Cognitive Development
Although speech and language exceptionalities do not directly cause poor cognitive development, they can impede the development of both academic and social skills.
Children who display difficulty with language from the time they begin school
typically continue to struggle with reading and language skills throughout the primary grades. Speech exceptionalities can effect a students academic outcome in a variety of ways.
• Articulation Disorders- problems with comprehension/ syntax/ vocabulary
• Clefts/ Orofacial Defects- low social confidence, self esteem, show lower achievement than peers
Behavioural
Although speech and language exceptionalities do not directly cause behavioural
disorders, they interfere with social development. Communication difficulties often cause feelings of anger, guilt and frustration, acted out through behaviours like:
• withdrawal- low confidence and self esteem, low level of peer interaction, more apt to play alone, speaking less and less
• aggression - low confidence and embarrassment over a speech/language problem can contribute to aggression and bullying -may become aggressive in retaliation to being bullied
• psychiatric disorders - emotionally damaging effects of living with a speech/
language exceptionality can result in severe psychiatric disorders.
• childhood depression - all the pressure and feelings of failure can result in serious depression. Not easily detected in children but can have highly damaging effects.
• short attention span and excitability - stemming from feelings of frustration and inability to comprehend or communicate the information being put forth to the child
Play Behaviours
• play is an important experience for children to practice their speech and language skills
• children who lack the opportunity to play and socialize are impacted negatively in terms of their communication development
• children with speech and language exceptionalities tend to be more literal in their thinking and have a deficiency in their ability for pretend play, damaging most effective social interaction.
Family Variables
Mothers are often the first to notice a difference in their child's speech. Some
of the typical concerns that parents may have include,
• feelings of guilt over their child's exceptionality, especially facial defects
• financially affording therapy, care, etc.
• future children who may also be affected
• cognitive delays that may accompany a speech/ language exceptionality
• negative reactions that friends or family may have to their child's exceptionality
• getting useful medical advice
• vulnerability to bullying and teasing by their peers
• effects on their child's emotional well being
Cultural and Linguistic Differences
Rising numbers of students with limited English are attending Ontario public
schools, and within special education programs. It is important to carefully assess ESL students, as difficulty with English may be misunderstood as an impairment.
Assessment of Speech and Language Exceptionalities
Identifying problems earlier in a child's life can result in fewer implications on
their self esteem, educational development and social interactions. Children who exhibit difficulties are typically assessed in both speech and language, as they are often connected. If a child is assessed as having a language problem, a more involved approach is required, as language disorders tend to be more involved, in the ways they are identified and treated. Teachers who notice a student struggling often use a checklist to further identify within the classroom.
• pronunciation
• any omissions of parts of or whole words
• vocabulary/ sentence structure
• comprehension of new words
• ability to following directions
• ability to form appropriate questions/ reply to questions
• ability to focus on a topic
• memory of what has been said in a conversation
(Heward, 2003, p. 341)
There are many different methods used to evaluate speech and language disorders.Children will go through a series of assessments to test their level of speech and language comprehension and output (Speech and language Niagara) Some common tests include:
• Articulation test- for speech
• Hearing test- how well a child hears
• Auditory discrimination test- finds out whether the child hears sounds correctly
• Phonological awareness and processing- measures problems with
receptive/expressive speech, and reading skills
• Vocabulary and overall language development- tests students vocabulary,
commonly used is the Peabody Picture Vocabulary Test
Assessing Speech Exceptionalities
• performed by a speech/language therapist/pathologist
• test for articulation, voice, fluency
• commonly children are tested on the basis of their ability to pronounce a
predetermined list of words, either by repeating them, naming images and
objects, or reading text
• method of testing used is determined by the age of the child, and their level of
cognitive development
Assessing Language Exceptionalities
• generally involves a team consisting of a psychologist, a speech clinician, a
physician, a teacher, and sometimes a neurologist
• child's IQ, hearing, physical well being and psychological state are explored
• wide range of tests and procedures in the area of language
Intervention with children who have Speech & Language Exceptionalities
(Tannock, 2006).
Technical Aids • computers have proven to be a good way of promoting interaction within the
classroom
• students are presented with opportunities to practice taking turns and playing
socially with others
• technology is extremely beneficial to students with limited or no speech, providing a means for them to communicate their specific ideas, needs, and feelings
• the ability to clearly communicate greatly increases a student's social life
• activation of these types of communication devices may include eye control,
finger/hand control, or blowing through a stick
Medical Intervention• children with respiratory and facial defects can benefit from corrective surgery
• conditions like clefts, muscular problems, and structural problems usually require medial intervention
• in some cases (esp. cleft pallet), it is important to surgically intervene as early as possible, many treatments may be needed
Therapy
• children work 1:1 with therapist, or sometimes as a group, on techniques to
improve their speech, working on exercises that address their specific area(s) of
difficulty
• some of the exercises a therapist uses incorporate listening activities,
differentiating/ memorizing correct sounds, and calm breathing techniques
• psychotherapy, behaviour modification and biofeedback are often effective in
treating children who stutter
• teachers and educational assistants work hand in hand with a child's therapist to provide a consistent approach, continuing the elements of the student's therapy in their daily routine
• in circumstances where a therapists is unavailable, educational assistants may
work directly with a student therapeutic activities
• parents or caregivers must stay involved in regular treatments and activities to improve speech and language exceptionalities
• some parents seek support outside of their child's school, especially if the case is more sever and requires more intensive intervention than the school can support
Educational Intervention
• language is present in all areas of education
• developing the use of language for effective communication is one of the main
goals in education
• the use of language is also important in the development of relationships with
peers within the educational setting
Grammatical Approach:
• highly structured, specific language (subject/verb/object/word order
relationships)
• requires teacher to work one on one with the student
Naturalistic Approach:
• teaches language within a social atmosphere
• promotes students to develop useful language
• provides for spontaneous teachable moments within natural events (incidental
teaching)
For more information, check out:
www.speechservicesniagara.ca
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Great amount of information! Very helpful!
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