Strategies for implementation of SDG 13: Ensure healthy lives and promote well-being for - PowerPoint Presentation

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Strategies for implementation of SDG 13: Ensure healthy lives and promote well-being for children with communication disorders and with autism

Dr.

Patrizia Bonaventura

Monmouth University

Department of Speech Pathology,

Educational

Counseling

and Leadership

SPEECH AND HEARING DISORDERS

SPEECH DISORDERS OCCUR

“When

a person is unable to produce speech sounds correctly or fluently, or has problems with his or her voice. Difficulties pronouncing sounds, or articulation disorders, and stuttering are examples of speech disorders.Both children and adults can have speech and language disorders. They can occur as a result of a medical problem or have no known cause.”American Speech-Language and Hearing Association definition: http://www.asha.org/public/speech/disorders/ )

Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

SPEECH AND HEARING DISORDERS IN CHILDREN

Autism

Spectrum

DisorderChildhood Apraxia of SpeechChildhood Fluency DisordersHearing Loss Ages 5+Pediatric DysphagiaPermanent Childhood Hearing Loss

Social Communication Disorders

Speech Sound Disorders: Articulation and

Phonology

Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

PrevalenceThe prevalence of SPEECH SOUND DISORDERS

in

young

children in the United States is 8% - 9%By first grade, about 5% of children have noticeable speech disorders; the majority of these speech disorders have no known cause.More than 3 million Americans stutter. STUTTERING affects individuals of all ages but occurs most frequently in young children between the ages of 2 and 6 who are developing language.

Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

PrevalenceAUTISM:

one of the most common developmental

disabilities

Studies in Asia, Europe, and North America have identified individuals with Autism Spectrum Disorders (ASD) with an average prevalence of about 1%. A study in South Korea reported a prevalence of 2.6%. In 2010 in the US, overall estimated ASD prevalence was 14.7 per 1,000 (1 in 68) children age 8 years (U.S. Centers for Disease Control and Prevention [CDC], 2014).Approximately 7.5 million people (2.2%) in the United States have VOICE DISORDERS

(

Based on facts sheets compiled by National Institute on Deafness and Other Communication Disorders (NIDCD

)Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

PrevalenceAbout 2 to 3 out of every 1,000 children in the United States are born with a detectable level of

HEARING LOSS

in

one or both ears (Centers for Disease Control and Prevention (CDC), 1999-2007)Between 6 and 8 million people in the United States have some form of LANGUAGE IMPAIRMENT (2.2%)The first 6 months are the most crucial to a child's development of language skills (Based on facts sheets compiled by National Institute on Deafness and Other Communication Disorders (NIDCD)

A

pproximately

1 million people, or 1 in 250 in the United States, suffer from APHASIA (estimate by the National Institute of Neurological Disorders and Stroke (NINDS

))

Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

PROBLEMCOMMUNICATION DISABILITIES  LESS EXPOSURE TO EDUCATION

LIMIT A PERSON'S EDUCATIONAL AND VOCATIONAL OPPORTUNITIES

CONTRIBUTE TO POVERTY

 TO HIGHER CHILDHOOD MORTALITYChallenges encountered by a person with communication disorders may be aggravated in countries with more limited health and education resources. Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

GOALGOAL #3: Ensure healthy lives and promote well-being for all at all ages

I

mprove quality of health services for children with communication difficulties all over the world

andFACILITATE THEIR ACCESS TO EDUCATIONIMPROVE THEIR QUALITY OF LIFEPatrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

LIMITED ACCESS TO HEALTH RESOURCESIn the United States, s

hortage of speech pathologists in educational settings

due also to improvements in diagnoses of speech disorders and higher rates of autism, which along with Down syndrome and cerebral palsy causes most major speech problems (USA today, 12/2004)Too few students graduating with master's degrees and many clinical practice hours  certified as SLPPatrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

LIMITED ACCESS TO HEALTH RESOURCES

In Ireland

,

thousands of children have been waiting for up to two years for speech and language therapy in the South of the country (reported by the Irish Examiner (May 14, 2012), based on figures from Health and Safety Executive (HSE), Ireland’s Health Services)In China, in 2011, each speech-language pathologist served 1.3 million people (The ASHA Leader, Nov. 1 2011)In many low-income and middle-income countries only 5-15% of people who require assistive devices and technologies have access to

them

(

WHO statement on Disabilities and rehabilitation: http://www.who.int/disabilities/technology/activities/en/ )

Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

AVAILABILITY OF SPEECH-PATHOLOGY SERVICES

Professions of speech-language pathology and audiology are new or non-existent in many countries

.

Poverty may preclude a nation's ability to train professionals (Ndigirwa, 2006). In less-affluent countries, communication services may not exist or may be provided by family members, volunteers, or members of another discipline, including nursing, psychology, or education. In Turkey, for example,

only recently speech

-language pathology

has been established as a new profession  in 2001, 97% of speech-language pathology services were performed by persons in other disciplines, including audiologists

(

Topbas

S., &

Özdemir

, S. (2001

))

Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

TRAINING FOR SPEECH PATHOLOGISTS

Formal

education

about communication disorders might be nonexistent or very limited (a single course or seminar, or courses joint with related programs, like Physical Therapy, Occupational Therapy, Nursing, Social Work Services, and Psychological Services) In China, only few universities (

for

example,

Sun Yat-sen University (SYSU) in Gaungzhou; the Rehabilitation Center of China in Beijing; East China Normal

University in Shanghai,

and the University of Hong

Kong) provide speech pathology courses, joint with Physical and Occupational Therapy

The Bangladesh Health Professions Institute (BHPI) has been running a BSc in Speech and Language Therapy course since July 2004

Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

UNITED NATIONS PLANSWorld Health Organization (WHO) prepared aSeven-years WHO

Global Disability Action Plan 2014–2021 (World Health Organization [WHO], 2014

), discussed

in January 2014 at the WHO Executive Board meeting in Geneva.based on the conclusions and recommendations of the WHO's World Report on Disability (2011) The 67th World Health Assembly (May 2014) adopted a resolution endorsing the WHO Global Disability Action Plan 2014–2021: Better Health for All People with Disability.Action Plan will provide a roadmap for WHO member countries and international partners to work together to improve the health and human rights of people with long-term disabilities, as well as those who have functional disabilities. One billion people around the world have disabilities.

Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

INTERNATIONAL COLLABORATIONAmerican Speech and Hearing Association

Special

Interest Group on Global Issues in Communication Sciences and Related

Disorders works to highlight GLOBAL ISSUES IN COMMUNICATIVE DISORDERSCOLLABORATES WITH Pan American Health Organization, Regional Office for the Americas of the World Health Organization (PAHO/WHO)to provide high quality SLP/A services in three of the most impoverished countries in Latin America: Guyana, El Salvador, and Honduras

(

Schuermann

et al.. 2014)Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

INTERNATIONAL COLLABORATION

ASHA and Pan American Health Organization, Regional Office for the Americas of the World Health Organization (PAHO/WHO):

in

Honduras, ASHA is providing technical assistance for the establishment of a personnel development program in phonoaudiology at the Universidad Nacional Autónoma de Honduras (UNAH). In El Salvador, ASHA is providing technical assistance to the Instituto Salvadoreño de Rehabilitación Integral (ISRI) for training of personnel

in speech-language pathology and audiology

.

.Finally, in Guyana, ASHA is providing technical assistance to the Ministry of Health with strengthening its national strategic plan for early detection and intervention of communication disorders.

Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

INTERNATIONAL COLLABORATIONWHO collaborates also with

World Federation of the Deaf

International Federation of the Hard of Hearing

International Association of Logopedics and Phoniatrics and its Associate Societies (55 countries Speech-Language Pathology national professional societies)The World Bank's Millennium Project aims at improving human development services by increasing the supply of skilled workers in health and education (World Bank Group, 2005)

Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

CLINICAL RESEARCH IN SPEECH PATHOLOGY

Insurance funding require evidence-based practice



documentation of functional outcomes of services.  Need for more research evidence

supporting effectiveness of therapies

Research funding to support clinical research

 needed from national and other

sources

Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

NEEDED ACTIONS

Professional training of parents

/teachers/

professionals Increase level of awareness at the community level 

reaching out to

local government officials, hospitals, therapists, teachers, and

families

Identification of

adequate clinical sites for training of the students in various settings (hospitals, schools, private practices, nursing homes, etc.

)

Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

CHALLENGESDevelop an adequate curriculum and create INTERNATIONAL STANDARDS for

assessment, diagnosis and treatment of different

disorders

Train speech pathologists with uniform standards across different languages, dialects and culturesProvide basic equipment for rehabilitation clinicsPatrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16

PROPOSED ACTION POINTSImproving quality and availability of health resources and speech and hearing pathology services to consumers

throughout the life

span

Promote clinically relevant researchEducate and mentor current and future Speech and Hearing pathologists in every countryIdentify and address the needs of service providers in the professions of speech-language pathology and audiology in different cultures Patrizia Bonaventura -Ranney-Monmouth University Partnership for UN-DESA Initiative - 3/4/16