1 speech, language and communication needs (slcn)in a range of special educational needs (sen) by...
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Speech, Language and Communication Needs (SLCN)in a
range of Special Educational Needs (SEN)
By Glenn Major, Communication Adviser
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I CAN is the children’scommunication charity.
Our mission is that no child should be left out or left behind because of a difficulty speaking or understanding.
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1. Raise awareness of the importance of children’s communication
2. Provide information about children’s communication development
3. Deliver evidenced-based solutions that help children
4. Run specialist schools for children with complex needs
What we do
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Output or
expressive
language
skills
Input or receptive language skills
Processing, knowledge
and awareness
The communication chain
Speech, Language and Communication
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Pragmatics The use of language
(Non-verbal aspectsConversation rules
Register)
SemanticsThe meaning of
language (Vocabulary
IdiomsInference)
FormThe ‘rules’ of language (grammar,
morphology etc)
Speech
(Bloom & Lahey 1978)
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Speech, Language and Communication
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Pragmatics The use of language
(Non-verbal aspectsConversation rules
Register)
SemanticsThe meaning of
language (Vocabulary
IdiomsInference)
FormThe ‘rules’ of language (grammar,
morphology etc)
Speech
(Bloom & Lahey 1978)
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10% with
SLCN7% SLI including1% severe and complex
3% as part of other condition
Good language and
communication skills
Difficulties arising from genetic risk factors
Difficulties arising from environmental risk factors
Poor language skills
Between 40 and 50% of children growing up in areas of deprivation are starting school with delayed language (Law, J et al 2011)
Speech, Language and Communication Needs (SLCN) in Moderate Learning Difficulties (MLD)
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Pragmatics The use of language
(Non-verbal aspectsConversation rules
Register)
SemanticsThe meaning of
language (Vocabulary
IdiomsInference)
FormThe ‘rules’ of language (grammar,
morphology etc)
Speech
(Bloom & Lahey 1978)
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Speech, Language and Communication Needs (SLCN) in Attention Deficit Hyper Activity Disorder
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Pragmatics The use of language
(Non-verbal aspectsConversation rules
Register)
SemanticsThe meaning of
language (Vocabulary
IdiomsInference)
FormThe ‘rules’ of language (grammar,
morphology etc)
Speech
(Bloom & Lahey 1978)
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Speech, Language and Communication Needs (SLCN) in Asperger syndrome and autism
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Pragmatics The use of language
(Non-verbal aspectsConversation rules
Register)
SemanticsThe meaning of
language (Vocabulary
IdiomsInference)
FormThe ‘rules’ of language (grammar,
morphology etc)
Speech
(Bloom & Lahey 1978)
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Speech, Language and Communication Needs (SLCN) in Specific Language Impairment (SLI) during primary years
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Pragmatics The use of language
(Non-verbal aspectsConversation rules
Register)
SemanticsThe meaning of
language (Vocabulary
IdiomsInference)
FormThe ‘rules’ of language (grammar,
morphology etc)
Speech
(Bloom & Lahey 1978)
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Speech, Language and Communication Needs (SLCN) in Specific Language Impairment (SLI) during secondary years
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Pragmatics The use of language
(Non-verbal aspectsConversation rules
Register)
SemanticsThe meaning of
language (Vocabulary
IdiomsInference)
FormThe ‘rules’ of language (grammar,
morphology etc)
Speech
(Bloom & Lahey 1978)
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Positive environment through lots of good quality talk and interaction with the child
Born with genetic make-up enabling the child to be good at language
Whatever the cause, good language skills need ‘nature’ and ‘nurture’
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Humans have a need to form close bonds from birth
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‘Sensitive periods’ in early brain development
Binocular vision
0 1 2 3 7yrs
654
High
Low
Habitual ways of respondingLanguage
learningEmotional controlPeer social
skills
Central auditory system
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Responsive interactions
Still face experiment (film clip)Dr Edward Tronick
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No responsive interactions?
Depriving children of responsive interactions in first months leads to lasting impact on physical, emotional and language development
Children who had been reared in a Romanian orphanage (for between 6-30 months after birth):• grew up stunted (typical 3yr old was size of
average 2 yr old)• had extremely low IQs (MLD range)• displayed more behavioral and emotional
problems than children raised by their parents
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No responsive interactions?Some damage could be repaired once children were put into foster care:• They went through astounding growth spurts• Their IQs improved markedly• Their language skills developed• They became able to express positive emotions• The risk of emotional disorders such as
depression and anxiety were lowered• However, they remained highly prone to
psychiatric and behavioral problems such as aggression and hyperactivity
Study by Charles Zineah of Tulane University in New Orleans, 2006
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Secure infants (60%)
Insecure avoidant
infants (20%)
Insecure resistant
infants (15%)
Disorganised infants (5%)
Development of Theory of Mind -
Empathy and understanding of
others
Development of Executive Function ability to focus, plan thinking and actions, and inhibitory control
Development of early language
skills through talk with care-giver
Oral language competence, communication skills, social behaviour, emotional well-being, resilience and school success
Neglectful, withdrawn or
Intrusive, excessively stimulating care giving
Unpredictable and insensitive
care giving
Consistent or inconsistent
danger
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Secure infants
Insecure avoidant infants
Insecure resistant infants
Disorganised infants
Substantially greater concentration More positive emotions More positive perception of self Greater social competence and
language skills Better performance on achievement
tests Greater school adjustment in general
Unpredictable and insensitive
care giving
Consistent or inconsistent
danger
Neglectful, withdrawn or
Intrusive, excessively stimulating care giving
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Secure infants
Insecure avoidant infants
Insecure resistant infants
Disorganised infants
• Poor language skills• Hyper-vigilance (can be confused with ADHD)• Problems with impulse control• Fearfulness - basic need for safety not met• Over familiarity with strangers • Depression • Irrationality • Disorganisation • Poor control of anxiety, tendency to catastrophic thinking Problems recognising facial expressions
Consistent or inconsistent
danger
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Secure infants
Insecure avoidant infants
Insecure resistant infants
Disorganised infants
In addition, these children are likely to• Have substantial problems at school• Were more likely to show extreme levels of
aggression• Were more likely to express substantial fear
and or dysphoria (a feeling of emotional and mental discomfort) miserable-ness
• Poor control of anxiety, tendency to catastrophic thinking
Problems recognising facial expressions
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Speech, Language and Communication Needs (SLCN) in Attachment Disorder
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Pragmatics The use of language
(Non-verbal aspectsConversation rules
Register)
SemanticsThe meaning of
language (Vocabulary
IdiomsInference)
FormThe ‘rules’ of language (grammar,
morphology etc)
Speech
(Bloom & Lahey 1978)
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So what helps children with SLCN?
Changes to the way adults use language and interact with young people who have communication difficulties
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• Model the correct form of what children say and extend it: Child : she were runnin’ hall’Adult: ‘Okay, she was running down the
hallway’ orAdult: ‘she was running down the hallway
because she was late for her lunch’• Active listening, following the child’s lead.
Understand the world from the child’s point of view (mind-mindedness). E.g. ‘this looks like a really good game, tell me what happens here’
Adult language
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Adult language
• Speak slightly slower than usual - ‘If people talk too fast and I can’t understand them, it makes me feel stupid’
• Set the scene before going into detail – ‘e.g. last week, we talked about good body language, today we’re going to practise joining in a discussion’
• Give information in small chunks – ‘When people are saying too many things all at once, I try to remember and then forget. Then I get worried about forgetting and panic so I won’t try’
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Adult language
• Give thinking time when you ask a question – ‘I get muddle up with my words my brain want to say but my mouth don’t. It makes me angry because when you walk away it comes back to you’
• use visual support – spoken words leave little trace so providing visual support (written key word reminders, symbols, a flow diagram, quick doodles to accompany talk, a time line, etc) will make concepts easier to understand and information easier to process and remember
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Adult language
• Ask the young person to ask questions and tell you when they don’t understand, and reinforce this with praise – ‘e.g. That’s a good question. I bet everyone else wanted to ask that, but only you were brave enough’
• Simplify the grammar and put events in the order they happen – e.g. ‘first we’ll read the story, then remember the new words’ NOT ‘before we read the story, we’ll remember new words
• Write and explain new vocabulary – ‘The worst is when people use big words I don’t know’
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All sorts of things can get in the way of responsive interactions!
Questions and discussion:Are you aware of
communication difficulties in children you support?
Thanks for taking an interest30
W: www.ican.org.ukE: [email protected]: 020 7843 2510
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Get in touch
W: www.ican.org.ukE: [email protected]: 020 7843 2510