The communication disorders are disorders of the development of a more frequent between 2 and 6 years of age and represent a collection of diamonds sindromici characterized by different difficulties for the quality and severity in the comprehension, production, and use of language.
Are characterized by language impairment, speech and communication and from the fact that the other areas of the functioning of the person are intact (e.g. intellectual functioning and in the standard).
To public speaking the production expressive of sounds and includes articulation, fluency, voice and resonance quality of an individual. The language includes the shape, function and the use of a conventional system of symbols (for example, spoken words, and sign language and the written words), with a mode governed by the rules for communication. The communication includes any behavior, verbal or non-verbal way (intentional or unintentional) that influence the behavior, ideas, and attitudes of another individual.
What are the Disorders of Communication and how do they manifest themselves?
It is a disorder that affects both the production the understanding of the language, even if it may be affected to different degrees.
It is characterized by persistent difficulties in the acquisition and use of different modes of language (language spoken, written, gestural, or other) due to deficits in comprehension or production that include vocabulary is reduced, a limited structuring of the sentences (the ability to build phrases based on rules, syntactic, and morphological), and an impairment of the ability of discourse (ability to use words, or connecting phrases between them to describe a topic or a conversation).
Disorder phonetic phonological
It is diagnosed when the production sounds of speech is not what you would expect based on the age and stage of development of the child and when the deficits are not the result of impaired physical, neurological or auditory. For the children of four years with the development adjust the speech should be understandable, while the age of two years, only 50% of speech can be understood. It is characterized by difficulty in articulation (dyslalias), a delay of language, but good understanding. The prognosis is favorable for resolution, even spontaneous or with cycles of speech and language therapy.
Disorder of fluency with onset in childhood (stuttering)
The main manifestation of the disorder is an alteration in the normal fluence and cadence of speech that is not appropriate for the age of the individual. This alteration is characterized by frequent repetitions or prolongations of sounds or syllables and other types of alterations of speech.
The magnitude of the difference varies from situation to situation and is often is more severe when there is a particular the pressure to communicate (for example, submit a report to the school to do an interview for a job). The disfluenza is often absent during the oral reading, the song or the interview with inanimate objects or pets.
It is characterized by a difficulty with the pragmatic or the social use of language and communication. It manifests through deficit in understanding, and follow the social rules of communication verbal and non-verbal in naturalistic contexts, inadapt the language according to the needs of the interlocutor or of the situation. The deficits in social communication produce functional limitations in effective communication, social participation, and development relationships, school performance or work performance. The deficit should not be explained by reduced abilià cognitive or language structure.
As we deal with the disorders of communication at the Centre Tice?
The speech therapist is responsible for assessing the languageto obtain reliable data on the functioning of the different language and communication skills through standardized tests, and structured observations, in order to identify and overcome your difficulties of the individual.
The speech pathologist research the best strategies to ensure a good development not only linguistic but also to cognitive and emotional, through the writing of the goals of treatment and the choice of the therapeutic activities of habilitation and rehabilitation of communication and language, verbal and non-verbal.
The speech pathologist within TICE collects data on the intervention and shares them with colleagues and family, is an active part of the interdisciplinary team of psychologists, psicomotricisti and educationalists, leading to greater generalization and automation of competences is the object of the treatment.
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Depending on the type of disorder, in addition to working on the structural aspects of communication and language, it is important to set the paths to the teaching of skills, control, management, emotional, ability to adapt to the demands that the environment imposes. The aim of the treatment is also to train the ability to reflect before speaking and to hone the abilities of linguistic expression. At Tice are present paths of the individual or group, which can be very useful, as they favor the comparison and the reciprocal regulation. The group, in fact, to work on the respect of rounds of communication, the ability to assign and respect the roles of the various stakeholders and, with respect to the activities of the individual, the group also promotes the emergence of the awareness that the things you say, and the behaviors that you take, have an influence on the responses that you receive from others.
Sharing with the family is part of every step of the work to TICE: from the definition of the objectives, the sharing of strategies and data, the constant return of the trend of the path. In addition, there are courses structured in which the parent is invited to play on the sessions along with the professional in order to share the methods and strategies psicoeducative, routes, advice on whom to discuss these arrangements and the difficulties that emerge in different contexts and be supported by the emotional point of view.
Professionals TICE take care of the path to get in contact with all the actors that are part of the network of family support (SSN, school and other professionals), suggesting an the constant exchange and open, designed to maximize all the actions in the field. The school represents a fundamental place in which to implement strategies that maximize inclusion, creating culture in the students, learn skills useful for the growth. For this, we keep in constant contact with schools, through frequent meetings, meetings, supervisions, sharing of goals and programs, depending on the availability of the teacher and families.
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