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Identifying and supporting children with language difficulties
- 1. IDENTIFYING AND SUPPORTING CHILDREN WITH LANGUAGE DIFFICULTIES EARLY EDUCATION AND CARE CONFERENCE
- 2. 2
- 3. Clinics Brisbane Townsville The Glenleighden School Therapy Education Research Advocacy School Support Services Support Resources Parent & Professional Development
- 4. Objectives • Key components of language • What is Language Disorder? • Implications • Strategies
- 5. Key Components of Language
- 6. Activity
- 7. From infancy, language is integral to just about everything we do, share, understand, perceive and achieve. (Professor Gina Conti-Ramsden)
- 10. Speech • The sounds that we make • The way that we produce sounds • Will affect the way we can be understood Language • How we put words together • How we understand and relate words • How we use words in a structured and conventional way Speech vs Language
- 11. Expressive language is the ability for someone to convey a message through oral language Receptive language is the ability for someone to understand oral language Oral language is the pre-requisite to written language; foundation to sound literacy development. Key Components of Language
- 12. Activity
- 13. A farmer had 30 cows, and 20 ate chickens… How many didn’t?
- 14. • Form – Syntax, Morphology, Phonology • Content – Semantics • Use – Pragmatics Bloom and Lahey, 1978 Oral Language
- 15. • Semantics – meaning, concepts, vocabulary • Phonology – knowledge of sound system • Morphology – patterns of word formation in language (e.g. plurals, past tense –ed) • Syntax – arrangement of words in a phrase of sentence to indicate meaning • Pragmatics – social use, purpose and implied meaning of language Areas of Language
- 17. Bloom and Lahey, 1978
- 19. Bloom and Lahey, 1978
- 21. Bloom and Lahey, 1978
- 23. • Language Disorder is a developmental disability that affects how children think about, understand, and use language What is Language Disorder?
- 24. Language Delay Children achieve developmental milestones for language in the right sequence, but at a slower rate to what would be expected for their age. Language Disorder Language acquisition occurs in an atypical sequence. Developmental milestones may be reached in an unusual order, or may not be reached at all. Delay vs Disorder
- 25. • Children with language disorder have trouble understanding and/or using language to express themselves. • The disorder can be mild, moderate or severe, which will affect how much it impacts on a child’s day to day activities. What is Language Disorder?
- 26. 26 McKean et al., 2017
- 27. • 1 in 14 children are diagnosed with Language Disorder • Language Disorder is often referred to as a hidden disability as children look the same as their peers • Children with language disorder have trouble understanding, find it difficult to express themselves and may behave differently to other children • Children with Language Disorder are at high risk of poor mental health at times leading to suicide, incarceration and poor employment prospects • The wider community does not know what Language Disorder is or that it exists increasing the burden on families supporting a child with language disorder What is Language Disorder?
- 28. • Specific language impairment • Childhood aphasia • Expressive/receptive language disorder Language Disorder has also be known as…
- 29. Parents % Teachers % Speech Pathologist % Other Health professionals % 1st Speech Language Impairment 23% Speech Language Impairment 36% Communication Difficulties 38% Speech Language Impairment 51% 2nd Language Disorder 20% Language Learning Difficulty/Needs 27% Language Disorder 28% Language Disorder 49% 3rd Language Learning Difficulty/Needs 14% Communication Difficulties 9% Language Impairment 14% Language Impairment 9% • Important to remember Speech Language Impairment is a funding category in QLD. • Multinational and multidisciplinary team of specialists (CATALISE consortium) have recently released a paper to introduce standardised terminology and criteria • Introducing (Developmental) Language Disorder Terminology
- 30. 30
- 31. 31
- 32. • Oral language is system of speech sounds to make words to represent meaning • Most children acquire language without being taught • Intimately connected with cognition • Self-talk links words, actions and ideas, as well as facilitates planning and critical thinking • There is no part of brain dedicated to ‘learning’ – recycling of existing neural pathways • Language is ‘in built’ in our brains What do we know?
- 35. Semantic System (understand the concept) Auditory input (hear the word) Visual input (see the word) Verbal output (say the word) Written output (write the word)
- 36. • No conclusive evidence to suggest one primary cause - it is an extremely complex disorder • Studies suggest underlying neurological aetiology • All systems are involved • More often than not, there are co-existing problems in the areas of speech, language, gross & fine motor • The brain is constantly changing, especially in younger children • There is still a lot we don’t know about Language Disorder! What do we know?
- 37. • Approximately 7% of children enter school with language difficulties • Children with language difficulties at age 5 are likely to continue having significant problems throughout their schooling and employment • More boys than girls present with language difficulties, a ratio of anywhere from 2:1 to 3:1 • It is estimated that up to 50% of youth offenders have previously undiagnosed Language Disorder What are the stats?
- 38. Implications
- 39. Activity
- 40. Imagine……… visual &/or auditory processing difficulties fine motor difficulties vestibular dysfunction organisation difficulties behavioural, social, emotional difficulties
- 41. • FORM • Incorrect grammar • Word order difficulties • Difficulties making complete sentences • Difficulties with intonation and stress • CONTENT • Difficulties defining words • Difficulties understanding what words mean • Word finding difficulties • Difficulties understanding multiple meanings • Non-specific words used • USE • Difficulties with rules of conversation • Difficulties using ‘good manners’ • Inappropriate language to a situation • Difficulties understanding non-verbal cues What would happen if you had difficulties with…
- 42. Significantly reduce ability to – • communicate • learn at school and • interact socially. Implications
- 43. At risk academically, socially and vocationally. More likely to experience behavioural and emotional difficulties (statistics – 2x more likely). Implications
- 44. “Communication skills are essential in every area of the school curriculum. Speech-language impairment can affect a student’s participation in school activities and achievement of learning outcomes. The effect is not restricted to obvious areas such as LOTE, English….” QCAA Implications for Learning
- 45. • Language - speaking and understanding • Cognition - thinking and problem solving • Sensory - receiving information about the world • Motor - how body moves – gross and fine motor • Perceptual - processing information about the world • Social - interacting with others • Emotional - feeling and respond • Learning - learning at school Foundations for Learning
- 47. In the classroom context
- 48. • Copying off friends/cue off others • Not following instructions • Slow to respond • Working slowly, can’t keep up • Difficulties paying attention • Difficult behaviours/melt-downs • Appear inappropriate or immature • Appear anxious • Difficulties making friends. • School refusal In the classroom context
- 49. Many people have never heard of Language Disorder.
- 50. Assume children presenting with behavioural, emotional and social difficulties have a language impairment unless proven otherwise. (Professor Gina Conti-Ramsden)
- 51. • Recognise that each student with Language Disorder has a unique profile of strengths and weaknesses. • All students with Language Disorder can learn but they may not learn by traditional methods. • Therefore, different programming, teaching and assessment requirements are needed. What can I do?
- 52. Strategies
- 53. • Visual layout/support • Multi-sensory experiences • Essential knowledge and purpose What are the essential strategies?
- 54. • Colour-coded writing • Organisation • Editing Colour Coding
- 55. Provides students with a visual clue enabling them to: • identify the grammatical elements in a sentence (e.g. as an adjective or a noun) • organise grammatically correct sentences using rules that govern word order (i.e. syntax) Colour Coding
- 56. • Use scaffolds, pictures and diagrams • Use gestures • Use symbols and icons Visual Layout/Supports
- 58. Venn Diagram
- 61. • Present information in a variety of forms • Linking the ear, eye, voice and hand in symbolic learning. Multi-sensory experiences
- 63. I see and I forget. I hear and I remember. I do and I understand. Confucius
- 64. Focus on what they need to know, not what would be nice to know. • Reduce information – both oral and written • Link it to what they already know – make this explicit Essential Knowledge and Purpose
- 65. • Related to metacognitive ability If students do not have inner language, they will have difficulty in thinking through a problem or being aware of their own thinking so they can use what they hence learned in other situations. (Costa & Kallick, 2005) • It is about providing explicit instruction, reasoning and dialogue to support their understanding of the purpose, concept and outcomes.
- 66. • Most classroom teaching and learning is conducted orally. Education has been called a verbal game, and those who know the rules and play the game can succeed. ” (Bashir, 1999) Giving Instructions
- 67. • Gain the student’s attention first • Position yourself • Use gestures and signing • Use simple, clear, concise, explicit language and instructions. • Break down the information into manageable chunks Giving Instructions
- 68. • Use other visual cues – e.g. pictures to support understanding Giving Instructions
- 69. • Sequence the information Giving Instructions
- 70. • Emphasise key vocabulary • Demonstrate first; model • Reduce background distractions • Provide additional explanations – be wary of rephrasing Giving Instructions
- 71. Where would you be, do you think, if you hadn’t learned to talk? • Allow time to process and respond Giving Instructions
- 72. Where would you be, do you think, if you hadn’t learned to talk? • Be mindful of the types of questions you are asking....open vs closed ended questions; Blanks Levels of Questioning • Provide good models for language/questions. • Empathy and support. Giving Instructions
- 73. Where would you be, do you think, if you hadn’t learned to talk? Any program that addresses language difficulties should go hand in hand with interventions that address behavioural, emotional and social issues. (Professor Kevin Durkin)
- 74. • Consult with a Speech Language Pathologist • Other professionals which may be involved: • Paediatrician • Psychologist • Occupational Therapist • Physiotherapist • Early intervention • Language-rich environment If you have concerns with a child’s language
- 75. Questions?
- 76. Clinics Brisbane Townsville The Glenleighden School Therapy Education Research Advocacy School Support Services Support Resources Parent & Professional Development
- 77. t. 1300 881 763 w. salda.org.au f. @speechandlanguag edevelopmentaus e. shaun.ziegenfusz @salda.org.au
Notes de l'éditeur
- As teachers, this is a good reminder of the way we need to look at the issue – some teaching and assessment practice tends to focus on written language rather than the oral component, particularly in the older grades
- The terms language delay and language disorder are sometimes used interchangeably, and it can be difficult to differentiate between the two. Often it is more useful to look the areas of strength and weakness for each child, and target intervention according to their specific needs.
- On top of difficulties with language, children could also have other issues. Auditory Processing Disorder, also known as Central Auditory Processing Disorder, is a complex problem affecting about 5% of school-aged children. These students have difficulties processing information in the same way as their peers because their ears and brain don’t fully coordinate. Something adversely affects the way the brain recognises and interprets sounds, most notably the sounds composing speech. A visual processing or perceptual disorder refers to a hindered ability to make sense of information taken in through the eyes. This is different from problems involving sight or sharpness of vision. Difficulties with visual processing affect how visual information is interpreted and processed by the brain. Tone and holding themselves upright. Sensory issues – movement including rocking, moving around the room, smelling, chewing, tapping, etc… Organisation difficulties – organising self for work, doesn’t get started independently on work, etc… Balance and motor issues – clumsy, finds it difficult to sit on the floor
- What happens if language is not available as a tool? Experiences are easily forgotten or confused or occur without understanding about their connections to other contexts occurring at the same time. The filing system becomes disorganised, with experiences crammed in but not organised, with no categorisation for easy retrieval. This creates confusion about sense of self in the world and a lack of ability to regulate emotions. Social isolation can be a symptom of poor communication skills, and obviously without language as a tool for doing these things, as well as its direct connection to the left brain activities of an education system, many areas of learning are significantly compromised.
- The surface manifestations of P.L.D. are often interpreted as behaviour, personality and attention disorders. Truancy. Jail. Mental health issues.
- The surface manifestations of P.L.D. are often interpreted as behaviour, personality and attention disorders. Truancy. Jail. Mental health issues.
- Not if, but when you will have a child with a language disorder in your classroom. Statistics show that in each classroom in Australia there are 2, possibly 3, students with these difficulties. They may not be verified. And you as the classroom teacher will need to be on the look out and aware of what may be happening for the child.
- Not if, but when you will have a child with a language disorder in your classroom. Statistics show that in each classroom in Australia there are 2, possibly 3, students with these difficulties. They may not be verified. And you as the classroom teacher will need to be on the look out and aware of what may be happening for the child.
- Not if, but when you will have a child with a language disorder in your classroom. Statistics show that in each classroom in Australia there are 2, possibly 3, students with these difficulties. They may not be verified. And you as the classroom teacher will need to be on the look out and aware of what may be happening for the child.
- Not if, but when you will have a child with a language disorder in your classroom. Statistics show that in each classroom in Australia there are 2, possibly 3, students with these difficulties. They may not be verified. And you as the classroom teacher will need to be on the look out and aware of what may be happening for the child.
- Early intervention is the key
- Colour coded writing = give a specific colour to each type of words. Use it to help build sentences and make them more complex. Help them to organise their filing cabinet. Organisation = using colour to indicate which books are for a particular subject, timetables Editing = pick a colour to indicate spelling difficulties, punctuation difficulties, grammar difficulties provides students with the ability to check their own work.
- Provide support for how to do a task Symbols and icons stop, go symbols. Especially for written tasks.
- Learning objective The work schedule may be used for those students that can’t follow instructions either written on the whiteboard or given orally. It may be used as students enter the room or return to their desk and helps students get ready for the task ahead. The bottom sequence can be modified for the individual. In this example the visual prompts are a cue for an individual that tends to call out in class.
- We talk about students being auditory learners, visual learners, tactile learners or kinaesthetic learners. These students require the ability to see and manipulate the objects. For example, in maths, getting them to move concrete items around to determine addition and subtraction problems will greatly assist understanding.
- We talk about students being auditory learners, visual learners, tactile learners or kinaesthetic learners. These students require the ability to see and manipulate the objects. For example, in maths, getting them to move concrete items around to determine addition and subtraction problems will greatly assist understanding.
- We talk about students being auditory learners, visual learners, tactile learners or kinaesthetic learners. These students require the ability to see and manipulate the objects. For example, in maths, getting them to move concrete items around to determine addition and subtraction problems will greatly assist understanding.
- Write instructions on the board. Gestures and actions will enhance meaning and alleviate the use of redundant language. Give directions in small and distinct steps (you may even use your fingers to guide the number of steps). Reduce the length of your instructions. Pre-teach vocabulary, concepts, listening and memory strategies.
- Write instructions on the board. Gestures and actions will enhance meaning and alleviate the use of redundant language. Give directions in small and distinct steps (you may even use your fingers to guide the number of steps). Reduce the length of your instructions. Pre-teach vocabulary, concepts, listening and memory strategies.
- Write instructions on the board. Gestures and actions will enhance meaning and alleviate the use of redundant language. Give directions in small and distinct steps (you may even use your fingers to guide the number of steps). Reduce the length of your instructions. Pre-teach vocabulary, concepts, listening and memory strategies.
- Write instructions on the board. Gestures and actions will enhance meaning and alleviate the use of redundant language. Give directions in small and distinct steps (you may even use your fingers to guide the number of steps). Reduce the length of your instructions. Pre-teach vocabulary, concepts, listening and memory strategies.
- Write instructions on the board. Gestures and actions will enhance meaning and alleviate the use of redundant language. Give directions in small and distinct steps (you may even use your fingers to guide the number of steps). Reduce the length of your instructions. Pre-teach vocabulary, concepts, listening and memory strategies.
- Write instructions on the board. Gestures and actions will enhance meaning and alleviate the use of redundant language. Give directions in small and distinct steps (you may even use your fingers to guide the number of steps). Reduce the length of your instructions. Pre-teach vocabulary, concepts, listening and memory strategies.
- Early intervention is the key
- So what should you do if you have concerns about your child’s language development?: Firstly, consultation with a speech-language pathologist is essential in assessing a child’s language skills. You may also hear the term speech pathologist or speech therapist- usually used interchangeably. There are different funding options for services (see me later for further info), Other professionals which may be involved include a paediatrician (esp. if language disorder is secondary to another developmental disorder), psychologist (e.g., cognitive testing), occupational therapist (e.g., fine motor/ visual perceptual), or physiotherapist (e.g., gross motor). Research supports the use of early intervention- in general, the younger the child, the better the outcomes- neuroplasticity. Research also supports creating a language-rich environment that maximizes the child’s learning potential. This is true not only for children with language disorder, but can also support the language skills of typically-developing children. For the remainder of this presentation, I will be talking about some ways to help you create a language-rich environment at home- useful for all children, not just those with a delay or disorder.