In the last blog I pointed out that Part C: Strand 4 in Te Whāriki states that “Adults should have realistic expectations of children’s language development and help to identify assistance if language delays are observed.
Atypical development of communication is when any part of communication is not developing as expected for the age of the child. Atypical development can impact on one or all of the following;
pre verbal communication, development of the speech sounds system, fluency, language, social communication skills, literacy.
Why do some children have difficulties with the development of communication skills?
A full explanation is not in the scope of this article. Often the reason for a particular individual’s difficulties is unknown but both genetic and environmental/social factors can play a role and it is now known that there is an interaction between these factors.
The different areas of communication impacted gives rise to a multitude of labels used to describe these developmental delays or deficits. It is important to understand that only a small number of labels/diagnosis are clearly defined with use regulated in New Zealand. Autistic Spectrum Disorder would be one of these. Some labels describe deficits in specific parts of communication or communication as a whole, others describe disorders or genetic syndromes that impact on multiple areas of development. Within the speech and language therapy profession, different labels are often used to describe the same thing or very similar things and although there are numerous articles on this issue, it is a long way to being resolved completely.
Phonological processing disorder, speech sound disorder, speech sound delay, phonological delay, dyspraxia, child apraxia of speech, verbal or oral dyspraxia, central auditory processing disorder, articulation disorder, dysarthria. These are all labels surrounding the chid’s ability to process and/or make the sounds required to form words correctly. Also pertaining to the motor aspect of speech is stuttering/stammering/dysfluency. Confused yet? Early language delay, early communication delay, late talker, language delay, specific language disorder, semantic pragmatic disorder, expressive language delay, receptive language delay, auditory language delay all describe issues with understanding or formation of language. Delayed social skills, semantic pragmatic disorder, social communication disorder, autism and social language delay all describing issues with what speech language therapists call ‘pragmatics’ the cultural and social nuances of communication, many of which we are not aware of at a conscious level.
Ultimately for an early education teacher what the label means, not the name is important. All these labels are a name for a set of symptoms. This is the information to seek from the speech therapist that works with a child in your care. As a teacher you need to know what are their exact difficulties and how these impact on their participation and learning in preschool and what you can do to assist. If you don’t feel you have this information all SLTs will welcome you asking.
Knowing when to refer is an important part of the communication strand. In the last blog I referenced some websites that have useful information on milestones. If a child is not reaching communication and social milestones, then assessment avenues should be explored. Developmental professionals will often discuss ‘red flags’ and these can be very helpful in giving parents and teachers a quick reference to identify if a child’s delays should be cause for concern. Because I don’t believe in reinventing the wheel I thought I would share this great quality list of ‘red flags’ from The Hanen Centre http://www.hanen.org/Helpful-Info/When-You-Are-Concerned/Warning-Signs.aspx
All education centres are going to have different policies and procedures around identifying and supporting children’s communication skills. The important thing is that there is one that it is used. How are communication skills screened in your facility? Is there are a formal process or are referrals made from casual observations? How can you ensure that these concerns are identified in a timely manner? The ‘Extending Their Language, Expanding their world’ report describes the process in ECEs and Kindergartens that were rated highly with supporting oral language. This is well worth reviewing for ideas on strengthening the processes around the communication strand in your centre.
Formal processes should include how to discuss concerns about their child’s development with parents. Some teachers do find it difficult to have these sometimes sensitive conversations. It is worth noting that many parents I work with, tell me they were worried before their child’s teacher referred them but they discounted their concerns due to their lack of knowledge of child development. Often a relative, friend or other professional has told parents to wait and see! Harrison, L. Mcleod, S. McAllister, L and Mccormack, J (2017) found that parents were better than early child hood teachers at identifying speech sound issues but will often wait to see if their child’s teachers’ bring it up. With this in mind it is important that ECEs do ensure ample opportunity for parents to note down any concerns and communicate any concerns with parents as soon as possible. Having procedures in place already, will make this process smoother. Discussions with parents should always begin with asking parents how they feel their child is going generally, then outline observations about what there child is doing well as well as any concerns. Finish the conversation by coming up with options for managing the concerns, both at home, preschool and possible referrals.
There should be information on both local public and private services available in the centre procedures. It would also be prudent to recommend parents that they attend their local GP to check their child’s ears and ensure that they have had their newborn hearing screening. A provision of a summary of concerns could be given to parents to pass on to the GP for their records.
LEARN MORE VIA OUR ONLINE LEARNING HUB COURSE: ATYPICAL DEVELOPMENT OF COMMUNICATION
Guest Author: Alison Bruce, Speech and Language Therapist
Your Potential Speech and Language Therapy
Alison has spent the last year working in the child development service in Nelson. Prior to that she spent over six years working in a remote area of North West Australia as a generalist speech pathologist. Before moving to Australia Alison worked in both private and public services. This has given her a knowledge of a range of areas of speech and language therapy including early development of communication and early intervention.
References:
Dollaghan C, Nelson N.W, Scott C (2012) Conference presentation – What’s in a Name Subtyping & Labeling in Language Disorders www.find.asha.org
Harrison, L. Mcleod, S. McAllister, L. Mccormack, J. Speech sound disorders in preschool children: correspondence between clinical diagnosis and teacher and parent report March 2017 · Australian Journal of Learning Difficulties 03/2017; · DOI:10.1080/19404158.2017.1289964
The Hanen Centre www.hanen.org