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For speech impediments we will be looking at these two different kinds:
Phonological impairment: struggles with specific sounds like /r/ and /s/. Your student may struggle with this, but they also may struggle with something a little more called Childhood Apraxia of Speech.
Childhood Apraxia of Speech: problems with motor planning or getting the message from the brain and out the mouth. Inconsistent speech errors, stumbling, vowel errors, struggles with multisyllabic words, getting all the words in a sentence, etc.
To test this out with your student, have them repeat the word Butterscotch as fast as they can in 5 seconds or Helicopter and listen to what errors are made. They may say the word differently every time (motor planning) but will probably say the /r/ wrong every time (phonological impairment). Try having them say Puh Duh Kuh 3 times in a row as fast as they can in 5 seconds. Did they get stuck somewhere? Or repeat the same sound? Change up a vowel?
These motor struggles could be a sign of Childhood Apraxia of speech. Although Apraxia can only be diagnosed by a Speech-Language Pathologist, these are some exercises you can use to see what your SLP is seeing.
There is a pretty good illustrated book here that explains it pretty well:
An important thing to remember is that your student’s progress may take years to see. And progress has been made over the years with speech therapy! This is just another way at looking at the struggles with getting those speech movements coordinated together. It could absolutely be something a little “more” and not because your student isn’t trying hard enough.
What does therapy look like?
One evidence-based approach is called Dynamic Tactile and Temporal Cueing. In short, this is a detailed list of prompts that we use to help your student produce that motor-planned sentence with the correct sounds in place. I attached the simplified chart here:
Do I correct their errors at home?
At home, remember patience is key. These students are at a higher risk for having struggles with reading and negative feelings about themselves due to speech. Please feel free to ask any questions you have about your student so we can make sure to address these concerns. YOU play a big role in making sure your student feels loved and comfortable. Overcorrections can sometimes be contraindicated; on the other hand, homework plays a big role in the progress of Children with Apraxia of Speech. Find time for homework and know your child’s limits. Don’t push them past it and work to make homework as fun as possible. If corrections make your student mad, don’t do them during other moments of the day and don’t bring attention to them. Make sure to keep me updated so we can work on a positive self attitude.
Reading Out loud
Read. Read. Read. Need I say more? Read out loud. Make it silly! Make it fun! Do voices, make jokes about what is on the page. Play “I Spy” for letters or words. Have your child clap when they see words that rhyme in the story. And do it EVERY day. There is time for them to practice reading, and for you to read with them. You can make a difference by making reading a positive experience. Have them write a book at home and read it out loud to them. For students who struggle with reading, audiobooks are a great option. It exposes your child to high levels of vocabulary, keeps them in the know with fellow classmates on popular books, and again, creates a positive relationship with reading. (Imagine the new Harry Potter books coming out and not being able to read them fast enough to talk to friends about it?)
Other Resources
https://www.asha.org/public/speech/disorders/childhood-apraxia-of-speech/
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