©2015 cengage learning. all rights reserved. chapter 16 facilitating speech, language, and...

©2015 Cengage Learning.All Rights Reserved.

Chapter 16Facilitating Speech, Language, and

Communication Skills


Defining Speech, Language, and Communication Skills

• Communication is the exchange of thoughts and ideas, feelings, emotions, likes, and dislikes– Nonverbal communication—gestures and

body language.– Printed word—written communication.


Defining Speech, Language, and Communication Skills (continued)

• Speech is the sound system of a language.

• It depends on the ability to make and produce sound.– Verbal communication—speaking out loud to

another.


Defining Speech, Language, and Communication Skills (continued)

• Language is a code or symbol system that enables individuals to express ideas and communicate them to others who use the same code. – Syntax—grammar.– Semantics—word meaning.


Language Acquisition

• Environmental perspective– The child will imitate spoken language,

therefore learning to speak.– Children from educated mothers hear more

words and therefore are more able to use words to get what they want.


Language Acquisition (continued)

– Infant-directed speech• Motherese.• Using a high-pitched voice to talk to the very

young.• Using short, simple sentences.• Infants attention is maintained, exposing them to

the use of language and encouraging attempts.



• Innateness perspective– Language unfolds as the child matures.– Children are more likely to learn language if it

holds meaning for them.



• Integrated explanation1. The maturationally determined mechanism

for learning language.

2. The input, or quality and timing of the child’searly language experiences.

3. The use the child makes of input; thestrategies the child devises for processingspoken language and then reproducing it.


Sequences in Language Acquisition

• Prelinguistic communication– Crying– Cooing– Babbling– Intonation


Sequences in Language Acquisition (continued)

• First words and sentences– Vocabulary

• Practicing vowel and consonant combinations.

– Receptive language• Understanding or recognizing of language.

– Expressive language• Sending of language – speech, gesture, sign, etc.



• Early sentences– Syntax

• How words are put together.

– Holophrastic speech• Single word to convey entire thought.

– Telegraphic speech• Simple, two-word sentences.

– Private speech• Helps direct behavior.



• Language complexity– Use of “W” questions– Transforming positives to negatives– Indicating more than one– Conveying ownership– Overregularization

• Grammatical misconstructions.


Alternative Language Systems

• Nonverbal communication– Adults should respond to the body language

while giving the child the words to say.

• Augmentative communication systems– Use of gestures, signs, symbols, or pictures to

communicate with others.– Voice synthesizer.– Picture Exchange Communication System.


Alternative Language Systems (continued)

• Signing– Observe and see what signs are already in

place.– Teach simple signs.– Move slowly, picking a child’s favorites to sign– Speak and act naturally when signing.


The Naturalistic Language Environment

• Arranging a language-learning environment– Teachers arrange the environment so that all

children can talk.– Teachers make sure that there are things to

talk about.


The Naturalistic Language Environment (continued)

• Teacher’s expectations– Children should have a reason to

communicate.– Children should be given time to share their

ideas.– Teachers and children need to become good

listeners and alert responders.



• The role of questions– Ask open-ended questions.– Provide a role model for how to answer

questions.– Language play and practice.– Information gathering.



• Activities– Materials that are new and unique– Field trips– Life experiences– Picture books– Songs, rhymes, chants, and word-play– Active playtime



• Direct assistance– Choice making– Mand-model– Topic continuation– Time delay– Incidental teaching



• Milieu teaching– Child initiates communication.– Teacher needs to make sure that initiation by

the child continues, by• Being readily available.• Showing interest in the child’s questions.• Prompting a response.• Being conscious of keeping contact brief.• Making sure the contacts are pleasant.


Speech Irregularities

• Articulation errors– Omissions—leaving out sounds.– Substitutions—interchanging sounds.– Additions—inserting sounds not part of the

word.– Distortions—deviations in speech sounds.


Speech Irregularities (continued)

• Lisping– Lisping usually goes away on its own unless

adults encourage it by commenting on it.

• Dysfluency– Stuttering that does not correct itself.



• Guidelines– Make sure that the child is well rested.– Provide comfort and care, reduce tension.– Have fun with language.– Discipline with calmness.– Offer activities where a child can be

successful.



• Do not– Correct or nag a child.– Call attention to speech irregularities.– Hurry a child.– Compare a child’s speech to another.– Attempt to change a child’s handedness.



• Referral– Early warning signs

• Watch for severe delays in talking.• Watch for dysfluencies.• Watch for child to become withdrawn from social

activities that require speech.• When in doubt, refer to a specialist for further

testing.



• Intervention– One-on-one therapy is best.– Teachers, specialists, and parents need to

work together.– The more repetition and practice the child

has, the better the therapy will work.


English Language Learners

• Children should not be forced to give up their native language.

• Children should not be labeled language impaired because of a language deficiency.

• Children should be offered opportunities to practice the new language in a relaxed, play setting.

©2015 cengage learning. all rights reserved. chapter 16 facilitating speech, language, and...

Documents

learning language

language speech

use of language

spoken language

body language

expressive language

cengage learning

alternative language