This document discusses facilitating speech, language, and communication skills. It covers defining these concepts, language acquisition, sequences in language development, alternative language systems, creating a naturalistic language environment, dealing with speech irregularities, and considerations for bilingualism and English as a second language. The key points are that communication involves the exchange of thoughts through verbal and nonverbal means, language acquisition is influenced both by innate and environmental factors, and teachers should arrange the language learning environment to encourage children's natural development of these skills.

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Chapter 16
Facilitating Speech, Language, and
Communication Skills

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Defining Speech, Language, and
Communication Skills
• Communication is the exchange of
thoughts and ideas, feelings, emotions,
likes, and dislikes
– Nonverbal communication—gestures and
body language
– Printed word—written communication

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Defining Speech, Language, and
Communication Skills (continued)
• Speech is the sound system of a
language.
• It depends on the ability to make and
produce sound.
– Verbal communication—speaking out loud to
another

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Defining Speech, Language, and
Communication Skills (continued)
• Language is a code or symbol system that
enables individuals to express ideas and
communicate them to others who use the
same code.
– Syntax—grammar
– Semantics—word meaning

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Language Acquisition
• Environmental perspective
– The child will imitate spoken language,
therefore learning to speak.
– Children from educated mothers hear more
words and therefore are more able to use
words to get what they want.

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Language Acquisition (continued)
– Infant-directed speech
• Motherese
• Using a high-pitched voice to talk to the very young
• Using short, simple sentences
• Infants attention is maintained, exposing them to
the use of language and encouraging attempts

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Language Acquisition (continued)
• Innateness perspective
– Language unfolds as the child matures.
– Children are more likely to learn language if it
holds meaning for them.

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Language Acquisition (continued)
• Integrated explanation
1. The maturationally determined mechanism
for learning language
2. The input, or quality and timing of the child’s
early language experiences
3. The use the child makes of input; the
strategies the child devises for processing
spoken language and then reproducing it

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Sequences in Language Acquisition
• Prelinguistic communication
– Body movements, facial grimaces, and
vocalizations
– Crying
– Cooing
– Babbling
– Intonation

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Sequences in Language Acquisition
(continued)
• First words and sentences
– Vocabulary
– Receptive language
– Expressive language

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Sequences in Language Acquisition
(continued)
• Early sentences
– Syntax
– Holophrastic speech
– Telegraphic speech
– Private speech

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Sequences in Language Acquisition
(continued)
• Language complexity
– Use of “W” questions
– Transforming positives to negatives
– Indicating more than one
– Conveying ownership
– Overregularization

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Alternative Language Systems
• Nonverbal communication
– Adults should respond to the body language
while giving the child the words to say.
• Augmentative communication systems
– Use of gestures, signs, symbols, or pictures to
communicate with others
– Voice synthesizer
– Picture Exchange Communication System

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Alternative Language Systems
(continued)
• Signing
– Observe and see what signs are already in
place.
– Teach simple signs.
– Move slowly, picking a child’s favorites to sign
– Speak and act naturally when signing.

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The Naturalistic Language Environment
• Arranging a language-learning
environment
– Teachers arrange the environment so that all
children can talk.
– Teachers make sure that there are things to
talk about.

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The Naturalistic Language Environment
(continued)
• Teacher’s expectations
– Children should have a reason to
communicate.
– Children should be given time to share their
ideas.
– Teachers and children need to become good
listeners and alert responders.

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The Naturalistic Language Environment
(continued)
• The role of questions
– Ask open-ended questions.
– Provide a role model for how to answer
questions.
– Language play and practice.
– Information gathering.

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The Naturalistic Language Environment
(continued)
• Activities
– Materials that are new and unique
– Field trips
– Life experiences
– Picture books
– Songs, rhymes, chants, and word-play
– Active playtime

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The Naturalistic Language Environment
(continued)
• Direct assistance
– Choice making
– Mand-model
– Topic continuation
– Time delay
– Incidental teaching

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The Naturalistic Language Environment
(continued)
• Milieu teaching
– Child initiates communication.
– Teacher needs to make sure that initiation by
the child continues, by
• Being readily available
• Showing interest in the child’s questions
• Prompting a response
• Being conscious of keeping contact brief
• Making sure the contacts are pleasant

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Speech Irregularities
• Articulation errors
– Omissions—leaving out sounds
– Substitutions—interchanging sounds
– Additions—inserting sounds not part of the
word
– Distortions—deviations in speech sounds

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Speech Irregularities (continued)
• Lisping
– Lisping usually goes away on its own unless
adults encourage it by commenting on it.
• Dysfluency
– Stuttering that does not correct itself

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Speech Irregularities (continued)
• Guidelines
– Make sure that the child is well rested.
– Provide comfort and care, reduce tension.
– Have fun with language.
– Discipline with calmness.
– Offer activities where a child can be
successful.

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Speech Irregularities (continued)
• Do not
– Correct or nag a child
– Call attention to speech irregularities
– Hurry a child
– Compare a child’s speech to another
– Attempt to change a child’s handedness

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Speech Irregularities (continued)
• Referral
– Early warning signs
• Watch for severe delays in talking.
• Watch for dysfluencies.
• Watch for child to become withdrawn from social
activities that require speech.
• When in doubt, refer to a specialist for further
testing.

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Speech Irregularities (continued)
• Intervention
– One-on-one therapy is best.
– Teachers, specialists, and parents need to
work together.
– The more repetition and practice the child
has, the better the therapy will work.

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Bilingualism and English as a
Second Language
• Children should not be forced to give up
their native language.
• Children should not be labeled language
impaired because of a language
deficiency.
• Children should be offered opportunities to
practice the new language in a relaxed,
play setting.