ocdsb speech language pathology services speech language pathologists (slps) provide service to...
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OCDSB Speech Language Pathology
Services
Speech Language Pathologists (SLPs) provide
service to students with communication disorders.
Communication includes:
• Speaking and Listening
• Reading and writing
• Using sign language
• Computerized communication devices
One in ten Canadians has a communication disorder.
Types of communication disorders typically seen in the classroom that impact academic
success and literacy development
• Articulation
• Phonological disorders
• Motor speech disorders
• Fluency
• Voice disorders
• Cleft lip and palate
• Processing difficulties
• Auditory memory weaknesses• Comprehension difficulties• Reading and writing difficulties• Phonological awareness
weaknesses• Expressive language
difficulties• Sequencing difficulties• Narrative difficulties• Pragmatic or social language
difficulties
Spotting speech and language concerns
in the regular classroom
i
Communication Disorder Signs Social Impact Academic
Impact Receptive Language Disorders
Difficulty following directions; weak understanding of concepts (e.g. spatial, time, quantity) ; misunderstanding classroom lessons; confuses wh- words; limited vocabulary; difficulty with abstract/ figurative language
Child may appear not to be listening & is easily distracted; can result in conflict with others or withdrawal; difficulty establishing peer relationships.
Child does not understand lessons; cannot complete work independently; requires repetition; may need program modifications
Expressive Language Disorders
Grammatical difficulties; may use short simple sentences; difficulty sequencing & organizing thoughts; written language weakness; difficulty re/telling stories; word retrieval difficulties
Rarely participates in classroom discussions; often prompt dependent to provide answers; slow to express thoughts; reluctant to share information
Difficulty completing written assignments; reluctance to do presentations; lose marks due to lack of participation; may need program modifications
Phonological Awareness
Weak rhyme/syllable awareness; difficulty identifying beginning/ending sounds; poor awareness of vowel sounds in words; difficulty decoding and using sound awareness for spelling
Poor self-esteem due to weak abilities impacting upon literacy acquisition; withdrawal behaviours around literacy activities
Poor achievement with early literacy & writing skills; poor alphabet awareness; poor sound & sound-symbol awareness; may be an early sign for later learning difficulties
Articulation /
Speech Difficult to understand speech due to sound substitution, omission, distortion and addition of sounds
May be teased; may be reluctant to speak; may be asked to repeat frequently; may be become frustrated; may act out
May impact upon phonological awareness development and decoding/spelling
Fluency Repeats words or parts of words, prolongs sounds, or shows tension or struggle with speech
Child may be teased by others & may begin to avoid speaking in group settings
Child may do poorly on oral assignments & oral reading; child may withdraw from group learning activities
Voice disorders Continually hoarse or nasal voice; may ‘lose’ voice
Child may be teased or ignored; child may have difficulty controlling loudness/volume
May impact upon performance during oral tasks
Pragmatics May see inappropriate behaviours; may have limited eye contact; may have difficulty taking turns & staying on topic during discussions
Child will have difficulty with peer relationships; may do better with adults; difficulty at recess and unstructured times
Misreads situations leading to behavioural difficulties at school; can be inattentive; calls out answers due to poor turn-taking; can be disruptive; takes a lot of teacher time.
Depending on the level of need, the SLP can evaluate a student’s oral and written communication skills by:
• Observing the student in the classroom• Consulting with teachers and parents,• Testing the student formally and/or
informally• Making recommendations based upon
assessment results regarding possible classroom strategies or modifications
• Providing limited consultation services to teachers and parents
• Assisting with applying for a Specialized Class placement
• Referring for additional services such as PAT-P or CCAC
CCAC eligibility for speech services
• Community Care Access Centre provides services in the schools to students who have moderate-severe difficulty producing speech sounds, who stutter or who demonstrate voice problems.
• Before a referral can be made to CCAC, students must have a SLP assessment from a school SLP, First Words or private SLP
• CCAC does NOT provide language therapy.
Phonology vs. Phonological Awareness
vs. Articulation• Phonology is the study of the sound systems
of languages. • Phonetics is the study of the production,
perception, and physical properties of speech sounds; phonology attempts to account for how they are combined, organized, and convey meaning in particular languages.
• Phonological Awareness refers to an individual's awareness of the phonological structure, or sound structure, of spoken words.
• Articulation is the act or manner of producing a speech sound.
Language & Sound Awareness
• In order to have language, one must have the ability to think and talk about sounds in words, parts of words and words in sentences. Awareness of sounds in words is essential for learning to decode and spell. Children with strong sound awareness are generally faster to learn to use the alphabet to read. Rhyming and identifying words that start with the same sound are early developing sound awareness skills.
• Please refer to the Developmental Hierarchy of Phonemic Awareness Skills. In addition, see “Phonological Awareness Classroom Activities” program.
Case Studies
1. Sammy is a 9 year old girl who has been diagnosed with a learning disability as well as speech impairment. She is unable to produce some of her strident sounds. This affects her oral language and written language as she often does not use plurals.
2. Justin is a 3 year old boy diagnosed with dyspraxia and Pervasive Developmental Disorder-Not Otherwise Specified. He is able to produce some words and phrases but uses unusual prosody.
3. Eileen is an 18 month old girl diagnosed with a communication delay. She only uses vowels when attempting to speak and is unintelligible to everyone except her mother.
4. Kathy is an inpatient in an eating disorders clinic. She is concerned with her /r/ production. She is in grade 12, is 17 years old and wants to go into broadcasting.
5. Eleanor has just suffered a stroke and has an auditory agnosia. How does this affect her communication?
*how are phonetics/phonology/articulation related in these cases?
Summary
• The relationship between phonetics/phonology/phonological awareness and articulation is intertwined with hearing and speaking as well as learning and social/emotional skills.
• Questions?• Invitation to a PAT-P
• Presented By:
• Jacqueline M. Glance M.Sc. CCC-SLP ( C )
• Reg. CASLPO
• OCDSB Speech/Language Pathologist