An Introduction to Speech, Language and Communication difficulties.

IDP SLCN Network Day #1

Catherine Pass

Learning Difficulties Team

An Introduction to Speech, Language and Communication

Difficulties

Aims for today To become familiar with the IDP for SLCN

To become familiar with the processes involved in communication.

To have an understanding of the terminology.

To have become familiar with classroom strategies to support pupils with SLCN.

Inclusion Development Programme

http://www.standards.dfes.gov.uk/primary/features/inclusion/sen/idp

Quality First Teaching….not SEN!

web-based materials, which include:

teaching and learning resources

training materials

guidance on effective classroom strategies

models of good practice

information about sources of more specialist advice.

Activity 1 What do these terms mean?

Speech

Language

Communication

Speech Articulation of sound

Co-ordination of the tongue, teeth, soft and hard palates, abdominal muscles and breath to produce sound.

Speech involves language because you have to have a thought to articulate and then be able to construct this thought into words.

Language Language is a rule governed process and incorporates

the following aspects: grammar (syntax), meaning (semantics), use (pragmatics), vocabulary. (Link)

Thinking

Remembering: working memory, long term memory

Reasoning

Predicting

Language without speech e.g. writing, sign language.

Communication Use of language and or speech to convey a message to other people.

93% of information transmitted in conversation is done so non-verbally, Mehrabian, 1972.

Consider also the use of intonation (prosody) and how this changes meaning.

Difficulties in reading non verbal communication are a key feature of ASD and SEBD.

Communication requires a sender and receiver.

Receiver – needs to be able to receive it in the first place. They need to hear, listen and understand the message and then show they have understood it through their response.

Sender – needs opportunities to communicate, an ability to formulate a message in thought and to then convey the message in an appropriate form.

Activity 2:The Communication Chain

Understand meaning

Understand sentence structure

Understand words(semantics)

Remember (auditory memory)

Listen/hear

Look/Attend Speak Appropriately(pragmatics)

Speak fluently

Articulate sounds

Co-ordinate speech muscles

Select sounds(phonology)

Choose sentence structure(syntax)

Choose words(semantics)

Ideas and decide

Interpret non-verbal communication

Self-monitor

Delay versus Disorder

Delay is when language development follows a normal pattern of development but at a slower rate (see stages of language development chart in your pack).

Disorder is where development is different in form or function from other children.

Children with speech and language disorder should be referred to SALT.

A growing area of concern… It is estimated that in some more

deprived parts of the UK up to 60% of children start school with some form of speech, language or communication delay or disorder (ICAN).

Most of these difficulties are due to language deprivation and with the right support can be resolved…..

…..Only 10% of children have difficulties that are persistent and long term.

How does this fit in with your school population?

Impact of SLCD on literacy

Reading comprehension and reading aloud

Expressive writing;syntax and vocabulary

Spelling- phonological awareness; The ability to segment sentences into words,

Words into syllables Syllables into phonemes

Awareness of rhyme

SLCD

SLCD and SEBD “hidden disability”….studies estimate that 50-100%

of children with SEBD have communication difficulties.

In a summary of research, Stringer and Clegg (2006)

estimate that approximately “…40-60% of children with SLCD, not including those diagnosed with autistic spectrum disorders, also

experience secondary EBD.”

Poor language skills will affect the ability to understand and express their own emotions and those of others.

Receptive language difficulty

Difficulties in understanding spoken language at the level expected for their age.

Can be difficult to identify as children become adept at using visual and contextual cues to support their understanding of what is being said.

Problems arise where the complexity of the language being used outstrips these types of support, as the demands of the curriculum increase.

Receptive language difficulty Points to look out for include:

Difficulty following instructions

Severe and persistent expressive language difficulties

Attention problems, especially in large groups.

Difficulty in answering questions.

Behaviour problems (appears off task, inattentive).

Misunderstanding of written language and of concepts.

Top Tips for Support (Receptive) Keep talk and instructions simple

Assess level of child’s understanding and give input at the right level; make all staff aware.

Allow time and opportunity to respond.

Check understanding of vocabulary; pre-teach topic vocabulary (link).

Reinforce vocabulary and concepts with visual aids and real life objects/activities.

Expressive Language Difficulty

The ability to use words and to combine words into sentences using appropriate vocabulary, concepts, grammatical structure and meaning.

All of the above are dependent on the ability to retrieve words and syntax from the memory banks.

Expressive Language Difficulty Points to look out for include

Withdrawn and isolated

Difficulty establishing relationships

Behaviour difficulties; may get easily frustrated.

Use of gesture and empty words such as ‘thingy’ and ‘this’ or ‘that’.

Difficulties with literacy as written language reflects spoken language.

Difficulties with sequencing, predicting and inferring.

Top Tips for Support (Expressive) Give the child time to respond and don’t let

others talk for them (adults included!).

Model language at the appropriate level.

Link the child with ‘good speakers’ for some tasks.

Prompt child to continue, reinforce and expand on their utterances.

Create reasons to communicate.

Tips contd… Plan and ask open ended questions (despite the

fact that it takes time)

If the child can’t think of a word try prompting

Use turn taking games

Barrier games help and can be fun

Social Use of Language (pragmatics) Essential for successful relationships with

others and managing all aspects of life:

Using language for different purposes.

Adapting language to the listener.

Following the rules of conversation and narrative (topic maintenance, repairs, eye-contact ).

Understanding non-verbal rules.

Top Tips for support (Social communication)

Visual timetables to reinforce structure and routine.

Make explicit the start and end of a task/activity.

Give gentle reminders if communication breaks down.

Provide choices and encourage them to tell you what they want.

Use visual cues, real objects and prompts.

Circle time, turn taking, barrier games, role/small world play.

If necessary, explicitly teach turn taking and conversation skills..

First Steps to Emotional Literacy by Kate Ripley and Elspeth Simpson. EYFS and KS1; structured programme, links to SEALs.

lemon

Word Map

A Simple Task Plan

Planning an investigation

Story frameworks

Visual time line

Venn Diagram

Spidergramme

• Look

• Sound

• Smell

• Taste

• Feel

Attribute Web (use for story writing)

Mind map of the Victorians

Mind mapping devised by Tony Buzan

Activity 4 In groups of 5, write as many words as you can

about holidays on the Post-Its

Now categorise these words as a group

Ways of Using the Mind Map Before a topic to assess prior knowledge

  Add to the mind map as different areas are covered

As a whole class or individual activity

  To send home so parents are aware of topic areas and can reinforce the vocabulary

  To link information learned one year with that learned in the next

After the topic to assess the amount of learning which has occurred.

Bradford Schools Online

Special Educational Needs

Learning Support Services

Learning Difficulties Team

Top Ten Tips

QFT Strategies