The Whs of Communication Disorders

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The Whs of Communication Disorders

• Jessica Montanez

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Speech

• Ingredients of Speech

Articulation How we form speech sounds with oral
structures.
Voice Quality, loudness, stress, pitch and
intonation.
Fluency Prosody or the rhythm, rate and timing of
speech.
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Language

• Components of Language

Form Phonology- sound system Morphology-
structure of words Syntax- arrangement of words
in a sentence Suprasegmental Features- loudness,
rate, intonation
Content Sematics- underlying components of meaning
Use Pragmatics- use of language within a
communication context
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What is NOT a communication disorder?

• Dialect a regional variety of language
  distinguished by features of vocabulary, grammar,
  and pronunciation from other regional varieties
  and constituting together with them in a single
  language variety of language used by members of
  a group
• Accent- a way of typical speaking of a particular
  group of people and especially of the natives or
  residents of region

Comm. Dis. Presentation Research\05_dialects_accen
ts.pdf
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What is a communication disorder?

• Speech Disorder
• characterized by difficulty producing speech
  sounds correctly or appropriate regulating use of
  voice may involve
• Stuttering- interruption of the flow of speech
• Voice- quality of speech such as hoarseness,
  nasality or volume

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What is a communication disorder?

• Language Disorder
• impaired ability to understand others, share
  thoughts, ideas and feelings completely
• impaired comprehension and/or use of spoken or
  written language
• may involve form, content, and use in any
  combination.

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Who has a communication disorder?
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Questions and Discussion

• What are some signs to look for in our students
  signifying there might be a language impairment?
• Share a story of experience with students who
  have or you thought may have a language disorder

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How can I tell if a student is having difficulty?

• Says huh or what frequently
• Has difficulty with phonics and speech sound
  discrimination
• Often misunderstands what is said
• Constantly requests that information be repeated
• Has poor receptive and expressive language
• Has poor auditory attention
• Is easily distracted
• Has difficulty following and carrying out oral,
  multi-step directions
• Has poor auditory memory (span and sequence)

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How can I tell if my student is having
difficulties?

• Has poor listening skills, especially in the
  presence of background noise
• Learns poorly through the auditory channel
• Gives inconsistent responses to auditory stimuli
• Gives slow or delayed response to verbal stimuli
  needs more time to process information
• Has reading, comprehension, spelling, and
  vocabulary difficulties
• Has low academic performance
• Confuses words that sound alike
• Exhibits behavior problems

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Why might someone have speech and language
difficulties?

• Disabilities- SLI, LLD
• Disorders- autism, Aspergers, Executive
  Functioning, Auditory Processing
• Disease or Trauma- TBI
• Other abnormalities- Neglect/Abuse, Fetal Alcohol
  

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Why might someone have speech and language
difficulties?

• Specific Language Impairment
• Language Learning Disability
• Prenatal Drug and Alcohol Exposure
• Mental Retardation

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Why might someone have speech and language
difficulties?

• Pervasive Developmental Disorders (PDD)
• Autism
• Aspergers
• Desintregrative
• Retts

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Why might someone have speech and language
difficulties?

• Traumatic Brain Injury (TBI)
• Neglect/Abuse
• Emotional Disorders
• ADHD

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Why might someone have speech and language
difficulties?

• Executive Functioning- how we use what we know
  and how we regulate, change, and adapt to meet
  demands of our surroundings
• Auditory Processing- what happens when our brains
  recognize and interpret the sounds around us

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Executive FunctionsDisorder

• Activity
• Attention- cancellation
• Memory- memorization
• Discussion
• 6 components of executive functions

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Auditory ProcessingDisorder

• Quick Auditory Processing Disorder test
• Activity- Owl Oragami
• Discussion

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What can I do in the classroom?

• Accommodations
• Sensory and Relaxation
• Phonemic and Semantic Cues
• Visual Schedules