According to Vicki Reed’s textbook An Introduction to Children with Language Disorders, a language disorder is a “deviation in the usual rate and/or sequence with which specific language skills emerge” (Reed, 2011, p. 81). X is a nine-year-old boy who was diagnosed with an expressive- receptive language disorder. The patient attends speech therapy routinely at John Keys Speech and Hearing Clinic, and is currently making progress towards his set goals. Throughout X’s nine years of life, he has faced many obstacles. While in gestation, his mother had poor prenatal health causing the patient to be born premature. X said his first word at the young age of 9 months. He was later diagnosed with attention-deficit/hyperactivity disorder (ADHD). His
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They also face problems when comprehending vocabulary and grammar (Boyle, McCartney, and Law). These patients find it challenging to express their thoughts, needs, and wants. This inability may lead to depression, anxiety, and frustration. Pragmatics, grammatical rules that govern language, processing time, and inferring word meanings are a few areas of language an expressive-receptive language disorder may affect (Boyle, McCartney, and Law). An expressive-receptive language disorder can be congenital or acquired due to a stroke or brain trauma. It is also persistent over time. That is, a person diagnosed with an expressive-receptive language disorder will always have to combat the setbacks caused by the disorder. Expressive-receptive language disorders are diagnosed when a child has problems “expressing him or herself using spoken language and also has problems understanding what people say to him or her”(Davidson, T). However, with therapy and early intervention, a child can learn skills and tricks to overcome an expressive-receptive disorder. Children with language disorders do not always present with the same signs and symptoms. No two children with an expressive-receptive language disorder are the …show more content…
She began the session by having X read a paragraph and then she asked questions about the paragraph. While X was reading, he was to mark any words he did not know. Once he finished reading the paragraph, the speech language pathologist would help him use context-clues to figure out the unknown words. She would then ask questions to get a gauge on how much X understood the passage. This exercise worked on word meaning and being able to read and recall information. The second activity was correcting sentences. X read through a sentence and looked for an error. Once he discovered it, he corrected it and explained how he fixed it. This exercise focused on his grammar, specifically plural and singular words. X appeared uninterested and disengaged throughout the
They also face problems when comprehending vocabulary and grammar (Boyle, McCartney, and Law). These patients find it challenging to express their thoughts, needs, and wants. This inability may lead to depression, anxiety, and frustration. Pragmatics, grammatical rules that govern language, processing time, and inferring word meanings are a few areas of language an expressive-receptive language disorder may affect (Boyle, McCartney, and Law). An expressive-receptive language disorder can be congenital or acquired due to a stroke or brain trauma. It is also persistent over time. That is, a person diagnosed with an expressive-receptive language disorder will always have to combat the setbacks caused by the disorder. Expressive-receptive language disorders are diagnosed when a child has problems “expressing him or herself using spoken language and also has problems understanding what people say to him or her”(Davidson, T). However, with therapy and early intervention, a child can learn skills and tricks to overcome an expressive-receptive disorder. Children with language disorders do not always present with the same signs and symptoms. No two children with an expressive-receptive language disorder are the …show more content…
She began the session by having X read a paragraph and then she asked questions about the paragraph. While X was reading, he was to mark any words he did not know. Once he finished reading the paragraph, the speech language pathologist would help him use context-clues to figure out the unknown words. She would then ask questions to get a gauge on how much X understood the passage. This exercise worked on word meaning and being able to read and recall information. The second activity was correcting sentences. X read through a sentence and looked for an error. Once he discovered it, he corrected it and explained how he fixed it. This exercise focused on his grammar, specifically plural and singular words. X appeared uninterested and disengaged throughout the