The model of cognitive-communication competence
Bearing in mind that Cognitive-communication impairments are mostly associated with acquired brain injury (ABI) or the Traumatic brain injuries (TBI), these model helps to guide evidence-based communication control and regulatory measures after a traumatic brain injury (Coelho CA1, 2014). The model outlines an overview of a complex arrangement of factors influencing communication henceforth bringing out a common approach of cognitive communication competence after an acquired brain injury (ABI) or a Traumatic brain injury (TBI).
These model, Cognitive-communicative impairments competence, helps diagnose deficiencies in linguistic and nonlinguistic cognitive functions. At this stage, a speech-language pathologist takes the role of multidisciplinary team player member of experts that evaluates and offers treatment to acquired brain injury (ABI) or a Traumatic brain injury (TBI) patients.
The speech-language pathologist monitors and evaluates the communication aspects of the patient, also the communicative impacts of cognitive limitations and swallowing; treatment strategy and programming, according to the patient’s level of recovery (Leanne Togher et al., 2013). The scientific and clinical evidence obtained from already carried out tested and approved group-treatment and single-sample studies and case studies confirm the effectiveness of a speech and language pathologist intervention for particular cognitive limitation such as attention, memory, execution roles as well as general issues of social-skills training and early intervention.
The Traumatic brain impairments after brain injury have widely spread and are devastating. Most of brain injury victims will sustain a brain injury or get affected with these communication impairment incidence rates are at higher rates at more than 75% (Blake ML, Frymark T, et al. 2012)
The model of cognitive-communication competence
Development of this model of cognitive-communication competence is aimed at innovatively structuring communication approach that is integrated, continuous and uniting which allows the making of crucial variables, synthesize results of various dimensions of inquiry, and enhance medical application as well as a consistent development of relevant evidence for optimal communication intervention (Smith, M. M. 2005).
This model functionality is based on the following principles:
It outlines the significant roles of communication skills and procedures at all levels of interactions inclusive of the community integration and societal inclusion while triggering the essence of communication sampling features and techniques and complexity in communication.
This model portrays communication as a complex, multidisciplinary structure with a range of cognitive, communicative, psychological, tangible, self-control, and relevance factors.
To process the available evidence such as the practice standards, evidence summaries, and guidelines, which is related to communication impairments including International Guidelines for Cognitive-Communication Intervention
It helps to integrate interdisciplinary subjects of inquiry in SLP, emotional control, recovery and rehabilitation, and formal education, from a variety of aspects inclusive of directive order and practices.
The mode helps to indicate the significance of relevance in communication impairment competence, including situational, and communication party requirements, by involving the principles of the World Health Organization’s global categorization of Functioning.
The model also works by promoting communication competence in the real world context as a communication intervention. Communication impairment competence is, therefore, a complex framework that has been frequently assessed within the language’s contexts, SLP, and education literature.
According to a clinical implication’s summary research by Semin Speech Lang. (2005) The sole aim and objective of achieving a communication competence beyond the required standards or what can be termed as communication ‘success’ involve the capability to influence the way others behave. You should be able to acquire the attention and combability with your peers, family members, friends establish friendships, school, and work community. Conclusively, the updated identity of a competent communication must integrate the outline standards by the global body World Health Organization. Communication competence final outline and achievement will, therefore, involve a strategic and effective inclusion of communication aspects and production experiences and skills. Which will be determined by a multidisciplinary cognitive, language contexed, psychological, and self-regulatory abilities, within daily operations and ever-changing interpersonal exchanges, to meet the individual’s inclusion objectives and mission at a family level community, social, work, academic levels, and problem-solving contextual levels.
A comprehensive communication competence model can as therefore as well interrelate communication impairments and disorders after a brain injury this can be done on the provision of an integrated map of different results, and a structure for the continuing development well-performing operations for communication interventions.
Groups at risk
Children or adult population groups are the most vulnerable, especially those who have experienced the following conditions;
right hemisphere brain damage
traumatic brain injury
genetic disorders
lack of oxygen to the brain (anoxia)
brain tumor
Risk factors
These involve the active and passive or historical observable behavioral disease features that indicate a child is prone to risk of having or developing a. the typical common risk factors communication disorders are such as of a case of a child having a history of adverse chronic ear infections and hearing loss.
There are other risk factors or indicators to communication disorders, primarily referred to as the Clinical clues. They involve unusual behavior patterns or physical discoveries that elevate the risk of communication disorder development in a child. For instance, if a child fails to speak at 18 months, and the parent notices this, then this is a clinical clue of an impending communication disorder, which is inclusive of loss of hearing by the child. Clinical traces can be found out by the parents, other family members who look after the child or a medical expert who is assessing the condition of the child.
Challenges in early identification of communication disorders
Early identification of communication disorders of children at the age of three years and below is difficult, diagnosis of the communication disorders is challenging and almost impossible
In cases where the communication disorder is diagnosed at a very young age, predicting the following course and occurrence of the communication disorder may be difficult.
As the child at risk of the communication disorder, gets older, the reliability and accuracy of the diagnosis for speech/language also improves with time. This makes its assessment of the disorder reliable and at the same time, more irreversible and untreatable as the cognitive development progressively occurs.