COMMUNICATION &

MOTOR DISORDERS
Communication Disorders
Language Disorder

Speech Sound
Disorder
Communication
Disorders
Childhood Onset
Fluency Disorder
(Stuttering)

Social (Pragmatic)
Communication
Disorder
Communication Disorders
■ Disorders of communication include deficits in language, speech, and communication

 Language includes Form, Function, and Use of a conventional system of symbols (i.e., spoken
words, sign language, written words, pictures) in a rule governed manner for communication

 Speech includes expressive production of sounds include individual’s articulation, Fluency,

Voice, and Resonance quality

 Communication includes Any verbal or nonverbal behavior (whether intentional or

unintentional) that influences the behavior, ideas, or attitudes of another individual
 Language Disorder
■ Difficulty in the acquisition and use of
language across different modalities
■ For both, Receptive ability (process of
receiving and comprehending language
messages) and Expressive language ability
(production of vocal, gestural, or verbal
signals)
■ A positive family history of language
disorders is often present
Speech Sound Disorder
■ Difficulty in speech sound production (clear
articulation of the phonemes)
■ Causes problems in communication
■ Onset is in the early developmental period
■ Most children respond well to treatment
■ https://
www.youtube.com/watch?v=Cyb33XS-YaU

■ The disorder becomes prominent by 4 years

of age
Childhood Onset Fluency Disorder (Stuttering)
■ Disturbance in normal fluency and word pronunciation
■ Onset age: 2-7 years
■ https://www.youtube.com/watch?v=_5IOse0EdIo
Sound and
Sound
syllable Broken words
prolongations
repetitions

Words produced
Audible/ silent
Circumlocutions with physical
blocking
tension

Monosyllabic
word repetitions
 Social (Pragmatic) Communication Disorder
■ Primarily difficulty in social use of language and communication
■ Evident by deficits in understanding and following social rules
■ https://www.youtube.com/watch?v=Dk9kULgUkSQ
MOTOR DISORDERS
https://www.osmosis.org/learn/Tourette_syndrome
 WORKING WITH
INTELLECTUAL
DISABILITIES AND OTHER
NEURODEVELOPMENTAL
DISORDERS
UNDERSTANDING THE
CONDITION
 Intellectual Disabilities

 Communication Disorders

 Specific Learning Disorder

 Motor Disorders
AREAS OF FOCUS:
Intellectual Disabilities
 Reasoning
 Problem Solving
 Planning
 Abstract Thinking
 Judgment
 Academic Learning
 Experiential Learning
 Adaptive Functioning (Across Multiple Environments)
AREAS OF FOCUS:
Communication Disorders
 Vocabulary

 Sentence Structure

 Impairments in Discourse
AREAS OF FOCUS:
Specific Learning Disorder
 Word Reading
 Comprehension
 Spelling
 Written Expression
 Numerical Sense
 Mathematical Reasoning
AREAS OF FOCUS:
Motor Disorders
 Fine Motor Skills

 Gross Motor Skills

ASSESSING THE CONDITION

 VABS

 WISC/TONI/ WAIS/SIT

 WRAT-4

 IA

 BG/QNST
DETERMINING THE DYNAMICS
IN PLAY WITH EXISTING CO-
MORBIDITIES
I.Q.
Speech
Learning Emotions
Motor
Coordination

Behaviours
 CASE
DISCUSSION
 Case 1
Alice, a 18-year-old college student, sought help because of her difficulty in several of her
classes. She reported that she had enjoyed school and had been a good student until about the
sixth grade, when her grades suffered significantly. Her teacher informed her parents that she
wasn’t working up to her potential and she needed to be better motivated. Alice had always
worked hard in school but promised to try harder. However, with each report card her mediocre
grades made her feel worse about herself. She managed to graduate from high school, but by
that time she felt she was not as bright as her friends. Alice enrolled in the local community
college and again found herself struggling with the work. Over the years, she had learned
several tricks that seemed to help her study and at least get passing grades. She read the material
in her textbooks aloud to herself; she had earlier discovered that she could recall the material
much better this way than if she just read silently to herself. In fact, reading silently, she could
barely remember any of the details just minutes later. After her sophomore year, Alice
transferred to the university, which she found even more demanding and where she failed most
of her classes.
Cases

■ Kelly was a good student until the sixth grade. Her grades slowly began to drop, despite
her increased studying. Now, as a high school senior concerned about graduation, and
with hopes of going to college, Kelly has sought help. She places above average on an
IQ test but shows significant problems with reading and comprehension
__________________
■ Trent’s developmental disorder is characterized by uncontrollable yelps, sniffs, and
grunting noises. ______________________
■ In school, 6-year-old Miley appears extremely awkward. She speaks in formal way with
her friends. She doesn’t understand when other children are being sarcastic and misses
many social communication cues. ____________