Transcript Training Courses PowerPoint Template

Speech, Language and
Communication Needs (SLCN)in a
range of Special Educational
Needs (SEN)
By Glenn Major, Communication Adviser
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I CAN is the children’s
communication charity.
Our mission is that no
child should be left out or
left behind because of a
difficulty speaking or
understanding.
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What
we do
1. Raise awareness of the importance of
children’s communication
2. Provide information about children’s
communication development
3. Deliver evidenced-based solutions that
help children
4. Run specialist schools for children with
complex needs
3
The communication chain
Processing,
knowledge and
awareness
4
Speech, Language and
Communication
Speech
Semantics
Form
The ‘rules’ of
language
(grammar,
morphology etc)
The meaning of
language
(Vocabulary
Idioms
Inference)
Pragmatics
The use of
language
(Bloom & Lahey 1978)
(Non-verbal aspects
Conversation rules
Register)
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Speech, Language and
Communication
Speech
Semantics
Form
The ‘rules’ of
language
(grammar,
morphology etc)
The meaning of
language
(Vocabulary
Idioms
Inference)
Pragmatics
The use of
language
(Bloom & Lahey 1978)
(Non-verbal aspects
Conversation rules
Register)
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6
10%
with
SLCN
7% SLI
including
1%
severe
and
complex
Poor language
skills
Between 40 and 50% of
children growing up in
areas of deprivation are
starting school with
delayed language (Law, J
et al 2011)
Good language
and
communication
skills
3% as
part of
other
condition
Difficulties arising from
genetic risk factors
Difficulties arising from
environmental risk factors
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Speech, Language and Communication Needs
(SLCN) in Moderate Learning Difficulties (MLD)
Speech
Semantics
Form
The ‘rules’ of
language
(grammar,
morphology etc)
The meaning of
language
(Vocabulary
Idioms
Inference)
Pragmatics
The use of
language
(Bloom & Lahey 1978)
(Non-verbal aspects
Conversation rules
Register)
8
8
Speech, Language and Communication Needs
(SLCN) in Attention Deficit Hyper Activity Disorder
Speech
Semantics
Form
The ‘rules’ of
language
(grammar,
morphology etc)
The meaning of
language
(Vocabulary
Idioms
Inference)
Pragmatics
The use of
language
(Bloom & Lahey 1978)
(Non-verbal aspects
Conversation rules
Register)
9
9
Speech, Language and Communication Needs
(SLCN) in Asperger syndrome and autism
Speech
Semantics
Form
The ‘rules’ of
language
(grammar,
morphology etc)
The meaning of
language
(Vocabulary
Idioms
Inference)
Pragmatics
The use of
language
(Bloom & Lahey 1978)
(Non-verbal aspects
Conversation rules
Register)
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10
Speech, Language and Communication Needs
(SLCN) in Specific Language Impairment (SLI)
during primary years
Speech
Semantics
Form
The ‘rules’ of
language
(grammar,
morphology etc)
The meaning of
language
(Vocabulary
Idioms
Inference)
Pragmatics
The use of
language
(Bloom & Lahey 1978)
(Non-verbal aspects
Conversation rules
Register)
11
11
Speech, Language and Communication Needs
(SLCN) in Specific Language Impairment (SLI)
during secondary years
Speech
Semantics
Form
The ‘rules’ of
language
(grammar,
morphology etc)
The meaning of
language
(Vocabulary
Idioms
Inference)
Pragmatics
The use of
language
(Bloom & Lahey 1978)
(Non-verbal aspects
Conversation rules
Register)
12
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Whatever the
cause, good
language
skills need
‘nature’ and
Born with genetic
‘nurture’
Positive
environment
through lots of
good quality
talk and
interaction with
the child
make-up enabling the
child to be good at
language
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Humans have a need to form
close bonds from birth
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‘Sensitive periods’ in early
brain development
High
Binocular vision
Central auditory system
Habitual ways of responding
Language learning
Emotional control
Peer social skills
Low
0
1
2
3
4
5
6
7yrs
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Responsive interactions
Still face experiment (film clip)
Dr Edward Tronick
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No responsive interactions?
Depriving children of responsive interactions in
first months leads to lasting impact on physical,
emotional and language development
Children who had been reared in a Romanian
orphanage (for between 6-30 months after birth):
• grew up stunted (typical 3yr old was size of
average 2 yr old)
• had extremely low IQs (MLD range)
• displayed more behavioral and emotional
problems than children raised by their parents
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No responsive interactions?
Some damage could be repaired once
children were put into foster care:
• They went through astounding growth spurts
• Their IQs improved markedly
• Their language skills developed
• They became able to express positive emotions
• The risk of emotional disorders such as
depression and anxiety were lowered
• However, they remained highly prone to
psychiatric and behavioral problems such as
aggression and hyperactivity
18 2006
Study by Charles Zineah of Tulane University in New Orleans,
Oral language competence, communication skills, social behaviour,
emotional well-being, resilience and school success
Development of
Theory of Mind Empathy and
understanding of
others
Development of
Executive Function
ability to focus, plan
thinking and actions,
and inhibitory control
Neglectful, withdrawn
or
Intrusive, excessively
stimulating care giving
Secure
infants
(60%)
Insecure
avoidant
infants (20%)
Development of
early language
skills through talk
with care-giver
Unpredictable
and insensitive
care giving
Consistent or
inconsistent
danger
Insecure
resistant
infants (15%)
Disorganised
infants (5%)
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



Substantially greater concentration
More positive emotions
More positive perception of self
Greater social competence and
language skills
 Better performance on achievement
tests
 Greater school adjustment in general
Neglectful, withdrawn
or
Intrusive, excessively
stimulating care giving
Secure
infants
Insecure
avoidant
infants
Unpredictable
and insensitive
care giving
Insecure
resistant
infants
Consistent or
inconsistent
danger
Disorganised
infants
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•
•
•
•
•
•
•
•
•

Poor language skills
Hyper-vigilance (can be confused with ADHD)
Problems with impulse control
Fearfulness - basic need for safety not met
Over familiarity with strangers
Depression
Irrationality
Disorganisation
Poor control of anxiety, tendency to catastrophic thinking
Problems recognising facial expressions
Consistent or
inconsistent
danger
Secure
infants
Insecure
avoidant
infants
Insecure
resistant
infants
Disorganised
infants
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In addition, these children are likely to
• Have substantial problems at school
• Were more likely to show extreme levels of
aggression
• Were more likely to express substantial fear
and or dysphoria (a feeling of emotional and
mental discomfort) miserable-ness
• Poor control of anxiety, tendency to
catastrophic thinking
 Problems recognising facial expressions
Secure
infants
Insecure
avoidant
infants
Insecure
resistant
infants
Disorganised
infants
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Speech, Language and Communication Needs
(SLCN) in Attachment Disorder
Speech
Semantics
Form
The ‘rules’ of
language
(grammar,
morphology etc)
The meaning of
language
(Vocabulary
Idioms
Inference)
Pragmatics
The use of
language
(Bloom & Lahey 1978)
(Non-verbal aspects
Conversation rules
Register)
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So what helps children with
SLCN?
Changes to the way adults use language and
interact with young people who have
communication difficulties
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Adult language
• Model the correct form of what children say and
extend it:
Child : she were runnin’ hall’
Adult: ‘Okay, she was running down the hallway’
or
Adult: ‘she was running down the hallway
because she was late for her lunch’
• Active listening, following the child’s lead.
Understand the world from the child’s point of
view (mind-mindedness). E.g. ‘this looks like a
really good game, tell me what happens here’
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Adult language
• Speak slightly slower than usual - ‘If people talk
too fast and I can’t understand them, it makes me
feel stupid’
• Set the scene before going into detail – ‘e.g. last
week, we talked about good body language, today
we’re going to practise joining in a discussion’
• Give information in small chunks – ‘When people
are saying too many things all at once, I try to
remember and then forget. Then I get worried
about forgetting and panic so I won’t try’
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Adult language
• Give thinking time when you ask a question – ‘I
get muddle up with my words my brain want to
say but my mouth don’t. It makes me angry
because when you walk away it comes back to
you’
• use visual support – spoken words leave little
trace so providing visual support (written key
word reminders, symbols, a flow diagram, quick
doodles to accompany talk, a time line, etc) will
make concepts easier to understand and
information easier to process and remember 27
Adult language
• Ask the young person to ask questions and tell
you when they don’t understand, and reinforce
this with praise – ‘e.g. That’s a good question. I
bet everyone else wanted to ask that, but only you
were brave enough’
• Simplify the grammar and put events in the order
they happen – e.g. ‘first we’ll read the story, then
remember the new words’ NOT ‘before we read
the story, we’ll remember new words
• Write and explain new vocabulary – ‘The worst is
when people use big words I don’t know’
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All sorts of things can get in the way of responsive interactions!
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Questions and discussion:
Are you aware of
communication difficulties in
children you support?
Thanks for taking an interest
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Get in
touch
W:
W:www.ican.org.uk
www.ican.org.uk
E:
E:[email protected]
[email protected]
T:T:020
0207843
78432510
2510
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