1. Ellen Kester, Ph.D Bilinguistics Kara Anderson, M.A. BilinguisticsRegion 13 Education Service CenterApril 11, 2011Austin, Texas

2. Learner Objectives Participants will: Review bilingualism in special populations Review best practices for children with Social/emotionalDisorders, Cognitive Delays, and Multiple Disorders Discuss cultural & linguistic differences in relation toSpecial populations Discuss language of intervention for special populations Review treatment options for special populations Identify communication needs in case studies 3. Bilingualism in SpecialPopulations Cultural Importance 4. Culture and Disorders Different cultures have different beliefs aboutdisabilities and developmental differences. Treatment plans need to consider familyculture and values. Individualism vs. Collectivism Family view of disabilities Role of women vs. role of men Views of time and space Rituals 5. Parent Involvement Treatment considerations Need to consider long-term goals Home language Language of academic instruction Parents need to be involved for education and advocacy. 6. Special Populations Social-Emotional Disorders Cognitive Disorders Disorders of Motor-Speech Production Multiple Disabilities 7. Find the Learning State Behavior problems are common to manychildren with these disorders Behavior modification is the first step to getthe child ready to learn Behavior schedules should be individualizedand adjusted regularly 8. Behavior Modification Strategies Routine, routine, routine! Visual schedules Timers Positive Reinforcers Social map (visual) Consistent consequences Functional Behavior Assessment for children who show negative behaviors 9. A Bilingual Approach Decision for language of intervention isindividualized but somewhat systematic. Language of intervention needs to match thechilds environment. Need for different languages in differentsettings (Grosjean) Good language models are critical 10. A systematic approach to bilingualism Languages of intervention should mirror languages of communication needs. Home School Other Target goals that can generalize but may needspecific instruction in each language. Specifically teach language structures that areunique to one language or the other. 11. Disorder Classes Social-Emotional 12. Selective Mutism Definition Selective Mutism is a disorder in which a child does not choose to speak in at least one social setting. However, the child can speak in other situations. Selective mutism typically occurs before a child is 5 years old and is usually first noticed when the child starts school. (ASHA.org) 13. Selective Mutism-Treatment Children with severe selective-mutism demonstrated improvement after receiving medication Global, functioning, Speech outside of family (Manassis, K 2008) Children with mild to moderate selective mutism increased with behavior interventions Kearney, CA (2010) 14. Selective MutismIntervention for the SLP Team Effort:Collaborate with your counselor Dont force the issue no power struggles Establish trust Dont react to accidental talking Drama therapy Use puppets (Oon, 2010) Start with simple noises Look at puppet, not child Tell this puppet to imitate noises 15. Autism Definition Autism is a developmental disability that causes problems with social skills and communication. Autism can be mild or severe. It is different for every person. Autism is also known as autism spectrum disorders (ASHA.org). 16. Autism Spectrum Disorders Limited research in this area. Language of instruction for children withAutism common topic of discussion Generalization is a difficult skill for manychildren with Autism Cannot assume a child with Autism willgeneralize from one language to another.Teaching in each language necessary. 17. Winners Categories of Social Functioning Severely Challenged Social Communicator Challenged Social Communicator Emerging Social Communicator Nuance Challenged Social Communicator Weak Interactive Social Communicator Socially Anxious Social Communicator Neurotypical Social Communicator Resistant Social Communicator 18. Treatment from WinnersPerspective Joint attention and intent to communicate Critical to address the social impairment inorder to affect linguistic improvement The ILAUGH model of social thinking Initiating communication is unfamiliar Listening with eyes and brain Abstracting and Inferencing Understanding perspective Getting the big picture; gestault Humor and human relationships 19. Bilingualism and Autism Natural generalization for typical children inbilingual environments. Generalization is difficult for children withAutism Compartmentalized information 20. Disorder ClassesCognitive Impairments 21. Cognitive Impairments Down Syndrome Fragile X Cerebral Palsy (sometimes) Others 22. Down Syndrome Children with Down Syndrome have cognitive disabilities resulting from Trisomy 21 and associated with language learning difficulties, especially expressive language problems. 23. Research on Bilingualism and Down Syndrome Bilingual children with Down Syndromedemonstrated similar profiles for languageabilities as their monolingual peers. No evidence of detrimental effects ofbilingualism (Kay Raining Bird, et. Al, 2005) It is possible for people with Down Syndrometo learn a second, even third language Input drives output similarly for monolingualsand bilinguals with Down Syndrome 24. Disorder Classes Multiple Impairments 25. Multiple Impairments Crouzon Syndrome Cerebral Palsy (sometimes) Fetal Alcohol Syndrome Many others 26. Crouzon SyndromeDefinition Characterized by premature craniosynostosis (joining of skull bones), underdevelopment or atrophy of the midface, and thepresence of shallow eye sockets. congenital absence of the auditory meatus is theprincipal ear anomaly Affects less than one half of one percent of live births 27. Crouzon Syndrome: Communication DifficultiesThe major communication difficulties result from: The degree of palatal involvement The severity of the oral cavity misalignment, The type and degree of hearing loss Anomalies in the growth patterns of the skull. 28. Intervention with MultipleDisorders Like Cognitive and Social, we have to addressbehavioral and social (joint attention) beforespeech-language change can be made. Project-base therapy Consider AAC 29. Bilingualism & AAC Considerations: Topics used in home and school environments Communication partners in each language Percentage of use of each language The syntactic structure of the languages The phonotactic structure of the languages Subtle differences in the languages AAC Systems for Bilinguals Vantage Lite, Vanguard Plus Springboard Dynavox 30. The Overall Goal The highest performance communication possible. AAC users routinely indicate that the two most important things for them are: Saying exactly what they want to say, and Saying it as fast as they can(The AAC Institute, 2006) 31. Take home points First/concurrently, address factors that will interfere with language intervention Behavior Social skills Psychological skills Bilingual considerations should always reflect the childs language environment Short-term to long-term Everyday, all day 32. Visit us at bilinguistics.com 33. For more great resources visit our resource library at SpeechPathologyCEUs.net 34. Thank You!