-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
1/26
A Preschool Teachers Guide to
Speech and LanguageIntervention
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
2/26
What is Speech Language Pathology:
A health profession that evaluates,diagnoses, and treats speech, language,
cognitive-communication, and swallowing
disorders.
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
3/26
Language VS. Speech
Language is made up of socially shared rules that
include:
What words mean
How to make new words
How to put words together
What word combinations are best in what situations
Speech: The actual act of producing the sounds
http://www.asha.org/public/speech/development/language_speech.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
4/26
Language is made up of socially shared
rules
3 Subtypes of Language:
Receptive Language- How the childunderstands and processes what is being saidto them.
Expressive Language- How the child sharesthoughts, ideas, and feelings using speech.
Pragmatics- The social and emotional use oflanguage
http://www.asha.org/public/speech/development/language_speech.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
5/26
Speech: The actual act of producing the
sounds
Components of Speech include:
Articulation: the movement of the lip, tongue, and jaw to produce thesounds of speech
Intelligibility: The percentage that you are able to understand what thechild is saying
Dysfluency (Stuttering): The many forms of interruptions in the productionof speech that prevent easy, effortless, and smooth flow of speech.
Voice: The use of vocal folds and breathing to create sounds
Oral Motor: How the child uses oral strength and coordination to produceadequate articulatory precision, and swallow safely and efficiently.
http://www.asha.org/public/speech/development/language_speech.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
6/26
Speech and Language Milestones
Adapted from the American Speech-
Language - Hearing AssociationsHow Does Your Child Hear and Talk?(http://www.asha.org/public/speech/development/chart.htm)
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
7/26
Birth to 3 months
Receptive Language:
Startles at loud sounds
Quiets or smiles when spoken to
Seems to recognize familiarvoices and quiets if crying
Increases or decreases suckingbehavior in response to sound
Shared attention with anotherperson
Expressive Language:
Makes pleasure sounds (cooing
and gooing)
Cries differently for different needs
Smile when he/she sees you
http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
8/26
4-6 months:
Receptive Language
Moves eyes in direction of sounds
Responds to changes in tone ofyour voice
Notices toys that make sounds
Pays attention to music
Emerging two-way engagement(peek-a-boo)
Responds to name
Expressive Language
Babbling sounds more speech-likewith many different soundsincluding/p/,/b/,/m/
Chuckles and laughs
Vocalizes excitement anddispleasure
Makes gurgling sounds when left
alone and when playing with you
http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
9/26
7 months to 1 year:
Receptive Language
Enjoys games like pat-a-cake
Turns and looks in direction ofsounds
Listens when spoken to
Recognizes words for commonitems like "cup", "shoe", "book", or"juice
Begins to respond to requests(e.g. "Come here" or "Wantmore?")
Expressive Language
Babbling both long and shortgroups of sounds ex: "tata upupbibibibi
Uses speech/non-crying sounds toget/keep attention
Uses gestures to communicate(waving, holding arms to bepicked up)
Imitates different speech sounds
Has one or two words (hi, dog,mama) around first birthday.
http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
10/26
What can I do to help? Birth to 1 year
Check the child's ability to hear. Pay attention to ear problems andreoccurring infections.
Reinforce the baby's communication by making meaningful eyecontact, and imitating vocalizations.
Repeat/Imitate laughter and facial expressions.
Teach the baby to imitate actions, such as peek-a-boo, pat-a-cake,or waving bye-bye.
Talk while you are doing things ex: dressing or feeding
Talk about where you are going, what you are doing, and who orwhat you'll see.
Talk about colors, practice counting, teach animal sounds
http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
11/26
1 to 2 Years
Receptive Language:
Points to a few body parts whenasked.
Follows simple commands andunderstands simple questions
("Roll the ball," "Kiss the baby,""Where's your shoe?").
Listens to simple stories, songs,and rhymes.
Points to pictures in a book whennamed.
ExpressiveLanguage:
Says more words every month.
Uses some one- or two- wordquestions ("Where kitty?" "Go bye-bye?" "What's that?").
Puts two words together ("morecookie," "no juice," "mommybook").
Uses many different consonant
sounds at the beginning of words.
At 19-24 months should be 25-50% intelligible
Participates in back and forth twoway engagement and
communication.http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
12/26
What can I do to help? 1-2 years Talk while doing things/going places. Point to familiar objects and
say their names.
Use simple but grammatical speech that is easy for the child toimitate. Ex: More cookie
Remember OWL:
Observe what the child is interested in
Wait 10-15 seconds for the child to initiate
Listen to what the child has to say
Expand on words.
Read to the child everyday, talking about the pictures on each page
Have the child point to and/or name pictures and objects.
http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
13/26
2-3 Years
Receptive Language:
Understands opposites ("go-
stop)
Follows two requests ("Get the
book and put it on the table").
Listens to and enjoys hearing
stories for longer periods oftime
Expressive Language:
Has a word for almost everything.
Uses two- or three- words to talkabout and ask for things.
Uses /k/, /g/, /f/, /t/, /d/, and /n/sounds.
Speech is understood by familiarlisteners most of the time.
Asks for/directs attention toobjects by naming them.
Speech is 50-75% intelligible
http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
14/26
What can I do to help? 2-3 years
Use clear, simple speech that is easy to imitate.
Show interest, repeat what the child has said and expand on it.
Ask the child to repeat things that you do not understand and modelcorrect production.
Expand on the child's vocabulary by reading books with simple
sentences.
Name objects and describe the pictures in books, stating synonyms for
familiar words.
http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
15/26
What can I do to help? 2-3 years (cont.) Make a scrapbook to practice naming pictures, use gestures and
speech to teach object function.
Look at family photos and name the people. Write simplephrases/sentences to describe what is happening in the pictures.
Ask the child questions that require a choice, rather than simply a
"yes" or "no" answer. Ex: Do you want milk or juice?
Continue to sing songs, play finger games to introduce the child tothe rhythm and sounds of language.
Help the child group objects into categories.
http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
16/26
3-4 years
Receptive Language:
Hears you when you call fromanother room.
Hears television or radio at the
same loudness level as otherfamily members.
Answers simple "who?", "what?","where?", and "why?" questions.
Expressive Language:
Talks about activities at school orat friends' homes.
Unfamiliar listeners understand
child's speech.
Uses sentences with 4 or morewords often.
Talks easily without repeating
syllables or words.
Masters 50% of consonant andblends
Speech is 80% intelligible
http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
17/26
What can I do to help? 3-4 years
Make silly pictures and help the child explain what is silly about the
picture.
Sort pictures and items into categories, increase the challenge by
asking the child to point out what is different
Expand vocabulary and the length of the child's utterances by:
reading, singing, saying rhymes, talking about the surrounding
environment
http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
18/26
What can I do to help? 3-4 years (cont.)
Read books that have a simple plot, talk about and reenact the storywith the child.
Look at family pictures; have the child explain what is happening.
Take turns asking questions about each picture.
Expand on social communication and storytelling skills by "actingout" everyday activities.
Ask the child to repeat what they said if you do not understand.
http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
19/26
4-5 years
Receptive Language:
Pays attention to a short story andanswers simple questions aboutthem.
Hears and understands most of
what is said at home and inschool.
Expressive Language:
Uses sentences that give details("The biggest peach is mine").
Tells stories that stay on topic.
Communicates easily with otherchildren and adults.
Says most sounds correctlyexcept a few /l/, /s/, /r/, /v/, /z/,/ch/, /sh/, /th/.
Says rhyming words.
Names some letters and numbers.
Uses the same grammar as the
rest of the family.http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
20/26
What can I do to help? 4-5 years
Talk about spatial relationships (ex: in, on) and opposites
Offer a description or clues and have the child identify what you aredescribing.
Work on forming and explaining categories (Ex: sorting pictures of animals,
foods, etc.)
Follow the child's directions as she or he explains how to do something.
Give full attention and praise to the child when he or she is speaking.
Build on the child' s vocabulary, provide definitions and use new words incontext.
Encourage the child to ask for an explanation if he or she does notunderstand what a word means.
http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
21/26
What can I do to help? 4-5 years (cont.)
Expand on the child' s language skills by taking turns, ex: playing "ISpy
Give the child two-step directions
Encourage the child to explain how they have done something.
Draw a picture, and write down the child's story. The child willsoon grasp the power of storytelling and written language.
Play age-appropriate board games with the child.
Have the child help you plan and discuss daily activities, asking fortheir opinion.
http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
22/26
What can I do to help? 4-5 years (cont.)
Play games incorporating things that are the same or different.
Sort items into categories, having the child point out more subtledifferences between objects.
Expand on social communication and narration skills (telling a story)by role-playing.
Read and act out stories with easy-to-follow plots.
Help the child predict what will happen next.
Ask "wh" questions
http://www.asha.org/public/speech/development/chart.htm
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
23/26
Stuttering
Adapted from Zebrowski, Patricia M.,
Ellen M. Kelly. Manual of StutteringIntervention. Clifton Park: Singular
Publishing Group, 2002.
Zebrowski & Kelly, 2002
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
24/26
Normal Disfluencies
Types of Stuttering Phrase Repetitions (I love..I love school)
Interjections (I , um, love school)
Word Repetitions (I..Ilove school)
During their preschool years children are rapidly acquiring languageand speech sounds.
A child acquires receptive concepts before expressive conceptsoften leading to the child knowing what they want, but not how toexpress it.
Many children will begin to display characteristics of disfluencies, asthe child's speech and language improve, the child's disfluenciesimprove.
Zebrowski & Kelly, 2002
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
25/26
Disordered Dysfluencies
Types of stuttering
Part Word Repetitions (W.W.Wow, I love school) Prolongations (WWWWow, I love school)
Blocks ({ silent pause}...I love school)
Frequency: More than 10% of the conversation consists ofdysfluencies
Duration: Stuttering events last longer that 1 second
There are secondary characteristics with stuttering instances: Eye blinks
Facial tension Labored or heavy breathing
You must look to see if it's frequent or inconsistent and if there isnoticeable struggle when speaking
Zebrowski & Kelly, 2002
-
7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev
26/26
Bibliography
Guitar,Barry Ph.D., University of Vermont, Edward G. Conture, Ph.D., VanderbiltUniversity. 7 Tips for Talking with Your Child. The Stuttering Foundation.April2008. Stuttering Foundation of America.http://www.stutteringhelp.org/Default.aspx?tabid=632
How Does Your Child Hear and Talk?American Speech-Language-HearingAssociation. 02 June 2010.
Shipley, Kenneth G., Julie G. McAfee. Assessment in Speech-Language Pathology:A Resource Manual Second Edition. San Diego: Singular Publishing Group, 1998.
Templeton, 1957; Wellman et al., 1931, in Sanders- Journal of Speech and HearingDisorders, 1973.
What is Language? What is Speech?American Speech-Language-HearingAssociation. 02 June 2010.http://www.asha.org/public/speech/development/language_speech.htm)
Zebrowski, Patricia M., Ellen M. Kelly. Manual of Stuttering Intervention. Clifton Park:Singular Publishing Group, 2002.
http://www.stutteringhelp.org/Default.aspx?tabid=632http://www.asha.org/public/speech/development/chart.htmhttp://www.asha.org/public/speech/development/language_speech.htm)http://www.asha.org/public/speech/development/language_speech.htm)http://www.asha.org/public/speech/development/chart.htmhttp://www.stutteringhelp.org/Default.aspx?tabid=632