1. ASHLEY N. LYONS, M.ED. Atypical Language Development

2. Overview Typical Language Development Communication Disorders Case Study Assessing Language and Speech Development Activity

3. Typical Language/Speech Development (Heward, 2006) 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

4. Speech vs. Language Delays/Disorders Language- effects formulation of language meaning Speech effects physical properties of speech sounds Delay vs. Disorder effects service delivery

5. Speech Impairments Types of speech impairments  Articulation disorders  Fluency disorders  Voice disorders

6. Language Disorders Language disorders  Receptive language disorder  Expressive disorder Communication differences are not disorders  Complex mix of issues

7. Stop and Reflect True or False? 1. Unclear articulation of speech sounds & an inability to imitate the speech sounds heard by others indicates a speech impairment. 2. Significant vocabulary gain is representative of a language disorder 3. Reliance on using the word “thing” to refer to words that a child cannot remember may indicate a speech disorder 4. Continuing to express needs with a prevalence of one-or two-word sentences at age 4 is typical of preschool children

8. Stop and Reflect True or False? 5. All speech and language disorders are biological 6. Young children that stutter often likely have a speech or language impairment. 7. Young children who have difficulty remembering & retrieving words should be evaluated for a delay or disorder. 8. Young children who are unable to use more than 3-4 word sentences by age 4 will need special intervention.

9. Developmental Apraxia A closer look for a specific disorder http://www.youtube.com/watch?v=XNB0ihI2srQ

10. The Development of Speech Discuss with one another: What patterns of speech did you observe?

11. Assessment of Language and Speech Clinical Assessments Norm-referenced/standardized Educational Assessments Developmental/curriculum-based

12. Case Study: Gabriel

13. Gabe’s Developmental History Born near expected date but complications with the birthing process Jaundice Many specialists to rule out issues through 1 st year Babbled, made sounds, etc. ‘on time’ Walking came slightly later than usual but still within expected timeframe At 2, unintelligibility of speech became more apparent Diagnosed at about 2 1/2, but questions remain (speech and language improves daily too!)

14. Assessing Gabe Peabody Picture Vocabulary Test (PPVT): normed and standardized Peabody Developmental Motor Scales (PDMS)

15. Peabody Picture Vocabulary Test

16. 16 What is Authentic Assessment? “Authentic assessment refers to the systematic recording of developmental observations overtime about the naturally occurring behaviors of young children in daily routines by familiar and knowledgeable caregivers in the child’s life.” ( Bagnato & Yeh Ho, 2006) in the child’s life.” ( Bagnato & Yeh Ho, 2006)

17. Assessment, Evaluation, and Planning System (AEPS)

19. Medical Diagnosis vs. Educational Diagnosis Is there a difference? Informed clinical judgment Diagnostic tests Part C eligibility Part B eligibility

20. Stop and Reflect True or False? 1. The AEPS is an inauthentic assessment because it is not standardized 2. Using multiple assessments, and at least one within the context of a child’s daily routines and activities, helps to make more accurate eligibility determinations for speech/language disorders 3. Parents should never be consulted about their children’s speech because they may lie

21. Stop and Reflect True or False? 4. The Peabody Picture Vocabulary Test should never be used because standardized assessments overestimate eligibility 5. In the state of Ohio, both norm-referenced and curriculum- based assessments must be used to determine eligibility for Part B (preschool) services for language disorders and delays 6. Clinical diagnosis and educational diagnosis are the same thing and allow children to qualify for services in either setting.

22. Observing Gabe https://ksutube.kent.edu/playback.php?playthis=03d sm73jew1

23. Activity In small groups (elbow partners), discuss the following: Consider what types of possible communication issues you think Gabriel may have Discuss the ways you think an accurate diagnosis may be brought about Who should be involved in making the diagnosis? How might the results of the Peabody Vocabulary test and that of the AEPS differ? How might they complement one another? What are the implications? Several ‘partners’ share thoughts with class 1

24. 24 Final Thoughts for addressing language delays in the classroom Collaboration with team members *Family members/parents as part of the team Engage multiple strategies *Authentic assessments in the natural environment improve both accuracy of assessment and helps teachers and SLPs, even Parents, plan appropriate Instruction/intervention

25. A little humor as we depart