Transcript An Introduction to Speech, Language and Communication difficulties.

An
Introduction
to
Speech,
An Introduction to
Language
and
Communication
Speech, Language and
Difficulties
Communication
difficulties.
IDP SLCN Network Day #1
Catherine Pass
Learning Difficulties Team
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 Ideas and
meaning
decide
Choose words
Understand sentence structure
(semantics)
Understand words
(semantics)
Remember
(auditory memory)
Choose sentence structure
(syntax)
Select sounds
(phonology)
Selfmonitor
Co-ordinate speech
muscles
Listen/hear
Interpret non-verbal
communication
Articulate sounds
Speak
Look/Attend Speak
fluently
Appropriately
(pragmatics)
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
Spelling- phonological awareness;
The ability to segment sentences into words,
Words into syllables
Syllables into phonemes
Awareness of rhyme
SLCD
Reading comprehension
and reading aloud
Expressive writing;
syntax and vocabulary
SLCD and SEBD
50-100%
 “hidden disability”….studies estimate that
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
 Points to look out
for include Difficulty
 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, eyecontact ).
 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
Using
the prior
Mind
Map
Ways
Beforeof
a topic
to assess
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