Speech and Language Impairments

An SLP … Is a Speech

Language Pathologist (a.k.a. Speech Therapist)

Identifies and remediates students with Speech and Language Impairments

Speech and Language Impairments

Voice Fluency Articulation Language

Voice Impairment

Abnormal production of the voice is characterized by:

Quality (harsh, hoarse, breathy) Loudness (too loud, too soft) Pitch (too high, too low, monotone, pitch

breaks) Resonance (too nasal, not nasal enough)

Voice Impairment Voice impairments are directly related to

abnormalities in the laryngeal/velopharyngeal area. Abnormalities include: nodules, cancer, paralysis, polyps, cysts, ulcers.

Due to possible medical implications, students with voice concerns must have a medical report from an Otolaryngologist (ENT).

Fluency Impairment

An inappropriate rate of speech characterized by frequent halting, repetitions or prolongations.

Secondary characteristics may include: Excessive tension Struggle behavior Eye twitching Head/Body movement

Articulation Impairment

The atypical production of speech sounds characterized by substitutions, omissions, additions or distortions that may interfere with speech intelligibility.

Ex: “wabbit” for rabbit, “wim” for swim

When Are Speech Sounds Learned? 1 - 3 years: p,b,m,h,n,w,b 2 - 4 years: k, g, d 2 - 6 years: t, ng 2.5 - 4 years: f, y 3 – 6 years: r, l 3 – 8 years: s 3.5 – 7 years: ch, sh 3.5 – 8 years: z 4 – 7 years: j 4 – 8 years: v 4.5 – 7 years: th 6 - 8 years: zh (measure)

E. Sander, 1972

When should I be concerned?

If a student has difficulty producing the following sounds at the grade level indicated:

Kindergarten* and First*: p,b,m,h,n,w,b,k,g,d,t,ng,f,y

* must be multiple sounds in different positions of words (not one sound only) in accordance with Douglas County Eligibility Guidelines

Second: r, l, s, ch, sh, z, j, v, th, zh

Language Impairment

Impaired comprehension (receptive) and/or use (expressive) of language

The impairment may involve: Syntax/Morphology-the form of language

Grammar Grammar Grammar Semantics-the content of language

Vocabulary & Basic Concepts Pragmatics-the function of language

Socialization Socialization Socialization

Speech/Language Impairments Do NOT Include Students Who…

Have developmental speech sound errors Have a dialectal difference Have auditory processing difficulties

without an associated language impairment Have selective mutism Are learning English as a second language

(unless an impairment is diagnosed in both languages)

If you think you have a student with a Speech/Language Impairment…

Document your concerns on Teacher Notes

Discuss concerns with SLP (SLP may decide to conduct an informal observation)

Request that the SST Coordinator schedule a meeting with the student’s parents/guardians

1st SST Meeting

Referring Teacher completes SST Referral Form Teacher and/or parent discusses concerns with

committee Mandatory modifications in the area(s) of

concern given to teacher(s) to be implemented in the classroom (2 week minimum)

Permission to screen speech/language skills will be requested

Vision and Hearing must be passed within one year

2nd SST Meeting

SST Coordinator schedules meeting SLP or designee reviews speech/language

screening results Teacher discusses effectiveness of

modifications Committee recommendations may include:

Continue modifications/remain in SST if speech skills are judged to be appropriate OR refer to IDEA if skills are considered not within normal limits.

Speech/Language IDEA Referral

Teacher Responsibilities:COMPLETE ENTIRE REFERRAL PACKET

Teacher Referral with Principal’s signature (PEC-01)

Complete Parent Interview (PEC-02) if SST Student Background Form was not completed

Obtain Parent Consent for Evaluation (PEC-03)

Review Parent Rights

RETURN COMPLETED PACKET TO SST COORDINATOR

SLP’s Responsibilities After IDEA Referral

Schedules and facilitates Eligibility Meeting Reviews results of evaluation Committee determines eligibility Development of IEP (if appropriate) When not eligible for Speech/Language

services, refer back to SST with specific modifications (if appropriate)

A final note…

Alone we can do so little; together we can do so much.

Helen Keller