Speech and Language
Development and
Communication
Manju Maharjan
Special Educator
Mann.maharjan@gmail.com
eech
ech is making the sounds that becomes the words.
the physical act of talking.
the verbal means of Communication that includes;
culation (How
How speech sounds are made)
made
ce (Use
Use of vocal folds and breathing to produce sounds)
sounds
ency (Rhythm of Speech)
nguage
guage is our system of using words to communicate.
ncludes using words and gestures to say what we mean and understandin
at others say.
guage development is the process by which children come to understan
communicate language during early childhood.
nguage Development
eptive Language Development
ceptive language is the ability to understand words and language.
nvolves gaining information and meaning from routine (e.g
( we have finished
ing so next it is time to dressed),
ual information within the environment (e.g
( Papa holding his office bag that
ns papa is going to office now),
s and words (e.g bell rings from main gate means someone is coming to our
, the word ball means a round bouncy thing we play with),
pt such as size, shape, colour, time and grammatical forms.
is the understanding of meaning of words and understanding the link
tween the sounds we hear and the objects or actions they refer to.
ollow instruction, respond to questions and request, ability to listen and
mprehend language.
ypically child develops receptive language before expressive language.
earning to listen and understand language.
xpressive Language Development
Expressive language is most simply the output of language, how one
xpresses his or her wants and needs.
Expressive abilities include talking, writing and other forms of symbolic
xpression.
mponents of Language Development
matics
y language is used for purpose of communication
lity to communicate effectively with the skills that go beyond basic
erstanding of words and the rules of grammar.
ntics
ng correct words to express specific thoughts
example: A child understand the one thing by using other words like for
kies child uses biscuit and for sleeping child uses “NUNU” (Nepali word).
nology
s the branch of linguistic which studies the sound system of languages.
und system involves actual pronunciation of words – Phoneme and
osody (pitch, loudness, tempo and rhythm).
tax
fers to the order of words that combine to form a grammatical sentence.
ople with autism shows difficulty with verb ending (present
ogressive), plurals, pronoun, reversals, use of passive sentences.
coming a Communicator
Birth: making eye contact and looking away
nt attention: Around 4 months babies begin to gaze in the same directio
comes more accurate between 9-15
15 months
ve-and-take: Between 4-6 months
everbal gestures: Between 9-12
12 months
Protodeclarative
Protoimperative
ord-gesture combinations: 1-22 years Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
-Verbal Gestures
todeclarative:: Baby touches an object or holds it up or points to it while
king at others to make sure they notice.
toimperative:: Baby gets another person to do something by reaching,
nting and often making sounds at the same time.
mmunication is purposeful process
…
change of ideas
formation
cts
oughts
pinion
ke Something Happen
ns of Communication
Verbal Non Verbal
es of Verbal Communication
es of Non verbal Communication
ial Expression Gestures Postures
Touching Personal Space
nciples of Communication
nciples of clarity
nciples of attention
nciples of consistency
nciples of adequacy (complete and adequate information)
nciples of integration (promote the cooperation among people)
nciples of timeliness
nciple of feedback
Communication: More than at the
‘one to one’ area
• Communication ‘therapy’ cannot be
restricted to ‘work time’.
• It’s an ongoing teaching and
learning process.
• We can work on a child’s
communication any time, all the
time.
Enhancing Communication Skills
Connecting with the child
START FROM THE CHILD’S INTEREST
Follow the child in what s/he enjoys
Identify current reinforcers and deliver non contingently
Place minimal demands on the child
Never consider your expectations more important
Be silly, have fun, enjoy with the child
AND ENJOY THE CHILD
ilding on eye contact
O NOT force eye contact
nd down to the child’s level to facilitate easier eye contact
across at a level lower than the child’s at work time ( especially
r the early learner)
hilst delivering a reinforcer,, at times bring it your eye level and
en deliver
uilding on eye contact-contd
contact
oin the child in his interests
lay anticipation games
all the child’s name and pause for a few seconds
espond with exaggerated excitement when you get eye contact
LWAYS build/ work on eye contact with a purpose
king to a person with autism
Avoid verbal overload
Use simple words, avoid abstract words in language especially
for early learners
Well stressed speech, with an emphasis on the key component
helps with better understanding
“ Sit on the sofa”
“ Sit on the sofa”
sofa
king to a person with autism-contd
autism
se proper nouns v/s pronouns, especially for the early
arner
peak form the child’s perspective
xpress the complete thought:
“ We’re going to the shop now”
v/s
“We’re going now”
king to a person with autism-contd
autism
Use positive language:
Tell the child what you want him to do
v/s
what you don’t want him to do
Use clear and plain language
“Put the book on the table”
v/s
“Put this there”
king to a person with autism-contd
autism
Offer choices to the child
ut only if he really has a choice in the matter
Follow through what you say
o that he knows that your words have meaning
Whilst just interacting with the child, speak in full sentences and at
a normal rate of speech so that the child can begin to understand
others
ing Instructions
the child’s attention before giving an instruction
e very clear and specific instructions
e instructions at the level of the child’s understanding
e the child time to process the instruction
WAYS follow through on an instruction
ot give an instruction that you can’t follow through
ving Instructions-contd
contd
careful that the child is actually following the instruction
imes what seems to be following the instruction could actually be
ote response to a well established routine
ve instructions to be carried over a distance
LWAYS REINFORCE the child’s compliance
eating opportunities for initiation
o not always anticipate needs
reate routines and break them
etend not to understand inappropriate communication
ut only if you are sure that the child has the requisite skills to communic
propriately
eep things out of reach, but within sight
et up obstacles to desired objects or activities
out echolalia
Consider Echolalia to be a strength
Often used to understand what has been said
Use it to:
Teach new words
Answer questions
Build on speech and communication
NEVER discourage echolalia
ching Receptive Language: Instructions and
ptive Discrimination
Understanding and complying to what someone else says
Following simple instructions
Clap hands”; “Wave bye”
Visually discriminating and then responding to a given
instruction
“Give me the ball”
“Show someone who is eating”
Teaching ‘Labeling’
• Answering to ‘What is this?’
• Seeing something and naming it
• First step to commenting
Teaching Function, Feature, Class
Seeing something and being able to identify and/or label it
by different aspects of it
• Show/ Name something you play with?
• Show/ Name something that is round?
• Show/ Name something that is a toy?
Learning To Ask Questions
• If the child says “Papa come”; “Papa to come.”
Prompt to ask “When will papa come?”
• Create situations and prompt.
• Hide the child’s shoes and ask him to come for a car ride
Prompt to ask- “Where are my shoes?”
ching some other communication
lls
• Picture Talk
• Sharing information
• Carrying messages
• Enjoying a story
• Turn taking
• Playing interactive games
cture Talk
resent simple pictures and encourage the child to comment
ry to help the child to process the ‘whole’ and not just the
etails
sk direct questions: the answer to which is evident in the
icture
ncrease complexity of pictures
aring information
mpaired Theory of Mind may lead to individual thinking :
If I know, you know, too’.
Leading to a lack of motivation to share experiences,
nformation
Sharing of information can be taught
aring information-contd
contd
aring information about happenings in the day with family members
aring events that happened at school with family members
aring events that happened at home, on holidays, at festivals, at
cial events in the school and vice versa
ary going back and forth between home and school with key events
ered in it is a great facilitator
aring information-contd
contd
how off’ a new toy/ dress/ haircut
y day at school
ructured activities to share information
visuals to facilitate understanding of the situation/ make
oices/ facilitate understanding
Carrying messages
Carry objects and give it to different people on instruction.
Carry a message ( verbal or written)
Use a facilitator to prompt if possible
Have the ‘receiver’ prompt if needed
Start in the same room and increase distance gradually.
Fade prompts
oying a story
rt with mechanical and behavioral stories
lude everyday experiences like getting ready for school,
wing a balloon, in the park
ove onto stories using the child’s interest
ep the narration simple, concrete and interesting
LWAYS use visuals to begin with
e props when possible
oying a story-contd
contd
Avoid abstract language and concepts in the beginning (
kind fairy, cruel prince, honest tailor, magnificent palace)
Remember that we are teaching the child to ‘ENJOY’ the
story not teach it. Be expressive, vary your tone.
DRAMA is often the key!
Remember
• To use socially appropriate language
• To use age appropriate language
• To vary your tone
• To always praise the child’s efforts
• To vary praise
• To use sign and pictures
• To prepare beforehand for any kind of changes
• To ALWAYS acknowledge spontaneous, initiated
communication
And
nd
REMEMBER YOUR 4 Es
ENERGY
EXCITEMENT
ENTHUSIASM
EXPRESSIVE
Also remember the 4 “s”s
s”s
The 4 “I”s
The “o w l”
