1. Communication
Disorders
By Carrie, Kathleen & Maggie

2. Let’s Play Telephone!

3. What is a Communication
Disorder and Why is
Communicating Effectively
Important?
• Failing to transfer information from one
person to another.
• Students with a CD frequently perform
below grade level.

4. Frequency of Communication
Disorders
• 1 in 6 (16%) people in the U.S. has a
communication disorder. That is approx.
42 million people.
• 10% of our population has a functional
speech disorder, of which 8% to 9% of
those require treatment.

5. A Look at Pinellas County
Statistics
Pinellas County has approx. 104,000 preK-12 public school students. 16% of
104,000 is approx. 16,640 students with a CD.

6. Speech and Language
Disorders
• Speech Disorder – Difficulty producing
sounds, as well as disorders of voice quality.
*Example: Stuttering
• Receptive Language Disorder –
Difficulty comprehending what is said.
• Expressive Disorder - Difficulty using
spoken language.

7. English as a Second
Language
• A language difference is not the same as
a disorder. However, not speaking English
can be an impediment to effective
learning.
• A foreign dialect can be a problem for non-
native English speakers.

8. Typical Development
Five Components to Language System
• Phonology – The use of sounds to make
meaningful syllables & sounds.
• Morphology – The system that governs the
structure of words.
• Syntax – Rules for putting together a series of
words to form sentences.
• Semantics – The meaning of what is expressed.
• Pragmatics – The use of communication in
context.

9. Determining the Causes
• Organic Causes – Identifiable
problem in the neuromuscular
system.
• Functional Disorder – No identifiable
neuromuscular cause.

10. Effects Of Socio Economic Status
(SES)
• There is a discrepancy between low SES (often
including ELL) and high SES student
achievement.
“On Average, children from low-income families
acquire language at a slower rate & demonstrate
both differences in language use and poorer
language skills than children from higher income
families. Low SES is also a correlate of the
diagnosis of specific language disorders.”
--The MIT Encyclopedia of Communication
Disorders, Raymond Kent

11. Speech Disorders
• Includes disorders of articulation, voice
and fluency.

12. Articulation Disorders
• Most common disorder among the
youngest students.
• Substitutions – For example, sounds such
as /d/ for /th/. DOZE for THOSE.
• Omissions – Leaves a phoneme out of a word.
For example “ap” for apple.
• Additions – Adding a vowel between two
consonants. Ger-een for green.

13. Distortions – Not producing a
phoneme correctly. Often a lisp.
http://www.youtube.com/watch?v=hwjO-vWo4Oc

14. Speech Apraxia – The brain knows
what it wants to say, but can’t deliver the
message to the mouth.
http://www.youtube.com/watch?v=tYmm23EPXjU

15. Voice Disorders
• Pitch
• Intensity
• Resonance

16. Fluency Disorder
• Fluency – The rate and rhythm of
speaking.

17. Language Impairments
• Phonology - Unable to differentiate between
sounds. For example, BAT and PAT.
• Morphology - Trouble with the structure of words.
For example, adding an ED to signify past tense.
• Syntax – Trouble constructing a sentence.
• Semantics – Relates to the meaning of a sentence.
• Pragmatics – Social use of language.

18. Evaluating Students with
Communication Disorders

19. Determining the Presence of
Communication Disorders
1. Observation
• Parents & Teachers
*Child has difficulty utilizing & comprehending language.
*Child has difficulties with speaking clearly.
• Medical Personnel
*Child not achieving developmental milestones
related to communication skills.
*Change in communication skills.

20. Determining the Presence of
Communication Disorders (cont.)
2. Screening (Also described as an
“Intervention” by many school districts)
• Classroom Work -- Child may be afraid to
participate verbally in class due to disability.
Written work may be safer form of expression.
• Vision Screening -- Limited vision may impact
communication skills.
• Hearing Screening -- Child may have hearing
loss or history of inner ear infection.

21. Determining the Presence of
Communication Disorders (cont.)
3. Prereferral
• Implementation of suggestions from a school-
based team.
*Teachers model speech sounds, increase
student’s language.
*Parents may implement suggestions from the
team if child has been identified before entering
school.
4. Referral
• Child referred to multidisciplinary team if he or she
still performs poorly in academics or continues to
have communication impairments.

22. Determining the Presence of
Communication Disorders (cont.)
5. Nondiscriminatory Evaluation
Procedures and Standards
•Speech Assessments
*Articulation – evaluates student’s ability
to produce speech sounds in single
words, sentences and conversation.
Appearance, strength and abilities of lips,
tongue, palate and jaw are also
evaluated at this time (Oral Motor Exam).
*Voice – evaluates voice problems and
factors affecting voice quality such as
pitch, intensity, nasality.
*Fluency – measures the amount of
dysfluency (impairment of the ability to
produce smooth, fluent speech)and
duration of dysfluency while student is
speaking.

23. Determining the Presence of
Communication Disorders (cont.)
• Language
Assessments
*Focus on phonology, semantics,
syntax and overall
expressive/receptive language.
*SLP observes child in different
environments and with different
people including friends,
teachers, classmates.

24. Determining the Presence of
Communication Disorders (cont.)
6. Determination
• SLP determines if the child
has a communication
disorder and if this disorder
affects the child’s learning.
• SLP utilizes culturally
sensitive therapies for
bilingual students.

25. Multicultural
Considerations
• Bilingual or multilingual students need
specialized speech/language assessments.
Difficult to make fair assessments of these
students.
• Should the student be tested in their native
language or in English?
• SLP normally tests students in their dominant
language.
• SLP must determine – Is it a language
difference or a disability?

26. Role of Speech Language
Pathologists
• Direct contact with students is majority of workload.
• Programming augmentative communication devices
and educating paraprofessionals on how to use them.
• Align IEP goals with teachers and paraprofessionals.
The American Speech-Language-Hearing Association
identified four different types of activities that SLP’s
use in schools:
1. Direct services to schools
2. Indirect services to implement student’s
education programs
3. Indirect services to support students in the
general education curriculum
4. Activities as members of the community of
educators

27. A Speech Language Pathologist
Speaks About Student
Assessment
http://www.youtube.com/watch?v=Ssz_cutETTE&list=FLs36MXXg507Hju44DEWLTZQ&index=1&feature=plpp_

28. Accommodations in the
Classroom

29. Presentation
• Do adaptations need to be made to
instruction & materials?
*Keep a slow paced delivery & speak
clearly (If needed, allow students to tape the
lecture on a recorder.)
*Provide step by step directions
*Use visual support to help the student
understand (gestures, pictures, printed
handouts, graphic organizers)
*Stay well-organized. Don’t rush transitions to
new topics & activities

30. The Importance of Graphic
Organizers
• During a lecture, they provide a visual
representation and can be used as a
reference during discussions later on.
• During reading, they help guide
organization and make great study guides.
• Visually links together groups of important
information for the students!

31. Response
• Do adaptations need to be made to
assignments & assessments in order for
students to successfully participate?
*Allow student extra time to verbally respond
to questions. (Cues and advanced notice can be
used to help students prepare and reduce
anxiety)
*Written assignments & exams might be used
in place of oral presentations or reports.
*Multiple choice/True & False formats can be
used to avoid long written or oral responses.
*Extra time might also be needed for tests.

32. Setting
• Do adaptations need to be made to
the learning environment?
*Reduce noise and talking in the classroom.
*Have the student sit at the front of the
class during instruction & lectures.
*Alternate ways for student to contribute
vocally to class & group discussions.
*Allow use of special communication devices.

33. Assistive Technology
Alternative Vs. Augmentative
Low tech Vs. Hi Tech
• Kidsperation
Software
• Portable
Communication
Devices (Go
talk systems,
Iphone/Ipad
Apps.)

34. • Graphic
Organizers
• Communication
Message Boards
• Communication
Bracelets
• Picture
Books/Boards

35. ELL Students with
Communication Disorders
• Use pictures as often as
possible, visual images are
much easier to understand
than audio.
• Collaborate with the ESL
teachers, SLPs & parents
on objectives and goals.
• Consider the cultural and
linguistic factors that affect
delivery.
• Encourage Peer Buddies
and class interactions.

36. You Can Conquer
Communication Disorders!
Just Ask these Familiar Faces!