Individuals with Speech and Language Disorders

Introduction

This page includes information on the following topics:

• Characteristics of individuals with speech and language disorders
• Causes of language delays and language disorders
• Implications for music therapy for individuals with speech and language disorders

Characteristics of Individuals with Speech and Language Disorders

In young children, differences in language ability can be attributed to a language delay or a language disorder. A child who has a language delay develops typical language competencies, but at a slower rate than would be expected for his or her chronological age and functioning level. The language delay might be related to a later-than-normal onset of language skills, a slower rate of language development, or variations in the sequence in which language skills are learned. A child with a language disorder has language skills and behaviors that are not typical of normally developing language skills (Paul, 2007; Vinson, 2007).

Language disorders can cause deficits in language related to:

1. Content (Semantics)
2. Form (Phonology, Syntax, and Morphology)
3. Functional use (Pragmatics)

Causes of Language Delays and Language Disorders

Language delays and language disorders can be the result of many different etiological factors. While it is not always essential for the music professional to know the specific cause of a student's language disorder, it is important to realize the language disorders are frequently characteristic of several disabling conditions. Language delays and language disorders may be the result of genetic or chromosomal disorders, motor or sensory deficits, prenatal exposure to alcohol or drugs, neglect or limited stimulation, developmental delay such as mental retardation or autism, or an accident or head trauma. Vinson (2007) suggests causes of several language delays and disorders:

1. Down Syndrome/Fragile X
2. Cerebral Palsy
3. Hearing Impairment
4. Prenatal exposure to drugs or alcohol
5. Premature birth
6. Failure to thrive (Neglect, Malnutrition)
7. Cytomegalovirus (CMV) infection
8. Mental retardation
9. Autism
10. Traumatic Brain Injury

Language disorders can be acquired, either before the child develops language (pre-lingual), during the period of language development (peri-lingual), or after the child has developed typical language skills (post-lingual). 

Some children have Specific Learning Impairments (SLI) that cannot be attributed to sensory, motor, or cognitive deficits. These children may have language that is different from typically developing children, or language that is delayed. They may have difficulty in the following areas:

• Expressing themselves or understanding language,
• central auditory processing,
• and academic and social success in school (Vinson, 2007). 

Depending on the severity of the disorder, music teachers and music therapists may need to make instructional adaptations in many areas to accommodate students in the music class and music therapy setting.

Implications for Music Therapy

Music therapy has been shown to be effective in improving language and communication skills with children and adults who have language disorders. Studies document the use of music therapy in assisting children with language delays and apraxia to develop language skills (Adamek, Gervin, & Shiraishi, 2000; Cohen, 1994; Krauss & Galloway, 1982; Seybold, 1971) as well as the use of music therapy in language rehabilitation of persons with brain injuries (Claeys, Miller, Dalloud-Rampersad, & Kollan, 1989; Cohen, 1988, 1992; Robb, 1996). Music therapy in early intervention and preschool classes may contribute to improved language development of young children with disabilities (Davis, 1990; Humpal, 1990). 

Primary goals will be focused on improving communication skills, but may also focus on improving social, academic, physical, or leisure skills, depending on the needs of the student. Music therapy can also be an educational service to many students in a school district to enhance their educational program. Music therapy interventions can be facilitated to encourage expressive language and increase receptive language skills. Auditory awareness and auditory discrimination, skills needed for language development, can be addressed through music activities focusing on being aware of sounds, locating sounds, tracking sounds, and indentifying sounds. 

Through music making with others, students can work on taking turns, sharing, listening, self-expression, leadership, and other social skills needed for active involvement with others. Demonstration of these skills may be in a nonverbal form, such as during an instrument ensemble intervention, or they may be demonstrated in a verbal form through feedback during or after a music activity. The development and enhancement of cognitive skills may also be the focus of music therapy.

Further Reading

1. Americans With Disabilites Act
2. IDEA (2004)
3. Disability.gov
4. Disability Rights Education & Defense Fund 
5. National Institute on Disability and Rehabilitation Research (NIDRR)
6. American Speech-Language-Hearing Association
7. National Dissemination Center for Children with Disabilities
8. The Childhood Apraxia of Speech Association of North America
9. Alliance for Technology Access
10. Cleft Palate Foundation
11. Easter Seals Disability Services
12. "Sticks and Stones . . . and Words CAN Hurt: Eliminating Handicapping Language"

References

Adamek, M.S., & Darrow, A. (2010). Students with Speech and Language Disorders. Music in special education (2nd ed., pp. 183-192). Silver Spring, MD: American Music Therapy Association. 

Adamek, M., Gervin, A. & Shiraishi, I. (2000). Music therapy and speech rehabilitation with brain-injured patients: Research, intervention models and assessment. In Effectiveness of music therapy procedures: Documentation of research and clinical practice (3rd ed., pp. 113-134). Silver Spring, MD: American Music Therapy Association.

Claeys, M.S., Miller, A.C., Dalloud-Rampersad, R., & Kollan, M. (1989). The role of music and music therapy in the rehabilitation of traumatically brain injured clients. Music Therapy Perspectives, 6, 71-78.

Cohen, N. (1988). The use of superimposed rhythm to decrease the rate of speech in a brain damaged adolescent. Journal of Music Therapy, 25, 85-93. 

Cohen, N. (1992). The effects of singing instruction on the speech production of neurologically impaired persons. Journal of Music Therapy, 29, 87-102. 

Cohen, N. (1994). Speech and song: Implications for therapy. Music Therapy Perspectives, 12, 8-14.

Davis, R.K. (1990). A model for the integration of music therapy with preschool classrooms for children with physical disabilities or language delays. Music Therapy Perspectives, 8, 82-84.

Humpal, M. (1990). Early intervention: The implications for music therapy. Music Therapy Perspectives, 8, 30-35.

Krauss, T., & Galloway, H. (1982). Melodic intonation therapy with language-delayed, apraxic children. Journal of Music Therapy, 19, 102-113.

Paul, R. (2007). Language disorders from infancy through adolescence: Assessment and intervention (3rd ed.). St. Louis, MO: Mosby Elsevier. 

Robb, S. (1996). Techniques in song writing: Restoring emotional and physical well being in adolescents who have been traumatically impaired. Music Therapy Perspectives, 14, 30-37. 

Seybold, C.D. (1971). The value and use of music activities in the treatment of speech delayed children. Journal of Music Therapy, 8, 102-110.

Vinson, B.P. (2007). Language disorders across the lifespan (2nd ed.). Clifton Park, NY: Thomson. 

Contributors

Dan Palmere, M.M., MT-BC, NICU-MT