• "ONE OF THE HARDEST THINGS IN LIFE IS HAVING WORDS IN YOUR HEART THAT YOU CAN'T UTTER."                                                        -JAMES EARL JONES (Voice of Darth Vader)

      

    Speech                                                                                   WHAT IS A SPEECH-LANGUAGE DISORDER?

      • Per the American Speech-Language-Hearing Association (ASHA), a language disorder is impaired comprehension (understanding) and/or use of spoken or written language and/or other symbol systems (e.g. sign language). The disorder may involve one or all of the following:  

     

    *Form of Language:

    • Phonology is the sound system of a language and the rules that govern the sound combinations.
    • Morphology is the system that governs the structure of words and the construction of word forms.
    • Syntax is the system governing the order and combination of words to form sentences, and the relationships among the elements within a sentence.

     *Content of Language:

    • Semantics is the system that governs the meanings of words and sentences.

     *Function of Language:

    • Pragmatics is the system that combines the above language components in functional and socially appropriate communication

     *Voice and Fluency Disorders (stuttering) may also be a part of communication deficits. 

     

    Communication                                                                What difficulties might a child with a speech disorder   experience?

     

     A child with speech difficulties may demonstrate one, some or serveral of the following:

    *Speech disorders include sound production (articulation), voice difficulties (e.g. hoarse voice) and fluency (stuttering)

    • Difficulty with academic development in spelling, reading and/or writing
    • Difficulty being understood by others
    • Difficulty with speech fluency (stuttering)-may repeat sounds, words or phrases
    • Secondary characteristics (e.g. lip quivering, strain, tension in face, jaws, throat)
    • Hoarse vocal quality, reduced volume, pitch breaks, loss of voice or other related voice problems
    • Difficulty saying specific sounds (e.g. wabbit/rabbit; chew/shoe)
    • Inconsistent errors in speech sounds (apraxia)
    • Difficulty with phonemic awareness (e.g. how sounds and letters are related)
    • Late or delayed speaking development
    • Difficulty participating in conversational exchanges
    • Frustration-Crying, tantrums, behavior changes
    • Maladaptive Behaviors-if you can’t communicate, how can you get your
      wants/need across to people? = frustration/anger
    • Overall academic difficulties, especially in language arts

     

    Frustrated                                                                                                                                                                          What difficulties might a child with a language disorder experience?

     

    A child with language difficulties may demonstrate one, some or serveral of the following:

    • Limited vocabulary-may use very few words or only simple/familiar words
    • Late or delayed speaking development
    • Limited grammar-may omit grammar structures or use them inappropriately
    • Limited sentence length-may use short phrases or sentences with “telegraphic”
      type speech. Telegraphic speech sounds very much like a telegram. It has words
      arranged in an order that makes sense, and contains almost all nouns and
      verbs (e.g., “me no go.” “Girl kick ball” “get milk).
    • Difficulty engaging in conversations.
    • Difficulty following directions, especially multiple steps and/or directions that
      include concepts (e.g., descriptive words, prepositions 🡪 under, behind)
    • Difficulty answering questions (simple or more complicated).
    • Difficulty engaging socially-if you can’t communicate, how do you interact with
      people?
    • Frustration-Crying, tantrums, behavior changes
    • Maladaptive Behaviors-if you can’t communicate, how can you get your
      wants/need across to people? = frustration/anger
    • Overall academic difficulties, especially in language arts

     

    Language disorders may include receptive, expressive or both:

    Receptive Language-The understanding of what is being stated by a speaker; having dificulty interpreting oral language.  A child with receptive language concerns may be unable to connect words and ideas together for the bigger overall meaning.  Difficulty with receptive language may cause your child to have a hard time participating in class, following directions, understanding questions, responding to requests or understanding vocabulary. 

    Specific signs of receptive language disorders may include:

    • Appears as though they are not listening or may be uninterested in interactions or stories
    • Answers with off topic or unrelated information
    • Infrequently asks questions or makes comments
    • Does not respond to requests or questions
    • Difficulty following directions or performs only parts of directons/tasks
    • Often looks to adults or other peers for directions/actions
    • May wait to copy what others are doing
    • Frequenly misunderstands or misinterprets what is being said
    • Responds more readily to directions that are short and simplified 

    Expressive Language: Difficulty expressing thoughts and ideas.  Challenges with verbal expression which may include difficulty using appropriate grammar, developing vocabulary and developing narrative skills (event/story telling).   A child with expressive language concerns may be unable to formulatie sentences or connect ideas verbally to comment, request, ask/answer quesitons or participate in conversational interactions.  Difficulty with expressive language may cause your child to have a hard time participating in class, interacting with adults/peers, answering questions, using descriptive language or developing social relationships.  

    Specific signs of expressive language disorders may include:

    • Late talker-child may not begin talking until age 2-2 1/2 years
    • Speech may sound "telegraphic" in nature
    • Grammar may be omitted or frequently used in error
    • May become frustrated or upset by inability to communicate
    • Uses "rote" language-common phrases memorized and/or used repetitively
    • Uses limited vocabulary and/or may have difficulty learning new vocabulary
    • May frequently use non-specific language (e.g. stuff, thing, it, that, there)  
    • May be difficult to understand 
    • Frequently says “um” and substitutes general words like “stuff” and “things” for more precise words
    • Leaves out key words and confuses verb tense
    • Uses certain phrases over and over again when talking
    • May not talk much or often, but understands what other people say

     

    How can I get help for my child and what can I do?

    *If you have a concern about your child's speech-language development, please contact your child's teacher so a speech referral can be made to our department.  To access referral policies and procedures click here.  To access activities, ideas and help for home, please see Parent/Teacher Strategies/Resources for Parents/Teachers.