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Development of communication skills in children with mixed developmental dysphasia
ŽLUČOVÁ, Barbora
The bachelor's thesis focuses on the development of communication skills in children with mixed developmental language disorder. The main objective of the thesis is to address this issue and explore the possibilities for enhancing and supporting communication skills in these children. A secondary objective is to create information material for parents and educators based on theoretical knowledge and information obtained through interviews and document analysis. The theoretical part of the thesis examines various communication options, the development of children's speech, the diagnosis of developmental language disorder, and the possibilities for supporting and educating children/students with this disorder. The practical part outlines the research methodology and describes two case studies of children with mixed developmental language disorder, providing an overview of their overall development. The case studies are based on information gathered through interviews with the children's mother and document analysis. The possibilities for enhancing and supporting communication skills are illustrated using diagrams that correspond to three defined periods. The case studies indicate that the development of communication skills and the manifestations of developmental language disorder were and continue to be highly individual in these children. The possibilities for support and development of communication skills varied significantly in the first period. While the boy required substantial support in nonverbal communication and augmentative and alternative communication (AAC) elements, no communication difficulties were suspected in the girl during this period. In the second period, the boy still required support in nonverbal communication, while motivation and emotional well-being played a significant role for the girl. In the third period, the results for both children intertwine, emphasizing the importance of visual aids and comprehension verification. The boy benefits from simplified sentence structures, and positive feedback greatly assists the girl.
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