Communication Disorders
Child Psychology
Child psychology focuses on the mental, emotional, and behavioral development of
children. It helps us understand how children think, feel, and grow, guiding better care,
education, and support.
Introduction
Communication disorders are conditions that affect an individual’s ability to
understand, express, or use language and speech effectively. These disorders can impact
speaking, listening, reading, writing, and social interaction. They usually appear in
early childhood and may interfere with academic performance, social development, and
daily functioning. Early diagnosis and intervention are essential for improving
communication skills and overall quality of life.
Types Of Communication Disorders (DSM-5)
[Link] Disorder
[Link] Sound Disorder
[Link]-Onset Fluency Disorder (Stuttering)
[Link] (Pragmatic) Communication Disorder
[Link] Communication Disorder
1. Language Disorder
Difficulty understanding or using spoken, written, or sign language.
Problems with vocabulary, sentence structure, and conversation.
Symptoms appear in early childhood.
Diagnostic Criteria
• Persistent difficulties in the acquisition and use of language across modalities
(spoken, written, sign) due to deficits in comprehension or production, including:
o Reduced vocabulary
o Limited sentence structure
o Impairments in discourse
• Language abilities are substantially and quantifiably below age expectations.
• Onset in early developmental period.
• Difficulties not attributable to hearing or other sensory impairment, motor
dysfunction, or other medical/neurological conditions and not better explained by
intellectual disability or global developmental delay.
2. Speech Sound Disorder
Trouble with pronunciation and articulation.
Speech is unclear or difficult to understand.
It affects daily communication.
Diagnostic Criteria
• Persistent difficulty with speech sound production that interferes with speech
intelligibility or prevents verbal communication.
• Interference with social participation, academic achievement, or occupational
performance.
• Onset in early developmental period.
• Not attributable to congenital or acquired conditions such as cerebral palsy, cleft
palate, deafness, or hearing loss.
3. Childhood-Onset Fluency Disorder (Stuttering)
Repetitions, prolongations, or blocks in speech.
Increased anxiety about speaking.
Can be accompanied by physical tension.
Diagnostic Criteria
• Disturbances in the normal fluency and time patterning of speech that are
inappropriate for the individual’s age and language skills, and persist over time.
Includes:
o Sound and syllable repetitions
o Sound prolongations
o Broken words (e.g., pauses within a word)
o Audible or silent blocking
o Circumlocutions
o Words produced with excess physical tension
o Monosyllabic whole-word repetitions
• Causes anxiety about speaking or limits effective communication.
• Onset in early developmental period.
• Not attributable to speech-motor or sensory deficit, neurological insult, or another
medical condition.
4. Social (Pragmatic) Communication Disorder
Difficulty with the social use of verbal and nonverbal communication.
Problems adjusting language based on context.
Issues understanding implied meanings or turn-taking in conversation.
Diagnostic Criteria
• Persistent difficulties in the social use of verbal and nonverbal communication as
shown by:
o Deficits in using communication for social purposes
o Inability to change communication to match context
o Difficulties following rules of conversation/storytelling
o Problems understanding implicit or nonliteral language
• Functional limitations in effective communication, social participation,
relationships, academic achievement, or occupational performance.
• Onset in early developmental period.
• Not attributable to low abilities in word structure or grammar, or other
neurodevelopmental/mental/medical conditions.
5. Unspecified Communication Disorder
Symptoms do not fit into the above categories but still impact communication.
Diagnostic Criteria
• Symptoms characteristic of a communication disorder that cause clinically
significant distress or impairment but do not meet full criteria for any of the specific
communication disorders.
• Used when the clinician chooses not to specify the reason criteria are not met or
when insufficient information is available.
Diagnosis
A diagnosis is based on clinical evaluation and standardized tests. Steps include:
• Parent and Teacher Reports – Noting speech or language difficulties.
• Developmental History – Identifying when symptoms first appeared.
• Speech and Language Assessment – Conducted by a speech-language pathologist
(SLP).
• Cognitive and Neurological Tests – To rule out intellectual disability, hearing loss,
or neurological conditions.
Causes of Communication Disorders
Communication disorders can result from various factors:
Genetic Factors – Family history of speech/language disorders.
Neurological Conditions – Brain damage, stroke, or developmental disorders.
Hearing Loss – Impaired auditory input affects speech development.
Environmental Factors – Limited exposure to language, neglect, or abuse.
Premature Birth – Increased risk of speech and language delays.
Treatment and Therapy for Communication Disorders
Treatment is customized based on the type and severity of the disorder.
• Speech-Language Therapy
Improves pronunciation, fluency, and language skills.
Conducted by speech-language pathologists (SLPs).
Techniques include articulation therapy, vocabulary development, and conversation
practice.
• Cognitive-Behavioral Therapy (CBT)
Helps children manage anxiety related to stuttering or social communication.
• Parental and Teacher Support
Encouraging communication at home and school.
Providing structured language-learning opportunities.
• Assistive Communication Devices
Augmentative and Alternative Communication (AAC) devices for children with severe
speech impairments.
• Medications
No direct medication for communication disorders, but some children with co-
occurring conditions (e.g., ADHD) may benefit from medication.
• Early Intervention Programs
Early diagnosis and treatment lead to better outcomes.
Special education services for children with severe difficulties.
References
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental
disorders (5th ed., text rev.; DSM-5-TR). American Psychiatric Publishing.
Paul, R., & Norbury, C. F. (2012). Language disorders from infancy through
adolescence: Listening, speaking, reading, writing, and communicating (4 th ed.).
Elsevier Health Sciences.
National Institute on Deafness and Other Communication Disorders. (2022). Speech
and language developmental milestones. [Link]
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