1. Speech or Language Disorders
2. Speech Language Pathologist (SLP)
The role of the SLP is changing:
Shifting from individual therapy to consultation with teachers
Serving more and more students with language impairments
Often collaborate with general educators
3. Challenges for Children with SLD
Developing good communication skills
Finding the right technology
Providing necessary advocacy
Developing social and interpersonal skills
4. Definition
Federal Speech or language impairment means a communication disorder, such as stuttering,
impaired articulation, a language impairment, or a voice impairment, that adversely
affects a child's educational performance.
5. Definition-Michigan
R 340.1710 Determination of speech and language impaired.
(1) The speech and language impaired shall be determined through the manifestation of 1
or more of the following communication impairments that adversely
affects educational performance.
6. Definition-Michigan
(a) Articulation impairment, including omissions, substitutions, or distortions of sound,
persisting beyond the age at which maturation alone might
be expected to correct the deviation.
(b) Voice impairment, including inappropriate pitch, loudness, or voice quality.
7. Definition-Michigan
(c) Fluency impairment, including an abnormal rate of speaking, speech interruptions,
and repetition of sounds, words, phrases, or sentences that
interferes with effective communication.
8. Definition-Michigan
(d) One of more of the following language impairments as evidenced by a spontaneous
language sample that demonstrates inadequate language functioning and test results, on
not less than 2 standardized assessment instruments or 2 subtests designed to determine
language functioning that indicate inappropriate language functioning for the child's age:
(i) phonological
(ii) morphological
(iii) syntactic
(iv) semantic
(v) pragmatic use of aural/oral language
9. Definition-Michigan
(3) A determination of impairment shall be based upon a comprehensive evaluation by a
multidisciplinary team which shall include a teacher or speech and
language impaired.
(4) A determination of impairment shall not be based solely on behaviors that relate to
environmental, cultural, or economic differences.
10. Communication
Allows people to interact and transfer information
Includes communication signals
Includes communication symbols
Requires a sender and receiver
11. Speech impairments include:
Voice
Articulation
Fluency or stuttering
12. Speech
Vocal response mode of language
Basis on which language develops
Normal Language Development
predictable sequence or pattern
most children learn to use language without direct instruction
by the 1st grade a students language patterns should match the language patterns that are
around them
13. Speech Disorders
child draws unfavorable attention to themselves
interferes with the ability for them to communicate
cause social or interpersonal problems
14. Articulation Disorders
Atypical production of speech sounds
Most common impairment of school age children:
Substitution
substitute one sound for another
“I tee the wabbit”
15. Articulation
Distort
speech sounds are distorted while attempting to produce them accurately
“Give the pencil to Sally” the /p/ is nasalized
16. Articulation Disorders
Omit
omit certain sounds
“I wanna nana”
Addition
add extra sounds
“I missid her”
17. Other Speech Disorders
Neurological Impairments
Lack of precise motor control needed to produce and sequence sounds causes distorted
and repeated sounds
Fluency Disorder
Stuttering
most common fluency disorder
need a good speech model
improve self esteem
create good speech environment
18. Voice Disorder
abnormal production and/or absences of vocal quality, pitch, loudness, resonance and/or
duration which is inappropriate for the person’s age or sex
most often seen in adults
dysphonia
poor or unpleasant voice quality
19. Voice Disorder
phonation disorder
voice to sound breathy, hoarse, husky, or strained
resonance disorder
too many sounds coming through the air passages of the nose (hypernasality)
not enough resonance of the nasal passages (hyponasality)
denasality
sounds like individual has a stuffy nose
20. Language impairment include:
Form (rule systems: phonology, morphology, and syntax)
Content (intent and meaning-semantics)
Use (application or language in context-pragmatics)
21. Components
phonology
linguistic rules governing a language’s sound systems
45 different sound elements = phonemes
morphology
governs how the basic units of meaning are combined into words
smallest element of language that has a meaning = morpheme
22. Components
syntax
meaningful arrangement of words into sentences
semantics
system of rules that relates phonology and syntax to meaning
language to convey meaning
23. Components
pragmatics
set of rules that relates phonology and syntax to meaning
using language to achieve various communicative functions and goals
using information from the conversational context
Modifying the message to the listeners reaction
knowing how to use conversational skills effectively
beginning and ending a conversation, taking turns
Combination of these components = meaning to words
24. Language Disorders
Receptive Disorders
Understanding language
Expressive Disorders
Communicating
Language delays
25. Language Disorder
Aphasia
loss of speech functions
inability to speak
brain lesions
Organic Speech impairments
functional communication disorders
articulation disorders
26. Language Disorder
cluttering
fluency disorder
speech is very rapid with extra sounds or mispronounced sounds
LD & AI = Language disorders???
27. Language Delays, Language Differences, and language impairments
Delay-normal development pattern at a slower rate
difference- English as a second language or regional dialect
Impairment- language is acquired in an abnormal or atypical developmental sequence,
hinders communication
28. Dialects and Differences
cultural dialects are NOT communication disorders
children with dialects may also have speech and language disorders
29. Prevalence
2nd Largest Disability Category
19% of all students with disabilities
Can co-exist with other disabilities
Coexist 96% of cases of LD
30. Prevalence
Twice as many boys as girls have speech impairments
Children with articulation problems represent the largest category of speech and language
impairments
31. Identification
Prereferral
Analyze school records
Conduct evaluations in the classroom
Suggest alternative instructional procedures and evaluate effectiveness
Collaborate with the family
Consult with the school-based team
32. Identification
Case History
Physical Examination
Evaluation Components
Articulation tests
Hearing tests
Auditory discrimination test
Overall language test
Language sample
Behavioral observance of child’s language competencies in the social context
Arena Assessments
33. Possible Signs of Characteristics of SP/L
Speech
Makes consistent and age-inappropriate articulation errors
Exhibits dysfluencies
Has poor voice quality,
Is excessively loud or soft
34. Possible Signs of Characteristics of SP/L
Language
Is unable to follow oral directions
Is unable to match letters with sounds
Has an inadequate vocabulary
Demonstrates poor concept formation
Has difficulty conveying messages or conversing with others
Has difficulty expressing personal needs
35. Educational Approaches
Instructional supports
Explicit instructions
Content enhancements
Language sensitive classrooms
Collaboration
36. Collaboration
Know your Speech Language Pathologist
Intervention in your own classroom
Create Language-Sensitive Classrooms
Work with the family
37. Technology
Augmentative and alternative communication devices
Low-tech vs. high tech
Communication boards
Speech synthesizers
38. Augmentative and Alternative Communication (AAC)
Communication methods
voice
gestures
body language
eye blinks
signs
communication boards
electronic AAC devices
39. Current Issues and Trends
Consultants
Partnerships with families
Assistive Technology- AAC