speech-language intervention in the schools

Speech-Language Speech-Language Intervention in the Intervention in the

SchoolsSchoolsAn overview of what to expect from your An overview of what to expect from your

child and your school system.child and your school system.Stephanie Bailey, M.A., CCC-SLPStephanie Bailey, M.A., CCC-SLP

Stephanie Lucy, M.S., CCC-SLPStephanie Lucy, M.S., CCC-SLP

Understanding Normal Speech and Understanding Normal Speech and Language Development Language Development

Parents should discuss early Parents should discuss early speech and language speech and language development, as well as development, as well as other developmental other developmental concerns, with their child's concerns, with their child's doctor at every routine well-doctor at every routine well-child visit. Developmental child visit. Developmental norms help guide parents norms help guide parents and doctors to determine if and doctors to determine if speech and language are speech and language are developing as expected.developing as expected.

Before 12 months Before 12 months

CooingCooing BabblingBabblingBabies are using their voices to relate to their Babies are using their voices to relate to their

environment. environment. At about 9 months of age, they begin to string At about 9 months of age, they begin to string

sounds together, incorporate the different tones sounds together, incorporate the different tones of speech, and say words like "mama" and of speech, and say words like "mama" and "dada" (without really understanding what "dada" (without really understanding what those words mean). those words mean).

What if my child doesn’t attend to What if my child doesn’t attend to sound?sound?

If a baby is attentive to If a baby is attentive to you but doesn’t seem to you but doesn’t seem to be startled by loud be startled by loud noises, he may be noises, he may be demonstrating a hearing demonstrating a hearing loss.loss.

Hearing screen.Hearing screen.

12-15 months12-15 months

Wide range of speech Wide range of speech sounds in their babbling.sounds in their babbling.

At least one or more true At least one or more true words. words.

Nouns are usually first.Nouns are usually first. Should also be able to Should also be able to

understand and follow understand and follow single directions ("Please single directions ("Please give me the toy”) give me the toy”)

18-24 months18-24 months

Vocabulary of about 20 words by 18 months.Vocabulary of about 20 words by 18 months. 50 or more partial words by the time they turn 50 or more partial words by the time they turn

2. 2. Combine two words, such as "baby crying" or Combine two words, such as "baby crying" or

"Daddy big." "Daddy big." A 2-year-old should also be able to follow A 2-year-old should also be able to follow

two-step commands (such as "Please pick up two-step commands (such as "Please pick up the toy and bring me your cup"). the toy and bring me your cup").

2-3 years of age2-3 years of age

An "explosion" in their An "explosion" in their child's speech occurs at child's speech occurs at this time.this time.

Expressively:Expressively:-Large vocabulary-Large vocabulary

-Routinely combine three -Routinely combine three or more words into or more words into sentences. sentences.

2-3 years of age2-3 years of age

Receptively:Receptively:

- Should begin to understand what it means to - Should begin to understand what it means to "put it on the table" or "put it under the bed." "put it on the table" or "put it under the bed."

- Should also begin to identify colors and - Should also begin to identify colors and comprehend descriptive concepts (big versus comprehend descriptive concepts (big versus little, for example). little, for example).

Speech sound developmentSpeech sound developmentIowa-Nebraska Articulation NormsIowa-Nebraska Articulation Norms

Smit, Hand, Freilinger, Bernthal, and Bird (1990). Smit, Hand, Freilinger, Bernthal, and Bird (1990). Journal of Speech and Hearing Disorders, 55, 779-798.Journal of Speech and Hearing Disorders, 55, 779-798.

Phoneme Age of Acquisition Age of AcquisitionPhoneme Age of Acquisition Age of Acquisition Females MalesFemales Males/m//m/ 3.03.0 3.03.0/n//n/ 3.63.6 3.03.0/ng//ng/ 7.07.0 7.07.0/h-//h-/ 3.03.0 3.03.0/w-//w-/ 3.03.0 3.03.0/j-//j-/ 4.04.0 5.05.0/p//p/ 3.03.0 3.03.0/b//b/ 3.03.0 3.03.0



Phoneme Age of Acquisition Age of Acquisition Phoneme Age of Acquisition Age of Acquisition females females malesmales

/t//t/ 4.04.0 3.63.6/d//d/ 3.03.0 3.63.6/k//k/ 3.63.6 3.63.6/g//g/ 3.63.6 4.04.0/f-//f-/ 3.63.6 3.63.6/-f//-f/ 5.65.6 5.65.6/v//v/ 5.65.6 5.65.6Voiceless thVoiceless th 6.06.0 8.08.0Voiced thVoiced th 4.64.6 7.07.0




/s//s/ 7.07.0 7.07.0/z//z/ 7.07.0 7.07.0/sh//sh/ 6.06.0 7.07.0/ch//ch/ 6.06.0 7.07.0/dg/ (j)/dg/ (j) 6.06.0 7.07.0/l-//l-/ 5.05.0 6.06.0/-l//-l/ 6.06.0 7.07.0/r-//r-/ 8.08.0 8.08.0/er//er/ 8.08.0 8.08.0




/tw kw//tw kw/ 4.04.0 5.65.6/sp st sk//sp st sk/ 7.07.0 7.07.0/sm sn//sm sn/ 7.07.0 7.07.0/sw//sw/ 7.07.0 7.07.0/sl//sl/ 7.07.0 7.07.0/pl bl kl gl fl//pl bl kl gl fl/ 5.65.6 6.06.0/pr br tr dr kr gr fr//pr br tr dr kr gr fr/ 8.08.0 8.08.0/thr//thr/ 9.09.0 9.09.0/skw spl//skw spl/ 7.07.0 7.07.0/spr str skr//spr str skr/ 9.09.0 9.09.0

Mom and Dad’s role in all of Mom and Dad’s role in all of this:this:

STIMULATE STIMULATESTIMULATE STIMULATE

STIMULATESTIMULATE

TALK TO YOUR CHILDTALK TO YOUR CHILD

LABEL OBJECTS AND ACTIONSLABEL OBJECTS AND ACTIONS

READ TO YOUR CHILDREAD TO YOUR CHILD

PLAY GAMES WITH YOUR CHILDPLAY GAMES WITH YOUR CHILD

Mom and Dad’s role in all of Mom and Dad’s role in all of this:this:

Consistency is key—read the same books over and Consistency is key—read the same books over and over, play with the same toys and use the same words over, play with the same toys and use the same words or phrases over and over. This will help your child to or phrases over and over. This will help your child to know the “routine.” know the “routine.”

Once the child knows the routine, then you can leave Once the child knows the routine, then you can leave out the word that goes with a particular action. The out the word that goes with a particular action. The goal is for the child to begin to add to the activity by goal is for the child to begin to add to the activity by saying a word or by participating in the activity at a saying a word or by participating in the activity at a different level—adding to an activity or expanding on different level—adding to an activity or expanding on an activity.an activity.

What Are Some Warning Signs of a Possible What Are Some Warning Signs of a Possible Problem?Problem?

An infant who isn't responding to sound or An infant who isn't responding to sound or who isn't vocalizing is of particular concern. who isn't vocalizing is of particular concern. Between 12 and 24 months, reasons for Between 12 and 24 months, reasons for concern include a child who:concern include a child who:

-isn't using gestures, such as pointing or waving -isn't using gestures, such as pointing or waving bye-bye by 12 months bye-bye by 12 months

-prefers gestures over vocalizations to -prefers gestures over vocalizations to communicate by 18 months communicate by 18 months

-has trouble imitating sounds by 18 months -has trouble imitating sounds by 18 months

For the child over 2 years, you should seek an For the child over 2 years, you should seek an

evaluation if he or she:evaluation if he or she: Doesn't produce words or phrases spontaneously – only imitates. Doesn't produce words or phrases spontaneously – only imitates. Only certain sounds or words repeatedly.Only certain sounds or words repeatedly. Can't use oral language to communicate more than his or her immediate Can't use oral language to communicate more than his or her immediate

needs needs Can't follow simple directions Can't follow simple directions Has an unusual tone of voice (such as raspy or nasal sounding) Has an unusual tone of voice (such as raspy or nasal sounding) Is more difficult to understand than expected for his or her age. Is more difficult to understand than expected for his or her age.

Parents and regular caregivers should understand about half of your child's Parents and regular caregivers should understand about half of your child's speech at 2 years and about three quarters of your child's speech at 3 years. speech at 2 years and about three quarters of your child's speech at 3 years. By 4 years old, your child should be mostly understood, even by people By 4 years old, your child should be mostly understood, even by people whom your child doesn't know. whom your child doesn't know.

What if I suspect difficulties in What if I suspect difficulties in speech or language?speech or language?

Anyone can refer a child for speech and Anyone can refer a child for speech and language services:language services:

ParentsParents TeachersTeachers Speech PathologistSpeech Pathologist Other supporting staffOther supporting staff

Screening processScreening process

All children are screened at the Pre-K or All children are screened at the Pre-K or Kindergarten level for speech and language Kindergarten level for speech and language development.development.

This can be done by the teachers or the school speech This can be done by the teachers or the school speech pathologist.pathologist.

A child who does not “pass” the screen may be A child who does not “pass” the screen may be referred for evaluation or another course of action referred for evaluation or another course of action may be pursued (i.e., offer guidance to parents or may be pursued (i.e., offer guidance to parents or refer to teacher assistance team).refer to teacher assistance team).

ReferralReferral

Designee – records the date, reason for Designee – records the date, reason for referral, and name of person making referral.referral, and name of person making referral.

Procedural safeguards noticeProcedural safeguards notice ConfidentialityConfidentiality Child Study Team meets.Child Study Team meets.

Child StudyChild Study

Child Study team members:Child Study team members: ParentParent Speech PathologistSpeech Pathologist Classroom teacherClassroom teacher Designee (principal, asst principal, other)Designee (principal, asst principal, other)

Reviews information the school already has:Reviews information the school already has:

classroom test scores, observations by school staff, classroom test scores, observations by school staff, previous evaluation reports, classroom performance as previous evaluation reports, classroom performance as reported by teacher, etc.reported by teacher, etc.

TIMELINETIMELINE

Evaluation must be completed and the child’s Evaluation must be completed and the child’s eligibility determine within 65 business days of the eligibility determine within 65 business days of the date the referral is received.date the referral is received.

Evaluation ReportEvaluation Report

Analysis of child’s strengths and weaknesses.Analysis of child’s strengths and weaknesses. Assessment results fully explained.Assessment results fully explained. Indicates the existing and predicted impact of Indicates the existing and predicted impact of

any speech-language impairment on the any speech-language impairment on the child’s ability to access and progress in the child’s ability to access and progress in the general educational curriculum.general educational curriculum.

ELIGIBILITYELIGIBILITY

Based on the presence of a disability that Based on the presence of a disability that results in the child’s need for special education results in the child’s need for special education and related services,and related services,

Not the potential benefit from speech-language Not the potential benefit from speech-language services.services.

The team must be able to document the The team must be able to document the adverse educational impact of a student’s adverse educational impact of a student’s speech and language skills on performance.speech and language skills on performance.

Is there a need for specially designed servicesIs there a need for specially designed services

The bottom line…The bottom line…

A student can demonstrate communication A student can demonstrate communication differences, delays, or even impairments, differences, delays, or even impairments, without demonstrating an adverse affect on without demonstrating an adverse affect on educational performance.educational performance.

Virginia Dept of Education (2005).Virginia Dept of Education (2005). Speech Language Pathology Services in Schools: Speech Language Pathology Services in Schools: Guidelines for Best Practice, Guidelines for Best Practice, p.15.p.15.

Educational Impact Of a Speech-Educational Impact Of a Speech-Language ImpairmentLanguage Impairment

How does the disability affect the progress and How does the disability affect the progress and involvement of the student in the general involvement of the student in the general curriculum; for preschoolers, the effect on curriculum; for preschoolers, the effect on their ability to participate in appropriate their ability to participate in appropriate activities.activities.

AcademicAcademic SocialSocial VocationalVocational

AcademicAcademic

ReadingReading MathMath Language ArtsLanguage Arts Difficulty with language-based activitiesDifficulty with language-based activities Difficulty comprehending orally presented Difficulty comprehending orally presented

information and/or difficulty conveying information and/or difficulty conveying information orally.information orally.

SocialSocial

Interference with the ability of others to Interference with the ability of others to understand the studentunderstand the student

Peers teasing the student about his/her speech-Peers teasing the student about his/her speech-language disabilitylanguage disability

The student having difficulty maintaining and The student having difficulty maintaining and terminating verbal interactionsterminating verbal interactions

The student demonstrating embarrassment The student demonstrating embarrassment and/or frustration regarding his speech-and/or frustration regarding his speech-language skills.language skills.

VocationalVocational

Job-related skills that the student cannot Job-related skills that the student cannot demonstrate due to speech-language demonstrate due to speech-language impairmentimpairment Inability to understand/follow oral directionsInability to understand/follow oral directions Inappropriate responses to coworkers’ or Inappropriate responses to coworkers’ or

supervisors’ commentssupervisors’ comments Inability to answer and ask questions in a coherent Inability to answer and ask questions in a coherent

and concise mannerand concise manner

Children not eligible for Special Children not eligible for Special EducationEducation

““The The Virginia Special Education RegulationsVirginia Special Education Regulations require whenever a child is found ineligible for require whenever a child is found ineligible for services, the eligibility committee should services, the eligibility committee should prepare useful information for the classroom prepare useful information for the classroom teacher and the parent about steps they can teacher and the parent about steps they can take to facilitate the child’s development.”take to facilitate the child’s development.”

Virginia Dept of Education (2005).Virginia Dept of Education (2005). Speech Language Pathology Services in Schools: Speech Language Pathology Services in Schools:

Guidelines for Best Practice, Guidelines for Best Practice, p.18.p.18.

When a child is found eligibleWhen a child is found eligible

IEP (individualized education program)IEP (individualized education program) Within 30 calendar days of the eligibility date.Within 30 calendar days of the eligibility date. Describes the services necessary to meet the unique Describes the services necessary to meet the unique

educational needs of the child, as identified by the educational needs of the child, as identified by the assessment.assessment.

Consider: strengths, parental concerns, results of most Consider: strengths, parental concerns, results of most recent evaluations, performance on any state or recent evaluations, performance on any state or division-wide assessments.division-wide assessments.

Addresses 3 questions:Addresses 3 questions:

Where are we now?Where are we now? Where are we going?Where are we going? How will we get there?How will we get there?

PLOPPLOP

Present Level of PerformancePresent Level of Performance

What would I want to know about this student What would I want to know about this student if he or she were going to be in my classroom if he or she were going to be in my classroom next year?next year?

(Virginia Institute for Developmental Disabilities, 2001)(Virginia Institute for Developmental Disabilities, 2001)

Annual Measurable GoalsAnnual Measurable Goals

What do we want the child to be able to do in a What do we want the child to be able to do in a year?year?

Be realisticBe realistic PrioritizePrioritize Measurable terms:Measurable terms:

Who will achieve?Who will achieve? -- -- What is the skill or What is the skill or behavior to be achieved? behavior to be achieved?

How can the skill be How can the skill be -- Where will the student-- Where will the student measured?measured? use the behavior? use the behavior?-- When will the skill be used or goal be accomplished?-- When will the skill be used or goal be accomplished?

Service DeliveryService Delivery Direct servicesDirect services When speech and language services are When speech and language services are

indicated, the service delivery and clinical indicated, the service delivery and clinical methods must focus on achieving the goals in methods must focus on achieving the goals in the child’s IEP.the child’s IEP.

Pull-out therapy (individual or small group)Pull-out therapy (individual or small group) provided in an individual or small group setting (speech provided in an individual or small group setting (speech

therapy room, classroom, cafeteria, or other school therapy room, classroom, cafeteria, or other school setting)setting)

Service DeliveryService Delivery Integrated TherapyIntegrated Therapy

Individualized service in a least restrictive setting and does not Individualized service in a least restrictive setting and does not remove the child from the general or special ed. Classroom.remove the child from the general or special ed. Classroom.

Direct services while continuing to receive classroom instruction. Direct services while continuing to receive classroom instruction. Classroom teachers are an integral part of the process. Classroom teachers are an integral part of the process. Collaborative effort.Collaborative effort.

Paraphrases information, Paraphrases information, creates graphic organizers, creates graphic organizers, teaches strategies for vocabulary learning, teaches strategies for vocabulary learning, teaches strategies for sequencing, teaches strategies for sequencing, teaches strategies for developing a narrative, teaches strategies for developing a narrative, cues and prompt the student, cues and prompt the student, modifies the language level of instruction to meet students’ needs.modifies the language level of instruction to meet students’ needs.

Indirect ServicesIndirect Services ConsultativeConsultative Specifies support for school personnel as a part of the Specifies support for school personnel as a part of the

accommodations, modifications, or supplemental accommodations, modifications, or supplemental support services provided to a teacher on behalf of support services provided to a teacher on behalf of the student.the student.

Include providing information and demonstrating Include providing information and demonstrating effective instructional and facilitation procedures.effective instructional and facilitation procedures.

SLP monitors student’s progress.SLP monitors student’s progress. Appropriate for students nearing dismissal from Appropriate for students nearing dismissal from

speech-language services or students whose teachers speech-language services or students whose teachers require additional support to create materials, require additional support to create materials, implement specific communication strategies, or implement specific communication strategies, or modify AAC equipment.modify AAC equipment.

Indirect Services continuedIndirect Services continued

Indirect services include:Indirect services include: Providing information and demonstrating effective Providing information and demonstrating effective

instructional materials and facilitative procedures.instructional materials and facilitative procedures. While providing consultative services on behalf of While providing consultative services on behalf of

a child, the speech-language pathologist will a child, the speech-language pathologist will monitor the student’s progress. monitor the student’s progress.

Consultative services usually do not involve the Consultative services usually do not involve the direct provision of therapy to the student.direct provision of therapy to the student.

Services Available at SchoolServices Available at School

Effective service delivery is dynamic and Effective service delivery is dynamic and changes with the needs of the student.changes with the needs of the student.

Services may be provided directly to the Services may be provided directly to the student or indirectly through consultation with student or indirectly through consultation with educators and families.educators and families.

Decisions are based upon the child’s present Decisions are based upon the child’s present level of performance, progress made in level of performance, progress made in services received to date, assessment results, services received to date, assessment results, IEP goals, and any objectives/benchmarks.IEP goals, and any objectives/benchmarks.

Speech Language Intervention Speech Language Intervention includes:includes:

Articulation / phonology Articulation / phonology Increase Intelligibility of child’s speech. Increase Intelligibility of child’s speech. Reduce use of phonological processes.Reduce use of phonological processes. Stimulability of sound production.Stimulability of sound production.


Expressive and Receptive LanguageExpressive and Receptive Language SyntaxSyntax MorphologyMorphology OrganizationOrganization VocabularyVocabulary PragmaticsPragmatics SemanticsSemantics Verbal comprehensionVerbal comprehension Figurative Language skillsFigurative Language skills


FluencyFluency Repetitions (sounds, syllables, part words, whole Repetitions (sounds, syllables, part words, whole

words, phrases)words, phrases) PausesPauses ProlongationsProlongations

Differ in number and severity from those of Differ in number and severity from those of normally fluent individuals.normally fluent individuals.


VoiceVoice PitchPitch LoudnessLoudness QualityQuality

Calls attention to itself rather than to what the speaker is Calls attention to itself rather than to what the speaker is saying.saying.

Before a child may be found eligible for services for a voice Before a child may be found eligible for services for a voice impairment, the child should receive a medical impairment, the child should receive a medical examination from an otolaryngologist (ENT), clearing the examination from an otolaryngologist (ENT), clearing the child for intervention.child for intervention.

What Can Parents Do at Home? What Can Parents Do at Home?

For mild developmental errors try these:For mild developmental errors try these: Repeat the sound slowly and correctly over and Repeat the sound slowly and correctly over and

over in lots of natural conversations while facing over in lots of natural conversations while facing your child directly.your child directly.

Work on one sound at a time for no more than 15 Work on one sound at a time for no more than 15 minutes at least three times a week.minutes at least three times a week.

Five trials at a time. Parent model and child tries to Five trials at a time. Parent model and child tries to match it. Give praise – positive reinforcement.match it. Give praise – positive reinforcement.

Make it a game, color something together.Make it a game, color something together. Stickers!Stickers!Quick Communications, P.O. Box 27891, St.Louis, MO 63146Quick Communications, P.O. Box 27891, St.Louis, MO 63146

Suggestions that Parents Can Do at Suggestions that Parents Can Do at Home. Home.

For mild developmental errors try these:For mild developmental errors try these: Model proper grammar during conversationModel proper grammar during conversation Correct a child’s grammar during spontaneous speech no Correct a child’s grammar during spontaneous speech no

more than once a day. We want enthusiasm for natural more than once a day. We want enthusiasm for natural speech.speech.

Respond with lots of encouragement and praise for trying.Respond with lots of encouragement and praise for trying. Refer your child to the word in which he can produce the Refer your child to the word in which he can produce the

sound correctly. (i.e., I like your /r/ in ‘run’.)sound correctly. (i.e., I like your /r/ in ‘run’.)

Quick Communications, P.O. Box 27891, St.Louis, MO 63146Quick Communications, P.O. Box 27891, St.Louis, MO 63146

Suggestions that Parents Can Do at Suggestions that Parents Can Do at Home.Home.

Aiding your child’s language development.Aiding your child’s language development. Read longer and longer stories and see if he/she Read longer and longer stories and see if he/she

can remember what happened first, second, third, can remember what happened first, second, third, etc. Have him tell the story back to you. etc. Have him tell the story back to you. This This promotes memory improvement.promotes memory improvement.

Make category scrapbooks – select categories for Make category scrapbooks – select categories for each page. Have child find and glue magazine each page. Have child find and glue magazine pictures for each category. pictures for each category. This promotes logic This promotes logic and logical language.and logical language.



Aiding your child’s language development.Aiding your child’s language development. Encourage complete sentences. When your child Encourage complete sentences. When your child

uses just a few words, repeat them and put them uses just a few words, repeat them and put them into a short sentence. Provide sentences with into a short sentence. Provide sentences with additional phrases as your child grows older. additional phrases as your child grows older. This expands sentence length naturally.This expands sentence length naturally.

Embrace opportunities to incorporate language Embrace opportunities to incorporate language concepts:concepts: descriptive (big); spatial (under) ,etc.. descriptive (big); spatial (under) ,etc..



Aiding your child’s language development.Aiding your child’s language development. Play “what if-” games:Play “what if-” games:

““What if we ran out of gas, what would you do?”What if we ran out of gas, what would you do?” Ask questions of why, what, how & where.Ask questions of why, what, how & where. Use riddles.Use riddles.

This promotes problem solving skills.This promotes problem solving skills.



Language is best learned while doing, so let Language is best learned while doing, so let your child participate in household and your child participate in household and neighborhood routines whenever possible.neighborhood routines whenever possible.

Describe what you are doing and what will Describe what you are doing and what will happen next. happen next.

Give him/her a chance to ask questions.Give him/her a chance to ask questions.



What if my child stutters?What if my child stutters? Start with improving your own listening skills. Start with improving your own listening skills.

What is your child really trying to tell you? What is your child really trying to tell you?

Provide an appropriate speech model for you child.Provide an appropriate speech model for you child. Make efforts to talk a little more slowly.Make efforts to talk a little more slowly. Try using simpler and shorter sentences at times.Try using simpler and shorter sentences at times. Give your child time to talk without interruption. Give your child time to talk without interruption. Act and speak patiently.Act and speak patiently.

Adapted from Adapted from If Your Child Stutters: A Guide for ParentsIf Your Child Stutters: A Guide for Parents; The Speech Foundation of America; The Speech Foundation of America


What if my child stutters?What if my child stutters? Provide pleasurable and rewarding speech Provide pleasurable and rewarding speech

experiences.experiences. SingingSinging Word gamesWord games Teach riddles and jokesTeach riddles and jokes Read or tell stories Read or tell stories

Speech is not always for scolding and reprimanding.Speech is not always for scolding and reprimanding.

Adapted from Adapted from If Your Child Stutters: A Guide for ParentsIf Your Child Stutters: A Guide for Parents ; The Speech Foundation of America; The Speech Foundation of America


What if my child stutters?What if my child stutters? Help him/her to express feelings verbally.Help him/her to express feelings verbally.

Model verbalizing and showing love.Model verbalizing and showing love. Talk about things that are funny and make him/her Talk about things that are funny and make him/her

laugh. The child should also learn that something that laugh. The child should also learn that something that harms others is not funny.harms others is not funny.

Talk about what is making him/her angry. Talk about Talk about what is making him/her angry. Talk about ways he/she could express their feelings.ways he/she could express their feelings.

Adapted from Adapted from If Your Child Stutters: A Guide for ParentsIf Your Child Stutters: A Guide for Parents ; The Speech Foundation of America; The Speech Foundation of America


What if my child stutters?What if my child stutters?

Accept the DisfluenciesAccept the Disfluencies Express acceptanceExpress acceptance

It may help you to remember that he/she is doing the best It may help you to remember that he/she is doing the best he can at the moment he speaks. If you react emotionally, he can at the moment he speaks. If you react emotionally, you make him struggle harder to stop, avoid, or conceal you make him struggle harder to stop, avoid, or conceal what he is doing to distort his speech.what he is doing to distort his speech.



What if my child stutters?What if my child stutters? Talk to him about his stuttering – Sometimes we all get Talk to him about his stuttering – Sometimes we all get

tangled up or stuck. Some of us do it more than others. tangled up or stuck. Some of us do it more than others. Describe to him what he doing and that it’s alright to talk Describe to him what he doing and that it’s alright to talk this way as long as he has to do so. this way as long as he has to do so.

Tell him to talk as easily as he can Tell him to talk as easily as he can at the momentat the moment. – One parent . – One parent taught this by showing the child what he meant: He squeezed his taught this by showing the child what he meant: He squeezed his fist and gradually relaxed it while he let a sound “leak out.”fist and gradually relaxed it while he let a sound “leak out.”

Let him know he can take all the time he needs.Let him know he can take all the time he needs.



What if my child stutters?What if my child stutters? Reduce fears, anxieties and frustrations about speech.Reduce fears, anxieties and frustrations about speech.

Encourage him to talk about his fears, anxieties and frustrations and Encourage him to talk about his fears, anxieties and frustrations and accept what he says without criticism or disapproval.accept what he says without criticism or disapproval.

Do not attempt to overprotect (i.e., don’t try to arrange his life so he Do not attempt to overprotect (i.e., don’t try to arrange his life so he doesn’t have to talk.)doesn’t have to talk.)

““Successive approximation” process- Encourage him to overcome his Successive approximation” process- Encourage him to overcome his barriers and fears gradually.barriers and fears gradually.

Help him to release the destructive feelings of frustration. (i.e., Help him to release the destructive feelings of frustration. (i.e., encourage him to hit a stuffed animal or clown as hard as he can until encourage him to hit a stuffed animal or clown as hard as he can until he feels better; allow the child to have a period of saying anything he he feels better; allow the child to have a period of saying anything he wants without disapproval, only assurance that that you understand his wants without disapproval, only assurance that that you understand his feelings; have child to talk into a wastebasket and throw out the feelings; have child to talk into a wastebasket and throw out the metaphoric metaphoric poison, poison, outdoor exercise-take a long walk.)outdoor exercise-take a long walk.)


Speech and Language Development Speech and Language Development is a journey we all make together.is a journey we all make together.

The world cannot function without communication. We The world cannot function without communication. We make bridges with our ability to communicate. make bridges with our ability to communicate.

speech-language intervention in the schools

Documents

journal of speech

childs speech

early speech

speechlanguage intervention

months of age

different tones of speech

hearing disorders

true words