Created and Presented By: Ms. Ashley Ciecko, M.S. CFY-SLP Glen Oak Community Learning Center Peoria School District #150 Peoria, IL Fall 2012 Good communication skills lead to success in… Reading Listening Writing Speaking LEARNING! Bad communication skills lead to problems with… Understanding & participating in classroom instruction Developing & maintaining relationships Individuals with Disabilities Act (IDEA) provides speech and/or language services for school-age children who… Have communication disorders that adversely affect their educational performance Work with children who have communication problems that affect success in… Classroom activities Literacy Learning Social interaction Prevention Identification Assessment Evaluation Development of IEPs Remediation/Therapy Progress Monitoring …a variety of speech and language disorders Documentation of outcomes Collaboration with… Teachers Administrators Other professionals Parents/Guardians THE STUDENT! Advocacy for teaching practices & implementation of techniques into the curriculum Language Pragmatic Language Articulation/Phonological Voice Fluency Auditory Processing and Comprehension Hearing Impairment Oral-Motor Swallowing/Feeding (a.k.a. Dysphagia) Language disabilities include the slow development of… Semantics (vocab) Syntax (grammar) Concepts Pragmatic (social) language disabilities include… Inability to use different communication styles in different situations Overall… Child has poor building blocks for understanding/expressing ideas, social development, learning, reading, and writing Children have difficulty producing speech sounds Substituting one sound for another (i.e. /w/ for /r/) Omitting a sound in a word (i.e. “top” for “stop” Distorting a sound (i.e. “thee” for “see”) Speech that is… Too high, low, or monotonous in pitch Interrupted by breaks Too loud or soft in volume Harsh, hoarse, breathy, or nasal Children who have prolonged vocal issues come to therapy to learn how to use their voice properly, without mistreating it SLPs also refer some children to the ENT(ear, nose, and throat doctor) to rule out any growths that can appear on the vocal chords from prolonged vocal abuse A.K.A. “stuttering” Defined by… Interruptions in the flow or rhythm of speech Possible hesitations, repetitions, or prolongations Can affect individual sounds, syllables, words, and/or phrases **Side note: Identify as a “child who stutters” NOT “a stutterer” Comprehension disorders are characterized by… Difficulty with word meaning, sequencing skills, and problem solving Overall… Auditory processing disorders are characterized by… Difficulty distinguishing and discriminating speech sounds Children with either of these disorders have difficulty understanding (receiving) spoken/written (expressive) language “Aural Rehabilitation” includes… Lip reading skills Articulation and voice therapy SLPs in the schools also… Perform hearing screenings Check hearing aids & other hearing devices Work with the classroom teacher to develop strategies to maximize the child’s classroom performance Apraxia of speech or Childhood Apraxia of Speech (CAS) Children demonstrate difficulties coordinating the movement of structures in the mouth during speech Problem is due to the inability to form a coordinated “movement plan” to produce speech Weak tongue and/or lip muscles can decrease the clarity of speech Treatment includes… Muscle strengthening and coordination activities Structured, repetitious practice of movements required to produce accurate speech Child will demonstrate difficulty with… Sucking Chewing Triggering a swallow Moving food into the stomach Can interfere with… Eating snack and lunch Opportunities to build friendships Social and communication skills Learning SLPs will help by… Setting up a feeding program that indicates the foods that are appropriate vs. inappropriate Teaching techniques that help the child eat safely Modify the texture of foods Reposition the body Hearing loss Cleft palate Learning disabilities Cerebral palsy or other motor problems/disorders Autism Spectrum Disorders Developmental delays Traumatic brain injuries (TBI) Variety of emotional, behavioral, and/or medical issues Below expectations in the classroom Difficulty learning to read or write Late talker Inability to express thoughts, ideas, wants, and/or needs Problems understanding others Difficulty following directions Issues getting along with others Problems taking tests Combine communication goals with academic & social goals Integrate classroom and curricular objectives Help them understand and use basic language concepts Support reading and writing Increase understanding of classroom lessons and texts Services may vary depending on each individual student’s needs Monitoring/periodic screenings Collaborating & Consulting Classroom-based services (“push-in”) Small group or individual sessions (“pull-out”) COME SEE ME! Ask me questions and express your concerns Request an observation or screening Bring examples and/or details (The more the merrier!) Remember… One of the most important connections between the students and myself is YOU!!! American Speech-Language-Hearing Association (ASHA). (2010). The role of the slp in schools: a presentation for teachers, administrators, parents, and the community. Retrieved from http://www.asha.org Lilienthal, Nicole. (2008). What does a speechlanguage pathologist (slp) do? SpeechLanguage Pathology Information. Retrieved from http://www.speechpathologyguru.com Merkel-Piccini, Robyn. (2001). I know you’re a speech pathologist… but what do you do? Super Duper Publications. Retrieved from http://www.superduperinc.com
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