Download Figure 10.4 Educational Placement of Students with Speech and

Communication Disorders
Chapter Eleven
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IDEA Definition of Speech or
Language Impairment
…a communication disorder such
as stuttering, impaired articulation,
language impairment, or a voice
impairment that adversely affects a
child’s educational performance.
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Communication
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Communication

Exchange of ideas, information, thoughts, and
feelings between senders and receivers
 The process does not require speech or language
 Gestures
 Posture
 Eye contact
 Facial expression
 Head and body movement
Speech= audible representation of language.
 Language= message that is contained in speech.

5 Components of Language
Phonology
Semantics
Pragmatics
Morphology
Content
Function
Syntax
Form
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Structure of language

Phonology = rules regarding how sounds can
be used and combined.

Syntax = the way sequences of words are
combined into phrases and sentences.

Morphology = the form and internal structure
of words.

Semantics = the understanding of language.

Pragmatics = rules that govern the reasons for
communication as well as the choice of codes
to be used when communicating.
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Language development

Stages in developing language.
 Crying, then cooing, and babbling.
 Different tones and vocal intensity.
 Echoing or mimicking responses.
 Words begin to become attached to people or
objects.
 Strings of two and three words.
 Basic syntactical structures by age 4.
 Six word sentences by age 5.
 Articulate nearly all the speech sounds correctly by
age 8.

There are variations to the age ranges for each
stage!!
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Definition

Language process involves:
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Memory.
Learning.
Message reception and processing.
Expressive skills.

Language delays= sequence of development is
intact but the rate is interrupted.

Language disorders= sequence of language
acquisition is not systematic or sequential.
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Language Assessments
 Formal and informal assessments
 Samples of student’s written schoolwork
 Observations
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What child talks about
How child talks about things
How child functions in context of community
How child uses language socially
Precautions necessary when assessing
students whose first language is not
English
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Language
The system of symbols that
individuals use for communication
Expressive
Language
Receptive
Language
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Classification
According to cause.

Receptive language = difficulties in comprehending
what others say.

Expressive language = difficulty in formulating and
using language.

Aphasia = impairment of language comprehension,
formulation, and use due to injury, disease, or maldevelopment of the brain.
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Receptive Language Problems
Encounters difficulty with understanding
oral presentation of information
 Does not understand humor, figurative
language, or abstract thought

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

Expressive Language Delay (Delayed Speech)
 Deficit in communication ability in which a person speaks
like someone much younger.
 Associated with maturational delays.
 Causation.
 Partial or complete hearing loss.
 Opportunity to learn speech.
 Cerebral palsy and emotional disturbance.
 Negativistic behavior.
 Emotional health.
 Response efficiency.
 Intervention.
 Surgery and use of prosthetic appliances.
 Basic principles of learned behavior.
 Direct instruction.
 Collaborative efforts.
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Intervention
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Individualized language plans.
 Long range annual goals.
 Short range specific behavioral objectives.
 A statement of resources to be used.
 A description of evaluation methods.
 Beginning and end dates.
 Evaluation of the generalization of skills.
Beginning language stimulation.
Interventions for aphasia typically involve the
development of an individual’s profile.
 Relearning or reacquiring language function.
Strengths and limitations must both receive
attention.
Augmentative communication.
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Communication and Technology

Augmentative and alternative
communication (AAC)
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Unaided – sign language
Aided – depends on equipment or
materials
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Communication board
Computer with speech processor
Word prediction software
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Speech disorders
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Speech behavior that is sufficiently deviant from normal that it
attracts attention.
Fluency Disorders
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Repeated interruptions, hesitations, or repetitions that
seriously interrupt the flow of communication.
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Cluttering = speech that is overly rapid, disorganized, and
occasionally filled with unnecessary words.
Stuttering = flow of speech is abnormally interrupted by
repetitions, blocking, or prolongations of sounds, syllables,
words, or phrases.
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Stuttering
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Causation.
 Emotional disturbance emerging from parent-child
interaction.
 Biological makeup or neurological structures.
 Brain hemisphere function.
 Nervous system damage.
 Unsynchronized control mechanisms for speech.
 Learned behavior.
 Heredity and gender.
Intervention.
 Modeling.
 Self-monitoring.
 Counseling.
 Speech rhythm therapy.
 Relaxation.
 Biofeedback.
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Speech disorders
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Articulation Disorders
Abnormality in the speech-sound production process
resulting in inaccurate or otherwise inappropriate
execution of the speaking act.
 Omissions.
 Substitutions.
 Additions.
 Distortions of certain sounds.
Causation
 Physical malformation, nerve injury, or brain
damage.
 Cleft palate.
 Occlusion/malocclusion.
 Defective learning of the speaking act.
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Causation
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Articulation disorders

Intervention.
 Treating functional articulation disorders in young school
children.
 Developmental in nature.
 Resolve themselves without intervention.
 Articulation improves until the child is 9 or 10 years of
age.
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Surgical repair of cleft palate.
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Use of prosthetic appliances.
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Dental malformations.
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Treatment of functional articulation = relearning the speaking act.
 Proper articulation plus the generalization of word configuration.
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Speech disorders
Voice Disorders
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Unusual or abnormal acoustical qualities in a person’s
speech.
 Subjectivity in determining voice normalcy.
 Problems are persistent when not treated.
Nasality, hoarseness, or breathiness.
Causation.
 Imitation of respected individuals.
 Misperceptions of the environment.
 Organic conditions.
 Abnormal nasality may be caused by improper
tissue movement.
Interventions.
 Surgical intervention.
 Direct instruction.
 Relearning of acceptable
voice production.
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Figure 10.4 Educational Placement of Students with Speech and Language Disorders
Prevalence

Difficulties with accurate prevalence estimates.
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Different definitions
Data collection procedures.
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Between 7 % and 10 % of the general population are
affected.
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Speech or language impairments represented 19 % of
all children (age 6-21) who were served in programs
for students with disabilities.

The frequency diminishes with age.
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