Communication Disorders

 IDEA definition: a communication disorder such as stuttering, impaired articulation, language impairment, or voice impairment that adversely affect a child’s educational performance.

 Language disorders – problems receiving, understanding, and formulating messages.

 Speech disorders – problems related to the verbal transmission of messages.

Language Disorders

 Form Disorders

Phonology - sounds used to make word parts (e.g., 40 phonemes in English language)

Morphology - rules for constructing words (e.g., plurals, suffixes)

Syntax - rules for connecting words together (e.g., word order, organization)

 Content Disorders

Semantics - rules that dictate meaning (e.g., vocabulary)

 Use Disorders

Pragmatics – application of language in social contexts (e.g., conversation)

Speech Disorders

 Articulation Disorders (common)

Phonological – mental representation problem (can make sound, but doesn’t)

Articulation – structural problem (can’t make sound)

Substitutions, omissions, additions, distortions

 Fluency Disorders – interruptions in the flow of speaking (e.g., stuttering)  Voice Disorders - pitch, duration, intensity, resonance, vocal quality  Motor Speech Disorders

Apraxia - lack of coordinated muscle movement

Disarthria – weak, slow, or paralyzed muscles

Should I Talk to the SLP?

 How is the student’s intelligibility? (By age 4, should be 100%.)  How easy is it to communicate with the student? (Can you have a normal conversation?)

 How does the student interact with others? (Does s/he avoid talking?)  Does the student have unusual speech characteristics (e.g., substitution, omission, stuttering, hoarseness, etc.)?

Identification

 Review developmental, educational and medical history  Interview parents, teachers, etc.  Questionnaires  Systematic observation  Language sampling  Formal tests

Service Delivery

 Service Delivery Models

Monitoring

Collaborative consultation

Classroom-Based

Pullout

 Issues

Shortage of SLPs

Heavy caseloads

Collaboration

 Discuss concerns about students

 Know what student is working on

 Ask how you can help students achieve and generalize skills  Communicate progress  Discuss behavioral challenges

 Ask how to improve the communication skills of the whole class.