Transcript Language and Communication

Language and Communication
• Definitions
• Developmental scales
• Communication
disorders
• Speech Disorders
• Language Disorders
• Interventions
Definitions
• Speech- behavior of producing a language code by
making appropriate vocal sound patterns.
• Involves respiration; phonation; resonation; articulation
• Communication- exchange of ideas and information
• Paralinguistic or nonlanguage sounds and nonlinguistic cues
• Language- common system used by people for giving
meaning to sounds, words, gestures, and other symbols
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Phonology- linguistic rules of the 45 phonemes
Morphology- basic units of meaning combined into words
Syntax- rules governing arrangement of words into sentences
Semantics- how people use language to convey meaning
Pragmatics- rules on how language is used (e.g. turn taking)
Speech and Language Dvlpmt
(0-2 years)
• Birth to 6mos
– Crying; comfort sounds; vowel sounds; reacts to voices; follows
sound
• 6 to 12 months
– Differentiated babbling; develops voice inflections; responds to
“bye-bye” and “no”
• 12 to 18 months
– Poor pronunciation; points with possible word
connection; responds to simple commands
• 18 to 24 months
– Echolalia; large growth in acquisition and speech; receptive
vocab up to 1000 words by age 2; distinguishes common objects
Speech and Language Dvlpmt
(2+ years)
• 2 to 3 years
– Expressive vocab up to 900 words with 3-4 words sentences;
participates in conversation; identifies colors, plurals; tells stories;
follows commands; uses most vowels and consonants correctly
• 3 to 4 years
– Speaks rapidly; asks many questions; longer sentences;
understands concepts such as secret, bigger, funny; substitutes
real words for invented ones; repetitions and hesitations are
normal.
• 4 to 5 years
– Vocab up to 1500 words and sentences 5 words; modifies speech
for listener; recites poems and sings songs from memory
• 5 years plus
– Complex forms of English; Blends and consonant sounds
mastered at age 7-8; grammar and speech patterns match those in
frequent contact
Communication Disorders
• When- stuttering, impaired articulation, language
impairment, or voice impairment which adversely affects
educational performance
• Common concerns
– Substitutions; distortions; omissions; additions;
cluttered fluency; stuttering; phonation distortions;
resonance (hyper or hyponasal)
• Receptive language disorder- difficulty with
sequences or directions
• Expressive language disorder- limited vocabulary,
incorrect tenses or plurals that make it difficult to express
one’s self.
Assessment of Language Disorders
• Conversational Analysis
– Role of Listener
– Role of Speaker
• Narration Analysis
– Comparison of story to retelling
• Writing Analysis
– Writing Process
– Writing Product
• Problem Solving
– Alternative approaches to expression
Interventions
• Create numerous opportunities for desired child
responses (holding up a toy and asking “What do
you want?”
• Encourage responses and attempts
http://sign2me.com/video.php
• Structure adult responses to a child’s
communication (e.g., the child points outside and
says “Come wiff me” and the adult responds “I’ll
come with you.”)
• Give student choices and elicit responses
• Set up naturalistic situations with unexpected ones
• Provide interesting materials
• For preparation in reading, see strategies on
phonological awareness.
Sum it up
• How can a receptive language disorder affect a
student’s education?
• How can an expressive language disorder affect
a student’s education?
• How can receptive difficulties lead to expressive
difficulties?
• How can modeling help with communication
disorders?