Language Domains Curriculum
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LDCAChart.docLanguage Domains Curriculum Application Chart
Language Domain: Phonology
Definition:
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Music: · Difficulty rhyming · Student may have · Challenges reading lyrics while following a melodic line of notes simultaneously · Difficulty pronouncing sounds · Difficulty reading written directions
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Language Domain: Morphology/Syntax
Definition:
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Technology: · First Words, First Words II, First Verbs – three language programs that have a number of applications for teaching those who are developing or re-acquiring language functions. The program uses graphic presentations combined with synthesized speech to teach high-frequency nouns/verbs and can develop both speech and language · Laureate Software/Attainment Company has a wealth of speech/language software. · Syntax City is an app that helps students with regular and irregular plurals. · Touchscreen computers and tablets can help kids input words or select their answers · Dictation allows students to speak into a computer, tablet, phone and it will write for them. Dragon Anywhere is one of these programs. Apple and PC computers have built in accessibility, including voice to text. · Grammar and syntax apps and supports by Speech/Language Pathologist Lauren Enders on Pinterest . |
Language Domain: Semantics (Receptive and Expressive)
Definition: Semantics is the content or meaning associated with words and word combinations. It is the study of meaning in language. It includes word relationships, such as antonyms, synonyms, metaphors, and words with multiple meanings. For our purpose we will think of it as words and word relationships.
General Characteristics:
Effect on Curriculum:
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Reading: · Difficulties understand-ing figurative language and idioms · Difficulties understand-ing prefixes, suffixes, and how they can change the meaning of words · Difficulty learning new vocabulary · Difficulty categorizing objects and words · Difficulty understanding and using descriptive words · Difficulty understanding the function of objects · Difficulty recognizing words from their definitions · Difficulty classifying words · Difficulty finding the right words to use when speaking (word finding) · Difficulty understanding synonyms, homonyms, etc. · Difficulty completing graphic organizers or semantic maps
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Language Domain: Pragmatics
Definition:
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· Interpreting emotions, facial expressions and body language in social situations is difficult
· Conversation rules are difficult: maintaining eye contact, creating a safe distance from your conversation partner, staying on topic, taking turns, respecting personal space, not interrupting or blurting out unnecessary information, initiating conversation, maintaining conversation, ending a conversation, etc.
· Difficulties with the functions of language such as greetings, informing, demanding, stating, requesting, or sharing with others
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Intervention Ideas: · Sentence frames provide students with sentence prompts ith words missing · Role play – create social scenarios and have students act out a variety of roles encouraging appropriate communication with prompts · Encourage multiple forms of communication in groups. This can include gestures, affect, eye contact, vocalization, etc. · Reinforce positive communication with rewards by creating inviting environments free of judgement. · Use social groups to reinforce common interests and basic skills (i.e. politeness). · Use of videos, self-monitoring, and peer evaluation. · Use communication songs that children can follow the directions to while listening and singing. · Use social stories as a tool that supports a safe and meaningful exchange of information to encourage positive social interactions.
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Language Domain: Auditory Processing
Definition:
General Characteristics:
General Characteristics of an auditory processing disorder include limited ability to perform one or more of these functions:
· attend, discriminate, and identify acoustic signals
· transform and continuously transmit information through both the peripheral and central nervous systems
· filter, sort, and combine information at appropriate perceptual and conceptual levels
· store and retrieve information efficiently
· restore, using phonological, semantic, syntactic, and pragmatic knowledge
· attach meaning to a stream of acoustic signals through utilization of linguistic and non-linguistic contexts
The five main problem areas that can affect both home and school activities in Children with APD are
1. Auditory Figure-Ground Problems: when a child can’t pay attention if there’s noise in the background. Noisy, low-structured classrooms could be very frustrating.
2. Auditory Memory Problems: when a child has difficulty remembering information such as directions, lists, or study materials. It can be immediate (“I can’t remember it now”) and/or delayed (“I can’t remember it when I need it for later”).
3. Auditory Discrimination Problems: when a child has difficulty hearing the difference between words or sounds that are similar (COAT/BOAT or CH/SH). This can affect following directions, and reading, spelling, and writing skills, among others.
4. Auditory Attention Problems: when a child can’t stay focused on listening long enough to complete a task or requirement (such as listening to a lecture in school). Children with CAPD often have trouble maintaining attention, although health, motivation, and attitude also can play a role.
5. Auditory Cohesion Problems: when higher-level listening tasks are difficult. Auditory cohesion skills — drawing inferences from conversations, understanding riddles, or comprehending verbal math problems — require heightened auditory processing and language levels. They develop best when all the other skills (levels 1 through 4 above) are intact.
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PE: · Difficulty followimg directions due to the noise amplification in the gym · Easily distracted by background noise · Noisy gym environment may be upsetting to the student · May have difficulty remembering game rules · May have difficulty following conversations of classmates · May have a delayed response to hearing directions or conversations
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