Chapter 16 facilitating speech, language, and communication skills
- 1. Facilitating Speech, Language, and Communication Skills Chapter 16 from The Exceptional Child: Inclusion in Early Childhood Education. Allen, K. Eileen and Cowdery, Glynnis E. 2015. Cengage Learning.
- 2. What Is the Difference? • Language – a complex system of signals that represent other things or ideas that allows communication with others. May be words or body language • Communication – the exchange of thoughts and ideas; is both a social and a cognitive function • Non-verbal communication – body language, gestures, facial expressions, etc. that help convey thoughts and ideas • Printed words – allow communication without direct contact • Speech – the sound system of verbal communication; requires ability to articulate sounds
- 3. How Do We Get It? • Some language acquisition is the result of imitation and feedback (behaviorist theories) • ***Language acquisition varies greatly among socioeconomic groups; more highly educated mothers speak more to their children • There is a direct correlation between language acquisition and academic success. • *** Remember: we cannot “spoil” babies if we respond to their needs and participate in the healthy, reciprocal relationships that support language, cognitive, and social development. • Motherese – higher-pitched, simplified language that adults use with babies and very young children. • Language is part of natural development and maturation • High quality experiences and use of language in natural settings supports language acquisition.
- 4. Predictable and Sequential • Pre-linguistic communications – crying cooing babbling • Vocabulary acquisition – vowel and consonant combinations recognizable words short phrases short sentences and questions longer sentences; able to follow several step instructions • Receptive language – ability to understand language. We have greater receptive language than expressive language. Receptive language comes before expressive language • Expressive language – ability to speak or sign so that others understand one’s thoughts and ideas.
- 5. Vocabulary and More Sequences • Holophrastic speech – using one word to express entire thoughts. Context helps with understanding. • Telegraphic speech – 2 word sentences; shows that child is learning syntax (proper word order) • Private speech – children talking to themselves; works to help children process information, self- regulate, focus, etc. • Language explosion – rapid progression of language learning that occurs between 2 and 5 years old • Overregularizations or over-generalizations – applying grammar rules to the exceptions of grammar rules; i.e. “foots” instead of “feet”, “Daddy goed” instead of “Daddy went”
- 6. Other Language Systems • Alternative language systems may be beneficial for all children, especially those with developmental delays. • Nonverbal communication – adults can express with words the messages children are trying to convey • AAC – Augmentative and alternative communication systems; may be aided or unaided; best for students with unintelligible language; picture or symbol based systems work well for most children, especially at the preschool level • Picture Exchange Communication System (PECS) – students exchange a picture with a teacher to immediately receive the desired item. • AACs can be used across settings. • Signing – both fun and functional for pre-verbal and other children
- 7. Language in Natural Environments • Consider the many quality indicators found in the Environment Rating Scales. In the ITERS – R, there are 10 pages addressing “Listening and Talking” and “Interactions”. In the ECERS-R, there are 10 pages related to “Language-Reasoning” and “Interactions”. • Children learn language through talking and engaging with materials that are worth talking about • Adults must be responsive to children’s talk and efforts to engage. • Listening is also a communication skill that develops in high quality, natural environments. • Open-ended questions enhance language learning and cognitive processes • Wait-time increases responses
- 8. Other Strategies • Suggestions for age and developmentally appropriate activities are provided on p. 428 in your text. • Other strategies for enhancing language development: • Choice – • Mand-model – • Topic continuation – • Time-delay – • Incidental teaching – • Milieu teaching – Caution: accept approximations, avoid pressure, provide immediate reinforcement and make exchange desirable for the child
- 9. Speech Irregularities • Speech irregularities has to do with the physical components of speaking; children with various disabilities may have trouble with speech because of physical disabilities • Articulation – ability to make speech sounds • Typical (normal) articulation errors: • Omissions • Substitutions • Additions • Distortions • Lisping • Dysfluency
- 10. When to Refer • Knowledge of typical development and specific observations help us determine if concerns of a child’s speech or language is something we should discuss with a child’s family. • The text provides several behaviors that should cause concern on p. 433. • Once a child is evaluated, a plan for specific interventions may be indicated. A team of a speech and language therapist, the child’s teacher, and the child’s family will discuss the design, implementation, and evaluation of the intervention. • The best plans are implemented across settings
- 11. English Language Learners • Care must be taken to differentiate between speech and/or language developmental delays and speech and/or language cultural differences • Research indicates bilingual education is more effective than total immersion programs • Total Physical Response (James Asher, 2003) is a naturalistic language learning practice that integrates physical and contextual learning
- 12. Review • Language is a complex developmental process, yet it evolves naturally in young children • Developmental delays or disabilities may impact speech and/or language development • Teachers must be intentional in encouraging language in young children through engaging environments and opportunities to talk and listen.
- 13. References • Allen, K. E., & Cowdery, G. E. (2015). The exceptional child: inclusion in early childhood education. Cengage Learning: Stamford, CT • Asher, J.J. (2003). Learning another language through actions (6th edition). Sky Oaks Productions, Inc.: Los Gatos, CA. • FPG Child Development Institute. (2014). Environment Rating Scales. Retrieved October 29, 2014 from http://ers.fpg.unc.edu/