An Introduction to Speech, Language and Communication difficulties.

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An Introduction to Speech, Language and
Communication difficulties.
An Introduction to Speech, Language and
Communication Difficulties

• IDP SLCN Network Day 1
• Catherine Pass
• Learning Difficulties Team

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Aims for today

• To become familiar with the IDP for SLCN
• To become familiar with the processes involved in
  communication.
• To have an understanding of the terminology.
• To have become familiar with classroom strategies
  to support pupils with SLCN.

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Inclusion Development Programme

• http//www.standards.dfes.gov.uk/primary/features/
  inclusion/sen/idp
• Quality First Teaching.not SEN!
• web-based materials, which include
• teaching and learning resources
• training materials
• guidance on effective classroom strategies
• models of good practice
• information about sources of more specialist
  advice.

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Activity 1

• What do these terms mean?
• Speech
• Language
• Communication

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Speech

• Articulation of sound
• Co-ordination of the tongue, teeth, soft and hard
  palates, abdominal muscles and breath to produce
  sound.
• Speech involves language because you have to have
  a thought to articulate and then be able to
  construct this thought into words.

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Language

• Language is a rule governed process and
  incorporates the following aspects grammar
  (syntax), meaning (semantics), use (pragmatics),
  vocabulary. (Link)
• Thinking
• Remembering working memory, long term memory
• Reasoning
• Predicting
• Language without speech e.g. writing, sign
  language.

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Communication

• Use of language and or speech to convey a message
  to other people.
• 93 of information transmitted in conversation is
  done so non-verbally, Mehrabian, 1972.
• Consider also the use of intonation (prosody) and
  how this changes meaning.
• Difficulties in reading non verbal communication
  are a key feature of ASD and SEBD.
• Communication requires a sender and receiver.
• Receiver needs to be able to receive it in the
  first place. They need to hear, listen and
  understand the message and then show they have
  understood it through their response.
• Sender needs opportunities to communicate, an
  ability to formulate a message in thought and to
  then convey the message in an appropriate form.

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Activity 2The Communication Chain
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Delay versus Disorder

• Delay is when language development follows a
  normal pattern of development but at a slower
  rate (see stages of language development chart in
  your pack).
• Disorder is where development is different in
  form or function from other children.
• Children with speech and language disorder should
  be referred to SALT.

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A growing area of concern

• It is estimated that in some more deprived parts
  of the UK up to 60 of children start school with
  some form of speech, language or communication
  delay or disorder (ICAN).
• Most of these difficulties are due to language
  deprivation and with the right support can be
  resolved..
• ..Only 10 of children have difficulties that
  are persistent and long term.
• How does this fit in with your school population?

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Impact of SLCD on literacy
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SLCD and SEBD

• hidden disability.studies estimate that
  50-100 of children with SEBD have communication
  difficulties.
• In a summary of research, Stringer and Clegg
  (2006) estimate that approximately 40-60 of
  children with SLCD, not including those diagnosed
  with autistic spectrum disorders, also experience
  secondary EBD.
• Poor language skills will affect the ability to
  understand and express their own emotions and
  those of others.

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Receptive language difficulty

• Difficulties in understanding spoken language at
  the level expected for their age.
• Can be difficult to identify as children become
  adept at using visual and contextual cues to
  support their understanding of what is being
  said.
• Problems arise where the complexity of the
  language being used outstrips these types of
  support, as the demands of the curriculum
  increase.

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Receptive language difficulty

• Points to look out for include
• Difficulty following instructions
• Severe and persistent expressive language
  difficulties
• Attention problems, especially in large groups.
• Difficulty in answering questions.
• Behaviour problems (appears off task,
  inattentive).
• Misunderstanding of written language and of
  concepts.

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Top Tips for Support (Receptive)

• Keep talk and instructions simple
• Assess level of childs understanding and give
  input at the right level make all staff aware.
• Allow time and opportunity to respond.
• Check understanding of vocabulary pre-teach
  topic vocabulary (link).
• Reinforce vocabulary and concepts with visual
  aids and real life objects/activities.

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Expressive Language Difficulty

• The ability to use words and to combine words
  into sentences using appropriate vocabulary,
  concepts, grammatical structure and meaning.
• All of the above are dependent on the ability to
  retrieve words and syntax from the memory banks.

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Expressive Language Difficulty

• Points to look out for include
• Withdrawn and isolated
• Difficulty establishing relationships
• Behaviour difficulties may get easily
  frustrated.
• Use of gesture and empty words such as thingy
  and this or that.
• Difficulties with literacy as written language
  reflects spoken language.
• Difficulties with sequencing, predicting and
  inferring.

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Top Tips for Support (Expressive)

• Give the child time to respond and dont let
  others talk for them (adults included!).
• Model language at the appropriate level.
• Link the child with good speakers for some
  tasks.
• Prompt child to continue, reinforce and expand on
  their utterances.
• Create reasons to communicate.

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Tips contd

• Plan and ask open ended questions (despite the
  fact that it takes time)
• If the child cant think of a word try
  prompting
• Use turn taking games
• Barrier games help and can be fun

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Social Use of Language (pragmatics)

• Essential for successful relationships with
  others and managing all aspects of life
• Using language for different purposes.
• Adapting language to the listener.
• Following the rules of conversation and narrative
  (topic maintenance, repairs, eye-contact ).
• Understanding non-verbal rules.

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Top Tips for support (Social communication)

• Visual timetables to reinforce structure and
  routine.
• Make explicit the start and end of a
  task/activity.
• Give gentle reminders if communication breaks
  down.
• Provide choices and encourage them to tell you
  what they want.
• Use visual cues, real objects and prompts.
• Circle time, turn taking, barrier games,
  role/small world play.
• If necessary, explicitly teach turn taking and
  conversation skills..
• First Steps to Emotional Literacy by Kate Ripley
  and Elspeth Simpson. EYFS and KS1 structured
  programme, links to SEALs.

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lemon
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Word Map
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A Simple Task Plan
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Planning an investigation
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Story frameworks
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Visual time line
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Venn Diagram
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Spidergramme

• Look
• Sound
• Smell
• Taste
• Feel

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Attribute Web (use for story writing)
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Mind map of the Victorians
Mind mapping devised by Tony Buzan
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Activity 4

• In groups of 5, write as many words as you can
  about holidays on the Post-Its
• Now categorise these words as a group

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Ways of Using the Mind Map

• Before a topic to assess prior knowledge
•   Add to the mind map as different areas are
  covered
• As a whole class or individual activity
•   To send home so parents are aware of topic
  areas and can reinforce the vocabulary
•   To link information learned one year with that
  learned in the next
• After the topic to assess the amount of learning
  which has occurred.

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Bradford Schools Online

• Special Educational Needs
• Learning Support Services
• Learning Difficulties Team
• Top Ten Tips
• QFT Strategies