Unit 4 Speech or Language Impairments
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Transcript of Unit 4 Speech or Language Impairments
Unit 4Speech or Language Impairments
Prepared by: Cicilia Evi GradDiplSc., M. Psi
Definition
• Speech impairments when the sender’s speech impairs the communication articulation, fluency, voice (pitch or loudness)
• Language impairments when the sender can’t employ the signs, symbols or rules that govern the form, content and use of language
• Speech/language pathologist professional who diagnoses and treats speech/language impairments
Speech Impairments
• Articulation disorder when the process of producing speech sounds is flawed, and resulting in incorrect speech sounds related to age, culture and environment
• Fluency problems involve hesitations or repetition of parts of words that interrupt the flow of speech
• Voice problems abnormal spoken language production
Language Impairments
• Form the rules system used in all language (oral, written and sign)
• Content intent and meaning of spoken or written statements
• Use beware with the use of language in different settings and social context
Challenges
• Affect interaction with others in every setting• Affect success in school, social situations and
employment• Feeling embarrass, guilty, frustration, anger• Long term overly aggressive, denying their
disability, projecting their conditions to their listeners
• Socially withdrawn, avoid situation where they have to talk, isolated, avoid certain words
Characteristics
• Table 4.3 p. 128• Table 4.4 p. 131• Classroom Management p. 129• Case Brandon p. 134
Causes
• Speech Impairments brain damage, malfunction of respiratory or speech mechanism, malformation of the articulators
• Stuttering unable to pinpoint on a single cause related to stress, especially when situation is very complex or unpredictable
• Voice problems symptomatic of medical problems, undue abuse of the voice
Causes (2)
• Language Impairments genetic conditions, hearing impairments, illness, injury, and the existence of coexisting disabilities like autism (Plante & Beeson, 2008)
Prevalence
• Figure 4.6, p. 135 decline by 3rd grade why?
Communication Process
• Communication process of exchanging knowledge, ideas, opinions and feelings through the use of verbal/non verbal language
• Communication symbols voice, letters of the alphabet, or gestures used to send message
• Communication signals a variety of nonverbal cues that announce some immediate event, person, action or emotion
Prevention
• Early Identification at age 2• Prereferral by general education classroom
teacher, with the help of special educators– What SLPs can do p. 138
• Identification p. 139• Evaluation p. 140
Early Intervention
• Home-based intervention with parents scores higher
• Tactics for effective preschool programs – Language-rich environments – Integrated into every lesson throughout the day
read effective instruction p. 142
Language-rich environment
In General Education Curriculum
• Key elements for effective learning in the classroom p. 143
• The need of explicit instruction • Hard to understand metaphor or analogies– Fajar merekah – Senjata makan tuan – Tangannya sehalus sutra
• Language-sensitive classrooms p. 145
How to Help?
• Collaborative Strategic Reading (CSR) p. 146• Technology– Communication boards– Speech synthesizers – Graphic organizers
Psychologists?
• During transition process• Partnerships with Families and Communities