Transcript IDEA-Definition of Serious Emotional Disturbance (SED)

Chapter 8
Communication Disorders
Definitions
• Communication involves encoding, transmitting, and
decoding messages
– 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
Definitions (cont.)
• Language is a formalized code that a group of people use
to communicate
• 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
Normal Development of
Speech and Language
• Most children follow a relatively predictable sequence in
their acquisition of speech and language
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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 normal language development can help
determine whether a child is developing language at a
slower-than-normal rate or whether the child shows an
abnormal pattern of language development
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
– To be eligible for special ed a child’s learning must be
affected
Speech Impairments
• Types of speech impairments
– Deviates from the speech of other people that 1) it calls
attention to itself, 2) Interferes with communication, 3)
provokes distress
– Articulation disorders: Not able to physically produce certain
sounds “Do foop is dood”
– Phonological: Produces the correct sound in some situation
(omitting t in “post”, but using it in “time”)
– Fluency disorders: Stuttering
– Voice disorders: Dynamic properties –may be caused by
swollen nasal tissues, hearing impairment
Language Disorders
• Language disorders
– Impaired comprehension and or use of spoken, written and/or
other symbol system. May include how and what you say.
– Children who have difficulty understanding language have a
receptive language disorder
• May not be able to understand directions
– Children who have difficulty producing language have an
expressive language disorder
• May not speak, have a limited vocabulary, etc.
Communication differences are not
disorders
– The way each of us speaks is the result of a complex mix of
influences
– Delay does not mean disorder
• Difficulty responding to Wh questions
Prevalence
• A little more than 2% of school-age children receive
special education for speech and language impairments
• Over 21% of all children receiving special education
services are served in this category
– The second largest disability category under IDEA
• Nearly twice as many boys as girls have speech
impairments
• Children with articulation and spoken language problems
represent the largest category of speech-language
impairments.
Causes
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Causes of Speech Disorders
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Cleft palate
Paralysis of the speech muscles
Absence of teeth
Craniofacial abnormalities
Enlarged adenoids
Traumatic brain injury
Neuromuscular impairments
• Causes of Language Disorders
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Cognitive limitations or mental retardation
Hearing impairments
Behavioral disorders
Environmental deprivation
The two plates of the skull that form the roof of
the mouth are not completely joined. Cleft
palate occurs in about one in 700 live births
worldwide
Adenoids: Mass of lymphoid tissue situated at the very
back of the nose, in the roof of the nasopharynx, where
the nose blends into the mouth.
Identification and Assessment
• Communication disorders are usually first identified by
teacher observations
• The speech-language pathologist is the professional with
the primary responsibility for identifying, evaluating, and
providing services
• Evaluation components include a physical examination
and testing
Educational Approaches
• Treating speech sound errors
– Articulation errors and phonological errors:
• Discrimination and production activities
– Fluency disorders:
• Behavioral principles and self-monitoring
– Voice disorders
• Direct vocal rehabilitation or surgery
– Language disorders:
• Exploration of expressive language, naturalistic interventions
– Augmentative and alternative communication
Educational Placement Alternatives
• The vast majority of children with speech and language
impairments are served in regular classrooms
• Some examples of service delivery models:
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Monitoring
Pullout
Collaborative consultation
Classroom-based
Self-contained classroom
Community-based
Current Issues and Future Trends
• SLP or LREC
– Controversy as to whether services should take a therapeutic
versus educational focus
• Changing populations mean growing caseloads and more
children with severe and multiple disabilities
• The changing role of SLPs means that they will have to
develop interventions applicable not only in the classroom
but by teachers and parents
Wanagaman et al.
• Participants
• Operational Definition
• Simplified Treatment
– Awareness training
– Competing response training
• Results