Rebecca Thompson Quincy Hosey Tatiana Collazo Ashley Lagani Amanda Penta

Communication is more than just talking to somebody. Communication is to understand another person’s speech and gestures Communication Disorders include speech and language disorders. Speech is the systematic use of sounds and sound combinations to produce meaningful words, phrases, and sentences. Language is more complex, and puts meaning into speech. It is used to express and receive meaning. Language enable communication to work by allowing composing and sending of messages from one person to another. INTRODUCTION

1.Phonology- sound system of language 2.Morphology- deals with rules for transforming words and changing their basic meanings 3.Syntax- a rule system that governs the order and combination of words to form phrases 4.Semantics- meaning of language 5.Pragmatics- involves the social aspect of language FIVE COMPONENTS OF LANGUAGE

(1-6 months) “The Examiner” (7-12 months) “The Experimenter” (12-24 months) “The Explorer” (3-5 years) “The Exhibitor” (6-12 years) “The Expert” OVERVIEW OF LANGUAGE DEVELOPMENT

Characterized by any impairment of vocal production, and are present when a speech is so different from what is expected that it calls attention to itself. It can also be very difficult for people to understand what the person is saying. DISORDERS OF SPEECH

This disorder may involve the rate of acquisition of language People having this disorder may also have a difficult time telling you what they want or want to say. Examples include: stuttering, impaired articulation, language impairment, and voice impairment DISORDER OF LANGUAGE

Etiology: The Cause Causes: Physical, Emotional, Faulty learning, Limited conceptual knowledge, and Lack of attention Most common types of disorders are articulation, voice, and fluency -There is a wide spectrum of severity and it fluctuates based on the case CHARACTERISTICS AND ETIOLOGY

Most common among school students Have difficulty producing the speech sounds of their language Those disorders resulting from atonomical or physiological problems are referred to as ORGANIC ARTICULATION PROBLEMS Most common are clefts of the palate, cerebral palsy, traumatic brain injury, and hearing impairment None of these themselves are speech disorders, however the s everity will determine whether a disorder will result ARTICULATION DISORDERS

Abnormalities of pitch, loudness, and quality of vocal production They may be transient or chronic issues. VOICE DISORDERS

Fluency is the smooth flow of speech Most common is stuttering -Develops with time -Causes embarrassment -Tends to run in families FLUENCY DISORDERS

When the school suspects a student has a communication disorder they send a referral to the school speech-language pathologist Referral Resources: -Speech-language pathologists get good referral sources from teachers, parents, professional providers, and the students themselves. -Most school-based pathologists conduct in-service sessions to explain to teachers the signs of communication disorders, and will typically hand out check-lists for teachers to use -Teachers are highly encouraged to contact a speech-language pathologist if they suspect a student has a communication disorder. IDENTIFICATION PROCESS

Speech, language, and hearing screenings are the first step to determine whether or not a student should go through a more formal diagnostic evaluation. Public school speech-language pathologists usually screen students entering kindergarten and the ones in primary grades. When a student fails a screening test the parents have the choice whether to continue testing or not. Speech-language pathologist will also do more natural observations to acquire the way a particular student behaves in a social environment. SCREENING PROCEDURES

Two types of evaluation: -Informal: when the pathologist attempt to engage the child by talking to them, and playing games. -Formal: when the pathologist conducts assessments. They test speech, sound, and language, and evaluate for possible voice problems. If a child has a voice problem, it’s best to contact doctors who specialize in ear, nose and throat. EVALUATION AND DIAGNOSIS

Early intervention is highly recommended for children that have communication disorders. Preschool programs for children with language problems are usually half- day programs that foster cooperative play, encourage spontaneous speech, and facilitate interaction between children. Activities and techniques are shared with the parents so that they may implement them at home. It is important to receive early intervention services; if not, the more resistant the disorder will be for modification during later years. EARLY INTERVENTION PROGRAM

Voice Therapy: -If voice problem is organic by nature, initial treatment is medical -If voice problem is the result of emotional distress, initial treatment is counseling. Fluency Therapy: -Psychological disfluency treatment should be treated by professionals instead of speech- language pathologists. -Treatment of clustering -Teaching students to be aware of problems so they can slow the rapid, jerky, jumbled speech VOICE AND FLUENCY THERAPY

Suggestions for facilitating language: Be responsive to the child’s spontaneous communication attempts. Modify input. Provide opportunities for the child to communicate. Model or expand the child’s language Talk about things of interest to the child. Provide many clear examples of language rules. Use words the child already knows to teach new words. Reduce complexity. Tell and retell stories and experiences When the child has a profound hearing loss or a motor disability, communicate in the child’s mode or form of communication LANGUAGE THERAPY

Alternative and Augmentative Communication (AAC) Devices: -More complex than just giving it to the child. Facilitating Devices -Tape and video recorders -Computer-Aided Fluency Establishment Trainer (CAFET) TECHNOLOGY

1.Augmentative communication devices assist students in expressing needs, desires, and thoughts 2.Computers with speech capabilities are used to assist students in speaking in class. 3.Computer programs are capable of providing feedback to students as they are speaking. 4.Functional magnetic resonance imaging (FMRI) is a technique that uses the blood flow in organs WHAT EVERY TEACHER SHOULD KNOW ABOUT TECHNOLOGY