Developmental Language Disorder
- 1. Developmental Language Disorder (DLD) PARENT WORKSHOP, TERM 1 2022
- 2. Welcome and Introductions Kindergarten Candice.Balletta@education.wa.edu.au Pre-primary Rebecca.Balchin2@education.wa.edu.au Year 1 Dayna.Omeara@education.wa.edu.au Year 2 Samuel.Calder@education.wa.edu.au
- 3. Session Outline Confidence survey Introduction to the North East LDC Developmental Language Disorder Areas of oral language Speech pathology services Support strategies Questions and feedback
- 4. The LDC Journey …
- 5. 319 students Kindergarten – Year 2 3 year placement; reviewed annually 3 campuses - 23 classes ~70 staff members Teachers, Education Assistants Speech Pathologists, Occupational Therapist & School Psychologist Admin – Deputies, Coaches, Principal Librarian, Office Staff Outreach Team Our School
- 6. Our School
- 8. Imagine … You are in foreign country you have never visited before and you don’t speak the language. You need to get to the train station urgently to get back to your hotel. Take a moment to think about how you would feel trying to communicate your needs to someone who can’t understand you.
- 9. Oral Language Oral language encompasses two components: Receptive language Expressive language
- 10. Terminology What is language? The symbol system we use to convey our wants, thoughts and ideas. Words are used to represent objects, people, places, actions, feelings, attributes etc. It is a rule governed system that we use to convey a message. Symbols can be either spoken or written. You can have language without having speech! What is speech? The way we use and coordinate our lips, tongue, teeth and breath to produce sounds that form words and sentences. It involves the areas of articulation, fluency and voice What is communication? The process of exchanging information with another person through non verbal and verbal interaction
- 11. Defining Developmental Language Disorder DLD is diagnosed when: • A child has significant and persistent difficulty learning, using and/or understanding language • There is a functional impact of these difficulties • The child has not been diagnosed with other conditions such as autism spectrum disorder, intellectual disability, or hearing loss (Bishop et al., 2017) The NEMLDC caters for children with DLD who meet the eligibility criteria
- 12. Developmental Language Disorder Around 7% of children have difficulty when learning to talk (Norbury et al., 2016; Tomblin et al., 1997) Children with DLD may have normal intelligence, hearing and physical abilities The cause is currently unknown, however, a number of risk factors have been identified and include: family history, socioeconomic factors and limited language experiences May also have difficulties with the social aspects of language and in using written language. Can have difficulties with producing clear speech.
- 13. Receptive Language Difficulties Language comprehension difficulties are characterised by: • Difficulty following directions • Inappropriate answering of questions • Echolalia (repeating back words or phrases) • Using memorised phrases and sentences • Looking “blank” when spoken to • A short attention span (Paul & Norbury, 2012)
- 14. Expressive Language Difficulties Expressive language difficulties are characterised by: • Below average vocabulary skills • Difficulty acquiring grammar • Word-finding or retrieval difficulties • Misnaming items • Difficulties producing connected discourse e.g. telling a story, maintaining conversations or telling you details of an event (Paul & Norbury, 2012)
- 15. The Impact of Language Difficulties Children with language difficulties are at an increased risk of experiencing learning difficulties Language and communication difficulties can affect a child’s emotions, behaviour and relationships Children with persistent language difficulties need intensive and specialised help Educational support in the early years of schooling is very important Difficulties can sometimes persist into adolescence and adulthood
- 16. Learning two languages does not cause language disorder Children with language disorder can learn two languages All languages will be affected Parents should speak to their child in the language they are most fluent in Language Disorder and EALD
- 17. ASD 0.7% of the population DLD 7% of the population ABS https://www.aihw.gov.au/reports/disability/autism-in- australia/contents/autism Ebejer et al., 2012, RADLD 2018, Norbury et al., 2016; Tomblin et al., 1997 ADHD 1.1% of the population Prevalence
- 18. HOW DO WE DEVELOP ORAL LANGUAGE AT THE NEMLDC?
- 19. The NEMLDC Program Provides intensive, evidence-based oral language intervention programs for children with language disorders in their early years of schooling Delivers the mainstream curriculum, with an explicit oral language focus
- 20. LDC Response to Intervention Model • Intensive, individualised instruction Tier 3 • Small group differentiated instruction or additional dose Tier 2 • High quality classroom level instruction using effective programs Tier 1 ((Ebbles, McCartney, Solnims, Dockrell & Norbury, 2018
- 22. Routines Small Group Work Visual Support Hands on learning and real life experiences Repetition and revision NEMLDC Environmental Modifications
- 23. SOUND FIELD SYSTEM A system which ensures even distribution of sound from the teacher, the students and any multimedia equipment Rather than just amplify the volume, the design of the speaker distributes the sound around the room https://www.gofrontrow.com/classroom-audio-overcome-barriers-classroom- learning?utm_content=65655641&utm_medium=social&utm_source=facebook
- 24. Oral Language Intervention Areas Narrative Semantics / Vocabulary Grammar Social Skills Literacy (InitiaLit) Comprehension (within all of this!!)
- 25. SEMANTICS Goal: The goal of semantics is to teach students how to learn new vocabulary, and to use that vocabulary effectively
- 26. Your mental filing cabinet Semantic organisation
- 28. GRAMMAR Goal: To teach students how to produce grammatically correct sentences
- 29. Grammar Using different types of words (e.g. nouns, verbs, adjectives) Joining words together (and in the right order!) Joining sentences together with connecting words Applying correct grammatical rules (e.g. plurals, pronouns, tense markers)
- 30. NEMLDC Grammar Teaching Strategies
- 31. NARRATIVE Goal: To teach students how to understand, create and tell stories
- 32. Oral Narrative Strong focus on story-telling Learning the structure Applying the structure Imitating the language patterns in a story Creating a new text as a whole class Generating an oral or written text Can also include: Recounts, procedures or reports
- 34. LITERACY Goal: To teach students the critical skills needed to learn to read and write
- 35. The Foundation of Literacy Oral language is the foundation for the development of literacy skills and is considered to be a strong indicator of later reading, writing, and overall academic achievement. (Bradfield et al., 2013; Communication Trust, 2013; Gross, 2013; Hill, 2012; Hougen & Smartt, 2012; Kirkland & Patterson, 2005; Resnick & Snow, 2009; Winch et al., 2010)
- 36. Comprehension ORAL LANGUAGE Decoding and Encoding Reading and Writing with Meaning The Importance of Oral Language
- 37. Oral Language & Writing You can’t write it, unless you can say it!
- 38. InitiaLit An evidence based, MultiLit literacy program, now being used in Pre-primary – Year 2. Teaches the critical skills children need to learn to read and write and also targets phonics (cracking the code) alongside vocabulary and comprehension. Delivered 4 -5 times a week by teachers and EA’s, supported by speech pathologists and overseen by our literacy specialist. Scripted lessons ensure consistent teaching regardless of teacher. Assessment is built in to ensure the program is targeted at the right level for each student to pick up students who need extra support right away.
- 39. SOCIAL SKILLS Goal: To teach students the verbal and non-verbal skills needed to communicate and get along with others in a range of situations
- 40. Elements of Personal Communication 7% 38% 55% WORDS VOICE / TONE BODY LANGUAGE (Professor Albert Mehrabian, 1972)
- 41. Social Skills Program Areas • Self awareness • Self esteem • Body language • Paralinguistics (volume, rate, intonation) • Conversation skills • Assertiveness • Friendship
- 42. Language Reporting Grids Expressive Language Receptive Language Social Skills
- 43. BUILDING ORAL LANGUAGE SKILLS HOW PARENTS CAN HELP AT HOME
- 44. Parent Involvement & Early Language Intervention A parent’s involvement in early language development is very important Children with language difficulties make good progress when their parents learn to use specific techniques designed to improve communication skills (Hanen, 2011) Parents can be as effective as speech pathologists at helping their child (Roberts & Kaiser, 2011)
- 45. Student Health and Well being Daily routines in your home Sleep Nutrition Physical Activity Time
- 48. Balanced conversations with children… Take turns! Daily Communication
- 51. Simplifying Instructions Break down instructions into small parts Use simple language Example Instruction: “Dinner’s ready…..but before you come can you put the blocks away please?” Simplified Instruction: “Put the blocks away please. Now come to the table”
- 52. Instruction Simplified instruction After you’ve washed your hands and put away your hat, you can have your snack. Can you get your joggers from outside and bring them here? Wash your hands. Now put your hat away. Here is your snack. Get your shoes from outside. Bring them to me.
- 53. Visual Support Give your child lots of visual clues about what you want them to do Pictures Photos Visual schedules / timetables Hand gestures
- 54. What’s wrong with this conversation? Child Tan you det it? Adult Tan you det it? Child *Looks confused* Adult You don’t say TAN you DET it Adult It’s CAN you GET it Adult Say it properly this time Child Tan you det it? Adult Arrrghhhh! (Adapted from Bowen, 2011)
- 55. RECASTING: A better way! A simple and effective way of helping children learn to produce new sounds, syllables, words or to speak more clearly. Is done naturally as opportunities arise. The aim is for a child to simply HEAR the correct model The target word is given a little extra emphasis (keep it natural!) Children are NOT required to imitate the word/sentence Remember - language progress can be gradual! Adapted from Bowen (2011)
- 56. Child: He runned so fast. Examples of recasting Adult: He did. He ran really fast. Child: I got a big 'tato. Adult: Wow, it is a big potato! Child: It not work. Adult: You’re right, it doesn’t work. Child: I want the blue tar. Adult: The blue car? Let’s play with the blue car!
- 57. Playing to Learn Young children’s play allows them to explore, identify, negotiate, take risks and create meaning Children who engage in quality play experiences are more likely to have well-developed memory skills, language development, and are able to regulate their behaviour, leading to enhanced school adjustment and academic learning (Bodrova & Leong, 2005) You can build a language rich environment in your home through play
- 58. How to Play Make play time an opportunity to really connect with your child Get face to face Little bits, often are okay! Follow your child’s lead and interests Use everyday materials Promote a variety of play experiences Apply your language support strategies during play! Give specific praise if your child does something you like!
- 59. Play Ideas
- 60. Toy Choice for Children TRADITIONAL TOYS IPADS / COMPUTERS 56 WORDS PER MINUTE 40 WORDS PER MINUTE
- 61. Sharing Books with Children Parents who shared books with their children said on average 67 words per minute
- 62. Children learn to communicate best from interacting with people Read and play together. The importance of interaction between child and caregiver cannot be understated If your child is motivated by using an electronic device, use it as an opportunity for discussion and interaction Before you allow your child to watch an electronic device ensure you review the content first. Have an educational purpose in mind and share learning the experience together It is not recommended to have a television in a young child’s bedroom American Academy of Paediatrics Council on Communications and Media (2011). Recommendations for the Use of Electronic Devices
- 63. Sharing Books / Reading An early life intervention that seems to be beneficial to children for the rest of their lives!
- 64. Sharing Books / Reading Reading to children at age 4-5 years has a significant positive effect on their reading and cognitive skills later in life (i.e. language, literacy, numeracy, cognition) later in life (Kalb & van Ours, 2012) Children who are read to more frequently at an early age enter school with larger vocabularies and more advanced comprehension skills (Mol & Bus, 2011)
- 65. Recommendations when Reading to your Child How often? The more the better! SHARE the book with your child – make it a conversation RESPOND to what you child is interested in EXPLAIN what new or unfamiliar words mean (use the pictures to help!) ENCOURAGE your child to participate by pausing and waiting Use paper (rather than electronic) books Mix it up by sharing magazines, photo albums, shopping catalogues Visit your local library regularly
- 66. Everyday Activities Doing the shopping Bath time Hanging out / sorting the washing Checking the post Gardening Making a phone call
- 68. Speech Pathology Services Department of Health • Child Development Service • Perth Children’s Hospital • Aboriginal Health Team Private & Community Service Providers • Private Speech Pathologists • Child and Parent Centres • Dyslexia SPELD • Telethon Speech and Hearing Speech Pathology Australia: www.speechpathologyaustralia.org.au Private Speech Pathology Association of WA: www.pspawa.com.au/find-a-speech-pathologist
- 69. Summary of Strategies & Activities STRATEGIES Make your language easy to understand (say less, stress, go slow, show) Simplify instructions Use visual support Modelling Recasting language Encourage use of gestures ACTIVITIES Play – The WORK of childhood! Reading and book sharing Everyday activities The importance of interaction between child and caregiver cannot be understated
- 71. Take Home Messages The NEMLDC provides oral language intervention programs for students with language disorders in their early years of schooling. Developmental Language Disorder (DLD) affects children who experience language difficulties in the absence of other conditions such as autism spectrum disorder, intellectual disability, or hearing loss (Bishop et al., 2017) Learning two languages does not cause language disorder -parents should speak to their child in the language they are most fluent in A parent’s involvement in early oral language development is very important – modelling correct language and making interactions engaging through play and reading will support your child to develop their language.
- 72. General queries: 9218 1600 NorthEastMetro.LDC@education.wa.edu.au Speech pathology specific queries: Contact Details Kindergarten Candice.Balletta@education.wa.edu.au Pre-primary Rebecca.Balchin2@education.wa.edu.au Year 1 Dayna.Omeara@education.wa.edu.au Year 2 Samuel.Calder@education.wa.edu.au