SPEECH & LANGUAGE DISORDERS

1. SPEECH & LANGUAGE DISORDERS PRESENTED BY NICOLE GIORDANO SpEd 602 OQ

2. WHAT IS SPEECH IMPAIRMENT? • Speech is abnormal, unintelligible, unpleasant and interferes with communication. • When speech sounds are incorrectly produced or one sound may be confused with another. • Three major types of speech problems: articulation, fluency, and voice.

3. ARTICULATION PROBLEMS • Most common speech impairment. • When the process of producing speech sounds is flawed, and resulting sounds are incorrect. • Four types of articulation errors are: Omission, Substitution, Distortion and Addition. • A young child’s errors may be developmentally correct, whereas the same speech product made by an older child may reflect in an articulation problem.

4. FLUENCY PROBLEMS • When the rate and flow of pattern of a person’s speech is a concern. • Otherwise known as dysfluencies, typically involves hesitations or repetitions of parts of words that interrupt the flow of speech. • Stuttering is a well known fluency problem- where sounds or parts of words are repeated.

5. VOICE PROBLEMS • Not a very common trait in students. • If voice is unusual at the specific age and depending on sex of the child, immediate attention should be arranged. • Two qualities of voice: Pitch which is the perceived high or low quality of voice. Loudness is another quality of voice.

6. WHAT IS LANGUAGE IMPAIRMENT? • When there is a breakdown in one of the three aspects of language: Form, Content, and Use. • Receptive Language- children who can comprehend and understand all communication, i.e. understanding all instructions for an assignment, following all classroom rules instead of only one out of three. • Expressive Language- children who can communicate the meaning of language.

7. ASPECTS OF LANGUAGE • Form- The rule system used in all language including oral, written, and sign. • Content- Reflects the intent and meaning of spoken and written statements. • Use- How the words are used within the social context of the communication process.

8. CAUSES OF SPEECH/LANGUAGE DISORDERS • Brian damage. • Malfunction of respiratory or speech mechanisms. • Cleft palate- an opening in the roof of the mouth which causes too much air to pass through the nasal cavity. • Cleft lip- a condition where the upper lip is not formed or connected properly to allow for correct articulation of sounds. • Otitis Media- a middle ear infection that can interrupt normal language development.

9. Number of Individuals Served Through IDEA '04 by Age Learning Disabilities # OF CASES Speech or Language Impairments AGE

10. CHARACTERISTICS OF SPEECH IMPAIRMENTS • Makes consistent articulation errors. • Exhibits repetitions, prolongations and interruptions in the flow of speech. • Poor voice quality, such as a distracting pitch. • Excessively soft or loud.

11. CHARACTERISTICS OF LANGUAGE IMPAIRMENTS • Unable to follow oral directions. • Unable to match letters with sounds. • Cannot create rhymes. • Cannot break words into syllables. • Inadequate vocabulary. • Demonstrates poor concept formation. • Cannot comprehend nuances, nonverbal messages, or humor. • Difficulty conveying messages and conversing with others. • Trouble expressing personal needs.

12. PREVENTIONS OF SPEECH/LANGUAGE IMPAIRMENTS • Proper prenatal care very important. • Good nutrition. • Proper medical care before and after birth. • Nutritional supplement of folic acid during pregnancy can reduce the risk of cleft palates and lips by 25 to 50 percent. • Public Education programs available for valuable information. • Health fairs sponsored by churches or other community organizations.

13. HOW TO ASSESS IMPAIRMENTS • EARLY IDENTIFICATION • PRE-REFERRAL • IDENTIFICATION • EARLY INTERVENTION

14. EARLY IDENTIFICATION STAGE • In preschool and kindergarten, language development is the focus. • Then in elementary grades, focus shifts to reading and more complex demands of academics. • So important to identify any issues at an early age. • Provide services to students and their families as quick as possible. • Makes a difference in a student’s long term results.

15. PRE-REFERRAL STAGE • Important in ensuring that students are not incorrectly identified as having a disability they do not have. • Analyze school records of student. • Conduct evaluations in the classroom. • Suggest alternative instructional procedures and evaluate their effectiveness. • Collaborate with student’s family. • Consult with school-based team to help determine whether the IEP process needs to continue.

16. IDENTIFICATION STAGE • Checklists of developmental milestones. • Informal hearing assessments. • Standardized interview protocols. • Questionnaires for family members. • Formal observations in natural settings.

17. EARLY INTERVENTION STAGE • Early Intervention programs at home and school to help children develop language skills. • Pre-school programs with an appropriate child-to-staff ratio make a positive difference. • At young age, the acquisition of good communication and language skills is crucial to the child’s development of academic and social skills. • Pragmatics- developing a deep vocabulary early in life so children have the words to communicate with others. • Phonological awareness- detecting sound segments, matching beginning sounds, identifying sound segments in words and phrases and rhyme.

18. EDUCATIONAL APPROACHES IN THE CLASSROOM • Instructional Supports/Accommodations. • Explicit language instructions. • Language-sensitive environments.

19. VALIDATED PRACTICES • Content Enhancement Strategies. • Graphic organizers • Technology/AAC Communication. • Communication boards • Speech synthesizer • Collaboration with Families and Communities.

20. Thank You! • For additional information, please go to my website below. • https://sites.google.com/site/tourongiordano/