Otto, Chapter 13: Enhancing Language Development Among Children with Communicative Disorders (327-38)

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Otto, Chapter 13 Enhancing Language Development
Among Children with Communicative Disorders
(327-38)

• Teaching Language Arts (EDU-105)
• Shannon Phillips

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Overview of Communicative Disorders

• 10 of all elementary school children
• Receptive and/or expressive language may be
  involved
• Communicative Disordersinability to communicate
  well or at all
• Communicative Differencescultural
• Who is at risk?
• Numerous ear infections
• Non-speaking or limited speech
• Problems interacting (Otto, 2002, p. 328)

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Team Approach

• Expect wide variations in onset of language and
  growth of language competencies
• At-risk children
• Inclusion
• Base referral on multiple observations in a
  variety of classroom interactions over a period
  of time
• Clarify classroom expectations
• Consult with speech pathologist regarding
  specific assessments and clinical strategies
• Use anecdotal records, checklists, audio/video
  tapes
• Document observations and tentative
  interpretations
• Share observations with speech-language faculty
  and parents/guardians
• Refer child to specialist

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Hearing Impairment

• Cannot hear the full range of speech sounds
  (p. 329)
• Causes
• Genetic 50 (p. 329)
• Chronic ear infections
• Brain damage

• Behaviors
• Turns head toward the sound
• Startles at loud noises
• only responds when spoken to in close proximity
  and in face-to-face situations
• May not respond to name
• May not respond to one- or two-step directions
  without multiple repetitions
• Misunderstands what others say
• Nods but no activity--may not have heard (p.
  329-30)

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Language Development Enhancing TechniquesHearing
Impaired Children

• For child with mildly impaired hearing
• Speak in close proximity to child and encourage
  peers to do so also
• Place child up front in group settings, close to
  speaker
• Use gestures to support meaning
• Speak distinctly with moderate volume
• Encourage use of listening center
• Provide visual and tactile aids in learning
  activities

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Articulation Disorders

• An impairment in the coordination of the physical
  speech mechanism
• Characteristics
• Age 3 Cannot be understood by an unfamiliar
  adult
• Age 8 Articulation errors still evident
• Specific physical impairment
• Hearing loss
• Tongue-tie
• Cleft lip/cleft palate

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Language Development Enhancing TechniquesArticula
tion Disorders

• Create and maintain a positive classroom
  environment
• No teasing allowed
• Work closely with speech pathologist
• Provide opportunities for small group activities
• Provide opportunities for unison responses in
  large group activities
• Respond positively to childs attempts to
  communicate

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Fluency Disorders

• Repetition of syllables, interjections, pauses,
  revisions or sound prolongation
• Stuttering
• Involuntary repetition of isolated sounds or
  syllables
• Prolonged speech sounds
• Complete stoppage in flow of speech
• 80 of developmental stutterers recover within
  18-24 months
• Causes
• No specific factors have been identified
• May result from complex interaction of factors

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Language Development Enhancing TechniquesStutteri
ng

1. Model slow, smooth speech
2. Reduce conversational demands on child
3. Increase wait time
4. Reassure child they are accepted and respected
5. Acknowledge difficult pronunciations
6. Discourage others from interrupting stutterer or
   finishing their utterances
7. Maintain eye contact with stutterer and positive
   facial expression
8. Provide opportunities for choral responses or
   singing
9. Encourage paired oral reading among primary
   children

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Language Delay

• Language development is significantly below age
  level
• No apparent cause
• Normal range of hearing
• Normal non-verbal intelligence
• No developmental disabilities
• Short-term impairment is referred to as language
  delay
• One or more of the five aspects of language
  knowledge is impaired
• Usually first identified during preschool years

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Language Development Enhancing TechniquesLanguag
e Impairment

• Positive Environment
• Interactive communication
• Active listening
• Strategies
• Verbal mapping
• Linguistic scaffolding
• Contingent questioning (cause-effect, what if,
  sequencing)
• Share storybooks one-to-one
• Open-ended questionsverbal participation
• Praise
• Provide opportunities for social interaction

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Cognitive Impairment

• Characteristics
• Impairment in way language is processed by brain
• Limited conceptual knowledge
• Difficulty paying attention to others speech
• Difficulty remembering what has been said
• Difficulty in conversational settings

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Language Development Enhancing TechniquesCognitiv
e Impairment

• Focus on childs linguistic level rather than his
  or her chronological age
• Provide opportunities to develop pragmatic
  language competencies
• Provide repeated experiences to increase exposure
  to learning tasks or settings
• Encourage children to ask questions or seek help