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/