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At least 19 recordsLinked to original sources
PubMed1988

Assessing and treating communication disorders.

Communication disorders are defined as difficulties involving speech, language or hearing. Speech problems may involve disorders of articulation, fluency or voice. Language disorders include problems of receptive, expressive and pragmatic language. The most common communication disorder is hearing loss. The role of the family physician is to recognize the problem, supervise the evaluation, coordinate the therapy, and support the patient and family.

Aged↗
PubMed1987

Theory and science in communication disorders.

The role of theory and of science for communication disorders is discussed. It is argued that communication disorders is a unique discipline, committed to the understanding and remediation of disordered communication, but that it is also fully invested in the theories and paradigms that inform all of behavioral science, and so it is inappropriate to expect it to generate its own theories. Theory contributes to research and to therapy in communication disorders, and we discuss the ways in which our discipline can make rational use of theory for both enterprises.

Behavioral Sciences↗
PubMed1990

Communication disorders and emotional/behavioral disorders in children and adolescents.

Recent research in child psychiatry has demonstrated a high prevalence of speech, language, and communication disorders in children referred to psychiatric and mental health settings for emotional and behavioral problems. Conversely, children referred to speech and language clinics for communication disorders have been found to have a high rate of diagnosable psychiatric disorders. Most of the emerging knowledge regarding relationships between communication disorders and psychiatric disorders has been presented in the child psychiatric literature. Speech-language pathologists and audiologists also need to be familiar with this information; an understanding of the complex interrelationship between communication disorders and emotional and behavioral disorders is important for diagnosis, assessment, and treatment. The purpose of this article is to review recent research and discuss clinical implications for professionals in speech-language pathology and audiology working with children and adolescents who have, or who are at risk for, developing emotional and behavioral disorders. Issues to be addressed include differential diagnosis, prevention, intervention, and the role of speech-language pathologists serving these children and adolescents.

Adolescent↗
PubMed1979

Communicative disorders at a health-care center.

The purpose of this study was to identify the prevalence of communicative disorders in a Children and Youth Program during the 5-yr period 1973-1977. It appears that the numerous speech and hearing surveys recorded fail to do the following: (a) identify speech, language, and hearing pathologie from a comprehensive health-care center and/or hospital; (b) study types of clientele longitudinally; (c) study prevalence and needs of minority groups specifically; and (d) study prevalence of communicative disorders in preshool children. For the Black community under study, it appears that the prevalence of communicative disorders is greater than reported in other surveys. In addition, the current study identifies a community not receiving services. In reviewing the facilities available to this socieconomic community, one finds inadequacies. These inadequacies may be reflected in manpower and equipment rather than programs and resources. The data indicate a tremendous need to expand available services.

Adolescent↗
PubMed1975

Communication disorders: a power analytic assessment of recent research.

This study assessed the relative statistical power of contemporary research in communication disorders. Results of the analysis, based upon an evaluation of two major journals, revealed overall mean power figures of 0.16, 0.44, and 0.73 for small, medium, and large effect sizes, respectively. Interdisciplinary comparisons indicated that low statistical power is not unique to research in communication disorders, but is apparent in other behavioral science areas as well. Several alternatives are offered to the researcher who will want to ensure sufficient power for his investigation on an a priori basis. The implications of this study are discussed in reference to the experimenter/clinician model.

Audiology↗
PubMed1979

Thought, language, and communication disorders. II. Diagnostic significance.

This investigation evaluates the frequency of various subtypes of thought, language, and communication disorders in 113 patients with diagnoses of mania, depression, and schizophrenia. It indicates that some types of thought disorder considered important occur so infrequently as to be of little diagnostic value, such as neologisms or blocking. The traditional concept of thought disorder, which emphasizes associative loosening, is also of little value, since associative loosening occurs frequently in mania as well as in schizophrenia. This investigation demonstrates that associative loosening can no longer be considered pathognomonic of schizophrenia. On the other hand, an approach that defines various subtypes of thought disorder and uses a concept of negative-vs-positive thought disorder does often permit a distinction between mania and schizophrenia. It is recommended that the practice of referring globally to "thought disorder," as if it were homogeneous, be avoided in the future and instead that the specific subtypes occurring in particular patients be noted in both clinical practice and research.

Adult↗
PubMed1989

Prevalence of communication disorders in students with learning disabilities.

The prevalence of communication disorders in a population of 242 children with learning disabilities between 8 and 12 years of age enrolled in a school system in Alabama was studied. The prevalence of articulation, language, voice, fluency, and hearing disorders was determined through an individual assessment program. A speech, language, or hearing problem was exhibited by 96.2% (233) of the 242 children studied. Language deficits were found in 90.5%, articulation deficits in 23.5%, voice disorders in 12%, and fluency disorders in 1.2% of the students with learning disabilities. Puretone hearing deficits were observed in 7.4% and middle ear function deficits were observed in 15.7% of the students. Only 6% of the children were receiving the services of a speech-language pathologist.

Alabama↗
PubMed1987

Clinical significance of childhood communication disorders: perspectives from a longitudinal study.

A group of 202 children who were referred for evaluation of communication disorders were also evaluated for psychiatric and learning disorders at two points in time. High rates of both psychiatric and learning disorders were found at initial evaluation, and even higher rates were found at follow-up 3 to 4 years later. Recovery from communication disorder occurred in approximately one fourth of the cases and varied widely depending on the type of disorder involved. Poor psychiatric outcome could be predicted by the presence and severity of initial disorders of language comprehension and expression, and by certain environmental factors (such as psychosocial stress). The high prevalence of linguistic, psychiatric, and development disorders at follow-up for the children in this study suggests the need for close monitoring of children with early communication impairments.

Attention Deficit Disorder with Hyperactivity↗
PubMed1991

Managing communication disorders in stroke.

Dysphasias, dyspraxias, and dysarthrias are communication disorders that may be experienced following a stroke. Nursing assessment of language and speech is based on an understanding of normal language and speech systems. Location of the stroke and clinical assessment findings uncovered through the history and physical examination allow identification of language and speech deficits. Language is examined by assessing spontaneous speech, verbal comprehension, reading, writing, and ability to name and repeat. Speech is examined by testing motor function and reflexes of cranial nerves VII, IX, X, and XII. The identification of intact language and speech functions and language and speech deficits enables the nurse to plan and implement interventions based on the assessment findings in four areas--environmental manipulation, supportive behaviors, behaviors designed to enhance communication, and teaching of the person and family.

Brain↗
PubMed1992

The nature and management of communication disorders in a rural area: the role of the community speech and hearing therapy workers.

Six hospitals where Community Speech and Hearing Therapy Workers (CWs) are working in Gazankula were visited. Firstly, data were collected from records, reports and case files over an 18 month period to determine the nature and prevalence of the communication disorders seen by the CWs. Secondly, the CWs were interviewed about their work situation, organisation of their time and intervention strategies used with communicatively disordered people in order to evaluate the efficacy of their work. Methodological issues requiring consideration when undertaking this type of research are discussed. The results are discussed in terms of the implications for course modifications as well as policy decisions within the profession of Speech and Hearing Therapy.

Communication Disorders↗
PubMed1991

Screening child psychiatric inpatients for communication disorders: a pilot study.

This study was part of a project concerned with speech and language disorders among child psychiatric inpatients. Twenty-two consecutively admitted children were screened and 10 were positive. Of these, nine were diagnosed with a speech or language delay, prevalence = 40.9 (9 of 22). A chart review of the preceding 2-year period showed that 27 of 128 admissions had been referred to the speech clinic and that 25 had positive findings, for a prevalence of 19.5% (25 of 128). The difference in the observed prevalence in these two studies was significant (chi 2 = 4.89, rho = .03). Standard clinical practice may miss some children with communication disorders (estimated sensitivity = 39%), while the new screening method shows promise (estimated sensitivity = 82%).

Child↗
PubMed1987

The limits of science in communication disorders.

Science is a powerful tool when it addresses the kinds of questions it was designed to answer, but there are also important questions in communication disorders that fall outside the limits of science. Three such areas are discussed: Questions concerning social and personal values, questions that call for logical rather than scientific endeavors, and questions that should not be posed because we already know the answers and would not be influenced by contrary findings.

Communication Disorders↗
PubMedDate not supplied

Communication disorders following closed head injury: new approaches to assessment and rehabilitation.

In this paper communication disorders following closed head injury are described and various forms of language assessment techniques are reviewed. The usefulness of conventional, pragmatic and cognitive approaches is considered. A new cognitive-pragmatic approach is then advocated which is an amalgam of the last two approaches. From the examples given it is argued that such an approach is practical in terms of: 1) incorporating knowledge of co-existing cognitive deficits; and 2) focusing on normal everyday communication practices. It is also suggested that the use of a cognitive-pragmatic framework has potential in refining remediation and management strategies with the closed-head-injured population.

Aphasia↗
PubMed1985

Expressive communication disorders in persons with multiple sclerosis: a survey.

The purpose of this study was to survey individuals with multiple sclerosis to determine (1) the presence and severity of their expressive communication disorders, (2) the extent expressive communication problems interfere with employment, and (3) the frequency of using communication augmentation equipment. An eight-page questionnaire was distributed to 656 persons diagnosed as having multiple sclerosis, who returned completed questionnaires. Twenty-three percent of the total sample reported the presence of "speech or other communication problems." Four percent of the total sample indicated that strangers were unable to understand them. Of this group 28.8% reported that they used communication augmentation equipment.

Adult↗
PubMed1990

[Communicative disorders and voluntary regulation of activity in children with schizophrenia].

Experimental psychological investigation of the peculiarities of voluntary regulation of activity was performed in 106 schizophrenic children and adolescents compared to a group of age-matched (7 to 16 years) healthy persons. Voluntary regulation of activity was studied in its relation to the communicative disorders characteristic of schizophrenic patients. The investigation was designed with due consideration of the subjects interaction and communication with the partner-experimenter. Different degrees of communication in mutual activity involved a variety of disorders in voluntary regulation of activity which had different strength and importance for the child's development.

Adolescent↗
PubMedDate not supplied

BOEL screening: a program for the early detection of communicative disorders. Preliminary reports from a study on 1,000 Finnish infants.

Programs for infant screening of communicative disorders should cover the need for information about the development of attention functions--auditory, visual and tactile at an age when the child is on the doorstep of speech acquisition, i.e. before 1 year of age. BOEL is a new screening test, constructed to cheek the capacity of giving priority to signals for hearing, sight and motor attention in infants around 8 months of age. The child's innate program to follow an interesting signal, grasp it and investigate it with his mouth, turn his head after it, and smile responsively is tested with the help of two visual stimuli and four sound sources, ranging between 4 000 and 12 500 Hz. BOEL is meant to be used within the routine health check-ups of, for example, well-baby clinics.

Child Behavior↗