Facilitating Speech, Language, and

Communication SkillsChapter 16 from The Exceptional Child: Inclusion in Early Childhood Education. Allen, K. Eileen and Cowdery, Glynnis E. 2015. Cengage

Learning.

What Is the Difference?

• Language – a complex system of signals that represent other things or ideas that allows communication with others. May be words or body language• Communication – the exchange of thoughts and ideas; is both a social

and a cognitive function• Non-verbal communication – body language, gestures, facial

expressions, etc. that help convey thoughts and ideas• Printed words – allow communication without direct contact• Speech – the sound system of verbal communication; requires ability

to articulate sounds

How Do We Get It?

• Some language acquisition is the result of imitation and feedback (behaviorist theories)• ***Language acquisition varies greatly among socioeconomic groups; more highly

educated mothers speak more to their children• There is a direct correlation between language acquisition and academic success. • *** Remember: we cannot “spoil” babies if we respond to their needs and participate in

the healthy, reciprocal relationships that support language, cognitive, and social development.

• Motherese – higher-pitched, simplified language that adults use with babies and very young children.

• Language is part of natural development and maturation• High quality experiences and use of language in natural settings supports language

acquisition.

Predictable and Sequential

• Pre-linguistic communications – crying cooing babbling • Vocabulary acquisition – vowel and consonant combinations

recognizable words short phrases short sentences and questions longer sentences; able to follow several step instructions• Receptive language – ability to understand language. We have

greater receptive language than expressive language. Receptive language comes before expressive language• Expressive language – ability to speak or sign so that others

understand one’s thoughts and ideas.

Vocabulary and More Sequences

• Holophrastic speech – using one word to express entire thoughts. Context helps with understanding.• Telegraphic speech – 2 word sentences; shows that child is learning syntax

(proper word order)• Private speech – children talking to themselves; works to help children

process information, self- regulate, focus, etc. • Language explosion – rapid progression of language learning that occurs

between 2 and 5 years old• Overregularizations or over-generalizations – applying grammar rules to the

exceptions of grammar rules; i.e. “foots” instead of “feet”, “Daddy goed” instead of “Daddy went”

Other Language Systems• Alternative language systems may be beneficial for all children, especially

those with developmental delays.• Nonverbal communication – adults can express with words the messages

children are trying to convey• AAC – Augmentative and alternative communication systems; may be aided

or unaided; best for students with unintelligible language; picture or symbol based systems work well for most children, especially at the preschool level• Picture Exchange Communication System (PECS) – students exchange a

picture with a teacher to immediately receive the desired item.• AACs can be used across settings.• Signing – both fun and functional for pre-verbal and other children

Language in Natural Environments

• Consider the many quality indicators found in the Environment Rating Scales. In the ITERS – R, there are 10 pages addressing “Listening and Talking” and “Interactions”. In the ECERS-R, there are 10 pages related to “Language-Reasoning” and “Interactions”. • Children learn language through talking and engaging with materials that are

worth talking about • Adults must be responsive to children’s talk and efforts to engage.• Listening is also a communication skill that develops in high quality, natural

environments. • Open-ended questions enhance language learning and cognitive processes• Wait-time increases responses

Other Strategies

• Suggestions for age and developmentally appropriate activities are provided on p. 428 in your text.• Other strategies for enhancing language development:• Choice – • Mand-model – • Topic continuation – • Time-delay – • Incidental teaching – • Milieu teaching – Caution: accept approximations, avoid pressure, provide

immediate reinforcement and make exchange desirable for the child

Speech Irregularities

• Speech irregularities has to do with the physical components of speaking; children with various disabilities may have trouble with speech because of physical disabilities• Articulation – ability to make speech sounds• Typical (normal) articulation errors:

• Omissions• Substitutions• Additions• Distortions

• Lisping• Dysfluency

When to Refer

• Knowledge of typical development and specific observations help us determine if concerns of a child’s speech or language is something we should discuss with a child’s family.• The text provides several behaviors that should cause concern on p.

433.• Once a child is evaluated, a plan for specific interventions may be

indicated. A team of a speech and language therapist, the child’s teacher, and the child’s family will discuss the design, implementation, and evaluation of the intervention.• The best plans are implemented across settings

English Language Learners

• Care must be taken to differentiate between speech and/or language developmental delays and speech and/or language cultural differences• Research indicates bilingual education is more effective than total

immersion programs• Total Physical Response (James Asher, 2003) is a naturalistic language

learning practice that integrates physical and contextual learning

Review

• Language is a complex developmental process, yet it evolves naturally in young children• Developmental delays or disabilities may impact speech and/or

language development• Teachers must be intentional in encouraging language in young

children through engaging environments and opportunities to talk and listen.

References

• Allen, K. E., & Cowdery, G. E. (2015). The exceptional child: inclusion in early childhood education. Cengage Learning: Stamford, CT• Asher, J.J. (2003). Learning another language through actions (6th

edition). Sky Oaks Productions, Inc.: Los Gatos, CA.• FPG Child Development Institute. (2014). Environment Rating Scales.

Retrieved October 29, 2014 from http://ers.fpg.unc.edu/