articulation Disorders: Difficulty articulating sounds or words due to poor pronunciation, misplaced sounds, or distortion of sounds.
2. Stuttering: A disorder characterized by the repetition or prolongation of sounds, syllables, or words, as well as the interruption or blocking of speech.
3. Voice Disorders: Abnormalities in voice quality, pitch, or volume due to overuse, misuse, or structural changes in the vocal cords.
4. Language Disorders: Difficulty with understanding, using, or interpreting spoken language, including grammar, vocabulary, and sentence structure.
5. Apraxia of Speech: A neurological disorder that affects the ability to plan and execute voluntary movements of the articulatory organs for speech production.
6. Dysarthria: A condition characterized by slurred or distorted speech due to weakness, paralysis, or incoordination of the articulatory muscles.
7. Cerebral Palsy: A group of disorders that affect movement, balance, and posture, often including speech and language difficulties.
8. Aphasia: A condition that results from brain damage and affects an individual's ability to understand, speak, read, and write language.
9. Dyslexia: A learning disorder that affects an individual's ability to read and spell words correctly.
10. Hearing Loss: Loss of hearing in one or both ears can impact speech development and language acquisition.
Speech disorders can be diagnosed by a speech-language pathologist (SLP) through a comprehensive evaluation, including speech and language samples, medical history, and behavioral observations. Treatment options vary depending on the specific disorder and may include therapy exercises, technology assistance, and counseling. With appropriate support and intervention, individuals with speech disorders can improve their communication skills and lead fulfilling lives.
Dysphonia can manifest in different ways, including:
1. Hoarseness: A raspy, strained, or rough quality to the voice.
2. Breathy voice: A weak, airy, or faint voice.
3. Harsh voice: A loud, screeching, or grating voice.
4. Rough voice: A scratchy, raw, or bumpy voice.
5. Stuttering: Repetition or prolongation of sounds, syllables, or words.
6. Slurred speech: Difficulty articulating words or speaking clearly.
7. Monotone speech: Speaking in a flat, emotionless tone.
Dysphonia can be acute or chronic, and it can affect individuals of all ages and backgrounds. In some cases, dysphonia may be a symptom of an underlying medical condition, such as a viral infection, allergies, or a neurological disorder. In other cases, it may be caused by overuse or misuse of the voice, such as shouting, singing, or speaking loudly for extended periods.
Treatment options for dysphonia depend on the underlying cause and severity of the condition. Some common treatments include:
1. Voice therapy: Techniques to improve breath support, vocal technique, and speech clarity.
2. Medications: To reduce inflammation, allergies, or other underlying conditions that may be contributing to dysphonia.
3. Surgery: In some cases, surgery may be necessary to correct structural problems in the vocal cords or other areas of the voice box.
4. Laryngeal electromyography (LEMG): A test used to evaluate the function of the vocal cords and surrounding muscles.
5. Speech therapy: To improve communication skills and address any language or cognitive impairments that may be contributing to dysphonia.
6. Botulinum toxin injections (Botox): Injected into the vocal cords to reduce spasms and improve voice quality.
7. Vocal cord paralysis: In some cases, injection of a local anesthetic or botulinum toxin may be used to paralyze one or both vocal cords, allowing for rest and healing.
It's important to seek medical attention if you experience any persistent or severe changes in your voice, as early diagnosis and treatment can improve outcomes and reduce the risk of long-term vocal cord damage. A healthcare professional will be able to assess your symptoms and recommend appropriate treatment options based on the underlying cause of your dysphonia.
Types of Language Disorders:
1. Developmental Language Disorder (DLD): This is a condition where children have difficulty learning language skills, such as grammar, vocabulary, and sentence structure, despite being exposed to language in their environment. DLD can be diagnosed in children between the ages of 2 and 5.
2. Acquired Language Disorder: This is a condition that occurs when an individual experiences brain damage or injury that affects their ability to understand and produce language. Acquired language disorders can be caused by stroke, traumatic brain injury, or other neurological conditions.
3. Aphasia: This is a condition that occurs when an individual experiences damage to the language areas of their brain, typically as a result of stroke or traumatic brain injury. Aphasia can affect an individual's ability to understand, speak, read, and write language.
4. Dysarthria: This is a condition that affects an individual's ability to produce speech sounds due to weakness, paralysis, or incoordination of the muscles used for speaking. Dysarthria can be caused by stroke, cerebral palsy, or other neurological conditions.
5. Apraxia: This is a condition that affects an individual's ability to coordinate the movements of their lips, tongue, and jaw to produce speech sounds. Apraxia can be caused by stroke, head injury, or other neurological conditions.
Causes and Risk Factors:
1. Genetic factors: Some language disorders may be inherited from parents or grandparents.
2. Brain damage or injury: Stroke, traumatic brain injury, or other neurological conditions can cause acquired language disorders.
3. Developmental delays: Children with developmental delays or disorders, such as autism or Down syndrome, may experience language disorders.
4. Hearing loss or impairment: Children who have difficulty hearing may experience language delays or disorders.
5. Environmental factors: Poverty, poor nutrition, and limited access to educational resources can contribute to language disorders in children.
Signs and Symptoms:
1. Difficulty articulating words or sentences
2. Slurred or distorted speech
3. Limited vocabulary or grammar skills
4. Difficulty understanding spoken language
5. Avoidance of speaking or social interactions
6. Behavioral difficulties, such as aggression or frustration
7. Delayed language development in children
8. Difficulty with reading and writing skills
Treatment and Interventions:
1. Speech therapy: A speech-language pathologist (SLP) can work with individuals to improve their language skills through exercises, activities, and strategies.
2. Cognitive training: Individuals with language disorders may benefit from cognitive training programs that target attention, memory, and other cognitive skills.
3. Augmentative and alternative communication (AAC) devices: These devices can help individuals with severe language disorders communicate more effectively.
4. Behavioral interventions: Behavioral therapy can help individuals with language disorders manage their behavior and improve their social interactions.
5. Family support: Family members can provide support and encouragement to individuals with language disorders, which can help improve outcomes.
6. Educational accommodations: Individuals with language disorders may be eligible for educational accommodations, such as extra time to complete assignments or the use of a tape recorder during lectures.
7. Medication: In some cases, medication may be prescribed to help manage symptoms of language disorders, such as anxiety or depression.
Prognosis and Quality of Life:
The prognosis for individuals with language disorders varies depending on the severity of their condition and the effectiveness of their treatment. With appropriate support and intervention, many individuals with language disorders are able to improve their language skills and lead fulfilling lives. However, some individuals may experience ongoing challenges with communication and social interaction, which can impact their quality of life.
In conclusion, language disorders can have a significant impact on an individual's ability to communicate and interact with others. While there is no cure for language disorders, there are many effective treatments and interventions that can help improve outcomes. With appropriate support and accommodations, individuals with language disorders can lead fulfilling lives and achieve their goals.
There are several types of LDDs, including:
1. Expressive Language Disorder: This condition is characterized by difficulty with verbal expression, including difficulty with word choice, sentence structure, and coherence.
2. Receptive Language Disorder: This condition is characterized by difficulty with understanding spoken language, including difficulty with comprehending vocabulary, grammar, and tone of voice.
3. Mixed Receptive-Expressive Language Disorder: This condition is characterized by both receptive and expressive language difficulties.
4. Language Processing Disorder: This condition is characterized by difficulty with processing language, including difficulty with auditory processing, syntax, and semantics.
5. Social Communication Disorder: This condition is characterized by difficulty with social communication, including difficulty with understanding and using language in social contexts, eye contact, facial expressions, and body language.
Causes of LDDs include:
1. Genetic factors: Some LDDs may be inherited from parents or grandparents.
2. Brain injury: Traumatic brain injury or stroke can damage the areas of the brain responsible for language processing.
3. Infections: Certain infections, such as meningitis or encephalitis, can damage the brain and result in LDDs.
4. Nutritional deficiencies: Severe malnutrition or a lack of certain nutrients, such as vitamin B12, can lead to LDDs.
5. Environmental factors: Exposure to toxins, such as lead, and poverty can increase the risk of developing an LDD.
Signs and symptoms of LDDs include:
1. Difficulty with word retrieval
2. Incomplete or inappropriate sentences
3. Difficulty with comprehension
4. Limited vocabulary
5. Difficulty with understanding abstract concepts
6. Difficulty with social communication
7. Delayed language development compared to peers
8. Difficulty with speech sounds and articulation
9. Stuttering or repetition of words
10. Limited eye contact and facial expressions
Treatment for LDDs depends on the underlying cause and may include:
1. Speech and language therapy to improve communication skills
2. Cognitive training to improve problem-solving and memory skills
3. Occupational therapy to improve daily living skills
4. Physical therapy to improve mobility and balance
5. Medication to manage symptoms such as anxiety or depression
6. Surgery to repair any physical abnormalities or damage to the brain.
It is important to note that each individual with an LDD may have a unique combination of strengths, weaknesses, and challenges, and treatment plans should be tailored to meet their specific needs. Early diagnosis and intervention are key to improving outcomes for individuals with LDDs.
Bipolar Disorder Types:
There are several types of bipolar disorder, including:
1. Bipolar I Disorder: One or more manic episodes with or without depressive episodes.
2. Bipolar II Disorder: At least one major depressive episode and one hypomanic episode (a less severe form of mania).
3. Cyclothymic Disorder: Periods of hypomania and depression that last at least 2 years.
4. Other Specified Bipolar and Related Disorders: Symptoms that do not meet the criteria for any of the above types.
5. Unspecified Bipolar and Related Disorders: Symptoms that do not meet the criteria for any of the above types, but there is still a noticeable impact on daily life.
Bipolar Disorder Causes:
The exact cause of bipolar disorder is unknown, but it is believed to involve a combination of genetic, environmental, and neurobiological factors. Some potential causes include:
1. Genetics: Individuals with a family history of bipolar disorder are more likely to develop the condition.
2. Brain structure and function: Imbalances in neurotransmitters and abnormalities in brain structure have been found in individuals with bipolar disorder.
3. Hormonal imbalances: Imbalances in hormones such as serotonin, dopamine, and cortisol have been linked to bipolar disorder.
4. Life events: Traumatic events or significant changes in life circumstances can trigger episodes of mania or depression.
5. Medical conditions: Certain medical conditions, such as multiple sclerosis or stroke, can increase the risk of developing bipolar disorder.
Bipolar Disorder Symptoms:
The symptoms of bipolar disorder can vary depending on the individual and the specific type of episode they are experiencing. Some common symptoms include:
1. Manic episodes: Increased energy, reduced need for sleep, impulsivity, and grandiosity.
2. Depressive episodes: Feelings of sadness, hopelessness, and loss of interest in activities.
3. Mixed episodes: A combination of manic and depressive symptoms.
4. Hypomanic episodes: Less severe than full-blown mania, but still disrupt daily life.
5. Rapid cycling: Experiencing four or more episodes within a year.
6. Melancholic features: Feeling sad, hopeless, and worthless.
7. Atypical features: Experiencing mania without elevated mood or grandiosity.
8. Mood instability: Rapid changes in mood throughout the day.
9. Anxiety symptoms: Restlessness, feeling on edge, and difficulty concentrating.
10. Sleep disturbances: Difficulty falling or staying asleep, or oversleeping.
11. Substance abuse: Using drugs or alcohol to cope with symptoms.
12. Suicidal thoughts or behaviors: Having thoughts of harming oneself or taking actions that could lead to death.
It's important to note that not everyone with bipolar disorder will experience all of these symptoms, and some people may experience additional symptoms not listed here. Additionally, the severity and frequency of symptoms can vary widely between individuals.
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communication disorders Archives - Get Business Today
- To help the estimated 40 million Americans living with such a condition flourish and find their voice, start your path with an online Bachelor of Science in Communication Sciences and Disorders from Abilene Christian University. (acu.edu)
- Encouraging your compassion and commitment to serving others, the online B.S. in Communication Sciences and Disorders touches on speech, language and hearing development, the role and function of communication, physiology and anatomy perspectives, and common disorders and assessment techniques. (acu.edu)
- The online B.S. in Communication Sciences and Disorders accommodates busy working adults with a flexible format, while our vibrant, virtual, Christ-centered community values all you bring to nurture your progress. (acu.edu)
- In the online Bachelor of Science in Communication Sciences and Disorders program, you'll learn about normal language development, speech sound development, anatomy, physiology and audiology. (acu.edu)
- The online Bachelor's in Communication Sciences and Disorders prepares you to pursue a graduate degree in speech-language pathology or audiology. (acu.edu)
- The Department of Communication Sciences and Disorders is a department of study within the College of Arts and Sciences. (syr.edu)
- The major in communication sciences and disorders provides students with opportunities for study in the areas of speech-language pathology, audiology, and the normal aspects of speech, hearing, and language. (wisc.edu)
- The major in communication sciences and disorders can be completed through the College of Letters & Science, or through the School of Education . (wisc.edu)
- Students should plan to complete many of these general requirements as well as some courses in communication sciences and disorders during their first and second years on this campus. (wisc.edu)
- Therefore, academic courses and clinical practica in the Department of Communication Sciences and Disorders may be applied toward clinical certification by ASHA (speech language pathology or audiology), and toward state licensure. (wisc.edu)
- The CSQ questionnaire was designed to provide data to support the Healthy People 2020 objectives for taste and smell disorders (Healthy People, 2020). (cdc.gov)
- Understand the complexities and science behind how we communicate - and how to treat patients, from newborn to elderly, who need your help to manage an acquired or developmental communication disorder. (acu.edu)
- Her work focuses on studying risk and protective factors related to childhood mental behavioral and developmental disorders. (cdc.gov)
- And then finally, we have Jessica Franks Jessica Franks is and [inaudible] fellow working as a health communications specialist for children's preparedness unit in the national Center of birth defects and developmental disabilities. (cdc.gov)
- Most individuals with ASD have impairments in communication. (texas.gov)
- There are no assessment and screening tools for Autism Spectrum Disorders (ASD) validated for the Portuguese population . (bvsalud.org)
- Disorders of verbal and nonverbal communication caused by receptive or expressive LANGUAGE DISORDERS, cognitive dysfunction (e.g. (rush.edu)
- Inspired by the FAVRES (Functional assessment of verbal reasoning and executive strategies) assessment, this task focuses on scheduling for the week that targets high-level cognitive communication skills. (teachertodo.com)
- Elimination of iodine deficiency disorders will improve children's cognitive development, reduce stillbirths and reduce stunting. (who.int)
- (Rockville, MD) The American Speech-Language-Hearing Association (ASHA) applauds the U.S. Centers for Disease Control and Prevention (CDC) for issuing newly updated COVID-19 mask considerations that include adaptations and alternatives for people with hearing loss and other communication disorders. (asha.org)
- BLUFFDALE, UT, May 12, 2015 - The National Institute on Deafness and Other Communication Disorders (NIDCD) , in Bethesda, Maryland, is one of the world's leading institutions for research into hearing and auditory health issues. (listentech.com)
- Part of the National Institutes of Health (NIH), the NIDCD conducts and supports research in the normal and disordered processes of hearing, balance, taste, smell, voice, speech and language. (listentech.com)
- General's Report on the work of WHO and issues concerning smallpox, malaria, polio, tobacco, revised drug strategy, iodine deficiency disorders and cloning. (who.int)
- Iodine deficiency disorders (IDDs) refer to a wide range of health problems associated with iodine deficiency1 in a population. (who.int)
- Iodine deficiency disorder is a public health problem in populations where the median urine iodine is less than 100 µg/l or where more than 5% of children aged 6 to 12 years have goitre. (who.int)
- In 1990, World Health Assembly Resolution WHA43.2 endorsed the goal of eliminating IDD as a public health problem.3 In 1993, WHO, UNICEF and the International Council for the Control of Iodine Deficiency Disorders (ICCIDD) recommended universal salt iodization as the main strategy to achieve elimination of IDD.4 In high-risk areas, iodized oil is recommended for the most vulnerable groups such as pregnant women and young children. (who.int)
- Consequently, in 2005 and 2007, the World Health Assembly resolutions WHA58.24 and WHA60.21 on sustaining the elimination of iodine deficiency disorders called on countries to establish multidisciplinary national coalitions to monitor the state of iodine nutrition every three years and to report progress to the World Health Assembly. (who.int)
- 3 Resolution WHA43.2, The prevention and control of iodine deficiency disorder s . (who.int)
- and supports efforts to create devices which substitute for lost and impaired sensory and communication function. (listentech.com)
- Children with ADHD can also have difficulty with taking the mental time to plan their writing, and their handwriting can be immature and sometimes unreadable without necessarily having a written expression disorder. (healthychildren.org)
- Telerehabilitation, implying the use of telecommunications in rehabilitation activities, is being used widely in the treatment of communication and mental health disorders. (sagepub.com)
- We also wanted to study the impact of intellectual disability and verbal impairment and other mental disorders on SCQ-PF psychometric properties. (bvsalud.org)
- The study included 211 children and adolescents , aged 4-17, divided in three groups ASD Group (n = 96), Other Mental Disorders Group (OMD) (n = 63) and No Mental Disorders (NMD) Group (n = 52). (bvsalud.org)
- In a June 8 letter to CDC Director Robert Redfield, ASHA asked the agency to emphasize the need for clear face masks and use of other communication aids to protect people with hearing loss and other communication disorders. (asha.org)
- Audiologists specialize in preventing and assessing hearing and balance disorders as well as providing audiologic treatment, including hearing aids. (asha.org)
- The aim of study is to verify the association with oral communication disorders and unilateral sensorioneural hearing loss. (bvsalud.org)
- Language, communication and auditory performance was affected by varying degrees of unilateral hearing loss and comorbidities as lack of attention, irritability and agitation are associated to communication disorders resulting from unilateral hearing loss in this sample. (bvsalud.org)
- Hearing and communication disorders : a manual for CBR workers / Sheila Wirz and Sandy Winyard. (who.int)
- Validation of the Portuguese Version of the Social Communication Questionnaire. (bvsalud.org)
- The Social Communication Questionnaire (SCQ) is an useful screening tool of ASD diagnosis . (bvsalud.org)
- The Taste and Smell Questionnaire Section (variable name prefix CSQ) collected interview data on self-reported taste and smell ability, selected symptoms of and medical treatment for taste and smell disorders, and data on conditions that may represent risk factors for taste and smell disorders. (cdc.gov)
- My name is Jessica Franks and I'm a health communications fellow for the children's preparedness unit. (cdc.gov)
- Mathematics disorder can be thought of as a type of learning disability in which spoken language is not affected, but computational math is. (healthychildren.org)
- Nonverbal learning disability is a condition that is not yet formally categorized as a disorder but that has been the subject of increasing interest. (healthychildren.org)
- This graph shows the total number of publications written about "Communication Disorders" by people in this website by year, and whether "Communication Disorders" was a major or minor topic of these publications. (rush.edu)
- Below are the most recent publications written about "Communication Disorders" by people in Profiles. (rush.edu)
- Interpersonal Communication is one of the most common things people do. (getbusinesstoday.com)
- Stuttering gets no respect as a disorder,' says stuttering expert Dennis Drayna, Ph.D. 'People think of it as. (medlineplus.gov)
- The ChiLL lab looks at child language development and disorders in early childhood. (ouhsc.edu)
- In written correspondence to ASHA informing the association of its revised recommendations, Redfield stated, "We appreciate ASHA raising this important issue, and CDC recognizes the unique challenges that individuals with communication disorders encounter when wearing solid face coverings or when interacting with essential workers, such as health care providers, who communicate through solid face coverings. (asha.org)
- In this module, we discuss some of the common communication characteristics that you may encounter in individuals with autism. (texas.gov)
- We have been providing comprehensive diagnosis and therapeutic services to children and adults with communication disorders since 1960. (csun.edu)
- The OUHSC Communication and Aural Rehabilitation Research Laboratory, or CARRL, facilitates student- and faculty-driven research in speech perception, amplification, and classroom acoustics led by Dr. John. (ouhsc.edu)
- Start to tackle the complexities of communication disorders with a curriculum introducing you to speech-language pathology, audiology and speech and language disorders, with the goal of positively impacting patients' lives. (acu.edu)
- Speech-language pathologists identify, assess, and treat speech and language problems, including swallowing disorders. (asha.org)
- All patients underwent anamnesis, auditory evaluation, and a standard structured interview to collect information about their language, communication and auditory performance. (bvsalud.org)
- In its June letter, ASHA stated that clear face masks and other flexible communication methods-such as shared computer screens, notepads, whiteboards, voice-to-speech applications, personal sound amplifiers, use of plexiglass barriers, and other related resources-can assist in making communication more effective, most critically for imparting one's medical needs and preferences. (asha.org)
- Solid face masks and coverings reduce the effectiveness of spoken communication in numerous ways , including dampening and filtering sound, degrading speech intelligibility, and removing visual cues. (asha.org)
- Children with mathematics disorder also may have difficulties with motor and spatial, organizational, and social skills. (healthychildren.org)
- Because of the communication difficulties that individuals with ASD have, it may appear that they are being non-compliant or ignoring you when, in fact, the noncompliance may be due to not understanding the officer's questions or instructions. (texas.gov)
- A lack of ongoing communication or collaboration can lead to mistrust of the agency. (cdc.gov)
- Establish frequent communication to keep in touch with stakeholders. (cdc.gov)
- Explain the communication characteristics of ASD. (texas.gov)
- What are the essential communication characteristics of ASD? (texas.gov)
- In this module, we describe common communication characteristics that you may observe in individuals with ASD. (texas.gov)
- What are common communication characteristics in individuals with autism? (texas.gov)
- The following are common communication characteristics that may indicate an individual has autism. (texas.gov)
- Some speech and communication problems may be genetic. (medlineplus.gov)
- A reading disorder, depending on how it is defined, is not necessarily a lifelong condition, but these problems do persist into adulthood in at least 40% of children. (healthychildren.org)
- When handwriting problems are more a function of ADHD than a written expression or motor skills disorder, they sometimes improve rapidly and dramatically with appropriate stimulant medication treatment. (healthychildren.org)
- They allow for modifications that can improve communication success for everyone-including those with communication disorders. (asha.org)
- If a clear face covering isn't available, consider whether you can use written communication, use closed captioning, or decrease background noise to make communication possible while wearing a cloth face covering that blocks your lips. (asha.org)
- But they can also make communication more. (medlineplus.gov)