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Treating Language Disorders in Adults and Children
There are many differences between treating language disorders between adults and children. For children, the use of language intervention activities is very common, these exercises use a specialized language specialist to interact with the child through play. Therapists use repetition exercise that depend on books, pictures and ongoing series of events to stimulate the child's language development. In addition, children who have not had a long time to develop articulation will be engaged in articulation therapy which includes exercises where the therapist can model correct sounds and syllables. Adults with language disorders are typically neurological in nature and can not use the same methods. Instead, they require specific treatment steps such as RHD or Wernicke's aphasia.
Augmentative and assistive devices are ways to help improve communication abilities. Describe how these alternative communication techniques can be chosen and used effectively.
Augmentative and alternative communication devices can be very helpful, but AAC needs to be carefully selected to be helpful. AAC should be chosen to fit the degree of language disorders. The more sophisticated the machinery, the greater the learning curve and the expense of the AAC. Some individuals only need very little help with communication aid, therefore a mobile writing or typing utility would satisfy. On the other hand, severely autistic or impaired individuals could need an extensive laptop aid that will help them in communicating. Both age, mobility, and need have to be calculated carefully.
3. Describe two types of speech disorders, how they can affect the child in the classroom, and some of the interventions used for students with speech disorders.
One simple type of speech disorder is stuttering. This is a very common disorder where the flow of speech is often disrupted by repetitions and pauses that the speaker cannot control. Another type of speech disorder is Dysprosody which occurs, when an individual cannot control how the intensity, timing and rhythm of speech occurs. Speech disorders in general affect students tremendously because they feel that they cannot fit in with the class environment. It limits their participation, social engagement and general involvement within the learning environment. There are many different intervention methods for speech disorders. Typically students with disorders are placed into special programs to teach them to correct the problem, but it is the responsibility of the teacher to get each student the help they need.
If we can study these thematic relationships, and understand how persons with disorders are interpreting and judging these relationships, then we can perhaps intercede in those interpretations and judgments by way of thematic relationships that help train people with disorders to respond differently, or to process the relationship in a way that treats them away from cognitive processes that impair them, and towards processing these relationships in ways that help
Self-Efficacy and Oppositional Defiant Disorder Oppositional Defiant Disorder The challenges of adolescence have always loomed large for young people and for families -- for as long as adolescence has been a recognized stage in human development. A constellation of skills is needed by young people to bridge the transition from childhood dependency to adult independency (Smith, Cowie, & Blades, 1998). For some young people, the transition is especially difficult and skill development
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For the delayed-treatment group, significant improvement was shown after they received self-examination therapy. From this study, the LaTorre work and the work of Dia, it is reasonable to conclude that empowerment is conducive to better outcomes in those with generalized anxiety disorder. Dia (2001) noted that cognitive-behavioral therapy (CBT) is now a respected and proven model of psychotherapy, as noted by a t ask force of the American Psychological Association.
, 2010). This point is also made by Yehuda, Flory, Pratchett, Buxbaum, Ising and Holsboer (2010), who report that early life stress can also increase the risk of developing PTSD and there may even be a genetic component involved that predisposes some people to developing PTSD. Studies of Vietnam combat veterans have shown that the type of exposure variables that were encountered (i.e., severe personal injury, perceived life threat, longer duration,
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