Transcript 8-13 Language Disorders

Exceptional Children
An Introduction to Special Education
Tenth Edition
William L. Heward
© 2013, 2009, 2006, 2003, 2000
Pearson Education, Inc. All rights reserved.
Chapter 8
Communication Disorders
Focus Questions
How
are speech and language impairments related
to one another and to typical language
development?
What
types of communication disorders might
statements such as “The dogs runned home” and
“That foop is dood” signal?
How
are causes of speech and language
impairments classified?
What
are the major components of a
comprehensive evaluation to detect the presence
and extent of a communication disorder
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Focus Questions (cont.)

What are basic goals and common elements of
effective interventions for speech-sound errors?
for language disorders?

What is augmentative and alternative
communication (ACC) and who can it help?

How does the role of the speech-language
pathologist change as a function of the
educational setting in which a child with
communication disorders is served?
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Definitions
Communication is the interactive exchange of
information, ideas, feelings, needs, and desires
• Communication involves
– A message
– A sender who expresses the message
– A receiver who responds to the message
• Functions of communication
– Narrating
– Explaining/Informing
– Requesting
– Expressing
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Definitions (cont.)
Language is a formalized code that a group of
people use to communicate with one another
• The
five dimensions of language:
–Phonology
- Rules determining how sounds can be
sequenced and combined
–Morphology - Rules for the meaning of sounds
○ Free morphemes - can stand alone in meaning
○ Bound morphemes - do not carry meaning by themselves
–Syntax - Rules governing the meaningful arrangement
of words
–Semantics - Rules for the meaning of words and
combination of words
–Pragmatics – rules governing the social use of
language
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Definitions (cont.)
Speech is the oral production of language
• Speech
sounds are the product of four related
processes:
– Respiration - Breathing that provides power
– Phonation - Production of sound by muscle
contraction
– Resonation - Sound quality shaped by
throat
– Articulation - Formation of recognizable
speech by the mouth
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Typical Speech and Language
Development
Most children follow a relatively predictable sequence in their
acquisition of speech and language
•
Birth to 6 months: Communication by smiling, crying, and
babbling
•
7 months to 1 year: Babbling becomes differentiated
•
1 to 1.6 years: Learns to say several words
•
1.6 to 2 years: Word “spurt” begins
•
2 to 3 years: Talks in sentences, vocabulary grows
•
3 years on: Vocabulary grows
Knowledge of typical language development can help
determine whether a child is developing language at a slowerthan-usual rate or whether the child shows an atypical pattern
of language development
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Communication Disorders
Defined
ASHA definition
• An
impairment in the ability to receive, send,
process, and comprehend concepts of verbal,
nonverbal, and graphic symbols systems
IDEA definition
•A
communication disorder, such as stuttering,
impaired articulation, a language impairment, or a
voice impairment that adversely affects a child’s
educational performance
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Speech Impairments
Speech is impaired when it deviates so from the speech of
other people that it
• Calls attention to itself
• Interferes with communication
• Provokes distress in the speaker or listener
Three basic types of speech impairments are
• Articulation disorders-errors in the production of sounds
• Fluency disorders-difficulties with the flow or rhythm of
speech
• Voice disorders-problems with the quality or use of one’s
voice
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Language Impairments
Language disorder is impaired comprehension and/or use of
spoken, written, and/or other symbol systems
Language disorder may involve in any combination:
• The form of language (phonology, morphology, and syntax)
• The content of language (semantics)
• The function of language (pragmatics)
Language disorders may involve receptive or expressive
disorders
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Communication Differences Are Not
Disorders
Dialects
result from historical, linguistic, geographical, and
sociocultural factors
Dialects
language
share a common set of rules with the standard
The
dialect of any group of people is neither inferior nor
superior to the dialect spoken by another group
A
child who uses a dialect different from the dominant culture
of the school should not be treated as having a communication
disorder
Some
children with communication differences have
communication disorders within their dialects that should not
be overlooked
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Characteristics
Speech sound errors
• Distortions
• Substitutions
• Omissions
• Additions
Articulation disorders
•A
child is not able to produce a given sound
physically
Phonological disorders
•A
child has the ability to produce a given sound
and does so correctly in some instances but not
others
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Characteristics (cont.)
Fluency disorders
•Stuttering
and cluttering are examples
Voice disorders
•A
phonation disorder causes the voice to sound breathy,
hoarse, husky, or strained
•
Resonance disorders results in hypernasality or hyponasality
Language impairments
•
A receptive language impairment interferes with
understanding of language
•
An expressive language impairments interferes with
expression through language
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Language Disorders
Language disorders involve problems in one or more
of the five dimensions of language:
•
Phonology
•
Morphology
•
Syntax
•
Semantics
•
Pragmatics
Language delay implies a child is slow to develop
linguistic skills but acquires them in a typical
sequence
Language disorders suggests a disruption in the
usual rate and/or sequence in which specific
language skills emerge
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Prevalence
About 2.5% of school-age children receive special
education for speech and language impairments
19% of all children receiving special education
services are served in this category
• It
is the second largest disability category under
IDEA
Approximately two thirds of school-age children
served by SLPs are boys
The percentage of children with speech and
language disorders decreases significantly from the
earlier to the later school grades
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Causes of Speech Impairments
•Cleft
palate
•Paralysis
•Absence
of the speech muscles
of teeth
•Craniofacial
•Enlarged
abnormalities
adenoids
•Traumatic
brain injury
•Dysarthria
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Causes of Language Disorders
Developmental
and intellectual disabilities
Autism
Traumatic
Child
Brain Injury
Abuse and Neglect
Hearing
Loss
Structural
Abnormalities of the speech mechanism
Aphasia
Genetics
Environmental
Influences
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Identification and Assessment
Screening and Teacher Observation
Evaluation components
○ Case
history and physical examination
○ Articulation
○ Hearing
○ Phonological awareness and processing
○ Vocabulary and overall language development
test
○ Assessment of language function
○ Language samples
○ Observation in natural settings
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Language Function
•Echoic-
•Mand-
repeating words spoken by others
asking for desired items, actions, etc.
•Tact-naming
•Listener-
responding to language
•Intraverbal•Textual-
items, actions, properties, etc.
answering questions
reading
•Transcription-
spelling
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Intervention Strategies
Across Communication Functions
Include
a test of language function
Establish
intervention priorities
Implement
Track
an intervention program
skill acquisition
Practice
and generalization
For students whose first language is not English, include
assessments of basic interpersonal communication skills and
cognitive academic language proficiency
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Educational Approaches
Treating speech sound errors
• Articulation
and phonological errors:
– Discrimination
• Fluency
disorders:
– Behavioral
• Voice
–
and production activities
principles and self-monitoring
disorders:
Direct vocal rehabilitation
• Language
– Vocabulary
disorders:
building, naturalistic interventions
• Augmentative
–A
and alternative communication
diverse set of strategies and methods
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Augmentative and Alternative
Communication (ACC)
ACC refers to a diverse set of strategies and
methods to assist individuals who cannot meet their
communication needs through speech or writing
ACC entails three aided or unaided components
•
A representational symbol set or vocabulary
•
A means for selecting the symbols
•
A means for transmitting the symbols
Symbol sets and symbol systems for ACC
•
Selecting the symbols
•
Transmitting the symbols
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Using PECS To Teach Functional
Communication Skills
PEC is a form of augmentative and alternative
communication and is divided into several phases
How to Get Started
Conduct
Create
Teach
preference assessment
a set of pictures
basic picture exchange
Stretch
the lesson
Teach
discrimination
Teach
simple sentence structure
Teach
attributes, responding to questions, and commenting
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Educational Placement
Alternatives
The vast majority of children with speech and
language impairments are served in general
education classrooms
Some examples of service delivery models:
•
Monitoring
•
Pullout
•
Collaborative consultation
•
Classroom or curriculum based
•
Separate classroom
•
Community-based
•
Combination
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