Presentation on theme: "Speech Language Pathology & Communication Disorders …More than Just Lip Service! Sarah Peterson & Kelly Moriarty Elk River School District 728."— Presentation transcript:
Speech Language Pathology & Communication Disorders …More than Just Lip Service! Sarah Peterson & Kelly Moriarty Elk River School District 728
Objectives Answer question, “What is an SLP?” Recognize four, school-aged, communication disorders in your classroom. Identify the communication disorder that is most closely related to literacy and academics. Identify steps to refer a child for possible evaluation of communication. Understand why some children qualify for service while others do not. Answer question, “How can an SLP help a child in my classroom?”
What is a Speech Language Pathologist? Master’s level training in human communication, its development, and its disorders across the life span. Work in schools, hospitals, long-term care centers, and private practice. National Certification by ASHA Licensed by Department of Health Licensed by Department of Education in SLP
What is a Communication Disorder? Problem communicating related to hearing loss or difficulties with articulation, fluency, voice, or language. 14 million Americans have a communication disorder, and 1 in 10 families are affected in the US (ASHA, 2002). Causes in school-aged children may be related to inadequate speech- language models, hearing loss, physical impairment such as cleft palate, or vocal abuse/misuse.
What are 4 Communication Disorders in your Classroom? Articulation Fluency Voice Language
Articulation The ability to produce sounds to form words Developmental sequence begins in infancy and continues through a child’s eighth year Ranges from mild lisp to unintelligible speech May affect a child’s reading and spelling
Accents…a difference not a disorder We all have accents. Region, primary language, and even socioeconomic background affect articulation. SLPs in the public schools do not treat students because they have accents or are ELL.
Fluency/Stuttering Fluent when words are produced effortlessly and with a forward flow. Disfluency involves hesitations, repetitions, or prolongations of sounds and syllables. No cure. Many kids go through a normal stage of disfluency. Authorities don’t agree on causes--multiple factors thought to be in play.
From the Koran, 20:26- 29 Moses said, “…Unloose the knot upon my tongue that they may understand my words.” From the Bible (NIV), Exodus 4:10 Moses said, “I have never been eloquent, neither in the past nor since you have spoken to your servant. I am slow of speech and tongue.”
Voice Produced as air travels from lungs to the vocal folds. Voice is a problem when: pitch, loudness, or quality distract listener from what’s being said; voice seems inappropriate based on sex or age; a person experiences pain/discomfort while speaking. Caused by vocal abuse/misuse, e.g. shouting, smoking, excessive talking.
Language The ability to string together words to form thoughts. Includes ability to hold meaningful conversation, understand others, read and comprehend, and express thoughts through spoken or written words. Developmental sequence begins in early infancy and continues into late adolcense / early adulthood.
Language = Literacy “Language capacity is the root of all student performance. The success of a classroom learning experience rests on student language capacity. Whether it is listening to directions, reading a passage, writing a response, or discussing a point of view, the individual student’s ability to perform and grow in a classroom rests squarely on his/her corresponding language capacity.” Heidi Hayes Jacobs (2006), Active Literacy Across the Curriculum, p.3
Receptive Language Ability to “receive” in- coming messages Understand word meaning, spatial and temporal concepts Remember/ follow directions and verbal sequences Understand questions
Expressive Language Ability to put thoughts to words Difficulty giving directions or explanations Many revisions in oral responses, e.g. false starts, starting over, dead ends Lacks variety in word use, e.g. vague and non specific terms (“stuff” “thing”)
Pragmatic Language Ability to vary language to fit a variety of social situations/interactions Adapt to listener (baby vs. adult) Purposes (greeting, informing, demanding) Conversational rules (turn-taking, staying on topic) Nonverbals (eye contact, proximity, facial expression)
Review 1. What is an SLP? 2. What are 4, school- aged communication disorders? 3. Which communication disorder is related to literacy and academics?
MN State Statute 126. 237 “Before a pupil is referred for a special education assessment, the district must complete at least two instructional strategies, alternatives, or interventions in the regular education classroom. The pupil’s teacher must provide the documentation.”
How Do I Refer a Student for a Possible Communication Evaluation? 1. Check whether the student receives service. 2. Complete Pre-Referral Checklist of Communication Behaviors form. 3. SLP will work with you to determine most appropriate classroom intervention for the student. 4. Document interventions and complete Pre-Referral Interventions form.
Why Does One Child get Service while Another Does Not?
Family does not want service A family can refuse the service that a school district offers a student. A family can remove a student from services against school recommendations.
How Can an SLP Help a Child in My Classroom? Guest speaker for classes like music, health, and science. Many curriculum units can be easily related to aspects of communication. Assist teacher with development of specific curriculum strategies for vocabulary learning, listening, and organization. Active role in general education support by co- teaching specific units or classes. Facilitate carry over of communication skills learned in therapy to the classroom setting. *When intense drill practice is necessary, direct therapy service in the classroom may not be appropriate for students.
Review 1. Identify steps to refer a child for possible evaluation of communication. 2. Understand why some children qualify for service while others do not. 3. Answer question, “How can an SLP help a child in my classroom?”
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