Economics Chapter 10 Idea Speech Sound Disorders Definitions And Classifications Speech Sound Disorders Diagnosed With

Instructor’s Manual 10-1

10

COMMUNICATION DISORDERS

INSTRUCTOR OVERVIEW

Chapter 10 examines people with communication disorders. These individuals may present

challenges with speech and/or language. Speech disorders include difficulties with voice,

articulation, or fluency, whereas language disorders involve difficulties with phonology,

morphology, syntax, semantics, or pragmatics of language use.

CHAPTER-AT-A-GLANCE

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

10–1 A CHANGING ERA IN

THE LIVES OF PEOPLE

WITH COMMUNICATION

DISORDERS p. 231

Learning Objectives:

10-1

PowerPoint Slides:

Ch. 10

Test Bank:

Ch. 10

MindTap for Human

Exceptionality

• Chapter 10 Video Case:

Assistive Technology in

the Inclusive Classroom:

Best Practices

• Chapter 10 Quiz: Did

You Get It?

• Chapter 10 Quiz:

Wrapping It Up

6 Professional Learning

and Practice

10–2 COMMUNICATION

DEVELOPMENT

p. 231–236

10–2a Expressive and

Receptive Language /

10–2b Speech and Language /

10–2c Speech and Language

Development

Learning Objectives:

10-2

Snapshot:

Trinity

PowerPoint Slides:

Ch. 10

Test Bank:

Ch. 10

MindTap for Human

Exceptionality

• Chapter 10 Quiz: Did

You Get It?

• Chapter 10 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

Instructor’s Manual 10-2

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

10–3 LANGUAGE

DISORDERS p. 236–241

10–3a Definition and

Classifications of Language

Disorders / 10–3b

Characteristics and Prevalence

of Language Disorders /

10–3c Causes and Risk Factors

of Language Disorders /

10–3d Identification and

Assessment of Language

Disorders / 10–3e Interventions

and Treatments for Language

Disorders

Learning Objectives:

10-3

Assistive

Technology:

World–Renowned

Astrophysicist

Stephen Hawking’s

Use of Assistive

Technology

Learning Through

Social Media:

Treating Language

Delays

PowerPoint Slides:

Ch. 10

Test Bank:

Ch. 10

MindTap for Human

Exceptionality

• Chapter 10 Quiz: Did

You Get It?

• Chapter 10 Scenario

(6 options):

o Pre–K Sara A

o Pre–K Sara B

o Pre–K Sara C

o Grades K–3 Lily A

o Grades K–3 Lily B

o Grades K–3 Lily C

• Chapter 10 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

10–4 SPEECH SOUND

DISORDER p. 242–247

10–4a Definition and

Classifications of Speech

Sound Disorders / 10–4b

Characteristics and Prevalence

of Speech Sound Disorders /

10–4c Causes and Risk Factors

of Speech Sound Disorders /

10–4d Identification and

Assessment of Speech Sound

Disorders / 10–4e Interventions

and Treatments for Speech

Sound Disorders

Learning Objectives:

10-4

Case Study on

Embracing

Diversity:

Emilio

Reflect on This:

Timothy: “I Think I

Talk Okay, Don’

You?”

PowerPoint Slides:

Ch. 10

Test Bank:

Ch. 10

MindTap for Human

Exceptionality

• Chapter 10 Quiz: Did

You Get It?

• Chapter 10 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

Instructor’s Manual 10-3

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

10–5 CHILD ONSET

FLUENCY DISORDER

p. 248–251

10–5a Definitions and

Classifications of Child Onset

Fluency Disorder /

10–5b Characteristics and

Prevalence of Child Onset

Fluency Disorder /

10–5c Causes and Risk Factors

of Child Onset Fluency

Disorder / 10–5d Identification

and Assessment of Child Onset

Fluency Disorder /

10–5e Interventions and

Treatments for Child Onset

Fluency Disorder

Learning Objectives:

10-5

Snapshot:

Windows to the

World

PowerPoint Slides:

Ch. 10

Test Bank:

Ch. 10

MindTap for Human

Exceptionality

• Chapter 10 Quiz: Did

You Get It?

• Chapter 10 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

10–6 SOCIAL

(PRAGMATIC)

COMMUNICATION

DISORDER p. 251–255

10–6a Definition and

Classifications of Social

(Pragmatic) Communication

Disorder / 10–6b

Characteristics and Prevalence

of Social (Pragmatic)

Communication Disorder /

10–6c Causes and Risk Factors

of Social (Pragmatic)

Communication Disorder /

10–6d Identification and

Assessment of Social

(Pragmatic) Communication

Disorder / 10–6e Interventions

and Treatments for Social

(Pragmatic) Communication

Disorder

Learning Objectives:

10-6

PowerPoint Slides:

Ch. 10

Test Bank:

Ch. 10

MindTap for Human

Exceptionality

• Chapter 10 Quiz: Did

You Get It?

• Chapter 10 Scenario

(6 options):

o Pre–K Sara A

o Pre–K Sara B

o Pre–K Sara C

o Grades K–3 Lily A

o Grades K–3 Lily B

o Grades K–3 Lily C

• Chapter 10 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

Instructor’s Manual 10-4

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

10–7 VOICE AND

RESONANCE DISORDERS

p. 255–259

10–7a Definition and

Classifications of Voice and

Resonance Disorders /

10–7b Characteristics and

Prevalence of Voice and

Resonance Disorders /

10–7c Causes and Risk Factors

of Voice and Resonance

Disorders / 10–7d Identification

and Assessment of Voice and

Resonance Disorders /

10–7e Interventions and

Treatments for Voice and

Resonance Disorders

Learning Objectives:

10-7

Community Support

for Lifelong

Inclusion:

People with

Communication

Disorders

PowerPoint Slides:

Ch. 10

Test Bank:

Ch. 10

MindTap for Human

Exceptionality

• Chapter 10 Quiz: Did

You Get It?

• Chapter 10 Quiz:

Wrapping It Up

1 Learner Development

and Individual Learning

Differences

2 Learning Environments

4 Assessment

5 Instructional Planning

and Strategies

7 Collaboration

LOOKING TOWARD A

BRIGHT FUTURE p. 259

PowerPoint Slides:

Ch. 10

Test Bank:

Ch. 10

LEARNING OBJECTIVES

After completing this chapter, your students should be able to:

10-1 Describe how the lives of people with communication disorders have changed since the

advent of IDEA.

10-2 Describe the primary components of typical communication development.

10-3 Describe language disorders, their prevalence, causation, identification, and related

interventions.

10-4 Describe speech sound disorder, its prevalence, causation, identification, and related

10-5 Describe child onset fluency disorder, its prevalence, causation, identification, and related

interventions.

10-6 Describe social (pragmatic) communication disorder, its prevalence, causation,

10-7 Describe voice and resonance disorders, their prevalence, causation, identification, and

related interventions.

COMMUNICATION DISORDERS

o Communication is one of the most frequent activities we undertake. Our lives

Instructor’s Manual 10-5

• 10-2 COMMUNICATION DEVELOPMENT

o Communication is a relational, nonlinear, transactional process between a sender

and a receiver of a message.

o 10-2a Expressive and Receptive Language

! Expressive language involves many skills that help an individual

communicate a message to another. Receptive language involves many

o 10-2b Speech and Language

! Speech is the physical production of sounds that take the form of words

and is one means of expressing language. Language represents a

symbolic, rule-based system that gives meaning to the things we speak,

write, read, and understand.

o 10-2c Speech and Language Development

! Young children normally advance through several stages in acquiring

language:

• Initial verbal output is primarily limited to crying

• Cooing

• Babbling

• Words

• 10-3 LANGUAGE DISORDERS

o As we examine language disorders, we will discuss both difficulties in expressing

meaning and difficulties in receiving information.

o 10-3a Definitions and Classifications of Language Disorders

! Stated simply, language disorders represent significant difficulties in one’s

ability to understand or express ideas in his or her native communication

system.

Instructor’s Manual 10-6

o 10-3b Characteristics and Prevalence of Language Disorders

! Individuals who experience difficulty in language production, or

formulating and using spoken or written language, may have an expressive

o 10-3c Causes and Risk Factors of Language Disorders

! Many physiological problems may cause language difficulties. Language

o 10-3d Identification and Assessment of Language Disorders

! Referrals may come from several stakeholders, notably parents and

teachers or other educational personnel. Because language disorders are

o 10-3e Interventions and Treatments for Language Disorders

! Interventions are individualized, and significant planning is required,

especially by speech–language pathologists. When a student is identified

• 10-4 SPEECH SOUND DISORDERS

o 10-4a Definitions and Classifications of Speech Sound Disorders

! To be diagnosed with a speech sound disorder, the individual must

o 10-4b Characteristics and Prevalence of Speech Sound Disorders

! Speech sound disorders are characterized by problems with articulation

(making sounds) and sound patterns (phonological processing), resulting

o 10-4c Causes and Risk Factors of Speech Sound Disorders

! Speech sound disorders are believed to develop for three primary reasons:

o 10-4d Identification and Assessment of Speech Sound Disorders

! Identification and assessment of speech sound disorders occur in similar

o 10-4e Interventions and Treatments for Speech Sound Disorders

! Many types of treatment exist for speech sound disorders. In many cases,

however, treatment may include a combination of procedures.

Instructor’s Manual 10-7

• 10-5 CHILD ONSET FLUENCY DISORDER

o 10-5a Definitions and Classifications of Child Onset Fluency Disorder

! Child onset fluency disorder, or stuttering, occurs when the individual’s

normal fluency and time patterning of speech is disturbed, and this causes

o 10-5b Characteristics and Prevalence of Child Onset Fluency Disorder

! When an individual has childhood onset fluency disorder (stuttering),

typical flow of speech is abnormally interrupted by repetitions, blocks, or

prolongations of sounds, syllables, words, or phrases. Prevalence differs in

o 10-5c Causes and Risk Factors of Child Onset Fluency Disorder

! Most research supports two primary causes: developmental stuttering and

neurogenic stuttering. Developmental stuttering occurs when a child’s

o 10-5d Identification and Assessment of Child Onset Fluency Disorder

! Most children exhibit some normal dysfluencies that diminish and cease

with maturation. When making a diagnosis, SLPs pay particular attention

o 10-5e Interventions and Treatments of Child Onset Fluency Disorder

! Because stuttering is a complex problem, effective interventions are likely

to be complicated. The inability of any one treatment or cluster of

• 10-6 SOCIAL (PRAGMATIC) COMMUNICATION DISORDER

o Delayed speech is a deficit in communication ability in which the individual

speaks like a much younger person.

o 10-6a Definitions and Classifications of Social (Pragmatic) Communication

Disorder

! Social (pragmatic) communication disorder (SCD) is characterized by

sustained difficulties in using verbal and nonverbal communication, as

Instructor’s Manual 10-8

Instructor’s Manual 10-9

Instructor’s Manual 10–10

ACTIVITY 2

INTRODUCTION: Speech and language disorders are identified using various testing methods and

instruments, such as the Test of Language Development, the Test of Adolescent Language, and

the Let’s Talk series.

ACTIVITY: Provide students with the opportunity to look at these instruments and explain their

various functions.

ACTIVITY 3

INTRODUCTION: Receptive and expressive language disorders present a multitude of problems for

student participation in classroom activities.

ACTIVITY: At the beginning of class, present an unannounced quiz. Write the quiz using

extremely complex vocabulary. Inform students that they have five minutes to complete it. Then

discuss their responses to the obstacles created by the language complexity. Compare these

reactions with the potential reactions of students with poor expressive or receptive

ACTIVITY 4

INTRODUCTION: The customary approach to language disorder intervention follows the basic

steps for intervention outlined in IDEA. Each student deserves instruction based on an

individualized program with clearly stated goals and objectives.

ACTIVITY: Present several examples of completed individualized education programs (IEPs)—

use fictionalized ones if appropriate to maintain confidentiality—and discuss the appropriateness

of the stated goals for students with language disorders. Questions to discuss include:

• Are speech goals appropriate for the student’s age?

ACTIVITY 5

INTRODUCTION: Treatment should mirror the conditions under which children normally learn

language. However, typical speech therapy sessions are conducted in isolated settings.

Controversy exists over the validity of speech therapy provided in such settings as opposed to

speech therapy integrated in regular classrooms.

ACTIVITY: Debate this issue with the class. Questions to discuss include:

• What are the benefits and problems of speech therapy conducted in separate settings?

• What are the benefits and problems of speech therapy conducted in regular classrooms?

Instructor’s Manual 10–11

ACTIVITY 6

INTRODUCTION: General articulation skills transcend a singular setting or skill.

ACTIVITY: Discuss the impact communication disorders have on an individual. Questions to

discuss include:

• How do articulation skill levels seem to impact the lives of people who have

communication disorders?

• What is the impact to their access to activities?

• Is there any effect on their interpersonal relationships?

ACTIVITY 7

INTRODUCTION: Increasingly professionals are using alternative or augmentative communication

devices for individuals with severe disabilities. The nature of these devices ranges from simple

communication boards to complex technological instruments.

ACTIVITY: Describe the augmentative communication devices used in school and employment

settings. Arrange a demonstration of one or more communication devices for class members, and

ACTIVITY 8

INTRODUCTION: Over the years, many different approaches have been used to treat persons who

stutter. Techniques such as play therapy, creative therapy, parent counseling, group counseling,

psychotherapy, biofeedback, relaxation therapy, and direct behavioral therapy have been useful

in working with children who stutter.

ACTIVITY: Assign each student to select one of these approaches and prepare a short presentation

that describes the approach and how it could be used in the classroom.

ACTIVITY 9

INTRODUCTION: Basic principles of learning suggest that, when one is first learning a skill, the

stimulus and reward circumstances can affect the rate of learning.

ACTIVITY: Discuss this theory of learning in relation to communication. Questions to discuss

include:

• What type of reinforcement system could be developed in the classroom to assist in

speech development?

• What teacher behaviors can encourage communication?

• How could this system be transferred to the home?

ACTIVITY 10

INTRODUCTION: Articulation disorders are quite frequent among small children and may improve

with age. However, the longer such difficulties are allowed to continue, the more difficult the

Instructor’s Manual 10–12

therapy to correct articulation problems, regardless of the child’s age? Or should professionals

wait and see how the child progresses?

ACTIVITY: Break students into groups, and ask each group to discuss their position, supporting

either early intervention or a wait-and-see position. As students to discuss their thoughts on each

VIDEO ACTIVITIES

ACTIVITY 1

VIDEO: How Intel Keeps Stephen Hawking Talking

VIDEO URL: http://iq.intel.com/behind-scenes-intel-keeps-stephen-hawking-talking

ACTIVITY: Language and communication barriers are reduced through the use of assistive

technology. Physicist Stephen Hawkins uses assistive technology to communicate with others.

Watch the short clip titled How Intel Keeps Stephen Hawking Talking. Afterward, discuss with

students how technology helps people with communication difficulties maintain independence.

ACTIVITY 2

VIDEO: Interventions for Speech Sound Disorders in Young Children

VIDEO URL: https://www.youtube.com/watch?v=BLuZdiX7Wrg

ACTIVITY The complexity and variety of communication disorders requires that professionals are

able to use and select from a multiplicity of interventions and treatments. Watch the video titled

Interventions for Speech Sound Disorders in Young Children. Afterward, discuss the video with

students, including questions such as:

• What problems did you notice in communication?

• What were the interventions being used?

• Why are young children more likely to have problems in communication?

ACTIVITY 3

VIDEO: Stuttering: For Kids, By Kids

ACTIVITY: What is it like to be a child with a fluency disorder? Watch the Stuttering Foundation

video titled Stuttering: For Kids, By Kids. Afterward, have students share the insights they

gained from the video.

DEBATE FORUM

To Treat or Not to Treat?

Articulation problems represent about 80 percent of all speech disorders that speech–language

pathologists encounter, making this type of difficulty the most prevalent of all communication

disorders. It is also well-known that young children normally make a number of articulation

errors during the process of maturation as they are learning to talk. A substantial portion do not

Instructor’s Manual 10–13

conquer all the rules of language and produce all the speech sounds correctly until they are about

7 years old, yet they eventually develop normal speech and articulate properly. In lay

terminology, they seem to “grow out of” early articulation problems. This maturation outcome

POINT

Some school administrators are reluctant to treat young children who display articulation errors

because they expect most children’s articulation to improve over time without expending

resources from tight budgets. If a substantial proportion of young children’s articulation

COUNTERPOINT

Although articulation does improve with maturation, delaying intervention is a mistake. The

longer such problems persist, the more difficult treatment will be. Even the claim of financial

savings is an invalid one. If all articulation difficulties are allowed to continue, those children

TAKE A STAND

1. Do you think that given the fact that articulation problems improve with maturation

and school district resources are tight, such problems should not be treated unless

they persist beyond the age of 10 or 11? Explain your answer.

CASE STUDY FEEDBACK

Emilio

As a member of the multidisciplinary team, what advice would you give to Emilio’s speech–

language pathologist regarding differentiating between speech–language disabilities and

speech–language differences?

Speech language disabilities and speech language differences can occur for many reasons and

Instructor’s Manual 10–14