Transcript Speech - Language Information & Strategies

Speech - Language
Information & Strategies
Presented by
Chelsi Hansen, M.S., CCC/SLP
Courtney Miller, B.A., SLPA
Jeanette McKnight, M.S., CCC/SLP
Agenda:
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What is Speech-Language Therapy?
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Articulation
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Purpose of therapy in the school setting
Speech-Language RtI
Language versus Speech
Age Appropriate Sounds
Treatment Hierarchy
Common Errors
Ideas for Practice
Language
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Basic language strategies
Language Development
Treatment Hierarchy
What is Speech-Language
Therapy?
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Speech-Language Therapy is provided to prevent, identify, and
assess communication disorders per IDEA.
The Individuals with Disabilities Education Act (IDEA) provides a
free, appropriate, public education for all children with disabilities,
including speech, language, and hearing disorders.
Possible communication disorders include: language, articulation,
voice, and fluency (stuttering). See below for more details about
the difference between speech and language.
We provide services per IDEA to individuals, small groups or in a
classroom setting
We provide treatment to promote academic success. Speechlanguage therapy is provide as treatment not just as enrichment.
We strive functional gain and do not intend speech therapy to be
a life long service.
Response to Intervention:
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RtI is implemented to determine if a child
will respond to interventions in the general
education setting
SLP will administer articulation or
language screening instrument to students
referred by parent or teacher. Based on
results, SLP will select appropriate tier.
Student progress will be evaluated every 3
weeks.
RtI
Tier 1
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SLP will provide folder to teacher containing
specific intervention strategies and will consult
with the teacher on implementation. Student
progress will be evaluated every 3 weeks.
Progress data will determine whether student
remains at Tier 1 or moves to Tier 2.
RtI
Tier 2
 Articulation: Student receives interventions for
30 min. 1-3 days/week in Articulation Lab
(Grades 5 and up, 5-10 min. pull-out per wk +
parent consult, or may individualize)
 Language: SLP supports student’s language in
gen. ed. environment minimum of 10 min/wk and
provides 10 min. consult per/wk. Student may be
pulled if SLP determines necessary
RtI
Tier 3
Articulation: Student receives 1-2 one-on-one
interventions for 5-7 min/wk in addition
continuation of Articulation Lab.(Grades 5 and
up, 10-15 min. pull-out per wk + parent consult,
or may individualize)
 Language: SLP supports student’s language in
gen. ed. environment minimum of 15 min/wk and
provides 10 min. consult per/wk. Again, pull-out
maybe necessary as determined by SLP.
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RtI
Tier 4
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Pre-SAT and/or SAT meeting held to consider
referral for Special Education Evaluation
Speech and Language …
What’s the Difference?
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Language is comprised of socially shared
rules that include:
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Word meanings (e.g., "star" can refer to a bright
object in the night sky or a celebrity)
Creating new words (e.g., friend, friendly,
unfriendly)
Combing words to create complete thoughts (e.g.,
"Peg walked to the new store" rather than "Peg
walk store new")
Socially appropriate language ("Would you mind
moving your foot?" could quickly change to "Get off
my foot, please!" if the first request did not produce
results)
Language Disorder OR Speech Disorder?
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When a person has trouble understanding others
(receptive language), or appropriately communicating
thoughts and feelings (expressive language), then he
or she has a language disorder .
When a person is unable to produce speech sounds
correctly or fluently, or has problems with his or her
voice, then he or she has a speech disorder .
American Speech-Language-Hearing Association ASHA.
Web. 13 Jan. 2010. <http://www.asha.org>.
Speech and Language…
What’s the difference?
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Speech is the verbal means of
communicating. Speech consists of the
following:
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Articulation : How speech sounds are made (e.g.,
children must learn how to produce the "r" sound in
order to say "rabbit" instead of "wabbit").
Voice : Use of the vocal folds and breathing to
produce sound (e.g., vocal abuse can lead
to hoarseness or loss of voice).
Fluency : The rhythm of speech (e.g., hesitations or
stuttering can affect fluency).
Speech - Articulation
Common Articulation
Errors
R, S, L, K, G
Placement of Sounds
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The appropriate placement for sound is
the key. Students are first taught where
they need to place their tongue/lips etc.
according to the sound.
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Some Materials Used
Diagram of the mouth/tongue
 Flavored tongue depressors
 Modeling
www.uiowa.edu
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Cues for Articulation
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The therapist will use many different cues for
children with articulation problems.
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Examples
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K/G come from the back of the throat, the therapist may
have the child touch their neck to remind them where the
sound should come from.
S is the “snake” sound. You can have the child draw a
snake on the table with their fingers as they say the sound.
You can cue the /L/ with a mirror. It is a very visual sound
and the child can see if they are placing the tongue in the
right position.
R- Reminder of where tongue placement or for the more
the children who are working on /r/ in conversation a
simple sign that you and the child have come up with to let
them know that they need to remember their /r/.
Articulation Therapy
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When targeting sounds the therapist will start
with:
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Sound in isolation: Example /k/
Syllable level: k+vowel
Word level: Initial position: Cat
Medial position: Raccoon
Final position: Sock
Phrase level: Brown cat
Sentence level: The big brown cat jumped on to the
floor.
Conversation level: Monitoring the use of carryover
at the conversational level.
Practicing at Home
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Fixed Up One Routine Handout (www.speechlanguage-pathology.com)
Importance of practicing at home and creating a habit.
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Ideas for home practice
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Designate a Speech time to review sounds
Avoid overcorrecting
Use language that is age appropriate
Try to avoid interruptions
Praise is very important
Listen to what the child says, not how your child talks
Be patient
Make homework fun
Use your resources (www.quia.com/pages/havemorefun.html)
“Carry Over” Handout
Basic Language Techniques
Family history, culture, societal norms
 Expansion
 Modeling
 Sabotage
 Screen Time
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Language Development
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RESEARCH:
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Confirms linguistic principals
Forms principals of language development
Gives descriptions of language and cognitive development.
Developmental Norms
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This information represents, on average, the age by which
most monolingual speaking children will accomplish the listed
skills.
Children typically do not master all items in a category until
they reach the upper age in each age range. J
Just because your child has not accomplished one skill within
an age range does not mean the child has a disorder.
Developmental Norms -Kindergarten
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Listening
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Follow 1-2 simple directions in a sequence
Listen to and understand age-appropriate stories read aloud
Follow a simple conversation
Speaking
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Be understood by most people
Answer simple "yes/no" questions
Answer open-ended questions (e.g., "What did you have for
lunch today?")
Retell a story or talk about an event
Participate appropriately in conversations
Show interest in and start conversations
Developmental Norms – First
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Listening
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Remember information
Respond to instructions
Follow 2-3 step directions in a sequence
Speaking
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Be easily understood
Answer more complex "yes/no" questions
Tell and retell stories and events in a logical order
Express ideas with a variety of complete sentences
Use most parts of speech (grammar) correctly
Ask and respond to "wh" questions (who, what, where, when, why)
Stay on topic and take turns in conversation
Give directions
Start conversations
Developmental Norms - Second
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Listening
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Follow 3-4 oral directions in a sequence
Understand direction words (e.g., location, space, and time words)
Correctly answer questions about a grade-level story
Speaking
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Be easily understood
Answer more complex "yes/no" questions
Ask and answer "wh" questions (e.g., who, what, where, when, why)
Use increasingly complex sentence structures
Clarify and explain words and ideas
Give directions with 3-4 steps
Use oral language to inform, to persuade, and to entertain
Stay on topic, take turns, and use appropriate eye contact during
conversation
Open and close conversation appropriately
Developmental Norms - Third
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Listening
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Listen attentively in group situations
Understand grade-level material
Speaking
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Speak clearly with an appropriate voice
Ask and respond to questions
Participate in conversations and group discussions
Use subject-related vocabulary
Stay on topic, use appropriate eye contact, and take turns in
conversation
Summarize a story accurately
Explain what has been learned
Developmental Norms - Fourth
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Listening
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Listen to and understand information presented by others
Form opinions based on evidence
Listen for specific purposes
Speaking
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Use words appropriately in conversation
Use language effectively for a variety of purposes
Understand some figurative language
Participate in group discussions
Give accurate directions to others
Summarize and restate ideas
Organize information for clarity
Use subject area information and vocabulary (e.g., social studies) for
learning
Make effective oral presentations
Developmental Norms – Fifth
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Listening
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Listen and draw conclusions in subject area learning activities
Speaking
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Make planned oral presentations appropriate to the audience
Maintain eye contact and use gestures, facial expressions,
and appropriate voice during group presentations
Participate in class discussions across subject areas
Summarize main points
Report about information gathered in group activities
For more information visit www.asha.org
Language Building Techniques
Keep eye contact
 Talk during daily activities
 Give child directions to follow
 Compare items (alike & different)
 Encourage your child to ask questions
 Answer questions when they arise
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READ and WRITE
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Give your child opportunities to write
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Letters, diaries, stories
Read often:
Have your child retell story
 Discuss events of the story in order
 Encourage formation of opinions about what is
read
 Help your child solve problems in the story
 Help your child recognize spelling patterns
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Language Therapy
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When targeting language, therapy will:
Follow Developmental Norms, treat
language in sequence of normal acquisition
 Progression Levels:
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Word > Phrase > Sentence > Conversation
Move from structured to natural and clinical
to natural settings
 Carryover
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IEP Goal Examples:
For Articulation:
“Jane will produce the prevocalic /r/ phoneme
in the initial position of words with 80%
accuracy.”
 For Language:
“John will demonstrate understanding and
use of regular plurals with 90% accy.”
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In conclusion….
Voice and Fluency
 Website
 Ask your campus SLP
 Modeling speech (a.k.a. talking to your
child) is the best practice!
 Questions?
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