Speech. Language. Communication.

1. An Introduction to
Speech, Language and
Communication
difficulties.
IDP SLCN Network Day #1
Catherine Pass
Learning Difficulties Team
An Introduction to Speech,
Language and Communication
Difficulties

2. Aims for today
 To become familiar with the IDP for SLCN
 To become familiar with the processes involved
in communication.
 To have an understanding of the terminology.
 To have become familiar with classroom
strategies to support pupils with SLCN.

3. Inclusion Development Programme
 http://www.standards.dfes.gov.uk/primary/features/inclusion/sen/idp
 Quality First Teaching….not SEN!
 web-based materials, which include:
 teaching and learning resources
 training materials
 guidance on effective classroom strategies
 models of good practice
 information about sources of more specialist advice.

4. Activity 1
 What do these terms mean?
 Speech
 Language
 Communication

5. Speech
 Articulation of sound
 Co-ordination of the tongue, teeth, soft and
hard palates, abdominal muscles and breath to
produce sound.
 Speech involves language because you have
to have a thought to articulate and then be able
to construct this thought into words.

6. Language
 Language is a rule governed process and incorporates
the following aspects: grammar (syntax), meaning
(semantics), use (pragmatics), vocabulary. (Link)
 Thinking
 Remembering: working memory, long term memory
 Reasoning
 Predicting
 Language without speech e.g. writing, sign language.

7. Communication
 Use of language and or speech to convey a message to other people.
 93% of information transmitted in conversation is done so non-verbally,
Mehrabian, 1972.
 Consider also the use of intonation (prosody) and how this changes
meaning.
 Difficulties in reading non verbal communication are a key feature of ASD
and SEBD.
 Communication requires a sender and receiver.
 Receiver – needs to be able to receive it in the first place. They need to
hear, listen and understand the message and then show they have
understood it through their response.
 Sender – needs opportunities to communicate, an ability to formulate a
message in thought and to then convey the message in an appropriate
form.

8. Activity 2:
The Communication Chain
Understand
meaning
Understand sentence structure
Understand words
(semantics)
Remember
(auditory memory)
Listen/hear
Look/Attend Speak
Appropriately
(pragmatics)
Speak
fluently
Articulate sounds
Co-ordinate speech
muscles
Select sounds
(phonology)
Choose sentence structure
(syntax)
Choose words
(semantics)
Ideas and
decide
Interpret non-verbal
communication
Self-
monitor

9. Delay versus Disorder
Delay is when language development follows
a normal pattern of development but at a
slower rate (see stages of language
development chart in your pack).
Disorder is where development is different in
form or function from other children.
 Children with speech and language disorder
should be referred to SALT.

10. A growing area of concern…
 It is estimated that in some more
deprived parts of the UK up to 60% of
children start school with some form of
speech, language or communication
delay or disorder (ICAN).
 Most of these difficulties are due to
language deprivation and with the right
support can be resolved…..
 …..Only 10% of children have
difficulties that are persistent and long
term.
 How does this fit in with your school
population?

11. Impact of SLCD on literacy
Reading comprehension
and reading aloud
Expressive writing;
syntax and vocabulary
Spelling- phonological awareness;
The ability to segment sentences into words,
Words into syllables
Syllables into phonemes
Awareness of rhyme
SLCD

12. SLCD and SEBD
 “hidden disability”….studies estimate that 50-100%
of children with SEBD have communication difficulties.
 In a summary of research, Stringer and Clegg (2006)
estimate that approximately “…40-60% of
children with SLCD, not including those
diagnosed with autistic spectrum disorders, also
experience secondary EBD.”
 Poor language skills will affect the ability to understand and
express their own emotions and those of others.

13. Receptive language difficulty
 Difficulties in understanding spoken language at
the level expected for their age.
 Can be difficult to identify as children become
adept at using visual and contextual cues to
support their understanding of what is being said.
 Problems arise where the complexity of the
language being used outstrips these types of
support, as the demands of the curriculum
increase.

14. Receptive language difficulty
 Points to look out for include:
 Difficulty following instructions
 Severe and persistent expressive language difficulties
 Attention problems, especially in large groups.
 Difficulty in answering questions.
 Behaviour problems (appears off task, inattentive).
 Misunderstanding of written language and of concepts.

15. Top Tips for Support (Receptive)
 Keep talk and instructions simple
 Assess level of child’s understanding and give
input at the right level; make all staff aware.
 Allow time and opportunity to respond.
 Check understanding of vocabulary; pre-teach
topic vocabulary (link).
 Reinforce vocabulary and concepts with visual
aids and real life objects/activities.

16. Expressive Language Difficulty
 The ability to use words and to combine words
into sentences using appropriate vocabulary,
concepts, grammatical structure and meaning.
 All of the above are dependent on the ability to
retrieve words and syntax from the memory
banks.

17. Expressive Language Difficulty
 Points to look out for include
 Withdrawn and isolated
 Difficulty establishing relationships
 Behaviour difficulties; may get easily frustrated.
 Use of gesture and empty words such as ‘thingy’ and
‘this’ or ‘that’.
 Difficulties with literacy as written language reflects
spoken language.
 Difficulties with sequencing, predicting and inferring.

18. Top Tips for Support (Expressive)
 Give the child time to respond and don’t let
others talk for them (adults included!).
 Model language at the appropriate level.
 Link the child with ‘good speakers’ for some
tasks.
 Prompt child to continue, reinforce and expand
on their utterances.
 Create reasons to communicate.

19. Tips contd…
 Plan and ask open ended questions (despite the
fact that it takes time)
 If the child can’t think of a word try prompting
 Use turn taking games
 Barrier games help and can be fun

20. Social Use of Language (pragmatics)
 Essential for successful relationships with
others and managing all aspects of life:
 Using language for different purposes.
 Adapting language to the listener.
 Following the rules of conversation and
narrative (topic maintenance, repairs, eye-
contact ).
 Understanding non-verbal rules.

21. Top Tips for support (Social communication)
 Visual timetables to reinforce structure and routine.
 Make explicit the start and end of a task/activity.
 Give gentle reminders if communication breaks down.
 Provide choices and encourage them to tell you what they want.
 Use visual cues, real objects and prompts.
 Circle time, turn taking, barrier games, role/small world play.
 If necessary, explicitly teach turn taking and conversation skills..
 First Steps to Emotional Literacy by Kate Ripley and
Elspeth Simpson. EYFS and KS1; structured programme,
links to SEALs.

22. lemon

23. Word Map

24. A Simple Task Plan

25. Planning an investigation

26. Story frameworks

27. Visual time line

28. Venn Diagram

29. Spidergramme
• Look
• Sound
• Smell
• Taste
• Feel

30. Attribute Web (use for story writing)

31. Mind map of the Victorians
Mind mapping
devised by Tony
Buzan

32. Activity 4
 In groups of 5, write as many words as you can
about holidays on the Post-Its
 Now categorise these words as a group

33. Ways of Using the Mind Map
 Before a topic to assess prior knowledge
 Add to the mind map as different areas are
covered
 As a whole class or individual activity
 To send home so parents are aware of topic
areas and can reinforce the vocabulary
 To link information learned one year with that
learned in the next
 After the topic to assess the amount of learning
which has occurred.

34. Bradford Schools Online
 Special Educational Needs
 Learning Support Services
 Learning Difficulties Team
 Top Ten Tips
 QFT Strategies