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At least 19 recordsLinked to original sources

Depression as a communicable disorder.

'Communicable disorder' can be defined as a disorder capable of being transmitted in the form of negative emotion(s) from living or non-living being(s) to susceptible host. Thus, communicable disorder is transmitted from the source or reservoir of disorder to the susceptible host. The source of disorder can be defined as the living or non-living being from which the disorder in the form of negative emotion(s) gets transmitted to the susceptible host. The reservoir of disorder can be defined as the living or non-living being in which the negative emotion(s) lives, on which it depends primarily for survival, and where it preserves and reproduces itself in such a manner that it can be transmitted to the susceptible host. Depression is a disorder and can be transmitted in the form of negative emotion(s) and therefore can be considered to fall under the category of communicable disorder. The detection and depression of the source and reservoir of depression can not only help in its diagnosis and treatment but can also prevent its spread. The paper proposes a study to help calculate the percentage susceptibility of an individual to depression and a means to treat depression by depressing the source and reservoir of depression. The paper also proposes a new word, Emotional immunization and defines it as that as that positive activity of emotion(s), which leads to its stabilization when, subjected to negative emotion(s).

Depression↗

Assessing and treating communication disorders.

Communication disorders are defined as difficulties involving speech, language or hearing. Speech problems may involve disorders of articulation, fluency or voice. Language disorders include problems of receptive, expressive and pragmatic language. The most common communication disorder is hearing loss. The role of the family physician is to recognize the problem, supervise the evaluation, coordinate the therapy, and support the patient and family.

Aged↗

Attention-deficit hyperactivity disorder and communication disorders. Issues and clinical practices.

Attention-deficit hyperactivity disorder (ADHD) is reviewed from the perspective of speech-language pathology, and various characteristics of the communicative process that co-occur with ADHD are presented. Incorporating Barkley's "inhibition model" with a systems theory approach and a functionality component, implications for service delivery and intervention are discussed. Five specific types of interventions are presented to encourage collaboration.

Attention Deficit Disorder with Hyperactivity↗

Attention deficit hyperactivity disorder and concomitant communicative disorders.

The relationship between attention deficit hyperactivity disorder (ADHD) and communication disorders is complex and often misunderstood. Misunderstandings arise in part because of definitions and diagnostic categorizations that change over the years and because of overlapping symptoms between diagnostic categories. In addition, many of the symptoms that are necessary for the diagnosis of ADHD are prerequisite skills required to perform well on standardized language tests. Consequently, it is difficult to know the exact prevalence of ADHD and concomitant communicative disorders, especially language disorders. Several hypotheses are developed that indicate why the differential diagnosis is so difficult.

Attention Deficit Disorder with Hyperactivity↗

Inclusive practices for children and youths with communication disorders. Ad Hoc Committee on Inclusion for students with Communication Disorders.

An array of inclusive service delivery models is recommended for the implementation of services to children and youths with communication disorders. Inclusive practices are intervention services that are based on the unique and specific needs of the individual, and provided in a context that is least restrictive. There are a variety of models through which inclusive practices can be provided, including a direct (pull-out) program, in classroom-based service delivery, community-based models, and consultative interventions. These models should be seen as flexible options that may change depending on student needs. The speech-language pathologist, in collaboration with parents, the student, teachers, support personnel, and administrators, is in the ideal position to decide the model or combination of models that best serves each individual student's communication needs. Implementation of inclusive practices requires consideration of multiple issues, including general education reform, cost effectiveness, and program efficacy. In addition, administrative and school system support, personnel qualifications, staff development, flexible scheduling, and the effects of inclusive practices on all learners need to be considered. At present, available research suggests guarded optimism for the effectiveness of inclusive practices. However, many critical questions have not yet been addressed and additional research is needed to assess the full impact of inclusive practices for students with communication disorders.

Adolescent↗

Communications disorders and the interactions and relation(s) to other disorders susceptibility.

Communication is the action and process of transmitting a message and the way in which this message is received and interpreted. We observe the social character of this action and its effectiveness. Evidently, in order to make communication effective, it is necessary for the attitude of the receiver to be socially, ideologically and psychologically receptive. Communication and language are practically two indistinguishable terms. In the case of a deaf child, the learning of cognitive abilities depends absolutely on how his environment educates him. Today we depend on new communication skills and their particular mission and meaning with reference to otolaryngology. In the age of communication in the 21st century, society will direct its resources toward strategy of preventive and medical care that will optimize the population's health communication. Otolaryngology will continue to grow and prosper by responding to these pressing human and social needs and building upon communications, and by incorporating them in this new domain, of language, thus we will be able to find the medical and surgical cures for communication disorders.

Child↗

Communication disorders in Nigerian children.

BACKGROUND/AIM: Communication disorders have been acknowledged as a major public health issue because they compromise early childhood development, restrict vocational attainment and undermine the economic well being of the society. The aim of this study is to determine the pattern of communication disorders among children in a developing country and the requisite intervention services. MATERIALS AND METHODS: This prospective study was conducted in Lagos University Teaching Hospital, Lagos between January 2002 and June 2003 among children aged 6 months to 15 years that presented in the audiology clinic of the hospital with communication disorders. All the patients had neurological, otolaryngological, audiological and speech evaluations. RESULTS: A total of 184 patients were seen during the period out of whom 136 (74%) were between the ages of 6-47 months. Hearing impairment was documented in 120 (65.2%) children, speech disorders in 56 (30.4%), rhinolalia 2.2% and stuttering 2.2%. Of those with hearing impairment, 70% had delayed speech and language. Among children with speech disorders 78.6% had specific language impairment (SLI). Aetiological factors recorded for the communication disorders were seizures 10.9%, measles 8.7% meningitis 8.7%, birth asphyxia 6.5%, otitis media with effusion (OME) 4.3%, kernicterus 4.3%, congenital deformity 4.3%, ototoxicity 2.2%, cerebral palsy 2.2%, and undetermined causes 47.9%. CONCLUSION: Hearing impairment is the commonest communication disorder. Early detection and appropriate follow up is recommended for all children in their first year of life. The role of parents and caregivers in seeking early help should be strengthened while capacity building for the training of more audiologists and speech therapists should be pursued rapidly.

Child, Preschool↗

Theory and science in communication disorders.

The role of theory and of science for communication disorders is discussed. It is argued that communication disorders is a unique discipline, committed to the understanding and remediation of disordered communication, but that it is also fully invested in the theories and paradigms that inform all of behavioral science, and so it is inappropriate to expect it to generate its own theories. Theory contributes to research and to therapy in communication disorders, and we discuss the ways in which our discipline can make rational use of theory for both enterprises.

Behavioral Sciences↗

A transdisciplinary conceptual framework for the early identification of risks for communication disorders in young children.

The early identification of infants with communication disorders or at risk for communication delays is still one of the biggest challenges of early communication intervention (ECI) and threatens to compromise its efficacy. Current approaches to the early identification of young children at risk for communication disorders involve strategies aimed at the identification of general developmental delays and may not be sufficiently sensitive and specific enough to detect the early stages of communication disorders. The risks for mortality and health are often identified early in life, but the concomitant risks for communication disorders in the same young children are frequently not identified at that opportune time. The current study involved a descriptive survey, describing the identification of communication disorders in 153 subjects, whose data was stored in and retrieved from a customized ECI database system. The findings revealed that the subjects were assessed at the average age of 18 months, but that identifications of risk conditions occurred prenatally, at birth, after the perinatal period and later in life. The time of identification related to the different communication disorders identified in the subjects and caregivers played a major role in detecting the first signs of communication disorders in their children. In order to provide a guideline for clinical practice, a transdisciplinary conceptual framework towards a coordinated effort for the early identification of risks for communication disorders in young children is proposed.

Caregivers↗

Identifying communication disorders in children.

Development of communication skills is an essential component of human growth. The ability to express oneself is crucial for social, emotional, educational, and vocational success in society. A popular theory of language development suggests that humans are social creatures who crave contact with one another. In view of this need to communicate and interact, it is apparent that people without adequate communication skills may face obstacles in many areas of life. As children grow and develop, there is an expectation that they will learn to talk. Numerous factors, from hearing loss to developmental delays, contribute to communication impairment. When the expectation of normal speech and language is not met, social and emotional problems can result, in addition to the communication disorder. Many problems secondary to communication disorders, such as isolation, ridicule, and academic failure, can be prevented with early identification and intervention.

Child↗

Perceptions of communicative disorders: verification and specification of rater variables.

UNLABELLED: Using semantic differential scales with nine trait pairs, 600 students at three universities rated five descriptions, one depicting an individual without a disorder and four portraying individuals with communicative disorders. Statistical analyses indicated that the description with no disorder was rated as significantly less ambitious than the described articulation disorder. Other differences emerged when raters were divided by gender and age. Male subjects rated the portrayed individuals as more highly stressed than did females. A significant negative correlation was found for age of respondent and ratings of self-esteem. Results support previous research suggesting that rater gender and age impact perceptions of communicative disorders. LEARNING OUTCOMES: As a result of this activity, the participant will be able to: (1) identify the different means by which investigators have studied the stereotyping of people with communicative disorders, (2) discuss how listeners perceive those with and without communicative disorders, and (3) identify listener traits that may be associated with negative perceptions of people with communicative disorders.

Adolescent↗

[Communication disorders].

INTRODUCTION: This is a round table presentation on disorders of communication. Diagnostic and therapeutic challenges are analyzed. Autism is considered to be an important clinical syndrome in which there may be different degrees of affectation of behaviour, alterations of language and deficit in social interaction. There is therefore a similar phenotype with slight differences probably due to different clinical genotypes in each clinical group. There is obviously genetic heterogeneity. DEVELOPMENT: We consider the most useful diagnostic protocols to establish the differential diagnosis, but always based on essential prior clinical analysis of each case. Finally we study current therapeutic challenges

Autistic Disorder↗

The peer relations of preschool children with communication disorders.

The peer-related social interactions of preschool-age children with communication disorders were compared to those of normally developing chronological age-mates. All children were previously unacquainted with one another and participated in a series of short-term play groups. Differences between the 2 groups emerged primarily in terms of overall social activity, as children with communication disorders engaged in fewer positive social interactions and conversed with peers less often during non-play activities. Children with communication disorders also were less successful in their social bids and appeared to be less directive with their peers. However, both groups of children exhibited similar patterns of socially competent interactions including the ability to sustain play (group play), to minimize conflict, to join others in ongoing activities, and to respond appropriately to the social bids of others. Based on peer sociometric ratings, both groups of children were equally accepted. These general patterns of similarities and differences were found in settings in which play groups consisted of all children with communication disorders (specialized settings) as well as in settings in which the play groups included both children with communication disorders and normally developing children (mainstreamed settings). However, even during the relatively brief acquaintanceship process, an analysis of peer preference patterns revealed that children with communication disorders in mainstreamed settings were less socially integrated in the play groups than normally developing children. The potential for additional difficulties in peer interactions for children with communication disorders when children become more familiar with one another and play becomes more intricate was discussed in light of interaction patterns formed during the short-term play groups.

Analysis of Variance↗

Clinical characteristics of children referred to a child development center for evaluation of speech, language, and communication disorders.

Speech, language, and communication disorders are prominent reasons for referrals to a child development center. From 1984 to 1988, 1,090 preschool children were referred to our child development center, which serves the Tel Aviv metropolitan area. Of all referrals, 432 (41%) were primarily due to speech, language, and communication problems. After exclusion of those with IQ < 50 and those with non-language-related disabilities, 323 children remained. The children were classified into different subtypes of developmental language disorders and autistic spectrum disorders. The main developmental language disorder subtypes were combined expressive-receptive (49%) and expressive (44%). Central processing deficits were less common, occurring in 20 (7%) of the children. Parents of children with developmental language disorders had educational levels similar to those of parents of children referred to the child development center for other causes. However, parents of children with infantile autism had higher educational levels than parents of children with developmental language disorder or parents of children referred for other causes (P < .001). Our results reflect the distribution of language and related problems in an unselected population of preschool children referred to a child development center.

Autistic Disorder↗