4. New School Phonology: Articulation Exits

We need to step back away from our last post about articulation exits.  It is a fact that phonology / articulation issues continue past the point where all sound errors have been corrected.  Morpho-syntax problems reflecting cognitive-linguistic deficit need to be treated.  For example, weak syllable deletion limits word development, syntax expression, and sound performance.

Literacy support as provided by teachers helps the problem.  Children learn about “endings” in their language arts training.  Should SLPs be involved? These children continue to be SLI children.

Morpho-syntax intervention falls under the language component of scope of practice, which includes the following:

“language (comprehension and expression)

  • phonology

  • morphology

  • syntax

  • semantics

  • pragmatics (language use, social aspects of communication)

  • literacy (reading, writing, spelling)

  • prelinguistic communication (e.g., joint attention, intentionality, communicative signaling)

  • paralinguistic communication”

http://www.asha.org/docs/html/SP2007-00283.html#sec1.1

We must further explore the implications of a morpho-syntax view of school articulation management within an IDEA 2004 framework and associated programs such as early intervention and RTI.

With preschool screening and intervention, a segment of classical articulation cases would be viewed as language and learning disabled (SLD) rather than exclusively SLI cases.  Special education placement and retention would be affected by this reclassification process.

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