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Prevalence of Communication Disorders in Students with Learning Disabilities

aDenise Gibbs is an associate professor at the University of Montevallo. She completed her doctorate in special education with an emphasis in communication disorders at the University of Alabama. In addition to her work in the area of learning disabilities, Dr. Gibbs is currently involved in research involving computer applications in the treatment of children with language disorders, the linguistic model for phonological intervention, and computer applications in augmentative communication. Address: Denise Gibbs, Station 6720, University of Montevallo, Montevallo, AL 35115.

Eugene B. Cooper

Eugene B. Cooper is professor and chair in the Department of Communicative Disorders at the University of Alabama in Tuscaloosa. Dr. Cooper is co-author of The Analysis of Language Learning-A Practical Test of Metalinguistics, published by Linguisystems.

The prevalence of communication disorders in a population of 242 children with learning disabilities between 8 and 12 years of age enrolled in a school system in Alabama was studied. The prevalence of articulation, language, voice, fluency, and hearing disorders was determined through an individual assessment program. A speech, language, or hearing problem was exhibited by 96.2% (233) of the 242 children studied. Language deficits were found in 90.5%, articulation deficits in 23.5%, voice disorders in 12%, and fluency disorders in 1.2% of the students with learning disabilities. Puretone hearing deficits were observed in 7.4% and middle ear function deficits were observed in 15.7% of the students. Only 6% of the children were receiving the services of a speech-language pathologist.

Journal of Learning Disabilities, Vol. 22, No. 1, 60-63 (1989)
DOI: 10.1177/002221948902200111


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