Definitions Communication involves encoding transmitting and decoding messages

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Definitions • Communication involves encoding, transmitting, and decoding messages – Communication involves • A

Definitions • Communication involves encoding, transmitting, and decoding messages – Communication involves • A message • A sender who expresses the message • A receiver who responds to the message – Functions of communication • Narrating • Explaining/informing • Requesting • Expressing Copyright © 2003 Pearson Education, Inc. All rights reserved. 9 -1

Definitions (cont. ) • Language is a formalized code that a group of people

Definitions (cont. ) • Language is a formalized code that a group of people use to communicate – The five dimensions of language: • Phonology-Rules determining how sounds can be sequenced • Morphology-Rules for the meaning of sounds (e. g. , un, pro, con) • Syntax-Rules for a language’s grammar • Semantics- Rules for the meaning of words • Pragmatics-Rules for communication • Speech is the oral production of language – Speech sounds are the product of four related processes: • Respiration-Breathing that provides power • Phonation-Production of sound by muscle contraction • Resonation-Sound quality shaped by throat • Articulation-Formation of recognizable speech by the mouth Copyright © 2003 Pearson Education, Inc. All rights reserved. 9 -2

Normal Development of Speech and Language • Most children follow a relatively predictable sequence

Normal Development of Speech and Language • Most children follow a relatively predictable sequence in their acquisition of speech and language – – – Birth to 6 months: Communication by smiling, crying, and babbling 7 months to 1 year: Babbling becomes differentiated 1 to 1. 6 years: Learns to say several words 1. 6 to 2 years: Word “spurt” begins 2 to 3 years: Talks in sentences, vocabulary grows 3 years on: Vocabulary grows • Knowledge of normal language development can help determine whether a child is developing language at a slower-than-normal rate or whether the child shows an abnormal pattern of language development Copyright © 2003 Pearson Education, Inc. All rights reserved. 9 -3

Communication Disorders Defined • ASHA definition – An impairment in the ability to receive,

Communication Disorders Defined • ASHA definition – An impairment in the ability to receive, send, process, and comprehend concepts of verbal, nonverbal and graphic symbols systems • IDEA definition – A communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance Copyright © 2003 Pearson Education, Inc. All rights reserved. 9 -4

Speech Impairments and Language Disorders • Types of speech impairments – Articulation disorders –

Speech Impairments and Language Disorders • Types of speech impairments – Articulation disorders – Fluency disorders – Voice disorders • Language disorders – Children who have difficulty understanding language have a receptive language disorder – Children who have difficulty producing language have an expressive language disorder • Communication differences are not disorders – The way each of us speaks is the result of a complex mix of influences Copyright © 2003 Pearson Education, Inc. All rights reserved. 9 -5

Prevalence • A little more than 2% of school-age children receive special education for

Prevalence • A little more than 2% of school-age children receive special education for speech and language impairments • Over 21% of all children receiving special education services are served in this category – The second largest disability category under IDEA • Nearly twice as many boys as girls have speech impairments • Children with articulation and spoken language problems represent the largest category of speech-language impairments. Copyright © 2003 Pearson Education, Inc. All rights reserved. 9 -6

Causes • Causes of Speech Disorders – – – – Cleft palate Paralysis of

Causes • Causes of Speech Disorders – – – – Cleft palate Paralysis of the speech muscles Absence of teeth Craniofacial abnormalities Enlarged adenoids Traumatic brain injury Neuromuscular impairments • Causes of Language Disorders – – Cognitive limitations or mental retardation Hearing impairments Behavioral disorders Environmental deprivation Copyright © 2003 Pearson Education, Inc. All rights reserved. 9 -7

Characteristics • Speech sound errors – – Distortions Substitutions Omissions Additions • Fluency disorders

Characteristics • Speech sound errors – – Distortions Substitutions Omissions Additions • Fluency disorders – Stuttering and cluttering are examples of fluency disorders • Voice disorders – A phonation disorder causes the voice to sound breathy, hoarse, husky, or strained – Resonance disorders are hypernasality or hyponasality • Language impairments – An expressive language impairment interferes with production of language – A receptive language impairment interferes with understanding of language Copyright © 2003 Pearson Education, Inc. All rights reserved. 9 -8

Identification and Assessment • Communication disorders are usually first identified by teacher observations •

Identification and Assessment • Communication disorders are usually first identified by teacher observations • The speech-language pathologist is the professional with the primary responsibility for identifying, evaluating, and providing services • Evaluation components include a physical examination and testing Copyright © 2003 Pearson Education, Inc. All rights reserved. 9 -9

Educational Approaches • Treating speech sound errors – Articulation errors and phonological errors: •

Educational Approaches • Treating speech sound errors – Articulation errors and phonological errors: • Discrimination and production activities – Fluency disorders: • Behavioral principles and self-monitoring – Voice disorders • Direct vocal rehabilitation or surgery – Language disorders: • Exploration of expressive language, naturalistic interventions – Augmentative and alternative communication Copyright © 2003 Pearson Education, Inc. All rights reserved. 9 -10

Educational Placement Alternatives • The vast majority of children with speech and language impairments

Educational Placement Alternatives • The vast majority of children with speech and language impairments are served in regular classrooms • Some examples of service delivery models: – – – Monitoring Pullout Collaborative consultation Classroom-based Self-contained classroom Community-based Copyright © 2003 Pearson Education, Inc. All rights reserved. 9 -11

Current Issues and Future Trends • SLP or LREC – Controversy as to whether

Current Issues and Future Trends • SLP or LREC – Controversy as to whether services should take a therapeutic versus educational focus • Changing populations mean growing caseloads and more children with severe and multiple disabilities • The changing role of SLPs means that they will have to develop interventions applicable not only in the classroom but by teachers and parents Copyright © 2003 Pearson Education, Inc. All rights reserved. 9 -12