Preschool Children With Special Needs:communication and language development.Presented by: Gloria Rodriguez * Yessenia Rosario * Phil Cabasino * Arianny Savinon * Renuka Persaud

1. CHAPTE R 10
COMMUNICA TION A ND LA NGUA GE
DEVELOPMENT
EDS 702 -SUMMER 2013
L E HMAN COL L E G E
Presented by:
Gloria Rodriguez * Yessenia Rosario
* Phil Cabasino * Arianny savinon-Perez * Renuka Persaud
Preschool Children With Special Needs:
Children at Risk and Children with Disabilities
Janet W. Lerner, Barbara Lowenthat & Rosemay W. Egan

2. Definitions of Communication,
Speech, and Language:
 Communication: refers to the exchange of messages
through an interaction between two people, usually a
speaker and a listener.
 Language: refers to the knowledge and use of a
symbolic code or set of ruels in involving syntax or
grammar that transmits meaning from one person to
another.
 Speech: is the verbal tool for conveying oral language.

3. Stages of Language Development
 There are 4 stages of Language Development.
1. Prelingustic.
2. The Emergent of Words.
3. The Combination of Words
4. Advanced Language.

4. Prelinguistic Behaviors
 Refers to any behavior babies show from the first day of life
through infancy.
 They use crying as a way to communicate and express hunger
or discomfort.
 Through the first 8 months babies participate in non-verbal
conversations
 Between 9-10 months babies typically begin to engage in
purposeful non-verbal conversations

5. Emergent of Words
 The usage of simple words.
 Children typically begin this task at about 12 months of
age
 This includes simple words such as: ma-ma or “da-da”
 Emergent words can also contain “early words” such as:
milk, more, outside, ball.
 Early words can represent a longer idea.

6. Combining Words into
Senteces
 Typically happens at around 2 years of age.
 Children generally put two or three words together to
make up short phrases or sentences.
 They begin to use telegraphic speech, in which words
are omitted. For example: “Baby want Truck” instead of I
want my truck.

7. More Advanced Language
 Around 4-5 years of age, language becomes more sophisticated
and develops a rapid pace.
 Preschoolers now use more advanced and intelligible sentences
and use complex syntax. For example: “He is reading a book, and
I want it next”
 They can stay on one topic when conversing with other children or
adults
 They can adjust their language according to the needs or status of
their listeners. A child might demand an object from another child.
But will ask nicely if he/she is dealing with an adult.

8. Theories of Language Acquisition
By Yessenia Rosario

9.  1. Behavioral Theory
 2. Innatist Theory
 3. Cognitive-interactionist Theory
 4. Social-interactionalist Theory

10.  This theory was developed and researched by
B.F. Skinner (1959)
 This theory implies that the child’s
environment plays a key role in language
acquisition through the processes of
imitation and reinforcement.
 This theory emphasizes the need for
modeling language so the child hears it and
imitates it and for reinforcement of the
child’s verbal behavior

11.  This theory proposes that language
acquisition is innate and natural for human
beings; and that it is not dependent on
imitation and reinforcements. Developed by
Noam Chomsky
 LAD-children are born with an innate
language acquisition device that allows
them to learn language.
 As speakers and listeners children learn a set
of rules that allows them to innately learn to
use expressive and receptive language

12.  This theory suggests that for young children
with disabilities or at risk additional time and
specific, planned intervention is needed to
internalize the language system that comes
naturally to others.

13.  Based on Piaget’s ideas about the stages of
cognitive growth in children. This theory
emphasizes the relationship among
environmental experiences, the development
of thinking, and language.
 It claims that the child acquires cognitive
prerequisites for language through actual
environmental experiences; “hands-on”

14.  It stresses that a child’s prior language
knowledge should be coupled with active
experiences to further support their language
development.
 The concept of readiness is mentioned as a
factor that needs to be considered by
educators and caregivers in regards to the
children’s language acquisition.
 Dramatic Play supports typically functioning
children and children with disabilities and at
risk with language development.

15.  This theory stresses the social role in
language learning. It assumes that language
develops because human beings are
motivated to interact socially, and caregivers
support their children’s language
development through their interactions with
them.
 Vygotsky’s social theory is considered in
regards to the view addressed within this
theory: Children learn through social
interactions

16.  Zone of Proximal Development (ZPD)-the
child’s potential level of development which
is supported by meaningful interactions with
adults.
 Scaffolding-the adult provides graduated
cues to assist the child in acquiring more
advanced language.

17.  Use expressive language with children
 Play a mediating role, shaping learning
opportunities and bringing them to the
child’s attention.

18.  This chapter suggest that the educator
considers each individual theory and its
usefulness in terms of helping each individual
child with disabilities or at risk.
 It states that all the theories are useful and
recommends the selection of the
perspectives from each theory that meets
the needs of the child in question.

19. Linguistic Systems of
Language
Phonology
Morphology
Semantics
Syntax
Pragmatics

20. Phonology
 Refers to the sound system of language
 Includes the rules for structuring and sequencing
speech sounds into words

21. Phonemes…what are they?
 A phoneme is the smallest sound unit in language
 “nip” has 3 phonemes; they are /n/, /i/, and /p/
 “bat” also has 3 phonemes, /b/, /a/, and /t/

22. Morphology
 The meaning units in words and is the rule system for
the internal structure of words.
 A Morpheme is the smallest unit of meaning in a word.
 “boys” has two morphemes (boy and plural)
 Morpheme development is typically seen in 18months
of age and continues until 5 years old

23. Semantics
 Vocabulary of language, its content, or the meaning of
words
 Children with language disabilities often have very
limited vocabularies

24. Syntax
 Refers to the sentence structure of the language.
 Rules of syntax in a language specify which sentences
are acceptable in that particular language and how to
transform sentences into new ones

25. Pragmatics
 The use of language in social situations and to the
purpose, function, or use of language
 Children demonstrate their use of pragmatics when
there is a two person conversation or dialogue

26. ARIANNY SAVINON - PER EZ
Language Difficulties Associated
with Specific Conditions

27.  Behavior and Emotional
Disturbances can lead to language
problems.
 *Language deficits can trigger
emotional disturbances because
they can’t express their feelings in
socially appropriate ways.
 Severe tantrums
 Repetitive movements (hand
flapping, whirling)
 Ritualistic play(lining up objects)
 Hyperactivity
 *Lack of symbolic play
 *Extreme reaction to sensory stimuli
L A N G UA G E D I F F I C U L T I E S A S S O C I A T E D W I T H
S P E C I F I C C O N D I T I O N S
Emotional Disturbances
Symptoms of Emotional
Disturbance

28.  Auditory processing
dysfunctions can lead to language
delays
 *Children may experience
impaired rate of processing for
rapidly changing acoustic
information
 *Children perceive sounds but
have difficulty interpreting what
they hear
 Other terms used: language
delay, developmental aphasia,
congenital aphasia and specific
language impairment
AUDITORY PROCE SSING DY SFUNCTIONS
Cause: Consequence:

29.  *Cognitive delays lead to
language and speech difficulties
for some preschool children
 * The degree of
developmental delay impacts on
the child’s speech and language
skills
 *Children with developmental CD
acquire language but at a slower rate and less
complexity
 Children with severe delays, rule
governed, symbolic language and speech may
not develop
Intervention:
 *Children with mild and moderate delays
need language stimulation according to their
developmental ages level
 Augmentative communication system will
be required for children with severe delays
COGNITIVE DELAYS
Cause: Consequences:

30.  *To acquire language skills children need
environments that provide intellectual and verbal
stimulation
 *Language interaction and experiences are
crucial for youngsters
 *Psychosocial factors can lead to language
difficulties:
 *Poor parent-child attachment
 *Lack of family support systems( emotional,
financial, social)
 Inappropriate caregiver expectations
 *Young maternal caregiver
 *Parental sensory and mental disability
 *Child abuse, neglect, rejection
 *Inadequate language modeling
 The lack of stimulating
experience leads to depressed
development of speech and
language.
L ACK OF STIMUL ATING E X PE RIE NCE
Causes:
Consequences

31.  *Language delays in young
children can be caused by visual
impairments
 *Children with visual
impairment can not recognize
people, objects, and events
discussed by others
 *Lack of adequate vision can affect
concepts and vocabulary development
 *Children with visual impairments
can reverse pronouns
 Limited experiences
 *Lack of opportunities to learn
pragmatics of language through play
and other natural interactions
VISUAL IMPAIRMENT
Causes Consequences:

32. *Children with motor dysfunctions
such as cerebral palsy frequently
have associated speech, language and
communication
Cerebral Palsy: disorders of
movements and coordination that
are caused by abnormalities of the
developing brain
*Traumatic Brain Injuries(TBI):
caused by accidents, sport injuries,
and physical abuse can affect the left
hemisphere of the brain
Cranofacial or structural abnomalies:
*Cleft palate
 Lack of voluntary control of the speech
muscles
 Difficulty in speaking with normal speed,
fluency, and timing
TBIs: children can experience long-lasting
problems with verbal learning, thinking, and
integrating new information
 Intervention: Teachers, medical personnel,
and speech/language therapists
 *Augmentative communication systems
M O T O R DY S F U N C T I O N S, I N J U R I E S, A N D
S T RU C T U R A L A B N O R M A L I T I E S
Causes: Consequences:

33. AU G M E N T A T I V E C O M M U N I C A T I O N S Y S T E M S

34.  *PDDs are social-emotional disorders that
affect language development
 Autism:
-Qualitative impairments in comprehension and
communication
-Restrictive repetitive and stereotyped patterns of
behaviors, interests and activities
Characterisitcs:
 *Avoid social interaction
 Lack nonverbal communication skills:
pointing, gesturing and head nodding
 Lack of attention
 *Inability to communicate for social purpose
 Impairments in speech, language and
communication skills, language –related social and
cognitive abilities
 *Echolalia, pronouns reversals, repetition of the
same sounds and words, *dysprosody, rhythm and
inflection of speech and Severe impairment in
comprehension of abstract concepts
Intervention
Family involvement
Coordinated interdisciplinary team approach
Change from behavioral approach to social-pragmatic
interventions
AUTISM AND PE RVASIVE
DE VE L OPMENTAL DISORDE RS
Description: Symptoms/effects:

35.  Caused by structural defects, neuro-motor
defects, or hearing impairments
This are considered the least serious of speech
disorders and most responsive to intervention
 Types of articulation disorders:
 Substitution: use one sound for another
 Distortion: Mispronouncing the sounds
 Omission: leaving out sounds
 Addition: putting in extra sounds
 Many of this disorders are developmental,
and disappear as the child matures(6 or 7)
 Includes pitch, intensity and voice
quality problems
 Causes: Physiological(voice abuse,
growth in the larynx)
 Excessive screaming and hearing
impairments
 It ’s not very common at preschool
age
SPEECH DISORDERS :
A R T I C U L A T I O N, V O I C E A N D F L U E N C Y
Articulation Disorders Voice Disorders

36. FLUENCY PROBLEMS
• The most common is stuttering or dysfluency
• Early intervention is required
• The age of onset is between 2-7
• 1% of children is affected
• Helpful Strategies for parents and teachers
• Allow sufficient time to talk
• Slow down the adult’s rate of speech
• Avoid interruption
• Focus on the content of the child’s conversation
rather than on his deficiencySome specialist consider that early
intervention will cause more damage

37. HEARING LOSS
 Deaf children have great difficulty developing speech and language: lack of imitation and auditory
feedback
 Mild or intermittent hearing loss( otitis) interfere with ability to hear and pronounce some phonemes
Causes for hearing impairments:
Genetic conditions ( 40-60 %), disease( bacterial infections) and trauma ( blow to the head, birth
complications)
Effects: Language delays, difficulty to follow directions and articulation
Common behaviors: gestures, close attention to facial expressions, movement in the environment,
heightened sensibility to touch, use of nonmelodic speech.
Children who are born deaf need specialized training to acquire language
Children who have been exposed to language before becoming deaf have better chance to develop
language proficiency

38.  “Bilingual children have language
differences, not language disorders”
C U LT U R A L A N D L I N G U I S T I C D I V E R S I T Y A N D
S E C O N D L A N G UA G E A C Q U I S I T I O N
“Children need to learn English in school, but their language and
culture must be incorporated and respected"
 The child’s cultural or language
background might interfere with language
learning in English
 Teacher’s awareness is important to help
them make transition
 Knowledge about children’s development
in their native language is important
 Dual language learners:
 Learn new sound system, vocabulary and
syntax : Substitute and mix the two languages
 Consistent routines, talking in present
rather than in the past or future, using key
words, repetition and use of pictures and
gestures while talking are recommended to
help 2nd language learners acquiring language
skills

39. Intervention for Children with
Language Problems
-Naturalistic Teaching
- Milieu Teaching
- Responsive Interaction

40. Naturalistic Teaching
Naturalistic teaching is language instruction that
occurs in informal settings such as in the home or
classroom.
Characteristics of Naturalistic Teaching:
• Instruction takes place in daily routines and
activities
• The topics of conversation are child initiated and
follow the child’s interest
• The continuation of the child-initiated activity
and the topic of interest are the natural
reinforcements for communication.

41. Naturalistic
Interventions
Language facilitation strategies:
• Modeling developmentally appropriate language
• Expanding the child’s language by providing
more elaborate models
• Balancing the length and frequency of the child
and the adult taking turns in communicative
exchange
• Responding to the child’s efforts to communicate
• Prompting to obtain more complex language

42. Naturalistic Language Interventions
• Milieu Teaching
• Responsive interactions

43. Milieu Teaching
• Milieu teaching is a strategy in which adults, such
as parents and teachers, deliberately arrange the
environment with interesting materials to
encourage a child’s language and development.
• The adult follows the child’s interest and teaches
language by providing specific prompts,
corrections, and reinforcements for the child’s
responses.
• The language training occurs in natural settings,
routines, and activities.

44. Three (3) Milieu Training Procedures
• (1) Mand-Model: The adult attends to the youngster’s choice of an
activity or toy, requests or “mands” (demands) a response from the
child about the activity, provides a model to imitate, and then gives
the child the toy or material of interest.
• (2) Time delay: The adult looks at the preschooler expectantly or
questioningly for 15 seconds. The delay gives the child time to
respond before the adult provides a model of the appropriate
language. The adult may repeat the model twice, each time waiting
for the youngster to talk before giving her what she wants.
• Incidental Teaching: The child initiates a topic of conversation and
the adult goes along with that topic. The adult follows the child’s
lead and stays with the topic only as long as the preschooler is
attentive.

45. Responsive Interaction
• Responsive interaction places emphasis on developing
an interaction style that promotes balanced turn taking
and communication between the adult and the child.
• Based on the theory that children learn new language
and will use their existing language more often when
they hear appropriate language models in the
interactions with responsive caregivers.
• Basic principles of responsive interactions: following
the child’s lead, taking turns, matching and extending
the child’s topic of conversation, responding to a
child’s communicative attempts, and providing
appropriate language models.

46. Responsive Interaction Teaching
Strategies
• Expansions
• Expatiations
• Parallel talk
• Self-talk

47. Expansion
Useful for children who are talking but not in complete
sentences. The adult repeats the sentence in a more
complete but simple form.
• Child: “Go”
• Adult: “Go out?”
• Child: “Go out”.(Shakes head to indicate yes)
• Adult: “You want to go out now?”
• Child: Go
• Adult:”Go out now”
• Child: “Go out now”

48. Expatiation
Following the child’s lead in conversation and
the caregiver focuses on what they child says,
not on the way it is said. The adult lets the
child know he or she was listening and adds
new information.
• Child: “Boy eats.”
• Adults: “Yes, he’s eating crackers.”

49. Parallel Talk
A strategy of describing what the youngster is
doing or seeing.
Adult: Hit the block. Hit the block on the floor.
Bang, bang, bang.

50. Self-Talk
Adults talk about what they are doing, seeing, or
feeling while the child listens nearby. This
technique gives the child an opportunity to
hear more mature phrases, sentences, and
vocabulary.
Adult (cutting paper): “I have to cut the paper.
Cut the paper. I need scissors. My scissors. Cut,
cut, cut. Cut the paper.”

51. Other Activities for Natural Language
Stimulation
Stimulate conversations or verbal responses of young
children:
• Doing something funny
• Locking the door when the child is ready to go outside,
wait for protest
• Placing interesting toys out of reach, wait for protest
• Having children request something instead of giving
them what they want
Communicative Temptations, “teasers”- natural language
stimulation technique

52. Behavioral Techniques for Language
Development
• Prompting is used when the child has difficulty
imitating a target response.
• Shaping: when therapist accepts the child’s
approximation of the word or sentences and
then reinforced for closer approximations of
the target response.
• Identifying correct responses is a procedure in
which only the correct verbal responses are
reinforced.

53. Classroom Interventions
• Use language for peer interactions during play.
• Use language to get help.
• Use language to tell about events.
• Use language to defend against peer
aggression.

54. Activity-Based Intervention
Bricker “a child-directed, transactional approach
that embeds training on a child’s individual
goals and objectives in routine or planned
activities and uses logically occurring
antecedents and consequences to develop
functional and generalizable skills”.

55. Peer Mediated Intervention
• Involves the training of normally functioning
peers to help the preschoolers with language
disabilities to communicate more during play.

56. Teaching Language Skills to Children with
Server Disabilities
• American Sign Language (ASL)

57. Teaching Language Skills to Children with
Server Disabilities
Augmentative Communicative Systems:
• Lap trays
• Story boards
• Electronic communication boards
• Computerized systems

58. Developmental Milestones
• Early childhood educators should know the
communication, speech, and language
behaviors expected at developmental stages
and the specific interventions to help children
to acquire these skills.
(Preschool Children With Special Needs, pg. 235-
237, Table 10.2)

59. Questions???????