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1. Present only one concept at a time.
2. Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.
3. Have routines that students can follow.

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Helping Children with Communication Disorders

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Helping Children with Communication Disorders

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Speech and language disorders can affect the way children talk, understand, analyze or process information. Speech disorders include the clarity, voice quality, and fluency of a child's spoken words.
Learning takes place through the process of communication. The ability to participate in active and interactive communication with peers and adults in the educational setting is essential for a student to succeed in school.Spoken language provides the foundation for the development of reading and writing.
Difficulty in learning to listen, speak, read, or write can result from problems in language development. Problems can occur in the production, comprehension, and awareness of language at the sound, syllable, word, sentence, and discourse levels. Individuals with reading and writing problems also may experience difficulties in using language strategically to communicate, think, and learn.
Speech-language pathology services can help children become effective communicators, problem-solvers and decision-makers. As a result of services such as memory retraining, cognitive reorganization, language enhancement, and efforts to improve abstract thinking, children can benefit from a more successful and satisfying educational experience as well as improved peer relationships.

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U.S. Department of Education. (2005). To assure the free appropriate public education of all Americans: Twenty-seventh annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Accessed January 16, 2008, http://www.ed.gov/about/reports/annual/osep/2005/index.html

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Helping Children with Communication Disorders in the Schools

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Answers to frequently asked questions on how to help children with communication disorders, particularly in regards to speaking, listening, reading, and writing.

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Symptoms:
Speech: produced by precise, coordinated muscle actions in the head, neck, chest, and abdomen. Speech development is a gradual process that requires years of practice. During speech development, one learns how to regulate these muscles to produce intelligible speech. Articulation difficulties are commonly found in people who have speech disorders. Voice disorders include difficulties with the quality, pitch, and loudness of the voice (prosody).
Language: The expression of human communication through which knowledge, beliefs, and behavior can be experienced, explained, and shared. A language disorder is the impairment or deviant development of expression and/or comprehension of words in context. Disorders of language affect children and adults differently. For children who do not use language normally from birth, or who acquire the impairment in childhood, the disorder occurs in the context of a language system that has not been not fully developed or acquired. Many adults acquire disorders of language because of stroke, head injury, dementia, or brain tumors. Language disorders are also found in adults who failed to develop normal language because of childhood autism, hearing impairment, or other congenital or acquired disorders of brain development.

Auditory processing(Hearing): What happens in your brain when it recognizes and interprets the sounds around you. Humans hear energy, which we recognize as sound when it travels through the ear and is changed into electrical impulses that can be interpreted by the brain. The "disorder" part of auditory processing disorder (APD) means that something is adversely affecting the processing or interpretation of information. Children with APD often do not recognize subtle differences between sounds in words, even though the sounds themselves are loud and clear. For example, the request "Tell me how a couch and a chair are alike" may sound to a child with APD like "Tell me how a cow and a chair are alike." It can even be understood by the child as "Tell me how a cow and a hair are alike." These kinds of problem are more likely to occur when a person with APD is in a noisy environment or when he or she is listening to complex information. APD goes by many other names. Sometimes it is referred to as central auditory processing disorder (CAPD). APD is not universally recognized as a clinical condition, and it is not included in the DSM-5.
It is estimated that one in every 10 Americans, across all ages, races, and genders, has experienced or lives with some type of communication disorder. Nearly six million children under the age of 18 have a speech or language disorder.
The best way to approach treatment for a communication disorder is to focus on prevention and early intervention.  Parents should be aware of the typical age their child should be reaching each developmental milestone. The most intensive period of speech and language development for humans is during the first three years of life, a period when the brain is rapidly developing and maturing.  A hearing test is often included in the evaluation because a hearing problem can affect speech and language development.

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Communication Disorders | Psychology Today

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Many children have speech or language disorders-including difficulty with word articulation, written language, and interacting with the social rules of verbal and nonverbal communication. Early intervention is the key to successful treatment.

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Stuttering: Straight Talk for Teachers-Video

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Stuttering: Straight Talk for Teachers-Video

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Some days people with a stutter are able to talk fine and others it can be overwhelming. The student never knows when it will happen it just does. For every 3 to 4 boys 1 girl will have a stutter. 20% of all children will stutter at some point. No known cure for stuttering but therapy helps. After three years it's unlikely to go away. It is not a psychological problem. Often students feel like they shouldn't answer questions in class for fear of stuttering. In therapy they learn speech tools to help them with their stutter but teachers shouldn't remind them to use their tools so they can learn to use them on their own without a reminder. Ways a teacher can improve speech days include giving extra time, figuring out which order the student would like to go in, audience size, etc.

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Title:

Stuttering: Straight Talk for Teachers

Description:

In this powerful 18-minute video, students who stutter talk to teachers about their experiences and experts in the field of speech pathology answer questions about what works and what doesn't in the classroom.

more "" less

Video Language:

English, British

Duration:

18:10

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Stuttering: Straight Talk for Teachers | Amara

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Want to caption or translate video? Our intuitive subtitle editor is free! Are your accessibility or localization needs BIG? Amara's platform and services can help.

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Autism Spectrum Disorder and Communication Skills

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Autism Spectrum Disorder and Communication Skills

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Autism Spectrum Disorder affects people in different ways and can range from mild to severe. People with ASD share some symptoms, such as difficulties with social interaction, but there are differences in when the symptoms start, how severe they are, the number of symptoms, and whether other problems are present. The symptoms and their severity can change over time. ASD is five times more common among boys than among girls. The Centers for Disease Control and Prevention (CDC) estimates that about 1 in every 68 children in the U.S. has been identified as having ASD. Some patterns of language use and behaviors that are often found in children with ASD include repetitive or rigid language, Narrow interests and exceptional abilities, Uneven language development and Poor nonverbal conversation skills.

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Autism Spectrum Disorder: Communication Problems in Children

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a developmental disorder that affects communication and behavior. Symptoms generally appear in the first two years of life. Autism is known as a “spectrum” disorder because there is wide variation in the type and severity of symptoms people experience. ASD occurs in all ethnic, racial, and economic groups. Although ASD can be a lifelong disorder, treatments/therapies and services such as medicine can improve a person’s symptoms and ability to function. The American Academy of Pediatrics recommends that all children be screened for autism.

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National Institute of Mental Health (NIMH)

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What is ASD?

Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a "developmental disorder" because symptoms generally appear in the first 2 years of life.

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), a guide created by the American Psychiatric Association that health care providers use to diagnose mental disorders, people with ASD often have:

Difficulty with communication and interaction with other people

Restricted interests and repetitive behaviors

Symptoms that affect their ability to function in school, work, and other areas of life

Autism is known as a "spectrum" disorder because there is wide variation in the type and severity of symptoms people experience.

People of all genders, races, ethnicities, and economic backgrounds can be diagnosed with ASD. Although ASD can be a lifelong disorder, treatments and services can improve a person's symptoms and daily functioning. The American Academy of Pediatrics recommends that all children receive screening for autism. Caregivers should talk to their child's health care provider about ASD screening or evaluation.

What are the signs and symptoms of ASD?

What are the causes and risk factors for ASD?

How is ASD diagnosed?

What treatment options are available for ASD?

How can I find a clinical trial for ASD?

Where can I learn more about ASD?

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Learn about autism spectrum disorder, including signs and symptoms, causes, how it is diagnosed, and potential treatments.

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Tips for working with children who have communication disorders

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Tips for working with children who have communication disorders

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Language: Use active listening, Ensure that the student has a way to appropriately express their wants and needs, use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content), emphasize goals and tasks that are easy for the student to accomplish, work at the student's pace.

Speech: Develop a procedure for the student to ask for help, Speak directly to the student, consult a speech language pathologist concerning your assignments and activities.Be aware that students may require another form of communication. Encourage participation in classroom activities and discussions.

Academic & Behavior: Reduce unnecessary classroom noise as much as possible, provide verbal clues often, speak clearly and deliberately, provide visual cues - on the board or chart paper. Allow students to tape lectures, modify classroom activities so they may be less difficult, but have the same learning objectives.

Physical: Be aware that because of the way the brain develops, it is easier to acquire language and communication skills before the age of five. Be aware that if children have muscular disorders, hearing problems, or developmental delays, their acquisition of speech, language, and related skills may be affected. Use augmentative communication systems to ensure that nonverbal students and students with severe physical disabilities have effective ways to communicate. Ensure that the student has access to their (portable) communication system across all contexts, all of the time.

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It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts.
Go to the Site Map for a full list of resources and activities!

Language

Focus on interactive communication.

Use active listening.

Incorporate the student's interests into speech.

Ensure that the student has a way to appropriately express their wants and needs.

Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.

Paraphrase back what the student has said or indicated.

Use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content).

Ask open-ended appropriate questions.

Use linguistic scaffolding techniques that involve a series of questions.

Use language for social interaction and to resolve conflicts.

Emphasize goals and tasks that are easy for the student to accomplish.

Work at the student's pace.

Present only one concept at a time.

Have speech therapist present language units to the entire class.

Use computers in the classroom for language enhancement.

Encourage reading and writing daily.

Use tactile and visual cues (e.g., pictures, 3-D objects).

Incorporate vocabulary with unit being taught.

Provide fun activities that are functional and practical.

Be aware of the student's functioning level in auditory skills, semantics, word recall, syntax, phonology, and pragmatics (and how they affect academic performance).

Speech

Develop a procedure for the student to ask for help.

Speak directly to the student.

Be a good speech model.

Have easy and good interactive communication in classroom.

Consult a speech language pathologist concerning your assignments and activities.Be aware that students may require another form of communication.

Encourage participation in classroom activities and discussions.

Model acceptance and understanding in classroom.

Anticipate areas of difficulty and involve the student in problem-solving.

Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.

Use a peer-buddy system when appropriate.

Devise alternate procedures for an activity with student.

Use gestures that support understanding.

Model correct speech patterns and avoid correcting speech difficulties.

Be patient when student is speaking, since rushing may result in frustration.

Academics & Behavior

Reduce unnecessary classroom noise as much as possible.

Be near the student when giving instructions and ask the student to repeat the instructions and prompt when necessary.

Provide verbal clues often.

Provide a quiet spot for the student to work if possible.

Speak clearly and deliberately.

Provide visual cues - on the board or chart paper.

Redirect the student frequently and provide step by step directions - repeating when necessary.

Allow students to tape lectures.

Allow more time for the student to complete activities.

Modify classroom activities so they may be less difficult, but have the same learning objectives.

Allow more time for the student to complete assignments and tests.

Design tests and presentations that are appropriate for the student (written instead of oral).

Divide academic goals into small units, utilizing the same theme.

Provide social and tangible reinforcers.

Focus on the student's strengths as much as possible.

Have the student sit in an accessible location to frequently monitor their understanding.

Allow extra time to complete work because of distractions, slow handwriting, or problems in decoding text.

Have routines that students can follow.

Use a visual reminder of the day's events to help with organization.

Establish communication goals related to student work experiences and plan strategies for the transition from school to employment and adult life.

Physical

Be aware that because of the way thebrain develops, it is easier to acquire language and communicationskills before the age of five.

Be aware that if children have muscular disorders, hearing problems, or developmental delays, their acquisition of speech, language, and related skills may be affected.

Use augmentative communication systems to ensure that nonverbal students and students with severe physical disabilities have effective ways to communicate.

Ensure that the student has access to their (portable) communication system across all contexts, all of the time.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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An impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems. A communication disorder may be evident in the processes of hearing, language, and/or speech. A communication disorder may range in severity from mild to profound. It may be developmental or acquired. Individuals may demonstrate one or any combination of communication disorders. A communication disorder may result in a primary disability or it may be secondary to other disabilities.
These disorders can consist of speech, language, hearing, and central auditory processing disorders.

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Definitions of Communication Disorders and Variations

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These guidelines are an official statement of the American Speech-Language-Hearing Association (ASHA). They provide guidance on definitions of communication disorders and variations, but are not official standards of the Association.