Advertisement

Speech and Language Development

  • Joyce A. Munson-Davis

Abstract

Communication development is the specific domain of the speech-language pathologist on the interdisciplinary team. However, communication is essential in all areas of an individual’s daily life. Therefore, the speech-language pathologist works closely with other members of the team to determine functional communication needs, develop an appropriate habilitation program, and incorporate speech and language goals into daily activities. In working with the child with Prader-Willi syndrome (PWS), consultation with team members, such as the occupational therapist, audio-logist, pediatric nurse-practitioner, and psychologist, is particularly important. Visual-motor abilities, hearing sensitivity, auditory processing, visual acuity, and cognitive limitations can all affect communication development, as well as the child’s test performance.

Keywords

Language Development Speech Production Expressive Language Language Comprehension Connected Speech 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Blackman, J. (1984). The floppy infant. In Blackman, J. (Ed.), Medical aspects of developmental disabilities in children birth to three (pp. 111–114). Rockville: Aspen Publishers Inc.Google Scholar
  2. Bransen, C. (1981). Speech and language characteristics of children with Prader-Willi syndrome. In V.A. Holm, S.J. Sulzbacher, & P.L. Pipes (Eds.), The Prader Willi syndrome (pp. 179–183) Baltimore: University Park Press.Google Scholar
  3. Dyken, P.R., & Miller, M.D. (1980). Facial features of neurologic syndromes (pp. 138–154) St. Louis: C.V. Mosby.Google Scholar
  4. Edwards, M. (1973). Developmental verbal dyspraxia. British Journal of Disorders of Communication, 8, 64–70.PubMedCrossRefGoogle Scholar
  5. Kolar, E., & Johnson, M.G. (1984). The speech and language characteristics of Prader-Willi adults. Unpublished manuscript, Speech-Language-Hearing Clinic, Minneapolis, MN.Google Scholar
  6. Lohr, F. (1978). The nonverbal apraxic child: Definition, evaluation, therapy. Western Michigan University Journal of Speech, Language and Hearing, 15, 3–6.Google Scholar
  7. Siegel-Sadewitz, V., & Shprintzen, R.J. (1982). The relationship of communication disorders to syndrome indentification. Journal of Speech and Hearing Disorders, 47(4), 338–354.PubMedGoogle Scholar
  8. Smith, D.W. (1983). Recognizable patterns of human malformation (3rd ed.) Philadelphia: W.B. Saunders.Google Scholar
  9. Warren, J.L., & Hunt, E. (1981). Cognitive processing in children with Prader-Willi syndrome. In V.A. Holm, S.J. Sulzbacher, & P.L. Pipes (Eds.), The Prader-Willi syndrome (pp. 167–178). Baltimore: University Park Press.Google Scholar

Copyright information

© The Prader-Willi Syndrome Association 1988

Authors and Affiliations

  • Joyce A. Munson-Davis

There are no affiliations available

Personalised recommendations