Methods to facilitate speech and communication disorder; a literature review (Research Paper Sample)

Methods to facilitate speech and communication disorder; a literature review Author: Date: Methods to facilitate speech and communication disorder; a literature review This review will look at research on effective methods for helping speech and communication disorders. It is important to understand this topic to make sure students with issues talking or using language get the right support. Data from the American Speech-Language-Hearing Association (ASHA) shows around 1 in 12 kids between 3-17 years old in the U.S. have some kind of problem talking, affecting over 3 million children total. Boys are more likely to have these problems than girls, but by middle school the numbers even out. Developmental issues starting in early childhood, from 3-5 years old, are also common (Hus & Segal, 2021).The Study will carefully look at peer-reviewed studies to find causes, diagnosis steps, how disorders are tested, and helpful strategies. ASHA defines speech disorders as trouble saying sounds, stuttering, or issues with voice that make talking hard (ASHA, 2023). Talking problems are widespread among school-aged kids worldwide. Communication disorders are prevalent among school-aged populations worldwide. Estimates indicate that approximately 1 in 12 children in the United States experience some form of communication disorder impacting the development of listening, speaking, reading, or writing skills (CDC, 2023). With proper identification and intervention, outcomes can be positively influenced. Communication disorders involve impairments in receiving, sending, processing, and comprehending concepts. This includes deficits in listening, speaking, reading, writing, reasoning, and social interaction (Deb et al., 2022). Early signs of possible impairments warrant further evaluation by a speech professional. According to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM–V; American Psychiatric Association [APA], 2013), diagnostic criteria for speech sound disorders include errors in one or more sounds, while voice disorders involve irregular vocal quality affecting communication. Speech disorders may be developmental, emerging due to maturational delays, or acquired through trauma or oral-motor dysfunction later in life. (Full review continues with additional sections and conclusion). CAUSES In attempts to address how best to help these students, we must consider what situational factors may underlie their difficulty. Research indicates several potential causes for speech and communication disorders (American et al. Hearing Association [ASHA], 2023; Centers for Disease Control and Prevention [CDC], 2023). A principal biological cause includes structural abnormalities such as cleft lip, which can disrupt resonance and articulation if not treated via specialized speech therapy (ASHA, nd). Hearing impairments, whether sensory, neural, or conductive, may also inhibit auditory feedback crucial to language learning (National Institute on Deafness and Other Communication Disorders [NIDCD], 2022). Developmental delay often co-occurs with speech problems. Neurological conditions like cerebral palsy impacting motor planning networks make it difficult to coordinate mouth movements (Pennington et al., 2004). Genetic syndromes, conversely, may arise from chromosomal anomalies or single-gene disorders related to language-processing areas of the brain (Talbot, 2021). Environmental factors such as low socioeconomic status correlated with less spoken language exposure in early childhood can temporarily delay language milestones (Centers for Disease Control and Prevention [CDC], 2010). Prenatal environmental toxins are also suspected of raising risk, though causal mechanisms remain ambiguous (Jiang et al., 2020). Most cases have no clear biomedical trigger identified (ASHA, 2023). Future research unpacking gene-environment interactions may better elucidate etiologies. Targeted support must consider each child's unique profile to address procedural or participatory barriers to their communication development adequately. There is hope for positive outcomes with early and sustained support. Research indicates that speech and language delays are more likely to resolve through prompt intervention capitalizing on childhood neuroplasticity (Simacek et al., 2023). One study found that toddlers enrolled in 12 months of early childhood special education demonstrated typical or improved communication by age 3(Mao & Wang, 2023). However, when underlying medical, neurological, or genetic conditions persist untreated, complete resolution of deficits is less achievable in the long term due to inherent processing constraints (Pfeiffer et al., 2023). The Centers for Disease Control and Prevention statistics indicate that speech-language pathology intervention provided before age five yields significantly better long-term results than later remediation, with severity dictating prognosis (Daniels & Mandell, 2014). Children improve with treatment but continue to need ongoing support. Some fail to catch up even with years of preschool therapy. Research indicates certain factors influence whether a child will fully overcome delays or require ongoing support. Children developing typically apart from a transient risk period, such as limited early language access, tend to respond best to focused intervention (Sansavini et al., 2021). Studies find that 80-90% can eliminate deficits within 1-2 years of starting specialized therapy during preschool (Wilcox et al., 2020). However, the prognosis is less specific for children with concurrent developmental, motor planning, cognitive, or sensory processing issues (Bhat et al., 2022). While intervention has been shown to improve functioning and self-advocacy skills, complete remediation of impairments is less achievable (Daniels & Mandell, 2014). In one sizeable longitudinal study tracking early childhood students, cognitive abilities uniquely predicted later language competency over other demographic factors (Castellanos-Ryan et al., 2023). Children with average IQ scores below 85 demonstrated poorer therapy responses than peers (Hart et al., 2004). This underscores the importance of comprehensive evaluations accounting for multidimensional profiles to establish realistic treatment goals aligned with developmental capacities (CDC, 2023). Robust family involvement correlates with more positive outcomes as well. Therapeutic gains are compounded when caregivers receive training to support emergent skills across daily routines and environments beyond clinical sessions (Daniels & Mandell, 2014). Together, the research emphasizes the need for an individualized, integrated approach combining early intervention with ongoing progress monitoring over time. Early identification and intervention during sensitive periods of development optimizes communication independence for many. However, long-term support is also crucial for the substantial minority facing more significant obstacles imposed by chronic underlying impairments. A nuanced, multifaceted approach considering procedural and participatory barriers is most equitable and efficacious. TEACHING STRATEGIES TO SUPPORT STUDENTS WITH THE CONDITION Students with speech and language impairments require targeted support in the classroom to access educational content fully. As the primary intervention providers are speech-language pathologists, teachers must implement accommodations and support to foster inclusion. Regular universal screening can help identify students needing further evaluation (Campbell et al., 2016). Collaborative goal-setting between all stakeholders is vital once diagnoses are determined. Unlike aiming to remediate all deficits, objectives should focus on compensating for areas of difficulty through functional strategies promoting accessibility and participation. Visual aids, simple language structures, preferential seating, and a well-organized environment with minimal distractions effectively minimize barriers to comprehension (Xu, 2023). An approach capitalizing on multiple learning modalities seems most beneficial. Incorporating gestures and modelling concepts kinesthetically and verbal explanations reinforce memory formation and processing for some students (Lawson‐Adams & Dickinson, 2021). Structured peer-tutoring programs have also shown promise in facilitating the generalization of skills beyond one-on-one therapy by providing social models of targeted production objectives (Deets, 2023; Henry, 2022). Equally imperative is cultivating self-advocacy and self-awareness of strengths and needs. When empowered to self-regulate engagement and independently request assistance as needed, students feel more in control of their learning environment. While specialist intervention remains integral, teachers are crucial in ensuring inclusive access through environment design and targeted instructional adaptations. Adopting evidence-based strategies attuned to profiles highlights students' potential rather than deficits alone. Continuous evaluation then optimizes implementing the most effective blended services between settings. EVIDENCE-BASED INTERVENTION STRATEGIES Current specialized instruction in the United States has increasingly emphasized evidence-based practices grounded in scientific theory. A substantial body of research now supports data-driven intervention for facilitating communication competencies in an equitable, inclusive manner (American Speech-Language-Hearing Association [ASHA], 2023). In recent decades, speech-language pathology has emphasized evidence-based practice principles to improve outcomes for those with communication impairments continually. In the United States, a growing body of research supports the efficacy of targeted interventions grounded in scientific theory and methodology (ASHA, 2023). According to experts, augmentative and alternative communication strate...