speech and language disorders quiz

Speech And Language Disorders Quiz! Trivia

In its definition speech and language disorders are often vague due to...

People got lazy and did not want to put the time into creating a better definition

States definitions round out the federal definition

Allows a decent amount of variation to help more students

None of the above

Rate this question:

What are the different types of causes for speech and language disorders?

Biological, social, environmental

Accidents, behavioral, and environmental

Biological, abuse

Biological, environmental, and accidents

Children living in poverty are more likely to have speech and language disorders.

Children with apraxia are often misdiagnosed with what .

Mental retardation

All of the above

Children with speech and language disabilities often...

Do well in social situations and use rhyme and rhythm to help them remember things

Although they are targets of peer teasing, they do well emotionally

Struggle both socially and emotionally

Can at times demonstrate inappropriate behavior

What is cluttering?

A speech pattern which is broken by sound repetitions

A speech pattern that talks in bursts and pauses unexpectedly

Sounding like a bird

What are some of the characteristics of Speech and Language Disorders?

Struggles with articulation

Adds, omits, or substitutes sounds and or words

Struggles with prefixes and suffixes

Difficulty with comprehension

Technology is an excellent resource that should always be used

Of course, we can never use to much technology when helping these children

It can be used but we have to be careful not to go overboard

It should never be used because it only teaches children to rely on something

Teachers and parents are limited in what they can do to help because they are not trained in Speech/Language Pathologist.

Unfortunately with out the certification not much can be done

Thats bologna teachers and parents are crucial components in a child's development with a speech/language disorder

Although they cannot be as helpful as a Speech/Language Pathologist they can do a lot to help

How much wood would a woodchuck chuck if a woodchuck could chuck wood? He would chuck, he would, as much as he could, and chuck as much wood as a woodchuck would if a woodchuck could chuck wood?

I don't know, its just a rhyme

A couple of trees

I don't know its just a tongue twister

A forest full

Quiz Review Timeline +

Our quizzes are rigorously reviewed, monitored and continuously updated by our expert board to maintain accuracy, relevance, and timeliness.

• Current Version
• Mar 21, 2023 Quiz Edited by ProProfs Editorial Team
• Jul 19, 2010 Quiz Created by Sbonham

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Quiz 39: Speech and Language Disorders

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Speech and language disorder

Special education.

36 questions

Introducing new   Paper mode

No student devices needed.   Know more

What is speech therapy?

A profession

What are the components of communication?

Comma and a dot

A song and a melody

Receptive/expressive language, articulation and phonology

Fruits and vegetables

Receptive language is:

The ability to understand language

Sing a song

Ride a bike

Walk your dog

Expressive language is:

How a person communicates their wants or needs

Stuttering is a curable disorder

Pragmatic skills are part of communication

What is stuttering ?

A fluency disorder

What is phonology?

A set of melodies

A group of sounds where a person has consisting errors

__________ is the physical process of making the sounds and sound combinations of language

None of the above

__________ is essentially the system according to which people agree to talk about or represent environmental events

Phonology is:

The knowledge a student has of sounds in language

The smallest meaningful unit of language and involves the stringing together of sounds

The rules used in combining words to make a sentence

The importance of meaning. It involves knowledge of vocabulary, relationships between words and time and event relationships

The pragmatic functions of language in varying contexts. It sees the individual as an active communicator whose words and sentences are intentionally selected in relation to the effect the speaker wishes to have on a listener

Morphology is:

Content is:

A child with a speech disorder may have difficulty with which of the following:

Producing sounds properly

Speaking in a normal flow

Speaking with a normal rhythm

Using his or her voice in a effective way

All of the above

A child with a language disorder may exhibit which of the following:

difficulty in comprehending questions and following commands (receptive language)

difficulty in communicating ideas and thoughts (expressive language)

Neither above

Speech and language evaluations are normally done by the

Speech and language pathologists in the school

School psychologist

School nurse

Classroom teacher

Which of the following developmental events does NOT normally happen in the first year of life?

The child’s voice begins to rise and fall while making sounds

The child begins to understands certain words

The child begins to form words into short sentences

The child may perform an action when asked

The child may respond appropriately to the word or his own name

The PPVT-4, the TACL-4, and the CREVT-3 are examples of ________ tests

Intelligence

Achievement

Speech and Language

Early Intervention

Apraxia is a motor disorder in which voluntary movement is impaired without muscle weakness

________ is the process by which sounds, syllables, and words are formed when the jaw, teeth, tongue, lips, and palate alter the airstream coming through the vocal folds; it is the production of speech sounds

Articulation

Cluttering occurs when speech becomes literally cluttered with faulty phrasing and unrelated words to the extent that it is unintelligible.

______ is the sound produced by humans and other vertebrates using the lungs and the vocal folds in the larynx, or voice box.

____________ is a language disorder caused by damage to portions of the brain responsible for language, which for most people is on the left side (hemisphere) of the brain.

Expressive language disorders involve difficulties in the ability to attend to, process, comprehend, retain, or integrate spoken language.

The most intensive period of speech and language development for humans is during the first three years of life, a period when the brain is developing and maturing.

Why are individuals in this profession considered speech-language pathologists , rather than speech-language therapists ? Speech-language pathologists work to ________ communication disorders.

How many communication disorders fall within the scope of practice for a speech-language pathologist?

Who do speech-language pathologists work with?

School-aged children & adolescents

Where do speech-language pathologists work?

Early intervention, preschool, K-12 schools

Uniformed services

Long-term care facilities

What percentage of speech-language pathologists are employed in the educational setting?

School-based speech-language pathologists work as part of a collaborative, interdisciplinary team, which may include:

Teachers & intervention specialists

Audiologists

Social workers

Psychologists

Physical & occupational therapists

Speech-language disorders can be associated with:

Hearing loss

Cleft palate

Cerebral palsy

Learning disabilities

Autism, emotional disturbance, and/or developmental disability

A comprehensive speech assessment considers which of the following areas? Click all that apply

Social Pragmatic Language

Voice and Fluency

Receptive and Expressive Language

Hearing and Vision

Speech Language Pathologists assess, diagnose, treat and help to prevent communication and _______________

Mental Disorders

Brain Disorders

Hearing Disorders

Swallowing Disorders

Which populations are at risk for swallowing difficulties (Click all that apply)

Premature babies

Elderly with or without neurogenic disorders

Cancer patients

Children with develpmental disabilities

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• Developmental Language Disorder
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We’re so glad you’re here to learn more about Developmental Language Disorder. Have a read around the site and then come back and take the quiz again!

#1. With support and understanding, individuals with Developmental Language Disorder can achieve social, academic and professional success

When provided with high quality support and understanding, an individual with Developmental Language Disorder can achieve social, academic and professional success.

#2. People with Developmental Language Disorder can have difficulties learning to read

Learning to read relies on language skills, which are the primary problem for people with Developmental Language Disorder.

#3. Developmental Language Disorder is a hidden disability that affects approximately 1 in 14 people

People with Developmental Language Disorder do not look different from their peers and it may not be immediately obvious.

#4. People with Developmental Language Disorder are not intelligent

A person with Developmental Language Disorder has difficulties with language not intelligence.

#5. A bilingual speaker can have Developmental Language Disorder in one language, but not the other

The development of all languages spoken by a person with Developmental Language Disorder will be affected.

#6. A child with Developmental Language Disorder may also have difficulties with attention, fine and gross motor skills, speech and behaviour

Although developing language is the primary area of difficulty, Developmental Language Disorder can often occur with challenges in other areas of development.

#7. Adolescents with Developmental Language Disorder don’t benefit from speech-language therapy

Research indicates adolescents benefit from specialised support to develop their language skills.

#8. Only children from low socio-economic backgrounds have Developmental Language Disorder

Developmental Language Disorder impacts people all over the world and from all socio-economic backgrounds.

#9. The cause of Developmental Language Disorder is unknown, but it can run in families

Despite the high prevalence, the exact cause of Developmental Language Disorder remains unknown.  Developmental Language Disorder can run in families and can be influenced by genetic factors.

#10. Developmental Language Disorder does not affect adults

Developmental Language Disorder is a lifelong condition. Even though it might not be recognised, adults can have Developmental Language Disorder too.

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Language Processing Disorder Symptom Test for Adults

Could your challenges with language be signs of a learning disability known as language processing disorder take the results of this self-test to your doctor to find out., do i have a language processing disorder.

Trouble with personal expression or interpersonal comprehension is often interpreted as a hearing problem, ADHD, or sheer laziness. In reality, these problems may be symptoms of an expressive or receptive language disorder, a set of learning disabilities that make it difficult to use language to communicate with others or make yourself understood.

Take this self-test to determine if you may be showing signs of an expressive or receptive language disorder . Any positive results should be discussed with your doctor right away.

This screening test is designed to determine whether you show symptoms similar to those of an expressive or receptive language disorder, but it is not a diagnostic tool. A high score does not necessarily mean you have a language processing disorder. An accurate diagnosis can only be made through clinical evaluation by a trained healthcare professional. This screener is for personal use only.

Created from criteria from the  American Speech-Language-Hearing Association  and the  Learning Disabilities Association of America .

Do you resort to using made-up words when the word you’re searching for can’t be produced?

Do you substitute related words, even when they don’t mean the same thing as the word you want to say — saying “couch” instead of “chair” or “beef” instead of “chicken?”

Do you skip over words in a sentence or say them out of order?

Do you find it difficult to focus on what someone is saying, particularly if there is background noise like a television?

Do you have trouble answering questions about a conversation you had — even right after you’ve finished speaking?

Do you find it hard to come up with the exact words you want to say? Do you substitute “stuff” or “things” for commonly used words?

Are you told that something you said didn’t make sense?

Are you told that you don’t understand jokes or that you take everything too literally?

Do you switch sounds within words?

Do friends and family complain that you seem disinterested in conversations?

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Developmental Language Disorder Test

Take our developmental language disorder quiz (below) to see whether you have some traits of having developmental language disorder., do you have any traits of developmental language disorder.

Our Developmental Language Disorder quiz helps to see if you have any traits of Developmental Language Disorder. The questions look to see if you have any difficulty dealing with common challenges faced by people with Developmental Language Disorder. Please note that the quiz is just to see if you have any traits of Developmental Language Disorder - it does not diagnose Developmental Language Disorder .

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More on Developmental Language Disorder

Want to know more about developmental language disorder check out the links below....

National Speech-Language-Hearing Month Shines a Light on Communication Disorders

Tufts Medicine’s speech-language pathologists raise awareness of communication disorders during National Speech-Language-Hearing Month

According to the NIH's National Institute on Deafness and Other Communication Disorders (NIDCD), nearly 1 in 12 U.S. children ages 3 to 17 has experienced a disorder related to voice, speech, language or swallowing in the past 12 months. The NIDCD also report that 1 in 6 adults have difficulty swallowing.

Each May, National Speech-Language-Hearing Month provides an opportunity to raise awareness about communication disorders and how speech-language pathologists can provide life-altering treatment and relief.

Tufts Medicine's speech-language pathology team works with patients on both an inpatient and outpatient basis, treating patients whose ability to communicate has been impacted by major events, including:

• Head and neck cancer
• Heart transplant
• Brain injuries
• Cardiac surgery
• Oral maxillofacial surgery
• Head/neck lacerations and fractures
• Newborns with feeding difficulties

Courtney Lynch, M.S. CCC-SLP is the Clinical Supervisor of Speech-Language Pathology at Tufts Medical Center. Here, the team sees an average of 50 inpatient adults and 14 neonatal cases a day, as well as about 18 patients a week in their outpatient clinic.

"A lot of people don't understand the breadth of services our team provides to patients. Often, our patients have life-changing illnesses or trauma that leave them without the ability to speak or swallow, and our job is to teach them to adjust and adapt. We serve as part of a multidisciplinary team and collaborate with ENT , Neurology , Neurosurgery , the Neonatal Intensive Care Unit (NICU), Pulmonology , Cardiology and others to ensure the best care possible for our patients," says Lynch.

The team works with patients to evaluate swallowing disorders, establish goals of care regarding hydration and nutrition, as well as performing a variety of swallowing tests for evaluation. Some outpatient services include cognitive/linguistic speech evaluations, training on prosthetic voice devices, treatment for head and neck lymphedema, speech evaluations and/or treatments, and more. 

"We have some patients that have really gone through some hard emotional journeys, whether it be losing their voice, or being able to eat as they did before," says Lynch. "Some are with us for life, and it is an honor to be with them during their journey."

Learn more about our speech-language pathology services

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Screening for speech and language delay and disorders in children 5 years or younger

Evidence report and systematic review for the US preventive services task force

Feltner, C. , Wallace, I. F. , Nowell, S. W., Orr, C. J., Raffa, B., Middleton, J. C., Vaughan, J., Baker, C., Chou, R. , & Kahwati, L. (2024). Screening for speech and language delay and disorders in children 5 years or younger: Evidence report and systematic review for the US preventive services task force . JAMA , 331 (4), 335-351. https://doi.org/10.1001/jama.2023.24647

IMPORTANCE: Children with speech and language difficulties are at risk for learning and behavioral problems.

OBJECTIVE: To review the evidence on screening for speech and language delay or disorders in children 5 years or younger to inform the US Preventive Services Task Force.

DATA SOURCES: PubMed/MEDLINE, Cochrane Library, PsycInfo, ERIC, Linguistic and Language Behavior Abstracts (ProQuest), and trial registries through January 17, 2023; surveillance through November 24, 2023.

STUDY SELECTION: English-language studies of screening test accuracy, trials or cohort studies comparing screening vs no screening; randomized clinical trials (RCTs) of interventions.

DATA EXTRACTION AND SYNTHESIS: Dual review of abstracts, full-text articles, study quality, and data extraction; results were narratively summarized.

MAIN OUTCOMES AND MEASURES: Screening test accuracy, speech and language outcomes, school performance, function, quality of life, and harms.

RESULTS: Thirty-eight studies in 41 articles were included (N = 9006). No study evaluated the direct benefits of screening vs no screening. Twenty-one studies (n = 7489) assessed the accuracy of 23 different screening tools that varied with regard to whether they were designed to be completed by parents vs trained examiners, and to screen for global (any) language problems vs specific skills (eg, expressive language). Three studies assessing parent-reported tools for expressive language skills found consistently high sensitivity (range, 88%-93%) and specificity (range, 88%-85%). The accuracy of other screening tools varied widely. Seventeen RCTs (n = 1517) evaluated interventions for speech and language delay or disorders, although none enrolled children identified by routine screening in primary care. Two RCTs evaluating relatively intensive parental group training interventions (11 sessions) found benefit for different measures of expressive language skills, and 1 evaluating a less intensive intervention (6 sessions) found no difference between groups for any outcome. Two RCTs (n = 76) evaluating the Lidcombe Program of Early Stuttering Intervention delivered by speech-language pathologists featuring parent training found a 2.3% to 3.0% lower proportion of syllables stuttered at 9 months compared with the control group when delivered in clinic and via telehealth, respectively. Evidence on other interventions was limited. No RCTs reported on the harms of interventions.

CONCLUSIONS AND RELEVANCE: No studies directly assessed the benefits and harms of screening. Some parent-reported screening tools for expressive language skills had reasonable accuracy for detecting expressive language delay. Group parent training programs for speech delay that provided at least 11 parental training sessions improved expressive language skills, and a stuttering intervention delivered by speech-language pathologists reduced stuttering frequency.

10.1001/jama.2023.24647

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Leila Kahwati

Recent publications, respiratory syncytial virus knowledge, attitudes, and perceptions among adults in the united states, adult, adolescent, and caregiver preferences for attributes of topical treatments for mild-to-moderate atopic dermatitis, exploring factors associated with trichuris trichiura infection in school children in a high-transmission setting in kenya., estimating national sludge generation and disposal from us drinking water and wastewater treatment plants.

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CSD Program & Admissions Information

[email protected] 519-661-3227

Program Preview Day

Learn about Western's graduate programs in Audiology and Speech Language Pathology at Professional Program Preview Day.  Learn more and register.

• Friday, Nov. 24, 2023
• 10 a.m. - 2:30 pm.
• Virtual Presentations

The School of CSD at Western is committed to facilitating the development of healthcare practitioners prepared to serve the diverse health and functional needs of Canadians and International communities. We acknowledge and embrace an environment of respect and value for unique life experiences of international applicants. We deliver on this commitment through equitable admission practices. Our review and evaluation of international applicant files reflects these values. We aim to select candidates who can enrich the program and profession with their life experience and could benefit from studying in Canada.

The School of Communication Sciences and Disorders at Western University is renowned for housing two of Canada's top programs in Audiology and Speech-Language Pathology. These programs excel in both professional clinical practice, basic sciences research, and practice-based research. We take pride in integrating teaching with clinical experience and cutting-edge research.

Please feel free to reach out to us for your inquiries at: [email protected] .

The Government of Canada recently announced a cap on new study permits . We have been assured that this cap will not affect incoming Master’s or Doctoral applicants.

If you have any immigration-related questions, Western International’s immigration advisors are happy to help. Please visit Western International’s website , make an appointment with an advisor,  or contact the advising team at [email protected] .

Why Study Audiology and Speech-Language Pathology at Western?

• World-Renowned Excellence : Western University is ranked among the top 1% of higher education institutions worldwide (Center for World University Rankings 2023).
• Global Campus : Our diverse community of 43,352 students includes over 4,759 international students from 129 countries.
• QS World University Rankings : Western University is Placed #114 overall out of nearly 1500 institutions for 2024.
• The National Centre for Audiology (NCA) : The NCA at Western University is known for pioneering innovation and leading advancements in hearing research and practice on a national and international scale.
• Practice-based research collaborative in Speech-Language Pathology (PRECISe) : PRECISe is a research group whose work focuses on capturing, changing, and creating practice.
• H.A. Leeper Speech and Hearing Clinic : The H.A. Leeper Speech & Hearing Clinic at Western University is dedicated to providing exceptional community-based speech and hearing services and provides a theory-to-practice training environment for students.
• Outstanding Sustainability Rankings : Western University is standing as the only Canadian institution to place in the top 10 for sustainability in both QS and the Times Higher Education rankings.
• Student Services : Western University is among the top 3 universities in Canada for exceptional student services according to MacLean’s University Rankings for 2024.
• Exceptional Career Outcomes

The Master of Clinical Science (MCISc) in Audiology and MCISc in Speech-Language Pathology are intense full-time programs. To be considered for admission to either program, prospective students must meet minimum academic requirements including pre-requisite courses. Meeting minimum requirements does not guarantee admission. If you earn admission to any of the programs and accept your offer as an international student, you agree to pay international fees for the duration of your program.

How to Apply?

Applications to the Master of Clinical Science in Audiology and Master of Clinical Science in Speech-Language Pathology are made through the Ontario Rehabilitation Sciences Programs Application Center - ORPAS . Applications on ORPAS are accepted yearly, beginning mid-October until the first week of January.

If you require guidance on your ORPAS application please reach out to us: [email protected] or the International Recruitment Coordinator for The Faculty of Health Sciences: [email protected] .

General Admission Requirements

• Transcripts outside of Canada and US must be evaluated for equivalency by WES (World Education Services).
• Both the original transcript and WES evaluation must be submitted to ORPAS.
• Possess a minimum 3.30 SubGPA in the final 2 years (10 Full or 20 Half Courses) of your undergraduate program.
• TOEFL IBT Score 105.
• IELTS Academic Score 7.5
• Applicants must submit a professional or personal reference from someone who knows the applicant from a non-academic setting (e.g. work supervisor, coach, clergy member)
• Two Academic letters.
• A CV (upload through ORPAS )
• Completion of Statement of Intent on ORPAS online application.

Technology Requirements

Students in both Audiology and Speech- Language Pathology programs are required to utilize specialized computer software as part of their courses. As such:

• Students are required to have access to a personal laptop / computer that runs recent Windows or Mac OS for the purposes of completing coursework and utilizing specialized software.
• App-based devices (Chromebook, Android Tablet, IPAD) do not have the computing capabilities to run the required specialized software.

Essential Skills and Competencies

Given the intensity, breadth and depth of the information and clinical training, students in the Speech-Language Pathology and Audiology Programs must possess very strong cognitive, communication, sensory and interpersonal skills necessary for provision of safe, ethical, and effective assessment, treatment, counseling, and educational services. Prior to applying to our programs, potential candidates are encouraged to review the ‘Essential Skills’ documents and carefully reflect on whether they meet the requirements for these professions.

• Speech Language- Pathology Essential Skills and Attributes .
• Audiology Essential Skills and Attributes .

Speech-Language Pathology Prerequisites

To be considered for admission, students must have successfully completed the following six prerequisite half-courses:

• Sensorimotor

Must include a section on language acquisition. Students who did not receive an introductory instruction in language acquisition in either their Developmental Psychology or Introduction to Linguistics course are expected to have completed a separate language acquisition/ development course and list this course under prerequisite #6 .

• Language acquisition

Must include a section on phonetics. Students who did not receive introductory instruction in phonetics in their Introduction to Linguistics course are expected to have completed a separate phonetics course and list this course under prerequisite #6.

• Statistical inference
• Experimental design
• Sampling design
• Confidence intervals and hypothesis tests for means and proportions.
• Regression and correlation
• Human Anatomy, Human Physiology Introduction to the structure and/ or physiological principals of human neural, muscular and respiratory systems.
• Neuroscience
• Physiology*
• Pharmacology
• Physiological Psychology
• Brain & Behavior
• Neuropsychology or Equivalent
• Learning and Memory
• Normal Lifespan Development
• Social Psychology
• Abnormal Psychology
• Language Acquisition
• Introduction to Speech and Language Disorders or Equivalent

Audiology Prerequisites

In order to be considered for admissions students must complete at least one half-credit course from each of the following four areas (2 credits in total):

• Neuropsychology
• Linguistics
• Introduction to SL and/or Hearing Sciences or Disorders

Students considering enrollment in the CSD programs must have a strong foundation in math, anatomy and physiology, and science, and should consider acquiring some back knowledge in the topic areas to better prepare for the courses.

Before Accepting an Offer

Before applying or accepting an offer of admission to the School of CSD, prospective students should be aware of the following:

• The Audiology and Speech-Language Pathology programs are two-year (6 term), full-time, in-person programs. We do not have the traditional Fall and/or Winter reading weeks that University undergraduate programs have. Applicants must be prepared to be a full-time student during the Fall, Winter, Spring and Summer terms. Students must be prepared to participate in daytime and evening classes.
• Students must obtain and complete all mandatory immunizations, vaccinations, medical and non-medical requirements specified by Western University, the School of CSD, and other clinical facilities.
• Students must also be aware that at this time most placement partners including hospitals, long-term care facilities, and community clinics, have pre-placement policies for students that include mandatory vaccination requirements. Students will be required to be compliant with the policy requirements of our placement partners in order to attend placements in those facilities. If students are not compliant with those policies, they will not be able to attend those placements and will fail to meet clinical graduation requirements. Students who fail to meet clinical graduation requirements will not be eligible to complete the program.
• Students must obtain, pay for, and submit documentation of a clear police Vulnerable Sector Screening (VSS) as required by clinical placement facilities.
• Students are encouraged to have a strong foundation in math, anatomy and physiology, and science prior to applying to the Audiology and Speech-Language Pathology programs.
• Students must attend and pay for all costs associated with the clinical placements assigned to them. It is important for you to realize that this may mean paying for housing in two locations (one at Western and one where your clinical placement happens). There is very limited funding and bursaries to cover costs associated with participation in the program, including in clinical placements.
• Oral presentations in front of groups/peers
• Fast turn-around in lesson plan and report writing.
• Talking with families and clients
• Receiving feedback about clinical and academic performance
• In-person and individual practical evaluations
• Speech-Language Pathology students are required to participate in anatomy cadaver labs.

These are program expectations that cannot be waived. Please consider that you must participate in these important aspects of clinical training and help guide your admission acceptance decision-making process.

Upon Accepting an Offer

Co-op work permit and study permit.

International students require a study permit to study at Western. In the Audiology and Speech-Language Pathology program, an additional permit is required: a co-op work permit. A Co-op work permit is a special type of permit that allows you to work in Canada as part of your academic program.

As part of your degree requirements, students in the School of Communication Sciences and Disorders participate in clinical placements. International students need a co-op work permit with their study permits when starting the program, thus, you must apply for a co-op work permit alongside your study permit. 

To avoid delays, the best time to apply for a co-op work permit is at the same time that you apply for your study permit. We will supply you with a letter to include with your co-op work permit application stating that placements are a required part of your studies. If the co-op letter is not included in your offer, please reach out to the school to request.

It is very important for international students to understand the rules and regulations when it comes to working as an international student in Canada. It is the student’s responsibility to ensure a co-op work permit is obtained prior to starting the program.

Follow this link for more information regarding applying to a co-op work permit, or visit IRCC Website .

You can book an appointment with Western University International Student Advisors for assistance and your questions.

All international students should complete the International Student Orientation for Graduate Students offered through Western’s International & Exchange Student Center . You must present your study permit and co-op work permit to the School of Communication Sciences and Disorders by September 1.

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Talk therapy? AI may detect 'earliest symptoms' of dementia by analyzing speech patterns

A new artificial intelligence-powered tool aims to detect signs of dementia, Alzheimer’s and other memory disorders by analyzing a person’s speech and language patterns.

The system is called CognoSpeak. Researchers at the University of Sheffield in the U.K. developed it. 

In early trials that included both Alzheimer’s patients and cognitively heathy people, the tool showed 90% accuracy in identifying those with dementia — which is just as accurate as "pen-and-paper tests," according to a press release announcing the new tool.

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The patient communicates with a "virtual agent" displayed via a web browser on a computer, laptop or tablet.

The virtual agent poses certain questions to patients — similar to the ones used to test memory skills during in-person consultations — and also asks them to describe pictures and test their verbal fluency.  

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At that point, CognoSpeak’s built-in AI technology analyzes the patient’s language and speech patterns to detect any cognitive warning signs.

Researchers next plan to test the tool on 700 participants from U.K. memory clinics , with funding provided by the National Institute for Health and Care Research.

The goal is for CognoSpeak to help enable faster diagnosis by serving as a "middle man" between the general practitioner and the dementia specialist. 

The physician would refer the patient to CognoSpeak and the test results would be routed back to the doctor — who would then decide whether the patient needed further memory care.

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"Waiting for a possible diagnosis of dementia can be a very anxious time for patients and their families," said Dr. Dan Blackburn from the University of Sheffield’s Department of Neuroscience in the press release. "This tool could help patients start treatments sooner, reduce waiting times and give people certainty earlier."

He added, "This would also free up clinicians’ valuable time and mean that those who need specialist care get access to it as quickly as possible."

One of the earliest symptoms of dementia is struggling to find words and pausing during speech, noted Dr. James Galvin, director of the Comprehensive Center for Brain Health at the University of Miami Miller School of Medicine, in a statement provided to Fox News Digital.

Galvin was not involved in CognoSpeak’s research or development.

"Using AI to analyze speech in the primary care setting could be a quick, reliable way to assess cognitive status, even if a person does not offer a memory complaint," he said. 

Dr. Michael Kleiman, PhD, a research assistant professor of neurology at the Comprehensive Center for Brain Health at the University of Miami Miller School of Medicine, is a colleague of Galvin’s who has studied the link between speech behavior and detection of early stages of cognitive impairment.

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"Speech patterns in general are highly useful at identifying cognitive impairment, and some of the components of CognoSpeak, including picture descriptions, are frequently used by neuropsychologists and neurologists to assess and diagnose dementia," Kleiman said. (He also has no affiliation with CognoSpeak.)

"If this tool is able to effectively process the speech data in an accurate and efficient manner, as well as keep patients engaged, we would expect that it would be useful for clinicians when assessing cognitive impairment," he added.

As with all diseases, early detection is key, experts agree — which is why the speed of CognoSpeak could be beneficial.

"Given that Alzheimer’s disease and other dementias are progressive, it is important to catch these changes early in order to implement available interventions when they can be most effective to slow down cognitive decline," Percy Griffin, PhD, the director of scientific engagement at the Alzheimer’s Association in Chicago, Illinois , said to Fox News Digital.

While experts agree that the role of AI in neurology shows promise, more research is needed before it can be relied upon as a primary indicator.

"Although this technology is encouraging, more work is needed in larger, more representative study populations to further validate the utility of AI tools like this one in helping to diagnose Alzheimer’s," said Griffin.

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"In the future, this could be another tool in the toolbox for early detection of Alzheimer’s," he added.

And while speech testing is useful, experts noted that it’s not the only component necessary for diagnosing dementia.

"Other aspects of cognition — in particular, memory — and a detailed neurological examination must also be examined to establish a true diagnosis," Kleiman said.

Ideally, Percy added, the availability of non-invasive and potentially less expensive approaches to early detection and diagnosis — a combination of blood tests, simple digital tests and other tools — would make cognitive assessments available to more people. 

Around 5.8 million people in the U.S. have Alzheimer’s disease and related dementias, according to the Centers for Disease Control and Prevention (CDC).

The number of cases is expected to reach 14 million by 2060.