Impact of Speech, Language and Communication Difficulties

Impact of Speech, Language and Communication Difficulties Language is the vehicle for most learning, so when a child has speech, language and communication difficulties it can affect the development of the child’s cognitive, social and emotional wellbeing. The level of development problems will vary depending on the severity of the problems and the support that the child receives. All children can benefit from some support in speech, language and communications because of how important it is for learning. We need all three elements of speech, language and communication to get our message across, without any of these, what a child says and understands may become confused. Here are some areas that may be affected. Personal, social and emotional development. Some may find it difficult to follow the rules of communication and interact socially with others. Because they may find it hard to express themselves and get their views and needs across to others they can often find themselves avoiding social interaction situations. This can then make them feel they lack confidence and have a low self-esteem. Decision making will become difficult and they may start to rely on others to make decisions for them. Friendships. Friendships are very important for children. Children with speech, language and communications difficulties can find making and maintaining friendships a real challenge. The ability to understand and negotiate disagreements, socialise with peers and be part of a friendship group is an important development in life. This can become even more difficult as the child progresses through primary school as the need increases for them to become more aware of the feelings, thoughts and motives of others. Behaviour. Children with these difficulties can often become frustrated, this can result in them demonstrating behaviour difficulties. These can range from occasional bouts of unpredictable behaviour to more specific patterns of misbehaviour. Sometimes because of this poor behaviour, which is often seen as the bigger issue, the language difficulties can be missed. Play. Play is a vital part of a child’s development, by playing they can learn from their peers. When a child struggles with speech, language and communication, this can have an effect on their ability to play with others. They may not have the confidence to mix with others and participate in games as they can struggle to understand the rules or to make themselves be understood when explaining what they want to play. Literacy. Spoken language is important for the development of reading and writing. Children with speech and language problems will often go on to also have reading and writing difficulties. Children who are unable to understand complex oral language and word meanings can have reading difficulties because their ability to understand and produce written language is limited. This can have a knock on effect with accessing the rest of the curriculum, for example, for the development of maths there needs to be an understanding of language and instructions to help with mathematical problem solving and using number and shape names. Adapting Communications Methods. There are lots of things all practitioners can do to help a child with language and communication difficulties. The level of adaptions required will depend on the severity of the child’s difficulties. You will need to discover how the child communicates and just how well they can communicate to be able to make the best adaptions. It would certainly be advisable for all practitioners to take part in a speech and language therapy total communication workshop. This will explain the ability to communicate by whatever means available. This may include a combination of any of the following. Natural gesture, e.g. painting, body movements, speech, vocal noises, signs, symbols, pictures and photos. Children are more likely to learn and take in more when they are not rushed and given time to listen. Slow your speech down so that they have more time to process what is being said to them or asked of them. Make sure the child is given time to answer a question. By rushing them into answeri ng can make them feel they have failed and therefore less likely to want to attempt to communicate. Objects of reference can be used as a way of communication. These are objects that are chosen to represent activities, places, times etc. and are used meaningfully and systematically. Objects are used because they are multi-sensory and permanent. They also help when used in a systematic way. It can develop symbolic understanding, for example, something that can represent something else. Develop the understanding of what’s going to happen next. Develops the concept of start and finish. It also helps retention of information by the use of prompts. It will develop the ability to communicate when using objects of reference. It is important to speak to the child, but the level of language should be based on the level of understanding by the child. Use keywords, known vocabulary and have a consistent routine. PECS(Picture Exchange Communication System) can help those that have communication difficulties to initiate communication, although this is a very structural approach and best implemented by someone who is trained in it. When giving children with language and communication difficulties instructions or explaining to them about an activity, it is important that you make sure the child has fully understood what has been said to them. Asking the child to repeat what you have asked them or get them to explain the activity to you will help you decide if they have a good understanding of what is asked of them. You can help by shortening your sentences and use more simple words that are age and development related. Signing with a child can be helpful in many ways, it gains their attention and can improve eye contact, expressive speech can develop. Signing is known to stimulate the some area of the brain as speech, make sure you sign slowly and only sign keywords. It is important to speak naturally with the signs. Do not overload the child with too many signs and only teach the signs that are useful to the child that you are working with. Just by learning a few key signs such as drink and toilet can enhance s ome children’s lives enormously. English as an addition Language. Because there are more and more children entering the childcare settings who speak English as an additional language, practitioners may have to give extra support to these children to help them develop their skills in English. Practitioners should value this linguistic diversity and provide opportunities for these children to use and develop their home language in their play and learning. Home language skills are transferable to new languages and can strengthen the child’s understanding of language use. As some of the child’s family may not speak any English, it is important to understand that the child will still need to speak their home language for communications in the home. Home languages are vital for maintaining positive family connections. Practitioners have a key role in reassuring parents that by maintaining and developing their home language will benefit their children with their developing skills in English. English will need to be learnt in a context, throu gh practical meaningful experiences and interactions with others. These children may spend a long time listening before they speak and go through a silent phase. This is not usually a cause for concern as they are still learning. They will often be able to understand much of what they hear, especially where communication through gesture, facial expression and visual support is encouraged. Understanding is always in advance in spoken language and it is important that children do not feel pressured into speaking until they feel confident to do so, but it is essential that adults continue to talk to the children with the expectation that they will respond. Learning opportunities should be planned to help children develop their English. Build on the child’s experiences of language at home, so that their developing use of English and other languages support one another. Provide a variety of writing in the children’s home languages as well as English including books, labels and notices. Make sure the child has a range of opportunities to engage in speaking and listening activities in English with peers and adults. Practitioners will also have to keep close supervision over children that have English as an additional language and continually reinforce instructions, as these children may find it difficult to understand rules and boundaries and therefore can place themselves at risk of danger and hurting themselves. Supporting Speech, Language and Communication needs of children. The earlier any problems with a child’s speech are picked up the better as the relevant support can be put into place. It is therefore vital for all those working with children to appreciate the importance of speech, language and communication. Make sure they are aware of how they can support the development of speech, language and communications in all children. Are able to identify children with difficulties and know where to get them additional support. Know how to work with specialists such as speech therapists. It’s not always easy to tell if a child has a speech, language and communication need, it can depend on several things, and for example what age the child is and what type of difficulties they may have. Usually a parent or a family member will be the first person to realise the child has a difficulty, sometimes it can be staff at a nursery or school who notice there is a problem. Testing can begin right from birth as many babies now have a new-born hearing t est. Problems with hearing can lead to speech difficulties. If a parent has concerns about their child’s speech, language and communication development, they can seek advice from their health visitor, G.P. school nurse or teacher. Any of these should be able to support the parent in making a referral to a speech and language therapist if necessary. Speech and language therapists have specialist skills and knowledge about the development of speech and language. They are trained to assess the child’s speech and language development, notice whether there are any difficulties, make a diagnosis and develop an individual treatment plan to the child’s needs and work alongside the parent to implement the plan. Impact of Speech, Language and Communication Difficulties Impact of Speech, Language and Communication Difficulties Speech, language and communication development are at the heart of all childrens learning and link to other areas of a childs development. Without speech, language and communication skills, a child will not be able to reach their full potential. According to the charity ICAN, 1 in 10 children in the UK, 2 or 3 in every classroom have communication difficulties that require specialist help. (http://www.ican.org.uk/) With such a high number of children with communication difficulties, it is important to have knowledgeable practitioners to effectively support childrens speech, language and communication skills. Learning Outcomes At the end of this unit, you will be able to: Explain how speech and language difficulties can impact on a childs overall development. Describe ways in which communication can be modified or adapted. Explain how to meet the communication needs of children who speak English as an additional language. Analyse the role that other professionals play in supporting the speech, language and communication needs of children. Introduction There are increasing numbers of children entering an educational environment with speech and language difficulties. This unit will enable you to understand some of the main causes of speech and language difficulties and the effects it can have on other areas of childrens development. This unit will help you to understand how to effectively support childrens speech, language and communication skills and adapt your communication accordingly. Effects of speech and language difficulties Speech and language difficulties in children can be caused by many different factors: Childhood Illnesses Chronic ear infections can have an effect on a childs speech and language development. If ear infections are persistent, fluid will be present in the ear for long periods of time. This can result in hearing difficulties, which can affect how a child processes language, which can in turn result in delayed speech and language. Use of dummies and bottles Prolonged use of dummies and bottles in babies and young children can have effects on a childs speech, language and communication. Before babies learn to say words and sentences, they explore their voices by producing noises and different sounds. Prolonged use of dummies and bottles can result in a child using their voice less often to make noises and sounds. The teat from the bottle or dummy can also prevent normal movement of the tongue and lips at the front of the mouth; leading to distorted speech. Difficulty in using oral muscles Oral motor disorders can affect children. A child that has an oral motor disorder will find it difficult to use the muscles in their lips, jaw and tongue. Difficulty in using these muscles will affect how a child can use their mouth and create difficulties with speaking, eating and drinking. Developmental Difficulties Children with Autistic Spectrum Difficulties experience difficulties in communicating. They find it difficult to understand or use verbal or non-verbal communication skills. Pregnancy or birth difficulties Dysarthria is a condition affecting the muscles used for speech, creating speech and language difficulties. It is often caused by changes to the brain during pregnancy and at birth. Lack of stimulation Children learn by watching others. They observe and copy language, behaviour and actions of others around them. If a child does not receive language stimulation in their early years, they will not acquire effective language and communication skills. The Literacy Trust runs an initiative titled, talk to your baby to support early language stimulation. They explain that, lack of early language stimulation can lead to language delay, and sometimes literacy and learning difficulties that then extend well beyond early literacy development and can be extremely costly or difficult to remedy. (http://www.literacytrust.org.uk/talk_to_your_baby/about) The Impact of Speech, Language and Communication Difficulties Speech, language and communication skills are fundamental to promoting other areas of learning. During a recent review of the Early Years Foundation Stage Curriculum by Dame Clare Tickell (The Tickell Review), it became apparent that communication and language skills provide a strong foundation for further learning to take place. As a result of this review, Communication and Language development has now become a prime area of learning for children within the Early Years Foundation Stage. If a child is having difficulties with communication and language, their overall development may be affected. The impact of a childs communication and language difficulties will vary depending on the childs individual needs and severity of their difficulties. The following areas could be affected: Personal, Social and Emotional Development Friendships Behaviour Play Literacy Mathematics Personal, Social and Emotional Development Personal, social and emotional development looks at how children develop self-confidence and self-esteem and also at how children make choices and decisions. A child with a communication and language difficulty may find it difficult to express their needs and preferences, meaning that they may refrain from making their own choices and decisions. The development of acceptable social skills is reliant upon play and interaction with others. Children may not feel confident in entering social situations where they find it difficult to interact or participate to a full extent; this can negatively affect their social and emotional difficulties. Friendships The development of friendships relies on positive interaction between two people. Children build friendships by communicating and interacting with one another. Positive communication relies on eye contact, body language and gestures to be used alongside language in order to understand what another person is saying. As children become older, language is essential for establishing and maintaining relationships. A child with difficulties communicating may be left out of friendships. Behaviour Communication and language difficulties and behaviour are closely linked. Children, who have difficulty listening and processing language, therefore may not understand the rules and boundaries of the classroom or setting. This may result in tantrums or frustration demonstrated by the child, as they are unable to understand why they are not allowed to do something. Communication difficulties can result in a child having fewer opportunities for social interaction with other children and less experience in co-operating and sharing with others. In this instance, children may not understand the social expectations of play, which can result in the child snatching toys, rather than learning how to share. If a child has difficulty verbally communicating, they may become frustrated as they are unable to explain their interests and needs. Play Play is valuable for young children. The Early Years Foundation Stage curriculum values play as an effective method of learning for young children, play is essential for childrens development, building their confidence as they learn to explore, to think about problems, and relate to others. Children who have difficulty with communication may find it difficult to engage with and relate to other children during play. As children become older, they enjoy using language to communicate with each other and to play team games with rules. Difficulty engaging with others or understanding the rules of games can leave a child isolated and left out of activities with other children. This will also affect a childs confidence and self-esteem. Insert photo here: http://www.istockphoto.com/stock-photo-4096771-left-out.php?st=fcaf64f This image shows how a child can be left out from group games and activities. Literacy Speech and language skills are important for childrens literacy development. Difficulty in understanding and processing language can lead to delays in the development of phonic skills and reading. The ability to understand written communication is an essential tool for learning, as it supports learning across other areas of the curriculum. Mathematics Mathematical development includes aspects such as problem solving and reasoning, which often require understanding of language and instructions. Many other areas of Mathematics also rely upon the use of mathematical language, such as using number and shape names and numerical language. This close link between literacy and mathematics can cause mathematical delays for children with communication difficulties. Adapting communication methods Children with speech, language and communication difficulties will all have varying degrees of severity and will therefore need different levels of support. There are many different strategies that can be adopted in order to support individual children. Slow down your communication In order to process language, children require time to listen, think about and work out what has been said to them. Slowing down the speed in which you communicate with children will give them time to listen to and process the language. By pausing after asking questions, children will get the chance to think about an answer to the question. Do not rush children. This may result in the child feeling like they have failed and will lower their self-esteem and confidence. Children will be more likely to attempt to communicate and answer questions if they feel comfortable and get the opportunity to participate. Use Visual Aids Using visual aids can support children in understanding communication. Within everyday communication, gestures and hand actions can support a conversation and can engage a child. Within a setting, visual aids can be used to help the child to understand the daily routine and to make choices and decisions. A visual timetable is a popular strategy used to give children structure for the day and reduce anxiety. A visual timetable is a sequence of symbols or pictures that is displayed in order to demonstrate the activities planned for the session. Children can become involved in the visual timetable by removing the symbols when that activity is complete. Symbols or pictures can also be used to support children in decision making. For example, a practitioner could have symbols for different types of fruit and encourage a child to choose a picture to represent what they would like for their snack. This strategy can be applied to other areas of the childs day, such as choosing activities. Check Childrens Knowledge and Understanding When giving children instructions or explaining an activity, it is important to clarify their knowledge and understanding of the task. By encouraging children to repeat the instructions or by asking them to explain what they are expected to do, you will be able to ensure that they have understood what you have asked them to do. Simplify your Language Shortening your sentences and simplifying your language can help children to process language and understand what has been said to them. Think about the words you use with children and ensure that they are not too complex for their age and stage of development. For example, you could replace the word construct with the word build. Guided Activity Think about some of the vocabulary you use with children. For each word or phrase, identify a simplified version you could use with children with communication difficulties. Praise Childrens Efforts Giving children praise is an important method to promote the use of communication. Praising a child for participating in an activity or for what they have done well will help to build a childs self-esteem and confidence and may further encourage their participation. Share the conversation Model the correct language and communication Being a good role model is important for all childrens acquisition of language and communication; however it is especially important for children with communication difficulties. If a child is saying a word or sentence wrong, do not place emphasis on the error, but repeat the word or sentence back to them in its correct form. For example, if a child says me do paint, you could join in with the child and say, Im doing some painting too. Use Alternative and Augmentative Communication Methods For some children that have little or no verbal communication skills, using an alternative or augmentative communication method is essential to enable them to communicate their needs and preferences. Children with Autistic Spectrum Difficulties will often have little or no speech. They will usually be able to understand communication, but will need alternative communication methods to enable them to communicate their wishes. Supporting children who speak English as an additional language There are more and more children entering childcare settings who speak English as an additional language. Most of these children will have developed speech, language and communication skills in their home language and will need support from practitioners to develop their skills in English. It is important for practitioners to recognise childrens home languages as important because: The child will feel valued and respected. The home language is important for family relationships and connections. Some members of a childs family, may not speak any English, therefore a child will still need to speak their home language for vital communications in the home.