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Communicative Science Disorders Case Studies
Communication is a central aspect of the life of an individual. In our daily basis, we get to exchange information in society with our fellow human beings through communication. The communication can be in the form of speech, writing or using any other channels that will ultimately convey the message (Plante, 33). In life, however, there are disparities in the form that communication abilities develop. Communicative science, therefore, is interested in studying nature and also various ways of development of the communication abilities of individuals. The communication disorders which are all vital facet of this discipline include the impairments that occur in speech, voice, hearing, resonance, swallowing, fluency and other language processes. In this essay paper, therefore through an approach of two case studies, different important features that encompass communicative science disorders are described.
Case Study 1
From the time a child is born, children usually begin to develop two significant sets of communicating skills. There are expressive and receptive skills that the child develops with as he grows. In the responsive mode of communication, he is in position to receive and also be at a place of understanding the message from another individual. In his early times, a child expresses her feeling through various body languages and wants to be understood. It may involve babbling, crying or using any other form of body languages. As a child develops, therefore, the two sets of communication skills are essential. Through monitoring, it is possible to evaluate the progress of the child’s skills in communicating. In this case study, baby Abraham’s language is carefully analysed at the age of 28 months and later at 44 months.
By the time that a child attains an age of 28 months old, they become at a position of learning on how to speak in much longer sentences. They are also able to give expression to what they are feeling. At this critical stage, the child can try to tell you what they are doing. It is in this stage, therefore that a sense of humour starts to develop and continuously start joking and laughing in a more often manner. Speech and language development then progressively continues. At the age of 44 months old, he is over three years, and in his speech, there are key milestone areas that are focused: It is at this period that one expects that the child is over 90% fluent and the dysfluency heard is from repetition or hesitations (Plante, 65).
Q.1.How has Abraham’s language changed from 28 to 44 months old?
The first difference between the two sets of years includes the length of the sentences. While in 28 months one could create a shorter sentence like with a mat, in 44 months he is in a position of constructing a five-word sentence like I ate eggs for breakfast. He also develops his vocabulary, and he can be at a location of making a more accurate description. From the two periods, at 44 months, Abraham is in the place of processing a complex sentence through his responses.
Q.2 Do you think that his content is typical of other children at 28 months? Why or why not?
The content is typical content for a child at 28 months old. The reason as to why I conclude on this is due to the pattern of communication that he gets involved with his mother. His one-word response is all okay to the child of his age bracket. The issues that one can understand what Abraham means is also another proof that his content is typical to other children of her age.
Q.3 What evidence can you find that Abraham has not yet reached adult-like competence in form, content, and use at 44 months of age?
From the language sample at 44 months old, there is evidence on Abraham not attaining the linguistic competence. In form, his sentence structuring is still not yet fully developed. I have them not on today is the right phrase showing on his form still undeveloped. In content, the way he responds in a wrong manner when asked if mommy made eggs is a show that his competence has not reached adult-like. Lastly, in use, he misuses the words like a gargoyle in they are just on my underwear is a show that his competence in form has not attained the adult-like. He still needs more time for him to develop in content, way and use as adults.
Case Study Two
Q.1.Would you classify Mrs Anderson’s aphasia as fluent or non-fluent?
It is non-fluent aphasia since the spoken words and sentences are impaired, and therefore they lack the ease of producing a connected speech.
Q.2. In what lobe of the brain is the lesion most likely located? Why?
The lesion is probably at the frontal lobe. In an injury at the Broca’s area which exists in the frontal lobe, there is resulting aphasia. Since in this context, Mrs Anderson cannot express her speech in a connected version; then it is the Broca’s area that is affected. It is the lobe that is associated with motor speech in an individual.
- Would you guess that Mrs Anderson had right or left hemiparesis? Why or why not?
In affecting the Broca’s area, the surrounding areas that are in the left hemisphere get damaged. Therefore it results in the right side of the body having hemiplegia. Mrs Anderson, in our case study, had a right hemiparesis.
Work Cited
Plante, Elena M., and Pelagie M. Beeson. Communication and communication disorders: a clinical introduction. Pearson Higher Ed, 2012.