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UNDERSTANDING SPEECH & LANGUAGE DEVELOPMENT 11/01/2013 1 Jane W. Murphy, M.S., CCC-SLP ACS...
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Transcript of UNDERSTANDING SPEECH & LANGUAGE DEVELOPMENT 11/01/2013 1 Jane W. Murphy, M.S., CCC-SLP ACS...
Jane W. Murphy, M.S., CCC-SLP ACS Elementary 1
UNDERSTANDING SPEECH & LANGUAGE DEVELOPMENT
11/01/2013
Jane W. Murphy, M.S., CCC-SLP ACS Elementary
2
What you’ll learn
By the close of this course you will Understand the difference between speech,
language and communication, Understand the risk factors that might
contribute to speech and/or language disorders,
Begin to identify at-risk children, Understand and begin to use specific
terminology, and Understand the outcomes of effective
intervention .
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Speech vs. Language
Speech: the motor action occurring from combined use of the upper body muscles producing inhalation, exhalation, phonation and articulation.
We have to learn to modulate our Vocalization for volume, pitch, resonance and intonation Articulation for intelligibility Fluency for clarity and meaning
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Speech vs. Language
Language: the use of identified methods that make up a cultural communication system. This can be hand use, word use or unaided altogether.
It is often composed of a phonology morphology semantics syntax grammar pragmatics
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Communication
Considerations of the third component it takes two to tango! message produced – message received message understood!
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Development
Predisposition for language (Vygostky) …what children learn on their own and without aided
guidance isn’t a true reflection of what they understand.
language deployed by adults can scaffold children’s development, yielding what he called a “zone of proximal development”
Speech production is learned early, yet takes up to 7 years to develop into a refined model.
Refer to the handout on English speech sound development.
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Disorders vs. developmental delay
Know the developmental milestones of typical child development .
Disorders occur outside of this ‘typical’ time period.
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Disorders
Oral motor disorder Articulation disorder Phonological disorder Language disorder
Word finding problems Expression-verbal and/or written problems Literacy: listening, speaking, reading and
writing Pragmatic disorder
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Oral motor disorder
Cause: muscle weakness or poor transmission of neural messages to the peripheral system.
Dysarthria: is caused by a decrease in muscle tone. Babies who demonstrate poor feeding are often ultimately diagnosed with low oral tone. This leads to speech production delays.
Apraxia: is caused by a disruption of the neural transmission of movement to the muscles. This causes problems in a coordination of speech sounds into words. Early signs of speech apraxia has an impact on a child’s ability
to read and leads to further disruption of reading comprehension.
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Example of apraxia of speech
http://www.youtube.com/watch?v=pCw3Jn7NW_s
11/01/2013
Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Example of dysarthria
http://www.youtube.com/watch?v=EHNSBo3SsmY
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Articulation disorder
Specific problems relating to producing speech sounds
Children develop a rapid coordination of speech sounds into words. If muscle tone is weak or the messages are interrupted, speech disorders occur.
Types of Articulation problems: Substitutions Omissions Transpositions
Dialect and regional accents are NOT a disorder
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Phonological Process disorder
Patterns of sound error productions Fronting – “tup”/cup, “das”/gas Backing - “gog”/dog Consonant Cluster reductions –
“boken”/broken Vowel irregularities
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Language disorders
A continuum of problems that relate to listening, speaking, reading and writing.
A child may present with any of the following difficulties: Word finding problems, Learning new vocabulary Following directions or understanding a sequence of thought Sound-to-letter correspondence Reading fluency & comprehension Repeating sequences of numbers, letters or words Spelling problems Written expression (including grammar, syntax and semantics)
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Communication disorders
Inability to transmit information to others, given linguistic and social norms.
Speech production & language formation may be within normal limits but if the message isn’t received correctly, Communication Breaks Down
Autism spectrum disorders Pragmatic disorders
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Voice Disorders
Problems associated with the pitch of voice – puberty issues with boys volume – too high can be a pragmatic
disorder resonance quality –talking inappropriately
through the nose harsh, hoarse or raspy due to respiration
and/or over use, cancer
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Fluency Disorders
Fluency means the flow of speech Speech becomes dysfluent when
Something interrupts the rhythm of the message. Repetitions Long pauses Hesitations Prolongations
Caused by ???
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Risk Factors
Drug and/or alcohol use during pregnancy
Pre term births Birth complications Feeding problems Neurological problems Lack of home stimulation Developmental or PDD Deafness Physical disabilities 11/01/2013
Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Incidence
6.1 million children in the U.S. receive special education services Of that, 1.1 million of those children receive speech
and/or language services!! However, this number does not include all
of the children who have speech and/or language problems secondary to other conditions (deaf or hard of hearing, PDD, autism, cerebral palsy)
WHO estimates that about 15% of the world's population lives with some form of disability
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Identification
By 3-to-4 years, be attentive to poor articulation poor message formation and expression poor or decrease vocabulary use limited direction following poor ability to remember sound-symbol
relationships inability to count in a sequence or say the
alphabet inability to clap to sounds or syllables in words
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Risk factors for literacy disabilities
late talkers speech production disorders motor apraxias; speech and limb language delay disinterest in reading any type of text
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Reading Experiences of Children with Developmental Disabilities These children have fewer opportunities for being involved with
literacy experiences; These children experience significant communication impairments
and are further impaired by intrinsic or individual factors such as Their specific disability type, Degree of physical impairment and Cognitive, perceptual or linguistic abilities
They often have significant language disorders which leads to reading impairments;
Many times educators have trouble understanding that children who don’t use speech can still learn to read; and
Low expectations of learning potential leads to decreased language and literacy experiences and/or sophistication.
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Spoken language abilities are closely related to literacy development - however, children diagnosed with mild-to-moderate articulation impairments do not necessarily have trouble with literacy learning.
Children with speech impairments demonstrate deficits in phonological awareness, narrative and print related skills.
Phonological awareness skills have been identified as being the best predictor of reading outcomes.
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Importance of intervention
phonological processing skills (phonological awareness, working memory, use of phonological codes to maintain information in memory)
language processing (comprehension and use of morphology, syntax, production of narratives and comprehension of figurative language).
…leads to significant literacy impairments in later years.
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Jane W. Murphy, M.S., CCC-SLP ACS Elementary
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Next steps…
Develop a policy for screening speech & language use in KG 1 & 2 and any student who is enrolled up to G6,
Develop policies for intervention and monitoring of student’s progress
Develop a Tier Approach to Intervention (s)/RTI Develop a Reading Recovery Program for
students no longer receiving daily reading intervention (generally beyond G5)
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Feel free to come…
Thanks for listening You can find me in Elementary School
11/01/2013Jane W. Murphy, M.S., CCC-SLP ACS Elementary