1. Persons with Speech and Language Disorders
Chapter 10
Persons with Speech and Language Disorders

2. Speech Expression of language with sounds
Willed, planned, and programmed by the central nervous system
Brain
Spinal Chord
Peripheral nervous system
Dependent upon
Respiration
Phonation
Articulation

3. Language A code of ideas and concepts about the world
Governed by complex rules and relationships
Phonology
Morphology
Semantics
Syntax
Pragmatics

4. Components of Language
Pragmatics
Phonology
Morphology
Semantics
Syntax
Application of social and contextual cues
Sound discrimination and articulation
Grammatical structure and use of words
Understanding of word meanings
Use of grammar and grammatical rules

5. Communication Exchange of ideas, information, thoughts, and feelings
The process does not require speech or language
Gestures
Posture
Eye contact
Facial expression
Head and body movement

6. IDEA (PL 105-17) Communication Disorder
Referred to as to “speech and language impairment”
Eligibility includes
Stuttering
Impaired articulation
Language impairment
Voice impairment
Must adversely affect a child’s educational performance

7. Speech Disorders A deviation so far from the speech of others that it:
Calls attention to itself
Interferes with communication
Provokes distress in the speaker or listener
(Van Riper & Erickson, 1996)

8. Types of Speech Disorders
Articulation
Speech sounds
Fluency
Rhythm and timing of speech
Voice
Quality of speech production

9. Articulation Disorder
Errors in the production of speech sound
Distortions
Substitutions
Omissions
Therapy concentrates on
Identification and acquisition of the correct speech sound
Generalization and maintenance of the sounds

10. Fluency Disorder
Interruption in the flow of speaking characterized by:
Atypical rate and rhythm
Cluttering – fast and jerky speech
Repetitions in sounds, syllables, words, and phrases
Stuttering – rapid-fire repetition of consonant or vowel sounds

11. Voice Disorders
Problems with the quality or use of one’s voice that result in an abnormal or absence of:
Pitch
Loudness
Resonance
Hyper-nasality
Hypo-nasality
Duration
Phonation
Breathiness
Hoarseness
Huskiness
Straining

12. Language Disorders I Phonological disorder Apraxia of speech
Involves the abnormal organization of speech sounds
Apraxia of speech
Neurological, phonologic disorder attributed to weak or slow speech muscles
Frequent omissions, substitutions, and distortions

13. Language Disorders II Morphological disorder Semantic disorder
Difficulty using grammatical morphemes such as nouns, verbs, and adjectives that signal different meanings (example – s added to dog, signals plurality)
Semantic disorder
Characterized by poor vocabulary development and the inappropriate use of word meanings

14. Language Disorders III
Syntactical deficits
Difficulty acquiring the rules that govern word order or other aspects of grammar
Often manifest in an inability to organize and express complex ideas
Pragmatic difficulties
Problem understanding or using language in different social context
Unaware of conversational conventions

15. Language Disorder IV Central auditory processing disorder (CAPD)
Difficulty in the processing of sound, not attributed to hearing loss or intellectual capacity
Limitations in sound: transmission, analysis, transformation, elaboration, storage, and retrieval
May be a primary or secondary disorder that affects listening skills necessary for language development

16. The History of Speech and Language Disorders I
Objects of curiosity
Balbus Blaesus
Wild Boys (feral children)
Objects of pity or scorn
Used in the context of religious practices
To be dumb, as in not able to speak
A rewarding source of humor
Topic of jokes and cartoons

17. The History of Speech and Language Disorders II
1910 – Chicago public schools hire the first speech correction teacher
Terminology defines attitude
Speech correctionist
Speech specialist
Speech teacher
Speech therapist
Speech-language pathologist

18. Etiology Functional – occurring after birth
Acquired: traumatic insult after birth (TBI); disease complication, hearing loss
Developmental: environmental, emotional disturbance
Organic – occurring prior to birth
Congenital: Cleft palate; teratogens; deafness
Developmental: mental retardation, cystic fibrosis, cerebral palsy

19. Influences on Language Learning (McCormick, 2003)
Biological preparation
Successful nurturance
Sensorimotor experiences
Linguistic experiences

20. Developmental Milestones
Cognitive- thinking, reasoning, problem solving, understanding
Language- expressive and receptive abilities
Motor coordination- gross/fine motor, jumping, hopping, throwing/catching, drawing, stacking
Social interaction- initiating peer contact, group play
Self help- dressing, eating, washing

21. Early Language Development I
By age one
Recognizes name, recognizes words as symbols for objects, imitates
Between one and two
Understands no, combines two words, uses words, follows simple instructions
Between two and three
Forms some plurals, combines nouns and verbs, ask simple questions, gives first name, carries on conversation with self and toys, 450 word vocabulary

22. Early Language Development II
Between three and four
Tells a story, names one color & last name, understands time,1000 word vocabulary
Between four and five
Uses past tenses, points to colors and shapes, can identify abstract conditions such as hope,1500 word vocabulary
Between five and six
Has as sentence of 5-6 words, knows address, identifies spatial relationship, counts, opposites, asks questions for information, 2000 word vocabulary

23. Expressive Language Problems
Limited use of vocabulary
Searches for the right word
Poor social language skills
Hesitates to ask questions
Jumps from topic to topic
Topics chosen are concrete rather than abstract, temporal, or spatial
Repetitive and unspecific

24. Receptive Language Problems
Encounters difficulty with oral presentation of information
Cannot detect breakdown in communication
Does not understand humor, figurative language, or abstract thought
May reverse the order of sounds or confuse the sounds of letters that are similar

25. Speech Assessment Should include information on
Hearing, motor skills, oral and respiratory mechanism, general physical condition, educational records
Should evaluate
Articulation, voice, fluency, and sounds or phonemes not produced correctly for the student’s age
Should consider
Developmental level, maturity, gender, ethnicity, and cultural background

26. Assessing Communication Disorders (Cohen & Spenciner, 1998)
Screen for possible communicative disability
Refer to professionals for formal assessment
Review eligibility for disability services indicated by child’s strengths and weaknesses
Plan a program, formulate an IEP
Monitor student progress
Evaluate IEP and program goals for effectiveness

27. Figure 10.4 Educational Placement of Students with Speech and Language Disorders

28. Central Auditory Processing Problems in the Classroom
Use selective seating
Reduce external auditory distraction
Decrease environmental distraction
Gain the child’s attention before giving oral information
Emphasize key words and eliminate unnecessary verbiage
Check frequently for understanding
Do not ask child to listen and write at the same time

29. Young Children
PL provides for an evaluation of toddlers between the ages of 3-5
Concentrates on an assessment of family interaction patterns, strengths, and needs
Type of vocabulary used with child
Attempts to engage child in conversation
Quality of voice animation and body language
Response to child’s effort to communicate
Imitation of the child’s efforts

30. Issues of Diversity
Approximately 9 million children do not speak European American English as their primary language
Limited English Proficient (LEP) or Potentially English Proficient (PEP)
Lack of valid and reliable tests for bilingual children makes it difficult to identify speech and language impairment
May be misidentified as learning disabled, mentally retarded, or speech and language disordered

31. Intervention for PEP Children
Techniques similar to those used with monolingual children
Focusing on morphology, syntax, phonology, semantics, and pragmatics
Incorporates techniques for second language learners
Vocabulary and syntax in context of ongoing activities
Comprehension before production
Using predictable books
Using peer buddies and parents as teaching partners

32. Technology Augmentative and alternative communication
Non electronic communication boards – choices represented by real items, symbols or pictures
Electronic communication boards include voice, scanning options, programmed to handle multiple templates

33. Trends, Issues, and Controversies
The need for early and accurate diagnosis and intervention is confirmed by research
Human Genome Project unlocks complexities of heredity and creates the potential for medical intervention
Cultural diversity, non-standard English, and dialect occupy educational and political agendas
Etiology of CAPD and stuttering remains controversial