Speech and Language Disorders in Children Implications for the Social Security Administration's Supplemental Security Income Program (2016) / Chapter Skim
Currently Skimming:
1 Introduction
1 Introduction
Pages 15-42
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 15... ...
Speech and language disorders -- disruptions in communication development -- can have wide-ranging and adverse impacts on the ability not only to communicate but also to acquire new knowledge and participate fully in society. Most children acquire speech and language by a seemingly automatic process that begins at birth and continues through adolescence.
|
From page 16... ...
The three most prevalent primary mental impairments2 for children found eligible were attention deficit hyperactivity disorder (ADHD) , speech and language impairments,3 1 The SSI program categorizes "speech and language impairments" as mental disorders.
|
From page 17... ...
In addition, the GAO estimated that in 2010, 55 percent of children with speech and language impairments who received SSI benefits had an accompanying secondary impairment recorded; 94 percent of those recorded secondary impairments were other mental disorders. In its final report, the GAO suggested that several factors may have contributed to the observed changes in the size of the SSI program for children, including • long-term receipt of assistance, with fewer children leaving the dis ability program prior to age 18; • increased numbers of children living in poverty in the United States; • increased awareness and improved diagnosis of certain mental impairments; • a focus on identifying children with disabilities through public school special education services; and • increased health insurance coverage of previously uninsured children.
|
From page 18... ...
Finally, it is important to note that this study was conducted at the same time that the Committee on the Evaluation of the Supplemental Security Income (SSI) Disability Program for Children with Mental Disorders study was under way.
|
From page 19... ...
To accomplish this goal, the committee will: • ompare the national trends in the number of children with speech C disorders and language disorders under age 18 with the trends in the number of children receiving SSI on the basis of speech disorders and language disorders; and describe the possible factors that may contribute to any differences between the two groups; and • dentify current professional standards of pediatric and adolescent health I care for speech disorders and language disorders and identify the kinds of care documented or reported to be received by children in the SSI childhood disability population. To perform the above activities, the committee shall do the following with respect to the two child populations: • dentify national trends in the prevalence of speech disorders and I language disorders in children and assess factors that influence these trends.
|
From page 20... ...
. For example, the committee's efforts to determine prevalence estimates of children with speech and language disorders could have been improved by access to a national data source derived from health services or health insurance records.
|
From page 21... ...
or "percentage of delay" relative to chronological age. In the context of the SSI program, however, the word "severe" has a specific legal meaning that is related to the standard of disability for children in the Social Security Act.
|
From page 22... ...
. Given the lack of longitudinal data on speech and language disorders in SSI administrative data and the paucity of similar data for the general population, the committee determined that the best way to identify trends in prevalence using available data sources would be to examine trends in point prevalence -- that is, the number of children with speech and language disorders at a given time and over time both for the general U.S.
|
From page 23... ...
Poverty Because financial need is a basic condition of eligibility for SSI, the first step in determining eligibility is assessment of family financial status. As a result, the majority of children who receive SSI benefits are from families with a household income less than 200 percent of the federal poverty level (FPL)
|
From page 24... ...
Therefore, this report examines the interaction of poverty and disability as well as changes in childhood poverty rates and the changes observed in the SSI program for children with speech and language disorders. Additional data provided in this report allow for comparisons and analyses of SSI determinations, allowances, and total child SSI recipients as a proportion of low-income populations within the United States.
|
From page 25... ...
The underlying factors that contribute to developmental disorders are likely to have been present well before the signs are manifest in the child's development. For example, the babbling of infants who later display severe speech disorders often lacks the consonant-like sounds (closants)
|
From page 26... ...
Readers can refer to a recent research brief by the Office of the Assistant Secretary for Planning and Evaluation, The Child SSI Program and the Changing Safety Net (Wittenburg et al., 2015) , or to Mental Disorders and Disabilities Among Low-Income Children (NASEM, 2015)
|
From page 27... ...
. Disruptions 8 This supplemental study was commissioned by the Committee on the Evaluation of the Supplemental Security Income Disability Program for Children with Mental Disorders.
|
From page 28... ...
of meaningful sounds from the complex coordinated movements of the oral mechanism Speech disorders: deficits that may cause speech to sound abnormal or prevent it altogether Examples of disordered speech: M ild to moderate -- speaking with a lisp, substituting or deleting sounds in words (e.g., saying "twee" for "three," saying "jo" for "joke") Severe -- making multiple pronunciation errors so that speech is largely or even totally unintelligible Language: the code or system of symbols for representing ideas in various modalities, including understanding (comprehending)
|
From page 29... ...
This corresponds with the categories of speech and language disorders in the SSI program that the report examines. SIGNIFICANCE AND IMPACT OF SEVERE SPEECH AND LANGUAGE DISORDERS Speech and language disorders can have a significant adverse impact on a child's ability to have meaningful conversations and engage in ageappropriate social interaction.
|
From page 30... ...
. Specifically, parent–child communication interactions, including speech and language skills, are foundational to emotional attachment, social learning, and cognitive development in addition to communication development.
|
From page 31... ...
Viewed in this way, communicative interchanges are fundamental to the developmental experiences that shape a child's neural architecture and, more important, brain function. Severe speech and language disorders can derail this typical cascade of development and have profound and wide-ranging adverse impacts (Clegg et al., 2005)
|
From page 32... ...
found a strong correlation between early language problems and later diagnosis of written-language disorders. Because so much of academic achievement is predicated on acquiring information through reading and listening comprehension, early severe speech and language disorders often are associated with poor achievement beyond reading problems.
|
From page 33... ...
241) estimates that "communication disorders may cost the United States from $154 billion to $186 billion per year." Severe speech and language disorders elevate risk for a wide variety of adverse economic and social outcomes, such as lifelong social isolation and psychiatric disorders, learning disabilities, behavior disorders, academic failure, and chronic underemployment (Aram and Nation, 1980; Baker and Cantwell, 1987; Beitchman et al., 1996; Johnson et al., 1999; Stothard et al., 1998; Sundheim and Voeller, 2004)
|
From page 34... ...
9 and this study on childhood speech and language disorders. While these impairments frequently co-occur and may have similar 9 Information on the Committee on the Evaluation of the Supplemental Security Income Disability Program for Children with Mental Disorders can be found online at http://iom.
|
From page 35... ...
1-3. In a 15-year follow-up study of children with speech and language disorders, 52 percent of the children initially identified with such disorders had residual learning disabilities and poor academic achievement later in life.
|
From page 36... ...
It is organized to provide readers with important background information on speech and language disorders in children in the general population before describing the subset of children with severe speech and language disorders who receive SSI benefits. To take readers through this progression, the report describes the SSI program in some detail.
|
From page 37... ...
A brief summary of Mental Disorders and Disabilities Among Low-Income Children, the report of the Committee on the Evaluation of the Supplemental Security Income Disability Programs for Children with Mental Disorders, is included in Appendix G Finally, Appendix H contains biographical sketches of the committee members.
|
From page 38... ...
2002. A longitudinal investigation of reading outcomes in children with language impairments.
|
From page 39... ...
Journal of Autism and Developmental Disorders 38(10)
|
From page 40... ...
2004. The impact of developmental speech and language impairments on the acquisition of literacy skills.
|
From page 41... ...
Workshop presentation to the Committee on the Evaluation of the Supplemental Security Income (SSI) Disability Program for Children with Speech Disorders and Language Disorders on March 9, Washington, DC.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.