SPEECH/LANGUAGE CONCERNS

KINDERGARTEN
A Speech-Language Pathologist can provide a variety of service to students:
1. Collaboration and consolation with classroom teachers, instructional assistants & parents
2. Observations and assessments (with parent consent)
3. Direct therapy in a pull-out or push-in program

Is it a speech & language disorder? Discerning the red flags:

Here are common red flags to identify speech and language difficulties within the classroom.

ARTICULATION LANGUAGE FLUENCY

WHAT IS IT?
Articulation is the correct
production of speech sounds.
It is a concern when the
errors are inappropriate for
his or her cultural and
social background or overall
developmental level.
WHAT IS IT?
Language is the ability to
understand and use oral
messages to clearly
communicate ideas, wants and
needs. It is a concern when
the errors are inappropriate
for his or her cultural and
social background or overall
developmental level.
WHAT IS IT?
Fluency is the rate and
pattern of speech including the
coordination of breathing,
voice, rate and articulation. It
is a concern when the following
red flags are consistent,
persistent over a period of
time, and/or accompanied by
frustration and movements.

RED FLAGS RED FLAGS

Errors in production of
K, G
Difficult to understand
Lateral S (sloppy S)
(compared to other students in the class)
RED FLAGS
1. Cannot express ideas
Prolongations:
Give me the ssssscissors.
logically and clearly
2. Cannot maintain a topic of Part-Word:
conversation, even for a brief Give me the sci- sci- sci-
period of time scissors.
3. Difficulty coming up with the
names of items Whole-Word:
4. Difficultly answering Give give give me the
wh- questions scissors.
5. Trouble making friends,
entering a play circle, or Phrase Repetitions:
expressing feelings Give me, give me, give me the
6. Difficulty completing tasks scissors.
independently

parental suggestions: parental suggestions: parental suggestions:

Avoid baby talk Read often with your child Dont interrupt/rush while
Model good speech Ask questions after reading he/she is speaking
Read with your child a story Model easy, smooth speech
Discuss steps needed to Dont force him/her to
complete a task speak in stressful situations

I think Ive found a red flag, what is the next step?

Talk to the parents (find out if they are concerned), collect classroom data, attempt to
model correct sounds, consult with speech pathologist, make a referral to CMIT,
complete speech forms to bring to CMIT meeting
A PERFECT BLEND
 SPEECH/LANGUAGE CONCERNS
FIRST GRADE
A Speech-Language Pathologist can provide a variety of service to students:
1. Collaboration and consolation with classroom teachers, instructional assistants & parents
2. Observations and assessments (with parent consent)
3. Direct therapy in a pull-out or push-in program

Is it a speech & language disorder? Discerning the red flags:

Here are common red flags to identify speech and language difficulties within the classroom.

ARTICULATION LANGUAGE FLUENCY

WHAT IS IT?
Articulation is the correct
production of speech sounds.
It is a concern when the
errors are inappropriate for
his or her cultural and
social background or overall
developmental level.
WHAT IS IT?
Language is the ability to
understand and use oral
messages to clearly
communicate ideas, wants and
needs. It is a concern when
the errors are inappropriate
for his or her cultural and
social background or overall
developmental level.
WHAT IS IT?
Fluency is the rate and
pattern of speech including the
coordination of breathing,
voice, rate and articulation. It
is a concern when the following
red flags are consistent,
persistent over a period of
time, and/or accompanied by
frustration and movements.

RED FLAGS RED FLAGS

Errors in production of
K, G
S plus additional sounds
Difficult to understand
Lateral S (sloppy S)
(compared to other students in the class)
RED FLAGS
1. Cannot express ideas
Prolongations:
Give me the ssssscissors.
logically and clearly
2. Cannot maintain a topic of Part-Word:
conversation, even for a brief Give me the sci- sci- sci-
period of time scissors.
3. Difficulty coming up with the
names of items Whole-Word:
4. Difficultly answering Give give give me the
wh- questions scissors.
5. Trouble making friends,
entering a play circle, or Phrase Repetitions:
expressing feelings Give me, give me, give me the
6. Difficulty completing tasks scissors.
independently

parental suggestions: parental suggestions: parental suggestions:

Avoid baby talk Read often with your child Dont interrupt/rush while
Model good speech Ask questions after reading he/she is speaking
Read with your child a story Model easy, smooth speech
Discuss steps needed to Dont force him/her to
complete a task speak in stressful situations

I think Ive found a red flag, what is the next step?

Talk to the parents (find out if they are concerned), collect classroom data, attempt to
model correct sounds, consult with speech pathologist, make a referral to CMIT,
complete speech forms to bring to CMIT meeting
A PERFECT BLEND
 SPEECH/LANGUAGE CONCERNS
SECOND GRADE
A Speech-Language Pathologist can provide a variety of service to students:
1. Collaboration and consolation with classroom teachers, instructional assistants & parents
2. Observations and assessments (with parent consent)
3. Direct therapy in a pull-out or push-in program

Is it a speech & language disorder? Discerning the red flags:

Here are common red flags to identify speech and language difficulties within the classroom.

ARTICULATION LANGUAGE FLUENCY

WHAT IS IT?
Articulation is the correct
production of speech sounds.
It is a concern when the
errors are inappropriate for
his or her cultural and
social background or overall
developmental level.
WHAT IS IT?
Language is the ability to
understand and use oral
messages to clearly
communicate ideas, wants and
needs. It is a concern when
the errors are inappropriate
for his or her cultural and
social background or overall
developmental level.
WHAT IS IT?
Fluency is the rate and
pattern of speech including the
coordination of breathing,
voice, rate and articulation. It
is a concern when the following
red flags are consistent,
persistent over a period of
time, and/or accompanied by
frustration and movements.

RED FLAGS RED FLAGS

Errors in production of
K, G, S
R plus additional sounds
Difficult to understand
Lateral S (sloppy S)
(compared to other students in the class)
RED FLAGS
1. Cannot express ideas
Prolongations:
Give me the ssssscissors.
logically and clearly
2. Cannot maintain a topic of Part-Word:
conversation, even for a brief Give me the sci- sci- sci-
period of time scissors.
3. Difficulty coming up with the
names of items Whole-Word:
4. Difficultly answering Give give give me the
wh- questions scissors.
5. Trouble making friends,
entering a play circle, or Phrase Repetitions:
expressing feelings Give me, give me, give me the
6. Difficulty completing tasks scissors.
independently

parental suggestions: parental suggestions: parental suggestions:

Avoid baby talk Read often with your child Dont interrupt/rush while
Model good speech Ask questions after reading he/she is speaking
Read with your child a story Model easy, smooth speech
Discuss steps needed to Dont force him/her to
complete a task speak in stressful situations

I think Ive found a red flag, what is the next step?

Talk to the parents (find out if they are concerned), collect classroom data, attempt to
model correct sounds, consult with speech pathologist, make a referral to CMIT,
complete speech forms to bring to CMIT meeting
A PERFECT BLEND
 SPEECH/LANGUAGE CONCERNS
THIRD GRADE
A Speech-Language Pathologist can provide a variety of service to students:
1. Collaboration and consolation with classroom teachers, instructional assistants & parents
2. Observations and assessments (with parent consent)
3. Direct therapy in a pull-out or push-in program

Is it a speech & language disorder? Discerning the red flags:

Here are common red flags to identify speech and language difficulties within the classroom.

ARTICULATION LANGUAGE FLUENCY

WHAT IS IT?
Articulation is the correct
production of speech sounds.
It is a concern when the
errors are inappropriate for
his or her cultural and
social background or overall
developmental level.
WHAT IS IT?
Language is the ability to
understand and use oral
messages to clearly
communicate ideas, wants and
needs. It is a concern when
the errors are inappropriate
for his or her cultural and
social background or overall
developmental level.
WHAT IS IT?
Fluency is the rate and
pattern of speech including the
coordination of breathing,
voice, rate and articulation. It
is a concern when the following
red flags are consistent,
persistent over a period of
time, and/or accompanied by
frustration and movements.

RED FLAGS RED FLAGS

Errors in production of
K, G, S, L, SH, CH, F, V, R
Difficult to understand
Lateral S (sloppy S)
(compared to other students in the class)
RED FLAGS
1. Cannot express ideas
Prolongations:
Give me the ssssscissors.
logically and clearly
2. Cannot maintain a topic of Part-Word:
conversation, even for a brief Give me the sci- sci- sci-
period of time scissors.
3. Difficulty coming up with the
names of items Whole-Word:
4. Difficultly answering Give give give me the
wh- questions scissors.
5. Trouble making friends,
entering a play circle, or Phrase Repetitions:
expressing feelings Give me, give me, give me the
6. Difficulty completing tasks scissors.
independently

parental suggestions: parental suggestions: parental suggestions:

Model good speech
Read with your child
Read often with your child
Ask questions after reading
a story
Discuss steps needed to
complete a task
Dont interrupt/rush while
he/she is speaking
Model easy, smooth speech
Dont force him/her to
speak in stressful situations

I think Ive found a red flag, what is the next step?

Talk to the parents (find out if they are concerned), collect classroom data, attempt to
model correct sounds, consult with speech pathologist, make a referral to CMIT,
complete speech forms to bring to CMIT meeting
A PERFECT BLEND
 SPEECH/LANGUAGE CONCERNS
FOURTH GRADE
A Speech-Language Pathologist can provide a variety of service to students:
1. Collaboration and consolation with classroom teachers, instructional assistants & parents
2. Observations and assessments (with parent consent)
3. Direct therapy in a pull-out or push-in program

Is it a speech & language disorder? Discerning the red flags:

Here are common red flags to identify speech and language difficulties within the classroom.

ARTICULATION LANGUAGE FLUENCY

WHAT IS IT?
Articulation is the correct
production of speech sounds.
It is a concern when the
errors are inappropriate for
his or her cultural and
social background or overall
developmental level.
WHAT IS IT?
Language is the ability to
understand and use oral
messages to clearly
communicate ideas, wants and
needs. It is a concern when
the errors are inappropriate
for his or her cultural and
social background or overall
developmental level.
WHAT IS IT?
Fluency is the rate and
pattern of speech including the
coordination of breathing,
voice, rate and articulation. It
is a concern when the following
red flags are consistent,
persistent over a period of
time, and/or accompanied by
frustration and movements.

RED FLAGS RED FLAGS

Errors in production of
K, G, S, L, SH, CH, F, V, R
Difficult to understand
Lateral S (sloppy S)
(compared to other students in the class)
RED FLAGS
1. Cannot express ideas
Prolongations:
Give me the ssssscissors.
logically and clearly
2. Cannot maintain a topic of Part-Word:
conversation, even for a brief Give me the sci- sci- sci-
period of time scissors.
3. Difficulty coming up with the
names of items Whole-Word:
4. Difficultly answering Give give give me the
wh- questions scissors.
5. Trouble making friends,
entering a play circle, or Phrase Repetitions:
expressing feelings Give me, give me, give me the
6. Difficulty completing tasks scissors.
independently

parental suggestions: parental suggestions: parental suggestions:

Model good speech
Read with your child
Read often with your child
Ask questions after reading
a story
Discuss steps needed to
complete a task
Dont interrupt/rush while
he/she is speaking
Model easy, smooth speech
Dont force him/her to
speak in stressful situations

I think Ive found a red flag, what is the next step?

Talk to the parents (find out if they are concerned), collect classroom data, attempt to
model correct sounds, consult with speech pathologist, make a referral to CMIT,
complete speech forms to bring to CMIT meeting
A PERFECT BLEND
 SPEECH/LANGUAGE CONCERNS
FIFTH GRADE
A Speech-Language Pathologist can provide a variety of service to students:
1. Collaboration and consolation with classroom teachers, instructional assistants & parents
2. Observations and assessments (with parent consent)
3. Direct therapy in a pull-out or push-in program

Is it a speech & language disorder? Discerning the red flags:

Here are common red flags to identify speech and language difficulties within the classroom.

ARTICULATION LANGUAGE FLUENCY

WHAT IS IT?
Articulation is the correct
production of speech sounds.
It is a concern when the
errors are inappropriate for
his or her cultural and
social background or overall
developmental level.
WHAT IS IT?
Language is the ability to
understand and use oral
messages to clearly
communicate ideas, wants and
needs. It is a concern when
the errors are inappropriate
for his or her cultural and
social background or overall
developmental level.
WHAT IS IT?
Fluency is the rate and
pattern of speech including the
coordination of breathing,
voice, rate and articulation. It
is a concern when the following
red flags are consistent,
persistent over a period of
time, and/or accompanied by
frustration and movements.

RED FLAGS RED FLAGS

Errors in production of
K, G, S, L, SH, CH, F, V, R
Difficult to understand
Lateral S (sloppy S)
(compared to other students in the class)
RED FLAGS
1. Cannot express ideas
Prolongations:
Give me the ssssscissors.
logically and clearly
2. Cannot maintain a topic of Part-Word:
conversation, even for a brief Give me the sci- sci- sci-
period of time scissors.
3. Difficulty coming up with the
names of items Whole-Word:
4. Difficultly answering Give give give me the
wh- questions scissors.
5. Trouble making friends,
entering a play circle, or Phrase Repetitions:
expressing feelings Give me, give me, give me the
6. Difficulty completing tasks scissors.
independently

parental suggestions: parental suggestions: parental suggestions:

Model good speech
Read with your child
Read often with your child
Ask questions after reading
a story
Discuss steps needed to
complete a task
Dont interrupt/rush while
he/she is speaking
Model easy, smooth speech
Dont force him/her to
speak in stressful situations

I think Ive found a red flag, what is the next step?

Talk to the parents (find out if they are concerned), collect classroom data, attempt to
model correct sounds, consult with speech pathologist, make a referral to CMIT,
complete speech forms to bring to CMIT meeting
A PERFECT BLEND