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Understanding speech & language development

Understanding speech & language development. What you’ll learn. By the close of this course you will Understand the difference between speech , language and communication, Understand the risk factors that might contribute to speech and/or language disorders,

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Understanding speech & language development

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  1. Jane W. Murphy, M.S., CCC-SLP ACS Elementary Understanding speech & language development

  2. What you’ll learn • By the close of this course you will • Understand the difference between speech, language and communication, • Understand the risk factors that might contribute to speech and/or language disorders, • Begin to identify at-risk children, • Understand and begin to use specific terminology, and • Understand the outcomes of effective intervention . Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  3. Speech vs. Language • Speech: the motor action occurring from combined use of the upper body muscles producing inhalation, exhalation, phonation and articulation. • We have to learn to modulate our • Vocalization for volume, pitch, resonance and intonation • Articulation for intelligibility • Fluency for clarity and meaning Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  4. Speech vs. Language • Language: the use of identified methods that make up a cultural communication system. This can be hand use, word use or unaided altogether. • It is often composed of a • phonology • morphology • semantics • syntax • grammar • pragmatics Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  5. Communication • Considerations of the third component • it takes two to tango! • message produced – message received • message understood! Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  6. Development • Predisposition for language (Vygostky) • …what children learn on their own and without aided guidance isn’t a true reflection of what they understand. • language deployed by adults can scaffold children’s development, yielding what he called a “zone of proximal development” • Speech production is learned early, yet takes up to 7 years to develop into a refined model. • Refer to the handout on English speech sound development. Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  7. Disorders vs. developmental delay • Know the developmental milestones of typical child development . • Disorders occur outside of this ‘typical’ time period. Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  8. Disorders • Oral motor disorder • Articulation disorder • Phonological disorder • Language disorder • Word finding problems • Expression-verbal and/or written problems • Literacy: listening, speaking, reading and writing • Pragmatic disorder Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  9. Oral motor disorder • Cause: muscle weakness or poor transmission of neural messages to the peripheral system. • Dysarthria: is caused by a decrease in muscle tone. Babies who demonstrate poor feeding are often ultimately diagnosed with low oral tone. This leads to speech production delays. • Apraxia: is caused by a disruption of the neural transmission of movement to the muscles. This causes problems in a coordination of speech sounds into words. • Early signs of speech apraxia has an impact on a child’s ability to read and leads to further disruption of reading comprehension. Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  10. Example of apraxia of speech http://www.youtube.com/watch?v=pCw3Jn7NW_s Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  11. Example of dysarthria • http://www.youtube.com/watch?v=EHNSBo3SsmY Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  12. Articulation disorder • Specific problems relating to producing speech sounds • Children develop a rapid coordination of speech sounds into words. If muscle tone is weak or the messages are interrupted, speech disorders occur. • Types of Articulation problems: • Substitutions • Omissions • Transpositions • Dialect and regional accents are NOT a disorder Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  13. Phonological Process disorder • Patterns of sound error productions • Fronting – “tup”/cup, “das”/gas • Backing - “gog”/dog • Consonant Cluster reductions – “boken”/broken • Vowel irregularities Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  14. Language disorders • A continuum of problems that relate to listening, speaking, reading and writing. • A child may present with any of the following difficulties: • Word finding problems, • Learning new vocabulary • Following directions or understanding a sequence of thought • Sound-to-letter correspondence • Reading fluency & comprehension • Repeating sequences of numbers, letters or words • Spelling problems • Written expression (including grammar, syntax and semantics) Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  15. Communication disorders • Inability to transmit information to others, given linguistic and social norms. • Speech production & language formation may be within normal limits but if the message isn’t received correctly, Communication Breaks Down • Autism spectrum disorders • Pragmatic disorders Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  16. Voice Disorders • Problems associated with the • pitch of voice – puberty issues with boys • volume – too high can be a pragmatic disorder • resonance quality –talking inappropriately through the nose • harsh, hoarse or raspy due to respiration and/or over use, cancer Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  17. Fluency Disorders • Fluency means the flow of speech • Speech becomes dysfluent when • Something interrupts the rhythm of the message. • Repetitions • Long pauses • Hesitations • Prolongations • Caused by ??? Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  18. Risk Factors • Drug and/or alcohol use during pregnancy • Pre term births • Birth complications • Feeding problems • Neurological problems • Lack of home stimulation • Developmental or PDD • Deafness • Physical disabilities Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  19. Incidence • 6.1 million children in the U.S. receive special education services • Of that, 1.1 million of those children receive speech and/or language services!! • However, this number does not include all of the children who have speech and/or language problems secondary to other conditions (deaf or hard of hearing, PDD, autism, cerebral palsy) • WHOestimates that about 15% of the world's population lives with some form of disability Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  20. Identification • By 3-to-4 years, be attentive to • poor articulation • poor message formation and expression • poor or decrease vocabulary use • limited direction following • poor ability to remember sound-symbol relationships • inability to count in a sequence or say the alphabet • inability to clap to sounds or syllables in words Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  21. Risk factors for literacy disabilities • late talkers • speech production disorders • motor apraxias; speech and limb • language delay • disinterest in reading any type of text Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  22. Reading Experiences of Children with Developmental Disabilities • These children have fewer opportunities for being involved with literacy experiences; • These children experience significant communication impairments and are further impaired by intrinsic or individual factors such as • Their specific disability type, • Degree of physical impairment and • Cognitive, perceptual or linguistic abilities • They often have significant language disorders which leads to reading impairments; • Many times educators have trouble understanding that children who don’t use speech can still learn to read; and • Low expectations of learning potential leads to decreased language and literacy experiences and/or sophistication. Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  23. Spoken language abilities are closely related to literacy development - however, children diagnosed with mild-to-moderate articulation impairments do not necessarily have trouble with literacy learning. • Children with speech impairments demonstrate deficits in phonological awareness, narrative and print related skills. • Phonological awareness skills have been identified as being the best predictor of reading outcomes. Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  24. Importance of intervention • phonological processing skills (phonological awareness, working memory, use of phonological codes to maintain information in memory) • language processing (comprehension and use of morphology, syntax, production of narratives and comprehension of figurative language). • …leads to significant literacy impairments in later years. Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  25. Next steps… • Develop a policy for screening speech & language use in KG 1 & 2 and any student who is enrolled up to G6, • Develop policies for intervention and monitoring of student’s progress • Develop a Tier Approach to Intervention (s)/RTI • Develop a Reading Recovery Program for students no longer receiving daily reading intervention (generally beyond G5) Jane W. Murphy, M.S., CCC-SLP ACS Elementary

  26. Feel free to come… Thanks for listening You can find me in Elementary School Jane W. Murphy, M.S., CCC-SLP ACS Elementary

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