Language delays dec 2011

11/29/2011

Developed by: Angela Searcy, M.S.
• Angela Searcy M.S. holds a B.A. degree in English and secondary education with teacher
certification though the state of Illinois and a M.S. degree in early childhood development
from Erikson Institute, with a specialization in infant studies and a credential in
The Foundation for Future developmental therapy. Angela is a Diversifying in Higher Education in Illinois Fellow at
Argosy University in the Doctor of Education Program

Reading: Early Language • Angela is the owner and founder of Simple Solutions Educational Services, has over 20
years of experience in the field of education, is an approved professional development
provider by the Illinois State Board of Education, a national literacy trainer for the

Development Multisensory Training Institute (MTI) in Needham, MA, Lakeshore Learning, Carson CA
and Center on the Social and Emotional Foundations for Early Learning (CSEFEL) at
Vanderbilt 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 nationally
recognized speaker with extensive experience working with professionals, young children,
and their families as an early childhood teacher, child development specialist, staff
developer, mental health consultant, parent educator, language arts teacher, college
www.overtherainbowsimplesolutions.com professor and tutor. Her expertise encompasses developing behavior modification
programs 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 Radio’s Chicago Matters, Chicago Parent and
Chicago Baby Magazines and is a regular speaker for the Learning and the Brain
Conference Sponsored by Harvard, Yale and Stanford Universities.
Simple Solutions © 2011
www.overtherainbowsimplesolutions.com Simple 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 vowel
sounds
• Sometime between 6 and 10 months of age,
infants begin to babble by repeating strings of
sounds comprising a consonant followed by a vowel
• Most infants produce their first words
between 10-15 months of age

Simple Solutions © 2011 Simple Solutions © 2011
www.overtherainbowsimplesolutions.com www.overtherainbowsimplesolutions.com

Learning Language Continued… Red flags

• On average, American children say their first
• Absence of cooing or very muted in play
word at around 13 months, experience a
• Difficulty imitating tongue
vocabulary spurt at around 19 months, and movements(raspberries)Excessive drooling after
begin to produce simple sentences at around 12 months
24 months • Difficulty swallowing, chewing
• 2 years olds have about 50 words, 3 year olds • Poor attention for stories, songs, directions
have about 1,000 • Difficulty with word retrieval, rhyming,
• Environment can impact development: articulation
exposure, bilingual, parent history • Not answering to one’s own name

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Children learn through relationships Summary of Educational Impact
and sensory experiences! • More than three infections under the age of 12 months is a significant
risk factor
• Even without a current ear infection children can still suffer the effects of
a 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 every
year
• Socialization difficulties and behavior problems are likely


Impact on Pragmatics Impact on Phonological Processing
Phonological processing relates to the ability to use the sounds of a
Pragmatics relates to the use and functions of language for
language to process oral and written language, which allows us to form
communication. Pragmatic awareness is the knowledge of
conversational rules and includes both verbal and non-verbal phonological codes and access a word stored in our brain’s 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 phonological
Children with a hearing difficulties may have problems with: processing skills.
• Need to hear words to learn words – to ‘map’ words to objects
• Entering 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 sounds
• Accepting others points of view and others’ feelings
• Monitoring the listener


Impact on Socialization
Oral Motor Play
Children with hearing/language difficulties, however, are
also likely to present with social and emotional challenges
due to:
• Their own frustration and/or the frustration of their
peers • It is critical for language skills!
• Avoidance

• Just not “getting it” i.e. the subtleties and unwritten
rules of social exchanges


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Phonemes are sounds in words What’s Happening to the Brain?
Infants, toddlers and twos have
extra wiring in the brain that helps • Samuel T. Orton “the
father of dyslexia” was
them process the sounds in the first to offer a
neuropsychological
language faster than adults explanation for dyslexia.
He hypothesized less
than normal activation
in the left temporal
region of the brain.


Reading problems are just a
*New • A recent study conducted
Research! at Yale University in symptom of a deeper language
children with dyslexia problem
between the ages 7 to 18
years provides some clues Children who have a hard time producing
and is consistent with the
sounds in speech often have a hard time
notion that the differences
in children seem to be producing those same sounds in reading
presented in both brain
hemispheres (Shaywitz et
al., Annals of Neurology,
2007).


Phonological Awareness –Umbrella term-
An understanding of the words, syllables, and FACTS
sounds of language
• 25-40%

• 3rd Grade

• 15%

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How do I know if a child lacks
Objectives
phonemic awareness?
• 3 discrimination • Discriminate
• 3-4 rhyme
• 4-5 syllables • Sequence
• 5-6 sound substitution
• 5-6 blending • Manipulate
• 6 segmentation
• 7+ manipulation

Language vs. Speech


What is the difference? Language or Speech?
• Language is made up of socially • Speech is the verbal means of
shared rules that include the
• Tommy is four years • Tanisha is two years old.
communicating. Speech consists
following: of the following: old, Friends and family She doesn’t make eye
• What words mean (e.g., "star" can have a hard time contact when you speak
• ArticulationHow speech sounds
refer to a bright object in the night
sky or a celebrity)
are made (e.g., children must understanding what he to her. She can label
learn how to produce the "r"
• How to make new words (e.g., friend,
sound in order to say "rabbit" is saying. He speaks objects and animals
friendly, unfriendly)
• How to put words together (e.g.,
instead of "wabbit").VoiceUse of softly, and his sounds well –but doesn’t
the vocal folds and breathing to
"Peg walked to the new store" rather
produce sound (e.g., the voice
are not clear. answer simple
than "Peg walk store new")
• What word combinations are best in can be abused from overuse or questions.
what situations ("Would you mind misuse and can lead to
moving your foot?" could quickly hoarseness or loss of
change to "Get off my foot, please!" voice).FluencyThe rhythm of
if the first request did not produce speech (e.g., hesitations or
results) stuttering can affect fluency).

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Strategies
•Use visual aids •Use overhead •Have key vocabulary
• Vary pitch, tone, and speed when talking and whenever possible accessible visually
singing •Provide •Allow for breaks •Educate the class about
“hearing/talking partner” language issues and
hearing loss
• Add movement to stories and songs
•Eliminate or reduce •Reduce the distance •Face the student when
extraneous noise from you to student speaking
• Add sensory to activity –smell, touch, visual, motor •Appropriate use of •Advantageous seating •Repeat questions and
equipment for student comments other
students 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 in
words—pictures or sign language faced to class speaking in class front of a bright window
discussions
• Use multi-sensory •Always use captioned •Use lights to get
• Subgrouping—helps you to work in small groups techniques to teach films/videos classroom attention
and hear a child with speech difficulties skills

Teacher’s Visual Cue Cards
Visual Strategies!


Teacher’s Visual Cue Cards Choice Chart


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11/29/2011


Visuals Of What Children AND Adults are in the Room and what how they
are this morning Daddy, Papa, This is what I can do
Room 13 Uses a Key Ring at Uptown and this is Logan Sqaure
when I feel sad…


Before Children come to school


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11/29/2011


Uptown! Uptown! 1.Stand on a square

2.Stand behind a friend

3.Catch a bubble

4. Hold on to the railing


HSCI Curriculum Modifications Module
Jovan
Jovan is four years old---he is difficult to
understand. He has a speech-language
therapist that visits his home. You are worried
that he has a hard time listening to directions
and the other children don’t understand him.
How can you give support

Stop sign provides a visual
reminder that the activity is
not currently available

www.overtherainbowsimplesolutions.com

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11/29/2011



HSCI Curriculum Modifications Module HSCI Curriculum Modifications Module

Environmental Support Environmental Support


Activity Turn Taking Cue
How WE Wait –Mom/ Dad/Ya Ya!


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11/29/2011


Environmental Support


Telling Isn’t Teaching Steps to Arrival



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Parent book:How I should Hang out
my Coat Logan Sqaure


Right Way/Wrong Way


Circle Time
Logan Square!

Simplify the Activity

www.overtherainbowsimplesolutions.com From: www.headstartinclusion.org 2011
Simple Solutions ©

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11/29/2011

Circle Time – Universal Design NAEYC says…Read Story While
children Act it Out

Environmental Support

From: www.headstartinclusion.org 2011
Simple Solutions ©


Fun Ideas! Sign Language!
• Syllable duck duck goose, syllable “Mother
may I”
• Cut out animals from “Brown Bear” put them
on bubble wrap and let kids jump when they
hear the animal
• Clap every time you hear “no david”, clap
when you hear the “g” sound, or the “sh”
sound
• Sound rocks!

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11/29/2011

Muscle Memories washingtonpost.com

• Sign Language
"So many kids are so visual that words
• Hand over hand/hand under hand just wash over them," she said. "A lot of
times the more words you use,
• Slowing down sequences of steps and making (sometimes) the less effective you are."
it multi-sensory


Brown Bear, Brown Bear What Do You
See?
Basic Brain Development


Fitting Instructors' Need For Order to a T (or B or W)
What’s this look like?? More Using Sign Language to Manage Class Without Disruption
By Emma Brown
Washington Post Staff Writer
Friday, October 16, 2009

• Teach labeling Why?? – This pairs items and washingtonpost.com

actions with their defining word/ sign • "The less I speak, the more we can get done," said
• What does this look like? Gwen Ward, a music teacher at William Halley
• For items: Touch or point to item; Model sign; Touch or point Elementary in Fairfax Station. A 27-year veteran of
to item again; Use hand-over-hand to have child produce sign the classroom, she began using sign language with
• For actions: Model sign; engage in action; Use hand-over- students four years ago after teaching herself basic
hand procedure to have child produce sign; Repeat action
signs. In Ward's room, a sideways thumb means stop
what you're doing, make a better choice. "No child
wants to continually hear their name called," she
said.

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Madison
In my classroom, we use simple signs in a variety
• Madison is 2 years old. She is very quiet and of ways.
only says a three words. She cries often. How Probably my favorite way to incorporate sign
can you support her and her language language in the classroom is with music. During
development. my calendar time, students will sign and sing the
months of the year, the days of the week, etc. I
also use sign language with songs and books,
such as Brown Bear. One fabulous resource that
I was introduced to this summer was the Signing
Time videos. These are fantastic!

Add Signs to… Targeting Pragmatics
• Alphabet song • What’s this look like??
• After giving child
something that you know
• Calendar they are wanting, take
their hand to their chin
• Thank you and say “Thank You” as
you extend their hand in
• Stories an outward motion.
• Answer “Your Welcome” as you
extend your hand from your chin in
an outward motion
• Songs


Targeting Syntax Targeting Semantics
• What does this look like?
• Teach child to string • Child makes request; Affirm
together the word ‘want’ correct use of sign for • Teach want • What does this look like?
want.“Want? Amy wants?”
and label of item or • Let child see you look around
• Why??– this will show • When aware that child’s
action that is desired with eyes. You may touch 1 or 2 that the word/sign cry, gesture, reach, or eye
• Why??– this pushes child undesired objects while saying their contact is signifying that
label. “want” functionally they want something
to level of 2 word phrases
and where syntactic skills • Touch desired item, or serves a request( saying specific, use hand over
demonstrate desired action, point
emerge to desired location, etc. Verbalize
“want” means “I desire”) hand procedure to have
“Ohh.. Want _____(label of desired child produce sign for
• Learned is that the label
of the requested item item or action)”. want as you say “want”.
• Use hand-over-hand to have • Give child desired item
follows the word “want”. child produce ‘want ________”; IMMEDIATELY after
• Implement this after child respond “ok” and grant desire
IMMEDIATELY.
production of “want sign”
effectively uses sign for
want

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11/29/2011

Opportune moments to implement approach Let’s Practice
• Anytime centered around feeding (opportunity for “want”
and “thank you”).
• When child is “whining” or “crying” for a highly preferred
object such as pacifier, bottle, or security blanket/ stuffed
animal (opportunity for ‘want’ and “thank you”
• When child spontaneously points (labeling opportunity)
• When child gives approaches you and gives you object
(labeling opportunity)


Lifeprint.com How Can We Help Children
Communicate Their Feelings?
More


12 Month Old Baby Signs “Cry” Instead Ticks of the Trade! Using Sign
of Crying Language in the Classroom!
As Educators are we teaching children multiple •
ways of communicating their feelings


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Fun ideas


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11/29/2011

USE all the Senses to Teach! Jovan
• You must use each of the senses to teach Jovan is four years old---he is difficult to
numbers! understand. He has a speech-language
• Sight/visuals therapist that visits his home. You are worried
• Sounds that he has a hard time listening to directions
and the other children don’t understand him.
• Touch How can you give support
• Smell/taste
• Movement


What Do You Remember???
American Speech-Language-Hearing Association. (2005). Acoustics in Educational
Settings: Position Statement [Position Statement]. Available from www.asha.org/policy

Bess F. The minimally hearing-impaired child. Ear and Hearing, 1985; 6:43-47

Centers for Disease Control and Prevention. National Center for Birth Defects and
Developmental Disabilities, Early Hearing Detection and Intervention Program.
http://www.cdc.gov/ncbddd/ehdi/default.htm.

"Interesting Facts about the Deaf." DeafNet. 19 July 2008 <www.deaf.net>.

http://kidshealth.org/parent/general/eyes/cochlear.html website

Laughton, Joan. "Educating Children Who are Deaf or Hard of Hearing: Cochlear Implants." ERIC Clearinghouse
on Disabilities and Gifted Education Reston, VA. 15 Sep. 2008 <www.ericdigests.org/1998-2/implants.htm>.

“Mainstreaming the Student Who is Deaf or Hard-of-Hearing.” Guidebook. Melanie Doyle, M.Ed., Linda Dye,
M.A., CCC-A Director of CCHAT Center, SanDiego. January 2002.

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Language delays dec 2011

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