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
along a continuum, easy to hard
turns and looks at your face when called
by name
Recognizes names of familiar objects
Vocabulary of approximately 150-300
doesnt use gestures like waving bye bye
or shaking head for no
doesnt respond to her/his name
doesnt communicate in some way when
s/he needs help with something
doesn't understand and respond to words
like "no" and "up"
doesnt point to things of interest as if to say
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.
Speaks in 2 word sentences.
Knows the name of at least 6 body parts.
Identifies familiar people.
Follows simple instructions.
Points to pictures in a book.
3 Follows simple 2-3 step instructions.
Can name most familiar objects.
Understands prepositions like out and
under
Names a friend
Uses words to get wants and needs met.
Speaks in 3-5 word sentences.
Has 10 or less words.
Is not using 2 word phrases.
Any loss of skills.
Lack of imitation.
Lack of gestures such as waving or pointing.
No spontaneous vocalizations associated to
objects in the environment that they want.
Unintelligible speech.
Any loss of skills
Excessive drooling
Is not speaking in sentences
Unable to follow simple directions
No interest in books or drawing

Colleen Douglas, Rebecca Eberly, Jen Manthey

 Uses pronouns I, me, you

4 Can recite a poem or song from memory.
Asks who, what, and why
questions.
Speaks in 5-6 word sentences
Understands superlatives such as
biggest and longest
Understands plural forms.
Cannot follow a 3 part command.
Cannot retell a favorite story
Does not understand same and different
Speaks unclearly.
Does not use me and you correctly
Any loss of skills

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