English Language and Linguistics for Intervention-myassignmenthelp

Question: Discuss about theEnglish Language and Linguistics for Intervention. Answer: Language Assessment of the language skills in case of Brad was done through Clinical Evaluation of Language Fundamentals Preschool 2 (CELF/P2) (Reilly et al., 2010). The assessment results revealed that Brad has a moderate developmental language disorder. However, his receptive language was found to be within normal limits. In view of this observational evaluation, a long-term goal for Brad has been set. The goal suggests that Brad should have age appropriate expressive language skills. Therefore, in order to work towards this long-term goal, it is necessary to attain a definite short-term goal. It has been indicated that Brad suffers from inability to structure consonants although his actions with the vowels have been found to be good. He encounters difficulties with pronouncing abilities. Hence, it may be fixed as a short-term goal so that Brad may be equipped with the ability to frame short but meaningful sentence that is understandable to others by utilizing common vocabularies. Genetic p redisposition, prenatal nutrition in addition to presence of others diseases such as that of autism spectrum disorder, Downs syndrome and others like premature birth or intellectual disabilities might have been identified as potential factors that might lead to emanation of language disorders (Owens Jr, 2016). In case of Brad, no such possibility is relevant. Therefore, emphasis must be lead to understand accurately the reason behind difficulty in expressive language skills. Proactive efforts must be streamlined so that the child gets the opportunity of expressing himself in a suitable manner even though the progress might be slow. In the given scenario, it has been documented that the child faces issues in the production of language and therefore actions must be undertaken with the aim of assisting the child in articulating simple words that makes sense to others. It must be focused so that the child do not encounter difficulty in understanding simple words. Thus, no technical jarg ons or difficult vocabulary for a child of his age should be presented. Learning of new vocabularies must be targeted so that the child succeeds in framing short and simple sentences that is comprehensible to others as well (Leonard, 2014). Thus, for the child to attain the long-term goal of having age appropriate expressive language skills, short but steady approaches are required so that he may be able to construct short and simple sentences in conveying his thoughts to others. Intervention to treat the language deficits in case of Brad requires prudent attention. It is imperative for both the teachers as well as the parents to work untiringly in aiding the child to achieve the developmental milestones related to language. In view of his difficulties, guardians must motivate him to practice speaking and make him pronounce the tricky clustered and single consonant sounds which appeared more troublesome for Brad. At home, parents must make efforts to converse with him through asking open-ended questions that call for answering in complete sentences rather than replying in monosyllables. It has been reported in literature that practicing conversations on a daily basis might derive positive benefits for the affected child. Resorting to interactive activities might be fruitful for Brad as he will be exposed to vernaculars in a heightened way thereby facilitating the linguistic development in him (Schleppegrell, 2013). Apart from the home based interventions, act ive involvement of the professionals might be of help to Brad. Professional help might be beneficial in terms of aiding the child with language disorders. Language perception for Brad needs to be nurtured to result in positive outcomes. In conjunction with the assistance provided for him at home, a formal encounter with a speech therapist will be helpful. A speech therapist might aid in building of his vocabulary and improving his grammar as well. Further, the speech therapist might guide for his intervention at home that need to be fostered by the parents. Correct identification of the childs issues might aid in making pragmatic choices that will address the trouble with spoke language for him. Moreover, it is crucial to utilize the forte of the child as much as possible in order to make it easier for him to overcome the language difficulties. Self-regulation of the childs behavior must be encouraged so that the child becomes proficient to handle his language disorders and ensure a rticulation of meaningful words that helps in construction of meaningful sentences. Communication with the child will help to generate in him the language skills that in turn will facilitate enhancement of socialization (DeGangi, 2017). Decisions with respect to the management of language disorder for Brad are to be supervised by the speech therapist to harbor holistic outcomes. Speech As per the case scenario of Brad, it is evident that he has difficulty in articulating words and phrases and end up in uttering words that are not understandable to others. Specific observations with respect to his speech analysis revealed that he has moderate to severe speech sound disorder. Therefore, in order to address his condition, it is essential to address his condition. Long-term goal in this regard will be so that Brad has intelligible to all listeners and in all contexts. Phonetic structuring ability of Brad is compromised that call for prompt action so that he does not have any issue with respect to articulation of words and phrases. In keeping with this long-term goal, the short-term goal will be to strategize methods in which Brad will be able to pronounce simple words correctly. It has been found that he faces maximum issues in terms of fronting of velars, cluster reduction and gliding. The DEAP evaluation has revealed this finding. Therefore, the short-term goal for h im may be set in a way so that he may be able to clearly pronounce the words that he learns thereby making it understandable to the listeners (Bishop Leonard, 2014). Speech impairment may be well controlled when adequate emphasis is laid on words and expressions comprising of clustered consonants fricative, semi-vowels. It is crucial on the part of the parent to take care of the child so that he improves his utterances by repeatedly correcting his sentences (Bowen, 2014). Speaking aptitudes must be enhanced in case of Brad so that he utters sensible terms that has clarity and is phonetically correct. As speech is considered as a fundamental skill in building social communication, hence efforts must be streamlined to correct his speech. The words, phrases and sentences that he utters must make sense to others. This in turn will enhance his self-esteem and lead to improvement of his socialization skills (Nelson, 2014). Hence, it will be of impact to frame strategies that will help hi m to cope up with speech sound disorder. He will be in a position to communicate in a better way by honing his linguistic skills and uttering phonetically correct words. Speech will be improved in connection with adequate emphasis being laid on utterance of simple words that will make it easier for Brad to construct meaningful sentences understandable to others. Speech sound disorder is one of the common and one of the most occurring linguistics problems that is caused due to the inability to communicate properly beyond a certain age. Every sound within the speech has a definite age that ensures correct phonological order. The main purpose of the Speech Language therapy is to co-ordinate the system of mechanic (Sakai Momosaki, 2016). The initial part of the speech therapy program is done by evaluation of speech language. The result of the evaluation helps the pathologist to select the proper intervention measures that can be adopted according to the requirement of individual children. In the case of Brad, it is essential for the speech therapy expert to properly examine the speaking ability of the child. This can help to examine the root cause of speech disorder. It is important for the pathologist to set a definite goal depending upon the current situation of the child. One of the main elements of the speech therapy technique include maste r spoken language program. This can help to encourage both verbal and nonverbal mode of communication within a child. Each goal of the speech therapy helps an individual to enhance the skill of communication. According to Rogalski et al., (2015), there are set an alternative form of communication that are done through non verbal Method can also be effective in some cases of serious level of illness. It is also important for the pathologist to keep a detail record of the progress after the intervention measures for speech therapy are being implemented, which will be helpful in cases related to that of tracking individual progress. The exact cause of speech disorder can vary depending upon individual situation of every child. The exercises that are implemented in the speech therapy include strengthening of the vocal muscle that can help in speech. It is important to mention that untreated speech therapy disorder for longer period can lead to mental health issues or anxiety disorders. Hence, anti anxiety medication is one of the major parts the intervention techniques are provided to the speech therapy disordered individuals. References Bishop, D. V., Leonard, L. (Eds.). (2014).Speech and language impairments in children: Causes, characteristics, intervention and outcome. Psychology press. Bowen, C. (2014).Children's speech sound disorders. John Wiley Sons. DeGangi, G. A. (2017).Pediatric disorders of regulation in affect and behavior: A therapist's guide to assessment and treatment. Academic Press. Leonard, L. B. (2014).Children with specific language impairment. MIT press. Nelson, K. E. (Ed.). (2014).Children's language(Vol. 4). Psychology Press. Owens Jr, R. E. (2016). Language Development: An Introduction| Edition: 9.Instructor. Reilly, S., Wake, M., Ukoumunne, O. C., Bavin, E., Prior, M., Cini, E., ... Bretherton, L. (2010). Predicting language outcomes at 4 years of age: findings from Early Language in Victoria Study.Pediatrics,126(6), e1530-e1537. Rogalski, E., Khayum, R., McKenna, H., Wieneke, C., Corden, M. E., Mesulam, M. M. (2015). Communication bridge: Initial observations from an internet-based speech therapy program for individuals with aphasic dementias. Alzheimer's Dementia: The Journal of the Alzheimer's Association, 11(7), P575. Sakai, K., Momosaki, R. (2016). Real-world Effectiveness of Speech Therapy Time on Cognitive Recovery in Older Patients with Acute Stroke. Progress in Rehabilitation Medicine, 1, 20160004. Schleppegrell, M. J. (2013). The role of metalanguage in supporting academic language development.Language Learning,63(s1), 153-170.