ASHLEY N. LYONS, M.ED.

Atypical Language Development

Overview

Typical Language DevelopmentCommunication DisordersCase StudyAssessing Language and SpeechDevelopmentActivity

Typical Language/Speech Development (Heward, 2006)

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

Speech vs. Language Delays/Disorders

Language-effects formulation of language meaning

Speecheffects physical properties of speech sounds

Delay vs. Disordereffects service delivery

Speech Impairments

Types of speech impairmentsArticulation disordersFluency disordersVoice disorders

Language Disorders

Language disorders Receptive language disorder Expressive disorder

Communication differences are not disorders Complex mix of issues

Stop and Reflect

True or False? 1. Unclear articulation of speech sounds & an inability to

imitate the speech sounds heard by others indicates a speech impairment.

2. Significant vocabulary gain is representative of a language disorder

3. Reliance on using the word “thing” to refer to words that a child cannot remember may indicate a speech disorder

4. Continuing to express needs with a prevalence of one-or two-word sentences at age 4 is typical of preschool children

Stop and Reflect

True or False? 5. All speech and language disorders are biological

6. Young children that stutter often likely have a speech or language impairment.

7. Young children who have difficulty remembering & retrieving words should be evaluated for a delay or disorder.

8. Young children who are unable to use more than 3-4 word sentences by age 4 will need special intervention.

Developmental Apraxia

A closer look for a specific disorder

http://www.youtube.com/watch?v=XNB0ihI2srQ

The Development of Speech

Discuss with one another:What patterns of speech did you observe?

Assessment of Language and Speech

Clinical AssessmentsNorm-referenced/standardized

Educational AssessmentsDevelopmental/curriculum-based

Case Study:Gabriel

Gabe’s Developmental History

Born near expected date but complications with the birthing process

Jaundice Many specialists to rule out issues through 1st yearBabbled, made sounds, etc. ‘on time’Walking came slightly later than usual but still

within expected timeframeAt 2, unintelligibility of speech became more

apparentDiagnosed at about 2 1/2 , but questions remain

(speech and language improves daily too!)

Assessing Gabe

Peabody Picture Vocabulary Test (PPVT): normed and standardized

Peabody Developmental Motor Scales (PDMS)

Peabody Picture Vocabulary Test

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What is Authentic What is Authentic Assessment?Assessment?

““Authentic assessment refers to the Authentic assessment refers to the systematic recording of developmental systematic recording of developmental

observations overtime about the naturally observations overtime about the naturally occurring behaviors of young occurring behaviors of young

children in daily routines by familiar andchildren in daily routines by familiar andknowledgeable caregivers knowledgeable caregivers

in the child’s life.”in the child’s life.” ((Bagnato & Yeh Ho, 2006) Bagnato & Yeh Ho, 2006)

Assessment, Evaluation, and Planning System (AEPS)

Assessment, Evaluation, and Planning System (AEPS)

Medical Diagnosis vs. Educational Diagnosis

Is there a difference?

Informed clinical judgment

Diagnostic tests

Part C eligibility

Part B eligibility

Stop and Reflect

True or False?1.The AEPS is an inauthentic assessment because it

is not standardized

2.Using multiple assessments, and at least one within the context of a child’s daily routines and activities, helps to make more accurate eligibility determinations for speech/language disorders

3.Parents should never be consulted about their children’s speech because they may lie

Stop and Reflect

True or False?4. The Peabody Picture Vocabulary Test should never

be used because standardized assessments overestimate eligibility

5. In the state of Ohio, both norm-referenced and curriculum-based assessments must be used to determine eligibility for Part B (preschool) services for language disorders and delays

6. Clinical diagnosis and educational diagnosis are the same thing and allow children to qualify for services in either setting.

Observing Gabe

https://ksutube.kent.edu/playback.php?playthis=03dsm73jew1

Activity

In small groups (elbow partners), discuss the following:Consider what types of possible communication

issues you think Gabriel may haveDiscuss the ways you think an accurate diagnosis

may be brought aboutWho should be involved in making the diagnosis?How might the results of the Peabody Vocabulary test

and that of the AEPS differ? How might they complement one another? What are the implications?

Several ‘partners’ share thoughts with class

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Final Thoughts for addressing language delaysin the classroom

Collaboration with team members*Family members/parents as part of the team

Engage multiple strategies*Authentic assessments in

the natural environment improveboth accuracy of assessment and helps teachers and SLPs, evenParents, plan appropriate Instruction/intervention

A little humor as we depart