language delays dec 2011

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  • 1. 11/29/2011Developed by: Angela Searcy, M.S. Angela Searcy M.S. holds a B.A. degree in English and secondary education with teachercertification though the state of Illinois and a M.S. degree in early childhood developmentfrom Erikson Institute, with a specialization in infant studies and a credential in The Foundation for Futuredevelopmental therapy. Angela is a Diversifying in Higher Education in Illinois Fellow atArgosy University in the Doctor of Education ProgramReading: Early Language Angela is the owner and founder of Simple Solutions Educational Services, has over 20years of experience in the field of education, is an approved professional developmentprovider by the Illinois State Board of Education, a national literacy trainer for the DevelopmentMultisensory Training Institute (MTI) in Needham, MA, Lakeshore Learning, Carson CAand Center on the Social and Emotional Foundations for Early Learning (CSEFEL) atVanderbilt University and an adjunct professor at Rasmussen College A former associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois, By Angela Searcy, M.S. Angela has specialized training as a neuro-developmental specialist and is a nationallyrecognized speaker with extensive experience working with professionals, young children,and their families as an early childhood teacher, child development specialist, staffdeveloper, mental health consultant, parent educator, language arts teacher, college www.overtherainbowsimplesolutions.comprofessor and tutor. Her expertise encompasses developing behavior modificationprograms from a neuropsychological perspective, and creating professional development asearcya@aol.com grounded in neuroscience research related to adult learning. 708-845-2343 She has been featured on Chicago Public Radios Chicago Matters, Chicago Parent andChicago Baby Magazines and is a regular speaker for the Learning and the BrainConference Sponsored by Harvard, Yale and Stanford Universities.Simple Solutions 2011www.overtherainbowsimplesolutions.comSimple Solutions For School Success! 1-866-660-3899 www.overtherainbowsimplesolutions.com asearcya@aol.com What Are your Challenges?Learning Language At around 6 to 8 weeks of age,infants begin producing drawn out vowelsounds Sometime between 6 and 10 months of age,infants begin to babble by repeating strings ofsounds comprising a consonant followed by a vowel Most infants produce their first wordsbetween 10-15 months of ageSimple Solutions 2011 Simple Solutions 2011www.overtherainbowsimplesolutions.com www.overtherainbowsimplesolutions.comLearning Language ContinuedRed flags On average, American children say their first Absence of cooing or very muted in playword at around 13 months, experience a Difficulty imitating tonguevocabulary spurt at around 19 months, and movements(raspberries)Excessive drooling afterbegin to produce simple sentences at around 12 months24 months Difficulty swallowing, chewing 2 years olds have about 50 words, 3 year olds Poor attention for stories, songs, directionshave about 1,000 Difficulty with word retrieval, rhyming, Environment can impact development: articulationexposure, bilingual, parent history Not answering to ones own nameSimple Solutions 2011 Simple Solutions 2011www.overtherainbowsimplesolutions.com www.overtherainbowsimplesolutions.com1

2. 11/29/2011Children learn through relationshipsSummary of Educational Impact and sensory experiences! More than three infections under the age of 12 months is a significantrisk factor Even without a current ear infection children can still suffer the effects ofa history of conductive hearing loss Poor ability to discriminate sounds in words and to hear words in words;difficulty chunking words into individual parts; Language learning difficult; frequently have restricted content,vocabulary, language and confidence; Poor foundation for literacy and without help will fall further behind everyyear Socialization difficulties and behavior problems are likelySimple Solutions 2011Simple Solutions 2011www.overtherainbowsimplesolutions.comwww.overtherainbowsimplesolutions.com Impact on PragmaticsImpact on Phonological ProcessingPhonological processing relates to the ability to use the sounds of aPragmatics relates to the use and functions of language forlanguage to process oral and written language, which allows us to formcommunication. Pragmatic awareness is the knowledge ofconversational rules and includes both verbal and non-verbalphonological codes and access a word stored in our brains lexicon.aspects.Phonological awareness skills (explicit awareness of sound structure and(adapted from Holt & Spitz, 2000 ; Owens 1992)ability to manipulate structure of words) are dependent on phonologicalChildren with a hearing difficulties may have problems with:processing skills. Need to hear words to learn words to map words to objectsEntering into a group, requesting, responding and taking turns car? ar? bar? tar? Absence of second sound in two-letter blend (eg frog, block)Initiating conversations Absence of unstressed syllable(s) (banana, dinosaur, balloon)Understanding subtle social rules Poor discrimination and identification of soundsAccepting others points of view and others feelingsMonitoring the listenerSimple Solutions 2011Simple Solutions 2011www.overtherainbowsimplesolutions.comwww.overtherainbowsimplesolutions.comImpact on SocializationOral Motor PlayChildren with hearing/language difficulties, however, arealso likely to present with social and emotional challengesdue to: Their own frustration and/or the frustration of theirpeers It is critical for language skills! Avoidance Just not getting it i.e. the subtleties and unwrittenrules of social exchangesSimple Solutions 2011Simple Solutions 2011www.overtherainbowsimplesolutions.comwww.overtherainbowsimplesolutions.com 2 3. 11/29/2011Phonemes are sounds in words Whats Happening to the Brain? Infants, toddlers and twos haveextra wiring in the brain that helps Samuel T. Orton thefather of dyslexia was them process the sounds in the first to offer aneuropsychologicallanguage faster than adults explanation for dyslexia.He hypothesized lessthan normal activationin the left temporalregion of the brain. Simple Solutions 2011Simple Solutions 2011 www.overtherainbowsimplesolutions.comwww.overtherainbowsimplesolutions.com Reading problems are just a*New A recent study conductedResearch! at Yale University insymptom of a deeper languagechildren with dyslexiaproblembetween the ages 7 to 18years provides some cluesChildren who have a hard time producingand is consistent with the sounds in speech often have a hard timenotion that the differencesin children seem to be producing those same sounds in readingpresented in both brainhemispheres (Shaywitz etal., Annals of Neurology,2007). Simple Solutions 2011Simple Solutions 2011 www.overtherainbowsimplesolutions.comwww.overtherainbowsimplesolutions.comPhonological Awareness Umbrella term- An understanding of the words, syllables, andFACTS sounds of language 25-40% 3rd Grade 15%3 4. 11/29/2011 How do I know if a child lacksObjectives phonemic awareness? 3 discrimination Discriminate 3-4 rhyme 4-5 syllables Sequence 5-6 sound substitution 5-6 blending Manipulate 6 segmentation 7+ manipulationLanguage vs. Speech Simple Solutions 2011 Simple Solutions 2011 www.overtherainbowsimplesolutions.com www.overtherainbowsimplesolutions.com What is the difference?Language or Speech? Language is made up of socially Speech is the verbal means ofshared rules that include the Tommy is four years Tanisha is two years old.communicating. Speech consistsfollowing:of the following:old, Friends and family She doesnt make eye What words mean (e.g., "star" canhave a hard timecontact when you speak ArticulationHow speech soundsrefer to a bright object in the nightsky or a celebrity)are made (e.g., children mustunderstanding what he to her. She can labellearn how to produce the "r" How to make new words (e.g., friend,sound in order to say "rabbit" is saying. He speaksobjects and animalsfriendly, unfriendly) How to put words together (e.g.,instead of "wabbit").VoiceUse of softly, and his soundswell but doesntthe vocal folds and breathing to"Peg walked to the new store" ratherproduce sound (e.g., the voice are not clear.answer simplethan "Peg walk store new") What word combinations are best incan be abused from overuse orquestions.what situations ("Would you mindmisuse and can lead tomoving your foot?" could quicklyhoarseness or loss ofchange to "Get off my foot, please!"voice).FluencyThe rhythm ofif the first request did not producespeech (e.g., hesitations orresults)stuttering can affect fluency).Simple Solutions 2011Simple Solutions 2011 www.overtherainbowsimplesolutions.com www.overtherainbowsimplesolutions.com 4 5. 11/29/2011StrategiesUse visual aidsUse overhead Have key vocabulary Vary pitch, tone, and speed when talking andwhenever possible accessible visuallysinging ProvideAllow for breaks Educate the class abouthearing/talking partner language issues andhearing loss Add movement to stories and songsEliminate or reduceReduce the distanceFace the student whenextraneous noisefrom you to student speaking Add sensory to activity smell, touch, visual, motorAppropriate use of Advantageous seating Repeat questions andequipment for student comments otherstudents make Add a visual to help children pay attention to your Do not speak with back Point out who is Do not stand or sit inwordspictures or sign language faced to classspeaking in class front of a bright windowdiscussions Use multi-sensory Always use captioned Use lights to get Subgroupinghelps you to work in small groups techniques to teach films/videosclassroom attentionand hear a child with speech difficulties skillsSimple Solutions 2011 Simple Solutions 2011www.overtherainbowsimplesolutions.com www.overtherainbowsimplesolutions.comTeachers Visual Cue CardsVisual Strategi