topic 4 lang dev_presch teacher guide to language dev

7/28/2019 Topic 4 Lang Dev_Presch Teacher Guide to Language Dev

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A Preschool Teachers Guide to

Speech and LanguageIntervention


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What is Speech Language Pathology:

A health profession that evaluates,diagnoses, and treats speech, language,

cognitive-communication, and swallowing

disorders.


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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


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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



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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.



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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)


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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


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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



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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.



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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



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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


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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.



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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


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



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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.



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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.



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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.


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



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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



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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.



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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.


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


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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.



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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.



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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



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Stuttering

Adapted from Zebrowski, Patricia M.,

Ellen M. Kelly. Manual of StutteringIntervention. Clifton Park: Singular

Publishing Group, 2002.

Zebrowski & Kelly, 2002


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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.



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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



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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

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