Embedded Files
A Speech Therapist within a school system may provide evaluations, diagnosis and treatment of the following delays or disorders :
A Speech Therapist within a school system may provide evaluations, diagnosis and treatment of the following delays or disorders :
SPEECH
SPEECH
Speech: (i.e. phonation, articulation, oral motor skills, fluency [stuttering], and voice); speaking ability. Phonation is the process of producing sound with voice. Articulation is the act or process of making individual speech sounds with motor movements. Oral motor movements are the muscles in the mouth, face and neck used to make speech sounds. Fluency is the rhythm of speech.
ARTICULATION
ARTICULATION
Articulation Disorder: An articulation disorder occurs when a child has difficulty producing sounds motorically or when two articulators meet to produce the sound in isolation, syllable, phrase, sentence, paragraph or in conversational speech. This delay may affect one or a few sounds with no pattern or derivable rule. Sounds can be substituted, omitted, added or distorted. These errors cause a child's speech to be unintelligible for the unfamiliar listener. For instance, many young children may make the "f" sound for the "th" sound (e.g., "fum" for "thumb"). Another type of articulation disorder is distortion of the “s” sound, also known as a lisp. This child may have an articulation disorder if these errors continue past the expected developmental age.
PHONOLOGICAL PROCESSING DISORDER
PHONOLOGICAL PROCESSING DISORDER
Phonological Disorder: A phonological processing disorder is a simplification of the sound system that also affects intelligibility. Children with phonological processing deficits demonstrate difficulty in acquiring a phonological system; involving organizing the patterns of sounds in the brain and the output, not necessarily in the motor production of the sounds like articulation errors. A phonological process is a simplification or patterned modification of the adult speech system. For example, a phonological process called fronting is when back sounds /k/ and /g/ that are produced by the tongue moving up in the back, are replaced with front sounds /t/ and /d/ which are made by the tongue coming up in the front (tup/cup, do/go, etc). This does NOT mean the child is unable to produce a specific sound as with articulation disorders. Instead, as described above, the child is stimulable for isolated sounds when prompted.
http://mommyspeechtherapy.com/wp-content/downloads/forms/phonological_processes.pdf
APRAXIA
APRAXIA
Childhood Apraxia of Speech (CAS) is a motor speech disorder. A speech therapist is able to identify the characteristics of (CAS). Children with CAS have difficulty producing sounds, syllables, and words. This is not because of muscle weakness or paralysis. The brain has difficulty planning movements of the body parts (e.g. lips, tongue, jaw) needed for speech. The child knows what they wants to say, but their brain has difficulty coordinating the muscle movements necessary to say those words. Children with apraxia may also demonstrate difficulty imitating oral motor movements or have weak, uncoordinated or labored eating skills.
LANGUAGE
LANGUAGE
Some children have language development delays/deficits that may or may not be linked to neurological, intellectual, social, or motor causes. Their expressive and/or receptive language develops at a slower pace than those of neurotypical children. While neurotypical children are communicating in complete sentences, using advanced verb forms, neurodivergent children may present with speech that sounds telegraphic- lacking grammatical and functional morphemes. Vocabulary may also be limited or impaired. These children often produce short phrase/sentences and may have difficulty understanding complex or figurative structures. Some children present with immediate and/or delayed echolalia. These deficits may also lead to difficulty understanding information being presented in their academic environment.
There are two types of language processors, Analytic Language Processors and Gestalt Language Processors.
https://www.theinformedslp.com/review/let-s-give-them-something-to-gestalt-about
https://communicationdevelopmentcenter.com/
https://www.meaningfulspeech.com/
https://www.totalspectrumtherapy.org/
Areas of language:
Phonology is the study of individual sounds.
Morphology is the study of the structure of words.
Syntax is the study of word order within a phrase/sentence.
Semantics is the study of word meaning.
Prosody is the study of aspects of speech which are not verbal (stress, pitch, volume etc.)
Pragmatics is the study of language use and the implied meaning.
Language also includes comprehension and expression in oral, written, graphic, and manual modalities; grammar, vocabulary, language processing; preliteracy and language-based literacy skills, including phonological awareness.
Cognitive Aspects of Communication: (e.g., attention, memory, following directions, problem solving, executive functions). This is what a child is able to do with the information they hear.
Auditory Processing Disorders are characterized by difficulty in the ability to attend to, process, comprehend, retain, respond to, or integrate spoken language. Children with auditory processing deficits demonstrate difficulties in the following areas: following verbal directions, answering yes/no questions, accessing vocabulary, answering and using "wh" questions (who, what, where, when, why and how), poor oral syntax or word order in sentences and questions, and may also experience difficulty with verbal expression.
NONSPEAKING COMMUNICATION
NONSPEAKING COMMUNICATION
Nonspeaking Communication: Research has shown that it is very important to give children the ability to communicate while they are learning to speak vocally. Children will always find a way to communicate and if the child isn't given functional ways to communicate, they may or may not develop maladaptive behaviors. It is important to understand that exposing a child to an augmentative communication system (AAC) does not keep them from speaking but may increase their spontaneous vocalizations or sound production as the child learns to communicate. Speech therapy can assist these children with augmentative communication systems including sign language, high and/or low tech devices.
FLUENCY & VOICE
FLUENCY & VOICE
Fluency: Stuttering is the condition in which the flow of speech is broken by abnormal stoppages (no sound), repetitions (st-st-stuttering), or prolongations (ssssstuttering) of sounds and syllables. There may also be unusual facial and body movements associated with the effort to speak. Stuttering typically begins at a very early age (usually between 2 and 5 years), but will occasionally appear for the first time in a school-age child and, more rarely, in an adult.
https://www.stutteringhelp.org/7-tips-talking-your-child-0
Voice: A normal voice is judged according to whether the pitch, loudness, and quality are adequate for communication and suit a particular person. A person may use a pitch which is too high or too deep, too loud or too soft, too hoarse, breathy, or nasal.
PRAGMATIC LANGUAGE
PRAGMATIC LANGUAGE
Pragmatic Language Disorder is an impairment in the understanding and use of the pragmatic areas of language. Pragmatic language impairments are typically but not always related to neurodivergent individuals who experience expressive and receptive language delays. Children with these impairments have special challenges with the semantic aspect of language (the meaning of what is being said) and the pragmatics of language (using language appropriately in conversational speech). Pragmatic language goals at the preschool or kindergarten level may focus on self generated language for the following: commenting, informing, suggesting, requesting objects or actions, narrating play, protesting and self-advocacy.
Inclusion means that, “All children, regardless of ability or disability, have the right to be respected and appreciated as valuable members of the school community, fully participate in all school activities, and interact with peers of all ability levels with opportunities to develop friendships.” (1)
(1) ( https://www.cdc.gov/healthyschools/physicalactivity/pdf/20_313305-B-Michael_PolicyBrief_508Final.pdf)
Report abuse