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Submission Ide: 7cfd372c-d2cf-407a-8b4f-d31df27fe391

41% SIMILARITY SCORE 8 CITATION ITEMS 23 GRAMMAR ISSUES 0 FEEDBACK COMMENT Internet Source 18% Institution 23%

Antoinette Pearsall

SPD 330 LanguageDisorderMatrixFnl.docx

Summary

 916 Words

 Student: Submitted to Grand Canyon University

 Spelling mistake: Sanetti  Nanette

 Spelling mistake: Luh  Lush

 comma between independ...: time and  time, and

 Student: Submitted to Grand Canyon University

 verb accomplish (do, archiv...: accomplish  do

 Redundant phrase: Some of the  Some

 Web Content: https://www.webmd.com/parenting/baby/qa/what-is-intellectual-disability-id…

 Redundant phrase: Some of the  Some

 Checks that a sente...: decorating  Decorating

 Spelling mist...: intellectuali...  intellectuall...

Language and Speech Disorder Matrix

Disability Category

Common Language Deficits Intervention Strategies

Description

Intervention Strategies Rationale

At-Home Activity Recommendations

Learning Disabilities

Often this student will have difficulty with their speech and language which can lead to issues with reading, writing, spelling, math, and even social skills as Sanetti, and Luh, (2019) notes.

Intervention strategies often include a speech and language pathologist. The speech and language pathologist will take the student aside or into a completely different room entirely, during normal instruction time and they will modify the assignment which the student was given. Another intervention strategy that may be used is matching sounds to their letters

These intervention strategies help the student to succeed in their education by altering the assignments and intrusion into something that the student can more easily understand and accomplish. These strategies will help the student to withed coding words, it gives them a way to decode words they have not seen before.

Some of the home activities which can be done would include reading skills, this can be done by having your child match letters and sounds together. Another activity which is good for at-home practice is to read with your child and then have a conversation about the story you read.

Intellectual Disabilities

The students with these disabilities have a below-average intelligence or mental ability to comprehend studies and lack the skills necessary for day-to-day living.

When learning, tasks given to students can be broken down into steps. Targeted skills can be modeled and students provided with practice

The intervention strategies employed for students with intellectual disabilities can help students to learn new skills, but they learn them more slowly.

Some of the home activities which students with intellectual disabilities include beading activities, crafting with clay, reusing and recreating, and

opportunities (Waldron et al., 2019). Teachers can also use visual schedules with pictures / icons to

decorating paint to promote intellectuality

 Web Content: https://www.autismspeaks.org/what-autism

 Spelling mistake: Ziskind  Risking

 Web Content: https://www.cdc.gov/ncbddd/autism/treatment.html…

 Spelling mistake: Ziskind  Risking

 Duplicated ph...: Auditory Imp...  Auditory Impa...

 all/most/some...: Some of inte...  Some interven...

 Passive voice: It is also advisable that

 assist, assistance (help): assistance  help

 verb acquire (get, develop): Acquired  Get

 verb acquire (get, develop): acquired  get

 verb acquire (get, develop): Acquired  Get

 Checks that a sentence starts wit...: and  And

 Checks that a sentence ...: language  Language

 verb acquire (get, develop): acquire  get

 Web Content: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935327&section=Treatment…

 Redundant phrase: so as to  to

 Checks that a sentence st...: develop  Develop

 Web Content: https://www.actionforchildren.org/wp-content/uploads/2020/05/School-Age-Language-Activities.pdf…

demonstrate each step. Prompts can also be systematically faded to promote independence.

Autism Students with Autism or Autism spectrum disorder (ASD), have a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication (Ziskind et al., 2020).

Autism intervention strategies include; applied behavior analysis, social skills training, occupational therapy, physical therapy, sensory integration therapy, and the use of assistive technology.

Intervention strategies are meant to remold social skills, repetitive behaviors, speech and nonverbal communication to ensure that the student lives and behaves normally (Ziskind et al., 2020).

The home learning activities for students with autism include creating sensory bins full of fun items, creating safe sensory time-out area as well as providing the students with sensory and calm- down bottles.

Auditory Impairments

Auditory impairments or impairment in hearing, whether permanent or fluctuating, adversely affects students’ educational performance. Students have a difficulty following verbal directions, difficulty with oral expression, some difficulties with social/emotional or interpersonal skills, and have a certain degree of language delay (Cano et al., 2016).

Some of intervention options include working with a professional or team who can help the students learn to communicate. It is also advisable that the students get hearing devices, such as hearing aids and join support groups.

The intervention strategies ensure that students communicate more effectively. They also ensure that the students are valued. Others like hearing assistance technology reduce background noise that would hamper hearing, and help the students engage with the rest of the class.

Some home learning activities for students with hearing problems include; reading to the students, pointing out words on packages, on signs, and around the house. Turning off the TV will also help them as kids do not learn language from watching TV (Cano et al., 2016).

Acquired Language Disorders

Students with acquired disorders of language usually have a loss of previously acquired skills. They also have

Students with Acquired Language Disorders can be exposed to speech

Since the acquisition of language or literacy is affected from the outset, students exposed to

Some home learning activities that are fun and that can help

developmental disorders of language, as well as selective impairment in some skills.

and language therapy. The students may also participate in one-on-one treatment sessions with a speech- language therapist or attend group sessions.

language therapy at the earliest stages will acquire language properly (Kohnert, Ebert, & Pham, 2020). The language intervention strategies stimulate the overall language development and help students learn language skills in an integrated fashion and in context, so as to enhance everyday communication and ensure access to academic content.

develop language learning in students include word games that would expand the students’ vocabulary. age-appropriate puns will also help foster good humor and creativity in children.

References Cano, S., Arteaga, J. M., Collazos, C. A., Gonzalez, C. S., & Zapata, S. (2016). Toward a methodology for serious games design for children with auditory impairments. IEEE Latin America Transactions, 14(5), 2511-2521. Kohnert, K., Ebert, K. D., & Pham, G. T. (2020). Language disorders in bilingual children and adults. Plural Publishing. Sanetti, L. M. H., & Luh, H. J. (2019). Fidelity of implementation in the field of learning disabilities. Learning Disability Quarterly, 42(4), 204-216. Waldron, C., Nunn, J., Phadraig, C. M. G., Comiskey, C., Guerin, S., van Harten, M. T., & Clarke, M. J. (2019). Oral hygiene interventions for people with intellectual disabilities. Cochrane Database of Systematic Reviews, (5). Ziskind, D., Bennett, A., Jawad, A., & Blum, N. (2020). Therapy and psychotropic medication use in young children with autismspectrum disorder. Pediatrics, 145(Supplement 1), S99-S107.