Kimberly Barnett #2

SPED 5360
Communication Disorders (CD)
Chapter 8
1. The IDEA (federal) definition of Communication Disorders:
Communication Disorders are speech or language impairments that interfere with a childs
learning. A child with a communication disorder may stutter when talking, have problems
with forming speech sounds, have impairments in language, or they can have voice
impairments.
2. Differentiate between a speech disorder and a language disorder:
A child with a communication disorder might have impairments in speech, language, or both.
Speech impairments: in determining whether someones speech is impaired, that
individuals speech must be so different from other peoples speech that it is noticeable. Their
speech must interfere with their ability to communicate or cause the individual distress. There are
three types of speech impairments; articulation disorders, fluency disorders, and voice disorders.
Articulation disorders: a child with an articulation disorder cannot make sounds because
they are unable to move their mouths in a particular way to produce that sound, or they are
unable to move their tongue in a certain way to form a sound etc. there is a deficit in the
childs ability to physically make sounds using their mouth, tongue, or facial muscles.
Phonological Disorders: is a disorder in which the childs ability to make sounds correctly is
inconsistent. A child might be able to make a sound correctly in some cases, but other times the
child will not make that same sound correctly.
Fluency Disorders: is when an individuals cannot produce speech effortlessly and
automatically. An individuals speech might be too fast, or the individual might repeat certain
words, sounds, syllables, or phrases. There are 2 types of fluency disorders; stuttering and
cluttering. Stuttering: is when an individual repeats vowels or consonant sounds when they first
start to say a word. Cluttering: is when an individual speaks too fast, and mispronounces sounds,
or will not pause in between words, which makes their speech hard to understand.
Language disorder: is when an individual struggles with understanding or using spoken
language, written language, or other forms of language (e.g., symbols). The individual may have
trouble understanding or forming language (phonology, morphology, and syntax), or they might
struggle with understanding the semantics of language, or the pragmatics of language.
Phonology: is a set of rules that are used to describe how sounds are put together and
arranged to form a particular word, and also how the arrangement differentiate one word

meaning from another word meaning. Example: Pear and Bear sound similar, but one word starts
with P and the other with B.
Morphology: involves determining the meaning of a word through the use of syllables,
certain sounds, or even using whole words. Example: word: base + word: ball = baseball
Syntax: is how words are arranged together to form the meaning of a sentence. For example:
Help my turkey eat has a different meaning then Help eat my turkey.
Semantics: involves understanding the meaning of certain words based on the context.
Example: the word hot means temperature when talking about the temperature in Texas, but
hot means something else when talking about the appearance of celebrities.
Pragmatics: involves determining how we use language based on social circumstances. This
includes determining when to use language based on the purpose (e.g., saying hello to someone,
or saying goodbye), altering language based on the situation (e.g., talking to a pet versus how
you talk to an adult), and following the social rules of conversation (e.g., how close you are to
the person you are talking to).
Children with language disorders can also have problems understanding and expressing
language. This is known as receptive language disorder and expressive language disorder.
Receptive language disorder: is when the child has difficulty understanding what they are
being told, this can be due to the childs inability to understand sentences, or understand how to
follow directions/instructions that someone tells them.
Expressive language disorder: is when the child has difficulty making language. A child may
not have a large vocabulary, they may use the wrong words or wrong phrases, or they have no
speech and use gestures to communicate.
3. How do communication disorders differ from communication differences?
Dialect: Children may speak differently based on factors such as their race, culture, or what
part of the world they are from/live. Dialect should be looked at first before believing the
child has a communication disorder. Dialect is a form of language that uses its own words,
phrases, and pronunciations, based on the geographic area or sociocultural. For example:
African Americans may use words or phrases that are particular to their culture, while
Latinos might use words and phrases that are specific to their culture. These differences can
make understanding what someone is saying hard if they are not part of that culture.
Therefore, a childs dialect must be taken into account first, and if there is still a suspicion
that the child might have a communication disorder specific to their dialect then further
assessment/identification should take place.
4. What is the prevalence of CD?
Determining the prevalence of communication disorders is difficult because of differences in
defining and interpreting speech and language disorders. The prevalence of communication
disorders is thought to be high because most children who are receiving special education
services for learning disabilities, intellectual disabilities, EBD etc. might also have a co-

occurring communication disorder. The current estimate is that 50% of children who are
receiving special education services for other disabilities, might also have a co-occurring
communication disorder. Prevalence is also gender specific; more boys than girls are
diagnosed with a speech and language disorder.
5. What is the process used for identification of CD?

Screenings:
If a teacher feels like a child might have an undiagnosed speech and language
impairment, they can use specific screening assessments in the classroom and provide the
information to the SLP. These informal assessments can also be filled out by parents. Based
on how the child scores on the screenings, further evaluation might be needed to confirm.
Evaluations: if a child fails speech and language screening, then they can get a more
detailed evaluation done. A comprehensive evaluation would be comprised on 8 parts: case
history and physical exam, articulation, hearing, phonological awareness and processing,
language development and vocabulary, language function assessment, language samples, and
observations in natural settings.
Case history and physical exam: a case history is completed, which involves getting
demographic information, school records, developmental information (e.g., when the child
first walked, crawled etc..), their social skills (e.g., did they play with other children), as
well as finding out how the child scored on any achievement and/or intelligence test.
Physical exam is done to determine if the child has any physical abnormalities that might
contribute to the speech problems.
Articulation: if the child makes any speech errors (e.g., mispronounces a word) then this
information is documented. The amount of errors in recorded.
Hearing: a childs hearing is tested to determine whether the childs communication
problems are a result of hearing loss/impairment.
Phonological awareness and processing: this is when a child is evaluated to determine if
they can distinguish speech sounds, know the difference between certain sounds, and know
when a sound begins and when it ends.
Overall language development and vocabulary: this is to determine how large the childs
vocabulary is, which indicates their overall language competence. Also, the child is assessed
to determine if they understand language structures as well as if they are able to produce
language structures (e.g., conjunctions-connect elements in a sentence).
Assessment of language function: uses an assessment to determine if a child understands the
function of language/communication, and compares results to typically developing children.
Language samples: is an important component to evaluate if a child has a communication
disorder. The child is asked questions to determine how well they can speak/respond to
questions being asked. The child is evaluated based on how fluent they speak, if they answer
correctly, determine if the child is using vocabulary.
Observation in a natural setting: this is when a child is observed in a natural setting where
speaking would take place. The importance is to see how the child uses language in social
settings and during activities throughout the day.

6. Research-based educational approaches that are most beneficial for students with
Speech Disorders include:
A Speech-language pathologist (SLP) is primarily responsible for providing interventions for
students with speech disorders. SLPs use techniques to treat speech-sound errors (e.g.,
articulation error and phonological errors) as well as treating fluency and voice disorders.
Treating Speech-Sound Errors:
Articulation Errors: the purpose of therapy for articulation errors is to teach the child how to
say speech sounds correctly, to help them be able to use those speech sounds in different
settings, and continue to use correct speech sounds when interventions are completed/therapy
is ended. SLPs use activities to help with articulation. These include discrimination and
production activities.
Discrimination activities: discrimination activities help a child be able to listen and
identify the difference between sounds that sound the same. For example: being able
to identify the K sound in the word cape and being able to identify the T sound
in the word tape. SLPs will use various forms of feedback to help the child be able
to match their speech to the standard model. The forms of feedback include visual,
auditory, and tactile (touch) feedback.
Production: this is when a child is taught how to make a speech sound in different
environments. The child may watch as the SLP makes the sound and then have the
child try to make the sound while holding a mirror. Eventually the child should be
able to make correct sound, syllables, and eventually produce words, sentences, and
stories.
Phonological Errors: this is when the child is provided with feedback about the types of
phonological errors they are making and are then taught how to make correct sound patterns.
Example of a phonological error: a child does not say the last consonant in a word. The SLP will
use cards that have words that sound similar, and the child is taught to recognize the differences.
Example: seed, seam, seal etc. The child is asked to pick up the card that the SLP asked for,
and the child is also asked to verbal ask for a card and is evaluated to see how clearly they speak
when requesting a card for the SLP.
Treating Fluency Disorders:
Implementing behavioral principles: this is used to treat children who stutter. The idea
behind using behavioral principles when treating stuttering is that stuttering is believed to be a
learned behavior. The goal is to replace stuttering with fluent speech.
Lidcombe Program: this is an intervention where parents are instructed to ignore
stuttering, but to praise a child when they talk smoothly and fluently.
Child monitoring their own stuttering: children can learn to stop stuttering by talking
slowly, talk in groups, and reward themselves when they talk fluidly, speak to a beat,
or use audio recorders.
Treating Voice Disorders:
Voice Therapy: this is when the child is taught how to make speech that is acceptable. The child
will be taught how to listen to their own speech and identify problem areas. The child might

engage in vocal activities such as relaxation exercises, breathing exercises, as well as using
modifications such as microphones.
7. Research-based educational approaches that are most beneficial for students with
Language Disorders include:
The two main treatment approaches for Language disorders include vocabulary building and naturalistic
interventions.
Vocabulary Building: teachers and SLPs use techniques to increase a childs vocabulary so the
child will be able to have more words to call upon.
Teachers can use the following sequence of steps to facilitate the acquisition of vocabulary words.

Show the child a word, teach them how to pronounce it, provide them with the
meaning, and have the child repeat the word.
Have the child use the word in a particular context.
Link the word meaning to what the child already knows, and have the child
explain their own personal experiences surrounding that particular word.
Use guided practice to give the child a chance to use the word in context, while
also providing the child feedback.
Help the child understand and recognize the subtle differences between words,
and differences in meanings of words that sound similar.
Use assignments that allow the child to practice the vocabulary they are learning,
while also allowing them to choose new words to learn.
Make sure to praise the child when you hear them use the new vocabulary words.

Naturalistic Approaches: this approach entails designing an environment that will provide the child
with opportunities to use language. Teachers do not force the child to use language, instead they wait
until the child uses language skills for example: if the child asks the teacher, Please go wif me the
teacher can use this opportunity to respond to request and say, Ill go with you. There are 6
strategies a teacher can use to encourage a child to use language skills.
6 strategies to increase naturalistic opportunities for teaching language:

Make the environment interesting

Have things out of reach so that the child must ask for something
Do not provide the child with everything needed for a specific activity, this will
make the child have to ask for supplies.
Provide opportunities for the child to choose
Provide opportunities for a child to ask for assistance
Have unexpected situations occur where the child will respond/correct you

8. What are Augmentative and Alternative Communication Methods?

Augmentative and Alternative Communication Methods (AAC): are strategies that can help a child
communicate if they are unable to communicate their needs through speech and/or writing. AAC uses
pictures of symbols with a word written on it that the child can push to communicate. Educators will

select vocabulary and come up with symbols to represent the selected vocabulary. The symbols must
resemble the word in some way. For example: the word dog should have a symbol of a dog on it. A
child can directly select vocabulary by pointing to the symbol, or the child can use eye pointing.

9.

Find a peer-reviewed or evidence-based article regarding students with a speech disorder

or a language disorder as it relates to your major (early childhood, secondary education,
therapeutic recreation, and/or instructional strategies). **READ the article and highlight
critical/interesting information to share with class. Attach the complete article with
highlights of what you found important or interesting. Upload the article to TRACS Drop
Box.

Article: Social Behaviors of Children with Language Impairments on the Playground

Article summary: The study compared the social behaviors of children with language deficits to
the social behaviors of typically developing children while they were at a playground. The
results of the study found that unlike their TD peers, children with language deficits were
prone to isolation, avoided activities that required using language, and gravitated towards
activities that involved pretend play.
Fujiki, M., Brinton, B., Isaacson, T., & Summers, C. (2001). Social Behaviors of children with
language impairment on the playground: A pilot study. Language, Speech & Hearing
Services In Schools, 32(2), 101.
10. Find and share a fact about students with Communication Disorders in other
countries/cultures.
Communication Disorders in Kuwait
Article: The Attitudes, Knowledge, and Beliefs of Arab Parents in Kuwait about Stuttering.
Causes: Arab parents believed that children who stutter had this deficit because God gave it to
them and are a result of parents overreacting to a childs speech mistakes.
Negative attitudes: Some parents viewed stuttering as a personality and character flaw. They
felt like children who stutter as being shy and fearful. They believe that children who stutter
should not go up to be placed in high status/significant professions such as careers in medical
field, practice law, or be become politicians, which require being able to speak clearly and
effectively.

Al-Khaledi, M., Lincoln, M., McCabe, P., Packman, A., & Alshatti, T. (2009). The attitudes,
knowledge and beliefs of Arab parents in kuwait about stuttering. Journal Of Fluency
Disorders, 34(1), 44-59.