Communication
What is Language:
It is a learned code, or system of rules that enables us to
communicate our ideas and to express our wants and needs.
Reading, writing, gesturing and speaking are all forms of
language (Bowen, 1998).
Expressive vs. Receptive language:
Expressive- speaking, writing or signing(Bowen,1998)
Receptive- understanding what is said, written or signed
(Bowen,1998)
Five Domains of Language:
Syntax- grammar/sentence structure
Phonology-sound combination of consonants and vowels
Morphology- shape sounds to form words
Semantics-words (meaning)
Pragmatics- social aspect of language
Typical vs. Atypical Language Development ages 0-6
Age Typical Atypical
Neonates- nonspecific crying, grunting
Not responding to noises or voices
0-1 and gurgling
Not enjoying interacting with others
First few months- make vowel sound
production (cooing) Not engaging in turn-taking or back-and-
forth activities
Around 4 months- start to babble as
they gain increased oral motor control Not babbling or making vocal sounds
A combination of vowel and consonants Not turning to look when people show
CV or VC
something interesting
Even new babies are aware of the Not responding to name or understanding a
sounds in the environment.
few familiar words by 12-months
babies learn to turn to you when you
speak, and smile when they hear your
voice.
Colleen Douglas, Rebecca Eberly, Jen Manthey
babies respond to the word "no
They are also responsive to changes in
your tone of voice, and to sounds other
than speech.
1
By the end of the first year- first words By 12 months
doesnt babble with changes in tone e.g.
Monosyllabic (CV- ma, VC- up)
dadadadadadadadada
Consonant sound production progresses doesnt use gestures like waving bye bye
along a continuum, easy to hard or shaking head for no
doesnt respond to her/his name
turns and looks at your face when called
doesnt communicate in some way when
by name
s/he needs help with something
Recognizes names of familiar objects doesn't understand and respond to words
like "no" and "up"
doesnt point to things of interest as if to say
Vocabulary of approximately 150-300 Look at that! and then look right at you
words
child points to pictures in a book when
named
can point to a few body parts when
asked (nose, eyes, tummy).
He or she can also follow simple
commands (put toy away)
understand simple questions (where
are your shoes?).
2 Has a vocabulary of at least 50 words. Has 10 or less words.
Speaks in 2 word sentences. Is not using 2 word phrases.
Knows the name of at least 6 body parts. Any loss of skills.
Identifies familiar people. Lack of imitation.
Follows simple instructions. Lack of gestures such as waving or pointing.
Points to pictures in a book. No spontaneous vocalizations associated to
objects in the environment that they want.
3 Follows simple 2-3 step instructions. Unintelligible speech.
Can name most familiar objects. Any loss of skills
Understands prepositions like out and Excessive drooling
under Is not speaking in sentences
Names a friend Unable to follow simple directions
Uses words to get wants and needs met. No interest in books or drawing
Speaks in 3-5 word sentences.
Colleen Douglas, Rebecca Eberly, Jen Manthey
Uses pronouns I, me, you
4 Can recite a poem or song from memory. Cannot follow a 3 part command.
Asks who, what, and why Cannot retell a favorite story
questions. Does not understand same and different
Speaks in 5-6 word sentences Speaks unclearly.
Understands superlatives such as Does not use me and you correctly
biggest and longest Any loss of skills
Understands plural forms.
5 Retell story Unintelligible single word utterances
Defines words Unable to organize thoughts/expressions
with words
5 word sentences
Hard to answer questions such as what,
Describes events in time order (past, where, and who
present, future)
Unable to describe people and experiences
Knows birthday, phone number, and Not much verbal participation
parents names
Understands prepositional phrases
Can answer questions related to spoken
content
Abstract concepts
6 6 year olds have grammar structured Speech is unintelligible
sentences
No sense of time sequence
Adult-like language
No socialization
Able to converse for entertainment
Unable to follow directions
Tell stories/understand stories being told
Poor receptive skills
They lack pragmatic skills- pragmatics
Expressing emotions
develops as they grow older and
become social beings
Sense of time and cause/effect
Become effective communicators
Colleen Douglas, Rebecca Eberly, Jen Manthey
Language screening tools:
PLS.5 Preschool Language Scales (2011) PEARSON
HELP Checklist 0-3 (based on Hawaii Early Learning Profile) (1985-2014) VORT Corporation
Battelle Developmental Inventory, 2nd edition. (2005) Houghton, Mifflin, Harcourt: Riverside
Publishing
References
www.cdc.gov/actearly
www.asha.org
http://speechlanguageinfo.myefolio.com/main/4_5
http://speechlanguageinfo.myefolio.com/main/K_1
Owens, R. E. Jr. (2012). Language development: An introduction. (8th ed). Upper Saddle River, New
Jersey: Pearson Education.
Howard, V. F., Williams, B. F., & Lepper, C. (2010). Very young children with special needs: a foundation
for educators, families, and service providers. Boston: Pearson.
Bowen, C. (1998). Ages and Stages Summary: Language Development 0-5 years. Retrieved from
http://www.speech-language-therapy.com/ on (10/2/16).
Colleen Douglas, Rebecca Eberly, Jen Manthey
Colleen Douglas, Rebecca Eberly, Jen Manthey
