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 deficit del linguaggio, dell’eloquio e della comunicazione 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 comprende la forma, la funzione e l’utilizzo di un sistema convenzionale di simboli (per esempio le parole pronunciate, e linguaggio gestuale e le parole scritte) con una modalità governata da regole per la comunicazione. La 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?
Language disorder
It is a disorder that affects both the production the understanding of the language, even if it may be affected to different degrees.
È caratterizzato da persistente difficoltà nell’acquisizione e nell’uso di diverse modalità di linguaggio (linguaggio parlato, scritto, gestuale o di altro tipo) dovute a deficit della comprensione o della produzione che comprendono un lessico ridotto, una limitata strutturazione delle frasi (capacità di costruire frasi basandosi su regole sintattiche e morfologiche) e una compromissione delle capacità discorsive (capacità di usare parole o di connettere frasi tra loro per descrivere un argomento o sostenere una conversazione).
Disorder phonetic phonological
It is diagnosed when the production dei suoni dell’eloquio non è quella che ci si aspetterebbe in base all’età e alla fase di sviluppo del bambino e quando i deficit non sono il risultato di compromissione fisica, neurologica o uditiva. Per i bambini di quattro anni con sviluppo regolare l’eloquio generale dovrebbe essere comprensibile, mentre l’età di due anni solo il 50% dell’eloquio può essere comprensibile. È caratterizzato da difficoltà articolazione (dislalie), ritardo linguistico, ma 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)
La manifestazione principale del disturbo è un’alterazione della normale fluence and cadence dell’eloquio che non è adeguata all’età dell’individuo. Questa alterazione è caratterizzata da frequenti ripetizioni o prolungamenti di suoni o sillabe e da altri tipi di alterazioni dell’eloquio.
L’entità dell’alterazione varia da situazione a situazione e spesso è più grave quando vi è una particolare 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.
Communication disorder social (pragmatic)
È caratterizzato da una difficoltà con la pragmatica o con l’uso sociale del linguaggio e della comunicazione. Si manifesta attraverso da deficit nel comprendere e seguire le social rules of communication verbal and non-verbal in naturalistic contexts, inadapt the language in base alle esigenze dell’interlocutore o della situazione. I deficit nella comunicazione sociale producono limitazioni funzionali nell’efficacia della comunicazione, della partecipazione sociale, dello sviluppo di relazioni, del rendimento scolastico o delle prestazioni lavorative. I deficit non devono essere spiegati da ridotte abilià cognitive o del linguaggio strutturale.
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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THE SEAT OF CORREGGIO
THE SEE OF PIACENZA
Sara Dobson
Mobile phone: 393 9012463
Email sara.andolfi@centrotice.it
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