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Students With Speech and Language Disorders (Understanding Speech and…
Students With Speech and Language Disorders
Understanding Speech and Language Disorders
Development of the Study of Speech and Language Disorders
Emergence of a Profession
Contemporary Practices
Definition of Speech and Language Disorders
a communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child’s educational performance
Concepts to Describe Speech and Language Disorders
Communication is the exchange of information and knowledge among participants
Elements of Language
Language is the system of symbols, governed by complex rules, that individuals use for communication, and it is based on their culture
Language Disorders
Receptive Language Problem Behaviors
Responds inconsistently to sounds or speech
Has difficulty understanding what gestures mean
Often is unable to follow simple directions
Repeats questions, apparently as a strategy for formulating an answer
Subvocalizes what others say
Has a short attention span even for preferred activities
Sometimes looks “blank” when spoken to
Often does not understand abstract concepts
Seems not to comprehend the concept of taking turns during conversation
Is easily distracted by extraneous sounds when receiving a communication
Has problems understanding when a word has multiple meanings
Has difficulty using phonics as a method for decoding words
Often gives inappropriate answers
Has difficulty learning new vocabulary
Has difficulty with sequencing (e.g., events in a story, days of the week)
Expressive Language Problems
Has difficulty formulating questions
Struggles to learn songs and rhymes
Often uses pronouns incorrectly (e.g., he, they, you)
Seems unusually quiet
Does not easily interact with classmates and other peers
Has trouble with word finding (e.g., substituting the word “thing” or “stuff” for more precise words)
Has an overall vocabulary level lower than that of peers
Seldom contributes to class discussions
Uses primarily very simple, short sentences
Uses words incorrectly or leaves out key words or details
Sometimes puts words in incorrect order in sentences
Prefers more physical behavior to verbal expressive communication
Rambles when telling a story or responding to questions, demonstrating a lack of structure and order to oral communication
Uses an excessive number of “ums,” pauses, and repetitions
Relies heavily on words that describe concrete ideas rather than abstract ones
Reluctant to ask for assistance when confused about classroom assignments or tasks
Fails to recognize cues that signal to stop talking (e.g., a classmate’s sigh or attempt to begin speaking)
Significant memory problems
Elements of Speech
Speech is the use of the oral channel for exchanging information and knowledge. Hundreds of muscles and structures can be involved in speech
Speech Disorders
Many young children experience articulation disorders, including omissions (bo for boat), substitutions (wan for ran), or additions (ammaminal for animal). These errors are considered disorders only when they persist beyond the typical developmental period
Prevalence of Speech and Language Disorders
approximately 1.03 million students ages 6 to 21 received services for a speech or language disorder as their primary area of disability.
Causes of Speech and Language Disorders
Biological Causes
Environmental Causes
Characteristics of Individuals with Speech and Language Disorders
Cognitive and Academic Characteristics
Academic Characteristics
Speech and Language Disorders and Reading
Social and Emotional Characteristics
Many students with speech and language disorders struggle socially and emotionally
Behavior Characteristics
Students with emotional and behavior disorders should be screened for the presence of language disorders. This type of screening sometimes is skipped with this group of students because of the immediate need to address their behaviors.
Appropriate language interventions should be designed with input from speech-language pathologists for students needing these services.
Screening and intervention should occur as early as possible. Students benefit from language instruction primarily when they are very young, and missing this opportunity is likely to lead to later emotional and behavior problems. A proactive approach emphasizing prevention is far superior to later attempts at remediation.
Speech and Language Disorders and Other Disabilities
Identifying Speech and Language Disorders
Assessment
Speech Assessments
Language Assessments
Receptive and expressive vocabulary
Ability to retrieve words as needed (sometimes called word finding)
Comprehension and processing of sentences
Correct use of the rules of grammar
Comprehension of stories and other narratives
Ability to produce language, whether to tell a story or to participate in a conversation
Assessment for Students Whose First Language Is Not English or Whose Use of English Is Nonstandard
Eligibility
Given the student’s age, does the student have a significant delay or difference in speech or language that would be considered a speech or language impairment?
Does the student’s speech or language impairment adversely affect the student’s educational performance?
Can the student benefit from special education intervention?
How Learners with Speech and Language Disorders Receive Their Education
Early Childhood
The Importance of Early Intervention
Approaches for Early Speech and Language Intervention
Elementary and Secondary School Services
Inclusive Practices
Transition and Adulthood
Recommended Educational Practices for Students with Speech and Language Disorders
Speech-Language Services and Literacy Instruction
Communication Using Technology
Augmentative and Alternative Communication
Technology for Language Practice
Perspectives of Parents and Families
Helping Parents to Develop Children’s Language Skills
Diversity and Speech and Language Interventions
Trends and Issues Affecting the Field of Speech and Language Disorders
Differences versus Disorders in a Multicultural Society
Language Differences
Use literature written in various dialects (e.g., short stories, poems, dialogue). Students can read passages out loud, compare ways people talk with ways they write, and discuss spelling variations.
Play music with lyrics in various dialects. Have students write out lyrics and discuss the language used (e.g., its authenticity).
Recognize and respect student dialects by allowing their use without correction during classroom discussions, when they are writing in journals, or acting out plays with dialogue.
Have students explore the grammatical rules of a dialect. They might try to create lessons for teaching the dialect to others or try translating a poem in standard English to a dialect.
Instruction in Action Breaking the Code on Code-Switching
Language Code-Switching
Dialectical Code-Switching
Digital Language Code-Switching
Other Cultural Influences on Communication
The Use of Evidence-Based Practices
Collection of data.
Use of data for decision making
Professional education