{"id":29717,"date":"2025-06-10T13:39:38","date_gmt":"2025-06-10T13:39:38","guid":{"rendered":"https:\/\/www.erickson.international\/en\/?page_id=29717"},"modified":"2025-06-17T13:47:53","modified_gmt":"2025-06-17T13:47:53","slug":"language-and-communication-disorders-what-to-do-and-what-to-avoid","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/language-and-communication-disorders-what-to-do-and-what-to-avoid\/","title":{"rendered":"Language and Communication Disorders: what to do and what to avoid"},"content":{"rendered":"
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Language and Communication Disorders: what to do and what to avoid<\/h1>\n

Quick guide for teachers<\/strong><\/p>\n

Kindergarten<\/em><\/p>\n<\/div>\n


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Language disorders are among the most common developmental difficulties between the ages of 2 and 6<\/strong>. They encompass a range of conditions characterised by varying types and degrees of impairment in the comprehension, production, and use of language<\/strong>. The difficulties may affect one or more components of language, including phonology, vocabulary, semantics, syntax, and pragmatics.<\/p>\n

Language and Communication Disorders: What to Do and What to Avoid<\/em> is a practical guide<\/strong> that offers simple strategies to use in the classroom to successfully deal with 14 problematic behaviours that are typical of language and communication disorders<\/strong>, suggesting how to act and how not to.<\/p>\n

Find out more!<\/a><\/p>\n<\/div>\n<\/div>\n

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BOOK STRUCTURE AND CONTENTS<\/p>\n

Language and Communication Disorders \u2013 What to do and what to avoid<\/em> is divided into 14 chapters<\/strong>, grouped into 4 macro-sections: <\/strong>difficulties about comprehension<\/strong>, communication <\/strong>and storytelling<\/strong>, and what happens when children don\u2019t speak<\/strong>.<\/p>\n

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  1. Comprehension<\/strong><\/li>\n<\/ol>\n

    The child\u2026<\/p>\n

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    • Confuses similar sounds and words<\/li>\n
    • Does not understand words or sentences<\/li>\n
    • Uses only single words, not full sentences<\/li>\n
    • Speech is unclear or difficult to understand<\/li>\n
    • Has limited knowledge of the Italian language<\/li>\n<\/ul>\n
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      1. Communication<\/strong><\/li>\n<\/ol>\n
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        • Does not understand communicative contexts<\/li>\n
        • Cannot hold a conversation<\/li>\n
        • Produces speech that lacks logical structure<\/li>\n<\/ul>\n
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          1. Storytelling<\/strong><\/li>\n<\/ol>\n
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            • Cannot identify places, characters, or relationships<\/li>\n
            • Cannot tell a story<\/li>\n
            • Cannot organise events in chronological order<\/li>\n<\/ul>\n
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              1. When the child does not speak<\/strong><\/li>\n<\/ol>\n
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                • Isolates him\/herself and remains silent<\/li>\n
                • Speaks only to a few people<\/li>\n
                • Uses gestures or other means to communicate<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

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                  WHAT TO DO AND WHAT TO AVOID<\/p>\n

                  The reason for each behaviour is initially explained in a few brief sentences (Why does he\/she do this?<\/em>), followed by simple and clear indications for the teacher on the attitudes to be adopted and avoided<\/strong> (What to do, What NOT to do<\/em>).  A discussion on the topic<\/strong> follows (What to keep in mind<\/em>) and tools and strategies<\/strong> are provided in How to intervene<\/em> about some crucial educational and didactic aspects. A final Don\u2019t forget That\u2026<\/em> paragraph is devoted to important and focused suggestions for the teacher to keep in mind.<\/p>\n

                  Each chapter contains:<\/p>\n<\/div>\n<\/div>\n

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                  At the beginning of each chapter, a drawing<\/strong> introduces the analysed behaviour.<\/strong><\/p>\n<\/div>\n

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                  • Explanations of the problem behaviour being considered<\/strong>: Why does he\/she do this?<\/em><\/li>\n
                  • Brief and simple indications<\/strong> that can be useful to the teacher as a reference point for quickly deciding What to do<\/em> and reflect on What to avoid<\/em>.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
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                    • A more in-depth description of the specific problem behaviour<\/strong>being worked on: Analysis of the problem behaviour.<\/em><\/li>\n
                    • The tools and educational strategies<\/strong> to create the intervention: How to intervene<\/em>.<\/li>\n<\/ul>\n<\/div>\n
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                      Each chapter closes with advice and strategies to further understand<\/strong> and enrich the teacher\u2019s \u201cbriefcase of educational tools\u201d.<\/p>\n<\/div>\n<\/div>\n


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                      Leaf through some pages of volume which have been translated into English to facilitate your evaluation of the product.<\/strong><\/p>\n<\/div>\n

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