Speech-Language Therapy with Miss G.!
About Miss G.
- La Salle University 2016: B.S. in Communication Sciences and Disorders
- La Salle University 2017: M.S. in Speech-Language Pathology
- The BEST way to get in touch with me is through email: firstname.lastname@example.org
- If you would like to have a conversation over the phone, please send me an email with your phone number and the best time to reach you, or leave me a note in your child's speech book letting me know the best number to reach you & time to call!
- Feel free to leave any comments in your child's speech book! It doubles as a communication log!
- I provide Speech-Language services at both W.C.K. Walls & Memorial Elementary Schools!
- Food: Pasta
- Movie: Singin' in the Rain
- TV Shows: The Golden Girls & Boy Meets World
- Book: "The Book With No Pictures " by B.J. Novak
- Color: Green
- Music: Broadway Musical Soundtracks (Especially "Dear Evan Hansen" and "Newsies")
- School Subject: SPEECH!!!!
Many different areas are targeted and covered during speech/language therapy. Below is a brief summary of each of the different areas.
“Articulation” is the production of speech sounds. A child with an articulation disorder is often more difficult to understand, because they produce sounds incorrectly. The three basic types of articulation problems are substitutions (fink for think), omissions (uh for up), and distortions (slushy “s” sound). Speech sounds are developmental, but some people, without the help of a speech therapist, may not outgrow their speech difficulties. To be eligible for speech therapy, a child must exhibit multiple misarticulations beyond the age at which 90% of the population has achieved mastery.
Receptive/Expressive Language Impairments
A receptive language impairment is characterized by difficulty understanding language, and an expressive language impairment is characterized by difficulty expressing language. A child is considered to have a receptive and/or expressive impairment if he/she uses one or more of the following patterns that fall below or are different from others at the same age.
- Morphology - The child’s use of the smallest units of meaning in language. Examples would be the use of verb tenses, plurals, etc.
- Semantics - The ability to comprehend meaning from words.
- Syntax - The ability to apply grammatical rules in language. Examples would be negation, interrogatives, etc.
- Pragmatics - These are the overall functional and appropriate communication skills that include the abilities to reason, listen, take turns, problem solve, and supply and request information. The child should be able to attain conversational skills appropriate for his/her age.
Fluent speech is smooth and unhesitant. A “dysfluency” is any break in fluent speech. Everyone has normal dysfluencies in speech from time to time. However, stuttering is speech that has a high rate of dysfluencies. A child is eligible for speech services if he/she exhibits moments of stuttering on approximately 10% or more of the words spoken.
The following is a list of types of dysfluencies:
- Part word repetition - “ba-ba-baby”
- Whole word repetition - “my-my-my”
- Prolongation - “ca-a-a-at”
- Blocks - "l-[no sound]-ook"
- Struggle behaviors - eye blinking, grimaces
Everyone has a different and unique voice. Voice can become a problem due to variations in one or more of the following areas:
- Pitch - voice is too high or too low
- Loudness - voice is too loud or too soft
- Quality - voice quality is hoarse, breathy, or nasal
The best examples of voice abnormalities would be extreme hoarseness, nasal quality, or vocal abuse through excessive coughing or yelling.
**A doctor’s prescription must be obtained before voice therapy may begin.
If you have any questions about speech/language services, please feel free to contact me at any time!
Each Speech Student will receive a speech book from Miss G. It is the student's responsibility to bring their speech book with them each day they have speech. Lost or damaged speech books will not be replaced by the speech therapist. Any paper/pencil activities will be found glued into each student's speech book. If the day's speech lesson was more hands on, a note from Miss G. will be found stating what goal was targeted during speech that day. Weekly updates will be given for students that come to speech more than once a week - Pre-K students will also get a weekly note from Miss G inside their speech book stating what goals were targeted that week!
Speech Homework is given monthly.
You can find quick and easy activities on the monthly calendar inside your child's speech book. Practicing your good speech, language, voice, and fluency skills everyday plays a HUGE role in achieving our goals. Activities found in the speech calendar should be completed with a homework helper who will sign off on the box of the activity completed. Speech homework can be completed in any order. For example if today is September 1st and the task is too tricky, you can skip it and do the activity on September 15th! Homework calendars are for EXTRA PRACTICE. They are not meant to be added stress, therefore there is no penalty for not completing homework calendar activities.
Pre-K students do not receive speech homework!