Speech and Language Services: School-based

1. Speech and Language Services: School-based Mrs. Heidi Son

2. The Basics: Speech vs. Language • Speech generally refers to speech sound production and is often referring to “articulation” • i.e. difficulty saying a certain sound, group of sounds, or multiple sounds • Example of articulation/speech goals: -”Given direct instruction in articulation skills, [Student] will independently produce the XX sound in all word positions and then within sentences with 90% accuracy for 3 consecutively measured data points in the speech room.” -”Given direct instruction in minimal pairs and speech sound production, [Student] will receptively discriminate and expressively articulate minimal pair words containing /t, k/ and /d, g/ during structured activities in the speech room with 90% accuracy for 3 consecutively measured data points.”

3. When are Different Sounds Expected to be Developed?

4. Articulation Hierarchy

5. Speech: Fluency • Fluency of speech is also an area that can be targeted in speech therapy. Fluency disorders are more commonly known as stuttering. Not as many students are seen for these type of disorders as articulation. • These often present as repetitions of sounds, syllables, or whole words, prolongations of sounds, or blocks of airflow when speaking.

6. The Basics: Language • Language is typically more complex and difficulties with language can appear in many different ways. • - Expressive language (oral use of language) • -Receptive language (understanding of language)

7. Language Communication is the foundation for learning, so language delays/disorders can impact students significantly in the classroom setting. The following are just some example skills that can be affected: • Following directions/linguistic concepts • Listening/reading comprehension • Overall vocabulary • Writing conventions and/or content • Word relationships, comparing/contrasting • Word finding • Figurative language

8. Language • Some examples of language goals include: • Given direct instruction in targeted grammar forms, [Student] will use a variety of pronouns in the correct context (subjective, objective, possessive) during structured activities with 90% accuracy in the speech room for 3 consecutively measured data points. (EXP language) • In order to improve word relationship skills, [Student] will receptively identify objects/words that go together when presented with 3-4 objects/words, with 90% accuracy in the speech room, given at least 10 trials per data point over 3 consecutively measured data points. (REC language) • Given direct instruction in WH question types (What, Who, Where, When, Why), [Student] will independently respond to a variety of WH questions when passages or short stories are read aloud to him/her with 90% accuracy for 3 consecutively measured data points in the speech room. (mixed)

9. Social/Pragmatic Language • Pragmatics is the appropriate use of language in social situations. • All students can have delays in this area, but our students on the Autism Spectrum almost always experience difficulties with this. • This area of language can be very difficult to teach because it is situational and it cannot be scripted (i.e. it’s not like teaching a grammar rule and then just having to memorize it)

10. Pragmatics Involve 3 Major Communication Skillswww.asha.org • Using language for various purposes • Greeting, informing, requesting, etc. • Changing language • Giving background information, speaking differently to a baby vs. adult, speaking differently in a classroom vs. Playground, etc. • Following rules • Taking turns, staying on topic, nonverbal signals, etc.

11. Pragmatic Language Tips: from www.asha.org • Using Language for Different Purposes • Ask questions or make suggestions to use language for a variety of purposes (desired language functions) • Comment: “What did you do?” or “Tell me about…” • Request: “Tell your friend” or “What do you want?” • Question: “Ask me…”

12. Pragmatic Language Tips: from www.asha.org • Respond to the intended message • Be sure to provide a correct example in your own response if intended message is said incorrectly • i.e. if student says “That’s how it doesn’t go”, respond with, “You’re right, that’s not how it goes”

13. Pragmatic Language Tips: from www.asha.org • Take advantage of naturally occurring situations • Practice saying hi at the beginning of the day, asking peers for help, responding to compliments, etc.

14. Pragmatic Language Tips: from www.asha.org • Changing language for different listeners or conversations: • Role-play conversations • Pretend to explain the same thing to different people • Encourage the use of persuasion • Polite vs. impolite: “May I please go to the party?” vs. “You better let me go to the party.” • Direct vs. indirect: “That music is really loud” vs. “Turn off the radio”

15. Pragmatic Language Tips: from www.asha.org • Conversation and Storytelling Skills • Comment on the topic of conversation before introducing a new topic • Provide visual cues such as pictures or story outline to help tell a story in sequence • Encourage rephrasing if message is not clear (i.e. “Did you mean…?”) • Show how non-verbal signals are important bytalking about how facial expressions should match emotions, appropriate eye contact, body language in given situations, etc.