Understanding speech & language development

Jane W. Murphy, M.S., CCC-SLP ACS Elementary 1

UNDERSTANDING SPEECH & LANGUAGE DEVELOPMENT

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Jane W. Murphy, M.S., CCC-SLP ACS Elementary

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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 .11/01/2013


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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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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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Communication Considerations of the third component

it takes two to tango! message produced – message received message understood!

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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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Disorders vs. developmental delay

Know the developmental milestones of typical child development .

Disorders occur outside of this ‘typical’ time period.

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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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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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Example of apraxia of speech

http://www.youtube.com/watch?v=pCw3Jn7NW_s

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Example of dysarthria http://www.youtube.com/watch?v=EHNS

Bo3SsmY

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http://www.youtube.com/watch?v=EHNSBo3SsmY

http://www.youtube.com/watch?v=EHNSBo3SsmY


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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 disorder11/01/2013


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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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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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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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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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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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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


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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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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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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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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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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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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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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

Understanding speech & language development

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