Speech Language Communication Disorders

Speech-Language-Communication Disorders Student Name Institution Professor Name Course Date Speech-Language-Communication Disorders College of Education – Department of Special EducationSpring 2024 - SPE 461 – Weekly Activity 13April 17, 2024Chapter 17: Speech-Language-Communication Disorders Week #10– ASHA Practice Portal You will need to access the link provided here: https://www.asha.org/practice-portal/ Your electronic book chapter – Chapter 17 on Speech and Language Disorders provides concise and informative resources as related to students with speech-language-communication disorders. The tables 17.1, 17.2, and 17.3 help breakdown different areas of speech-language disorders. For today, pick one (1) topic form the Practice Portal list under Topics and Issues. There is a comprehensive list here of many, not all, but many speech-language-communication disorders. Select a topic that is NOT for your Teach-in Presentation. Although, feel free to use this website as a resource for that assignment as you develop your slides and presentation. (1). Go to: asha.org (2). Then go the Practice Management, then go to ENTER the PRACTICE PORTAL. There you will see an impressive list of Topics and Issues. There are so many to choose from but here is a suggested list. If you find something else, that is fine. We had a similar assignment in SPE 462, so please select a topic that is NEW for you to explore and explain. TOPICS AND ISSUES * Apraxia of Speech (Childhood) * Autism Spectrum Disorder * Bilingual Service Delivery * Central Auditory Processing Disorder * Classroom Acoustics * Cleft Lip and Palate * Cochlear Implants * Executive Function Deficits * Hearing Aids (Children) * Hearing Loss in Children * Intellectual Disability * Late Language Emergence * Language and Communication of Deaf and Hard of Hearing Children * Orofacial Myofunctional Disorders * Selective Mutism * Social Communication Disorder * Speech Sound Disorders: Articulation and Phonology * Spoken Language Disorders * Tinnitus and Hyperacusis * Traumatic Brain Injury (Pediatric) * Voice Disorders * Written Language Disorders Weekly Activity #13: Learn about a Speech-Language-Communication Disorder Follow these steps in order: #1: Select one TOPIC There is A LOT of information on this topic no doubt, but pick a topic less familiar #2: Look to develop five (5) bullet talking points on this TOPIC Choose what is of interest to you or something that is new and one that you are cuirous about for this assignment. #3: Provide the NAME of the TOPIC and then list – Bullets or OUTLINE form – your five important features that you would like to emphasize. As an example, for FLUENCY. You could go ahead and provide a brief definition. Then select FIVE (5) bullets below. Looking at the Practice Portal there are pieces of information under different HEADERS. These headers may include: 1 Incidence 2 Prevalence 3 Signs 4 Symptoms 5 Causes 6 Assessment 7 Treatment 8 Roles & Responsibilities Pick only FIVE – write your bulleted information under the headers you choose. Weekly Activity #13: Learn about a Speech-Language-Communication Disorder Topic: Selective Mutism Definition. Selective mutism is an anxiety disorder whereby a child is unable to speak in specific social situations like school or community settings despite being verbal and communicative in other conditions like at home with family. It typically emerges between ages 3-6 when children attend school or new social environments outside the house (Batshaw et al., 2019). The inability to speak is persistent over time in those anxiety-provoking settings. Children with selective mutism understand language and have the physical capability to speak, but they experience severe anxiety that prevents them from verbalizing in particular situations. While quiet and withdrawn in specific settings, they can talk comfortably at home or with familiar people (Batshaw et al., 2019). Selective mutism causes significant impairment in social and academic functioning if left untreated. It requires intervention from professionals like speech-language pathologists, psychologists, and behavioral therapists to help the child overcome their speaking difficulties through desensitization and anxiety management techniques. For each one, place the HEADER and then your bullet of information. The “bullet” should be no more than two (2) OR three (3) sentences. Use only 2-3 sentences per header. 1 Incidence 2 Prevalence 3 Signs 4 Symptoms 5 Causes 6 Assessment 7 Treatment 8 Roles & Responsibilities ...