COMMUNICATION DISORDERS

CHAPTER 10

CHAPTER 10

  Communication Disorders: exist independent of IQ

  Language: communicative system of symbols defined by rules, i.e. spoken words, writing, signing, gestures

  Speech: physical process used to verbalize language

Language and speech disorders can exist together or by themselves.

LANGUAGE

What words mean, how to make new words, how to put words together, and what word combinations fit certain situations

  Language disorders

  Expressive and Receptive language

  Dialects

LANGUAGE DISORDERS

  Primary = no known cause   Specific language impairment   Early expressive language delay   Language-based reading impairment

  Secondary = result of another condition or disorder

Those with language disorders may be able to correctly pronounce (using effective speech) but can struggle putting more than 2 words

together.

SPEECH

Physically verbalizing through articulation, voice and fluency by using coordinated movements of oral cavity (tongue, lips, jaw, teeth, etc).

  Phonological disorders

  Articulation disorders   Voice   Fluency   Motor speech

One with speech challenges can be verbally difficult to understand, but may have the ability to effectively use words and phrases to express

ideas.

COMPONENTS OF SPEECH FUNCTION

SPEECH DISORDERS

  Fluency Disorder   Stuttering

  Motor Speech Disorders (neurogenic)   Dysarthia   Apraxia

  Voice Disorders

VOICE DISORDERS

clarity of pitch, loudness or quality; produced in the larynx

  Functional

  Organic

  Neurological

Symptoms: hoarseness, aphonia, breathiness, abnormal pitch, inappropriate volume

EDUCATIONAL CONSIDERATIONS

• Question asking strategies • Guiding questions help students think through problems successfully

• Teacher’s role to both instruct language, and teach how to use language.

• Teachers must consider their own use of language as well

TEACHING LITERACY

• Decoding is the ability to transfer written words into speech

• Collaboration is critical for providing explicit and systematic intervention in reading. • Use speech-pathologists, and special education teachers as resources.

ASSESSMENT OF PROGRESS

• Dynamic assessments involve a cycle of teaching, followed by testing, and then reteaching as necessary.

• Curriculum-based language and Communication Assessment (CBLA) • This measures a student’s speech, language and communication skills required to learn the school curriculum.

EARLY INTERVENTION

• The earlier intervention begins, the greater the chance that the student will acquire effective language skills.

• Functional language is the most important tool and is the foundation for learning

EARLY INTERVENTION IN DELAYED LANGUAGE DISORDERS

• Students that are delayed in language may use prelinguistic communication, such as, gestures or vocal noises.

• It is important to provide intervention in the context in which children use language for normal social intervention. • Milieu teaching: naturalistic teaching built around providing language with the child’s interests.

Resources

  American Speech-Language-Hearing Association:   http://www.asha.org/public/speech/development/

language_speech.htm

  National Institute on Deafness and other Communication Disorders   http:/www.nidcd.nih.gov/

  More facts on Language and Speech development concurrent with age:   http://www.abilitypath.org/areas-of-development/communication--

speech/hearing/articles/what-is-speech-and-language-02.html

  Speech-Language Pathologist Blogs:   http://topicsinspeechandlanguage.blogspot.com/   http://www.playingwithwords365.com/