1. Communication Supports in the Early Childhood Classroom
Many thanks to Andrea Kirkman, M.S., CCC-SLP, Siskin Children’s Institute for her support

2. Articulation: What is it?
Articulation (phonetic or speech) impairments are mispronunciations or omissions of speech sounds
They are considered by some to be the most common communication disorder in school populations.
They are due to a disorder of oral motor movement or a flawed rule system

3. Articulation: Examples
Substitution of one sound for another (tar for car)
Omission of sounds (at the initial, medial, or final positions, as in ca for cat)
Distortion of sounds
Addition of extra sounds

4. Articulation: Concerns
Atypical patterns
Context
Intelligibility based on setting and person
Struggle to form sounds
Poor imitation
Limited oral motor movements

5. Articulation: Supports
Set a good speech model/example
Repeat/model the mispronounced word correctly without correcting the child
Model with emphasis
Take away the meaning; focus on sound
Pair a visual sign with the sound
Don’t pressure; mistakes are okay!
Talk and read with the child
Encourage pleasant speaking opportunities

6. Fluency (stuttering): What is it?
It is estimated over 3 million Americans stutter (Stuttering Foundation of America)
Occurs most frequently in young children between 2 and 6 years of age
Stuttering affects 4 times as many boys as girls
25% of all children go through a stage of development during which they stutter
Early identification and intervention are crucial

7. Fluency: Concerns
Frequent repetitions of speech sounds, syllables, or words
Frequent prolongations of speech sounds, syllables, or words
Inability or difficulty starting a word
Facial grimacing or struggles with speech
Upper body struggles with speech efforts

8. Fluency: Supports Do not react negatively
Do not ask the child to repeat correctly
Listen attentively
Keep natural eye contact
Speak in a slow, relaxed manner
Wait for the child to say the intended word by not interrupting or finishing the words for her/him

9. Language: What is it?
Language is a complex system of symbols & rules that we learn to use in order to communicate ideas and express our wants/needs
Receptive language is what a person understands
Expressive language is the ability to convey information meaningfully

10. Language: Concerns Difficulty understanding others
Difficulty expressing wants/needs or making self understood
Absence of words by 18 months
Poor social interaction with peers in activities like play
Difficulty following simple directions
Delayed developmental language milestones

11. Language: Supports
Be a model: keep it simple, talk about the concrete, and use clear speech
Expand on what the child says
Repeat what the child says, but use the correct form of the word and grammar
Repetition will help the child develop understandings of concepts and solidify knowledge
Demonstrate/model/gesture/show so the child will understand the meaning

12. Language: Supports
“Play dumb”—pretend to not understand while encouraging child to use his/her language to clarify
Disrupt expectations
“Mess up”
Be quiet
READ, READ, READ!!!

13. Delay versus disorder: Children at risk
Prematurity
Socio-economic status
Prenatal exposure to drugs or alcohol
Multiple births
Recurrent ear infections (otitis media)

14. Communication issues specific to diagnosis
Down Syndrome
Autism
Hearing loss
Cerebral Palsy
Cleft palate
Apraxia
Developmental delay

15. Impact of communication disorder or delay
Frustration
Interference with social relationships
Effect on self image
When a child cannot respond to a situation verbally, s/he will often respond physically
Affects learning and performance in the classroom

16. Forms of communication
Our educational goals for children involve moving them from the least abstract to the most abstract forms of communication
tantrum (least abstract)
motor
object
gestures
pictures
signs
verbal (most abstract)

17. Teacher supports for communication
Understand the child’s form of communication
Use visual supports
Break down complex or multi-step tasks
Keep messages simple and concrete
Offer choices
Talk about “do” rather than “don’t”
Use sign language

18. Visual supports: Purpose
Provide structure that allows a student to anticipate what will happen next
Reduce anxiety by providing the student with a vision of his/her day
Promote calmness between transitions
Promote expressive language
Promote understanding

19. Visual supports: Benefits
Increase independence by allowing the child to start an activity without adult support
Provide motivation to work through a less favored activity knowing a more favored activity is to follow
Visual schedules provide a structure which encourages the student to begin to do some choice making

20. Visual supports: Types
Daily schedule
Transition symbols
First/then
Sequence boards

21. Resources
National Association for the Education of Young Children (NAEYC); (
TEIS (Tennessee Early Intervention System)
First Words Project (
Child Care Resource and Referral Center (
Center for the Social and Emotional Foundation for Early Learning (
American Speech-Language-Hearing Association (ASHA); (