CENTRAL AUDITORY PROCESSING DISORDERCentral Auditory Processing Disorder results in deficits in information processing of auditory signals. The deficits are not due to damages of the physical structures of function of the hearing mechanism, but arise from dysfunction of the central nervous system.
Children with social pragmatic difficulties demonstrate deficits in social and/or cognitive functioning. Diagnostic terms include: Asperger's Syndrome, Hyperlexia, High Functioning Autism, Semantic-Pragmatic Disorder, Pervasive Developmental Disorders NOS and Non-Verbal Learning Disabilities.
SOCIAL PRAGMATIC DISORDER
Expressive language refers to the verbal skills required to communicate one's thoughts and feelings to others. An expressive language disorder can be characterized as difficulty with verbal expression.
EXPRESSIVE LANGUAGE DISORDER
Receptive language refers to the skills involved in understanding language. Receptive language disorders are difficulties regarding to processing, comprehending, and/or retaining spoken language.
RECEPTIVE LANGUAGE DISORDER
Developmental Language Disorder (DLD) is a term that is used to describe difficulties with learning and using language which will be long term, but that are not associated with other conditions, such as cerebral palsy, or autistic spectrum disorders. In the past DLD was known as specific language impairment (SLI) but the name has changed so that it better reflects the types of difficulties these children have.
DEVELOPMENTAL LANGUAGE DISORDER (DLD)
There is no obvious reason for these difficulties, for example, there is no hearing problem or physical disability that explains them. This means, for example, a child with DLD might be bright, but struggle to understand the language used in the classroom, or they may have lots of ideas but find it hard to make sentences to say what they are thinking, but they do not have any other condition that may be causing these problems.
DLD looks different in all children and can be complicated to understand because we don't really know the cause. Scientists think that the part of the brain responsible for speech and language might be wired a little differently from that of a person with more typical language development- but differences are subtle and won't show up on a brain scan.
If speech-language therapy is indicated based on our evaluations or based on referrals from other professionals, a highly tailored therapy service will be provided at Imagine-If to ensure an optimal outcome. Therapy may be conducted in a one-to-one setting or in a group based on the child's specific needs. The most important objective of having your child attend sessions at Imagine-If, is to ensure real, functional progress in your child's overall abilities in the shortest time-frame possible. Real results take patience and the desire to problem-solve to get to the crux of your child's issues. Once we understand your child's issues fully, progress will be natural and ongoing since we will address the heart of the matter.
THE IMAGINE-IF DIFFERENCE
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