Communication Disorders Exceptionality Report

Introduction
Communication is one of the most complicated processes we undertake. Communication is the
exchange of ideas, opinions, or facts between senders and receivers. It requires that a sender
compose and transmit a message, and that a receiver decode and understand the message. The
sender and the receiver are therefore partners in the communication process. Two highly
interrelated components of communication are speech and language. Speech is the audible
representation of language. It is one means of expressing language but not the only means.
Language represents the message contained in speech. It is possible to have language without
speech and speech without language. Speech is often thought of as a part of language, although
language may exist without speech. Speech disorders include problems related to verbal
production. Language disorders represent serious difficulties in the ability to understand or
express ideas in the communication system being used. The distinctions between speech
disorders and language disorders is like the difference between the sound of a word and the
meaning of the word. A language impairment may result in a variety of behaviors which are
observable. A child might mispronounce words or sounds, overuse or misuse words, encounter
difficulty in recalling the word or overuse certain sounds or words. All of these matters may
combine to suggest that a child has difficulty using language or is somewhat behind his or her
peers in language development (Hardman, Drew, & Egan, 2014).

Definition and Prevalence

These guidelines are an official statement of the American Speech-Language-Hearing
Association (ASHA). They provide guidance on definitions of communication disorders and
variations, but are not official standards of the Association. They were developed by the Ad Hoc
Committee on Service Delivery in the Schools: Frances K. Block, chair; Amie Amiot, ex offico;
Cheryl Deconde Johnson; Gina E. Nimmo; Peggy G. Von Almen; Deborah W. White; and Sara
Hodge Zeno. Diane L. Eger, 19911993 vice president for professional practices, served as
monitoring vice president. The 1992 guidelines supersede the paper tItled Communication
Disorders and Variations, Asha, November 1982, pages 94995O.
I. A communication disorder is an impairment in the ability to receive, send, process, and
comprehend concepts or verbal, nonverbal and graphic symbol systems. A communication
disorder may be evident in the processes of hearing, language, and/or speech. A communication
disorder may range in severity from mild to profound. It may be developmental or acquired.
Individuals may demonstrate one or any combination of communication disorders. A
communication disorder may result in a primary disability or it may be secondary to other
disabilities.
A. A speech disorder is an impairment of the articulation of speech sounds, fluency and/or
voice.
1. An articulation disorder is the atypical production of speech sounds
characterized by substitutions, omissions, additions or distortions that may
interfere with intelligibility.
2. A fluency disorder is an interruption in the flow of speaking characterized by
atypical rate, rhythm, and repetitions in sounds, syllables, words, and phrases.

This may be accompanied by excessive tension, struggle behavior, and secondary

mannerisms.
3. A voice disorder is characterized by the abnormal production and/or absences of
vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate
for an individual's age and/or sex.
B. A language disorder is impaired comprehension and/or use of spoken, written and/or
other symbol systems. The disorder may involve (1) the form of language (phonology,
morphology, syntax), (2) the content of language (semantics), and/or (3) the function of
language in communication (pragmatics) in any combination.
1. Form of Language
a. Phonology is the sound system of a language and the rules that govern the
sound combinations.
b. Morphology is the system that governs the structure of words and the
construction of word forms.
c. Syntax is the system governing the order and combination of words to
form sentences, and the relationships among the elements within a
sentence.
2. Content of Language
a. Semantics is the system that governs the meanings of words and
sentences.
3. Function of Language
a. Pragmatics is the system that combines the above language components
in functional and socially appropriate communication.

C. A hearing disorder is the result of impaired auditory sensitivity of the physiological

auditory system. A hearing disorder may limit the development, comprehension,
production, and/or maintenance of speech and/or language. Hearing disorders are
classified according to difficulties in detection, recognition, discrimination,
comprehension, and perception of auditory information. Individuals with hearing
impairment may be described as deaf or hard of hearing.
1. Deaf is defined as a hearing disorder that limits an individual's aural/oral
communication performance to the extent that the primary sensory input for
communication may be other than the auditory channel.
2. Hard of hearing is defined as a hearing disorder, whether fluctuating or
permanent, which adversely affects an individual's ability to communicate. The
hard-of-hearing individual relies on the auditory channel as the primary sensory
input for communication.
D. Central auditory processing disorders are deficits in the information processing of
audible signals not attributed to impaired peripheral hearing sensitivity or intellectual
impairment. This information processing involves perceptual, cognitive, and linguistic
functions that, with appropriate interaction, result in effective receptive communication
of auditorily presented stimuli. Specifically, CAPD refers to limitations in the ongoing
transmission, analysis, organization, transformation, elaboration, storage, retrieval, and
use of information contained in audible signals. CAPD may involve the listener's active
and passive (e.g., conscious and unconscious, mediated and unmediated, controlled and
automatic) ability to do the following:
1. attend, discriminate, and identify acoustic signals;

2. transform and continuously transmit information through both the peripheral and
central nervous systems;
3. filter, sort, and combine information at appropriate perceptual and conceptual
levels;
4. store and retrieve information efficiently; restore, organize, and use retrieved
information;
5. segment and decode acoustic stimuli using phonological, semantic, syntactic, and
pragmatic knowledge; and
6. attach meaning to a stream of acoustic signals through use of linguistic and
nonlinguistic contexts.
II. Communication Variations
A. Communication difference/dialect is a variation of a symbol system used by a group of
individuals that reflects and is determined by shared regional, social, or cultural/ethnic
factors. A regional, social, or cultural/ethnic variation of a symbol system should not be
considered a disorder of speech or language.
B. Augmentative/alternative communication systems attempt to compensate and
facilitate, temporarily or permanently, for the impairment and disability patterns of
individuals with severe expressive and/ or language comprehension disorders.
Augmentative/alternative communication may be required for individuals demonstrating
impairments in gestural, spoken, and/or written modalities (American Speech-LanguageHearing Association, 2014).

- Approximately 7.5 million people in the United States have trouble using their voices.

- Spasmodic dysphonia (a voice disorder caused by involuntary movements of one or more

muscles of the larynx or voice box) can affect anyone. The first signs of this disorder are found
most often in individuals between 30 and 50 years of age. More women appear to be affected by
spasmodic dysphonia than men.
- Laryngeal papillomatosis is a rare disease consisting of tumors that grow inside the larynx
(voice box), vocal cords, or the air passages leading from the nose into the lungs. It is caused by
the human papilloma virus (HPV). Although scientists are uncertain how people are infected
with HPV, they have identified more than 60 types of HPVs. Between 60 and 80 percent of
laryngeal papillomatosis cases occur in children, usually before the age of three.
- A cleft palate is the fourth most common birth defect, affecting approximately 1 of every 700
live births. Velocardiofacial syndrome (which can include a cleft palate, as well as heart defects,
a characteristic facial appearance, minor learning problems, and speech and feeding problems)
occurs in approximately 5 to 8 percent of children born with a cleft palate. It is estimated that
over 130,000 individuals in the United States have this syndrome.
- The prevalence of speech sound disorder in young children is 8 to 9 percent. By the first grade,
roughly 5 percent of children have noticeable speech disorders; the majority of these speech
disorders have no known cause.
- Usually by 6 months of age an infant babbles or produces repetitive syllables such as "ba, ba,
ba" or "da, da, da." Babbling soon turns into a type of nonsense speech called jargon that often
has the tone and cadence of human speech but does not contain real words. By the end of their
first year, most children have mastered the ability to say a few simple words. By 18 months of
age most children can say 8 to 10 words and, by age 2, are putting words together in crude

sentences such as "more milk." At ages 3, 4, and 5 a child's vocabulary rapidly increases, and he
or she begins to master the rules of language.
- It is estimated that more than 3 million Americans stutter. Stuttering affects individuals of all
ages but occurs most frequently in young children between the ages of 2 and 6 who are
developing language. Boys are 3 times more likely to stutter than girls. Most children, however,
outgrow their stuttering, and it is estimated that fewer than 1 percent of adults stutter.
- Between 6 and 8 million people in the United States have some form of language impairment.
- Research suggests that the first 6 months are the most crucial to a child's development of
language skills. For a person to become fully competent in any language, exposure must begin as
early as possible, preferably before school age.
- Anyone can acquire aphasia (a loss of the ability to use or understand language), but most
people who have aphasia are in their middle to late years. Men and women are equally affected.
It is estimated that approximately 80,000 individuals acquire aphasia each year. About 1 million
persons in the United States currently have aphasia.
- More than 160 cases of Landau-Kleffner syndrome (LKS)a childhood disorder involving loss
of the ability to understand and use spoken languagehave been reported from 1957 through
1990. Approximately 80 percent of children with LKS have one or more epileptic seizures that
usually occur at night. Most children outgrow the seizures, and electrical brain activity on the
EEG usually returns to normal by age 15 (National Institute on Deafness and Other
Communication Disorders, 2010).

Characteristics

Speech or Language Impairment is a problem in communication, and can refer to a childs

language development being significantly below age level. A child's communication is
considered delayed when the child is noticeably behind peers in the development of speech
and/or language skills. Causes of speech and language disorders can include hearing loss, brain
injury or disorder, intellectual disability, drug abuse, physical impairments (such as cleft lip or
palate), and vocal issues. The cause may also be unknown.
A speech disorder refers to difficulties producing speech sounds or problems with voice quality.
A language disorder refers to difficulties in the ability to understand (receptive language) and/or
use words or express thoughts (expressive language). Sometimes a child will have both
language and speech delays. In most local school districts, speech/language pathologists will
conduct testing which helps to determine if there is a disorder.
Speech or language impairment is one of the categories of disability specified in IDEA. This
means that a child with a speech or language impairment may be eligible for special education
and related services if it adversely affects their education.

Language

Noticeably behind other students in speech and/or language skills development

May have a learning disability (difficulties with reading or written language) with
average intelligence

Improper use of words and their meanings

Inability to express ideas

Inappropriate use of grammar when talking or writing

Inability to follow directions

Difficulties in understanding and/or using words in context, both verbally and

nonverbally

May hear or see a word but not be able to understand its meaning

May have trouble getting others to understand what they are trying to communicate

Has difficulty remembering and using specific words during conversation, or when
answering a question

Asks questions and/or responds to questions inappropriately

Has difficulty discriminating likenesses and differences

Has difficulty breaking words into sounds and syllable

Has difficulty with concepts of time, space, quantity, size, and measurement

Has difficulty understanding and using complex sentences

Has problems understanding rules and patterns for word and sentence formation

Cannot identify pronouns

Cannot retell the events in a story in order

Cannot make predictions, make judgments, draw conclusions

Difficulties with figurative language (such as alliteration, similes, metaphors,

personification, and idioms)

Cannot give clear directions

Cannot summarize essential details from hearing or reading a passage, nor distinguish
relevant from irrelevant information

Has difficulty understanding and solving math word problems (one or multi-step)

Will not initiate conversations

Has difficulty reading what others communicate through facial expressions and body
language

Repeats what is said or what is read, vocally or subvocally (under breath)

Uses gestures when talking or in place of talking

Is slow to respond during verbal interaction or following verbal cues

Cannot identify or use different language in written work (expository, descriptive or

narrative)

Cannot write an organized paragraph

Speech

Noticeably behind other students in speech and/or language skills development

Trouble forming sounds (called articulation or phonological disorders)

Difficulties with the pitch, volume, or quality of the voice

May display stuttering (dysfluency), an interruption in the flow of speech

Omits or substitutes sounds when pronouncing words

May have trouble getting others to understand what they are trying to say

May have trouble with the way their voice sounds

Is echolalic (repeats speech)

Does not use appropriate speaking volume (too loud or too soft)

May have breathy, harsh, husky or monotone voice

Continually sounds congested

Sounds nasal and voice may have a "whining" quality

Has abnormal rhythm or rate of speech

Frequently prolongs or repeats sounds, words, phrases and/or sentences during speech

Has unintelligible (cannot be understood) or indistinct speech

Academics & Behavior

Overall academic achievement may be lower than expected

Word knowledge may be below expectancy

Word substitutions may occur frequently in reading and writing (when copying)

Hesitates or refuses to participate in activities where speaking is required

Is inattentive and has difficulty with concentration

May not initiate or maintain eye contact

May become easily frustrated

Has difficulty following directions

Must be "shown" what to do

Has trouble understanding information from what is seen, heard or felt

May be embarrassed by speech, regardless of age

Acts impulsively, and may respond before instructions are given out

May isolate themselves from social situations

Physical

May be conditions in the student's medical/developmental history, such as cleft lip

and/or palate, cerebral palsy, muscular dystrophy, brain injury or disorder, aphasia,
hearing loss, ear surgery, facial abnormalities, or congenital (present at birth) disorders

Has frequent allergy problems or colds

Has oral muscular coordination slower than normal

Displays clumsiness or seems to be uncoordinated

(Do2Learn, 2013).

Classifications
Language

Delayed Language: a noticeable slowness in the development of the vocabulary and

grammar necessary for expressing and understanding thoughts and ideas.

Aphasia: the loss of speech and language abilities resulting from stroke or head injury.

Speech Disorders

Stuttering: an interruption in the rhythm of speech characterized by hesitations,

repetitions, or prolongations of sounds, syllables, words, or phrases, for example, cow . . .
boy, tuh-tuh-tuh-table, ssssun.

Articulation Disorders: difficulties with the way sounds are formed and strung together
usually characterized by substituting one sound for another (wabbit for rabbit), omitting a
sound (han for hand), or distorting a sound (shlip for sip).

Voice Disorders: inappropriate pitch (too high, too low, never changing or interrupted by
breaks); loudness (too loud or not loud enough); or quality (harsh, hoarse, breathy, or
nasal) (The College of Health at the University of Utah, 2014).

Diagnostic Assessments
Screening of social communication skills is conducted whenever a social communication
disorder is suspected or as part of a comprehensive speech and language evaluation for any child
with communication concerns.
Screening typically includes

norm-referenced parent and teacher report measures,

competency-based tools such as interviews and observations,

hearing screening to rule out hearing loss as a possible contributing factor to social
communication difficulties.

Highlights of general and disorder-specific evidence and/or expert opinion for specific
populations are included where available; all populations may not be represented in these
statements. Most evidence and/or expert opinion statements address individual aspects of social
communication (e.g., social skills).

Individuals suspected of having a social communication disorder based on screening results are
referred to an SLP, and other professionals as needed, for a comprehensive assessment.
Assessment of social communication should be culturally sensitive and functional and involve
the collaborative efforts of families, caregivers, classroom teachers, SLPs, special educators, and
psychologists as needed. Assessment is sensitive to the wide range of acceptable social norms
that exist within and across communities.
Typically, SLPs assess a child's

initiation of spontaneous communication and reciprocal turn-taking in functional

activities across communication partners and settings;

willingness to initiate and maintain conversation;

ability to manipulate conversational topics and repair communication breakdowns;

comprehension of verbal and nonverbal discourse in social, academic, and community

settings;

communication for a range of social functions that are reciprocal and promote the
development of friendships and social networks, including differentiation of one's own
feeling from the feelings of others (Theory of Mind [ToM]);

verbal and nonverbal means of communication, including natural gestures, speech, signs,
pictures, and written words, as well as other AAC systems;

the ability to access literacy and academic instruction, as well as curricular,

extracurricular, and vocational activities.

SLPs consider cultural diversity of social communication when they examine eye gaze, orienting
to one's name, pointing to or showing objects of interest, pretend play, imitation, nonverbal
communication, and language development.

Comprehensive assessment of communication skills typically includes

- STANDARDIZED ASSESSMENTan empirically developed evaluation tool with established
reliability and validity. Coexisting disorders/diagnoses are considered when selecting
standardized assessment tools as deficits vary from population to population (e.g., ADHD, TBI,
ASD). Formal testing may be useful for assessing the structure and form of language but may not
provide an accurate assessment of an individual's use of language (i.e., pragmatics).
- PARENT/TEACHER CHILD REPORT MEASURESrating scales, checklists, and/or
inventories completed by the family member(s)/caregiver(s), teacher(s), and/or child. Findings
from multiple sources (e.g., family member, teacher, self-report) may be compared to obtain a
comprehensive profile of social communication skills.
- ETHNOGRAPHIC INTERVIEWINGan interview technique using open-ended questions,
restatement, summarizing for clarification, and avoidance of leading questions and "why"
questions in order to develop an understanding of the client's and the family's perceptions, views,
desires, and expectations.
- ANALOG TASK(S)observation of the child in simulated social situations that mimic real
world events, including peer group activities.
- NATURALISTIC OBSERVATIONobservation of the child in everyday social settings with
other individuals.
Assessment may result in

diagnosis of social communication disorder,

description of the characteristics and severity of the disorder,

recommendations for intervention and support,

referral to other professionals as needed.

As mandated by the Individuals with Disabilities Education Improvement Act (IDEA; 2004),
SLPs should avoid applying a priori criteria (e.g., discrepancies between cognitive abilities and
communication functioning, chronological age, or diagnosis) in making decisions on eligibility
for services. In the schools, children and adolescents with social communication disorders are
eligible for speech-language pathology services, due to the pervasive nature of the social
communication impairment, regardless of cognitive abilities or performance on standardized
testing of formal language skills.
Highlights of general and disorder-specific evidence and/or expert opinion for specific
populations are included where available; all populations may not be represented in these
statements. Most evidence and/or expert opinion statements address individual aspects of social
communication (e.g., social skills).
General

When the speech and language therapist takes a case history, several areas should be
considered, including communication interaction and other social factors (i.e., activities
of daily living, current social circumstances, and play skills).

Assessment of the communication ability of school-age children with speech, language,

and communication difficulties should include assessment of the use of social rules of
communication.

Assessment of bilingual children should include observation in a variety of social settings

... and should take a holistic view of the individual's social communication.

Fluency

Pragmatic language should be assessed as part of the speech and language evaluation of
persons who clutter.

A case history should include details of the problem, e.g., ... social environment ... and ...
psychosocial impact.

Psychological/Emotional

For children and adolescents with mental health disorders, core speech and language
levels should be assessed, including use of language and pragmatics, and socially
unacceptable means of communication (American Speech-Language-Hearing
Association, 2014).

Eligibility Criteria
OAR 581-015-2135 Communication Disorder Eligibility Criteria
(1) If a child is suspected of having a communication disorder, the following evaluation must be
conducted:
(a) Speech-language assessment. A speech and language assessment administered by a speech
and language pathologist licensed by a State Board of Examiners for Speech-Language
Pathology and Audiology or the Teacher Standards and Practices Commission, including:
(A) When evaluating syntax, morphology, semantics or pragmatics, a representative
language sample and comprehensive standardized tests that assess expression and
comprehension;
(B) When a voice disorder is suspected, a voice assessment scale; and
(C) When a fluency disorder is suspected, an observation in at least two settings;
(b) Medical or health assessment statement. For a child suspected of having a voice disorder, a
medical statement by an otolaryngologist licensed by a State Board of Medical Examiners. For
other than a voice disorder, if a medical or health diagnosis is needed, a medical statement or
health assessment statement describing relevant medical issues;
(c) Hearing evaluation or screening. An evaluation or screening of the child's hearing acuity and,
if needed, a measure of middle ear functioning;
(d) Other.
(A) An evaluation of the child's oral mechanism, if needed;
(B) Any additional assessments necessary to determine the impact of the suspected
disability:
(i) On the child's educational performance for a school-age children
(ii) On the child's developmental progress for a preschool child; and

(C) Any additional evaluations or assessments necessary to identify the child's

educational needs
(2) To be eligible as a child with a specific communication disorder, the child must meet the
following minimum criteria:
(a) Voice disorder:
(A) The child demonstrates chronic vocal characteristics that deviate in at least one of the
areas of pitch, quality, intensity or resonance;
(B) The child's voice disorder impairs communication or intelligibility; and
(C) The child's voice disorder is rated as moderate to severe on a voice assessment scale.
(b) Fluency disorder:
(A) The child demonstrates an interruption in the rhythm or rate of speech that is
characterized by hesitations, repetitions, or prolongations of sounds, syllables, words or
phrases;
(B) The child has a fluency disorder that interferes with communication and calls
attention to itself across two or more settings; and
(C) The child demonstrates moderate to severe vocal dysfluencies or the child evidences
associated secondary behaviors, such as struggling or avoidance as measured by a
standardized measure.
(c) Phonological or articulation disorder:
(A) The child's phonology or articulation is rated significantly discrepant as measured by
a standardized test; and
(B) The disorder is substantiated by a language sample or other evaluation(s).
(d) Syntax, morphology, pragmatic or semantic disorder:
(A) The child's language in the area of syntax, morphology, semantics or pragmatics is
significantly discrepant as measured by standardized test(s) or other evaluation data; and
(B) The disorder is substantiated by a language sample or other evaluation(s).
(C) For a child to be eligible with a syntax, morphology, pragmatic or semantic disorder,
the disorder is not the result of another disability.
(3) For a child to be eligible for special education services as a child with a communication
disorder, the eligibility team must also determine that:
(a) The child's disability has an adverse impact on the child's educational performance; and
(b) The child needs special education services as a result of the disability (Oregan Department of
Education, 2014).

Strategies, Interventions, and Adaptive Materials

It is important to implement strategies that address the needs of the individual. These are
recommended strategies to be applied across home, school, and community contexts.

Language

Focus on interactive communication.

Use active listening.

Incorporate the students interests into speech.

Ensure that the student has a way to appropriately express their wants and needs.

Reinforce communication attempts (e.g. their gestures, partial verbalizations) when

the student is non-verbal or emerging verbal.

Paraphrase back what the student has said or indicated.

Use storybook sharing in which a story is read to student and responses are elicited
(praise is given for appropriate comments about the content).

Ask open-ended appropriate questions.

Use linguistic scaffolding techniques that involve a series of questions.

Use language for social interaction and to resolve conflicts.

Emphasize goals and tasks that are easy for the student to accomplish.

Work at the student's pace.

Present only one concept at a time.

Have speech therapist present language units to the entire class.

Use computers in the classroom for language enhancement.

Encourage reading and writing daily.

Use tactile and visual cues (e.g., pictures, 3-D objects).

Incorporate vocabulary with unit being taught.

Provide fun activities that are functional and practical.

Be aware of the student's functioning level in auditory skills, semantics, word recall,
syntax, phonology, and pragmatics (and how they affect academic performance).

Speech

Develop a procedure for the student to ask for help.

Speak directly to the student.

Be a good speech model.

Have easy and good interactive communication in classroom.

Consult a speech language pathologist concerning your assignments and activities. Be

aware that students may require another form of communication.

Encourage participation in classroom activities and discussions.

Model acceptance and understanding in classroom.

Anticipate areas of difficulty and involve the student in problem-solving.

Provide assistance and provide positive reinforcement when the student shows the
ability to do something unaided.

Use a peer-buddy system when appropriate.

Devise alternate procedures for an activity with student.

Use gestures that support understanding.

Model correct speech patterns and avoid correcting speech difficulties.

Be patient when student is speaking, since rushing may result in frustration.

Academics & Behavior

Reduce unnecessary classroom noise as much as possible.

Be near the student when giving instructions and ask the student to repeat the
instructions and prompt when necessary.

Provide verbal clues often.

Provide a quiet spot for the student to work if possible.

Speak clearly and deliberately.

Provide visual cues - on the board or chart paper.

Redirect the student frequently and provide step by step directions - repeating when
necessary.

Allow students to tape lectures.

Allow more time for the student to complete activities.

Modify classroom activities so they may be less difficult, but have the same learning
objectives.

Allow more time for the student to complete assignments and tests.

Design tests and presentations that are appropriate for the student (written instead of
oral).

Divide academic goals into small units, utilizing the same theme.

Provide social and tangible reinforcers.

Focus on the student's strengths as much as possible.

Have the student sit in an accessible location to frequently monitor their

understanding.

Allow extra time to complete work because of distractions, slow handwriting, or

problems in decoding text.

Have routines that students can follow.

Use a visual reminder of the day's events to help with organization.

Establish communication goals related to student work experiences and plan strategies
for the transition from school to employment and adult life.

Physical

Be aware that because of the way the brain develops, it is easier to acquire language
and communication skills before the age of five.

Be aware that if children have hearing problems or developmental delays, their

acquisition of speech, language, and related skills may be affected.

Use augmentative communication systems to ensure that nonverbal students and

students with severe physical disabilities have effective ways to communicate.

Ensure that the student has access to their (portable) communication system across all
contexts, all of the time.

(Do2Learn, 2013).

Support/Services Providers
These websites can help someone who deals with a communication disorder find resources
within our state. They can help with some of the following needs:
- Local Resources
- Information
- Referrals
- Support Groups
Disability Resources
http://www.disabilityresources.org/INDIANA.html
All of Me Therapy, LLC

http://www.allofmetherapy.com/speech/index.htm
Indiana Early Intervention Program
http://www.speechbuddy.com/blog/financial-resources/state-resources/indiana-earlyintervention-program/
Resources
Website
Childrens Resource Group
http://www.childrensresourcegroup.com/specialties/speech-and-language-disorders/
National Organization
Center for Speech and Language Disorders
http://www.csld.org/
State or Local Organization
Southern Indiana Resource Solutions
http://www.sirs.org/sirs-programs-and-services/pediatric-rehabilitation/speech-therapy
Informational Book for Parents
Speaking of Apraxia: A Parents' Guide to Childhood Apraxia of Speech March 28, 2012 by
Leslie Lindsay
Childrens Book about Communication Disorders
Stuttering Stan Takes a Stand November 18, 2010 by Artie Knapp

References

American Speech-Language-Hearing Association. (2014). Definitions of Communication

Disorders and Variations. Retrieved from American Speech-Language-Hearing
Association: http://www.asha.org/policy/RP1993-00208/

American Speech-Language-Hearing Association. (2014). Social Communication Disorders in

School-Age Children: Assessment. Retrieved from American Speech-Language-Hearing
Association: http://www.asha.org/PRPSpecificTopic.aspx?
folderid=8589934980&section=Assessment
Do2Learn. (2013). Speech or Language Impairment Characteristics. Retrieved from Do2Learn:
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpa
irment_Characteristics.html
Do2Learn. (2013). Speech or Language Impairment Strategies. Retrieved from Do2Learn:
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpa
irment_Strategies.html
Hardman, M., Drew, C., & Egan, M. (2014). Human exceptionality: School, community, and
family, 11e. Belmont, CA: Wadsworth-Cengage Learning.
National Institute on Deafness and Other Communication Disorders. (2010, June 7). Statistics on
Voice, Speech, and Language. Retrieved from National Institute on Deafness and Other
Communication Disorders: http://www.nidcd.nih.gov/health/statistics/pages/vsl.aspx
Oregan Department of Education. (2014). Communication Disorder Eligibility Requirements.
Retrieved from Oregan Department of Education:
http://www.ode.state.or.us/search/page/?id=1375
The College of Health at the University of Utah. (2014). What Are Communication Disorders?
Retrieved from Department of Communication Sciences and Disorders:
http://www.health.utah.edu/communication-sciences-disorders/disorders.php