Communication

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Communication
Language
Speech
Acquired
Fluency
Voice
Articulation
Developmental
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Communication language Disorders
Sensory Hearing Vision
Emotional Selective mutism
Neurological Autism Cerebral Palsy
Cognitive
Environmental
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WHY?

• Theoretical questions
• Diagnosis and Treatment

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Children with Hearing impairment

• Conductive Hearing Loss
• Otitis media
• Sensorineural Hearing Loss
• Mixed Hearing Loss

• Prelingual hearing impairment
• Postlingual hearing impairment

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• Average Hearing Level (in dB) Severity
• -10- to 15 Normal Hearing
• 16 to 25 Slight Hearing
  Loss
• 26 to 40 Mild Hearing
  Loss
• 41 to 55 Moderate H.L
• 56 to 70
  Moderately-Severe
• 71 to 90 Severe Hearing
  Loss
• 91 Profound
  Hearing Loss

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The Acoustic Phonetic Audiogram

• PAGE 420

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Intervention approaches

• Auditory-Verbal approach (Oral-Aural approach)
• Manual (teaching sign language)
• Total communication

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Common perceptual bases for missing or distorted
speech patterns

• In the low-frequency (250-500 Hz) range these
  include
• Weak or breathy voice
• Falsetto voice
• Poor prosody-intensity, pitch, and/or rhythm
• Nasalization of nasals and plosives and
• Confusion of voiced and unvoiced consonants

• In the mid-frequency (1000 Hz) range these
  include
• Omission of unstressed syllables
• Neutralization (centralization) of vowels
• In the high-frequency (2-5 KHz) range these
  include
• Sh and ch production with deficit around 2kHz
• Deaffrication
• Omission of regular tense markers (-t and-ed)
• Voiceless consonant confusions
• L-r confusions
• fricative production

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• Cochlear Implants

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• Sign language Is it a language
• Grammar infinite combinations
• Lexicon arbitrary symbol-meaning connections.
• Acquisition Deaf parents
• Oral language development
• Literacy Development
• Home sign, Nicaraguan Sign language

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What Did we learn ?

• Human capacity for language Brain vs. auditory
  channel
• Separateness of communication language

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WHY? Language acquisition in children with
visual impairment

• Theoretical questions
• Non verbal context is necessary for language
  development
• Diagnosis and Treatment

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Language acquisition in children with visual
impairment

• Pragmatics
• Joint attention
• Social routines un-analyzed formulaic speech
• Conversational skills
• Semantics
• Objects that can not be touched ?
• Morphosyntax
• Auxiliaries
• Phonology
• Visible consonants?

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Language acquisition in children with cognitive
delay

• Theoretical questions
• How is general intellectual functioning is
  related to language development?
• Diagnosis and Treatment

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Language acquisition in children with Down
Syndrome

• Pragmatics
• Communicative strengths
• Interest in social interaction
• Social routines un-analyzed formulaic speech
• Conversational skills
• Semantics
• Frequent use of communicative gestures
• Delayed first word production
• Morphosyntax
• Most affected
• Delayed or different sequences of acquisition?
  (Perovic Wexlers work on Binding in DS)
• Phonology
• Low speech intelligibility

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Language acquisition in children with Williams
Syndrome

• Scan Page 313

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Language acquisition in children with Autism
Spectrum Disorder

• Theoretical questions
• Communication vs. language disassociation
• Diagnosis and Treatment

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Autism Spectrum Disorder

• Qualitative impairment in social interaction
• Qualitative impairment in communication
• Restricted, repetitive and stereotyped patterns
  of behavior, interests, and activities

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Speech, language, and communicative
characteristic of individuals with autism

• Lack of speech, or very limited speech
  development
• Auditory behavior
• Limited comprehension
• Limited range of communicative functions or
  purposes at preverbal and verbal levels
• Unconventional verbal behavior ( UVB)
• Proxemic problems
• Voice quality and prosodic features of verbal
  children
• Conversational and narrative discourse skills
• Communicative limitations are closely related to
  challenging behavior
• From Prizant , B. (1996)

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Best Practices for facilitating speech,
language and communication individuals with
autism and PDD

• Communication goals should be selected on the
  basis of developmental and functional criteria.
• Emphasis should be placed on the functional use
  of language and communication, not simply on
  advancing language forms (e.g., vocabulary,
  grammar) in all natural settings.
• The natural environment should be designed to
  foster communicative interactions that are
  balanced and reciprocal.
• The individual with autism should not be the sole
  focus of intervention/education. Goals should be
  targeted to improve facilitative interaction
  styles of significant others
• The management of behavior problems should be
  fully integrated with communication programming
• The individuals level of emotional arousal and
  its effect on communication and social
  interactions needs to be considered.
• From Wetherby Prizant, 1992

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Specific Language Impairment (SLI)

• No intellectual, hearing, environmental, and
  neurological or physical disabilities (at least
  on the surface)
• Difficulties in acquiring the language
• Vocabulary
• Grammar
• Language use
• Language awareness

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Effects of speech language disorders at school

• Academic Language ability constitutes a basic
  tool for acquiring basic academic skills
• Socio-emotional Interpersonal relationships,
  Emotional regulations, Self esteem
• Behavioral
• Social drop-out rate, under-employment

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Language development in SLI

• Length of utterance
• Mean length of utterance
• Types of structures
• The use of subordinate clauses
• ( the boy who I took care of left
• town)
• Less attention

• Words Meaning (Semantics)
• Abstract meanings ( such as
• depression,provocative,etc) understanding
• figurative language (humor,idioms,metaphors)
• Ambiguity
• Semantic awareness The ability to define a word,
  to complete verbal analogies,
• Language use
• The ability to adapt and modify language
• Topic maintenance
• More attention

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Intervention

• Teacher Referral
• Individualized teaching assistance (not pull out)
• Collaborative work teacher/s, special ed
  teacher, counselor, and SLP
• Speech language therapy

• Speech language therapy Teaching strategies,
  rules, and techniques to
• improve the ability to use language for learning
  and
• Improve the communicative performances

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??? Questions ???