Speech & Language @ WHS

Welcome to Speech & Language with Mrs. Cruz

Khalila Cruz, M.S., CCC-SLP

Speech-Language Pathologist: Woodbridge High School

Contact me: khalila.cruz@woodbridge.k12.nj.us

What is Speech Language Pathology?

6 Main Areas of Speech & Language Therapy:

Speech Sound Disorders (Articulation and Phonology)

- - Most common speech sound errors: s, r, l, th, sh, ch,
  - Phonemic Awareness and its impact on literacy
  - motor speech disorders (apraxia)
  - structural differences (cleft lip/palate, "tongue tie")

Voice Disorders

- - vocal dysfunction caused by nodules, polyps, spasmodic dysphonia
  - rate, volume, and pitch, respiration, resonance

Fluency Disorders (Stuttering)

- The 3 types of stuttering are developmental stuttering, neurogenic stuttering, and psychogenic stuttering. The exact cause of stuttering is unknown. A speech-language pathologist diagnoses stuttering by evaluating your child's speech and language abilities.
- Types of Dysfluencies:
  - Repetitions: repeating of a syllable, sound, word, or phrase (e.g., “li-li-li-like this”)
  - Prolongations: holding onto a sound for an extended period of time (e.g, “llllike this”)

- - Blocks: no sound is produced then a “burst” of tension is released when the speaker if able to vocalize (e.g., “----like this”)
  - Interjections: extra words (e.g, “um, uh, like”)
  - Revisions: speech is revised during and utterance (e.g., “I have to go…I need to go to the store.”)

4. Language Disorders

Language disorders can be receptive (understanding) or expressive (conveying information), may affect both spoken and written language, and can also affect sign language. Typically, all forms of language will be impaired. Note that these are distinct from speech disorders, which involve difficulty with the act of speech production, but not with language.

- Morphology- The study of morphemes; a morpheme is defined as “the smallest unit of meaning in a language.”
  - For example, the word “cat” has just one morpheme but the word “cats” has 2, as the -s denotes plurality. In this case, we consider “cat” the root of the word and the -s a suffix

- Syntax - Syntax states the rules for using words, phrases, clauses and punctuation, specifically to form sentences.
  - Correct syntax examples include word choice, matching number and tense, and placing words and phrases in the right order.
- Semantics- Semantics is the study and analysis of how language is used figuratively and literally to produce meaning. Semantics seeks to describe how words are used-not to prescribe how they should be used.
  - Examples of Semantics: A toy block could be called a block, a cube, a toy.
- Phonology- (and its impact on literacy)

5. Pragmatics (social skills)

Pragmatic language is the use of appropriate communication in social situations (knowing what to say, how to say it, and when to say it). Pragmatic language involves three major skills:

1. Using language for different purposes such as: Greeting (Hello. Goodbye. How are you?) • Informing (I am leaving.) • Demanding (Say “Good-bye.” Pick up the toy.) • Stating (I am going to the playground.) • Requesting (Do you want to go along?)
2. Changing language according to the listener or the situation, such as: Talking to a teacher versus talking to a baby • Speaking in a classroom versus talking in the cafeteria • Talking about family to another family member versus a stranger
3. Following rules for conversation, such as: Taking turns while talking • Introducing new topics • Staying on topic • Continuing the same topic as the other speaker • Re-wording when misunderstood • Using and understanding nonverbal signals (facial expression, eye contact, etc.) • Respecting personal space

6. Augmentative and Alternative Communication (AAC)

- AAC can be defined as all non-oral means of expressing thoughts, wants, needs, and ideas. AAC systems are used to increase social interaction and improve academic performance. AAC systems implemented within the school setting vary with individual student needs. All types of AAC fall into two categories: low-tech (i.e., picture symbols) and high-tech (i.e., iPad programmed with specific AAC program).

How does a communication disorder impact classroom performance?

Speaking • Thinking • Reading • Writing • Learning

Difficulty understanding and using relational vocabulary (words for transition, comparison, and contrast)

Difficulty understanding and using complex and compound sentence structure (passive voice, verb tense and agreement, pronouns, adverbs) leads to slow development of vocabulary, concepts or grammar

Difficulty understanding and using non-literal and figurative language (simile, metaphor, idioms, expressions, sarcasm, humor, proverbs, inferencing, predicting outcomes) leads to difficulty understanding literature and following story themes/morals and forming hypotheses.

Poor recall of information from reading or from verbal presentations, as it was not processed correctly, leads to difficulty forming verbal descriptions and providing details

Processing difficulty leads to inattention, resulting in poor participation in classroom instruction

Inability to use different communication styles for different situations leads to poor social development, and trouble developing and maintaining peer relationships

Poor phonemic awareness leads to poor development of literacy skills.

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