Transcript speech & language disorders

SPEECH & LANGUAGE
DISORDERS
PRESENTED
BY
NICOLE GIORDANO
SpEd 602 OQ
WHAT IS SPEECH
IMPAIRMENT?
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Speech is abnormal,
unintelligible, unpleasant
and interferes with
communication.
When speech sounds are
incorrectly produced or
one sound may be
confused with another.
Three major types of
speech problems:
articulation, fluency, and
voice.
ARTICULATION PROBLEMS
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Most common speech impairment.
When the process of producing speech sounds is
flawed, and resulting sounds are incorrect.
Four types of articulation errors are: Omission,
Substitution, Distortion and Addition.
A young child’s errors may be developmentally
correct, whereas the same speech product made
by an older child may reflect in an articulation
problem.
FLUENCY PROBLEMS
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When the rate and flow of pattern of a
person’s speech is a concern.
Otherwise known as dysfluencies,
typically involves hesitations or
repetitions of parts of words that interrupt
the flow of speech.
Stuttering is a well known fluency
problem- where sounds or parts of words
are repeated.
VOICE PROBLEMS
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Not a very common trait
in students.
If voice is unusual at the
specific age and
depending on sex of the
child, immediate
attention should be
arranged.
Two qualities of voice:
Pitch which is the
perceived high or low
quality of voice.
Loudness is another
quality of voice.
WHAT IS LANGUAGE
IMPAIRMENT?
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When there is a breakdown in one of the
three aspects of language: Form, Content,
and Use.
Receptive Language- children who can
comprehend and understand all
communication, i.e. understanding all
instructions for an assignment, following
all classroom rules instead of only one out
of three.
Expressive Language- children who can
communicate the meaning of language.
ASPECTS OF LANGUAGE
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Form- The rule system
used in all language
including oral, written,
and sign.
Content- Reflects the
intent and meaning of
spoken and written
statements.
Use- How the words are
used within the social
context of the
communication process.
CAUSES OF SPEECH/LANGUAGE
DISORDERS
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Brian damage.
Malfunction of respiratory or speech
mechanisms.
Cleft palate- an opening in the roof of the mouth
which causes too much air to pass through the
nasal cavity.
Cleft lip- a condition where the upper lip is not
formed or connected properly to allow for
correct articulation of sounds.
Otitis Media- a middle ear infection that can
interrupt normal language development.
Number of Individuals Served
Through IDEA '04 by Age
350,000
300,000
Learning Disabilities
# OF
CASES
250,000
200,000
Speech or Language
Impairments
150,000
100,000
50,000
0
3
4
5
6
7
8
AGE
9
10
11
12
13
CHARACTERISTICS OF
SPEECH IMPAIRMENTS
Makes consistent articulation errors.
 Exhibits repetitions, prolongations
and interruptions in the flow of
speech.
 Poor voice quality, such as a
distracting pitch.
 Excessively soft or loud.
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CHARACTERISTICS OF
LANGUAGE IMPAIRMENTS
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Unable to follow oral directions.
Unable to match letters with sounds.
Cannot create rhymes.
Cannot break words into syllables.
Inadequate vocabulary.
Demonstrates poor concept formation.
Cannot comprehend nuances, nonverbal
messages, or humor.
Difficulty conveying messages and conversing
with others.
Trouble expressing personal needs.
PREVENTIONS OF
SPEECH/LANGUAGE IMPAIRMENTS
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Proper prenatal care very important.
Good nutrition.
Proper medical care before and after birth.
Nutritional supplement of folic acid
during pregnancy can reduce the risk of
cleft palates and lips by 25 to 50 percent.
Public Education programs available for
valuable information.
Health fairs sponsored by churches or
other community organizations.
HOW TO ASSESS
IMPAIRMENTS
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EARLY
IDENTIFICATION
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PRE-REFERRAL
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IDENTIFICATION
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EARLY
INTERVENTION
EARLY IDENTIFICATION
STAGE
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In preschool and kindergarten, language
development is the focus.
Then in elementary grades, focus shifts to
reading and more complex demands of
academics.
So important to identify any issues at an early
age.
Provide services to students and their families as
quick as possible.
Makes a difference in a student’s long term
results.
PRE-REFERRAL STAGE
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Important in ensuring that students are not
incorrectly identified as having a disability they
do not have.
Analyze school records of student.
Conduct evaluations in the classroom.
Suggest alternative instructional procedures and
evaluate their effectiveness.
Collaborate with student’s family.
Consult with school-based team to help
determine whether the IEP process needs to
continue.
IDENTIFICATION STAGE
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Checklists of developmental milestones.
Informal hearing assessments.
Standardized interview protocols.
Questionnaires for family members.
Formal observations in natural settings.
EARLY INTERVENTION STAGE
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Early Intervention programs at home and school to help
children develop language skills.
Pre-school programs with an appropriate child-to-staff
ratio make a positive difference.
At young age, the acquisition of good communication and
language skills is crucial to the child’s development of
academic and social skills.
Pragmatics- developing a deep vocabulary early in life so
children have the words to communicate with others.
Phonological awareness- detecting sound segments,
matching beginning sounds, identifying sound segments
in words and phrases and rhyme.
EDUCATIONAL APPROACHES
IN THE CLASSROOM
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Instructional Supports/Accommodations.
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Explicit language instructions.
Language-sensitive environments.
VALIDATED PRACTICES
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Content Enhancement
Strategies.
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Technology/AAC
Communication.
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Graphic organizers
Communication boards
Speech synthesizer
Collaboration with
Families and
Communities.
Thank You!
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For additional information, please go to
my website below.
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https://sites.google.com/site/tourongiorda
no/