18.2.1: Communication Disorders
- Page ID
- 245751
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- Define communication disorders.
- Identify common characteristics and examples of speech, language, and social (pragmatic) communication disorders in middle childhood.
- Recognize how communication disorders may affect academic performance and peer relationships.
- Explain the importance of early identification and describe the roles of professionals in supporting children with communication disorders.
Some children face significant challenges in this area due to communication disorders, which can affect their ability to understand or express language and impact their social and academic success.
What are Communication Disorders?
Communication disorders are conditions that impair a child’s ability to receive, send, process, or comprehend verbal, nonverbal, and written messages. These disorders may be developmental or acquired and can involve speech, language, or both. According to the American Speech-Language-Hearing Association (ASHA), communication disorders in children may include:
Speech Disorders
Speech disorders involve difficulties with the physical production of sounds. These include:
- Articulation disorders, where children have trouble producing speech sounds correctly (e.g., saying “wabbit” instead of “rabbit”).
- Fluency disorders, such as stuttering, involve disruptions in the flow of speech.
- Voice disorders, where the pitch, volume, or quality of the voice is abnormal, are often due to misuse or physiological problems.
Children with speech disorders may be intelligible to some people but hard to understand for others, which can interfere with classroom participation and peer relationships.
Language Disorders
Language disorders affect how children understand (receptive language) and use (expressive language) words and sentences. These children may:
- Struggle to follow directions.
- Have a limited vocabulary for their age.
- Use short or grammatically incorrect sentences.
- Find it difficult to express thoughts clearly.
These disorders often overlap with literacy challenges, including reading and writing difficulties, especially as academic expectations increase during middle childhood (Catts et al., 2001).
Social (Pragmatic) Communication Disorder
Social (Pragmatic) Communication Disorder (SCD) is a more recently defined condition, recognized in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). SCD affects a child’s ability to use language appropriately in social contexts. It is not about speech sound production or grammar, but about understanding how, when, and why to communicate effectively.
Children with SCD may:
- Have trouble taking turns in conversation.
- Miss social cues like body language or tone of voice.
- Struggle to adjust language depending on the context (e.g., talking to a teacher versus a friend).
- Find it hard to follow the rules for storytelling or conversation.
These challenges are distinct from autism spectrum disorder (ASD) because SCD does not include repetitive behaviors or restricted interests. However, it can look similar in some ways, making diagnosis and support planning essential (Adams et al., 2012).
SCD can significantly impact a child's ability to form relationships, navigate group settings, and participate effectively in classroom discussions and group work.
Prevalence and Identification
Communication disorders are among the most common developmental concerns in school-aged children. The Centers for Disease Control and Prevention (CDC) reports that approximately 7.7% of U.S. children aged 3–17 have a diagnosed speech or language disorder (Black et al., 2015). Many of these children continue to experience challenges into middle childhood, especially as language demands increase in school settings.
Teachers, speech-language pathologists (SLPs), and other professionals play an essential role in identifying children with communication difficulties. Early identification is key to effective intervention. Common indicators in middle childhood include limited vocabulary, difficulty following directions, challenges with storytelling or classroom participation, and noticeable frustration during communication attempts.
Figure \(\PageIndex{1}\). A child uses a tablet to help her communicate. Image by NIH Image Gallery is licensed CC BY-NC 2.0.
Impact on Development
The effects of communication disorders can be wide-ranging. Children with these disorders often struggle with reading and writing, which can hinder academic achievement (Catts, Fey, Zhang, & Tomblin, 2001). Socially, they may struggle to form and maintain friendships due to miscommunications or social withdrawal (Snow, 2009). These challenges can also lead to lower self-esteem and behavioral issues over time if not adequately addressed.
Supporting Children with Communication Disorders
A multi-tiered support system is recommended to assist children with communication disorders. This may include:
- Speech and language therapy is provided by qualified SLPs to target specific areas of need.
- Classroom accommodations include visual aids, simplified instructions, or extra time for verbal responses.
- Inclusive practices that promote peer interaction and reduce stigma.
- Family involvement, as parents and caregivers, can reinforce language skills at home through reading and engaging in conversations.
Early childhood professionals, educators, and caregivers must foster environments that support communication development and promote early referral when concerns arise. With timely and appropriate interventions, many children with communication disorders can make significant progress.
References, Contributors and Attributions
Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., & Law, J. (2012). The Social Communication Intervention Project: A randomized controlled trial of the effectiveness of speech and language therapy for school-age children who have pragmatic and social communication problems with or without autism spectrum disorder. International Journal of Language & Communication Disorders, 47(3), 233–244. https://doi.org/10.1111/j.1460-6984.2011.00146.x
Black, L. I., Vahratian, A., & Hoffman, H. J. (2015). Communication disorders and use of intervention services among children aged 3–17 years: United States, 2012 (NCHS Data Brief No. 205). National Center for Health Statistics. https://www.cdc.gov/nchs/data/databriefs/db205.pdf
Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32(1), 38–50. https://doi.org/10.1044/0161-1461(2001/004)
Snow, P. C. (2009). Child maltreatment, mental health and oral language competence: Inviting speech-language pathology to the prevention table. International Journal of Speech-Language Pathology, 11(2), 95–103. https://doi.org/10.1080/17549500802415783