1. Chapter 8 Children with Communication, Language, and Speech Disorders © 2015. Cengage Learning. All rights reserved.

2. Historical Overview 1800 - Elocution 1872 - School of Vocal Physiology 1925 - ASHA Broca and Wernicke – areas associated with speech 1960 -70s – Chomsky; acquisition and rules of language Current – Pragmatics, social aspects of language © 2015. Cengage Learning. All rights reserved.

3. The Information Processing Model © 2015. Cengage Learning. All rights reserved.

4. Communication © 2015. Cengage Learning. All rights reserved.

5. Language Language is a symbolic system used to communicate objects and events. Receptive language – the ability to take in and understand the message Expressive language – the ability to produce the message Language Form: phonology, morphology, syntax Language Context: semantics Language Function: pragmatics, supralinguistics © 2015. Cengage Learning. All rights reserved.

6. Speech Speech is the oral production of the words of a language. Articulation: clear pronunciation Fluency: appropriate flow Voice: intonation and quality The speech process involves: Respiration Phonation Resonation Articulation © 2015. Cengage Learning. All rights reserved.

7. Language Development Children develop both receptive and expressive language during early childhood. Smiles, eye-contact, gestures Babbling First words First phrases First sentences By age 5, children typically can speak in the grammar of their home environment and can understand most of what is said. © 2015. Cengage Learning. All rights reserved.

8. Classification of Disorders © 2015. Cengage Learning. All rights reserved.

9. Communication and Language Disorders Communication Disorder: An impairment in the ability to receive, send, process, and comprehend concepts of verbal, nonverbal, and graphic symbol systems Language Disorder: An impairment in the comprehension and/or use of spoken, written, and/or other symbol systems. The disorder may involve the form of language (phonology, morphology, syntax), the content of language (semantics), and/or the function of language in communication (pragmatics and supralinguistic) or any combination. © 2015. Cengage Learning. All rights reserved.

10. Speech Disorders Speech disorders may include problems with articulation and phonological processing, voice, and/or fluency and may originate because of a physical anomaly such as a cleft palate. Articulation errors: substitutions, distortions, omissions, additions Voice: dysphonia, pitch, loudness Fluency: rate, rhythm, repetitions - stuttering © 2015. Cengage Learning. All rights reserved.

11. Prevalence of Communication Disorders More than 1 million students having speech and language impairments were served in special education programs 2004 Communications disorders are a secondary disability for children with many other disabilities such as intellectual and developmental delays, cerebral palsy, and hearing loss. © 2015. Cengage Learning. All rights reserved.

12. Cultural and Linguistic Context Children who are bilingual may seem to develop speech more slowly. If they are referred for assessment, they should be assessed in their primary language and their bilingual abilities should be accounted for. Dialect – the variation of language that differs in pronunciation, vocabulary or syntax – is not a speech disorder; however, a dialect can mask a speech problem. © 2015. Cengage Learning. All rights reserved.

13. Assessing Communication Disorders © 2015. Cengage Learning. All rights reserved.

14. Organizational Structures 87% of children with speech-language disorders spend 80% or more of their day in general education classrooms. RtI Tier I: rich language environment coupled with appropriate supports RtI Tier II: focused small group enhancement activities RtI Tier III: individualized services to meet IEP goals © 2015. Cengage Learning. All rights reserved.

15. Curriculum and Instruction Students may be supported by a speech-language pathologist in the general classroom or in out-of- class session. For these students, communication goals would appear on an IEP. English Language Learners need support in both academic and social language development. Assistive technology can improve a child with severe communication disorder’s ability to communicate. © 2015. Cengage Learning. All rights reserved.

16. Family and Lifespan Issues Families are the earliest teachers of language and play a key role in intervention for children with communication disorders. The speech-language pathologist can work with the family to teach parents and caregivers strategies to improve a child’s speech-language skills. Most children with speech-language disorders not associated with other disabilities have limited problems transitioning to adult life. © 2015. Cengage Learning. All rights reserved.