| Dyspraxia / Apraxia- Speech language disorder - what is dyspraxia - apraxia. Bright Tots information on child development |
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| Dyspraxia / Apraxia |
Speech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound imitations to the inability to understand or use language or use the oral-motor process for functional speech and feeding. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental retardation, drug abuse (during pregnancy), physical impairments such as cleft lip or palate, and vocal misuse. Often the cause is unknown.
Speech Delay
A child's communication is considered delayed when the child is noticeably behind compared to others of the same age, in the acquisition of speech and/or language skills. Sometimes a child will have greater receptive (understanding) than expressive (speaking) language skills, but this is not always the case.
Speech disorders are difficulty producing speech sounds or problems with voice quality. They might be characterized by a break in the flow or rhythm of speech, such as stuttering. Speech disorders may be problems with the way sounds are formed, called articulation or phonological disorders, or they may be difficulties with the pitch, volume or quality of the voice.
There may be a combination of several problems. Children with speech disorders have trouble using some speech sounds, which can also be a symptom of a delay. They may have difficulty pronouncing sounds like “L”, “R”, or “SH”. Listeners may have trouble understanding what the child with a speech disorder is trying to say. A child with voice disorders may have trouble with the way their voices sound.
Language Disorder
A language disorder is an impairment in the ability to understand and/or use words in context, both verbally and nonverbally. Signs of language disorders include improper use of words and their meanings, inability to express ideas, inappropriate grammar, reduced vocabulary and inability to follow directions. One or a combination of these characteristics may occur in children who are affected by language learning disabilities or developmental language delay. Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to say.
Types of Speech/Language Disorders
Developmental Dyspraxia - Dyspraxia is a neurologically based disorder also known as (Developmental Co-ordination Disorder, and the Clumsy Child Syndrome) is present from birth. These children have difficulty in motor planning of movement to achieve a predetermined idea or purpose. It is believed to be an immaturity of parts of the motor cortex (area of the brain) that prevents messages (ideas) from being properly transmitted to the body, which may affect any or all areas of development. It is inconsistent, and affects each child in different ways, at different stages of development and varies in severity.
There are three (3) types of Developmental Dyspraxia. Oral Dyspraxia, Verbal Dyspraxia, and Motor Dyspraxia.
Oral Dyspraxia - children are unable to reproduce mouth movements. Examples of this are the inability to put their tongue up to the roof of their mouth. A child with oral dyspraxia may not be able to, even though they do this unconsciously.
Verbal Dyspraxia - children have difficulty pronouncing sounds or saying words. Many words just do not sound right regardless of how hard they try to produce the sound or word correctly.
Motor Dyspraxia - inhibits an individual from moving as planned and effects their sensory input. Children with motor difficulties appear to be clumsy, as if out of sync with their environment.
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Somewhere between sensory information gathering and storing, ideation, motor planning, and action, the messages are not getting through clearly causing them not to produce correct action. The following is an insight of difficulties a child with dyspraxia faces.
Ideas - When babies explore a new activity like a set of blocks, for the first time they gather sensory information about the object. How it feels, tastes, looks and smells, and their shape. How much space that shape takes up, what the weight feels like, are they hard or soft, strong enough to support each other, do they stay put or roll, balance etc.
Motor Planning - The motor planning area of the brain has received the idea, now it must work out and plan the positions of the body, which arm and leg muscles must contract or relax, in what sequence and how much, how delicately the finger muscles must move and in which direction. To work this out it needs to recall sensory information from past experiences. It also has to plan the sequence in which the muscles are to work, how still the rest of the body must stay, etc. When this plan is made, messages are sent out for action.
Action - Muscles can only contract or relax, and for each muscle messages from the brain are telling it what to do, for how long, and in what sequence, and sending sensory information, requesting action. When the motor plan has been made, messages are sent first to each part of the brain, and then to all the muscles to tell them what to do to carry out the actions.
Characteristics of Dyspraxia
Symptoms vary and may include:
• Poor balance and coordination,
• Clumsiness,
• Vision problems,
• Perception difficulties,
• Emotional and behavioral problems,
• Difficulty with reading, writing, and speaking,
• Poor social skills,
• Poor posture, and
• Poor short-term memory.
Although individuals with the disorder may be of average or above average intelligence, they may behave immaturely. It takes longer for them to learn new skills and absorb what has been learned.
Dyspraxia may affect various motor functions (e.g., fine motor control, gross motor planning) and other language functions (e.g., learning grammatical function words like "the, "is"and "or"). Other learning difficulties are spelling; putting words together into a sentence or sentences into a paragraph.
Dyspraxia affects up to one in 20 children, with boys identified four times more frequently than girls. 50% of these children exhibit emotional and or behavior problems. Children with Dyspraxia may appear no different from their peers, until new skills are tried or attained skills are taken out of known environment, is when difficulties may become apparent. Therefore diagnosis, naming the disorder, is often very difficult. It is only those children whose disorder markedly impairs their learning and development who stand a chance of having their difficulties recognized, diagnosed, and treated.
Speech Delay
A child's communication is considered delayed when the child is noticeably behind compared to others of the same age, in the acquisition of speech and/or language skills. Sometimes a child will have greater receptive (understanding) than expressive (speaking) language skills, but this is not always the case.
Speech disorders are difficulty producing speech sounds or problems with voice quality. They might be characterized by a break in the flow or rhythm of speech, such as stuttering. Speech disorders may be problems with the way sounds are formed, called articulation or phonological disorders, or they may be difficulties with the pitch, volume or quality of the voice.
There may be a combination of several problems. Children with speech disorders have trouble using some speech sounds, which can also be a symptom of a delay. They may have difficulty pronouncing sounds like “L”, “R”, or “SH”. Listeners may have trouble understanding what the child with a speech disorder is trying to say. A child with voice disorders may have trouble with the way their voices sound.
Language Disorder
A language disorder is an impairment in the ability to understand and/or use words in context, both verbally and nonverbally. Signs of language disorders include improper use of words and their meanings, inability to express ideas, inappropriate grammar, reduced vocabulary and inability to follow directions. One or a combination of these characteristics may occur in children who are affected by language learning disabilities or developmental language delay. Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to say.
Types of Speech/Language Disorders
Developmental Dyspraxia - Dyspraxia is a neurologically based disorder also known as (Developmental Co-ordination Disorder, and the Clumsy Child Syndrome) is present from birth. These children have difficulty in motor planning of movement to achieve a predetermined idea or purpose. It is believed to be an immaturity of parts of the motor cortex (area of the brain) that prevents messages (ideas) from being properly transmitted to the body, which may affect any or all areas of development. It is inconsistent, and affects each child in different ways, at different stages of development and varies in severity.
There are three (3) types of Developmental Dyspraxia. Oral Dyspraxia, Verbal Dyspraxia, and Motor Dyspraxia.
Oral Dyspraxia - children are unable to reproduce mouth movements. Examples of this are the inability to put their tongue up to the roof of their mouth. A child with oral dyspraxia may not be able to, even though they do this unconsciously.
Verbal Dyspraxia - children have difficulty pronouncing sounds or saying words. Many words just do not sound right regardless of how hard they try to produce the sound or word correctly.
Motor Dyspraxia - inhibits an individual from moving as planned and effects their sensory input. Children with motor difficulties appear to be clumsy, as if out of sync with their environment.
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Somewhere between sensory information gathering and storing, ideation, motor planning, and action, the messages are not getting through clearly causing them not to produce correct action. The following is an insight of difficulties a child with dyspraxia faces.
Ideas - When babies explore a new activity like a set of blocks, for the first time they gather sensory information about the object. How it feels, tastes, looks and smells, and their shape. How much space that shape takes up, what the weight feels like, are they hard or soft, strong enough to support each other, do they stay put or roll, balance etc.
Motor Planning - The motor planning area of the brain has received the idea, now it must work out and plan the positions of the body, which arm and leg muscles must contract or relax, in what sequence and how much, how delicately the finger muscles must move and in which direction. To work this out it needs to recall sensory information from past experiences. It also has to plan the sequence in which the muscles are to work, how still the rest of the body must stay, etc. When this plan is made, messages are sent out for action.
Action - Muscles can only contract or relax, and for each muscle messages from the brain are telling it what to do, for how long, and in what sequence, and sending sensory information, requesting action. When the motor plan has been made, messages are sent first to each part of the brain, and then to all the muscles to tell them what to do to carry out the actions.
Characteristics of Dyspraxia
Symptoms vary and may include:
• Poor balance and coordination,
• Clumsiness,
• Vision problems,
• Perception difficulties,
• Emotional and behavioral problems,
• Difficulty with reading, writing, and speaking,
• Poor social skills,
• Poor posture, and
• Poor short-term memory.
Although individuals with the disorder may be of average or above average intelligence, they may behave immaturely. It takes longer for them to learn new skills and absorb what has been learned.
Dyspraxia may affect various motor functions (e.g., fine motor control, gross motor planning) and other language functions (e.g., learning grammatical function words like "the, "is"and "or"). Other learning difficulties are spelling; putting words together into a sentence or sentences into a paragraph.
Dyspraxia affects up to one in 20 children, with boys identified four times more frequently than girls. 50% of these children exhibit emotional and or behavior problems. Children with Dyspraxia may appear no different from their peers, until new skills are tried or attained skills are taken out of known environment, is when difficulties may become apparent. Therefore diagnosis, naming the disorder, is often very difficult. It is only those children whose disorder markedly impairs their learning and development who stand a chance of having their difficulties recognized, diagnosed, and treated.
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