© 2009 The McGraw-Hill Companies, Inc. Students with Communication Disorders Chapter 7

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the History of Communication Disorders? Speech Correctionists Speech Correctionists Speech Therapists Speech Therapists Speech/Language Pathologists Speech/Language Pathologists

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is Communication? 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. 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. Language is a rule-governed system of arbitrary symbols that stand for meaning. Speech is the physical production of that system. Speech is the physical production of that system.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are the Four Speech Systems? Respiration - the breathing that supports speech Respiration - the breathing that supports speech Voicing - the sound powered by the vocal folds/chords 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 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 Articulation - the formation of speech sounds by the lips, tongue, and other structures

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Five Components of Spoken Language? Phonology deals with the system of speech sounds and the rules governing their use; the smallest significant unit of sound is a phoneme. 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. 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. 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. Semantics is a system of rules governing the meaning of words and word combinations. Pragmatics is the use of language. Pragmatics is the use of language.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the IDEA 04 Definition? 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. 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.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the ASHA Definition of Communication Disorders? A speech disorder is an impairment of the articulation of speech sound, fluency, or voice. 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. 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.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the Prevalence of Communication Disorders? 2.3% of students aged 6-17 received services for speech and language impairments in 2005 (OSEP, 2006). 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). 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. 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. If both primary and secondary disabilities were considered, communication disorders would be the largest IDEA category.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is a Secondary Language Disorder? 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. 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.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are the Causes of Communication Disorders? Language Disorders Language Disorders Functional and nonorganic Functional and nonorganic Biological Biological Environmental factors can increase risk. Environmental factors can increase risk. Speech Disorders Speech Disorders Structural malformations in or around the mouth Structural malformations in or around the mouth Functional causes Functional causes Interacting organic and functional Interacting organic and functional Neurological damage and psychological factors Neurological damage and psychological factors

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Possible Characteristics of Students with Language Disorders? (continued to the next slide) Primary Language Disorder Primary Language Disorder Problems with one or several components of language 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 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 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 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 Pragmatics disorder – significant difficulties fitting into social settings due to difficulties in language use

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Possible Characteristics of Students with Language Disorders? (continued) Secondary Language Disorder - generally influenced by cognitive abilities or by the underlying syndrome Secondary Language Disorder - generally influenced by cognitive abilities or by the underlying syndrome

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Possible Characteristics of Students with Speech Disorders? Characteristics of speech disorders relate to the areas of voice, articulation of speech sounds, and/or fluency. 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. A voice disorder is the atypical production of voice quality, pitch, and/or loudness. An articulation disorder is the atypical production of speech sounds. 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. A fluency disorder is the atypical flow of verbal expression, characterized by impaired rate and rhythm, such as stuttering.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students How are Students with Language Disorders Identified? 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. 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 A family history Tests of expressive and receptive language skills Tests of expressive and receptive language skills Observational checklists and teacher reports Observational checklists and teacher reports Interviews with the student, as appropriate Interviews with the student, as appropriate Language sample, which is an analysis made of elicited conversational speech Language sample, which is an analysis made of elicited conversational speech

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students How are Students with Speech Disorders Identified? Articulation test – the evaluation of child’s ability to produce speech sounds in isolation, words, sentences, and spontaneous speech 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 Auditory discrimination assessment – the ability to tell the difference in different sounds Fluency evaluation Fluency evaluation Voice evaluation Voice evaluation Hearing test Hearing test Case history Case history Samples of the child’s work Samples of the child’s work Checklists or scales completed by parents and/or those who work with the child in the educational setting Checklists or scales completed by parents and/or those who work with the child in the educational setting

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students How Should English Language Learners be Identified? First, determine whether the child should be assessed in the native language. First, determine whether the child should be assessed in the native language. Determine whether presenting problems are also evident in the home and community. 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. Assess both basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) in both the first language and the second language. BICS are basic conversational abilities that LEP students may master quite easily. 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. CALP entails more complex, abstract language use related to problem solving, evaluating, and inferring.

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What Do I Teach Students with Communication Disorders? Enhance speech and language skills Enhance speech and language skills Enhance communication skills Enhance communication skills Teach functional skills for language Teach functional skills for language Use language intervention materials Use language intervention materials Supplement with computer software Supplement with computer software Collaboration efforts Collaboration efforts

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students How Do I Teach Students with Communication Disorders? Teach skills as they would naturally occur in conversation. Teach skills as they would naturally occur in conversation. Use effective teaching strategies including: Use effective teaching strategies including: direct instruction, direct instruction, reciprocal teaching, reciprocal teaching, cognitive and metacognitive strategies, and cognitive and metacognitive strategies, and graphic organizer graphic organizer Modeling Modeling Expansion Expansion Self-Talk Self-Talk Parallel-talk Cloze Procedures

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What Are Considerations for the Instructional Environment? Provide space Provide space Clearly define areas Clearly define areas Vary materials Vary materials Present authentic settings Present authentic settings Encourage interaction and communication Encourage interaction and communication Plan for heterogeneous groupings Plan for heterogeneous groupings Implement community instruction Implement community instruction

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What Types of Instructional Technology Can Be Used? Augmentative and alternative communication Augmentative and alternative communication Picture or word boards Picture or word boards Voice output communication Voice output communication

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Some Considerations for the General Education Teacher? Most students with speech/language disorders are served in general education classrooms. Most students with speech/language disorders are served in general education classrooms. Collaboration with other professionals is key. Collaboration with other professionals is key. Involve families. Involve families. Encourage peer interaction. Encourage peer interaction. Model correct speech. Model correct speech. Provide a motivating environment. Provide a motivating environment.