Language and Communication

• Definitions • Developmental scales • Communication disorders • Speech Disorders • Language Disorders • Interventions

Definitions

• Speech behavior of producing a language code by making appropriate vocal sound patterns .

• Involves respiration; phonation; resonation; articulation • Communication exchange of ideas and information • Paralinguistic or nonlanguage sounds and nonlinguistic cues • Language common system used by people for giving meaning to sounds, words, gestures, and other symbols • Phonology- linguistic rules of the 45 phonemes • Morphology- basic units of meaning combined into words • Syntax- rules governing arrangement of words into sentences • Semantics- how people use language to convey meaning • Pragmatics- rules on how language is used (e.g. turn taking)

Speech and Language Dvlpmt

(0-2 years) • Birth to 6mos – Crying; comfort sounds; vowel sounds; reacts to voices; follows sound • 6 to 12 months – Differentiated babbling; develops voice inflections; responds to “bye-bye” and “no” • 12 to 18 months – Poor pronunciation; points with possible word connection; responds to simple commands • 18 to 24 months – Echolalia; large growth in acquisition and speech; receptive vocab up to 1000 words by age 2; distinguishes common objects

Speech and Language Dvlpmt

(2+ years) • 2 to 3 years – Expressive vocab up to 900 words with 3-4 words sentences; participates in conversation; identifies colors, plurals; tells stories; follows commands; uses most vowels and consonants correctly • 3 to 4 years – Speaks rapidly; asks many questions; longer sentences; understands concepts such as secret, bigger, funny; substitutes real words for invented ones; repetitions and hesitations are normal.

• 4 to 5 years – Vocab up to 1500 words and sentences 5 words; modifies speech for listener; recites poems and sings songs from memory • 5 years plus – Complex forms of English; Blends and consonant sounds mastered at age 7-8; grammar and speech patterns match those in frequent contact

Communication Disorders

• When stuttering, impaired articulation, language impairment, or voice impairment which adversely affects educational performance • Common concerns – Substitutions; distortions; omissions; additions; cluttered fluency; stuttering; phonation distortions; resonance (hyper or hyponasal) • Receptive language disorder sequences or directions difficulty with • Expressive language disorder limited vocabulary, incorrect tenses or plurals that make it difficult to express one’s self.

Assessment of Language Disorders

• Conversational Analysis – Role of Listener – Role of Speaker • Narration Analysis – Comparison of story to retelling • Writing Analysis – Writing Process – Writing Product • Problem Solving – Alternative approaches to expression

Interventions

• Create numerous opportunities for desired child responses (holding up a toy and asking “What do you want?” • Encourage responses and attempts http://sign2me.com/video.php

• Structure adult responses to a child’s communication (e.g., the child points outside and says “Come wiff me” and the adult responds “I’ll come with you.”) • Give student choices and elicit responses • Set up naturalistic situations with unexpected ones • Provide interesting materials • For preparation in reading, see strategies on phonological awareness.

Sum it up

• How can a receptive language disorder affect a student’s education?

• How can an expressive language disorder affect a student’s education?

• How can receptive difficulties lead to expressive difficulties?

• How can modeling help with communication disorders?