This document discusses speech, language, and communication skills in children. It explains that language involves a system of signals to communicate ideas, while communication is the exchange of thoughts. Language acquisition varies between socioeconomic groups, with children of more highly educated mothers acquiring language faster. Quality adult interactions are important for supporting language development in natural environments. The document outlines typical language development milestones and provides strategies for enhancing language skills in children.

1. Facilitating Speech, Language,
and Communication Skills
Chapter 16 from The Exceptional Child: Inclusion in Early Childhood
Education. Allen, K. Eileen and Cowdery, Glynnis E. 2015. Cengage
Learning.

2. What Is the Difference?
• Language – a complex system of signals that represent other things or
ideas that allows communication with others. May be words or body
language
• Communication – the exchange of thoughts and ideas; is both a social
and a cognitive function
• Non-verbal communication – body language, gestures, facial
expressions, etc. that help convey thoughts and ideas
• Printed words – allow communication without direct contact
• Speech – the sound system of verbal communication; requires ability
to articulate sounds

3. How Do We Get It?
• Some language acquisition is the result of imitation and feedback (behaviorist
theories)
• ***Language acquisition varies greatly among socioeconomic groups; more
highly educated mothers speak more to their children
• There is a direct correlation between language acquisition and academic success.
• *** Remember: we cannot “spoil” babies if we respond to their needs and
participate in the healthy, reciprocal relationships that support language,
cognitive, and social development.
• Motherese – higher-pitched, simplified language that adults use with babies and
very young children.
• Language is part of natural development and maturation
• High quality experiences and use of language in natural settings supports
language acquisition.

4. Predictable and Sequential
• Pre-linguistic communications – crying cooing babbling
• Vocabulary acquisition – vowel and consonant combinations
recognizable words short phrases short sentences and
questions longer sentences; able to follow several step
instructions
• Receptive language – ability to understand language. We have
greater receptive language than expressive language. Receptive
language comes before expressive language
• Expressive language – ability to speak or sign so that others
understand one’s thoughts and ideas.

5. Vocabulary and More Sequences
• Holophrastic speech – using one word to express entire thoughts. Context
helps with understanding.
• Telegraphic speech – 2 word sentences; shows that child is learning syntax
(proper word order)
• Private speech – children talking to themselves; works to help children
process information, self- regulate, focus, etc.
• Language explosion – rapid progression of language learning that occurs
between 2 and 5 years old
• Overregularizations or over-generalizations – applying grammar rules to
the exceptions of grammar rules; i.e. “foots” instead of “feet”, “Daddy
goed” instead of “Daddy went”

6. Other Language Systems
• Alternative language systems may be beneficial for all children, especially
those with developmental delays.
• Nonverbal communication – adults can express with words the messages
children are trying to convey
• AAC – Augmentative and alternative communication systems; may be aided
or unaided; best for students with unintelligible language; picture or
symbol based systems work well for most children, especially at the
preschool level
• Picture Exchange Communication System (PECS) – students exchange a
picture with a teacher to immediately receive the desired item.
• AACs can be used across settings.
• Signing – both fun and functional for pre-verbal and other
children

7. Language in Natural Environments
• Consider the many quality indicators found in the Environment Rating
Scales. In the ITERS – R, there are 10 pages addressing “Listening and
Talking” and “Interactions”. In the ECERS-R, there are 10 pages related to
“Language-Reasoning” and “Interactions”.
• Children learn language through talking and engaging with materials that
are worth talking about 
• Adults must be responsive to children’s talk and efforts to engage.
• Listening is also a communication skill that develops in high quality, natural
environments.
• Open-ended questions enhance language learning and cognitive processes
• Wait-time increases responses

8. Other Strategies
• Suggestions for age and developmentally appropriate activities are
provided on p. 428 in your text.
• Other strategies for enhancing language development:
• Choice –
• Mand-model –
• Topic continuation –
• Time-delay –
• Incidental teaching –
• Milieu teaching – Caution: accept approximations, avoid pressure, provide
immediate reinforcement and make exchange desirable for the child

9. Speech Irregularities
• Speech irregularities has to do with the physical components of speaking;
children with various disabilities may have trouble with speech because of
physical disabilities
• Articulation – ability to make speech sounds
• Typical (normal) articulation errors:
• Omissions
• Substitutions
• Additions
• Distortions
• Lisping
• Dysfluency

10. When to Refer
• Knowledge of typical development and specific observations help us
determine if concerns of a child’s speech or language is something we
should discuss with a child’s family.
• The text provides several behaviors that should cause concern on p.
433.
• Once a child is evaluated, a plan for specific interventions may be
indicated. A team of a speech and language therapist, the child’s
teacher, and the child’s family will discuss the design,
implementation, and evaluation of the intervention.
• The best plans are implemented across settings

11. English Language Learners
• Care must be taken to differentiate between speech and/or language
developmental delays and speech and/or language cultural
differences
• Research indicates bilingual education is more effective than total
immersion programs
• Total Physical Response (James Asher, 2003) is a naturalistic language
learning practice that integrates physical and contextual learning

12. Review
• Language is a complex developmental process, yet it evolves naturally
in young children
• Developmental delays or disabilities may impact speech and/or
language development
• Teachers must be intentional in encouraging language in young
children through engaging environments and opportunities to talk
and listen.

13. References
• Allen, K. E., & Cowdery, G. E. (2015). The exceptional child: inclusion in
early childhood education. Cengage Learning: Stamford, CT
• Asher, J.J. (2003). Learning another language through actions (6th
edition). Sky Oaks Productions, Inc.: Los Gatos, CA.
• FPG Child Development Institute. (2014). Environment Rating Scales.
Retrieved October 29, 2014 from http://ers.fpg.unc.edu/