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Students with Students with Communication DisordersCommunication Disorders

Chapter 7Chapter 7

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What is the History of What is the History of Communication Disorders?Communication Disorders?

Speech CorrectionistsSpeech Correctionists Speech TherapistsSpeech Therapists Speech/Language PathologistsSpeech/Language Pathologists

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What is Communication?What is Communication?

CommunicationCommunication is the process by which one is the process by which one individual expresses ideas, feelings, opinions, individual expresses ideas, feelings, opinions, or messages to others and receives and or messages to others and receives and understands ideas, feelings, opinions, or understands ideas, feelings, opinions, or messages from others. messages from others.

LanguageLanguage is a rule-governed system of is a rule-governed system of arbitrary symbols that stand for meaning. arbitrary symbols that stand for meaning.

SpeechSpeech is the physical production of that is the physical production of that system. system.

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What are the Four Speech Systems?What are the Four Speech Systems?

Respiration -Respiration - the breathing that supports speech the breathing that supports speech Voicing -Voicing - the sound powered by the vocal the sound powered by the vocal

folds/chords folds/chords Resonance -Resonance - the means by which sound is the means by which sound is

changed as it travels through the cavities of the changed as it travels through the cavities of the neck and headneck and head

Articulation - Articulation - the formation of speech sounds by the formation of speech sounds by the lips, tongue, and other structuresthe lips, tongue, and other structures

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What are Five Components of What are Five Components of Spoken Language?Spoken Language?

PhonologyPhonology deals with the system of speech sounds and the deals with the system of speech sounds and the rules governing their use; the smallest significant unit of sound rules governing their use; the smallest significant unit of sound is a is a phoneme.phoneme.

MorphologyMorphology involves the rules governing the use of the involves the rules governing the use of the smallest significant unit of meaning, the smallest significant unit of meaning, the morpheme.morpheme.

SyntaxSyntax refers to the rules of word function and word order. refers to the rules of word function and word order. SemanticsSemantics is a system of rules governing the meaning of words is a system of rules governing the meaning of words

and word combinations.and word combinations. PragmaticsPragmatics is the use of language. is the use of language.

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What is the IDEA 04 Definition?What is the IDEA 04 Definition?

A speech or language impairment A speech or language impairment is a is a communication disorder, such as stuttering, communication disorder, such as stuttering, impaired articulation, a language impairment, impaired articulation, a language impairment, or a voice impairment, which adversely affects or a voice impairment, which adversely affects a child’s educational performance. a child’s educational performance.

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What is the ASHA Definition of What is the ASHA Definition of Communication Disorders?Communication Disorders?

A A speech disorder speech disorder is an impairment of the is an impairment of the articulation of speech sound, fluency, or voice.articulation of speech sound, fluency, or voice.

A A language disorderlanguage disorder is an impairment or the is an impairment or the deviant development of comprehension and/or deviant development of comprehension and/or use of a spoken, written, and/or other symbol use of a spoken, written, and/or other symbol system. It may involve 1) the form of system. It may involve 1) the form of language, 2) the content of language, and/or 3) language, 2) the content of language, and/or 3) the function of language in communication in the function of language in communication in any combination.any combination.

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What is the Prevalence of What is the Prevalence of Communication Disorders?Communication Disorders?

2.3% of students aged 6-17 received services for speech 2.3% of students aged 6-17 received services for speech and language impairments in 2005 (OSEP, 2006). and language impairments in 2005 (OSEP, 2006).

Almost 22% of all children who received services for Almost 22% of all children who received services for disabilities under IDEA in the 2002 school year received disabilities under IDEA in the 2002 school year received services for speech disorders (ASHA, 2007). services for speech disorders (ASHA, 2007).

About half of students receiving services under IDEA About half of students receiving services under IDEA have a communication disorder as a secondary disability.have a communication disorder as a secondary disability.

If both primary and secondary disabilities were If both primary and secondary disabilities were considered, communication disorders would be the considered, communication disorders would be the largest IDEA category.largest IDEA category.

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What is a What is a Secondary Language Disorder?Secondary Language Disorder?

Some children may have difficulty Some children may have difficulty learning learning and and usingusing spoken language spoken language as a result ofas a result of another disability, such as an intellectual another disability, such as an intellectual disability, an emotional or behavioral disorder, disability, an emotional or behavioral disorder, a learning disability, or an autism spectrum a learning disability, or an autism spectrum disorder. disorder.

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What are the Causes of What are the Causes of Communication Disorders?Communication Disorders?

Language DisordersLanguage Disorders Functional and nonorganicFunctional and nonorganic BiologicalBiological Environmental factors can increase risk.Environmental factors can increase risk.

Speech DisordersSpeech Disorders Structural malformations in or around the mouthStructural malformations in or around the mouth Functional causesFunctional causes Interacting organic and functionalInteracting organic and functional Neurological damage and psychological factorsNeurological damage and psychological factors

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What are Possible Characteristics of What are Possible Characteristics of Students with Language Disorders?Students with Language Disorders?

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Primary Language DisorderPrimary Language Disorder Problems with one or several components of languageProblems with one or several components of language Phonological disorder – Phonological disorder – using phonological processes, rules using phonological processes, rules

that simplify adult speech forms, beyond the normal period of that simplify adult speech forms, beyond the normal period of using these processes using these processes

Morphological disorderMorphological disorder – – omission or misuse of specific omission or misuse of specific morphemes beyond the normal age to do so morphemes beyond the normal age to do so

Semantic Disorder – Semantic Disorder – difficulties in difficulties in vocabulary, retrieving a vocabulary, retrieving a word when it is needed, or multiple meanings and figurative word when it is needed, or multiple meanings and figurative languagelanguage

Pragmatics disorder – Pragmatics disorder – significant difficulties fitting into social significant difficulties fitting into social settings due to difficulties in language usesettings due to difficulties in language use

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What are Possible Characteristics of What are Possible Characteristics of Students with Language Disorders?Students with Language Disorders?

(continued)(continued)

Secondary Language Disorder - generally Secondary Language Disorder - generally influenced by cognitive abilities or by the influenced by cognitive abilities or by the underlying syndromeunderlying syndrome

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What are Possible Characteristics of What are Possible Characteristics of Students with Speech Disorders?Students with Speech Disorders?

Characteristics of speech disorders relate to the Characteristics of speech disorders relate to the areas of voice, articulation of speech sounds, areas of voice, articulation of speech sounds, and/or fluency. and/or fluency.

A A voice disordervoice disorder is the atypical production of is the atypical production of voice quality, pitch, and/or loudness. voice quality, pitch, and/or loudness.

An An articulation disorderarticulation disorder is the atypical is the atypical production of speech sounds. production of speech sounds.

AA fluency disorder fluency disorder is the atypical flow of verbal is the atypical flow of verbal expression, characterized by impaired rate and expression, characterized by impaired rate and rhythm, such as stuttering. rhythm, such as stuttering.

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How are Students with Language How are Students with Language Disorders Identified?Disorders Identified?

Speech-language pathologists (SLP) rely on standardized, Speech-language pathologists (SLP) rely on standardized, norm-referenced tests, informal measures, and the norm-referenced tests, informal measures, and the perceptions and concerns of those who are significant in perceptions and concerns of those who are significant in the child’s life. 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 Language sample, which is an analysis made of elicited

conversational speechconversational speech

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How are Students with Speech How are Students with Speech Disorders Identified?Disorders Identified?

Articulation test Articulation test –– the evaluation of child’s ability to produce speech the evaluation of child’s ability to produce speech sounds in isolation, words, sentences, and spontaneous speech sounds in isolation, words, sentences, and spontaneous speech

Auditory discrimination assessment Auditory discrimination assessment –– the ability to tell the the ability to tell the difference in different sounds difference in different sounds

Fluency evaluationFluency evaluation Voice evaluationVoice 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 Checklists or scales completed by parents and/or those who work

with the child in the educational setting with the child in the educational setting

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How Should English Language How Should English Language Learners be Identified?Learners be Identified?

First, determine whether the child should be assessed in the First, determine whether the child should be assessed in the native language. native language.

Determine whether presenting problems are also evident in the Determine whether presenting problems are also evident in the home and community. home and community.

Assess both Assess both basic interpersonal communication skillsbasic interpersonal communication skills (BICS) and (BICS) and cognitive academic language proficiencycognitive academic language proficiency (CALP) in both the first language and the second language. (CALP) in both the first language and the second language. BICS are basic conversational abilities that LEP students may master BICS are basic conversational abilities that LEP students may master

quite easily. quite easily. CALP entails more complex, abstract language use related to problem CALP entails more complex, abstract language use related to problem

solving, evaluating, and inferring.solving, evaluating, and inferring.

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What Do I Teach Students with What Do I Teach Students with Communication Disorders?Communication Disorders?

Enhance speech and language skillsEnhance speech and language skills Enhance communication skillsEnhance communication skills Teach functional skills for languageTeach functional skills for language Use language intervention materialsUse language intervention materials Supplement with computer softwareSupplement with computer software Collaboration effortsCollaboration efforts

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How Do I Teach Students with How Do I Teach Students with Communication Disorders?Communication Disorders?

Teach skills as they would Teach skills as they would naturally occur in conversation. naturally occur in conversation.

Use effective teaching strategies Use effective teaching strategies including:including: direct instruction, direct instruction, reciprocal teaching, reciprocal teaching, cognitive and metacognitive cognitive and metacognitive

strategies, andstrategies, and graphic organizergraphic organizer ModelingModeling ExpansionExpansion Self-TalkSelf-Talk

Parallel-talkParallel-talk Cloze ProceduresCloze Procedures

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What Are Considerations for the What Are Considerations for the Instructional Environment?Instructional Environment?

Provide spaceProvide space Clearly define areasClearly define areas Vary materialsVary materials Present authentic settingsPresent authentic settings Encourage interaction and communicationEncourage interaction and communication Plan for heterogeneous groupingsPlan for heterogeneous groupings Implement community instructionImplement community instruction

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What Types of Instructional What Types of Instructional Technology Can Be Used?Technology Can Be Used?

Augmentative and alternative communicationAugmentative and alternative communication Picture or word boardsPicture or word boards Voice output communicationVoice output communication

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What are Some Considerations for the What are Some Considerations for the General Education Teacher?General Education Teacher?

Most students with speech/language disorders Most students with speech/language disorders are served in general education classrooms.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.