1. Definitions
Communication involves encoding, transmitting, and decoding messages
Communication involves
A message
A sender who expresses the message
A receiver who responds to the message
Functions of communication
Narrating
Explaining/informing
Requesting
Expressing
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2. Definitions (cont.)
Language is a formalized code that a group of people use to communicate
The five dimensions of language:
Phonology-Rules determining how sounds can be sequenced
Morphology-Rules for the meaning of sounds (e.g., un, pro, con)
Syntax-Rules for a language’s grammar
Semantics- Rules for the meaning of words
Pragmatics-Rules for communication
Speech is the oral production of language
Speech sounds are the product of four related processes:
Respiration-Breathing that provides power
Phonation-Production of sound by muscle contraction
Resonation-Sound quality shaped by throat
Articulation-Formation of recognizable speech by the mouth
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3. Normal Development of Speech and Language
Most children follow a relatively predictable sequence in their acquisition of speech and language
Birth to 6 months: Communication by smiling, crying, and babbling
7 months to 1 year: Babbling becomes differentiated
1 to 1.6 years: Learns to say several words
1.6 to 2 years: Word “spurt” begins
2 to 3 years: Talks in sentences, vocabulary grows
3 years on: Vocabulary grows
Knowledge of normal language development can help determine whether a child is developing language at a slower-than-normal rate or whether the child shows an abnormal pattern of language development
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4. Communication Disorders Defined
ASHA definition
An impairment in the ability to receive, send, process, and comprehend concepts of verbal, nonverbal and graphic symbols systems
IDEA definition
A communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance
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5. Speech Impairments and Language Disorders
Types of speech impairments
Articulation disorders
Fluency disorders
Voice disorders
Language disorders
Children who have difficulty understanding language have a receptive language disorder
Children who have difficulty producing language have an expressive language disorder
Communication differences are not disorders
The way each of us speaks is the result of a complex mix of influences
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6. Prevalence
A little more than 2% of school-age children receive special education for speech and language impairments
Over 21% of all children receiving special education services are served in this category
The second largest disability category under IDEA
Nearly twice as many boys as girls have speech impairments
Children with articulation and spoken language problems represent the largest category of speech-language impairments.
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7. Causes Causes of Speech Disorders Causes of Language Disorders
Cleft palate
Paralysis of the speech muscles
Absence of teeth
Craniofacial abnormalities
Enlarged adenoids
Traumatic brain injury
Neuromuscular impairments
Causes of Language Disorders
Cognitive limitations or mental retardation
Hearing impairments
Behavioral disorders
Environmental deprivation
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8. Characteristics Speech sound errors Fluency disorders Voice disorders
Distortions
Substitutions
Omissions
Additions
Fluency disorders
Stuttering and cluttering are examples of fluency disorders
Voice disorders
A phonation disorder causes the voice to sound breathy, hoarse, husky, or strained
Resonance disorders are hypernasality or hyponasality
Language impairments
An expressive language impairment interferes with production of language
A receptive language impairment interferes with understanding of language
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9. Identification and Assessment
Communication disorders are usually first identified by teacher observations
The speech-language pathologist is the professional with the primary responsibility for identifying, evaluating, and providing services
Evaluation components include a physical examination and testing
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10. Educational Approaches
Treating speech sound errors
Articulation errors and phonological errors:
Discrimination and production activities
Fluency disorders:
Behavioral principles and self-monitoring
Voice disorders
Direct vocal rehabilitation or surgery
Language disorders:
Exploration of expressive language, naturalistic interventions
Augmentative and alternative communication
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11. Educational Placement Alternatives
The vast majority of children with speech and language impairments are served in regular classrooms
Some examples of service delivery models:
Monitoring
Pullout
Collaborative consultation
Classroom-based
Self-contained classroom
Community-based
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12. Current Issues and Future Trends
SLP or LREC
Controversy as to whether services should take a therapeutic versus educational focus
Changing populations mean growing caseloads and more children with severe and multiple disabilities
The changing role of SLPs means that they will have to develop interventions applicable not only in the classroom but by teachers and parents
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