This project was developed due to the increasing needs of students with language disorders within mainstream classrooms. The purpose of this project was to identify students with language difficulties and educate teachers on how best to identify and support these children within their school environment.
108 students from the six participating schools were referred by their class teachers and LaSTs for an assessment of their communication skills. 16 of these students were accessing intervention from a speech pathologist. These students were not assessed, but their current communication skills and speech therapy goals were discussed with their speech pathologist. 24 students had already received intervention from a speech pathologist. 23 students referred to this project were in Early Stage 1, 37 students in Stage 1, 31 students in Stage 2 and 17 students were in Stage 3.
Some teachers completed a checklist of students’ behaviours prior to the assessment. The checklist was taken from the Language Support Program - Expressive and Receptive Language Disorders and Associated Disorders (DEECD, State of Victoria).
All parents completed a questionnaire on their child’s developmental history and concerns.
Students were assessed at their school. All students were assessed using The Clinical Evaluation of Language Fundamentals - Australian 4th Edition (CELF-4). Articulation and phonology were assessed within the child’s spontaneous speech. Pragmatic skills were assessed using the Prutting & Kirchner Pragmatic Protocol.
Results of the Assessments
Of the 108 students referred to this project, 39% had a Language Delay (Receptive or Expressive), 39% had an articulation or phonological delay/disorder, 13% of the students presented with delayed or disordered Pragmatic Skills, 3% had a voice disorder and 5% of students referred had speech, language, pragmatic skills appropriate for their age i.e.those 5% of students had no language issue (WNL) . Please refer to Chart 1 for results.
108 students from the six participating schools were referred by their class teachers and LaSTs for an assessment of their communication skills. 16 of these students were accessing intervention from a speech pathologist. These students were not assessed, but their current communication skills and speech therapy goals were discussed with their speech pathologist. 24 students had already received intervention from a speech pathologist. 23 students referred to this project were in Early Stage 1, 37 students in Stage 1, 31 students in Stage 2 and 17 students were in Stage 3.
Some teachers completed a checklist of students’ behaviours prior to the assessment. The checklist was taken from the Language Support Program - Expressive and Receptive Language Disorders and Associated Disorders (DEECD, State of Victoria).
All parents completed a questionnaire on their child’s developmental history and concerns.
Students were assessed at their school. All students were assessed using The Clinical Evaluation of Language Fundamentals - Australian 4th Edition (CELF-4). Articulation and phonology were assessed within the child’s spontaneous speech. Pragmatic skills were assessed using the Prutting & Kirchner Pragmatic Protocol.
Results of the Assessments
Of the 108 students referred to this project, 39% had a Language Delay (Receptive or Expressive), 39% had an articulation or phonological delay/disorder, 13% of the students presented with delayed or disordered Pragmatic Skills, 3% had a voice disorder and 5% of students referred had speech, language, pragmatic skills appropriate for their age i.e.those 5% of students had no language issue (WNL) . Please refer to Chart 1 for results.
Chart 1
Further analysis of the results of the language assessments (CELF 4), indicated that of the students referred to this language project only 31% had a Receptive Language Delay. 32% of students had an Expressive Language Delay and 36% of students had Receptive and Expressive Language Score to be within the average range expected for children their age on the CELF-4. Please refer to Chart 2 for results.
Chart 2
A number teachers referred children for a language assessment because their speech sounds were unclear. Through this project, it became apparent that some teachers were not aware of the different terminology used to identify children’s communication skills, specifically the differences between articulation, receptive language and expressive language.
Teacher Surveys
All teachers were asked to complete a survey on their understanding of language, speech and pragmatic disorders in school aged children. The survey was made available to teachers to complete online via Survey Monkey. The teachers were asked to complete the survey before Thursday of Week 10, Term 1. There were four components of the survey. The first 3 components required the teachers to complete yes/no choice questions about their knowledge of communication disorders. 75% of teachers surveyed have taught for longer than 20 years. 68% of teachers stated that they have already attended professional learning in regards to language and communication. 91% of teachers reported that they have taught a student with receptive language difficulties. 82% have taught a student with expressive language difficulties. 71% of teachers surveyed have had a student with articulation difficulties in their class and 44% have taught a student with pragmatic difficulties.
Teachers were asked if they feel they are able identify a student with a receptive, expressive and/or pragmatic difficulties based on their performance and behaviour within the classroom. 62% of teachers surveyed believed that they would be able to identify a student with these communication difficulties.
Teachers were asked to define Receptive Language. 74% of teachers were able to define receptive language correctly, as the understanding of spoken or written language. 64% of teachers were able to define Expressive Language correctly as the output of spoken or written language. 61% of teachers surveyed were able to define articulation correctly as the clarity of speech sounds. 35% of teachers were able to define pragmatics correctly.
There became a need to increase the teacher’s understanding of what a child with language difficulties may look like within their classroom and how to provide support and opportunity for learning for these children.
Lower Blue Mountains Schools Speech and Language Development Day
On the 29th April, 2013, 104 staff (executive,teachers and SLSOs) from the six participating schools attended the Lower Blue Mountains Schools Speech and Language Development Day. Findings from this project were presented, including assessment results and results of teacher surveys. Information regarding communication disorders; receptive language, expressive language, pragmatics, articulation, stuttering and voice was presented. The Clinical Evaluation of Language Fundaments Australian-4th Edition was discussed and practice given on how to interpret the CELF-4 results in Speech Pathology reports.
What is next?
48 students from this project have been identified with significant communication difficulties (moderate-severe language delay/disorders, pragmatic disorders). Language programs will be developed for these students. Class teachers, LaSTs and parent volunteers will be trained to work through class and individual speech and language programs with these targeted students. These students will have their language skills reassessed using The Clinical Evaluation of Language Fundamentals Australian-4th Edition in Term 4, 2013 to evaluate the effectiveness of the language program.
All teachers who attended the Lower Blue Mountains Schools Speech and Language Development Day will be asked to complete the same survey given in Week 10, Term 1 in Term 4 to evaluate the effectiveness of the staff development day and teacher training. This survey will again re-examine teacher understanding of language and communication disorders in primary school aged children.
Parents of students starting school in 2014 will be asked to complete a questionnaire about their child's speech and language development. Students identified by their parents as having difficulties, will be screened using The Clinical Evaluation of Language Fundamentals Australian-4th Edition Screener by trained LaSTs. Also Kindergarten students identified, in the course of the Best Start assessments, by teachers will be screened by LaSTs using this Screener. This will facilitate early identification and intervention at school level.
Teacher Surveys
All teachers were asked to complete a survey on their understanding of language, speech and pragmatic disorders in school aged children. The survey was made available to teachers to complete online via Survey Monkey. The teachers were asked to complete the survey before Thursday of Week 10, Term 1. There were four components of the survey. The first 3 components required the teachers to complete yes/no choice questions about their knowledge of communication disorders. 75% of teachers surveyed have taught for longer than 20 years. 68% of teachers stated that they have already attended professional learning in regards to language and communication. 91% of teachers reported that they have taught a student with receptive language difficulties. 82% have taught a student with expressive language difficulties. 71% of teachers surveyed have had a student with articulation difficulties in their class and 44% have taught a student with pragmatic difficulties.
Teachers were asked if they feel they are able identify a student with a receptive, expressive and/or pragmatic difficulties based on their performance and behaviour within the classroom. 62% of teachers surveyed believed that they would be able to identify a student with these communication difficulties.
Teachers were asked to define Receptive Language. 74% of teachers were able to define receptive language correctly, as the understanding of spoken or written language. 64% of teachers were able to define Expressive Language correctly as the output of spoken or written language. 61% of teachers surveyed were able to define articulation correctly as the clarity of speech sounds. 35% of teachers were able to define pragmatics correctly.
There became a need to increase the teacher’s understanding of what a child with language difficulties may look like within their classroom and how to provide support and opportunity for learning for these children.
Lower Blue Mountains Schools Speech and Language Development Day
On the 29th April, 2013, 104 staff (executive,teachers and SLSOs) from the six participating schools attended the Lower Blue Mountains Schools Speech and Language Development Day. Findings from this project were presented, including assessment results and results of teacher surveys. Information regarding communication disorders; receptive language, expressive language, pragmatics, articulation, stuttering and voice was presented. The Clinical Evaluation of Language Fundaments Australian-4th Edition was discussed and practice given on how to interpret the CELF-4 results in Speech Pathology reports.
What is next?
48 students from this project have been identified with significant communication difficulties (moderate-severe language delay/disorders, pragmatic disorders). Language programs will be developed for these students. Class teachers, LaSTs and parent volunteers will be trained to work through class and individual speech and language programs with these targeted students. These students will have their language skills reassessed using The Clinical Evaluation of Language Fundamentals Australian-4th Edition in Term 4, 2013 to evaluate the effectiveness of the language program.
All teachers who attended the Lower Blue Mountains Schools Speech and Language Development Day will be asked to complete the same survey given in Week 10, Term 1 in Term 4 to evaluate the effectiveness of the staff development day and teacher training. This survey will again re-examine teacher understanding of language and communication disorders in primary school aged children.
Parents of students starting school in 2014 will be asked to complete a questionnaire about their child's speech and language development. Students identified by their parents as having difficulties, will be screened using The Clinical Evaluation of Language Fundamentals Australian-4th Edition Screener by trained LaSTs. Also Kindergarten students identified, in the course of the Best Start assessments, by teachers will be screened by LaSTs using this Screener. This will facilitate early identification and intervention at school level.