Speech and Language DisordersBy: Caini Csak & Nina Mounivong

Speech & Language Disorders Video: http://

www.youtube.com/watch?v=D3g9lQoWNxM Questions:

1. What did you notice about the process of speech therapy in the video between Bo and the speech pathologist?

2. Why do you think the speech pathologist was asking questions?

3. What did you notice about the way Bo was communicating?

Identifying Speech and Language Disorders1. Does the student follow simple directions?

Identifying Speech and Language Disorders

2. Does the student understand the meanings of words that others understand?

3. Does the student have a limited vocabulary compared with age peers?

Identifying Speech and Language Disorders

4. Does the student understand longer, more complex sentences?

Identifying Speech and Language Disorders

5. Does the student follow the general rules for grammar?

Identifying Speech and Language Disorders

6. Does the student have more than normal difficulty finding the correct word?

Identifying Speech and Language Disorders

Speech Disorder It is characterized by the impairment of voice or

difficulties in the fluency and articulation of sounds

Children who have difficulty in the oral production of language are considered to have a speech disorder

It is divided into 3 distinct yet related categories:1. articulation2. voice3. fluency

Speech DisordersArticulation

DisorderVoice

DisorderFluency Disorder

• Omissions of speech

• Substitutions of speech sounds

• Additions of speech sounds

• Hoarseness• Pitch

(high/low, squeaky)

• Loudness• Resonance

(nasal)

• Flow of speech is unusually irregular

• Marked by stoppages

• Repetitions• Unusual

pauses

Language DisorderCharacterized by the difficulty

in understanding (receptive) and using (expressive) language

Children have problem receiving information and/or formulating an acceptable adequate response

Communication Disorder Child has difficulty using his/her speech and

language skills effectively to communicate thoughts, ideas, wants, and needs

Criteria for Identification Speech Disorder:

A disorder in language formulation that may be associated with neurological, psychological, physical, or sensory factors, that involves perceptual motor aspects of transmitting oral messages, and that may be characterized by impairment in articulation, rhythm, and stress

Consider assessment information from a variety of sources, including specific speech assessments relating to one or more of the following which interferes with expressive communication: mild to severe deficits or delays in articulation (e.g.

pronunciation, oral motor functioning) mild to severe difficulties with speech fluency (e.g.

stuttering) mild to severe voice difficulties (e.g. pitch, rate,

quality)

Ministry of Education

Criteria for Identification Language Disorder:

A learning disorder characterized by an impairment in comprehension and/or use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical, or sensory factors, and which may:

a) Involve one or more of the form, content, and function of language in communication and

b) Include one or more of the following: Language delay Dysfluency Voice and articulation development which may or

may not be organically or functionally based

Ministry of Education

Criteria for Identification Language Disorder: Consider assessment information from a variety

of sources, including assessments relating to one or more of the following which interferes with communication: mild to severe deficits or delays in the

comprehension and/or use of oral language mild to severe deficits or delays in the

comprehension and/or use of written language (reading and writing)

significant deficits or delays in phonemic awareness skills which directly contribute to difficulties in reading and writing development

Ministry of Education

FACTORS:

Augmentative and Alternative

Communication (AAC) What is the most important vocabulary relevant to the individual?

What are the individual’s cognitive abilities?

Communication

What are the individual’s physical abilities?  

Is the individual motivated and interested in using AAC?

Tests

Misconceptions About Speech and Language Disorders

1. Speech and language disorders are synonymous2. Stuttering affects all ages and both genders equally3. Speech and language disorders are not related to intelligence4. Articulation disorders in very young children, especially, are not serious, and correction is rarely worth the effort of the risk of trauma5. If an individual has a speech or language disorder, that individual also has a learning disability

Equity Issues Teacher bias/lack of knowledge IEP (the development of SMART goals for

student achievement) Classroom environment (integration) Differentiated instruction (accommodation and

modification that is not geared towards their strengths)

Funding (technology and support) Availability Speech and Language Pathologist

The Case of Brent BRENT, in senior kindergarten, is the eldest of

five children. For the first two months of school, his only form of communication was a slight nodding of the head. Brent seemed unwilling to follow class routines, did not socialize with other children, and refused to comply with direct requests by the teacher. While Brent eventually did begin to speak, his utterances were mumbled and scant. At times, it seemed as though his answers were designed to cause difficulty or mock the teacher.

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The Case of Brent Following kindergarten, Brent was placed in

a self-contained class that emphasized behaviour modification. In the new setting, his disruptive and non-compliant behaviour persisted. Brent’s special class teacher suggested to the in-school Team that he be assessed by the board’s speech and language pathologist, a request supported by the principal and Brent’s parents. Test results showed that, in both expressive and receptive language, Brent was functioning at the age level of two and half years: results with profound implications.

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The Case of Brent The IPRC review is to be held next week to

discuss Brent’s situation. Neither the teacher nor the educational assistant in the behaviour class has any special training in areas of speech and language, but both are willing to undertake any program to help Brent, as long as they are given professional advice and supervision. The school board has one full-time speech and language specialist with a very busy schedule. She visits the school twice weekly where she works with two children in a regular grade 1 class. If Brent were placed here, she would include him in her twice-weekly sessions.

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The Case of Brent The grade 1 class, though, is a very

busy and somewhat noisy setting in a pod-style room with three other primary classes. The specialist feels that, given the intensity of Brent’s language needs, this may not be as helpful a setting as the behaviour class where things are much quieter and more controlled. The principal is now seeking opinions from the In-school team.

Page. 236

The Case of Brent At your table groups create an Individual

Education Plan for Brent From a kindergarten perspective or grade

1 perspective Pick a subject to focus the IEP on

(example: social studies, literacy, etc.), review the curriculum expectations

Improvise with the case study if you do not have enough information

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Modifications Depending on the type of speech or language

disorder, modifications will vary to meet the needs of the student: Develop an IEP for the student that will gear

towards their strength in speech, language, and communication

Take home assignments Time extensions

 

Structure the physical environment

Restate a student’s phrases using appropriate grammar

Introduce new words in a variety of context

Restate a student’s phrases in a more accurate way.

Encourage students to express his/her thoughts.

Make sure not to draw on the student’s mistakes.

Create situations that promote the use of oral language

Make sure not to draw on student’s inaccuracies.

Provide opportunities for interactive games and activities.

Be sensitive to the student’s current speech/language development.

Speech and Language

Strategies For The Classroom

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Accommodations

• Extended opportunities for student to communicate

Technology Low technology: signing and gestural

systems (e.g. PIC, rebus, Blissymbolics)or pictorial and traditional orthography (spelling).

High technology: communication aids have printed and/or speech output (e.g., a word processor or a voice output communication aid such as an Alpha Talker)

The specific configuration of the communication system(s) and the complexity of the vocabulary needs to be custom designed for the individual child

Assessment Strategies

Community Agencies & Supports

Resources Practicing Initial Sounds:http://www.youtube.com/watch?v=t80PKhWjlb0&index=4&list=UUYcrKmI733iovBilWAhNz-Q Learning and Teaching Strategies:http://www.sess.ie/categories/specific-speech-and-language-disorders/receptive-language-disorder/tips-learning-and-teac Ontario Association For Families and

Children with Communication Disordershttp://www.oafccd.com/ Canadian Assocciation of Speech-Language

Pathologists and Audiologistshttp://caslpa.ca/

References Course Book: Special Education in Ontario

Schools Learning and Teaching Strategies:http://www.sess.ie/categories/specific-speech-and-language-disorders/receptive-language-disorder/tips-learning-and-teac Communication Disorders Handbookhttp://www.ed.gov.nl.ca/edu/k12/studentsupportservices/publications/communicationdisordershandbook.pdf Toronto Speech and Languagewww.tpsls.on.ca/ Silver Creek Preschool (Handout)http://www.silvercreekpreschool.ca/