Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. Hello my name is Queen i saw your profile today and became interested in you, i will like to know you the more, and i want you to send an email to my mail so that i can give you my picture for you to know whom i am. It is an excellent presentation and a dictionary of body language from a beginner to a professional. Outside of a hearing impairment, where there are laws in place, for most others with a temporary or permanent verbal disability there is a good chance a verbal based test was used to judge your child’s receptive and cognitive ability. While there are numerous nonverbal tests that can be used such as the Universal Nonverbal Intelligence Test (UNIT) or Raven’s Progressive Matrices or RPM, there are tests used such as the WISC which are language based and thus in most cases inappropriate to give to someone with a verbal disability unless the professionals pulls from it to use subtests they find appropriate. When it comes to testing both the test used as well as the professional providing the test is key. Preschool testing can be provided private by an SLP, developmental pediatrician or neurologist, and if school age a psychologist. Having the appropriate test is key, but so is finding the right professional who is knowledgeable about working with a communication impaired child. Formalized assessment of children with low incidence disabilities does not often provide accurate or practical information about their cognitive functioning skills. Children may have learned to problem-solve and reason in ways that are not assessed by formalized evaluations and are only recognizable when the child is allowed to experience sensory information in a manner most productive to them. The purpose of an assessment request has to be relevant to the child and to their experiences, i.e. Children with language and motor deficits often play within the restrictions that their limitations have presented and this “changed” pattern of play, from what is seen with non-disabled children, can be a direct reflection of their ability to problem solve and reason in play.

Restrictions in movement or language limit the experiences a child has had with objects and stimuli. Lisa Geng got her start as a designer, patented inventor,and creator in the fashion, toy, and film industries, but after the early diagnosis of her young children she entered the world of nonprofit, pilot studies, and advocacy. And if this test is used it should clearly not be used to make predictions on your child’s future academic ability or to diagnose a language impairment. Children with communication impairments provide nonverbal cues so you want someone who is knowledgeable about working with a child with a verbal disability.
Paula Tallal who is an expert in this area, and a consultant to the Cherab Foundation, once told me that it’s extremely difficult to get an accurate cognitive assessment for anyone with a communication impairment, even an adult.
Such assessment does provide evidence that these children often have not learned how to respond in direct one-to-one reciprocal testing situations, or that they are unable to respond in those situations due to the nature of their disabilities.
It is often then necessary for the examiner to assess what opportunities and experiences the child may have had already, how an assessment may prompt the child to show what they can do with various stimuli and how problem solving, analytical, and decision making skills can be exhibited by a child in a non-formalized approach. An example for this may be when a child finds that laying things down and flat makes it easier to manipulate, or that moving things closer or out of the way facilitates motor planning and play. As the mother of two “late talkers,” she is the founder and president of the nonprofit CHERAB Foundation,co-author of the acclaimed book, The Late Talker, (St Martin’s Press 2003), and is instrumental in the development of IQed, a whole food nutrition meal replacement. A very simple example of this premise is: asking them to name an object may result in no response, but asking them to get the object may show a knowledgeable response.
Often the child may see no purpose to expand experiences, or have not figured out independently how to change their play patterns. If a child can readily make such duplicated responses then the potential for cognitive growth at that point presents no limitations.

Lisa currently serves as a parent advocate on an AAN board for vaccines, and is a member of CUE through Cochrane US.
Developmental theorists and practitioners have long known that cognitive growth is not only enhanced, but also dependent upon opportunities to experience a wide variety of sensory stimuli in an interactive relationship.
An examiner can lead the play situation in these types of activities and note the ability of the child to engage in the “play” at a different level.
Lisa is currently working on a second book, The Late Talker Grows Up and serves as a Late Talkers, Silent Voices executive producer.
Problem solving skills, analytical reasoning, and decision-making are all formalized, cognitively, when integration of information is ongoing. The purpose is then presented clearly for the child, both for the language and for the movement, and thus becomes an active part of their developmental growth and understanding.
Language and motor skill limitations often prevent the integration and experiences and thus certain cognitive growth waits until such experiences may be provided. Sometimes showing them or asking them to change their approach results in a larger perspective of possibilities in play. The examiner is an active participant in the assessment approach, engaged with the child in the semi-directed play type of assessment.
The examiner notes closely when a child shows a lack of understanding of the language presented or an inability to make the movements requested.

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