Specific syndromes and associated communication disorders: A review

Dixie D. Sanger; Sheldon L. Stick; Warren G. Sanger; Kathy Dawson

doi:10.1016/0021-9924(84)90002-9

Specific syndromes and associated communication disorders: A review

Dixie D. Sanger, Sheldon L. Stick, Warren G. Sanger, Kathy Dawson

Cytogenetics

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

The purpose of this review is to provide speech-language pathologists and special educators with an awareness of genetics and specific syndromes that involve a speech, language, or hearing component. Both genetic and environmental etiologies are discussed. A description is provided for some of the physical anomalies associated with selected syndromes that also include speech and language deficits. These are presented to provide a rationale for the speech-language pathologist as well as special educators to become more active team members in the identification of syndromes, promote early remedial intervention, and increase interaction with other disciplines in dealing with the multihandicapped child.

Original language	English (US)
Pages (from-to)	385-405
Number of pages	21
Journal	Journal of Communication Disorders
Volume	17
Issue number	6
DOIs	https://doi.org/10.1016/0021-9924(84)90002-9
State	Published - Nov 1984

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Linguistics and Language
Cognitive Neuroscience
Speech and Hearing
LPN and LVN

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abstract = "The purpose of this review is to provide speech-language pathologists and special educators with an awareness of genetics and specific syndromes that involve a speech, language, or hearing component. Both genetic and environmental etiologies are discussed. A description is provided for some of the physical anomalies associated with selected syndromes that also include speech and language deficits. These are presented to provide a rationale for the speech-language pathologist as well as special educators to become more active team members in the identification of syndromes, promote early remedial intervention, and increase interaction with other disciplines in dealing with the multihandicapped child.",

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