Development Language Disorder (DLD) is the term used to describe children who have difficulties that affect how they think about, understand and use language in the absence of another diagnosis. All students attending the LDC have these difficulties. Children with DLD may require specialist support, however your involvement in your child’s learning journey is equally important. This workshop will cover: • Introduction to the Language Development Centre • Information about Developmental Language Disorder (DLD) • How to support your child’s language development at home

1. Developmental Language
Disorder (DLD)
PARENT WORKSHOP, TERM 1 2022

2. Welcome and Introductions
Kindergarten Candice.Balletta@education.wa.edu.au
Pre-primary Rebecca.Balchin2@education.wa.edu.au
Year 1 Dayna.Omeara@education.wa.edu.au
Year 2 Samuel.Calder@education.wa.edu.au

3. Session Outline
 Confidence survey
 Introduction to the North East LDC
 Developmental Language Disorder
 Areas of oral language
 Speech pathology services
 Support strategies
 Questions and feedback

4. The LDC Journey …

5.  319 students
 Kindergarten – Year 2
 3 year placement; reviewed annually
 3 campuses - 23 classes
 ~70 staff members
 Teachers, Education Assistants
 Speech Pathologists, Occupational Therapist & School
Psychologist
 Admin – Deputies, Coaches, Principal
 Librarian, Office Staff
 Outreach Team
Our School

6. Our School

7. LIVING WITH
COMMUNICATION
DIFFICULTIES

8. Imagine …
You are in foreign country you have never visited
before and you don’t speak the language. You
need to get to the train station urgently to get back
to your hotel.
Take a moment to think about how you would feel
trying to communicate your needs to someone
who can’t understand you.

9. Oral Language
Oral language encompasses two components:
Receptive
language
Expressive
language

10. Terminology
What is language?
The symbol system we use to convey our wants, thoughts and ideas. Words are used to represent
objects, people, places, actions, feelings, attributes etc. It is a rule governed system that we use to
convey a message. Symbols can be either spoken or written. You can have language without
having speech!
What is speech?
The way we use and coordinate our lips, tongue, teeth and breath to produce sounds that form
words and sentences. It involves the areas of articulation, fluency and voice
What is communication?
The process of exchanging information with another person through non verbal and verbal
interaction

11. Defining Developmental Language
Disorder
DLD is diagnosed when:
• A child has significant and persistent difficulty learning,
using and/or understanding language
• There is a functional impact of these difficulties
• The child has not been diagnosed with other
conditions such as autism spectrum disorder,
intellectual disability, or hearing loss (Bishop et al., 2017)
The NEMLDC caters for children with DLD who meet the
eligibility criteria

12. Developmental Language Disorder
 Around 7% of children have difficulty when learning to talk (Norbury et al., 2016; Tomblin et al., 1997)
 Children with DLD may have normal intelligence, hearing and physical abilities
 The cause is currently unknown, however, a number of risk factors have been
identified and include: family history, socioeconomic factors and limited language
experiences
 May also have difficulties with the social aspects of language and in using written
language.
 Can have difficulties with producing clear speech.

13. Receptive Language Difficulties
Language comprehension difficulties are
characterised by:
• Difficulty following directions
• Inappropriate answering of questions
• Echolalia (repeating back words or phrases)
• Using memorised phrases and sentences
• Looking “blank” when spoken to
• A short attention span
(Paul & Norbury, 2012)

14. Expressive Language Difficulties
Expressive language difficulties are characterised by:
• Below average vocabulary skills
• Difficulty acquiring grammar
• Word-finding or retrieval difficulties
• Misnaming items
• Difficulties producing connected discourse e.g.
telling a story, maintaining conversations or
telling you details of an event
(Paul & Norbury, 2012)

15. The Impact of Language Difficulties
 Children with language difficulties are at an increased risk of
experiencing learning difficulties
 Language and communication difficulties can affect a child’s
emotions, behaviour and relationships
 Children with persistent language difficulties need intensive and
specialised help
 Educational support in the early years of schooling is very important
 Difficulties can sometimes persist into adolescence and adulthood

16.  Learning two languages does not cause language disorder
 Children with language disorder can learn two languages
 All languages will be affected
 Parents should speak to their child in the language they are most fluent in
Language Disorder and EALD

17. ASD
0.7% of the
population
DLD
7% of the population
ABS https://www.aihw.gov.au/reports/disability/autism-in-
australia/contents/autism
Ebejer et al., 2012, RADLD 2018, Norbury et al., 2016; Tomblin et al., 1997
ADHD
1.1% of the
population
Prevalence

18. HOW DO WE DEVELOP ORAL LANGUAGE AT THE
NEMLDC?

19. The
NEMLDC
Program
Provides intensive, evidence-based
oral language intervention programs
for children with language disorders in
their early years of schooling
Delivers the mainstream curriculum,
with an explicit oral language focus

20. LDC Response to Intervention Model
• Intensive, individualised instruction
Tier 3
• Small group differentiated
instruction or additional
dose
Tier 2
• High quality
classroom level
instruction using
effective programs
Tier 1
((Ebbles, McCartney, Solnims, Dockrell & Norbury, 2018

21. Explicit Instructional Framework

22.  Routines
 Small Group Work
 Visual Support
 Hands on learning and
real life experiences
 Repetition and revision
NEMLDC Environmental Modifications

23. SOUND FIELD
SYSTEM
 A system which ensures
even distribution of
sound from the
teacher, the students
and any multimedia
equipment
 Rather than just amplify
the volume, the design
of the speaker
distributes the sound
around the room
https://www.gofrontrow.com/classroom-audio-overcome-barriers-classroom-
learning?utm_content=65655641&utm_medium=social&utm_source=facebook

24. Oral
Language
Intervention
Areas
Narrative
Semantics / Vocabulary
Grammar
Social Skills
Literacy (InitiaLit)
Comprehension (within all of this!!)

25. SEMANTICS
Goal:
The goal of semantics is to teach students how to learn new vocabulary,
and to use that vocabulary effectively

26.  Your mental filing cabinet
Semantic organisation

28. GRAMMAR
Goal:
To teach students how to produce grammatically correct sentences

29. Grammar
 Using different types of words (e.g.
nouns, verbs, adjectives)
 Joining words together (and in the
right order!)
 Joining sentences together with
connecting words
 Applying correct grammatical rules
(e.g. plurals, pronouns, tense markers)

30. NEMLDC Grammar Teaching Strategies

31. NARRATIVE
Goal:
To teach students how to understand, create and tell stories

32. Oral Narrative
 Strong focus on story-telling
 Learning the structure
 Applying the structure
 Imitating the language patterns in a story
 Creating a new text as a whole class
 Generating an oral or written text
 Can also include:
 Recounts, procedures or reports

33. Teaching of Narrative

34. LITERACY
Goal:
To teach students the critical skills needed to learn to read and write

35. The Foundation of Literacy
Oral language is the foundation for
the development of literacy skills and
is considered to be a strong indicator
of later reading, writing, and overall
academic achievement.
(Bradfield et al., 2013; Communication Trust, 2013; Gross, 2013; Hill, 2012; Hougen & Smartt,
2012; Kirkland & Patterson, 2005; Resnick & Snow, 2009; Winch et al., 2010)

36. Comprehension
ORAL LANGUAGE
Decoding and
Encoding
Reading and Writing with
Meaning
The Importance of Oral Language

37. Oral Language & Writing
You can’t write it, unless you can say it!

38. InitiaLit
 An evidence based, MultiLit literacy program, now being used in Pre-primary – Year 2.
 Teaches the critical skills children need to learn to read and write and also targets phonics
(cracking the code) alongside vocabulary and comprehension.
 Delivered 4 -5 times a week by teachers and EA’s, supported by speech pathologists and
overseen by our literacy specialist.
 Scripted lessons ensure consistent teaching regardless of teacher.
 Assessment is built in to ensure the program is targeted at the right level for each student to
pick up students who need extra support right away.

39. SOCIAL SKILLS
Goal:
To teach students the verbal and non-verbal skills needed to
communicate and get along with others in a range of situations

40. Elements of Personal Communication
7%
38%
55%
WORDS
VOICE / TONE
BODY LANGUAGE
(Professor Albert Mehrabian, 1972)

41. Social Skills Program Areas
• Self awareness
• Self esteem
• Body language
• Paralinguistics (volume, rate, intonation)
• Conversation skills
• Assertiveness
• Friendship

42. Language Reporting Grids
 Expressive Language
 Receptive Language
 Social Skills

43. BUILDING ORAL
LANGUAGE SKILLS
HOW PARENTS CAN HELP AT HOME

44. Parent Involvement & Early
Language Intervention
 A parent’s involvement in early language
development is very important
 Children with language difficulties make
good progress when their parents learn to
use specific techniques designed to
improve communication skills (Hanen, 2011)
 Parents can be as effective as speech
pathologists at helping their child (Roberts &
Kaiser, 2011)

45. Student Health and Well being
 Daily routines in your home
 Sleep
 Nutrition
 Physical Activity
 Time

46. LANGUAGE
FACILITATION
STRATEGIES

47. Communication begins with
interaction
Interaction
Language
Hanen, 2007

48. Balanced conversations with
children…
Take turns!
Daily Communication

51. Simplifying Instructions
 Break down instructions into small parts
 Use simple language
Example Instruction:
“Dinner’s ready…..but before you come can you put the
blocks away please?”
Simplified Instruction:
“Put the blocks away please. Now come to the table”

52. Instruction Simplified instruction
After you’ve washed your hands
and put away your hat, you can
have your snack.
Can you get your joggers from
outside and bring them here?
Wash your hands. Now put
your hat away. Here is your
snack.
Get your shoes from
outside. Bring them to
me.

53. Visual Support
 Give your child lots of visual clues about what you want them to
do
 Pictures
 Photos
 Visual schedules / timetables
 Hand gestures

54. What’s wrong with this conversation?
Child Tan you det it?
Adult Tan you det it?
Child *Looks confused*
Adult You don’t say TAN you DET it
Adult It’s CAN you GET it
Adult Say it properly this time
Child Tan you det it?
Adult Arrrghhhh!
(Adapted from Bowen, 2011)

55. RECASTING: A better way!
 A simple and effective way of helping children learn to produce new sounds,
syllables, words or to speak more clearly.
 Is done naturally as opportunities arise.
 The aim is for a child to simply HEAR the correct model
 The target word is given a little extra emphasis (keep it natural!)
 Children are NOT required to imitate the word/sentence
 Remember - language progress can be gradual!
Adapted from Bowen (2011)

56. Child: He runned so fast.
Examples of recasting
Adult: He did. He ran really fast.
Child: I got a big 'tato.
Adult: Wow, it is a big potato!
Child: It not work.
Adult: You’re right, it doesn’t work.
Child: I want the blue tar.
Adult: The blue car? Let’s play with the blue car!

57. Playing to Learn
 Young children’s play allows them to explore, identify,
negotiate, take risks and create meaning
 Children who engage in quality play experiences are
more likely to have well-developed memory skills,
language development, and are able to regulate their
behaviour, leading to enhanced school adjustment
and academic learning (Bodrova & Leong, 2005)
 You can build a language rich environment in your
home through play

58. How to Play
 Make play time an opportunity to really connect with your child
 Get face to face
 Little bits, often are okay!
 Follow your child’s lead and interests
 Use everyday materials
 Promote a variety of play experiences
 Apply your language support strategies during play!
 Give specific praise if your child does something you like!

59. Play Ideas

60. Toy Choice for Children
TRADITIONAL TOYS IPADS / COMPUTERS
56 WORDS PER MINUTE 40 WORDS PER MINUTE

61. Sharing Books with Children
Parents who shared books with their
children said on average 67 words per
minute

62.  Children learn to communicate best from interacting with people
 Read and play together. The importance of interaction between
child and caregiver cannot be understated
 If your child is motivated by using an electronic device, use it as an
opportunity for discussion and interaction
 Before you allow your child to watch an electronic device ensure
you review the content first. Have an educational purpose in mind
and share learning the experience together
 It is not recommended to have a television in a young child’s
bedroom
American Academy of Paediatrics Council on Communications and Media (2011).
Recommendations for the Use
of Electronic Devices

63. Sharing Books / Reading
An early life intervention that seems to be
beneficial to children for the rest of their
lives!

64. Sharing Books / Reading
 Reading to children at age 4-5 years has a significant
positive effect on their reading and cognitive skills later
in life (i.e. language, literacy, numeracy, cognition)
later in life (Kalb & van Ours, 2012)
 Children who are read to more frequently at an early
age enter school with larger vocabularies and more
advanced comprehension skills (Mol & Bus, 2011)

65. Recommendations when Reading to
your Child
 How often? The more the better!
 SHARE the book with your child – make it a conversation
 RESPOND to what you child is interested in
 EXPLAIN what new or unfamiliar words mean (use the pictures to
help!)
 ENCOURAGE your child to participate by pausing and waiting
 Use paper (rather than electronic) books
 Mix it up by sharing magazines, photo albums, shopping
catalogues
 Visit your local library regularly

66. Everyday Activities
 Doing the shopping
 Bath time
 Hanging out / sorting the washing
 Checking the post
 Gardening
 Making a phone call

67. Additional Support
Additional
Support

68. Speech Pathology Services
Department of
Health
• Child Development
Service
• Perth Children’s
Hospital
• Aboriginal Health Team
Private & Community
Service Providers
• Private Speech
Pathologists
• Child and Parent
Centres
• Dyslexia SPELD
• Telethon Speech and
Hearing
Speech Pathology Australia: www.speechpathologyaustralia.org.au
Private Speech Pathology Association of WA: www.pspawa.com.au/find-a-speech-pathologist

69. Summary of Strategies & Activities
STRATEGIES
 Make your language easy to understand
(say less, stress, go slow, show)
 Simplify instructions
 Use visual support
 Modelling
 Recasting language
 Encourage use of gestures
ACTIVITIES
 Play – The WORK of childhood!
 Reading and book sharing
 Everyday activities
The importance of interaction between child
and caregiver cannot be understated

70. DLD
Awareness
Day

71. Take Home Messages
 The NEMLDC provides oral language intervention programs for students
with language disorders in their early years of schooling.
 Developmental Language Disorder (DLD) affects children who
experience language difficulties in the absence of other conditions
such as autism spectrum disorder, intellectual disability, or hearing loss
(Bishop et al., 2017)
 Learning two languages does not cause language disorder -parents
should speak to their child in the language they are most fluent in
 A parent’s involvement in early oral language development is very
important – modelling correct language and making interactions
engaging through play and reading will support your child to develop
their language.

72. General queries: 9218 1600
NorthEastMetro.LDC@education.wa.edu.au
Speech pathology specific queries:
Contact Details
Kindergarten Candice.Balletta@education.wa.edu.au
Pre-primary Rebecca.Balchin2@education.wa.edu.au
Year 1 Dayna.Omeara@education.wa.edu.au
Year 2 Samuel.Calder@education.wa.edu.au