Transcript Students with Communication Disorders

Students with
Communication Disorders
Chapter 7
© 2009 The McGraw-Hill Companies, Inc.
What is the History of
Communication Disorders?
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Speech Correctionists
Speech Therapists
Speech/Language Pathologists
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What is Communication?
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Communication is the process by which one
individual expresses ideas, feelings, opinions,
or messages to others and receives and
understands ideas, feelings, opinions, or
messages from others.
Language is a rule-governed system of
arbitrary symbols that stand for meaning.
Speech is the physical production of that
system.
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© 2009 The McGraw-Hill Companies, Inc.
What are the Four Speech Systems?
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Respiration - the breathing that supports speech
Voicing - the sound powered by the vocal
folds/chords
Resonance - the means by which sound is
changed as it travels through the cavities of the
neck and head
Articulation - the formation of speech sounds by
the lips, tongue, and other structures
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What are Five Components of
Spoken Language?
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Phonology deals with the system of speech sounds and the rules
governing their use; the smallest significant unit of sound is a
phoneme.
Morphology involves the rules governing the use of the
smallest significant unit of meaning, the morpheme.
Syntax refers to the rules of word function and word order.
Semantics is a system of rules governing the meaning of words
and word combinations.
Pragmatics is the use of language.
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What is the IDEA 04 Definition?
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A speech or language impairment is a
communication disorder, such as stuttering,
impaired articulation, a language impairment,
or a voice impairment, which adversely affects
a child’s educational performance.
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© 2009 The McGraw-Hill Companies, Inc.
What is the ASHA Definition of
Communication Disorders?
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A speech disorder is an impairment of the
articulation of speech sound, fluency, or voice.
A language disorder is an impairment or the
deviant development of comprehension and/or
use of a spoken, written, and/or other symbol
system. It may involve 1) the form of
language, 2) the content of language, and/or 3)
the function of language in communication in
any combination.
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What is the Prevalence of
Communication Disorders?
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2.3% of students aged 6-17 received services for speech
and language impairments in 2005 (OSEP, 2006).
Almost 22% of all children who received services for
disabilities under IDEA in the 2002 school year received
services for speech disorders (ASHA, 2007).
About half of students receiving services under IDEA
have a communication disorder as a secondary disability.
If both primary and secondary disabilities were
considered, communication disorders would be the largest
IDEA category.
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© 2009 The McGraw-Hill Companies, Inc.
What is a
Secondary Language Disorder?
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Some children may have difficulty learning
and using spoken language as a result of
another disability, such as an intellectual
disability, an emotional or behavioral disorder,
a learning disability, or an autism spectrum
disorder.
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© 2009 The McGraw-Hill Companies, Inc.
What are the Causes of
Communication Disorders?
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Language Disorders
Functional and nonorganic
 Biological
 Environmental factors can increase risk.
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Speech Disorders
Structural malformations in or around the mouth
 Functional causes
 Interacting organic and functional
 Neurological damage and psychological factors
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What are Possible Characteristics of
Students with Language Disorders?
(continued to the next slide)
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Primary Language Disorder
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Problems with one or several components of language
Phonological disorder – using phonological processes, rules
that simplify adult speech forms, beyond the normal period of
using these processes
Morphological disorder – omission or misuse of specific
morphemes beyond the normal age to do so
Semantic Disorder – difficulties in vocabulary, retrieving a
word when it is needed, or multiple meanings and figurative
language
Pragmatics disorder – significant difficulties fitting into social
settings due to difficulties in language use
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What are Possible Characteristics of
Students with Language Disorders?
(continued)
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Secondary Language Disorder - generally
influenced by cognitive abilities or by the
underlying syndrome
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What are Possible Characteristics of
Students with Speech Disorders?
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Characteristics of speech disorders relate to the
areas of voice, articulation of speech sounds,
and/or fluency.
A voice disorder is the atypical production of
voice quality, pitch, and/or loudness.
An articulation disorder is the atypical
production of speech sounds.
A fluency disorder is the atypical flow of verbal
expression, characterized by impaired rate and
rhythm, such as stuttering.
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
How are Students with Language
Disorders Identified?
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Speech-language pathologists (SLP) rely on standardized,
norm-referenced tests, informal measures, and the
perceptions and concerns of those who are significant in
the child’s life.
A family history
Tests of expressive and receptive language skills
Observational checklists and teacher reports
Interviews with the student, as appropriate
Language sample, which is an analysis made of elicited
conversational speech
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
How are Students with Speech
Disorders Identified?
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Articulation test – the evaluation of child’s ability to produce speech
sounds in isolation, words, sentences, and spontaneous speech
Auditory discrimination assessment – the ability to tell the
difference in different sounds
Fluency evaluation
Voice evaluation
Hearing test
Case history
Samples of the child’s work
Checklists or scales completed by parents and/or those who work
with the child in the educational setting
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How Should English Language
Learners be Identified?
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First, determine whether the child should be assessed in the
native language.
Determine whether presenting problems are also evident in the
home and community.
Assess both basic interpersonal communication skills
(BICS) and cognitive academic language proficiency
(CALP) in both the first language and the second language.
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BICS are basic conversational abilities that LEP students may master
quite easily.
CALP entails more complex, abstract language use related to problem
solving, evaluating, and inferring.
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What Do I Teach Students with
Communication Disorders?
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Enhance speech and language skills
Enhance communication skills
Teach functional skills for language
Use language intervention materials
Supplement with computer software
Collaboration efforts
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How Do I Teach Students with
Communication Disorders?
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Teach skills as they would
naturally occur in conversation.
Use effective teaching strategies
including:
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Parallel-talk
 Cloze Procedures
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direct instruction,
reciprocal teaching,
cognitive and metacognitive
strategies, and
graphic organizer
Modeling
Expansion
Self-Talk
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What Are Considerations for the
Instructional Environment?
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Provide space
Clearly define areas
Vary materials
Present authentic settings
Encourage interaction and communication
Plan for heterogeneous groupings
Implement community instruction
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What Types of Instructional
Technology Can Be Used?
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Augmentative and alternative communication
Picture or word boards
Voice output communication
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What are Some Considerations for the
General Education Teacher?
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Most students with speech/language disorders
are served in general education classrooms.
Collaboration with other professionals is key.
Involve families.
Encourage peer interaction.
Model correct speech.
Provide a motivating environment.
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.