What is Communication?
Communication isn’t simply the exchange of words and sounds; it is the expression of ideas, stories, and connection through a variety of modalities that could be verbal or nonverbal. For instance, have you ever felt calmed by a gentle touch, or insulted by a ghosted text? Or, encouraged by a friendly smile but frightened by a scowl? Facial expressions, tone of voice, body language, body proximity, eye gaze…are all forms of communication. More importantly, communication is carried in its intentions and purposes–not just by the words alone. The words in itself can have no meaning or SO many different meanings depending on the communicator’s intent and purpose in communicating those words. Think of the many ways you can say the word, “Good,” and the many intents it conveys. Confused?
Communication is complicated–even for those who study, teach, and practice it for a living. Hello, I am a speech-language pathologist who lives and breathes the study and practice of communication, yet I even find it challenging to read between the lines or catch those subtle communication cues in unfamiliar social situations. Sometimes, I tell myself that ignorance is bliss–what I do not understand cannot hurt me. But for a philomath–someone who loooves studying, learning, and the process of acquiring new information (thanks, Google!), NOT knowing really hurts my brain. So, as a speech-language pathologist, I have the privilege and pleasure of learning and teaching communication.
Context is Everything
Let me share a little inside trade secret: Communication is all about context. Let me rephrase: Effective communication is dependent on a shared understanding of something. That something is context. Here’s an example: I was at a dinner party among a group of tech people and told an education-related joke. It didn’t land. Was it that I wasn’t funny? Couldn’t be because I know I am absolutely entertaining. But in that moment, the joke didn’t make sense. It just was not the right time, place, or person for that kind of humor…they had no background knowledge about the world of education to understand how funny that joke really was. My peers in special education on the other hand, would 100% get the irony of the joke because they live in that world with me and can understand my intent in so few words. Context is everything.
The Science of Communication
Okay, but really, what is communication, and how does anyone get better at it? More interestingly, why would a speech-language pathologist be involved in this process? I mean, what do we know, right? We work on speech and language, right? How does any of that have anything to do with communication?
Well, I am glad you are curious because communication sciences is my love and here is my soapbox:
Communication is the vehicle that allows us to connect with one another. If communication is the car, then speech and language are some of the parts that help that car run. And language itself is made up of interconnected systems—including phonology, semantics, syntax, morphology, and pragmatics. For communication to work effectively and efficiently, all of these parts have to work together.
Now, here’s the kicker: Why does language develop in the first place?
For the purpose of communication.
Let that sink in.
We don’t develop language simply for the sake of having language. We develop it so we can use it—to express what we think, want, need, know, feel, and imagine; to understand others; and ultimately, to connect.
In other words, we want the parts to work so that we can use the car.
We need language to communicate—but communication is the reason we need language in the first place.
So what is communication?
American -Speech-Language-Hearing Association defines communication as “... the active process of exchanging information and ideas. Communication involves both understanding and expression. Forms of expression may include personalized movements, gestures, objects, vocalizations, verbalizations, signs, pictures, symbols, printed words, and output from augmentative and alternative (AAC) devices.”
As speech-language pathologists, we were trained in the five areas of language, as well as the anatomy and physiology of the brain, and the vocal and respiratory tracts to properly diagnose and treat communication disorders. As if that and the number of syllables in our title were not enough, we were also trained in how communication may be affected by cognitive and motoric processes, and sensory and emotional regulation. Oh wait, did I also mention we were also trained in the diagnosis and treatment of stuttering, cluttering, and voice disorders, which of course can also affect communication. But you know how data and information evolves and best practice is evidence-based practices? Well, that means to thrive in the field of communication disorders, we SLPs pretty much need to be philomaths. It’s a requirement. Luckily for us, many of us are, whether as generalists or specialists.
The Art of Communication
What SLPs are often known for are their fun and games. Ask any kiddo about their speech session and they will undoubtedly mention the games, crafting, and activities. Many parents may be left wondering, “But, what did you learn?”
In short, setting the scene, if you will, the context for communication to occur is the artistry of SLP work. We utilize naturalistic, functional, and play-based activities to implement our strategies and techniques for the improvement and development of speech and language skills. Fun and functional activities that tap into the clients’ interests, adaptive daily living, and literacy skills are more easily transferable to real-life situations, and it keeps our clients motivated to learn and practice.
An underrated SLP skill is the artistry that goes into our assessment process and diagnostic interpretation and analysis. It takes true perspective, vision, and know-how to obtain a representative profile of a client’s communication skills. I mean, who else can make something out of nothing sometimes, when a client is unwilling or unable to talk? Or, when they are highly unintelligible? Or, when they grab the glasses off your face and throw it across the room? Like, what is that? We know how and where to look for and elicit communication, and we see communicative intent before maladaptive behaviors.
Anyway, I love my fellow SLPs if you can’t already tell, and I hope this gives you a little more insight into the work that we do as scientists, and well, magicians.
Key Takeaways
Treatment and diagnosis of communication disorders requires both science and artistry from a speech-language pathologist.
Speech-language pathologists are masters of diagnosing and treating communication disorders; we are not necessarily master communicators, although we are still pretty amazing.
Effective communication is about how much we understand and utilize context to convey our messages and ideas. Words, gestures, and body language alone do not cut it; there must be a shared understanding of the symbols that we convey.
Relevant Journal Articles and References
Bloom, L., & Lahey, M. (1978). Language development and language disorders. John Wiley & Sons.
Bloom, L., & Tinker, E. (2001). The intentionality model and language acquisition: Engagement, effort, and the essential tension in development. Monographs of the Society for Research in Child Development, 66(4, Serial No. 267), i–viii, 1–91.
Dunst, C. J., Raab, M., & Trivette, C. M. (2012). Characteristics of naturalistic language intervention strategies. Journal of Speech-Language Pathology & Applied Behavior Analysis, 5(3/4), 8.
Gillam, S.L., Holbrook, S. and Kamhi, A.G. (2021). Developmental Language Disorder. In The Handbook of Language and Speech Disorders (eds J.S. Damico, N. Müller and M.J. Ball). https://doi.org/10.1002/9781119606987.ch9
Owens, R. E. (2016). Language development: An introduction (9th ed.). Pearson. Owens, R. E., Jr. (2024). Language disorders: A functional approach to assessment and intervention in children (7th ed.). Plural Publishing.
Rinaldi S, Caselli MC, Cofelice V, D'Amico S, De Cagno AG, Della Corte G, Di Martino MV, Di Costanzo B, Levorato MC, Penge R, Rossetto T, Sansavini A, Vecchi S, Zoccolotti P. Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review. Brain Sci. 2021 Mar 23;11(3):407. doi: 10.3390/brainsci11030407.
Tomasello, M. (2000). The social-pragmatic theory of word learning. Pragmatics, 10(4), 401–413.