TEENS@CARE PSYCHIATRIC CLINIC COMMUNICATION

TEENS@CARE
PSYCHIATRIC CLINIC
COMMUNICATION
DISORDER
Communication Disorder
From: Wikipedia, the free encyclopaedia
A communication disorder is any disorder that affects somebody's ability to communicate.
The delays and disorders can range from simple sound substitution to the inability to
understand or use one's native language.
Disorders and tendencies included and excluded under the category of communication
disorders may vary by source. For example the definitions offered by the American Speech–
Language–Hearing Association differ from that of the Diagnostic Statistical Manual 4th
edition (DSM-IV).
Gleanson (2001) defines a communication disorder as a speech and language disorder which
refers to problems in communication and in related areas such as oral motor function. The
delays and disorders can range from simple sound substitution to the inability to understand
or use their native language. In general, communications disorders commonly refer to
problems in speech (comprehension and/or expression) that significantly interfere with an
individual’s achievement and/or quality of life. Knowing the operational definition of the
agency performing an assessment or giving a diagnosis may help.
Persons who speak more than one language or are considered to have an accent in their
location of residence do not have speech disorders if they are speaking in a manner
consistent with their home environment or a blending of their home and foreign
environment.
Signs and symptoms
Signs and symptoms of social communication disorders include problems with social
interaction (e.g., speech style and context, rules for linguistic politeness), social cognition
(e.g., emotional competence, understanding emotions of self and others), and pragmatics
(e.g., communicative intentions, body language, eye contact).
Causes
A social communication disorder may be a distinct diagnosis or may be associated with
other conditions (e.g., ASD, SLI, etc.), some of which have a known etiology and some of
which are idiopathic. The causes of social communication disorders are often defined in
terms of these specific conditions. Links to disorder- and condition-specific Practice Portal
pages will be included as those pages are developed.
Treatment
The ultimate goal of intervention is to improve social interactions, not to teach specific
behaviours or skills. While it is ideal to address all skill areas concurrently, this is not always
possible due to a number of factors, including time constraints and the patient's/client's
unique needs.
Treatment Strategies
The broad impact of social communication disorders-specifically problems with
generalization of skills- necessitates service delivery models and individualized programs
that lead to increased active engagement and build independence in natural learning
environments. When developing a treatment program, SLPs consider service delivery
options that include both direct and indirect ways to mediate social exchanges. Clinicianmediated interventions may be useful for teaching new skills, but are more limited in
promoting generalization of those skills. Where appropriate, intervention settings include
environmental arrangement, teacher-mediated interventions, and peer-mediated
interventions.
Treatment typically
 Recognizes the importance of
 Family involvement,
 Cultural values and norms,
 Collaboration with a variety of professionals and communication partners,
 Facilitation of peer-mediated learning,
 Continuity of services across environments,
 Addressing functional needs,
 Matching service delivery to meaningful outcomes;
 Provides services that are connected with functional and meaningful outcomes, such as
 The child being included in social settings with greater frequency,
 The child experiencing less frustration with problem solving, etc.;
 Provides services in natural learning environments to the extent possible
 Using one-on-one or individual services only when repeated opportunities do not occur
in natural learning environments,
 Ensuring that any pull-out services are tied to meaningful, functional outcomes and
incorporate activities that relate to natural learning environments (Timler, 2008),
 Using one-on-one services in conjunction with group services to teach specific-skills that
the child will then use in the group setting;
 Incorporates the collaborative efforts and input from families, classroom teachers,
special educators, psychologists, and SLPs.
If you feel that the above has not satisfy you with the questions you had, please feel free
to ask any of our psychiatrics.
Dr. P Swanepoel
044 874 0130
Dr. M Taljaard:
044 874 0130
Dr. C van Wyk:
044 272 2506
[email protected]
[email protected]
[email protected]
Dr. J Fourie:
044 874 0130
Dr. van der Westhuizen:
044 873 6401
[email protected]
[email protected]