Transcript language. - CMCSS-SpeechLanguagePathology

The Role of SLPs/SLTs
in Schools
Adapted from American Speech-Language-Hearing Association. (2005).
"The Role of the SLP in Schools." Available at www.asha.org/slp/schools.
Language
Language
Voice
Non-verbal
Articulation
Articulation
Stuttering
Stuttering
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
What do Speech-Language Pathologists (SLPs)
and Speech-Language Teachers (SLTs)
do, anyway???
Help students who
experience difficulty with
comprehension or answering
questions.
Help students understand
relationships between words
and concepts.
Help students learn the unspoken social
rules of communication.
Teach students what words to use in
what order and when to say them.
Help students who stutter speak
more fluently.
Help increase a student’s
vocabulary knowledge and
usage.
Help students learn to pronounce sounds
correctly.
Help students with minimal speech find
ways to communicate.
Help students who struggle to get their
thoughts out in a clear and coherent manner.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
What is the difference between an SLP
and an SLT???
-An SLP is a Speech Language Pathologist, a person who has their
Master’s Degree in Communication Disorders/Speech Language
Pathology
-An SLT is a Speech Language Teacher, a person who has their
Bachelor’s Degree in Communication Disorders
-The main difference between and SLP and SLT is that an SLT can not
do any testing/qualifying/dismissing a student for/from Speech services.
Both SLPs and SLTs can:
-Provide services to students
-Do Artic/Language/Hearing Screenings
-Write IEPs (Individualized Education Plans)
-Hold IEP or A TEAM meetings (mtgs between
classroom teachers, school psychologist, etc)
**You can ask either one any questions you have!**
How Important Is Communication?
•
Good communication leads to success in…
– Reading
– Listening
– Writing
– Speaking
– LEARNING!
•
Bad communication skills lead to problems with…
– Understanding and participating in classroom instruction.
– Developing and maintaining relationships.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
How Do Students Qualify To Receive
Speech Services?
The Individuals With Disabilities Education Act (IDEA)
Provides Speech-Language Services For:
School-age children who have communication disorders that adversely affect
their educational performance.
Language
Language
Voice
Non-verbal
Articulation
Articulation
Stuttering
Stuttering
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
SLPs/SLTs Work With School Children
Who Have Communication Problems
That Affect Academic Success In:ž
•
•
•
•
Classroom activities
Social interactions
Literacy
Learning
Language
Language
Voice
Non-verbal
Articulation
Articulation
Stuttering
Stuttering
What Does The Qualification And
Therapeutic Process Look Like?
●
●
●
●
●
●
●
Prevention
Identification
Assessment
Evaluation
Development of IEPs
Remediation/Therapy
Progress Monitoring
For a variety of speech and language disorders
What do you do if you think a student in
your class has a communication issue or
disorder?
COME SEE US!
● Ask us questions and express your concerns
● Request an observation or screening
● Bring examples and/or details (The more the merrier!)
Referral Process
Speech (Articulation) referrals:
• Email Ms. Pearson & Ms. Criswell the following information:
o Name of student, date of birth, specific error sounds/concerns.
• The referral should be made through email. We have to keep track of the dates children
are referred to us for potential speech eligibility and it is too difficult to keep track by word
of mouth.
• You will receive a referral form from the SLP/SLT that you, the teacher, will need to fill
out. This form will need to be returned before permission to screen can be sent home with
the student.
o Teachers are responsible for contacting the parent to see if the student has
received
any outside speech and/or language services and to inform the parent of their referral to
the SLP.
• Once the referral paperwork is returned to the speech department, you will receive a
permission to screen packet from Ms. Pearson or Ms. Criswell.
o Send the permission to screen packet home with the child.
o Once you receive signed consent to screen, this should be returned to the speech
department ASAP!
o The student will then be screened.
• There will be a team decision made between the SLP and SLT to decide whether or not:
o Child will not receive speech services = the process ends here
OR
o Child needs further evaluation by the SLP
• You will be contacted by the SLP at this point to begin the formal evaluation process.
Referral Process
●
Language referrals need to go DIRECTLY to support team. Support team will meet,
discuss, and then provide the teacher with interventions to use on the child to begin the RTI
(response to intervention) process. If further evaluation is warranted, by the SLP or school
psychologist, it will be determined by the support team as well.
What Types Of
Disabilities/Disorders
Do SLPs/SLTs
Work With???
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Articulation / Speech
•Saying sounds correctly
–Teaching students how speech sounds are made in
isolation and in all positions of words, phrases,
sentences, and conversational speech.
–(e.g., children must learn how to produce the “b”
sound in order to say “bat” instead of “dat”).
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Articulation Hierarchy
•
•
•
•
•
•
Isolation (sss)
Syllable (se, sa, so, os, es)
Word (Initial-Sunday, Medial-faster, Final- Nice)
Phrase (After Sunday)
Sentence (It is due on Sunday)
Reading
•Structured speech (i.e., picture description or story retell)
• Conversation
• Carry Over
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Articulation Disorders/Delays
• Substituting- Saying one sound for
another (wabbit for rabbit).
Articulation
• Omitting- Completely leaving out a
sound in a word (i-cream for ice cream).
• Distorting- producing a sound in a way
that makes the word unintelligible
(thee for see).
● An articulation disorder is present when sound errors persist after an
expected age range. An articulation delay refers to a situation where
speech sounds are not present when they should be.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Fluency or Stuttering
• The disrupted (disfluent) rhythm of speech (e.g., hesitations,
interjections or stuttering can affect fluency).
• The rate and prosody of connected speech.
• 3 types:
–Developmental: most common in children younger than 5
years old as they develop their speech and language abilities
and usually resolves without treatment; more common in
males. Tends to run in families. Only 1% continue to adulthood
–Neurogenic: signal abnormalities between the brain and
nerves/muscles. (Physical trauma or changes)
–Psychogenic: (very rare) originates in the part of the brain that
governs thinking and reasoning. (Psychological trauma)
• Classified as either:
–
Overt: openly stutter
–
Covert: use omittance, word change/substitution,
circumlocution, non-speech, and/or situational
avoidance to hide dysfluency
Stuttering
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
When Normal Disfluency Becomes a
Fluency Disorder
• Interruptions in flow require increased effort
to express
• Can include hesitations, repetitions,
prolongations, or blocks
• Can affect sounds, syllables, words, or
phrases
• Unpredictable
• Secondary tension, movements, behavior
and/or anxiety usually occur
• Reduced self-esteem
A disorder is present when disruptions in the rate and flow of speech result in
dysfluency. The dysfluency is often called a stutter.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Fluency/Stuttering Disorders
• Intervention is needed to teach:
–
–
–
–
–
Strategies for motor control to re-shape speech for improved flow
Breathing techniques to decrease muscle tension
Educate about stuttering
Decrease word or situational avoidances
Desensitization to reduce anxiety, fear, shame, and negative feelings
associated with dysfluency
– How to become effective communicators, not necessarily resolve it
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Classroom Application for Fluency
● Give these students plenty of time to talk. Model slow
easy speech and give them advanced notice when
they will be called upon or work out a cueing system.
● Don’t complete words for the student or talk for him or
her.
● Expect the same quality and quantity of work from the
student who stutters as the one who doesn’t.
● Speak with the student in an unhurried way, pausing
frequently.
● Don’t make stuttering something to be ashamed of.
Talk about stuttering just like any other matter.
● Don’t tell the student “slow down” or “ just relax.”
● Help all members of the class learn to take turns
talking and listening. All students — and especially
those who stutter — find it much easier to talk when
there are few interruptions and they have the listener’s
attention.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Language
Language is made up of the words we understand
(receptive language) and use (expressive language) and
how we associate words with our environment. It is made
up of socially shared rules that include the following:
Syntax-Sentence Structure
Phonology-Units of sound and sound patterns used in our
language (letter sounds)
Semantics-Word meanings
Morphology-Word parts/additions (prefixes, suffixes, etc.)
Pragmatics-Social aspects of language
·
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Receptive Language
● The ability to understand or comprehend spoken language.
● It is the message students receive and understand when they are spoken to.
You can tell there are problems with receptive language (understanding words and language) if the child:
Does not pay attention within group times at kindergarten and school.
Is not following instructions that others the same age would be able to follow.
Responds to questions by repeating what you say instead of giving an answer.
Finds it difficult to listen to stories.
Gives unusual answers to questions.
*These difficulties may vary depending on the child's age.
Language
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Expressive Language
●
●
●
●
The ability to communicate with others using language.
What students are able to express to others.
Being able to put thoughts into words and sentences, in a way that makes sense, and is
grammatically accurate.
This includes verbal and non-verbal modes of communication (gestures, facial expressions,
and body language.
Language
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Languagetherapy
Disabilities
Language
mayInclude:
target...
Language
• Slow development of
vocabulary, concepts or
grammar
• Inability to use different
communication styles for
different situations
• Poor building blocks of
understanding/expressing
ideas, social development,
learning, reading, and writing
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Language Disorders
Students with language disorders may have difficulty:
Language
● Answering WH-questions with the correct type of response (i.e.
saying “in a bed” when asked, “When do you sleep?”)
● Determining relationships between objects/concepts and
describing that relationship (i.e. A pumpkin and a basketball
are both round and orange, but one is a toy and one is a
vegetable.
● Using more than one word(s) to explain something. We might
work on synonyms, antonyms, homonyms, homophones,
paraphrasing, defining, describing, and more!
● Using unspoken rules of social interaction to communicate with
others politely and effectively to establish relationships and get
one’s needs and wants met.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Pragmatics
Pragmatics involve three major communication skills:
Using language for different purposes, such as
greeting (e.g., hello, goodbye)
informing (e.g., I'm going to get a cookie)
demanding (e.g., Give me a cookie)
promising (e.g., I'm going to get you a cookie)
requesting (e.g., I would like a cookie, please)
Changing language according to the needs of a listener or situation, such as
talking differently to a baby than to an adult
giving background information to an unfamiliar listener
speaking differently in a classroom than on a playground
Following rules for conversations and storytelling, such as
taking turns in conversation
introducing topics of conversation
staying on topic
rephrasing when misunderstood
how to use verbal and nonverbal signals
how close to stand to someone when speaking
how to use facial expressions and eye contact
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Classroom Application for Language
Try giving multiple examples, visual aids to support what
you say, and directions broken down into smaller steps.
Use concrete, specific language (e.g. “Please sit in the
chair.” vs. “Have a seat.”).
Before initiating conversation it is important to ensure that
the student’s attention has been secured.
Have students repeat what they have heard to check
understanding.
Language
Teachers and SLPs can also discuss specific strategies for
individual students. Some students may have detailed
accommodations listed in their IEPs to help them be
successful in academic environments.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Voice Disorders
• Quality, pitch, loudness, and resonance
• Use of the vocal folds and breathing to produce sound (e.g., the voice
can be abused from overuse or misuse and can lead to hoarseness or
loss of voice).
•
•
•
•
Speech that is too high, low, or monotonous in pitch
Interrupted by breaks
Too loud or too soft
Harsh, hoarse, breathy, or nasal
Voice
A disorder is present when there are unexpected problems with
vocal quality, pitch, loudness, and resonance.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Voice Disorders
● žChildren
who have prolonged vocal issues come to
therapy to learn how to use their voice properly, without
mistreating it.
● A release of information from an ENT (ear, nose, and
throat doctor) is required to qualify a student for Voice
Therapy
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Non-Verbal Communication
• Functional Communication
• AAC (Alternative Augmentative Communication)
Non-verbal
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Functional Communication
-
-
-
Functional communication refers to the most basic
of communication skills.
This type of communication gets one’s basic
wants and needs known, such as “I want that”, “I
am hurt”, or “I need to use the bathroom”.
These are not complex thoughts and they are
often the first types of messages that children
begin to communicate.
Use of rudimentary gestures is a form of functional
communication.
Non-verbal
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Augmentative & Alternative
Communication (AAC)
People with severe speech or language problems rely on AAC to
supplement existing speech or replace speech that is not functional.
Special augmentative aids, such as picture and symbol communication
boards and electronic devices, are available to help people express
themselves. This may increase social interaction, school performance, and
feelings of self-worth.
AAC users should not stop using speech if they are able to do so. The AAC
aids and devices are used to enhance their communication.
If a student uses an AAC device, the SLP/SLT will demonstrate how to use
them appropriately in the classroom.
Non-verbal
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Augmentative & Alternative
Communication (AAC)
● If you have a student you believe needs an AAC
referral, please inform the SLP/SLT and obtain
needed paperwork.
● All AAC referrals are submitted to
Souette Quinn, Assistive Technology Consultant.
She can be reached at (931) 542-5071 or via email
at [email protected]
● In order for an AAC referral to be considered
appropriate, the student must have an IEP goal that
is not capable of being met without the device.
Non-verbal
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Hearing Impaired
If a hearing loss is present:
•
Vocabulary develops more slowly in children who have hearing
loss.
•
Children with hearing loss comprehend and produce shorter and
simpler sentences than children with normal hearing.
•
Children with hearing loss often cannot hear word endings such as s or -ed. This leads to misunderstandings and misuse of verb tense,
pluralization, nonagreement of subject and verb, and possessives.
•
Children with hearing loss often cannot hear quiet speech sounds
such as "s," "sh," "f," "t," and "k" and therefore do not include them
in their speech. Thus, speech may be difficult to understand.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Hearing Impaired
žSLPs
in the schools…
● Perform hearing screenings
● FM Systems/Auditory Trainers are
provided by the district to children
with documented hearing
impairments/IEPs, if warranted.
● Check hearing aids & other hearing
devices
● Provide services to correct distorted
speech due to hearing loss
● Work with the classroom teacher to
develop strategies to maximize the
child’s classroom performance.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Hearing Impaired differs from Central
Auditory Processing Disorder (APD/CAPD)
Signs APD could be present:
● Unusual sensitivity to loud sounds
● Difficulty understanding speech in noisy environments
● Difficulty following directions, especially directions with more
than one step
● Difficulty telling the difference between similar-sounding
speech sounds
● Only an Audiologist can test/verify ADP is present
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Speech and Language Disorders
May Be Associated With:
• Hearing loss
• Cleft lip or palate
• Cerebral Palsy and
other motor problems
• Learning Disabilities
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Speech and Language Disorders
May Be Associated With:
•
•
•
•
Autism
Developmental delays
Traumatic Brain Injuries (TBIs)
Apraxia
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
SLPs/SLTs Have Many Roles in Schools
•
•
•
•
•
Prevention of communication disorders
Identification of students at risk for later problems
Screening/Formally Evaluating students’ communication skills
Development and implementation of IEPs
Providing Direct and Consultation Services
Language
Language
Voice
Non-verbal
Articulation
Articulation
Stuttering
Stuttering
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
SLPs/SLTs Have Many Roles in Schools
•
•
•
•
Documentation of outcomes
Collaboration with teachers and other professionals
Advocacy for teaching practices
Participation in research projects
Language
Language
Voice
Non-verbal
Articulation
Articulation
Stuttering
Stuttering
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
SLPs/SLTs Work With Children in a
Variety of Ways
• Combine communication goals with TIER I interventions.
– Integrate classroom objectives
– Help students understand and use basic language concepts
– Support reading and writing
– Increase students’ understanding of texts and lessons
Language
Language
Voice
Non-verbal
Articulation
Articulation
Stuttering
Stuttering
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
SLPs/SLTs Work With Children in a
Variety of Ways
• Services can vary depending on students’ needs
– Monitoring or periodic screenings
– Collaborating and consulting
– Small group or individual sessions (“pull-out”)
– Classroom based services (“push-in”)
Language
Language
Voice
Non-verbal
Articulation
Articulation
Stuttering
Stuttering
Speech and Language Quick Facts and Tips
Autumn (Griffin) Bryant, M.A., CCC-SLP/L, 2009 ©
Articulation
Difficulty pronouncing speech sounds
Students need to practice these sounds (phonemes) in words and then phrases and then sentences and work
their way up to conversation. For students at the conversation level, you can work out a reminder system to let
them know if their speech sound was good or not. For example touch your glasses if the speech sound was good.
Stuttering/Fluency
Disruptions in the smooth flow of speech (e.g., hesitations, repetitions)
Give these students plenty of time to talk. Model slow easy speech and give them advanced notice when they
will be called upon or work out a cueing system.
Pragmatics
The social use of language (e.g. facial expressions, body language, manners)
The classroom and other social settings (e.g., lunchroom, gym, after school activities) are perfect places to
encourage skills such as appropriate eye gaze, greetings, conversations, body language, facial expressions,
turn taking, and personal space.
Language
Systematic, rule-driven communication, including grammar and vocabulary
Receptive Language – understanding language (i.e., following directions, understanding word meanings, etc.)
Expressive Language – using language (i.e., giving directions, using correct grammar)
Language is all around us. You use it to communicate what you want for breakfast, the answers to the
Science quiz, and everything in between. You model great language skills when you teach. For students with
language difficulties, try giving multiple examples, visual aids to support what you say, and directions broken
down into smaller steps. Teachers and SLPs can also brainstorm ways to incorporate specific classroom
lessons into speech therapy or specific speech goals into classroom work.
Observation
Observing students in class is an important step to following up on a referral.
1. Try not to call on the student in question as soon as the SLP arrives.
2. Engage the student in conversation or class discussions. Use open-ended questions.
3. Have the student read aloud.
4. Call on the students multiple times if possible.
.
Remember…
One of the most important connections
between the students and myself is
YOU!!!
References
ž merican Speech-Language-Hearing Association (ASHA). (2010). The
A
role of the slp in schools: a presentation for teachers,
administrators, parents, and the community. Retrieved from
http://www.asha.org/uploadedFiles/Roles-Responsibilities-SLP-SchoolsDOs-and-DONTs.pdf
žilienthal, Nicole. (2008). What does a speech- language pathologist
L
(slp) do? Speech- Language Pathology Information. Retrieved from
http://www.speechpathologyguru.com
ž erkel-Piccini, Robyn. (2001). I know you’re a speech pathologist…
M
but what do you do? Super Duper Publications. Retrieved from
http://www.superduperinc.com