Communication Disorders

SPEECH

IMPAIRMENTLily C. Bordallo

Dr. Cyrus

How Do You Recognize Students with Communication Disorders?

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How Do You Recognize Students with SPEECH?Communication entails

receiving, understanding, and expressing information, feelings, and ideas.

Communication and language include both the content and the medium used.

How Do You Recognize Students with SPEECH?Speech and language disorders

(often associated with other disorders)

Speech disorder refers to difficulty in producing sounds (cleft palate).

How Do You Recognize Students with SPEECH?

Language disorder:

refers to difficulty in receiving, understanding, and formulating ideas and information.

How Do You Recognize Students with SPEECH?Cultural diversity

Difference does not always mean disorder.

Dialects are various forms of language.

How Do You Recognize Students with SPEECH?

By the age of 8, children can produce nearly all the consonants and vowels that make up the native language.

Speech disorders

Articulation: Production of individual or

sequenced soundsSubstitutions, omissions, additions, and distortions

Speech disorders

If these problems interfere with peer motor speech disorder affecting the planning of speech

Speech disorders

Difficulty with the voluntary, purposeful movement of speech (stroke, tumor, head injury, developmental)

Can produce individual sounds but cannot produce them in longer words or sentences

Speech disorders

Voice disorders: pitch, duration, intensity and vocal qualityFluency disorders:

interruptions in the flow of speaking

Speech disorders

Stuttering: frequent repetition and/or prolongation of words or sounds

Speech disordersLanguage development is

complex

Depends on biological preparation, successful nurturance, sensorimotor experiences, and linguistic experiences

Typical language development

Language development is complex

Depends on biological preparation, successful nurturance, sensorimotor experiences, and linguistic experiences

Components of language

Syntax: the rules for putting together a series of words to form sentences

Semantics: word and sentence meanings for what is spoken

Pragmatics: social use of language

Characteristics of language impairments

Language disorders may be receptive, expressive, or both.

Language disorders may be related to another disability or may be a specific

Characteristics of language impairments

Organic: caused by an identifiable problem in the neuromuscular mechanism of the person (hereditary malformations, prenatal injuries,

Two types of speech and language disorders

toxic disturbances, tumors, traumas, seizures, infectious diseases, muscular diseases)

Functional: those with no identifiable origin

Characteristics of language impairments

Speech and language disorders can also be classified according to when the disorder began.Congenital: present at birth

Acquired: occurs well after birth

Characteristics of language impairmentsSpeech assessment: speech

pathologist uses a standardized articulation test to measure articulation, voice, and fluency problems.

Characteristics of language impairmentsVoice evaluations: includes both

quantitative and qualitative measures (interviews and case history)

Fluency assessments: evaluated through a conversation with the student and interview with parents

Characteristics of language impairments

Three areas to be assessed relative to language interactions in the classroom:The student’s ability to use language effectively by speaking and listening tasks

How Do You Evaluate Students with Communication Disorders?

The teacher’s languageThe language requirements of the lessons and textbooks

Assessments for students who are bilingual or multilingual

How Do You Evaluate Students with Communication Disorders?

Evaluation teams need to take a holistic view of the student’s communication skills using ecological assessments.

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How Do You Evaluate Students with Communication Disorders?

How Do You Assure Progress in the General Curriculum?

Describe how students with communication disorders are supported in the general education curriculum.

Parkinson’s Disease

Frequently associated with speech disturbance

Affects 50-70% of patientsAn even greater percentage in

advanced stages of disease

Parkinsonian Speech Impairment

Monotonous pitchSlow rateDecrease in volume

(hypophonia)Symptoms generally worse

when patient is tired or anxious

Results

80-90% improvement in speech

Impact of treatment is best the day after

Effect of treatment lasts 5-6 days

Speech impairment was one of first symptoms to reappear

Results

Continues to experience “on-off” fluctuations

Dramatic improvement in cognitive functions

Discussion:

Stuttering observed in young children

Acquired stuttering is rarely observed in adults

Adapting to Instruction

Ask varied types of questions to encourage students’ self-expression

Expand student utterances by using modeling more elaborate language

Adapting to Instruction

Augment or alter classroom language by providing statements that explain a student’s nonverbal behaviors

Allow students opportunity to practice public verbalizations

Keep in mind the need of some students

Augmentative and Alternative Communication (AAC)

Augmenting InstructionRepetition of the curriculumVisual supports: graphic organizers, photographs, gestures, sign language

Direct instruction in social skills

Augmentative and Alternative Communication (AAC)

ACC systems are an integrated group of components that supplement the communication abilities of individuals who cannot meet their communication needs through gestures, speaking, and/or writing.

Augmentative and Alternative Communication (AAC)An AAC device is a physical

object that transmits or receives messages.

Types of AAC: communication books, communication boards, communication charts, mechanical/electrical voice output, computers, etc.

Augmentative and Alternative Communication (AAC)Using the AAC devices:

Using eyes to look at the symbolTouching the symbols with

fingersUsing a laser beam attached to

the headScanningEncoding

Developing a Comprehensive

Postsecondary Assistive

Technology Program

What is AT?

“As defined in the Assistive Technology act of 1988, AT is any product, device or equipment use to maintain, increase, improve the functional capabilities of individuals with disabilities.”

“AT is any form of technology which enables an individual to do something they could not otherwise do.”

References:

Speech Impairment Chapter14speech impairment

Chapter03_sec2Parkinsons & speechhttp://images.google.com/images

?gbv=2&hl=en&q=assistive+technology+devices&sa=N&start=360&ndsp=18

http://Speech and Language Programs.mht

Credits:

Dr. Cyrus, Professor, ED443G,for class presentation