COMMUNICATION DISORDERS Melissa Sims. DEFINING COMMUNICATION DISORDERS Legal Definition: The...
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COMMUNICATION DISORDERS Melissa Sims
COMMUNICATION DISORDERS Melissa Sims. DEFINING COMMUNICATION DISORDERS Legal Definition: The Individuals with Disabilities Education Act, or IDEA, defines
DEFINING COMMUNICATION DISORDERS Legal Definition: The
Individuals with Disabilities Education Act, or IDEA, defines the
term speech or language impairment as follows: (11) Speech or
language impairment means a communication disorder, such as
stuttering, impaired articulation, a language impairment, or a
voice impairment, that adversely affects a childs educational
performance. [34 CFR 300.8(c)(11] American Speech-Language-Hearing
Association Definition: An impairment in the ability to receive,
send, process, and comprehend concepts or verbal, nonverbal and
graphic symbol systems. A communication disorder may be evident in
the processes of hearing, language, and/or speech. A communication
disorder may range in severity from mild to profound. It may be
developmental or acquired. Individuals may demonstrate one or any
combination of the three aspects of communication disorders. A
communication disorder may result in a primary disability or it may
be secondary to other disabilities. Smith, T. E., Polloway, E. A.,
Patton, J. R., & Dowdy, C. A. (2012)
Slide 3
DEFINITIONS (CONT.) Laymens Terms: Simply put, communication or
speech and language impairments involve difficulty in exchanging
knowledge, ideas, opinions, desires, and feelings. Vaughn, S.R.,
Bos. C.S., Schumm, J.S. (2011) Types of Speech and Language
Impairments: Articulation: speech impairments where the child
produces sounds incorrectly (e.g., lisp, difficulty articulating
certain sounds, such as l or r) Fluency: speech impairments where a
childs flow of speech is disrupted by sounds, syllables, and words
that are repeated, prolonged, or avoided and where there may be
silent blocks or inappropriate inhalation, exhalation, or phonation
patterns Voice: speech impairments where the childs voice has an
abnormal quality to its pitch, resonance, or loudness Language:
language impairments where the child has problems expressing needs,
ideas, or information, and/or in understanding what others say.
NICHCY Disability Fact Sheet #11 (2011)
Slide 4
BREAKING IT DOWN Articulation Errors: A child can make the
following articulation errors when producing speech sounds:
Substitutions, Omissions, Distortions, and/or Additions. An easy
way to remember these is to use the acronym SODA! S Substitutions:
Definition: Replace one sound with another sound. Examples: wed for
red, thoap for soap, dut, for duck O Omissions (also known as
deletions): Definition: Omit a sound in a word. Note: This error
affects intelligibility the most, making speech more difficult for
the listener(s) to understand. Examples: p ay the piano for play
the piano, g een nake for green snake D Distortions: Definition:
Produce a sound in an unfamiliar manner. Examples: pencil
(nasalizedsounds more like an m) for pencil, sun (lisped sounds
slushy) for sun A Additions: Definition: Insert an extra sound
within a word. Examples: buhlack horse for black horse, doguh, for
dog Super Duper Inc. Handout
Slide 5
BREAKING IT DOWN Fluency disorders: The rate and flow of a
persons speech. Fluency is often affected by stressful or demanding
experiences. While anyone can experience interruptions in fluency
there are factors that help determine normal from abnormal
dysfluency: Frequency of occurrence Duration of individual moments
of dysfluency Amount of tension present Awareness and attitude
towards dysfluency The most common type of fluency disorder is
stuttering. Smith, T. E., Polloway, E. A., Patton, J. R., &
Dowdy, C. A. (2012)
Slide 6
BREAKING IT DOWN Voice disorders: Phonation: [Refers] to the
production of sounds by the vocal folds. Humans have two vocal
folds, which are located in the larynx and lie side by
side[Healthy] vocal folds vibrate, coming together smoothlyIf the
vocal folds do not meet and come together smoothly, the voice is
likely to sound breathy, hoarse, husky, or strained. May include
pitch disorders. Resonance: Involves too little (hyponasality) or
too much (hypernasality) sound (resonance) coming out through the
nasal passages. Smith, T. E., Polloway, E. A., Patton, J. R., &
Dowdy, C. A. (2012)
Slide 7
BREAKING IT DOWN Language disorders: Receptive (understanding
language) and Expressive (conveying message) Types of deficit:
Morphological: Dealing with the rule system related to construction
of words Syntactic: Dealing with the ordering of words so they can
be understood Semantic: Dealing with the meaning or content of
words and word combinations Pragmatic: Dealing with the purpose or
function of communication Metalinguistic: Dealing with thinking
about, reflecting on, and analyzing language Smith, T. E.,
Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2012) Vaughn,
S.R., Bos. C.S., Schumm, J.S. (2011)
Slide 8
BREAKING IT DOWN Language disorders cont.: Types of Language
disorders: No Verbal Language: No indication of understanding or
spontaneously using language by age 3 Quantitatively Different
Language: Language is different from that of nondisabled Delayed
Language Development: Language follows normal course of development
but is seriously behind others of same age Interrupted Language
Development: Normal language development begins but is interrupted
by some trauma, injury, or illness Smith, T. E., Polloway, E. A.,
Patton, J. R., & Dowdy, C. A. (2012)
Slide 9
SIGNS AND SYMPTOMS Speech and Language Delays Developmental
Sequence for the Production of Speech Sounds: ASHA speech
development chart Image source
Slide 10
SIGNS AND SYMPTOMS Risk factors: The most consistently reported
risk factors for speech and language difficulties include a family
history of speech and language delay, male gender, premature
delivery, and low birth weight. Early identification of children
with developmental delay or developmental disabilities, such as
marked hearing deficits or craniofacial abnormalities, will lead to
intervention at a young age when chances for improvement may be
best. Wankoff, L. S. (2011) Warning signs: Warning signs for
referral to an SLP may be subtle and may present in developmental,
academic, behavioral, or socialemotional realms. Wankoff, L. S.
(2011)
Slide 11
WARNING SIGNS 34 year olds Typically not intelligible to
strangers. Little or no conversational competence, i.e., lack of
topic initiation, maintenance, or change; little turn-taking.
Little or no vocabulary growth. Minimal use of grammatical markers
for tense, person, and number. Does not discuss non-present events;
has not begun to tell narratives. Apparent noncompliance,
inattentiveness, anxiety, or oppositionality, which can be comorbid
with language comprehension deficits. Kindergarten children Very
poor intelligibility. Poor expressive language. Deficient listening
comprehension. Resistance to learning concepts about print,
phonological awareness games (e.g., sound games), or letter-sound
correspondence. Numbers 26 above.Wankoff, L. S. (2011)
Slide 12
WARNING SIGNS CONT. First and second graders Difficulty
learning to read. Poor expressive language skills (e.g., weaknesses
in vocabulary, word retrieval, making inferences or ambiguity
detection, and conversational skills). Challenges in listening
comprehension skills for conversation, television shows, movies, or
jokes. Apparent noncompliance, inattentiveness, anxiety, or
oppositionality, which can be comorbid with language comprehension
deficits. Third and fourth graders Poor expressive language (i.e.,
difficulty answering questions or formulating verbal messages or
managing conversations). Deficits in listening and/or reading
comprehension. Challenges in decoding unfamiliar words. Apparent
noncompliance, inattentiveness, anxiety, or oppositionality, which
can be comorbid with language comprehension deficits. Wankoff, L.
S. (2011)
Slide 13
SIGNS AND SYMPTOMS Characteristics: Check out this National
Dissemination Center for Children with Disabilities Fact Sheet for
Characteristics of Speech and Language impaired childrenFact Sheet
Social/Emotional/Behavioral characteristics: Desire not to draw
attention to self Lack of peer acceptance Poor self-concept Easily
frustrated Inappropriate classroom behavior Smith, T. E., Polloway,
E. A., Patton, J. R., & Dowdy, C. A. (2012)
Slide 14
PREVALENCE The second most common disability of students ages 6
through 21 served under IDEA is speech and language impairment.
Smith, T. E., Polloway, E. A., Patton, J. R., & Dowdy, C. A.
(2012) The actual number of students receiving services for speech
and langugage disorders in 2005 is reported at 18.7%. Vaughn, S.R.,
Bos. C.S., Schumm, J.S. (2011 ) 90% of students receiving services
are 6-11 years of age. Smith, T. E., Polloway, E. A., Patton, J.
R., & Dowdy, C. A. (2012) 5% of all students are served by
speech-language pathologists and two- thirds of this 5% are boys.
Smith, T. E., Polloway, E. A., Patton, J. R., & Dowdy, C. A.
(2012)
Slide 15
TEACHING STRATEGIES While referring students the
speech-language pathologist is the most common strategy for speech
and language impairment there are some things that teachers can do
in the inclusion classroom SPEECH DISORDERS: Establish and maintain
a positive classroom climate Help students learn to monitor their
own speech Pair students for practice Teach students affirmations
and positive self-talk Differentiate instruction and materials
Encourage parents to work with their children Teach student their
own strategies Smith, T. E., Polloway, E. A., Patton, J. R., &
Dowdy, C. A. (2012)
Slide 16
TEACHING STRATEGIES LANGUAGE DISORDERS: Teach some prerequisite
imitation skills Give students opportunities for facilitative play
Improve comprehension in the classroom Practice following
directions Pairing and practice descriptions Work on categorizing
Encourage students to talk with their teachers and peers Develop
pragmatic language skills Classroom interactions Social
interactions Personal interactions Use naturalistic techniques and
simulated real-life activities to increase language use Encourage
students conversational skills through story reading Use music and
play games to improve language Use challenging games with older
students Adapt strategies to develop students learning tools Smith,
T. E., Polloway, E. A., Patton, J. R., & Dowdy, C. A.
(2012)
Slide 17
RESOURCES National Dissemination Center for Children with
Disabilities National Dissemination Center for Children with
Disabilities American Speech-Language-Hearing Association American
Speech-Language-Hearing Association ASHA: Responsiveness to
Intervention: New Roles for Speech-Language Pathologists ASHA:
Responsiveness to Intervention: New Roles for Speech-Language
Pathologists Categories of Disability Under IDEA Categories of
Disability Under IDEA
Slide 18
WORKS CITED Daymut, J.A. Types of Articulation Errors A Simple
Guide (2009).
http://www.superduperinc.com/handouts/pdf/201_TypesofArticulationErrors.pdf.
Retrieved 14 September, 2012.
http://www.superduperinc.com/handouts/pdf/201_TypesofArticulationErrors.pdf
National Dissemination Center for Children with Disabilities
(NICHCY). Categories of Disability Under IDEA.
http://nichcy.org/disability/categories. Retrieved 14. September,
2012.http://nichcy.org/disability/categories National Dissemination
Center for Children with Disabilities (NICHCY) (2011). Speech-
Language Impairment.
http://nichcy.org/wp-content/uploads/docs/fs11.pdf. Retrieved 14
September, 2012.http://nichcy.org/wp-content/uploads/docs/fs11.pdf
Smith, T. E., Polloway, E. A., Patton, J. R., & Dowdy, C. A.
(2012). Teaching students with special needs in inclusive settings,
sixth edition. Upper Saddle River, NJ: Pearson Vaughn, S.R., Bos,
C.S., Schumm, J.S. (2011). Teaching Students Who Are Exceptional,
Diverse, and At Risk in the General Education Classroom (5 th ed.).
Upper Saddle River, NJ: Pearson. Wankoff, L. S. (2011), Warning
Signs in the Development of Speech, Language, and Communication:
When to Refer to a Speech-Language Pathologist. Journal of Child
and Adolescent Psychiatric Nursing, 24: 175184.