Speech/Language Impairment

Speech-language impairment (SLI) is a communication disorder, such as impaired articulation of speech sounds, motor speech issues, language impairment including spoken or written language and pragmatics, social communication disorder, fluency disorder (stuttering), voice disorder, augmentative communication or swallowing disorders that adversely affects a child’s educational performance.

Speech Sound Disorders: Speech impairment where the child has difficulty producing sounds. Most children make some mistakes as they learn to say new words. A speech sound disorder occurs when mistakes continue past a certain age. Every sound has a different range of ages when the child should make the sound correctly. Speech sound disorders include problems with articulation (making sounds) and phonological processes (patterns of sounds).

Augmentative and Alternative Communication:  the use of an alternative to speaking as a substitute for speech or to supplement speech. Some children’s speech cannot be understood by others because they have physical challenges, such as cerebral palsy, or sensory limitations, such as a hearing impairment or hearing loss. Everyone can communicate, given a means to communicate and a communication partner who is willing to “listen.” There are no prerequisite skills required.  The team must presume competence.  Students may use sign language or other communication systems, such as an object or picture board, picture communication notebooks, or a “talking” communication device, computer or tablet. 

Language Disorder: Refers to persistent difficulties in the acquisition of language and use of language across modalities (i.e. spoken, written, sign language, or other forms of communication (AAC)).  Language deficits can occur in: 

• Receptive Language or Comprehension - reduced vocabulary understanding and following directions, answering questions. 
• Expressive Language or Production - talking, writing or communicating verbally or with AAC, in complete sentences, using word endings like plurals or past tense. 
• Social (Pragmatics) - maintaining a conversation, taking turns, social greetings, following rules for storytelling, understanding humor and multiple meanings of words. 
• Preschool children (3 to 5 years old) - may initially have problems with understanding and/or using language.  In many cases consistent participation in a language-rich preschool classroom is all the child needs to catch up. 
• Language-Based Learning Disability - persistent language impairments can affect all areas of academic success, including reading, writing, spelling and even math. The Eligibility Committee will determine how best to meet the students’ identified needs. SLP may provide direct or indirect services.

Selective Mutism: Some children do not speak in certain situations, like at school, but speak at other times, like at home or with friends. Selective Mutism is a complicated disorder which requires a team approach.  The speech-language pathologist may or may not be a member of the team, depending upon evaluation and input from psychologist/psychiatrist, social worker, parent, teacher, pediatrician and other relevant sources.

Evaluations 

While children may exhibit speech and language difficulties, IDEA requires that the Eligibility Committee determine whether the speech-language impairment affects the progress and involvement of the student in the general curriculum; in other words, does the  speech-language disability adversely affect educational performance and/or non-academic areas or vocational and prevocational skills.  Some students may have a speech sound disorder but do well in school.  Each student must be considered for eligibility on an individual basis. 

Requirements of the three-prong test of eligibility are:

1. Meets state eligibility requirement - determined by a speech-language evaluation which includes standardized testing, as well as informal assessments, language samples, observations, teacher and parent reports.
2. Experiences Adverse Effect on Educational Performance—based on observations of the student, teacher information, academic performance and review of student portfolio.
3. Needs Special Education - requires specially designed instruction to ensure access to the general curriculum.

Possible Signs and Characteristics

• Sounds can be substituted (saying “tat” for “cat”), left off (saying “ca” instead of “cat”), added (saying “kwat” instead of “cat”) or changed (saying the sound incorrectly as in a lisp)
• A child may consistently say one sound instead of two in words that contain blends (“boken” for “broken” or “poon” for “spoon”)
• The repetitions of words or parts of words, as well as prolongations of speech sounds
• Reduced vocabulary understanding and following directions, answering questions
• Trouble with maintaining a conversation, taking turns, social greetings, following rules for storytelling, understanding humor and multiple meanings of words

Resources

• Asha.org
• West Virginia Board of Examiners for Speech-Language Pathology and Audiology
• Supervising Module – PowerPoint Presentation
• Module for Speech Assistants – PowerPoint Presentation
• SLPA Supervision Plan
• SLPA Verification Form
• Speech Assistants Forms
• WVDE Direct Observation Form