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]