Children with Communication Disorders

1. Children with Communication Disorders Chapter 8 Alexa D’Onofrio

2. What would it be like not to be able to communicate? https://www.youtube.com/watch?v=BnRNeDtme0g

3. Language Receptive • Take in the message and understand it • Listening with understanding • Reading written language with comprehension Expressive • Ability to produce a message to send • The output= Speaking and Writing Both are critical for language development.

4. Speech • The oral production of words • Combining articulation, fluency, and voice • Articulation- clear pronunciation of words • Fluency- appropriate flow of words • Voice- intonation and quality of the production (pitch, loudness) Process for Speech Production: • A thought occurs in the brain • It is translated into symbols and sent to larynx area for phonation and resonation • Air is sent to be modified by movements of the tongue and passage over the teeth and lips. • Which then combines to form sounds, words, and sentences (Articulation)

5. Disorders Communication Disorders • Disrupt individual’s ability to send, receive, and process information • Verbal, nonverbal, graphic symbols • May see with hearing, language, and/or speech • Range in severity from mild to profound • Developmental or acquired • Primary disability or secondary to other disabilities • Emotional context can contribute to individual’s ability to send, receive, and understand the message • Anger and high levels of anxiety can make communication difficult

7. Disorders Language Disorders • Impaired comprehension and/or use of spoken, written and other symbol systems • May involve: (Any combination) • Form of the language (phonology, syntax, morphology) • Content of the language (semantics) • Function of the language (pragmatics) Phonology- Sounds of a language Syntax- Word order in sentences Morphology- Structure of words, word form Semantics- Meanings of words and sentences Pragmatics- Context contributes to meaning, social language use

8. Disorders Receptive Language Disorder There is no standard set of symptoms that indicates receptive language disorder, since it varies from one child to the next. • not seeming to listen when they are spoken to • appearing to lack interest when storybooks are read to them • inability to understand complicated sentences • inability to follow verbal instructions • parroting words or phrases of things that are said to them (echolalia) • language skills below the expected level for their age. Expressive Language Disorder Children with an expressive language disorder have problem using language to express what they are thinking or need. • Have a hard time putting words together into sentences, or their sentences may be simple, short and the word order may be off. • Have a difficulty finding the right words when talking. • Have a vocabulary that is below the level of other children the same age. Leave words out of sentences when talking. • Use certain phrases over and over again. • Frustration.

9. Disorders Speech Disorders • Problems with articulation and phonological processing, voice, and/or fluency • One cause: cleft palate- occurs when the roof of the mouth has not joined completely during prenatal development • May be on only 1 side, or on both sides • Usually closed by surgery during 1st 18 months of child’s life • 50-70% of children with cleft palate will need speech intervention • Age 2.5-3 yearsDifferences in pronunciation, word usage, vocabulary • Early babbling significantly lower • Use fewer and less complex sounds & receive more limited feedback from babbling practice which limits spoken word acquisition at three years. • Early intervention-surgery, dentistry, audiology, speech language pathologies, and parents • Speech therapy- disorders of articulation, phonological processing, and voice

10. Disorders Speech Disorders

11. Language Differences Bilingual Learners • Delays in Vocabulary acquisition • Phoneme pronunciation- interference patterns when one language structure is imposed on to the other language • Misdiagnoses of some children having speech disorders • SLP with bilingual and bicultural experience to assess Differences • Parents use language in ways different than teachers • Explicit communication- “He took it” vs. “Arthur took my truck” • Compare the child’s communication skills with skills of peers of same cultural background to help us Dialects • Variation of language that differs in pronunciation, vocab, or syntax • Regional, social, occupational, and other differences • “warsh for wash” Regional dialect • Teachers should model standard literary usage when speaking, encourage children to use it when reading aloud and writing, but allow them to use dialect in informal speech if communication is clear

12. It is important to remember that language differences & dialects are not disorders.

13. Placement of Children • Affected over 1 million children in 2004, 18.8% of the total number of children with disabilities • Not all children are in special education classes • 88% are served primarily in general education classes • Only 4.7% spend more than half their day outside of the gen. ed. classroom • 0.5% in separate classes • Younger children in K-2nd grade may be overidentified due to mild speech disorders • Communication disorders may be secondary to another disability but still requires treatment and therapy

14. Adapting the Learning Environment Response to Intervention (RTI) Tier 1: The General Education Classroom Tier 2: Collaborative Interventions Tier 3: Individualized Educational Services

15. Adapting the Learning Environment Modifications in the General Education Classroom

17. Adapting the Learning Environment - Collaborative Interventions Vocabulary development Small Group Instruction Speech Pathologist

18. Adapting the Learning Environment - Speech Language Pathologists Consult with child’s teachers Family Partnership Individual Therapy

19. Adapting the Learning Environment - ELL Specific Strategies • Build lessons around the child’s background knowledge • Provide written copies of directions and key instructions • Use pictures to show what is expected • Ask prediction questions that are open-ended • Teach self-study skills • Encourage students to ask questions and participate • Model correct language forms and allow appropriate wait time • Teach language routines • Use grammar drills and direct instruction

20. Adapting the Learning Environment - Assistive Technology Augmentative and Alternative Strategies - • develop speech by supporting word usage • sometimes replace talking e.g. sign language, body language and communication boards • simulate or enhance speech https://www.youtube.com/watch?v=g95TO20hnmo

21. What can parents do? • Model without direct corrections • Discuss topics of interest to the child • Embed conversations into daily routines - meal time, play time, shopping...

22. Transitions Primary articulation disorders Severe Disorders Few related problems as adults. Later life challenges in academics, relationships and work.

23. References Kirk, Samuel. "Children with Communication, Language, and Speech Disorders." Educating Exceptional Children. 13th ed. Belmont, CA: Wadsworth, Cengage Learning, 2012. 250-79. Print. For more information: Watch the short documentary on Children living with Communication Disorders https://www.youtube.com/watch?v=7LtACS7mu-Y “Chatting with Children” activities for children to develop communication skills https://www.youtube.com/watch?v=cYefRhoSX0U