Get documents about "Tier I Sound Acquisition
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Sound Acquisition
and the Role of the SLP Responsibilities
Speech-Language Educate staff and parents about
Pathologist communication growth and its relationship to
literacy
San Diego Unified School District Consult with staff about instructional
Transdisciplinary Services practices and student performance
2004 Assess students with suspected disabilities
and intervene if special education services are
required
San Diego Unified School District 2004
Role Distinctions What is Special Education?
Providing education and consultation to a Specially designed instruction
school community is the SLPs role within Adapts content, methodology or delivery so
general education. No IEP is necessary. that students can meet educational standards
Reserved for students with significant
Assessing students with disabilities and disabilities that affect educational
working with identified students is a special performance
education service for which an IEP is
required.
San Diego Unified School District 2004 San Diego Unified School District 2004
When Is a Student Eligible When Is Educational
for Special Education? Performance Significantly
Compromised?
Has a federally recognized disability
The student is at a year, usually more, below
educational expectancies as established by
The disability significantly affects educational district standards in one or more academic
performance areas
and
The disability cannot be corrected without
special education services The educational gap is due to the impairment
San Diego Unified School District 2004 San Diego Unified School District 2004
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What are the general
Speech/Language Criteria education speech services?
The California Code of Regulations allows for New way of providing services to students
special education speech and language who make sound errors that do not affect
services when a student has an identified educational performance and do not require
speech or language impairment that special education services
significantly affects educational performance
in articulation, voice, fluency or language. Students with mild articulation deficits may
enroll in a Speech Improvement Class
San Diego Unified School District 2004 San Diego Unified School District 2004
Roles and Responsibilit ies
Articulation Diffe rences and Disorders
Shift in Service Provision Admin istrator, teacher or par ent appr oaches SLP about
an articulation differen ce.
Work within general education to change SLP Educates
articulation deficits Gives information in
workshop or ind ividual
conference about
SLP Consults
SLP Assesses
Evalua tes sp eech prod uction.
Determin es eligibility with
Gives adv ice and/ or gathers
• development al norms
Adhere to special education eligibility • difference vs. disord er
• eligibility requiremen ts
evidence to determine if there
is a suspected disability.
• If yes, proceeds to
team.
• develops 504 or
• develops IEP or
requirements that require the deficit to • classroom/ home
strategies
assessment .
• If no, offers Speech
• does not find a
disability
• Speech Improvemen t
significantly affect education performance
Improvement Class Offers Speech Improvemen t
Class
Class.
Introduce a Speech Improvement Class
Spee ch Improveme nt Class
App roximate Duration: 20 hours
• inten sive sched uling
• direct instruction from SLP
• practice from trained a dult
• evidence-based m ethods
• hom e program
• suppo rt from Ar ticulation Resour ce
San Diego Unified School District 2004 San Diego Unified School District 2004
Center
Age of Sound Acquisition
What Teachers Should Know (Smit, 1993)*
AGE CONSONANT SOUNDS
Speech acquisition is a social interactive process
2–3 p, b, m, h, w, d, vowels
that isn’t complete for some children until the
3–4 y, n, k, g, t, f (initial)
age 8 years, 5 months (Shriberg et al, 1994)
4–5 l (initial), th (voiced)
Most kindergarten children are ready to use
5–6 f (final), v, l (final), sh, ch,
sounds to read and write but must formally learn
6–7 ng, s, z, consonant and vocalic r
phonic skills
* Norms give us a general idea of when to expect
Each child follows a unique developmental sounds – different norms give us different ages of
timetable acquisition
San Diego Unified School District 2004 San Diego Unified School District 2004
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San Diego Unified School District 2004 San Diego Unified School District 2004
Speech Differences –
Treatment Not Warranted Speech Deficit or Disorder
Neutral term that refers to sound production
that does not match Standard American Atypical sound production that may or may
English not
Developmental (e.g., /r/ for five-year olds or affect communication
frontal lisps – most children outgrow these) draw adverse attention
Dialect (e.g., student who speaks African- impact educational performance
American dialect and says /f/ for /th/ as in “baf”
for “bath”)
Second language acquisition (e.g., Spanish- Articulation, Phonology or Apraxia
speaking student who says /ch/ for /sh/ - no /sh/
in Spanish)
Idiosyncratic (mild distortion)
San Diego Unified School District 2004 San Diego Unified School District 2004
Articulation Deficits Phonological Deficits
Incorrect production: s, z, ch, j, sh, r, l, th Incorrect production of sound classes
Effect on communication depends on type, May significantly affect communication
severity and number of errors Substitutions and omissions
Identification age is between 5-8 Identification between 3-5 years
Most respond well to intervention, lasting Respond well to early intervention
between 15-20 hours (Jacoby et al, 1994) May have a residual effect on reading and
No scientific evidence of impact on spelling (Gierut, 1998)
educational performance
San Diego Unified School District 2004 San Diego Unified School District 2004
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Articulation Disorder
Childhood Apraxia of Speech
Criteria for an IEP
Incorrectly produces sounds, sometimes
consistently, sometimes randomly Significantly interfere with communication
May seriously compromise communication and
Substitutions and omissions are common Attract adverse attention
Rate and rhythm are often affected and
May impact educational performance in Adversely affect educational performance
reading and spelling
Require intensive intervention *Students must meet all three criteria (very
Only 4% of children with sound disorders few students do so)
(very low incidence of occurrence)
San Diego Unified School District 2004 San Diego Unified School District 2004
Deciding What To Do About a
Classroom Composition Sound Difference
Many preschool and elementary classrooms Ask the SLP general questions:
have students with sound differences that are: What are typical sound differences for my grade?
Developmental When should I be concerned about a sound
difference?
Dialectical
How could a sound difference affect reading and
Second Language writing?
Idiosyncratic What can I do to help my student produce a sound
Disorder or Impairment (only ones that may correctly?
require treatment) When and how should I talk to a parent about a
student’s sound difference?
San Diego Unified School District 2004 San Diego Unified School District 2004
Deciding What To Do Consult or Screen?
Ask the SLP to consult about a particular SLPs can observe, interact and offer advice
instructional practice or student without initiating a formal assessment as
long as they do not single out a particular
If your questions are about a particular
child in any way.
student, you will need to provide a profile of
the student’s current educational performance Consultation is a service to general education
(ask for teacher questionnaire) that does not single out a child.
Hearing is vital for correct production (Check Screening singles out a child and begins the
health records) referral process for special education.
San Diego Unified School District 2004 San Diego Unified School District 2004
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Classroom Strategies –
Conversational Recasts More Classroom Strategies
Most powerful strategy – conversational recasts
Visual cues to pair with sounds (consistent cues
given by teacher, family and possibly peers)
Provide recasts – repeat what the child said with a
good model (not a correction) (e.g., the child says Give child more time to respond
“I need an ‘wed’ pen.” You say, “Here’s a red
pen.”) (no need to emphasize the word or sound) If you cannot understand what the child says, say “I
need help. Please help me understand…” (take the
communicative burden off of the child)
Supported by research (Camarata, 1993) –
Monitor development
effective strategy also for grammatical structures
San Diego Unified School District 2004 San Diego Unified School District 2004
Speech Improvement Class
For students who have mild speech deficits not
due to developmental, dialectical or second
THANK YOU!
language factors
Candidates selected by the SLP
Classes last 15-20 hours a year (parent
permission required) and required home
practice
Talk to your SLP, if you think a student might
benefit from the class
San Diego Unified School District 2004
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