Patterns of Auditory Processing and Articulation Deficits in Academically Deficient Juvenile Delinquents

Auditory processing deficits and articulation disorders were studied in a group of male juvenile delinquents. Significant auditory processing deficits were frequently observed and were significantly related to underachievement in reading, spelling, and arithmetic. In addition, articulation disorders were present in over 60% of the delinquent subjects. The results are interpreted to indicate that the evaluation of speech capabilities and auditory processing skills should be an integral part of treatment programs for delinquent populations. The importance of early intervention through identification and treatment of speech and language disorders in the early school period is supported.

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واقع اضطرابات النطق والكلام واللغة لدى أطفال مرحلة ما قبل المدرسة في محافظة غزة

مجلة كلية فلسطين التقنية للأبحاث والدراسات ◽

10.47641/jrs.2019-6-1.01 ◽

2019 ◽

Vol 6 (1) ◽

pp. 1-25

Keyword(s):

Statistical Methods ◽

Screening Method ◽

Language Disorders ◽

Speech Disorders ◽

Speech And Language ◽

Articulation Disorders ◽

Speech And Language Disorders

ملخص: هدفت الدراسة إلى التعرف إلى واقع اضطرابات النطق والكلام واللغة لدى أطفال مرحلة ما قبل المدرسة في محافظة غزة، وطبقت الدراسة في محافظة غزة (مديرية غرب غزة، مديرية شرق غزة)على عينة بلغت (5715) طفلاً من مجتمع أصلي يبلغ (20150) طفلاً، وتم استخدام المقابلة الشخصية لفحص الأطفال وتحديد الاضطرابات لديهم من خلال بطاقة فحص فردية تم إعدادها لهذا الغرض، وتم استخدام المنهج الوصفي المسحي كمنهج ملائم لجمع بيانات هذه الظاهرة والتي تم معالجتها إحصائياً من خلال بعض الأساليب الإحصائية كالتكرارات والنسب المئوية للإجابة على تساؤلات الدراسة وكانت أهم نتائجها ما يلي: 1. توجد اضطرابات النطق لدى أطفال مرحلة ما قبل المدرسة في محافظة غزة بنسبة 905% . 2. توجد اضطرابات الكلام لدى أطفال مرحلة ما قبل المدرسة في محافظة غزة بنسبة 047%. 3. توجد اضطرابات اللغة لدى أطفال مرحلة ما قبل المدرسة في محافظة غزة 64% . ومن أهم التوصيات ما يلي : • عمل مسح شامل لاضطرابات النطق واللغة والكلام على باقي المحافظات الجنوبية في فلسطين حيث أن هذه الدراسة اقتصرت على محافظة غزة فقط بمديرتيها (شرق، غرب) غزة ولم تتم في باقي المحافظات (الشمال، الوسطى، خانيونس، رفح). • ضرورة أن تتبنى وزارة التربية والتعليم – والتي يعتبر التعليم في مرحلة ما قبل المدرسة أحد أقسام التعليم لديها- مشاريع مسح شاملة متكاملة لجميع رياض الأطفال(حكومية، خاصة، أهلية) وتمويل مشاريع العلاج والتقويم لاضطرابات النطق والكلام واللغة كمشروع وطني شامل. كلمات مفتاحية : اضطرابات، النطق، الكلام، اللغة، مرحلة ما قبل المدرسة. Abstract The study aimed to identify the reality of articulation, speech and language disorders in children at pre-school stage in Gaza Governorate. The study was applied in Gaza governorate (West Gaza Directorate, East Gaza Directorate) on a sample of (5715) children, The interview was used to examine children and identify their disorders through an individual screening card prepared for this purpose, and the descriptive screening method was used as an appropriate method to collect the data of this phenomenon, which was processed statistically through some statistical methods such as repetitions and percentages of the answers to the questions of the study and the most important results are as follows: 1. There are Articulation disorders in children at pre-school stage c in Gaza Governorate by 15.905%. 2. There are speech disorders in children at preschool stage in Gaza Governorate by 2.047%. 3. There are language disorders in children at pre-school stage in Gaza Governorate are 4.64%. Keywords: Disorders, Articulation, Speech , Language , Pre-school stage

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SPEECH AND LANGUAGE DISORDERS IN PRESCHOOL CHILDREN: A PREVENTIVE APPROACH

PEDIATRICS ◽

10.1542/peds.36.4.637 ◽

1965 ◽

Vol 36 (4) ◽

pp. 637-647

Author(s):

Gertrud L. Wyatt

Keyword(s):

Language Development ◽

Language Learning ◽

Language Disorder ◽

Language Disorders ◽

Social Adaptation ◽

Speech And Language ◽

Biological Time ◽

Rapid Acquisition ◽

Early School ◽

Speech And Language Disorders

From 4 to 9% of elementary school children with normal to superior intelligence exhibit symptoms of developmental speech and language disorders, such as: stuttering (or stammering);* severely defective articulation in the absence of hearing loss; and finally the syndrome of multiple perceptual, motor, and language disorder. These developmental deviations or disorders interfere markedly with early school adaptation. If no adequate help is forthcoming the symptoms may increase in severity and interfere with the achievement and social adaptation of the children concerned. The sex ratio reported has been, as a rule, 75% boys to 25% girls. The importance of the preschool years for language development has been established in many studies.1, 2 McCarthy referred to the "amazingly rapid acquisition of an extremely complex system of symbolic habits by young children,"1 while Penfield and Roberts3 mentioned the "biological time table for language learning," and assumed that the most intensive learning occurs between 2 and 4 years of age. Studies in language development carried out earlier in the century were mostly normative, focusing upon the number of different sounds and words mastered by the majority of children at a given age1, 4, 5 Thus we expect the "average" child to begin using his first words between 10 and 18 months of age, to master approximately 300 words at age 2, and approximately 1,000 words at age 3. In a more recent study, Templin compared her findings concerning children's learning of consonant sounds with those of other investigators.6 The pediatrician, trying to evaluate a child's stage of language development may want to know what specific sounds a child should be able to master at what particular age.

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