People interact with each other in different ways in their daily lives. These interactions can be examined in two different dimensions: speech and language. Language is a code system consisting of a chain of socially shared rules that allows us to communicate. Speech is a means of verbal communication and uses sound to convey linguistic information. It is a tool for transmitting language.
Language and speech-related disorders are also different from each other. If a person has difficulty understanding others and sharing their thoughts, this is a language disorder. If a person cannot pronounce speech sounds properly or fluently, if his speech is not fluent or if he has problems with his voice, this is a speech disorder.
A person may not have a language disorder but only a speech disorder.
Language and speech. Disorders can occur together or occur independently and separately from each other. In both cases, a treatment program drawn as a result of measurements, tests and evaluation by a Speech and Language Therapist and implemented by this specialist will be the only method of treating language and speech disorders.
Basic factors affecting language acquisition and development in children
Mental disability:It is one of the factors that negatively affects language and speech development. In particular, it can delay or even prevent the development of basic skills such as object permanence (realizing that an object or person does not disappear in nature even when it is out of the visual field) and understanding concepts.
A physical disability: Such as cleft palate. If a problem prevents mumbling, it can disrupt both language development and the quality of communication between mother and baby.
Sensory disability: Some sensory losses, such as severe hearing loss and visual impairment, can cause early language and speech impairment. It prevents experiences that are important for cognitive development, and deficiencies in the perception of smell, taste and touch deprive the child of the rich source of senses and, consequently, of knowledge.
Emotional obstacle: Insufficiency of the sense of confidence that the child needs to investigate his/her environment, social and It can damage the relationship between parents and the baby, which is very important for the development of communicative skills.
Lack of stimulation and stimulation: If the stimuli that attract the baby's attention in the environment are insufficient or there are no age-appropriate developmental language inputs. Otherwise, its development may be slower. For example, some children do not receive enough stimulation because they are left to their own devices, despite many nice toys, and they need adults to talk to them, play with them, and give them some stimulants.
Frequent illness: Hospitalization and family absence. separation, upper respiratory tract infections, etc. It can affect the child's hearing and, consequently, early speech perception and language production.
Considering the stages of development, babies;
If they cannot cry until 9 months,
If they do not understand some commands when they are 1 year old,
If they cannot cry until they are 9 months old, p>
If he cannot produce 3-5 words around 15 months, and approximately 10 words around 18 months.
If he cannot follow simple instructions at 24 months.
He cannot make three-word sentences at the age of 3. If the child cannot ask questions, cannot communicate with other children, cannot make sentences with approximately 4-5 words at the age of 4, cannot tell a simple story at the age of 5, and has limited vocabulary development, delayed speech should be mentioned.
In addition, it should not be ignored how possible articulation disorders (incorrect or incomplete production of speech sounds) seen as a continuation of delayed speech affect academic success in the first grade. For this reason, the best approach is to put aside some false beliefs about children's late speech and get help from speech and language therapists.
Fluency disorders are divided into two: stuttering and fast speech. The most common fluency disorder is stuttering. Stuttering; It is a disorder in the rhythm, flow, emphasis, pitch and production of sounds of speech. It is frequently seen in preschool and school-age children.
Children who are thought to have a delay in language and speech development must be evaluated in detail. . The causes of delayed speech may be simple, but they may also be a sign of larger problems. In this case, it is extremely important to know the development of a normal child.
If you suspect a speech-language disorder in your child, we recommend that you go to a hospital that can perform a comprehensive evaluation (give a speech-language impairment committee report).
Children with specific language impairment cannot develop age-appropriate speech even though they have normal hearing, normal intelligence, good emotional relationships and normal articulation skills (the organs that help speech form a certain shape and create speech sounds). Children with delayed speech and specific language disorders need to be diagnosed early and appropriate speech-language therapy should be planned.
Articulation disorders are caused by anatomical-physiological deficiencies in the articulatory areas where sounds are produced (mouth, tongue, teeth, soft palate, lips), structural differences seen in the tongue, lips and teeth, structural anomalies such as cleft palate and hearing impairment, as well as dysarthria. It may develop due to neurogenic problems such as (weakness or excessive tension of the muscles related to speech). Articulation disorders can also occur without any disability. In addition, intellectual disability, psychological problems, and autism spectrum disorder may also accompany articulation disorder.
In the therapy of articulation disorder, the child must be a correct model, especially by the parents. There should be no correction when the child produces sounds incorrectly. Because the chance of success in this is very low. Pronunciation mistakes made should not be ridiculed by family members or those around them. Or the mistakes made by children (for example, when they say "fu" instead of "su") should not be reinforced by families. In this case, the appropriate behavior is to be a suitable model. Auditory input should be provided by saying the incorrectly produced word correctly. For example, the child said, “The crown was the crown.” families said, "Yes, the dog ran away." It should be pronounced correctly as.
When evaluating children with delayed speech, the evaluation team includes a pediatrician, a pediatric neurologist, a geneticist, an ENT physician, an audiologist, and a speech and language therapist. , psychologist and special education specialist should be included. A physical examination should be performed by a pediatrician, and hearing status should be determined by an ENT physician and an audiologist. Psychological and behavioral evaluation should also be performed by a psychologist and special education specialist.
If you suspect your child has a speech-language disorder, we recommend that you go to a hospital that can perform a comprehensive evaluation (produce a speech-language impairment committee report). We recommend that you benefit from your right to education in rehabilitation centers with a "Language Speech Difficulty Module" with the RAM report you will receive from the RAM (guidance research center) affiliated with the district national education directorate to which you are affiliated, following the speech impairment committee report received from the hospital.
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