Speech/Language Impairment Matrix

SPEECH/LANGUAGE IMPAIRMENT MATRIX

References:

American Speech-Language-Hearing Association. (2018). Signs of Speech and Language Disorders. Retrieved from: https://identifythesigns.org/signs-of-speech-and-language-disorders/

Kuder, S.J. (2003). . Teaching Students with Language and Communication Disabilities, Second Edition. Published by Pearson Education, Inc. Page 11

Lyons, R.., & Roulstone, S. (2018). Well-Being and Resilience in Children with Speech and Language Disorders. Journal of Speech, Language, & Hearing Research, 61(2), 324-344. Doi: 10.1044/2017_JSLHR-16-0391

MAURA R. McLAUGHLIN, MD. (2011). Speech and Language Delay in Children. University of Virginia School of Medicine, Charlottesville, Virginia

Am Fam Physician. 2011 May 15;83(10):1183-1188.

Disability/ Risk Condition	Indicators/ Character-istics	Atypical Develop-ment	Resilience/ Protective Factors	Effect on Instruction/ Learning	Effect on Classroom Functioning	Recom-mended Interventions	English Learner Modifica-tions	General Ed. Teachers Role	Special Ed. Teachers Role
Speech or Language Impairment	Does not smile or interact with others Does not babble Makes few sounds Uses gestures Words are not easily understood Has trouble playing ant talking with children Difficulty imitating sounds Says words in the wrong order Mumbling quality	Can be a secondary characteristic of other physical or developmental problems Can indicate: -hearing loss -intellectual disability -autism spectrum disorder -selective mutism Increased difficulty in reading during the elementary school years Developmental speech and language delay Expressive language disorder Receptive language disorder  Autism spectrum disorder Cerebral palsy Childhood apraxia of speech Dysarthria Hearing loss after spoken language established Hearing loss before onset of speech Intellectual disability Selective mutism	Hope Agency Positive relationship Listening actively to children’s narratives Stewardship of conceptual well-being Temperament Autonomy Problem-solving skills A sense of purpose Belief in a bright future Social captital Study of how children cope with potential stressors Qualitative research methods for listening to children’s perspective Understanding of linguistic devices and plot structures as tools children use to communicate within narratives	Struggles to organize ideas Struggles to follow classroom discussion Difficulty recognizing phonemes Difficulty producing sounds Difficulty following directions Struggles to find the right word for things Falls behind in class discussion Falls behind in lessons and curriculum Difficulty organizing information for recall	Does not contribute to classroom discussion Difficulty following directions Does not want to interact with other children Difficulty in partner or group work Avoidance of interactions with classmates or class materials Problems negotiating rules for games Slow responses Inattentiveness Can be excluded by other children Frequent arguments or fights with peers	Sound articulation Phonology Expressive Receptive & Pragmatic Language Voice fluency Push in vs. Pull out services Individual vs. group Assistive technology Specific individualizing interventions & instructional modifications (e.g., storytelling, facilitative play & classroom management	“Linguistically appropriate” on IEP goals Visuals & leveled reading materials as their English grows Vocabulary support	Must participate in IEP meetings Add to present levels page Assist to make accommodations Option for co-teaching or push-in lessons for a whole class Assist with the carry-over of skills Follow through with specific behavior Make necessary adaptations and modifications to build a positive classroom environment, methodology, and curriculum to accommodate needs of students with communication disorders in inclusive setting Working collaboratively with Speech Language Pathologist and consult with the need to work as a team to overcome common barriers to greater collaboration.	Collaborate on goal writing and goal area Option for co-teaching or push-in lessons for a whole class Ensure instructional assistants are trained on strategies learned from Speech Language Pathologist Assist with the carry-over of skills Make necessary adaptations and modifications to build a positive classroom environment, methodology, an curriculum to accommodate needs of students with communication disorders Working collaboratively with Speech Language Pathologist and consult with the need to work as a team to overcome barriers to greater collaboration