1. Language Impairments
Presented by the Sullivan School District Speech and Language Pathologists

2. What is language?
Language is an accepted, rule based, symbolic system used for communication. It is comprised of receptive language skills and expressive language skills
Receptive language: auditory comprehension
Expressive language: verbal output
receptive language: understanding lectures, answering questions during class discussions, following multiple step directions. If you are unsure if there is a language concern or an attention or behavioral concern, try assessing these skills one-on-one. If the student can do it one-on-one, lack of attention or behaviors may be the problem. If they can’t do them one-on-one, a language delay may be present.

3. Areas of Language Semantics: Vocabulary Syntax: Sentence structure
Morphology: Word Structure
Pragmatics: Social language

4. Language Impairment
A language impairment is an interference with the ability to communicate effectively.
A language impairment can affect academic performance, socialization, and behavior.
How speech language affects...handout

5. Red Flags Trouble following multiple step directions
Limited vocabulary
Frequently says “um” and substitutes “stuff” and “things” for more precise words
Leaves out words in sentences
Grammatical errors when talking (pronouns, verb tense)
Uses certain phrases over and over again when talking
May not talk much or often
Responses are off topic
Slow to respond
Misunderstands social cues
Answers the wrong “wh” question
Always remember to rule out behavior, attention, and cognitive concerns.
4. He walking to school. (auxilary verbs, prepositions, articles)
6. I forgot that one. I haven’t learned that yet. That’s pretty funny.
7. Reluctant to participate in class discussions
8. May always have their hand up and when you call on them the response is unrelated to the question. Tells you a story without the appropriate background info
9. Deer in the headlights, blank stares
10. Doesn’t read body language, lack of eye contact, inappropriate laughing, doesn’t understand humor like peers
11. When do you eat lunch? cafeteria

6. Interventions
Provide preferential seating. Reduce auditory and visual distractions.
Get the student’s attention before you give directions.
Provide organizational strategies (outlines, visual schedules).
Reduce background noise.
Present directions clearly. (concise statements, pause between steps, rephrase and repeat directions, use slower rate of speech)
Use visual cues. (pictures, written instructions).
Preteach. (Present new material prior to the lesson.)
Have the student restate the directions.
Allow “think” time.
Assign a study buddy.
Acc/mods handouts
Some kids have difficulty filtering out constant noises like the hum of a heater or fan. Some kids are distracted by noises in the hall. Find where your student learns best. Kids can often tell you what bothers them.
Use “star” words or the student’s name before you give directions. Put your hand on the student’s shoulder when you are giving directions. Make eye contact.
Kids with language delays are often disorganized. Outlines and visual schedules are helpful. Dry erase board, magnet board, visual schedule examples
6. Post its
8. Best way to check for auditory memory, Dora the Explorer
9. Kids with language delays often take a longer time to process auditory information. 15 seconds may not seem like a long time, unless you are waiting for a response in a class with several kids.
10. Kids with language delays are often our “watch and wait” kids. By giving them someone to check in with to make sure they are on the right track and are organized, they feel more confident and are more successful.
All of these strategies would be useful if you want to track interventions for RTI data.

7. Referral & Evaluation Process
Parent or Teacher has concerns regarding a student’s language skills
Written consent from parents is obtained for initial screening
Form is turned into designated staff member who will then contact the SLP
Screening will be conducted
If the student passes the screening, results will be discussed and SLP will brainstorm with classroom teacher on supportive interventions to implement
If the student fails the screening, the student will participate in individualized interventions before being referred for a formal language evaluation