Children may experience one or more of the following disorders:
- Speech sound disorders - (difficulty pronouncing sounds)
- Expressive language disorders - (difficulty expressing themselves with words)
- Receptive language disorders - (difficulty identifying and understanding what they hear)
- Cognitive-communication disorders - (difficulty with thinking skills including perception, memory, awareness, reasoning, judgment, intellect and imagination)
- Stuttering (fluency) disorders - (interruption of the flow of speech that may include hesitations, repetitions, prolongations of sounds or words)
- Pragmatic language disorders - (difficulty communicating and socializing with others)
- Voice disorders - (quality of voice that may include hoarseness, nasality, volume (too loud or soft)
What are some signs of a language disorder?
Language refers to meanings, rather than sounds. A language disorder is when a child has difficulty understanding and using words in context. Language is broken into two main areas. Expressive language refers to the child's ability to communicate needs or ideas. Receptive language refers to the child's ability to understand what a person is saying. A child may have difficulty in one area or both.
Some signs of language disorders may include one or more of the following; difficulty following directions, remembering and applying new vocabulary, forming complete and grammatically correct sentences, sequencing stories, retelling stories, answering 'wh' questions, and staying on topic.
What are some signs of an articulation disorder?
An articulation disorder involves difficulty making sounds. Sounds can be substituted, omitted, added or changed. These errors may make it hard for people to understand the student.
Young children often make speech errors. For instance, many young children sound like they are making a "w" sound for an "r" sound (e.g., "wight" for "right") or may leave sounds out of words, such as "puter" for "computer." The child may have an articulation disorder if these errors continue past the expected age.
Not all sound substitutions and omissions are speech errors. Instead, they may be related to a feature of a dialect or accent. For example, speakers of African American Vernacular English (AAVE) may use a "d" sound for a "th" sound (e.g., "dis" for "this"). This is not a speech sound disorder, but rather one of the phonological features of AAVE.
To see the age range during which most children develop each sound, visit Talking Child's speech chart.
American Speech-Language-Hearing Association
At least one of the following needs to apply to your student in order for the student to qualify for articulation therapy.
1. The test score needs to be in the significantly below average range. This usually covers a few sounds in error not just one. Please consider developmental errors when referring a child.
2. His/her speech sounds need to be impacting them academically. Do they write a t for a k (tat for cat)? Is the student getting "needs reinforcement" in the areas of phonics and/or reading.
3. His/her errors need to be impacting him/her socially. Is the student participating in class? Does the student get frustrated when you do not understand him/her in class?
American Speech-Language-Hearing Association
At least one of the following needs to apply to your student in order for the student to qualify for articulation therapy.
1. The test score needs to be in the significantly below average range. This usually covers a few sounds in error not just one. Please consider developmental errors when referring a child.
2. His/her speech sounds need to be impacting them academically. Do they write a t for a k (tat for cat)? Is the student getting "needs reinforcement" in the areas of phonics and/or reading.
3. His/her errors need to be impacting him/her socially. Is the student participating in class? Does the student get frustrated when you do not understand him/her in class?
Pre-Referral Strategies
Speech Delays
*check to see if the student can hear the difference between the way they say words and the correct pronunciation.
*make sure errors are not due to dialect or accent.
*make sure errors are not developmental in nature.
*have student imitate correct pronunciation. Show the child where to place their tongue/lips.
*for dysfluency teach deep breathing.
*speak more slowly and enunciate clearly.
*identify specific problem words.
*reinforce correct pronunciation.
*encourage eye contact.
*encourage increased volume.
*encourage hands away from mouth/face.
*encourage correct posture while sitting in chair.
Social Skills Delay
*directly teach normal! age appropriate social responses.
*reward pro-social behavior immediately.
*teach conversation skills during small group activities.
*use positive approach - encourage at all times.
*reinforce other students to behave well.
*remind student how to behave appropriately.
*create social stories. See social skill tab for pre-made stories.
*practice/role-play classroom courtesy.
*create opportunities for success.
*teach active listening skills.
*model the desired behavior.
*encourage eye contact.
Mentoring Minds
WHAT IS PREFERENTIAL SEATING?
Preferential seating means sitting in a place to better hear and focus. It does not always mean to sit right in front of the teacher. A lot of factors can impact the student's learning; lighting, noise, and visual stimulation to name a few. Please consider the following when selecting a seat for your student.
1. seat the student's back toward the window.
2. seat the student with the "better" ear towards the teacher.
3. seat the student away from air conditioners, heaters, open doors, overhead projectors, or near high noise areas.
4. seat the student near a peer "buddy".
Social Skills Delay
*directly teach normal! age appropriate social responses.
*reward pro-social behavior immediately.
*teach conversation skills during small group activities.
*use positive approach - encourage at all times.
*reinforce other students to behave well.
*remind student how to behave appropriately.
*create social stories. See social skill tab for pre-made stories.
*practice/role-play classroom courtesy.
*create opportunities for success.
*teach active listening skills.
*model the desired behavior.
*encourage eye contact.
Mentoring Minds
WHAT IS PREFERENTIAL SEATING?
Preferential seating means sitting in a place to better hear and focus. It does not always mean to sit right in front of the teacher. A lot of factors can impact the student's learning; lighting, noise, and visual stimulation to name a few. Please consider the following when selecting a seat for your student.
1. seat the student's back toward the window.
2. seat the student with the "better" ear towards the teacher.
3. seat the student away from air conditioners, heaters, open doors, overhead projectors, or near high noise areas.
4. seat the student near a peer "buddy".
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