Speech/Language Disorders - Special Education Forum
File Name: speech01.txt
451 message from October 8, 1996 to February 2, 1997
101 Pages
SUBJECT: Reposted Messages
Date: 96-10-08 07:18:08 EST
From: Ratatat
SUBJECT: Re:Assessment
Date: 96-10-05 00:24:28 edt From: PeterCB55
G.C.: A score placing a child at the 25th percentile, by itself, is not likely to be considered as other than falling at the lower end of the average range, for age/grade or whatever. One standard deviation below the age-mean, usually implies placement at about the 15th percentile, and two standard deviations below the mean implies placement at about the 2-3rd percentile. One other element to consider in the mix here, is the baserate of such scores among the population of children in your school setting. In some settings I have worked in, traditional indices would place as many as 1/3rd of the children screened at "below average" levels when compared to national norms. In this instance what does this do to our notion of "below average"? Some clinicians consider a score falling at the 25th percentile as "below average" while others wouldn't think of using the term "below" anything until you have crossed at least the 15th percentile threshold. IMHO, it may be helpful to know where the score falls, what the range is within which the true score likely falls (at varying levels of probability), the stability of that score over time, and how unusual that score is for the particular group of children you are testing. All of these bits of qualifying information might add to the meaning of a given score.
PeterCB55
SUBJECT: Re:Assessment
Date: 96-10-05 23:05:42 edt From: SusanS29
That's true, Peter, but unless the federal guidelines have changed, they look at students whose reading is below the 40th percentile. AND-they don't take potential into account.
So a child with an IQ of 160 who reads at the 50th percentile isn't viewed as "behind" in reading for purposes of federally-funded reading programs. A child with an IQ of 85 who is reading at the 39th percentile would be. I know it's ludicrous. The 40%ile mark is ludicrous.
SUBJECT: Re:FOLDER TO BE ARCHIVED
Date: 96-10-06 19:19:51 edt From: SandyHolt
Ratatat, Would it be possible to reverse the order of posting so that current
ones show up first instead of last. When I use the find since feature I
often miss posts but if the newer ones showed up on the screen first then it
would be easy to tell where we left off. Also some message boards have a
thread feature where you can follow posts with the same title. Could we have
that? I know I don't want much! <VBG>
Sandy
SUBJECT: Re:FOLDER TO BE ARCHIVED
Date: 96-10-06 21:43:00 edt From: Ratatat
<<Ratatat, Would it be possible to reverse the order of posting so that current ones show up first instead of last. When I use the find since feature I often miss posts but if the newer ones showed up on the screen first then it would be easy to tell where we left off. Also some message boards have a thread feature where you can follow posts with the same title. Could we have that? I know I don't want much! <VBG>>.
Sandy, all of those things that you are wishing for are beyond my control. Those would be things that the "powers that be" would manipulate through their software back at the "home office."
Sorry.
SUBJECT: Re:FOLDER TO BE ARCHIVED
Date: 96-10-06 22:08:56 edt From: SusanS29
"Ratatat, Would it be possible to reverse the order of posting so that current ones show up first instead of last. When I use the find since feature I often miss posts but if the newer ones showed up on the screen first then it would be easy to tell where we left off. Also some message boards have a thread feature where you can follow posts with the same title.
Could we have that? I know I don't want much! <VBG>"
Sandy I'm sorry but we don't have any way to change how AOL displays the messages.
SusanS29, Host, Special Education Forum
SUBJECT: language arts and special ed
Date: 96-10-06 23:20:49 edt From: Apple49
Looking for informatiion on language arts in the special ed field. please
email me w/ possible topics
SUBJECT: Re:school slp discussion grp
Date: 96-10-09 15:06:40 EST
From: Borden O
Hi everyone... please let me know when & how to access school slp discussion groups. My e-mail address is Borden O@aol.com I am a speech path working w/ PDD & autistis kids (aged 7 - 12 yrs) in a spec. ed. school. I'm interested in what other slp's are using as test instruments and therapy techniques/ strategies. I'm also new to this surfing thing... so any & all help re: accessing info. about discussions would be greatly appreciated!!! Thanks! Lee
Ann
SUBJECT: Lindamood and Bell
Date: 96-10-10 04:01:41 EST
From: KATHLEE466
I have question regarding an upcoming conference in Boston from Lindamood and Bell. There are two workshops being held concurrently. " Visualizing and Verbalizing" and "Auditory Discrimination in Depth". I have the book for V/V but was planning to take the workshop too. Has anyone taken this course??
Now I am wondering if I should take the ADD course instead. Has anyone taken this course? We have some severely reading disbaled students in our school who, although they receive ample modification and support, they are not receiving direct instruction for reading ( a result of inclusion?). I am going to be working closely with the 7th grade Chapter one teacher who intends to teach instead of just supporting these kids. As anyone used this program with older students? I am going to post this on a couple of message boards becuase I have to decide by tomorrow.
I would appreciate any input.
Thanks, Kathy
SUBJECT: Lateral lisp
Date: 96-10-10 11:34:29 EST
From: Marbrose
The speech therapist says my second grader has a lateral lisp. I've known ever since he was evaluated in preschool that he needed speech therapy, but every year I was told to wait until second grade, that the problem might correct itself by then. Now I'm told a lateral lisp is very hard to correct and there's a chance he might never talk properly. I'm devastated! If this problem is so hard to correct, why hasn't anyone recommended that he get help before this? This is also the first time I've heard this diagnosis-in preschool they said it was "jaw instability," and last year they said he had a problem with the "r" and "l" sounds and vowels. He's at the top of his class and has very high confidence and self-esteem. I don't want anything to change this. Does anyone have any information on his speech problem-or any advice? I'm not a teacher, but I'm an editor for a teaching magazine, so I know a few things about education. Thanks!
SUBJECT: Re:Lateral lisp
Date: 96-10-10 20:25:19 EST
From: Jzzlvr13
A lateral lisp is sometimes difficult, but not impossible to correct. I've had success with having students become aware of proper tongue positioning by starting with the /t/ sound. Have him say /t/ over and over....t-t-t-t-t-t-t . Have him elongate the sound ...tss-tss-tss-tss. Work from that. The /t/ and /s/ are produced in the same spot in the mouth and it is easy to turn the /t/ into an /s/. Using the /t/ to get the air flowing correctly and building awareness around that often works. Good luck.
jzzlvr13
SUBJECT: Re:Lateral lisp
Date: 96-10-10 21:10:15 EST
From: GaryPar4
Lateral "s" is harder to correct than a frontal "s", but it is not hopeless. The fact that your child is bright will only help him. He will probably be better at discriminating his productions and will be more amenable to modifications to tongue positioning. Talk to your SLP ASAP to get the therapy program started. Good luck.
SUBJECT: Re:Lateral lisp
Date: 96-10-11 20:11:41 EST
From: CIAMPAGLIO
I've discovered that air flows over the sides of the tongue with a lateral lisp instead of flowing over the midline of the tongue. Pairing "t" and "s" work well. I've had success with having the child say "sh" then smile to "s - ee"; students can feel tongue movement if they say "s" incorrectly. Some students need to be told to swallow saliva and to blow air softer. Sometimes it helps to have the student bite the lateral sides of the tongue to discourage lateral air flow. Students are more metalinquistically aware of how to make certain sounds around age 7 or so. Definitely talk to your school's SLP.
SUBJECT: Re:school slp discussion grp
Date: 96-10-11 20:15:47 EST
From: CIAMPAGLIO
This is great! I love discussing current topics and bouncing ideas off other SLPs. What can I do to be inform on SLP discussion groups. I'm teaching Preschool to Grade 2 with a caseload in the mid 50's at the last count. My address is Ciampaglio@aol.com
SUBJECT: Severe speech problems
Date: 96-10-11 20:17:08 EST
From: DedeVZ
Hi, We have a daughter adopted from a Romanian orphanage a yr ago. She is 4 yrs old. Her speech had not been developing as rapidly as it should have, usually 6 months. We had a CAT scan done and Annie had left frontal lobe damage, near the speech part of the brain. (broca?) She began twice a week speech therapy sessions for 45 minutes each. Progress is slow and frustrating (mostly for mom!!) She tends to get echolalia for days at a time and I cannot get Annie to answer questions....she just repeats the last word of my sentence. I have been through speech problems with my 2 sons...I also have 2 other daughters.... so Annie is getting enough stimulation!!! She is in a 5 day a week morning, regular pre-school....in hopes that she will try to speak in a better way...she really regressed this summer without a structured program. She qualifies for speech therapy in the public school system, but they haven't done anything about it as of yet...and the 1st quarter is almost over!!!!! So far our health insuranse pays a little of it.
Annie talks non-stop, is very loud and has a hoarse, low voice due to reflux, that we just found and effects of strangulation that may have permenantly hurt her.....she was very abused at the orphanage. The neurologist said that what Annie has is like she has had a stroke, so it will take time....but are we doing enough??? She gets occupational therapy also. Any suggestions would be greatly appreciated!!! Thanks , Dede
SUBJECT: articulation tricks
Date: 96-10-11 20:18:44 EST
From: CIAMPAGLIO
Does anyone have any techniques to get a first grader to say 'k' and 'g'. She has sufficient pharyngeal closure but cannot elevate the back part of her tongue.
Thue
SUBJECT: Re:Severe speech problems
Date: 96-10-11 21:44:03 EST
From: MarHolland
<She is in a 5 day a week morning, regular pre-school.>
Dede,
Maybe your child could benefit from a Preschool Program for Children with Disabilities ( that's how it's termed in TX). That is a program designed to meet the educational needs of children in the 3yrs to 5yrs range. You may ask what are educational needs for a child that age...appropriate development ie., gross motor, fine motor, cognitive, social AND LANGUAGE. That, in combination with regular pre-K may encourage that language growth. The PPCD program can provide the services of a speech pathologist as well as a language-rich classroom experience. Check with your school district spec. educ. dept. (federally mandated)....By the way, most of the time I believe echolalia is indicative of a comprehension problem. It's like their little ole heads didn't quite get it processed the first time so they keep playing it back. Occurs, naturally, in many children during early language development. Generally, I consider it a very positive sign. There are different types of echolalia..immediate, delayed and functional vs. self-stimulatory. The child who responds to"Do you want a cookie?" with "cookie" can be communicating. The child that rocks in the corner, echoing "cookie", may not. I think it's all so interesting! I wish you and your little girl the best.
SUBJECT: Re:articulation tricks
Date: 96-10-11 21:58:30 EST
From: MirlaG
Try asking the child to cough. Once the child does so work from there to get her to produce /k/ & /g/.
SUBJECT: Re:Lateral lisp
Date: 96-10-11 22:02:33 EST
From: MirlaG
I would not try to correct a lateral lisp on your own or even try to get your child to produce the /s/ sound without professional help. By doing so your child may get frustrated if you are unsuccessful and may then refuse later attempts to correct it professionally. It is one of the more difficult sounds to correct. I would recommend you seek the services of speech pathologist privately or through the school system.
SUBJECT: Re:Lateral lisp
Date: 96-10-12 15:53:34 EST
From: ShelleyHL
A lateral lisp can be corrected in second graders and even in adults. Who told you that this is impossible to correct? My experience is that once the correct placement is taught (vs. the lateral placement) carryover into everyday speaking is actually faster than correction of a frontal lisp. Perhaps this is because the frontal lisp is a th sound which we use in our language while the lateral s is not.
I too use minimal pairs to teach correct production but as others have stated, do not try this yourself. I would suggest that you have a licensed/certified speech pathologist direct your program with your child. Start by talking to the speech therapist at the school. At some schools, speech articulation services are provided. In some, you would need to demonstrate that the speech error is having a negative impact on your child's ability to learn to get help. Nevertheless, the speech therapist should have the answers. Good luck.
SUBJECT: Re:k and g
Date: 96-10-12 15:56:37 EST
From: ShelleyHL
Try gargling. My students love to do this and they really like the sound they make. Also, I use a tongue depressor or the child can use their own index finger to place on the tongue tip when it is down. I have found that it is the tongue tip that wants to creep up, not necessarily that the back of the tongue doesn't do what it's supposed to do. ShelleyHL
SUBJECT: Sign
Language
Date: 96-10-12 23:21:39 EST
From: Ragszilla
My boyfriend and I are interested in learning sign language. Does anyone know of a place in the Chicagoland are besides a junior college that we can learn sign language. I want to start NOW not in Jan.E-mail me at ragszilla if you have info.
SUBJECT: Re:Lateral lisp
Date: 96-10-13 18:19:37 EST
From: Regroot
I am working with a "difficult" lateral lisp right now and have experienced success with the tttt to sss as someone already mentioned....also I like working from an /i/ to and /s/ as it help to elongate and elevate the tongue. Make sure his lips are in a lateral position (smile). 2nd grade is not too late to remediate this sound....don't give up the ship!!!!!!
SUBJECT:
Re: articulation tricksIf she
Date: 96-10-13 18:23:27 EST
From: Regroot
If she has an /r/, try going from rrrr to k/g. irk, irg, ect. At least she may begin to understand where her tongue needs to be and you achieve elevation.
SUBJECT: Sign language
Date: 96-10-13 18:58:26 EST
From: SusanS29
Contact the Church of the Latter Day Saints (Mormons). They teach sign language classes, and all are welcome. I have a friend who took sign that way.
SUBJECT: Re:articulation tricksIf she
Date: 96-10-14 19:10:25 EST
From: TLVAIL
If I have a kiddo experiencing difficulty with the k or g position, I lay them on their back with the pillow under the neck. We get completely relaxed and let the tongue fall into position- If I don't mention the k sound, i never have difficulty!
SUBJECT: Re:Lindamood and Bell
Date: 96-10-15 16:31:47 EST
From: NRICK2535
I'm interested in the Lindamood system for spelling; can anyone tell me when and where they have a workshop?
SUBJECT: speech pathology
Date: 96-10-15 19:00:45 EST
From: Brokoly
hi, i was wondering if anyone could give me some advice. Im in school now in my third year of undergrad with a speech pathology major, but im thinking of changing to teacher of the speech and hearing handicapped. I know they are not the same thing, but I think teaching is where Im more comfortable. Im really confused and everyone I speak to about this seems to have their own view, but not for me. Please, can anyone help?????? brokoly@aol.com
SUBJECT:
Re: speech pathology
Date: 96-10-15 19:04:33 EST
From: SA113
HI. I AM A SPECIAL ED MAJOR FOR THE VARYING EXCEPTIONALITIES. I AM DOING
RESEARCH ON SPEECH DEVELOPMENT. I NEED SOME HELP WITH A PROJECT AND WOULD
LIKE TO COMMUNICATE WITH SOMEONE WHO HAS EXPERIENCE IN THE AREA. THIS IS MY
FIRST TIME ON LINE SO IM NOT SURE WHAT WILL COME OUT OF THIS MESSAGE, BUT I AM EXTREMELY CURIOUS. IF YOU WOULD LIKE TO HELP, PLEASE ADVISE BY RETURN. THANKS.
SUBJECT: speech therapy
Date: 96-10-15 21:49:20 EST
From: Shou812
I am interested in a career in the speech therapy field. Could anyone advise me on the college requirements needed. Do I need a Four year or Six year degree????
Thanks!!!!!
SUBJECT: Re:speech therapy
Date: 96-10-16 21:51:21 EST
From: AlecChroma
Speech Pathology is a great field. It is varied and flexible both professionally and personally. Educational requirements: A bachelors degree in Speech Pathology or teacher of the speech and hearing handicapp will get you a job in a school and in some preschools. You will still need to go on for a Masters degree to either become permanently cetified to work in the schools or to get a license to practice in a hospital, clinic or private practice. Master programs vary pending on your undergraduate program to how many hours are need for a masters. Also you will have to complete a Clinical Fellowship year after you have completed your masters to become licensed in most states. Not all states have licensure. You need these same requirements however to get a certificate of clinical competence (CCC) from the American Speech and Hearing Association. They are also a great resource certified schools and requirements. Good Luck !
SUBJECT: Re: Speech Therapy
Date: 96-10-17 16:10:47 EST
From: ShelleyHL
Depending on the state your reside it, you may need a master's degree to practice speech pathology anywhere. Most states now have licensing for speech pathologists and this typically follows the American Speech Language Hearing Association guidelines for the Certificate of Clinical Competence. I concur with others who have posted here. Speech pathology is a varied field with many career opportunities. You will probably need to have six years of schooling (bachelors and masters degrees) to have the broadest opportunities. I would suggest that you contact the largest state university where you live to inquire about state school programs. You can also contact the state Speech and Hearing Association in your home state or the American Speech Language Hearing Association. They all have information on accredited programs. You might also want to contact a speech pathologist at a local school or hospital. They will probably welcome the chance to have you visit and ask questions and observe. I would welcome you to my school, if you called! Good luck. I've been doing this for 22 years and I still love it!
ShelleyHL
SUBJECT: Re:articulation tricks
Date: 96-10-17 16:22:46 EST
From: Boulevard
You might also want to look to see if the child has some hypersensitivity - may be "gaggy" when you start some oral stimulation activities. I've had good luck with "walking" a swab back the tongue or tracing a wet swab with the flavoring of a Jolly Rancher in various parts of the mouth to teach front/back sounds. Peanut butter is a standby! I've also done some of the "gravity" stuff like in a previous post (lay them down with their head dropping back - let them feel the tongue falling back - then try gurgling, etc.). If you have a child with chronic sinusitis/allergies, they may carry their tongue forward as their natural posture - just to keep a larger airway.
You'll have to address that issue first. -Nancy
SUBJECT: SLP Discussion Group
Date: 96-10-17 18:51:45 EST
From: MQUILTER
If one starts please E-mail me at MQuilter. I work with lots of handicapped 4-7 year olds, a couple of autistic children, and a few reatrded children. I'm always looking for new ideas.
SUBJECT: Re:articulation tricks
Date: 96-10-17 18:54:10 EST
From: MQUILTER
If all else fails try blowing lots of horns. Some of the more difficult ones to blow cause the tongue to retract. If strength or awareness is an issue this may help.
SUBJECT: Re:school slp discussion grp
Date: 96-10-17 19:53:49 EST
From: Merooch
Lee Ann
I'm new at this "surfing" thing too. I also work with autistic children. Right now we're fighting the use of discrete trial as a tool for language learning in the classroom. Do you have this where you are? I'm in NJ. Get back to me, OK?
Meri
SUBJECT: Re:speech pathology
Date: 96-10-17 23:21:26 EST
From: SusanS29
SA good luck with your project but please use both upper and lower case when posting.
Thanks.
SusanS29, Host
SUBJECT: Re:speech pathology
Date: 96-10-18 21:12:16 EST
From: GaryPar4
I think you should get out and do a clinic or at least "shadow" some SLPs in both the clinical and school based settings. See where you are comfortable. When I was an undergrad, I went to a clinically based program, so of course I expected to work in a clinic. I worked long enuf in a clinic to know it was not for me. I just started my 14th year in a public school, and am still enjoying it. Every year brings a new set of challenges. Good luck!
SUBJECT:
Re: speech pathologyGood
Date: 96-10-19 20:03:28 EST
From: Regroot
Good luck with your decision. It would be an excellant idea to observe someone in each of the settings. I am in my 11th year in the public schools as a Sp/Lang. Specialist. I wouldn't trade with a teacher for the world. I love the variety and diversity of students that I have. I love being in charge of my own schedule. I also like having small group and individual instruction. You have to find what feels most comfortable for you!!!!!
Beth
SUBJECT: Re:speech pathology
Date: 96-10-19 23:26:57 EST
From: SandyHolt
Beth, I just read your email tonight but when I got here the board was back...I guess it was gone while they took the old messages out. TTYL.
Sandy
sandyholt@stlnet.com
SUBJECT: Re:voice therapy
Date: 96-10-20 12:42:48 EST
From: Whittenta
I just evaluated a 4 year old girl who is 2 months post T&A and has moderate to severe hypernasality (moderate to severe hyponasality post-surgery). I am curious to hear from people who have done some therapy following T&A to see how easily the hypernasality was corrected, what kind of timeline they followed and how many cases actually resulted in velopharyngeal incompetence that needed further medical treatment. Also any specific treatment approaches that really seemed to help. This little girl also stutters. Thanks -
Whittenta
SUBJECT: Re:speech therapy
Date: 96-10-22 06:43:47 EST
From: GRADCAT
Hi, future slp...You will need to complete a bachelor's degree in communication disorders and then move into a master's program in this area which usually is completed in two years on a full time basis. good luck.
SUBJECT: Language testing
Date: 96-10-22 22:57:07 EST
From: JSchwa616
I recently tested a 14 year old with the CELF-3. His receptive and expressive language were significantly below age level. If receptive and expressive language meaures are commensurate with intelligence, it doesn't seem that he should be recommended for language therapy. I have a feeling others will be pushing for it, since he is very quiet, and does have some artic errors. Any suggestions?
GS
SUBJECT: Re:Language testing
Date: 96-10-23 19:09:48 EST
From: Whittenta
Decisions concerning whether students are eligible for services vary from state to state. In Florida public education we are required to use a discrepency model and would not serve a child whose language scores were not significantly discrepent from his intellectual functioning, but we are very careful to use a nonverbal intelligence score and not a full scale score from an IQ test. If there are still concerns with a child I tested, even after administering a complete CELF-3 or some other processing/production test, I try to find another component test that will look more carefully at reported weak areas. Sometimes the TOPS for adolescents or the TLC-E Level 2 give a better picture of specific deficit areas for students in that age group. The OWLS is also good for students that age and has a lot of pragmatic items on it for older students.
SUBJECT: Speech/Language Inclusion
Date: 96-10-23 19:13:19 EST
From: DVC Mom
I would appreciate hearing from SLP's doing inclusion. Specifically, I would like a discussion of what group of children are you doing inclusion with (language, artic, fluency, voice ) and what criteria your system is utilizing to determine who should get inclusion. ALSO, what is your average caseload? I am an SLP who would like to do some inclusion but currently have a caseload of 71 spread out over 4 schools (one school is 24 miles from another). I have 3 children utilizing augmentative communication devices (voice output) . Common sense tells me that you would definitely need more therapists to do inclusion successfully. Please post here or e-mail me if you have commnts or other words of wisdom to add.
SUBJECT: PDD? SPEECH/LANGUAGE DELAY?
Date: 96-10-23 19:38:08 EST
From: EWojciak
I have a 3 and a half year old son who also has a twin sister(she's a real pistol).
He has had every test known to man. The only one with positive results showed enlarged adenoids. He was a mouth breather and heavy snorer. 6 months ago he had them removed along with his tonsils. He also had ear tubes put in. His first "normal" hearing test was 5 months ago. We have run the table from pdd to autism to "being a twin boy". The main conclusion is severe speech and language delay. We are told he is at ~18 month level. He is staring special ed with the school district in one week. Any one who has any thoughts, comments, help, or prayers would be greatly appreciated.
SUBJECT: Re:PDD? SPEECH/LANGUAGE DELA
Date: 96-10-23 21:05:27 EST
From: Regroot
Don't panic. Be glad you have caught the delay early (as opposed to when he reached Kindergarten). With an intensive Language program you will see lots of improve. You have already taken care of the tubes....which is the first step. Please realize that it's as if he has been hearing you talk "under water" for 3 years. With the fluid drained and the tubes in he will have a much improved ability to learn. Ask your LSH Spec. for a home program so you can work at home also. The more therapy he can receive at this stage the better!!!! Good Luck.
SUBJECT: Apraxia in children
Date: 96-10-23 21:22:13 EST
From: DWille
I work in a pre-school with "typical" children as well as special needs children. A couple of these children are apraxic. I was wondering if anyone has had success working with this type of disorder. I'd love to hear from you and welcome any hints on what works and what doesn't. I realize that what works for one may not with another, but I'd like to hear what some others have done. Thanks!
Deb
SUBJECT: Re:Language testing
Date: 96-10-23 22:02:53 EST
From: MRogers140
If language and intelligence scores are the same or very near the same he should not qualify for speech-language therapy. The exception would be if he had a huge split between his performance and verbal scores on the WISC-R or other such test with visual scores being much higher. At his age the progosis for helping him is not that good. Pity, someone didn't get tohim earlier if he is language disabled. It is very difficult to get others to see this. Mostly because they don't want too.
SUBJECT: Re:PDD? SPEECH/LANGUAGE DELA
Date: 96-10-23 22:03:50 EST
From: EWojciak
Thank you so much for your quick reply. This entire situation started when my mother- in- law said my son was"autistic". He was about 2 1/2. Many so called "professionals" made their diagnosis unaware my little boy probably could not hear correctly. I am an optometrist and I know in some situtations you really can't (and for malpractice reasons won't) give the patient or their parents a accurate prognosis. We just want to know what's wrong and will he be okay.
In our hearts we know he'll be just fine, and he has are unconditional love regardless. But every time anyone uses the "A" word, no matter how inappropriate or uninformed, it is truely upsetting.
Again thank you for your time. Any encouraging words are truely appreciated.
SUBJECT: Re:Apraxia in children
Date: 96-10-23 22:10:57 EST
From: MRogers140
I have had great success with Apraxic children using pictures and symbols as stimuli and having the look, touch, say. Use only one syllable words and except all efforts. I don't work on specific sounds until they have improved considerably. The old Rebus Reading program from ABC works great to help with building sentences. I have a four year old boy that at this time last year could not get a word to come out of his mouth and now most of his speech is intelligible though he still has a lot of apraxic characteristics in his speech.
SUBJECT: Re:PDD? SPEECH/LANGUAGE DELA
Date: 96-10-23 22:17:24 EST
From: MRogers140
The A word is very scary and is difinitely used to freely these days. Unfortunately it is the "in" diagnosis right now. Get as much therapy as you can from the most competent speech-language pathologist you can find. Preferably one who specializes in language. Be sure that he spends a lot of time with typical peers now that he can hear. Sis may be a typical peer but he needs to be with other typical children. Read to him. Talk, talk, talk to him and listen to everything he wants to say. Now is the time for intense therapy.
SUBJECT: Re:PDD? SPEECH/LANGUAGE DELA
Date: 96-10-24 07:34:13 EST
From: MPWinstead
I am a Learning Disabilities Specialist and am working with a student with severe language problems. One of his many 'diagnoses' is apraxia. I cannot find a single, working definition of apraxia. Help! (and thanks!!)
SUBJECT:
Re: Speech/Language Inclusion
Date: 96-10-24 15:15:52 EST
From: Rhauzer16
I'm glad to hear from someone who's interested in S/L inclusion. I've been posting messages both on this board, the inclusion board, and in our SLP e-mail discussion group(e-mail me if you're interested), and so far I've received several good responses but I had hoped for more. It sounds like you're in a difficult situation with 4 schools and a high caseload. Have you done inclusion in the past or are you just starting out? Is your system mandating that you do inclusion? I'm currently in 2 schools pre-school-gr.5, and my current caseload is 58. I've been experimenting and trying out inclusive services for the last 3 years with very mixed results. I started out doing classroom inclusion in the 4 special needs rooms in my building(I know that's not real inclusion, special needs rooms not being regular classrooms, but from my point of view, having to give classroom lessons instead of pulling the kids out in groups, it was like real inclusion). It worked fairly well, though I did and still do have some difficulty with some of the teachers using my time in their room as an excuse to take a break. The next year I started going into some of the regular classrooms where I thought the teachers would be most receptive. I have found that it works best in the lower grades k-2 where much of the instruction is done in stations. I can simply be in charge of one of the stations, taking "my" kids and any others the teacher wants me to see. We try to find the time sometime during the week to plan what we'll be doing the next week, but sometimes it isn't possible. I have found the lack of scheduled planning time with the teachers a major problem area. I have had more problems doing inclusion in the higher grades 3-5 where the teachers are used to doing more whole class instruction. My role varies from class to class and teacher to teacher. Sometimes I feel like I'm being used as an aid instead of a professional. Sometimes I'm included in the lesson, other times I'll take a group in the back of the room and work on e.g. social studies vocabulary, other times I 'drift" around the room helping any kid that needs help. I'm not satisfied with the way it has gone so far, but I'm still learning and trying to find out from other SLPs what has worked for them. Our administration has "encouraged" us to do inclusion, but they haven't provided any training. Consequently we've had to try to pick things up as we go along. I should also point out that I still take some kids pull-out, mostly artic and fluency kids. Probably 80% of my caseload I see in the classroom. Some kids I see both in their classroom and I'll also pull them out once a week. So far our system has given us no guidelines to follow and every school seems to have its own system of doing things. Some of us have tried to do a lot of inclusion, but there are some buildings where they only do pull-out. I guess we're in a kind of transitional phase now, but I really don't know what the situation will be, say 5 years from now. Your comments appreciated,
Rhauzer16
SUBJECT: Re:Apraxia
Date: 96-10-24 17:02:35 EST
From: ShelleyHL
I'm so glad to see people posting messages about apraxia. I have posted several in the past here and on NEA Teaching's message board. I have never gotten a response. I have seen a tremendous increase in the number of students presenting this oral motor difficulty which greatly affects speech and communication. I would be particularly interested in any literature which explains this in lay terms for parents. Also, I understand that progress is sometimes very slow but steady for these students, but I would love some literature to share with colleagues so that they will understand the complexity of this problem Post here if you can help or email at ShelleyHL (thank you).
SUBJECT: Re:Language testing
Date: 96-10-24 19:58:06 EST
From: GaryPar4
When was the IQ last evaluated? What is ach. in other areas? I don't remember the journal, but in the past year or so , there was an article, that stated language ability can exceed IQ in some cases. The total picture needs to be considered here(especially vocational). Good luck working with his team.
SUBJECT: Re:Apraxia
Date: 96-10-24 19:58:11 EST
From: MPWinstead
Shelley-
I would love some literature to share with ME! I'm unfamiliar with this diagnosis and am not sure exactly what it is. All I know is that I'm seeing it more and more frequently in learning disability evaluations. ANY info - including an explanation - would be greatly appreciated!
SUBJECT:
Re: Speech/Language Inclusion
Date: 96-10-24 20:00:59 EST
From: GaryPar4
My caseload is at 50 right now in one bldg. This is my third year in the program. I don't want to sound like a naysayer, but I think you are probably better off doing your own "thing" than trying to work againse those odds.
Good luck
SUBJECT: Re:Severe speech problems
Date: 96-10-25 20:45:38 EST
From: Gym 1 Bug
I am a speech supervisor in the public school system. There is no reason that your daughter should not have received speech services by now. Make sure you understand your rights in the system. If you feel frustrated and unsure of what to do, ask for a child advocate. This person is trained in the laws and rights of parents and children. Personally, your child has and needs a very specific type of speech therapy because of a brain damage involvement. If the system can't provide the correct therapy, use the advocate to help you get the system finance private therapy. One problem I see already is that their was a break in service during the summer months. In this particular case, your child should have been mandated for twelve month services. Don't give up. Good luck.
SUBJECT: Re:Severe speech problems
Date: 96-10-25 21:28:40 EST
From: DBeck160
ear DedeDZ
I am a SLP dealing with very involved students and I feel that an important piece of the puzzle is to have Annie's therapy revolve around things she can relate to.(ie. Whole Langugae Approach, literature, holidays, themes) i find this to be very successful and easy for everyonre to relate to . The activities have to be fun and meaningful with lots og follow thru. Let me know if you need specifics.
SUBJECT: Re:Apraxia in children
Date: 96-10-25 21:39:32 EST
From: DBeck160
I just went to a great workshop on "prompt' by Leslie Fay Davis and Debra Hayden in Baldwin ,NY in which they describe a procedure in which you facilitate speech through prompt for apraxia and I have just started to expeiment with it and it has alot of potential
SUBJECT: Re:Apraxia in children
Date: 96-10-26 09:05:36 EST
From: MPWinstead
I've just started working with an 8th grader who has severe apraxia and severe learning disabilities. (I'm an LD Specialist) Can someone please explain to me what exactly causes apraxia? Is it brain based or physical? Are speech people the folks who "treat" this? What sorts of techniques do they use?
Any info would be most appreciated! Thanks!
SUBJECT: RE: apraxia references
Date: 96-10-26 22:45:28 EST
From: Kaseyy
Hi,
Could anyone suggest a book or article on apraxia that would be helpful for a professional who is not a speech therapist to read? I have a student who is severely apraxic and I would like to understand more about this particular difficulty. Thank you.
SUBJECT: NJ SLP'S: WARNING!
Date: 96-10-27 09:31:17 EST
From: Macroom1
It has come to my attention that a lot of us working in the schools are unaware of what is about to happen at the state level. The state is about to implement (and I have been told this is going to happen) a maximum of SIX in a group. Do you realize that this means a lot of us may be in danger of losing our jobs? That a lot of kids are going to get very poor service (how can an SLP possibly service six children at once in most cases?) . Write back on this board or e-mail me. We need to start a dialog regarding this. Do not go like sheep to the slaughter.
SUBJECT: Re:NJ SLP'S: WARNING!
Date: 96-10-27 13:18:24 EST
From: SusanS29
Macroom may I suggest that you get your state legislators involved?
SLP's may not be aware of this (in my experience SLP's get great results with their clients, so this has probably only rarely happened.)
In the LD area, if the school is unable to educate an LD student in spite of their best efforts, they then have to pay for private placement for the student. The school district has to pay the tuition. (YES.) There are multiple instances where this has been forced.
It's determined by the lack of progress.
I'm not an SLP, but I know what I've seen, and I know I've seen the great progress *all* the SLP's I've worked with because they had individuals or small groups.
If you go to this plan, I agree with you-the kids won't make progress. Then your local school districts (unless they can force the state, since the state is the one who thinks this is a good idea and not chuckle-headed) will have to pay for private speech therapy. No savings there!
In all liklihood the state legislators don't know that. Network with some good LD advocates. Do some research on the Internet. Gather up the case law that's been established in the LD area, because it's based on special ed law just as your services are, and will apply to your students also.
SUBJECT:
children's literature
Date: 96-10-27 14:48:37 EST
From: SandyHolt
I am looking for children's books that handle a variety of disabilities in a responsible way to supplement classroom lessons on disability awareness. We are having difficulty finding books which deal with the subject truthfully, responsibly and in a way that appeals to children. Any suggestions anyone?
Sandy SLP in MO
SUBJECT: Speech delayed only?
Date: 96-10-27 19:29:31 EST
From: Bsketfiend
Hi I am emailing for a friend. She has a little boy that is 3 years old. He had tubes put in about a year ago and still did not talk. At the time of the tubes they found a cleft palate that had skin grown over it and it was very small. They put her son in speech therapy and he is in early intervention.
The little boy is showing some improvement but has other problems that the doctor does not address. For instance he is very aggressive with other children in all situations, he always wants to go first and will push people out of the way. No matter how many times she disciplines him (using time out) he doesnt understand and gets a vacant look in his eyes. He will not listen to her at all and when put in time out he will sit and zone out and it doesnt effect him at all. He also will not look you in the eyes when you are talking to him and his favorite thing to do is to lay on the floor on his side and roll anything with wheels back and forth watching the wheels. She is unable to get him on a time schedule. He has a little sister (18 mos) and his mother says she feels like she has twins only one weighs 46 pounds and doesnt understand no. If anyone has any ideas where she can look for more information please let me know. She is at her wits end. Her husband is military and deployed alot so she is dealing with this day after day with no good days. Thanks Steph
SUBJECT: Sensory Integration
Date: 96-10-27 21:14:37 EST
From: PLTeoman
I am currently working with several preschoolers who have been identified as having SI (Sensory Integration) problems as well as language disorders. I am looking for any articles or books that may address therapy ideas, etc. I would appreciate any suggestions. Thanks.
SUBJECT: Re:Apraxia
Date: 96-10-28 20:15:43 EST
From: TLVAIL
Think of Apraxia as a coordination problem with speech. The child knows what he/she wants to say but can't get the muscles coordinated to say it. The motor plan for the words get jumbled up. The problem isn't in the strength of the muscles but in the coordination of them during speech (verbal apraxia) and/or non-speech (oral apraxia) tasks. Many children that I have worked with also have "limb apraxia". This means that they show the same coordination problems when they attempt fine motor tasks such as writing or cutting. Many believe that apraxia is caused by minimal brain damage but I don't think there is conclusive proof of this in children. Developmental Apraxia is a relatively new label. An apraxia diagnosis used to be reserved for adults who had had a stoke affecting Broca's area of the brain. Many children exhibit the same characteristics so the term developmental apraxia was used to describe their speech disorder. With apraxia you often see:
1. searching behaviors- as the child gropes, trying to find the sound he/she wants.
2. inconsistent errors- the child may say the same word 3 different ways at different times depending on the words that come before or after it. 3. errors on vowels- most children with ariculation or phonological problems have no trouble with vowels. Apraxic children do-especially with dipthongs. 4. complexity affects production- many apraxic children can learn sounds in isolation and single syllable words with relatively little difficulty but have a great deal of difficulty moving to the sentence level.
I've had a great deal of success working with a feature contrast approach (ie "popping sounds", Windy sounds, nose sounds, sliding sounds) and using hand gestures in combination with tactile cues to cue each sound. We use vocabulary that is relevant to the child (family names, favorite foods etc.) and frequent repetitions. Parents play a big role in this as the children must practice the pattern of words over and over to get the sequenced motor plan down. I've just gotten "Easy Does It for Apraxia" from Lingua System. They have a preschool and school age version that fit very closely with what I've been doing for 15 years- Now I don't have to settle for my "crude" drawings! It's imperative that Apraxic children get help as early as possible- If there is in fact minor brain damage involved, the brain is very maleable (sp?) when a child is young and nerve pathways are continually being developed. The only child that I have ever worked with who did not achieve normal speech patterns was 12 when I got her. Nothing worked and we had to go with an augmentative system- she was completly unintelligible. That reminds me, I think it's important to use signs, pictures or some other aug. com system with a young apraxic child while you're working on the speech-They get very frustrated by not being able to communicate effectively! I have an article for parents/teachers that I'd be glad to send anyone in need-E-mail me at TLVAIL with your address.
SUBJECT: Grammar
Date: 96-10-29 03:31:50 EST
From: KATHLEE466
Does anyone have any suggestions for helping 6th graders who just don't get the "parts of speech"? I am looking for activities beginning with simple nouns. The sixth grade has just started working on this and I have not been actively involved but have observed the students' difficulty with this concept.
Thanks, Kathy
SUBJECT: Re:Apraxia
Date: 96-10-29 11:55:03 EST
From: MPWinstead
Wow! What great info! Thanks so much for taking the time to post!
SUBJECT:
Re: Grammar help! :)
Date: 96-10-29 16:16:03 EST
From: SusanS29
KATHLEE
Here's how to teach nouns. Then you can expand it to verbs.
You tell the students you've hidden something in the room *that doesn't have a name.* The person who finds this thing and brings it to you will get a prize.
Well, they'll search and search. Encourage discussion. If someone brings you some obscure thing to you, you can have a mini-discussion about what it is. Of course, it will have a name.
Then-finally-you let them off the hook and tell them it was all a hoax
-- BECAUSE EVERYTHING HAS A NAME.
There. You've got "concrete nouns." Don't try to go on to abstract nouns yet (freedom, love, etc.-not objects.)
Then you tackle verbs (another day.) Just action verbs.
You say a verb ("jump") and someone does it. They act out verbs.
The third day you review. They'll probably be annoyed with you that you're reviewing something so easy (grin-pat yourself on the back if that happens.)
The fourth day you *mix* them.
Call on a student. If you say a noun, he or she brings it. If you say a verb, he or she brings it.
Plant some words that can be either noun or verb, and make sure the objects are in the room: for instance, "tie."
Learning all the other parts of speech hinge on understanding concrete nouns and action verbs. If the kids don't have that, they'll never get adjectives and adverbs (based on whether it's a noun or a verb).
This is how Montessori begins teaching parts of speech-with this "noun game" in first grade. But Montessori does everything "hands on" like this.
SUBJECT: Re:Severe speech problems
Date: 96-10-29 22:09:09 EST
From: DedeVZ
The school has finally contacted us about working with Annie, two 1/2 hour periods a week. We set up a time for last Fri...but then found out it was a teacher work day....so maybe this Fri. The speech therapist works at 5 different schools, so it's hard to get messages to her. So we will be starting on Nov 1!!!!. I first contacted the school system right after Jan 1st last winter.....they stop all speech and special services by the end of April here...to get ready for summer. Should I start pushing NOW to continure the speech through the summer. we're still getting speech through our insurance co.....but it's renewed a few visits at a time...so we do not know when our limit will be up. But we still have to pay $20 co-pay 2 times a week. The school system was supposed to give Annie an OT eval. this summer, but there was no OT and they were trying to hire one. Our insurance is, so far, paying for a little of that....should we press it with the school system? They would just do OT within the classroom . annie needs more vestibular system related OT ...spinning, swinging...etc.
I did buy the EASe Disc and did ten days of Auditiory Intigrative training with her. Her teachers and her speech therapist....who is not a big fan of AIT...have begun to notice some big improvements in Annies speech AND...the teacher said some children are actually having conversations with her and understanding her....so we're excited about this....we just finished and were told to expect improvements over a few week period of time. Thanks for all your help and input.....this is a wild and difficult time for us raising Annie...and I need all the help I can get!!! :>
Dede
SUBJECT: Re:Sensory Integration
Date: 96-10-29 22:11:51 EST
From: DedeVZ
Have you read Sensory Integration and the Child by Jean Ayres,PhD.....it's and excellent book...we've used it quite a bit with our daughter. Dede
SUBJECT:
Re: Speech/Language Inclusion
Date: 96-10-30 16:01:27 EST
From: SNarkie152
You are right! There is no way one therapist can effectively carry out an inclusionary speech program, especially being between schools! I, too, was between several buildings, and never had the time to consult with teachers to collaborate curriculum goals. I used teacher-therapist communication sheets for a time, but they soon fell along the wayside, because , no sooner was I back at the building, the class was onto another unit!!!! I gave up, and continued pull-out program; the teachers, the children , even some parents (and I ) were much happier. I'm now at one building, and inclusion is still new and an ongoing issue. It helps when the classrooms are doing units, such as spiders, whales, etc. and I develop lessons around those themes. I incorporate individual goals, phonemic awareness, etc. using literature. This, however, is not inclusion, either.. Ideally, one therapist per building/floor/grade level, something?
SUBJECT: Phono./Phonemic awareness
Date: 96-10-30 16:13:28 EST
From: SNarkie152
Anyone have any good info on Phonemic Awareness and the relationship to spelling and reading programs? It seems to be the new/focus in our area. I've been implementing it since the beginning of the school year: rhyming, segmenting, sound manipulation with felt boards and letter tiles, but I'm afraid I'll run out of ideas, get stale, and the kid's (elementary age) will get bored before Christmas gets here. Right now, it's new and fresh and the kids are excited, but I don't know where to go from here.
SUBJECT: Re:Severe
speech problems
Date: 96-10-30 17:51:53 EST
From: SusanS29
"The school system was supposed to give Annie an OT eval. this summer, but there was no OT and they were trying to hire one. "
Put it in writing and demand that they contract it out. Lots of hospitals have OT staff who can both do the evaluation and provide services if it's necessary.
SUBJECT: SLPs :)
Date: 96-10-30 19:45:00 EST
From: SlugW
I am an SLP working with pre-k through middle school populations. If anyone is interested in chatting PLEASE e-mail me!!!!! Thanks!
SUBJECT:
Re: Speech/Language Inclusion
Date: 96-10-30 20:16:14 EST
From: Rhauzer16
Ideally, that would be great, one therapist per building. Given the current shortage of SLPs and the bottom line orientation of most administrators, I don't see that happening any time soon. It sounds like you've developed some practical models for doing inclusion services, after some initial headaches. If you have the time I'd like to hear more. You can read my last post to this board about a week ago for a summary of my situation. Briefly, I've been doing inclusive services for a few years, and I've been frustrated by the lack of support systems in my school district, or anywhere else for that matter, to help in implementing effective inclusion.
SUBJECT: Samonas Sound
Therapy
Date: 96-10-30 21:29:25 EST
From: ADoman4780
Parents of children with speech and language disorders we encourage you to read our article on Samonas Sound Therapy. We are finding it helpful for a full range of problems.
The article can be found at the NACD Homepage.
The address is http://www.nacd.org
Alexander Doman
National Academy for Child Development
SUBJECT: Re:articulation tricks
Date: 96-10-30 21:31:40 EST
From: LuandJack
I get /K/, and /g/ i have found that having the child cough to feel for placement is helpful. To achieve /g/ I found having the child growl like a lion (grrrr, grrrr) works. Also have child place their hand on their neck, and by mouth to feel the vibration and air flow.
Luand Jack
SUBJECT: Certification Question
Date: 96-10-30 21:53:41 EST
From: LuandJack
Hi I am a speech pathology student in a masters program in new york. I have a question about certification? I have been unsuccessful at passing the NTE(National Teachers Exam). Does this mean I am unable to teach in a school system? Also I graduated from undergrad with speech pathology, Does this mean I have my provisional certification and do I have to wait until I pass the NTE's to be provisionally certified? Please Help I am so Confused!!!!!!!!!!!!!!
Thanks'
PP
SUBJECT: Masters SLP
Date: 96-10-30 22:05:27 EST
From: LuandJack
Hi I would love to be sent E-Mail on current event issues. Please send me Stuff. I am a graduate student in New York and have a hard time keeping up on my reading of current issues. But i always have time for the computer.
Thanks PP
SUBJECT: Job interview
Date: 96-10-30 22:07:17 EST
From: LuandJack
Has anyone ever had to write their Philosophy of Education for a job interview? I need help writing one I don't know where to begin.
Thanks,
PP
SUBJECT: auditory processing
Date: 96-10-30 23:14:41 EST
From: JAMALMOG
can someone help? our daughter is in 2nd grade at a catholic school. she reads well enough and understands english well enough, but she does her work slowly and she is easily distracted and has trouble focusing on the task at hand. our daughter's teacher has reduced her daily load of classwork because our daughter completes the work so slowly.
our daughter's teacher recommended she be screened by a "learning specialist" for possible "learning differences." this was done and the learning specialist recommended that we have our daughter screened for possible "visual" and "auditory" processing problems. in addition, the learning specialist recommended that she meet with our daughter twice a week for tutoring, including re-teaching and review of lessons covered in class, for a fee in addition to the school tuition.
our daughter's teacher and the learning specialist have not explained clearly what is meant by auditory and visual processing problems. can someone help explain? does all this sound legit or are we being subjected to a heavy dose of alarmism? thanks.
SUBJECT: Re:Certification Question
Date: 96-10-31 21:15:23 EST
From: MsLaura195
Regarding your certification question. I live in New York also. Without the NTE Speech pathology score of 600, you cannot become licensed in the state for private practive work. However, if your undergraduate school provided you with the Teacher of the Speech and Hearing Handicapped degree and you passed the other parts of the NTE (not the Speech Pathology part) you may work in the school system. I am a little confused on what sections of the NTE you have not passed. Please repost and I would be happy to help you. I just went through the whole process one year ago.
SUBJECT: Re:Certification
Question
Date: 96-11-01 13:48:50 EST
From: LuandJack
The college i attended gave me the degree of the teacher of the speech and hearing handicap. I have not yet passed the general knowledge section of the NTE's. I have a interview in a school district for grades K-5. They want to know if I an provisionally certified and I don't know what to tell them.
Someone told me I could apply for temporary certification with the state
until I pass the NtE's. But because i have not passed the NTE's does this
mean I will not be abel to get a job anywhere until I do?? Please Help
MsLaura195
Thanks PP
SUBJECT: question
Date: 96-11-01 13:53:51 EST
From: VirgWid
I have just noticed that my son, who has a severe expressive speech problem, cannot seem to get his tongue to stick out if he wants too. I asked his speech therapist about it, and she says he also does not move his mouth much when he speaks, but feels it is all probably just a habit. He is 3 1/2. Does anyone know of something like this, or have any comment?
SUBJECT:
Re: Certification Question
Date: 96-11-01 19:19:32 EST
From: MsLaura195
That is correct. You may not work until you have passed that general knowledge section. You are not provisionally certified. After you pass that section you must make sure all of your scores have reached the state ed dept in Albany. Then they will send you a CQ (certificate of qualification) that is not your provisional either. That means you are eligible to teach and have 10 years (CQ expires in 5-turn it in for provisional get 5 more years to get masters),in which to obtain your masters degree. Once you turn in your CQ(you must turn it in to work for a public school), you have 5 years to receive a masters degree. During your masters program you must pass the Speech Pathology portion of the NTE in order to be licensed for private practice in NYS. I hope I answered your question. If you need more help email me or repost-I'll be glad to help.
SUBJECT: Re:Certification Question
Date: 96-11-01 20:23:16 EST
From: GaryPar4
You might want to clarify what you mean by NTE-the core battery or the SLP specialty exam. You have a few chances I believe to pass both parts. You should not take the specialty exam until very near or at the end of your master's work. I work in the public school, I'm not sure but I think you need at least a passing score on the core battery to get a CQ and/or provisional cert. in NYS. You might want to look into the possibility of taking a review course for the NTE. NYSSLHA offers a review course for the specialty exam at its annual workshop in the spring(April). You might check at your college to see if a core battery reviwe course is offered any place in the state. What college are you pursuing your MS at? Good luck.
Kathy
SUBJECT: Re:auditory processing
Date: 96-11-01 20:28:10 EST
From: GaryPar4
I'd be very wary of contracting services with someone who also conducted the diagnostic evaluation. I don't know your state, but in New York the school district is responsible for evaluating students with a suspected learning disability. You may want to contaact your local school district in writing to determine the route to follow in your state and what your options are. If a child is determined to be learning disabled, it is the school districts responsibility to find an appropriate educational program for the child at no cost to the parent, in what is called the "least restrictive environment." Good luck.
SUBJECT: Re:Certification Question
Date: 96-11-01 21:22:51 EST
From: LuandJack
Thanks for answering my question. I was on the phone this morning with state Ed. I think they are more clueless than me. So I guess this means the interview i am going on is a waste. I will never get the job. Feel free to write me at any time. I would enjoy taking about clients or anything at all. Are you going to Buffalo for the convention? talk to you soon and thanks again.
PP
SUBJECT: Re:question
Date: 96-11-01 21:31:10 EST
From: LuandJack
Does your child have poor facial muscle tone? Is the strength of his tongue weak? Can he lift it to so certain sounds like /l/ ? Or their is a disorder called Oral Apraxia. This is where the problem isn't in the strength of the muscles but in the coordination of the articulators when asked to do a task on command. For example you ask him to stick out his tongue and he can' t but if you give him a lollipop or ice cream cone does his tonge stick out to lick it? If it does it might be a form of oral apraxia. Also if he doesn't open his mouth very much when he speak try exaggerating the speech sounds. Make a fun game out of it. Really get the muscles working.
SUBJECT: teaching
apraxic children
Date: 96-11-01 23:00:14 EST
From: DWille
I was wondering if anyone could give me some information on a couple of techniques for helping the apraxic child. One is called the "touch-que method" and the other is the "moto-sequential method". Any information on one or both of these methods would be most helpful. I work with several apraxic children in a pre-school for special needs children as well as "typical" children. Thanks in advance!
SUBJECT: Re:Apraxia
Date: 96-11-01 23:10:35 EST
From: DWille
Thanks TVAIL for the great information! I wonder tho, when using signs, pictures and such won't the child become dependent upon those and become lazy with the oral communication? Just a thought! :)
SUBJECT: Re:NJ SLP'S: WARNING!
Date: 96-11-02 19:26:23 EST
From: Merooch
I work with severely autistic children in a special services school district, which is also in danger of losing its funding. We are expecting a visit from 5 state senators on Monday morning. This was arranged by A PARENT who is disraught that her child will lose the services she needs. Your suggestion is right on -get the parents and legislators involved! I'll get back about whjat happens on Monday.
SUBJECT: Re:Speech/Language Inclusion
Date: 96-11-03 15:08:37 EST
From: GRAFFD
Your caseload is very much like mine. At this point I am only able to provide inclusion (co-teach and/or asssist) with my language students. My biggest obsticals are those teachers who do not want someone else in "their" classroom and scheduling. If you can covince the administrator and one or two teachers to take on the bulk of speech children it will make inclusion a reality. I'm still looking for that perfect model. I've been providing services on a co-teach basis for several years for my language students. Good luck!
SUBJECT: Re:Speech/Language Inclusion
Date: 96-11-03 15:46:51 EST
From: SNarkie152
I find that alot of PR is involved just educating teachers in what speech and language is all about and how language can be incorporated into curriculum. Some teachers still think speech is just "articulation". I have one inclusionary classroom , where the teacher wants me to focus on written language only. That's fine, but the kids (4and 5th multi-age cluster) can't even communicate effectively verbally. I'm finding in this classroom, there is no give and take on planning; this is what they want to support the classroom. The problem I find also is that language is so broad ; there are so many things to cover in such little time. Sometimes, I feel that inclusion is not the answer, becauseso many of these kids still need the basics, first. They really do need a pull-out program. I like your idea of grouping Speech Impaired kids into one classroom. The problem is finding teachers who are comfortable and confident enough to do that. Right now, I take one day at a time.
SUBJECT: Re:Phono./Phonemic awareness
Date: 96-11-03 18:00:31 EST
From: PattiMcHam
"Anyone have any good info on Phonemic Awareness and the relationship to spelling and reading programs?"
There is a growing body of fairly reliable research that does support phonemic awareness training for reading and spelling. In fact, it is the preferred method for working on word retrieval issues (as opposed to a semantic approach) and is helpful for children with phonological speech disorders and even central auditory processing disorders. So you can help quite a few children at once with this approach.
Linguisystems has a spiral-bound program for primary level elementary kids called, "Sounds Abound" that has some good home practice sheets and ideas. Also, from Pro-Ed, there is a program called Phonological Awareness for Reading" or something similar that you may like. Also, Jack Katz (DLM I think) has a taped program that I use with CAP kids, but is essentially a phonemic awareness program (sound-by-sound segmentation and blending of words). Good luck!
SUBJECT: Re:Phono./Phonemic awareness
Date: 96-11-03 19:09:15 EST
From: SNarkie152
Thanks,Patti McHam. Actually, I did order from LinguiSystems (I love that catalog), "The Sounds Abound". Just waiting for it to arrive. I also ordered The Pholological Awareness Profile and Kit. I like the profile; it's a good reference for chronological sequence of skills. I'm familiar with Katz's research; I'll look for the audio in DLM- thanks for the info. I' m real excited about adding the phonemic componant to my program and just want to get as much info as I can get. Have you used any parts of the Auditory In Depth Program, by Lindamood? I've used the colored blocks, felt squares and felts letters for sound manipulation. Thanks again!
SUBJECT:
Re: Grammar
Date: 96-11-03 19:38:35 EST
From: TLVAIL
Look at the Apple Tree Program- I can't remember the company- They produce a lot of stuff for the hearing impaired population. I'll look at work tomorrow. The Apple Tree program is very structured and combines verbal and written work on the grammar/syntax area.- Also look at HELP for Grammar from Lingua Systems.
SUBJECT: Re:Apraxia
Date: 96-11-03 19:49:12 EST
From: TLVAIL
I've never had a child get lazy with expressive communication because of the signs or pictures- They always have so much more to say than signs or pictures enable them to! Actually, I end up using the signs more often then they do- sort of like a word finding cue. If I think I know what they're trying to say, I might give the sign- often, this helps either find the "word" or the "motor plan" , depending on what's lost.
SUBJECT: Re:PDD?
SPEECH/LANGUAGE DELA
Date: 96-11-04 00:58:29 EST
From: PPear31329
Though my son has had no speech delay he does have severe language delay. He is now in the 6th grade, and doing better. You are very lucky to have found the problem early. The sooner you can start your son on educational remediation, the better he will do in school. Recently our son has gone into inclusion, with pull out for language, and the difference is remarkable. If I could turn back the time I would have started him in inclusion much sooner..... Good Luck, this has been a battle with me for a long time, But with help at home and plenty of love, you & your son will do fine. Remember patience is the key!!!!
SUBJECT: Re:NJ SLP'S: WARNING!
Date: 96-11-04 16:01:33 EST
From: Rleigh
Good luck. I was a SLP in the late 70's. Not only did I have 5-6 students in each group, but I also had to document that I elicited 100 responses from EACH child! Artic problems were easy; try language or fluency. I left the field in 1980. Looks like NJ is going backward.
SUBJECT: Re:Phono./Phonemic
awareness
Date: 96-11-04 20:29:27 EST
From: Bre5
Can someone tell me a telephone number for the LinguiSystems catalog? I'd like to see what is available for home use.
My son has just been screened and put into a new research study by Jack Katz and others at our nearby university. I'm hoping to find out more about what DR. Katz has written, but I haven't actually met him yet, since a doctoral student is in charge of the actual research. They will be testing to see if children with *both* ADD and central auditory processing disorders perform any differently on auditory testing with or without Ritalin (only students with verified ADD who are taking Ritalin went through the initial screening to test for CAPD).
Today was my son's initial screening to verify that he has CAPD. He will now have auditory testing two times about a month apart, once with Ritalin and once with a placebo. Half of the children will receive the placebo the first time , and half the second. (The tester wno't know, of course.) Anyway, my son tested "severe' in 2 of the categories in this initial screening. One was "decoding" and she suggested therapy in using the Phonemic Synthesis program (anyone know about that?). The other "severe" area was something with the words "fading memory" in it. Can anyone tell me what that was? I should have written it down. I'm sure they will eventually give me a written report, but I would appreciate more information right now, if someone knows about this. I guess his listening to speech in noise was within normal limits. She said there are different types/categories (?) of CAPD, and he has 2 out of the 4 (his 2 are decoding and "fading memory" or something like that?)
Any help from Patti or others is appreciated. Thanks.
SUBJECT:
Re: Phono./Phonemic awareness
Date: 96-11-04 21:06:49 EST
From: SNarkie152
Bre5:
The Number for LinguiSystems is 1-800-PRO IDEA. You can also E-Mail a request on line with AOL. Their E-Mail address is linguisys@aol.com. Request a catalog.
The research with Dr. Katz sounds exciting. I wish you and your son luck!
Keep us posted.
SUBJECT: Re:Apraxia
Date: 96-11-04 22:42:44 EST
From: MRogers140
Signs and symbols are more likely to facilitate than to inhibit oral production. Pictures and symbols are used to remove the added need to read for preschoolers and older children.
SUBJECT: Re:articulation tricks
Date: 96-11-05 16:49:45 EST
From: Terijbrad
Dear Thue,
have you tried using the tongue blade stick by holding down the tip of her tongue and pressing down as the child attempts to make the /k/ and /g/ sounds. Its worked for me on many occasions. terijbrad@aol.com
SUBJECT:
Re: Phono./Phonemic awareness
Date: 96-11-05 17:14:24 EST
From: Boulevard
I'd like to add to Patti McHam's post about "Sounds Abound." I'm fortunate enough to work with Tina Vartainen, who co-authored the book with Hugh Catts. She said the game will be coming out soon!
SUBJECT: Re:Phono./Phonemic awareness
Date: 96-11-06 09:02:19 EST
From: SusanS29
"Fading memory" is a technical term for describing a specific auditory-related function. Its practical application is in how it affects his ability to learn.
This sounds like an excellent study and I think your son is lucky to be in it. It might move understanding forward in an important and confusing area.
Meanwhile, read the reports in two ways.
First, read them to see how he is progressing through this program.
Second, analyze the report to see what *long-term* educational suggestions it provides for your son.
Studies are short-term, but if his participation proves that he learns much better in one way than another, you can take that back to his school so they can use it long-term.
SUBJECT: Re:Apraxia
Date: 96-11-06 09:03:50 EST
From: SusanS29
"Signs and symbols are more likely to facilitate than to inhibit oral production. Pictures and symbols are used to remove the added need to read for preschoolers and older children. "
Yes. This sort of thing includes a "nuisance" factor-even when it works. This gentle "nuisance factor" encourages the child to draw on automatic skills whenever possible. The great majority of children will use skills automatically when they can, because it's easier. And improved communication will encourage that and provide a very real and powerful "payoff" for doing so.
SUBJECT: Any Suggestions??
Date: 96-11-06 18:39:48 EST
From: M I Pinck
I am a speech therapist who works with handicapped preschoolers in an early intervention program. I have a 3-5 yr old male in my caseload who is SEVERELY delayed in his expressive language (receptive is WNL). He only says about 5 words.........to communicate he primarily grunts and uses gestures. He is unable to repeat simple cv sounds, in fact he can not even repeat vowels..........in addition to receiving speech therapy 4x per week in will be getting OT 3x perweek. Currently I am doing alot of oral motor activities with him..that seem to be helping but not enough especially with the vowels.........his hearing is fine........if anyone has any suggestions I would greatly appreciate it:-)
thanks
Marlene (MIPINCK)
SUBJECT: Re:Phono./Phonemic awareness
Date: 96-11-06 19:37:39 EST
From: TLVAIL
This study sounds great! I have a hard time distingushing ADHD and Auditory Processing kiddos. If you're not attending, you can't process but if you can't process, you probably won't attend! Which problem came first? Does anyone have any hints/clues on separating the 2 issues?
SUBJECT: Re:Any
Suggestions??
Date: 96-11-06 21:19:14 EST
From: GaryPar4
Have you tried Hodson-Paden's cycles approach to phponological process therapy? I just went to a workshop with Barbara Hodson-she has a case story that is very similar in profile to what you mention-She started with a boy at approx. age 2.5 who had a few vowels and /g/. He is now 8, speech has greatly improved, but is not perfect. You might be able to find some journal citations on "Client S". Good luck. Kathy
SUBJECT:
Re: Phono./Phonemic awareness
Date: 96-11-07 08:59:49 EST
From: SusanS29
Sure. There's a test out (or was anyway) based on the PPVT but for auditory discrimination.
The great thing about this test is that first you teach the child how to respond.
You can take a test like that, administer it the standard way, and then do "limit testing." Neuropsychologists do this all the time-that is, go back over items in a non-standard way.
This way you can make sure he knew the names of all the pictures-if he doesn't, he can't show whether he can discriminate /pet/ from /pat/ because he's misunderstood what one or more of the words is.
That's the problem with auditory discrimination tests. It's just about impossible to determine whether it's the auditory part you're measuring. Maybe their visual processing skills are so poor that they just don't "understand" a drawing of a boy petting a dog. Maybe they're so concrete that they recognize only pictures of concrete nouns (tree, cat, etc.)
Perhaps they have a receptive language problem with resulting blunted vocabulary development. Maybe they're culturally deprived, as one student I had. She knew the /w/ sound, as it turned out, but missed it on the phonics work because she didn't recognize the round wooden thing with spokes as a "wheel." We showed her a *bicycle* wheel and discovered she knew /w/ for reading.
Maybe it's the ADD.
What a neuropsychologist does is come at the same precise problem from several directions. One test taxes attention more, another visual more, etc. If, on all the tests, the only depressed behavior or score is auditory, then you have a pretty clear indication.
What I've seen in the past is that the kids with ADD will seem depressed auditorily sometimes but not others. Almost all of them have trouble sounding out words-not necessarily from an auditory problem.
Sounding out words requires the child to pick the /p/, the short /e/ and the /t/ from his memory bank, hold them in "active working memory," put them together (if he's just starting, making several tries which *also* have to be held in active working memory), fit it in the sentence or with the picture, and judge whether it makes sense or not.
This requires sequencing skills *within* active working memory-the ability to manipulate multiple pieces of discrete information in several ways, keeping all in mind.
ADD interferes-sometimes markedly so-with active working memory.
Active working memory is sort of "VERY" short-term memory. It's what you use to look at the phone number and hold it in your head long enough to dial. You probably can't recall it five minutes later unless you've called it several times before.
We've all had the experience of impaired Active working memory-just try to look up a phone number and hold on to it for a few seconds when you're stressed or tired and something else is going on...
SUBJECT: Re:Any
Suggestions??
Date: 96-11-07 18:39:21 EST
From: ShelleyHL
Read the posts about oral apraxia. I think they will help you.
SUBJECT:
articulation norms
Date: 96-11-07 19:17:50 EST
From: TLVAIL
Our county is trying to develop some new internal guidelines so we can be more consistent in identifying artic/phonological process kiddos. Does anyone have any norms that are based on fairly recent data? Some of my cohorts want to continue to use the Templin norms from the 50's. I can't help but think we have learned more since then. I found Saunders norms from the 70's but haven't found anything more recent. What are you using as developmental norms for artic and/or phonological processes?
SUBJECT:
Re: articulation norms
Date: 96-11-07 20:32:43 EST
From: Rhauzer16
Good question. When I first started to work with pre-schoolers, I looked around and couldn't find any recent norms either. I'd be interested in any recent info anybody knows about.
SUBJECT: Re:Speech/Language Inclusion
Date: 96-11-08 22:29:24 EST
From: DBeck160
I am working in a special ed. setting in which over 50% of the population is non verbal and require a mode of augmentative communication. We started doing some push ins this year on an indivdiual basis. I like to be able to enhance the child's communication in a least restictive enviorment when the teacher is receptive to my being there and I can actively participate.
However there are instances when that is not the case. In addition the agency
I am working for and many others are taking the financial benefits of
inclusion, while watering down the philosphy and principles of what its all
about. Thes are hard times for SLP's when ASHA is approving the use of speech
aides and school districts are cutting to the bone. It is also upsetting for
the "adequate" instead of "best" services that are being encouraged by our
administrators. Please E-mail me with any comments this is a very hot topic
for us right now and decisions are being made every day! DBEC160
SUBJECT:
suppressing /f/
Date: 96-11-09 00:20:06 EST
From: SandyHolt
I have a student who uses an f for many sounds. I am having no luck
suppressing the /f/--even if he starts with the correct sound the /f/ gets
inserted after it. school is foo:...if I get him to start with the /s/ then
it becomes sfoo: If I try to manually suppress the /f/ it really interferes
with production of other sounds....any suggestions???? SAndy
sandyholt@stlnet.com
SUBJECT: Re:Phono./Phonemic awareness
Date: 96-11-09 07:31:52 EST
From: Mithue
ADD with hyperactivity shows up easily on behavior checklists. The checklists that my school uses does not pinpoint the day dreaming ADD. Kids with auditory processing usually have trouble shifting between different WH questions. (What do you write on; what do you write with?) I make sure that the kids physically look like they are attending by explaining what listening is. I ask them if it's hard to hear the directions that the teacher gives or is it hard knowing what to do or is it hard remembering all the directions. Even my first graders can explain what's hard for them. I like to use The Listening Test in addition to CELF Listening to Paragraphs. For screening, I'll use chips from the Token Test and ask the student to follow directions. I'm making sure all my sp/lang students have phonemic processing goals on their IEPs. By second grade, most of my students have problems with reading, writing, and spelling.
Mithue
SUBJECT: Re:articulation norms
Date: 96-11-09 07:40:17 EST
From: Mithue
I recently ordered the Kaufman Screening Assessment which is based on
Kaufman's Cognitive Assessment. This test screens K,2nd, 5th grades and
includes articulation. I've just skimmed the norms and standardization
information in the manual and saw that the norms for 80% acquired speech
sounds were broken down by placement ( final /s/ at age 3 vs. initial /s/ at
age 5) I haven't had time yet to read it thoroughly and start using it, but
it looks good. Thue
SUBJECT: Re:Any Suggestions??
Date: 96-11-09 12:32:48 EST
From: MRogers140
I am not a great fan of assisted communication at an early age but since this child is cognatively O.K. or his receptive language would not be within normal limits I would begin to prepare him for asisted communication and call in the experts. It will give him a means to communicate and if he is going to be able to develop oral language it will facilitate. You can start with picture boards. Get his parents and teachers involved in using them. Signing would be another route to take. But I would work toward the use of a device since he is high risk to still need aide to communicate when his is school age.
SUBJECT: Re:suppressing /f/
Date: 96-11-09 16:46:16 EST
From: TLVAIL
Sandy- Try putting an /h/ between the sound and the rest of the word. The kid can't possibly produce an f with his mouth open.
SUBJECT: Re:suppressing /f/
Date: 96-11-10 11:59:05 EST
From: SandyHolt
Will try it. Thanks.
SUBJECT: Boardmaker
Date: 96-11-10 21:18:55 EST
From: MERVINE P
I've been using Boardmaker by Mayer-Johnson for many things besides boards
(books, worksheets, games, artic materials, etc). Would love to hear your
ideas. Also, is anyone out there interested in sharing boards? Please e-mail
me: mervine p @aol.com
SUBJECT: fluency
Date: 96-11-10 23:13:48 EST
From: PepPat2
I'm interested in finding out about any new research in the area of stuttering therapy for adults. Also new diagnostic procedures or any testing tools that anyone has found to be thorough and very useful. Thanks please e-mail to PepPat2 (hi LuandJack!!)
SUBJECT: Re:Apraxia
Date: 96-11-11 00:33:48 EST
From: Gidget39
There is an excellent text titled "Developmental Apraxia of Speech" by Donald Robin and Penelope Hall available through Pro-Ed (Austin, Tx). The book contains lots of info re: associated disorders, therapy techniques, and prognosis. I have found it to be quite helpful.
SUBJECT: Voice Rx Ideas
Date: 96-11-11 00:56:29 EST
From: Emmyph
We are 2nd yr. grad students in SLP. We are asking for suggestions for voice therapy for children. We are asking for input specifically to the following 5 questions:
1) What is one piece of info u give to children and parents re: the child's voice disorder?
2) List the most essential and/or common voice Rx materials/strategies u use with children?
3) Which of these materials/strategies do u encourage for use outside therapy sessions?
4) For troubleshooting purposes, which material/strategy do u which finds
the most resistance
to/from others? (i.e. Teacher doesn't allow drinks in her class, but u
gave the child a H20
bottle to encourage increased H20 intake.)
5. Do u have any other suggestions re: voice materials/strategies for children?
Thank you for completing this survey. Post here or e-mail to emmyph@aol.com Have a great day!
SUBJECT: Re:Any Suggestions??
Date: 96-11-11 16:09:47 EST
From: VirgWid
Let me tell you how my son's speech therapist got him from non verbal to speaking in sentences in less that 4 months. She started out by using cards that had sign language symbols on them along with the word it represented on the bottom (for me). She used what she called "power words" - words that would give him some control over his universe. yes, no, more, finished, etc. Once he knew what they meant he got to where he would touch them when he wanted it communicated, then he could touch them and say it, then he got to where he could say it independently. This is a simplified version of course, but the upshot is he wasn't clueing in on the pictures but the words themselves. He has now been in therapy for about 9 months and can read on a second grade level and speak in sentences. Still does not communicate normally for a 3 year old child (he has pdd), but we are needless to say thrilled. she is just now starting slowly to introduce correct pronunciations and trying to get him to say a sound correctly. Hope this helps!
SUBJECT: Re:Any Suggestions??
Date: 96-11-11 16:16:13 EST
From: VirgWid
Sorry, I get so enthusiastic with telling people about my son, I sometimes neglect what else I wanted to say. I reread your post and it sounded like you were working on sounds and mouth movements. That was tried on my son before we found our miracle worker, and it was just a waste of time. He needs to be able to communicate his wants and know that language is there for communication before he can worry about pronouncing something right. The other people would spend forever with him trying to get him to pronounce B, but he wouldn't even try. Of course not, what will saying B correctly get him? Saying yes might get him another bowl of ice cream, or the right shirt for the day. See what I mean? The idea is communication between two people, not the pronunciations.
SUBJECT: Re:suppressing /f/
Date: 96-11-11 18:20:20 EST
From: SpchDr
Have you tried REALLY separating the first sounds? For instance, school would be "Sss...kkk...ooooooool" with the vowel lip formations very exaggerated. Really moving the articulators might give him a "feel" for other placements. As he can imitate the exaggerated movements, then model the word with shorter and shorter pauses between target sounds. I've used this with children who stop their fricatives, ("sun" turns into "tun". When "s" was introduced, he turned it into "stun." Had to really break apart the sounds to get rid of the "t" intrusion.)
SUBJECT: Re:suppressing /f/
Date: 96-11-12 19:06:33 EST
From: TLVAIL
This is another situation when an /h/ insert is helpful. I've gotten many kindergarten students who were working on stopping at the preschool level and they often have a break between the strident and the rest of the word- This sometimes happens when you just stretch the sound out- Putting the /h/ in keeps the air coming!
SUBJECT: RE: BOARDMAKER (and more CAI)
Date: 96-11-12 20:42:50 EST
From: CPR25
Dear Mervine:
I specialize in CAI/AAC (computer assisted instruction/alternative augmentative communication) with moderately- moderately severe handicapped children (Down Syndrome, CP, Neurological/Genetic disorders etc.). I find that using Boardmaker pics on the computer SCREEN and on BOARDS helps with carryover to class and other therapies etc. Example: Boardmaker is known as a "transfer to canvas" program i.e. its pics can be copied onto other "canvases" like IntellipicsTM and Kidpix2TM to create REALLY interesting worksheets!
My caseload consists of children 1-10 chronologically although most of my
therapy focuses on EI/PreK speech/language development. I use software from
Edmark, Mayer-Johnson etc. on my MAC at work and see MUCH progress! I'd love
to brainstorm with you and other "techno-speechies"about CAI &AAC for these
types of kids! You can E-Mail me at CPR25@AOL.COM or post here. I just joined
y'all online and can't wait! THANKS
Techno-Speechie MACCCSLP
SUBJECT: Re:RE: BOARDMAKER (and more CA
Date: 96-11-13 00:30:03 EST
From: Roskzalex
I have used boardmaker to make a visual schedule for the day for those schedule-bound students and for communication with parents about how the day went for the lower verbal kids. There is a space to evaluate behavior under each segment of the day.
I also have a comment about supressing the /f/. I had a student last year with this problem. I had him hold down his lower lip with a tongue depressor to say /s/ words. Little by little he learned to feel that resistance and to control it by himself. He now is staffed out. His artic. is fine! It was hard to start, but then he took off.
I'm glad I found this board. I am also a speech techie.
SUBJECT: Speech
Technies!
Date: 96-11-14 19:33:13 EST
From: DVC Mom
Glad to find ya'll! In case you don't know of this web site, please try it
out. You can get some great information on assistive technology and
augmentative communication. They also have virtual
on-line workshops . The address is: http://www.edc.org/FSC/NCIP/SETT
Let me know what you think. I'm part of an assistive technology team for our school system and this summer took 6 hours of graduate credit in assistive technology. I have 3 children who are using Prentke Romich products (AlphaTalker and DeltaTalker). I'm part of a support group that meets once a month at our regional technology access center. Would love to hear of others experiences/tips since this is still a relatively new area for me.
Harriet
SUBJECT: Re:PDD? SPEECH/LANGUAGE DELA
Date: 96-11-15 13:11:08 EST
From: EWojciak
I originally posted this message weeks ago and thank all the people who have responded.
I HAVE BULLETIN!!! Today we had my three year old tested for allergies. He is highly allergic to milk (dairy products) and soy. He was an isomil (soy formula) drinker since birth and now loves liquid yogurt (Kefir) drinking up to a quart a day! The allergy Doctor said milk is notorius for mucous build-up especially in the Eustation tubes!!! (even with ear tubes the build up can affect hearing). That is probably the main reason for his ear and hearing problems since birth. We are very excited.
It will be hard to go cold turkey on his main source of nutrition, but we are excited to see if it helps him with his hearing and speech as much as the Dr. thinks.
SUBJECT: Re:articulation norms
Date: 96-11-15 21:19:24 EST
From: RacingLes
In my parish in Louisiana, we use the Weiss (1978) norms to analyze articulation assessments. The chart in the manuel is great to give to parents with a legend explaining the phonetic symbols. And keep one to post in your room for quick reference.
SUBJECT: Re:suppressing /f/
Date: 96-11-15 21:21:18 EST
From: SandyHolt
Yes, I have tried that, but I WILL try again.
Thanks, Sandy
SUBJECT: Re:RE: BOARDMAKER (and more CA
Date: 96-11-15 21:22:35 EST
From: SandyHolt
I will try this, too! Sandy
SUBJECT: Re:suppressing /f/
Date: 96-11-15 21:24:26 EST
From: RacingLes
I have tried a technique of putting a pause between the initial (target) sound and the rest of the word. That forces them to think about the target sound and then to think about not putting the additional (/f/ in your case) sound in the word. Then after achieving a certain accuracy on the words with pauses then we go through the words again without the pauses. Just be patient. A tape recorder is helpful too, so they can hear themselves and be aware of the sounds they just said.
SUBJECT: Leaving AOL
Date: 96-11-15 21:24:52 EST
From: SandyHolt
I regretfully am canceling my AOL membership. I have not been successful in finding a web site where SLPs share. If anyone knows of such a site please email it to sandyholt@stlnet.com.
I would love to keep in contact with any or all of you thru email. Sandy (SLP in MO)
SUBJECT: Re: Speech Technies/AAC/CAI
Date: 96-11-16 18:32:44 EST
From: CPR25
Hi Again! Thanks for the AAC Website, Harriet! I am more familiar with AAC/CAI software for MACs and love to use these programs: BoardmakerTM, Speaking DynamicallyTM, Kidpix2TM, IntellipicsTM, Overlay MakerTM, and PictifyTM or Flash ItTM. The last two are like internal cameras- they capture pictures/text etc. on the screen and you can save it to use on boards etc. Intellipics also has a picture library whose pics can be transferred to Boardmaker, Speaking Dynamically, and Kidpix2. Have you also thaught about developing film and having the store immediately put them on a disk? These familiar photos can be copied to the MAC's clipboard for immediate use, or can be saved to a folder, or can be put on any of the "canvas" programs! You would not believe how motivating it is for kids to see themselves/family/teacher/ speech therapist's face! Speech Technies Unite! We can really use this board to share and help those kids out there....S.T.
SUBJECT:
Re: PDD? SPEECH/LANGUAGE DELA
Date: 96-11-16 22:53:25 EST
From: KARAMAR
I have been following all the replies to your original message and have one too. Congratulations on turning over yet another stone in understanding your son's speech/language difficulty !!
My other comment is that it may not be a bad idea to be open to other underlying issues (like a Pervasive Developmental Disorder such as Asperger's or Autism). Many of these children had a history of allergies to dairy and/or other early digestive issues. If, in addition to a phonological delay or disorder, a language and/or social difference is the case, then it may be helpful to consider a bigger picture. I am dismayed to know that folks still consider Autism "the 'A' word". That seems like a statement full of fear and ignorance. Based on numbers from research from the NIH, PDD (Autism being one type) is being identified in significantly increasing numbers. It seems that those of us that practice Speech/Language pathology should stay informed of these developments and not "poo-poo" a diagnosis as "the 'A' word". Excuse the rambling. I am so tired of my peers making excuses for children that MAY be PDD and families running around spending lots of $ and buying rationalizations instead of asking the tough diagnostic questions.
SUBJECT: CFY
CHAT
Date: 96-11-17 16:42:27 EST
From: AHStreeter
I am an SLP who has just completed her CFY in the schools. I am writing to find out how other SLP's have enjoyed and felt about their first year in the working world!
SUBJECT: caseloads
Date: 96-11-17 18:03:58 EST
From: Allie500
I am writing to find out the average caseloads of other SLP's around the country. I am in Washington State, and am currently at 81; half special ed and blended preschool classrooms, and the other half elementary aged children. Is this fairly typical?
SUBJECT: Re:caseloads
Date: 96-11-17 18:53:37 EST
From: TLVAIL
This number is entirely too high in my opinion. In NC, caseloads range from 40 to 80 plus for itinerate positions. The problems is there is no maximum ratio set by DPI so it depends on the location and support of the ECPA. I worked in WV 6 years ago and they had a maximum casload of 45.
SUBJECT:
Re: caseloads
Date: 96-11-17 20:03:29 EST
From: TAWhit
Palm Beach County, FL - I'm in one area of a huge county - 27 schools in my area, 125+ in our district. Our elementary school caseloads range from 50 - 70, of course with exceptions. Our schools are large enough to support at least one full-time SLP per school, sometimes with a .5 or second full-time. Elementary caseload may be all regular classrooms, 1/2 day in pre-k and other half with "regular caseload" with VE type kids mixed in or many other combinations. Very few caseloads under 50. Most schools get help when they get around 70.
SUBJECT: Re:caseloads
Date: 96-11-17 20:59:44 EST
From: ShelleyHL
I'm in Connecticut and my caseload is 42 (today). I work in one school, prek-grade 3. I realize that this might sound terrific to some of you but...it's not. My opinion is that when your caseload exceeds the number of hours you work, you have too many. I work 32 hours/week. Simple arithmetic tells you that I can't see 42 kids twice a week, have lunch, do recess duty, consult with teachers, have special education meetings, attend PPT's, evaluate students, write reports, consult with parents, etc. every week.
However, I am fortunate to work with a fabulous team of teachers and this can
make all the difference in the world. ShelleyHL
SUBJECT: Re:caseloads
Date: 96-11-17 21:52:42 EST
From: Allie500
ShellyHL, I think that is a good way of thinking about it, the number of hours you work per week vs the number of kids. Do you do mainly inclusion or pull out? You are lucky to have a great team of teachers.
SUBJECT: Re:caseloads
Date: 96-11-18 20:06:38 EST
From: Rhauzer16
I think in the pre-inclusion days caseload numbers were more important than they are today. Working in an inclusive situation you can service greater numbers of kids in the classrooms twice a week or whatever, that before you had to split into small groups or take individually. I'm sure this fact hasn't been lost on school administrators. What does seem to escape a lot of administrators is the increased planning and teacher consultation time that is necessary to successfully implement inclusion. My current caseload is 58, at 2 schools, pre-school-gr.5. Your numbers (81) seem excessive.
SUBJECT:
Re: caseloads
Date: 96-11-18 20:08:47 EST
From: ShelleyHL
Allie,
I do a combination of pull out, consultation and in class team teaching. I
am fortunate that most of my students are placed in classes where a para
educator is working. These folks help the classroom teacher, the special
education teacher and me carry out activities on a daily basis (or as needed)
when that would otherwise be impossible. I think we all need to become
greater resources to the other people we work with and recognize that a team
effort will benefit all. I used to think that only I could do speech
language "stuff". I still think I bring a different perspective to the team
meetings, but I recognize that others can reinforce my teaching just as I can
and should reinforce theirs. ShelleyHL
SUBJECT: Re:caseloads
Date: 96-11-18 21:17:34 EST
From: Allie500
Rhauzer,
What do you do when the kids you want to see in class are spread between different classes? That is a big problem for me right now. For example I have about 6 fourth graders who are in 4 different classes, three of those are in three different classes. I've been doing inclusion, but at the same time, I find myself without as much time for testing,paperwork and planning. I sometimes think about how much easier it would be to have those three in a pullout group and have the extra time for testing etc.
SUBJECT: Re:speech
therapy
Date: 96-11-19 19:27:47 EST
From: TeachElm
i am a 1st grade teacher with a child that has a severe phonological disorder. he is nick named "vowel boy" because all he really says are vowels. He can say some consonants but needs to be reminded to slow down.
If he talks about the topic we are discussing I can sort of understand him
but if he trys to tell me about something else not related to the topic it is
very hard to understand what he is saying. He gets 1 hour a day speech
services. Any ideas, suggestions or ways to help him. technology
available? please e-mail at teachelm @ aol.com thanks
SUBJECT:
Re: Phono./Phonemic awareness
Date: 96-11-19 19:39:26 EST
From: KAREN DUNC
Check out Project Read! It has a phonology component and uses alot of the same things it sounds like you may be using now. It really works and it is fun to teach and the kid like it!
SUBJECT: Re:Phono./Phonemic awareness
Date: 96-11-19 19:49:39 EST
From: SNarkie152
To: Karen DUNC, where do I find Project Read? Is it a program, a book? Is
it available through a catalog? Thanks for the info!
SUBJECT: Re:speech therapy
Date: 96-11-19 19:57:44 EST
From: SNarkie152
Does this student's ("vowel boy") speech program include any gestural sign language to eleviate his frustration as well as the listeners? I have found signing to be a good tool to increase intelligibility, while also working on articulation. Signing during phonology training has also provided necessary visual prompts and cueing for placement of the articulators. Another approach to articulation training can be using the "Semantically Potent Word Approach", which is simply working on the production of meaningful, frequently occuring and functional vocabulary found in the child's classroom or home environment. For example, emergency words, "bathroom", "help", etc. Signing does not interfere with verbalizing as some people fear, and once intelligibility improves, I have found that the signs naturually disappear. Good Luck!
SUBJECT: Re:speech therapy
Date: 96-11-20 18:52:59 EST
From: RAdkins204
You definitely need a master's degree.
SUBJECT: Re:speech therapy
Date: 96-11-20 19:19:18 EST
From: TeachElm
last year's kindergarten teacher tried some sign language with the whole class but the one student it was for was very reluctant to use it. to the point of crossing his arms and refusing! We are in the process of looking at technology through our BOCES for ways computers can be used to help him.
SUBJECT:
Testing Preschoolers
Date: 96-11-20 21:11:51 EST
From: Justices3
I have just begun a job in the schools working with 2-5 year old children. The school provided the PLS, PPVT-R (L&M Forms), EOWPVT, the Goldman-Fristoe, an audiometer, and a phonological process test (I admit that I can't think of its name right now). The evaluation report will also include statements on expressive v. receptive score comparisons, voice, the oral mechanism, and fluency (if possible). I also include language information on Brown's Stages, Piajet's Stages, morphological markers, pragmatics, and MLU from the college days (students, save those old notes!). Does anyone have any more ideas for assessment? I know that there are many, many, many other tests out there. I am wondering if I am neglecting an area. Or is there a test that you would die without, that gives you information that I cannot get by comparing the tests that I have? Thank you !
SUBJECT: Re:Lateral lisp
Date: 96-11-20 22:50:44 EST
From: Yeelek
I attended a Richard Shine workshop recently. He suggested you stabilize the jaw by using a bite block such a cork or even the child's fingers. This has really worked with /r/ too!
SUBJECT: Re:speech pathology
Date: 96-11-20 22:53:38 EST
From: Yeelek
stick to speech path. There are fewer hearing impaired positions required
per square mile
SUBJECT: Re:Testing Preschoolers
Date: 96-11-20 22:54:17 EST
From: Allie500
Justices3:
I also have the CELF-Preschool. I try to use it for my 4 and 5 year olds because it requires a little more language processing than the PLS.
I am curious, do you have only preschoolers on your caseload? Are you involved with a special ed preschool program or special school?
Allie
SUBJECT: Visually impaired student
Date: 96-11-20 23:07:36 EST
From: Lucky2019
I wondered if anyone has worked with blind (totally) students. I have an elementary age child who is totally blind, and cannot do many things successfully which involve vision. Obviously, we can do listening activities (he is a language/fluency case), and we can attempt activities that require vision. I guess I just feel as if he will get bored. Any therapy suggestions?
SUBJECT: Re:Testing Preschoolers
Date: 96-11-21 00:24:47 EST
From: MRogers140
Do you find the CELF preschool to be helpful? I work with only preschoolers and have a very limited test battery. I have added some things but still often feel that I don't have the right test. I recently ordered the TELD. At this point I don't think that I am impressed. I find the SPELT-II and the SPELT preschool screening instrument to be helpful.
SUBJECT: Re:Testing Preschoolers
Date: 96-11-21 19:23:53 EST
From: TAWhit
I've been testing 3 - 5 year olds for about 5 years now. I also use PLS-3 and CELF-P, but CELF-P with mostly 4s and 5s who have pretty good attention. I usually do one of those, take a language sample and sometimes follow up with a SPELT-P. Have recently tried the OWLS a few times and like it with higher functioning preschoolers. Also periodically use ASSET and Test of Pragmatic Skills. Lower functioning preschoolers I still use the PLS-3 and fall back on Rossetti and REEL-2. I use AAPS for artic at word level and ALPHA for phonology at imitative sentence level. Also can't live without SSI-3 for fluency. Be happy to share more. E-mail if you like.
SUBJECT: Re:caseloads
Date: 96-11-21 20:22:36 EST
From: Mithue
I teach in a "bedroom" county near Batimore, Md. and my sister is also an SLP in Baltimore County, Md. We find that caseloads run between 50 (super lucky!) to 95 (mine two years ago before they hired incompetent people to fill in) in the elementary schools (with preschoolers and Intensity 4 students. My school board recommends 60 for average size; a friend who teaches Infants and Toddlers has a caseload of 50! My school system ALWAYS has openings for SLP's, usually at the secondary level moreso than elementary. ASHA recommends 40 students, and fewer when preschoolers are serviced.
Mithue
SUBJECT: Re:Severe speech problems
Date: 96-11-21 20:30:28 EST
From: JIDB
Regarding Annie-If your school district recognizes a need and has written it into an individualized plan but doesn't provide it because they need to hire someone, you have recourse. Ask them to contract with someone to do the therapy until the district hires someone. Not having adequate staff is not acceptable and you can use a due process hearing if you need to.
SUBJECT:
Re: speech therapy
Date: 96-11-21 20:34:28 EST
From: Mithue
TeachElm
I would recommend to your school's speech therapist and you to use Cued
Speech. This is a phonemically based system consisting of natural mouth
movements, eight handshapes and four vowel placements aroung the mouth. Cued
speech eliminates the ambiguity of lipreading, making english understandable
through vision. It was developed in 1966 by Dr. Cornett at Galludet
University in order to help improve the literacy of deaf students. I took an
inservice class in cued speech and am using these cues with speech students
with articulation errors,and students with poor phonemic processing. For more
information, Cued Speech Discovery- The Bookstore of the National Cued Speech
Association E-Mail: CuedSpDisc@aol.com ; and in Maryland The Maryland Cued
Speech Association E-Mail: MDCSA@aol.com
Mithue
SUBJECT: Re:caseloads
Date: 96-11-21 22:20:06 EST
From: GaryPar4
I'm from New York where the state max. is 65 speech impaired students per
full time clinician. Right now my caseload is 49 plus 7 monitor
(transitional ) students. It's manageable. I work with my principal at the
end of the school year to cluster my kids into a few classes at each grade
level (2-3 classes per grade level). This makes inclusion much more
workable. The teachers were hesitant at first, but now seem to enjoy the
extra help in achieving language arts goals. I only go into classrooms
during language arts time. I usually go in after the teacher has conducted
the mini-lesson on the topic, so that my time in the room, is when the
students are actually working on a language arts assgt. I'm starting to
hear comments that our interaaction (teacher---teacher) is great, the
students are benefitting more, teachers feel a different voice sometimes
makes the presentation clearer. I will be monitoring my test results at the
end of the year to see if the students have made at least the same gains as
they made in the traditional pull-out model. I'll be curious to see how the
results come out. Kathy
SUBJECT: estab "educ.impact" forSI
Date: 96-11-21 22:27:21 EST
From: GaryPar4
Help! I am desperately seeking any sources of info. to link language/speech
competencies to educational performance. Our administration is looking at
ways to cut costs for next year. They want to be sure that all the students
who are classified SI meet the "negatively affects educ. performance"
standard set forth in PL 94-142. I will be looking at raw data from our
students, but am interested in any articles, etc. that show a correlation
between comm. skills and educ. achievement and/or career achievement. Any
help would be appreciated. Kathy
SUBJECT: C.E.L.F. tests and OWLS
Date: 96-11-22 15:38:43 EST
From: Gelicocat
I am a Speech and Language Evaluator. I have been giving the C.E.L.F.-3 since it provides me with a lot of information about the child. I used the C.E.L.F.-Preschool the other day for the first time. I was wondering if anyone else feels the C.E.L.F. penalizes the children too much. For example, on the C.E.L.F.-Preschool, the child I was evaluating got only 2 wrong on one of the subtests and he scored significantly below age expectancy on the subtest, like in the 9th percentile. He knew and could answer many of the items but came out scoring so low. Why is that? I had a dilemma in describing his performance. I find that with the C.E.L.F.-3 as well. I recently tried the OWLS which also provides the examiner with a lot of information but it's not as well put together as the C.E.L.F. is in that the questions are grouped together as opposed to being put in sections like the C.E.L.F. That makes it difficult to describe performance as well. Any opinions would be welcomed.
G.C.
SUBJECT: Re:C.E.L.F. tests and OWLS
Date: 96-11-22 19:13:04 EST
From: TAWhit
Re: OWLS. I have been using it periodically for awhile now. I have created a
"data analysis" sheet to group the responses by content, form and use both receptively and expressively. That way I can report results easier. You're right, its not as well organized but the mixed up format is kind of nice and keeps the tasks interesting and from becoming too repetitive.
SUBJECT: Re:estab
"educ.impact" forSI
Date: 96-11-22 20:51:52 EST
From: SusanS29
I hope they keep in mind that the negative impact does *not* have to be academic.
Kids can be so cruel to students with speech impairments.
SUBJECT: Re:estab
"educ.impact" forSI
Date: 96-11-22 21:19:04 EST
From: GaryPar4
Thanks for your response. This is exactly what we are trying to find some validation for. I talked to my school psych. today about the standardized definitions. We have definitions for everything under the sun, but nowhere does a definition for "educational performance" exist in the education law.
She thought that maybe the definition was a "given", but when I asked her she
couldn't come up with anything specific-that the admin. would support
unconditionally. Our CSE chair talked to me today, too, and she is
uncomfortable with what she feels may be an overly restrictive definition of
"educ. perf". At least these 2 members of the committe are on the side of
the student. We may have to try to define "educ. perf" as it relates to
long-term learning and career/vocational plans. Our school is big on the
school to work and tech. prep. programs. Any further input will greatly be
appreciated. Kathy
SUBJECT: Voice Therapy Problem
Date: 96-11-22 21:29:50 EST
From: Rathgar1
It's been a while since I've had a voice case - today I screened a boy who is severely hypernasal ( I think it's hypernasal - he sounds like his nose is blocked?????) or is it denasal? Anyway, what do I do with him? Advice please.
SUBJECT: Re:Voice Therapy Problem
Date: 96-11-22 23:04:41 EST
From: ShelleyHL
Someone with denasal quality should be seen by an ENT to determine if there
is anything physiologically wrong. I'm not a doctor but, it could be nasal
polyps, a deviated septum, chronic sinus problems or something. I would have
this done first. ShelleyHL
SUBJECT: Re:CELF and CELF Preschool
Date: 96-11-22 23:07:04 EST
From: ShelleyHL
I have used the CELF tests but not frequently. I find that the school age
CELF-3 is better with older students (grade 3 or 4 and up). I find that it
is very difficult for younger students. The CELF Preschool, from my
experience, is best for older, higher functioning preschoolers. It has not
serviced me well with younger more disabled students. ShelleyHL
SUBJECT:
Re: Lateral lisp
Date: 96-11-22 23:39:33 EST
From: SandyHolt
Can you expand on this? Give a few more details? Thanks. Sandy (who will cancel her membership if AOL ever answers the phone!)
SUBJECT: Re:estab
"educ.impact" forSI
Date: 96-11-22 23:42:55 EST
From: SandyHolt
Kathy, doesn't your district have communication skills as a part of its core competencies? Seems like most do. There's your link.
SUBJECT: Re:estab "educ.impact" forSI
Date: 96-11-22 23:43:59 EST
From: SandyHolt
Oh, yeah, I forgot...what about all the evidence to support that children with early sp/lang problems have reading problems. I know, I know, you want sources and I can't think of any right now.
SUBJECT: service minutes
Date: 96-11-22 23:47:03 EST
From: SandyHolt
Have been reading the notes about caseloads with interest. The thing that struck me is that it still sounds like most of you are seeing your kid 2x/wk or so. I have some kids I see 240 or 300 min/wk. Am I alone. BTW, I have 64 right now...w/ 5 having high minutes like that.
SUBJECT: Re:speech therapy
Date: 96-11-23 19:01:06 EST
From: MRogers140
I have found that as a literacy tool Cued speech is excellent but it is a lousy communication system. It is too slow and not enough people use it. In my experience deaf students who knew cued speech were much better readers, spellers and writers.
SUBJECT: Re:estab "educ.impact" forSI
Date: 96-11-23 19:06:48 EST
From: MRogers140
Kathy I haven't used it in awhile and don't knowfor sure where it is but there is research out there that shows how articulation , fluency and voice problems interfer with people getting hired. That certainly relates to schools long term goals for students.
SUBJECT: District Limiting Tests
Date: 96-11-23 19:34:01 EST
From: MsLaura195
Hi
I work on Long Island for a school district. Our Special Education administrators(without any input from the Speech Department), are evaluating our battery of tests to determine which select few will be given to ALL students needing a speech eval. Has anyone else ever heard of such a thing? Is there a law of any kind saying that the type of tests we give can't be restricted. So far they have approved only the CELF and the Goldman-Fristoe Test of Articulation. There will be one more possibly. We are racking our brains trying to explain the need for varied tests to be given depending on the child. Any advice or info would be appreciated.
SUBJECT: Re:District Limiting Tests
Date: 96-11-23 20:24:02 EST
From: ShelleyHL
The type of tests and evaluations needed should be individualized for the
specific needs of the child. It doesn't take a genius to figure out that all
children referred don't NEED a Goldman-Fristoe. I have about 20 tests on my
shelves. I have some core tests that I use for language referrals, or
articulation referrals, but the added test I chose are based on the
information I receive from the teachers at the referral meeting. If I hear
concerns regarding vocabulary, I do more extensive vocabulary testing. If I
hear concerns about problem solving or word finding I add a test that I feel
will address the area of concern. I find that certain tests aren't
appropriate for some students. For example, the old Goldman Fristoe Woodcock
Auditory Perception Tests weren't particularly good for youngsters with
attentional problems due to the length of the tests and the fact that they
were on tape. I also find that the CELF-3 while good for some students, is
not good for children with severe reading difficulties or the youngest
children for which the test is normed. This is personal preference, but
that's how I feel. In Connecticut, we have to use more than one test measure
to determine a disability exists. I believe that "individualized" begins
with the referral and testing, not just with the educational program. You
need to explain the varying purposes of the tests you use to your
administration and explain why a variety and the ability to choose is
important to you as a clinician. ShelleyHL
SUBJECT: Re:SLP discussion group
Date: 96-11-23 22:27:20 EST
From: Barlynn
I am an SLP currently working in a public school setting K-5. I work closely with a special education teacher in a Learning Support kindergarten. The children enrolling in this program are becoming more severely impaired every year. I would really like to be involved in a discussion group if one has formed - it is so helpful to share ideas. I am a beginner at all of this " E-mail stuff" and have just gone through the posted messages. I share many of the concerns expressed by others, especially those concerning inclusion. My address is Barlynn @ aol.com Thanks!
SUBJECT: Re:Testing Preschoolers
Date: 96-11-24 11:27:13 EST
From: RacingLes
I also work with the 2-6 yr old population and I would die if someone took my PLS-3 or my Goldman-Fristoe and Khan Lewis Phonological Process Analysis away from me. It sounds like you've got all the bases covered.
SUBJECT: RE:
SPEECH/LANGUAGE DELAY
Date: 96-11-24 12:40:22 EST
From: BSmith3093
My youngest son is 4 years old. He received a speech/language evulation which
states he has a six-nine months delay. In New York City, a child must be
delayed as least one or more years. Therefore the Board Of Education on
Special Education has denied my request for speech classes for my son. If
there is any one with some advise on how I can fight their decision, PLEASE
FEEL FREE TO CONTACT ME !!!!!!!!!..........I NEED YOUR
HELP..............THANKS
SUBJECT: Re:RE: SPEECH/LANGUAGE DELAY
Date: 96-11-24 13:19:03 EST
From: SusanS29
Take a look at the evaluation and make sure the language evalution wasn't just cursory. That said, they can 'draw the line in the sand' somewhere... the younger the child, the harder it is to diagnose mild to moderate impairments.
Do you think the *quality* of your child's speech and language is *markedly* impaired when compared to children of a similar age? If so, you might consider getting an independent evaluation.
SUBJECT: Re:District Limiting Tests
Date: 96-11-24 14:41:41 EST
From: TAWhit
That is incredible!! In our school district, our procedures come from state guidelines. We are able to modify the state guidelines and make changes as we need to but the changes are then approved by the state. We require a minimum of 2 language instruments to determine eligibility and our STATE manual lists all appropriate tests..and includes everything!! Do you have a state SLI specialist? We have one at the Dept. of Education who would be our resource for problems like yours. Good luck. Might also want to give ASHA a call.
SUBJECT:
Re: RE: SPEECH/LANGUAGE DELAY
Date: 96-11-25 21:44:08 EST
From: MRogers140
Your should investigate just what testing was done and how that conclusion was made. It the states where I have worked a 6 to 9 month delay would not qualify a child for services. You should ask for a copy of the evaluation. Find another evaluator at a children's hospital, private practice or university program and have your own evaluation done. If you are this concerned about your child's speech-language abilities there is a good chance your concerns are valid. How do his skills measure up against those of this male peers?
You will have a hard time getting the schools to go beyond their guidelines. But there is a good chance that the evaluation he was given did not investigate completely. Sorry this is a little disjointed but I hope it makes sense.
SUBJECT: Re:Lateral lisp
Date: 96-11-25 22:25:24 EST
From: GaryPar4
I'm not a sales person for AOL , but I have been told that with 3.0 you can install your own internet navigator and still use AOL for its other services. MY husband is looking at buying the Teleport Platinum with internet package (netscpae navig. is already loaded on it). , since he likes many AOL features, bu t gets frustrated witht the slowness of the internet software. Is it worth considereing?
SUBJECT: Re:estab "educ.impact" forSI
Date: 96-11-25 22:26:53 EST
From: GaryPar4
NYS has added speakinmg and listening to its standards for Eng. lang. arts.
It has not yet been implemented in our district. I'll dust them off again
and bring everyone' s attention to it. Thanks, Kathy
SUBJECT: Re:service
minutes
Date: 96-11-25 22:28:50 EST
From: GaryPar4
Since NYS hasn't changed it's mandate for services since inclusion started, I still write many IEPs as 2x/30 min./week. It's not accurate. Most of my kids get that plus 30 mn. to 1 hr. of inclass contact a week.
SUBJECT:
Re: estab "educ.impact" forSI
Date: 96-11-25 22:29:39 EST
From: GaryPar4
Thanks, I'm searching journal s right now, and hopefully I 'll find the citation.
SUBJECT: Re:District Limiting Tests
Date: 96-11-25 22:32:38 EST
From: GaryPar4
ASHA cited a district that lost a court case a few years ago for treating all
children in the same way. You might call ASHA and ask if someone can give
you the citation.. I t is a violation o f94-142 and IDEA to treat all the
same. It must be free, appropriate, not dictated
SUBJECT: Underserved
population areas
Date: 96-11-25 23:06:04 EST
From: Unikldy
Looking for info on funding for services areas underserved by SLP, PT, & OT for preschool children. Federal or state or private funding OK. Don't know where to begin to look. Most are Head Start & Early Intervention Programs.
SUBJECT: Re: Preschool Testing
Date: 96-11-26 10:05:48 EST
From: MareCash
When I worked in a preschool program I generally used the PLS,
CELF-Preschool, Goldman Fristoe, EOWPVT, ROWPVt. Now that I am in K-5 I have added the Test of Relational Concepts and the TEEm for some of my k-1 gaders. I like these two tests because they give melots of specific info.
SUBJECT:
Computers for nonverbal
Date: 96-11-26 10:10:59 EST
From: MareCash
I am a SLP working K-5. My first year in the school (worked preschool for 5 years, and a state developmental center fro 5). I have a 10 year old girrl who will be going for a complete augmentative eval outside of hte district next month. I have augmentative background, but from 5 years ago and things change so rapidly. Alos, my previous nonverbal clients were very low functioning. Anyways, this gal is functioning around the 4 year level (both in language and nonverbal IQ). aPrognosis for development of verbal lang is nil. She has an unidentified neuromuscular disorder. My question is - in addition to an assisstive comm device, we are pushing for computer technology for her in the classroom. I am lost in this area. There is a grant available for me to also get my own computer in my therapy roo. I haven't a clue as to where to start. Does anyone have any ifo to help me get started?
SUBJECT:
Re: District Limiting Tests
Date: 96-11-26 17:03:52 EST
From: TLVAIL
Try ro explain to them that communication is too complex of an area to be fully evaluated with one or two tests. I just tested a child who did fairly well on the CELF 3 except for the concepts/directions on the receptive scale and the sentence repetition on the expressive scale. He wouldn't have qualified for services if I had not given the TAPS, which be bombed without the visual support. What about receptive and expressive vocabulary? What about specific areas of weakness measured by the Test of Word Finding or the TOPS? What about phonological processes? Hopefully they would prefer to hire qualified SLPs and provide them with a variety of tests to be used when necessary. That's why we're trained to diagnose communication disorders the way we are. Sometimes the problem is a puzzle to be solved and you need a wide variety of diagnostic tools to solve the puzzle.
SUBJECT: Re:RE:
SPEECH/LANGUAGE DELAY
Date: 96-11-26 17:11:01 EST
From: TLVAIL
In our district we have strict guidelines for placement, especially for preschoolers who may be developing quite normally even though they have quite a few sounds in error. Is it his language or articulation you are concerned about? Can he be understood by you? By his friends? By other adults? I would ask to have a meeting with the SLP who did the evaluation for clarification. Maybe there are some things you can do at home to help.
SUBJECT:
Re: Computers 4 nonverbal
Date: 96-11-27 18:47:30 EST
From: CPR25
Dear Marecash: Hi ! Read my messages from 11/12/96 and 11/16/96; theyr'e about what you need....In short, I am the AAC consultant at my setting and we use the MAC Performa6320CD (with CD-Rom). We have nonverbal children of all ages and on various levels of capability. To sum up my previous 2 messages.....The BoardmakerTM, Speaking DynamicallyTM, and the entire Intellitools software package are VERY useful to us. The first two programs are made by the Mayer-Johnson Company in Florida (800 number) and Intellitools Company is also an 800 number. Good luck! I'd like to know how the AAC eval goes and what device is recommended for the gal's personal use....S.T.
SUBJECT: Testing Limits
Date: 96-11-28 11:23:46 EST
From: MsLaura195
Thank you for all of your input. We as a Department have tried in vain to describe the need and importance of numerous tests. They have gone as far as telling us that administration will be coming around school to school to pick up every test we have except the CELF-3. Their reasoning is to cut the number of children receiving speech in the district.They believe giving only the CELF will help this! I know this is an outrage-imagine having to live with it! We have only just begun our fight. Thank you so much for your suggestions!
Laura
SUBJECT: Re:Testing Limits
Date: 96-11-28 17:44:22 EST
From: ShelleyHL
Dear Laura,
If my experience with the CELF 3 is any indication, you will have lots of business in the speech department. Use it with your first graders and everyone will need language services of some kind. Too bad you won't be able to show the students' strengths by using other test measures. Also, you will have no supportive data to corraborate the CELF 3 scores. How short sighted! Maybe when parents start to request independent and thorough evaluations your supervisors will allow you to provide the service. Good luck.
ShelleyHL
SUBJECT: Re:speech therapy
Date: 96-11-28 21:20:30 EST
From: Nddallas24
Six
SUBJECT: Re: Word finding problems
Date: 96-11-28 23:41:45 EST
From: MARIAH134
I have recently added a third and fifth grade student to my caseload who exhibit severe word retrieval problems. I would appreciate information regarding effective strategies for school and home/social settings.
SUBJECT:
Re: Testing Limits
Date: 96-11-29 12:09:51 EST
From: TAWhit
Laura - keep us posted on your progress/outcome. I am really interested.
Terrie
SUBJECT: Re: Word finding problems
Date: 96-11-29 13:22:02 EST
From: SNarkie152
A great book called, Word Finding Intervention Program, by Diane J. German, PhD was a great help for me. Provides remediation and rehearsal techniques for word finding difficulties. A test , The word finding Test, I believe by the same author is also available. The test provides great information! I think I ordered it through Pro-Ed catalog. If not, I'll update the message board when I find out! Word Finding, because of this book, has since become a specialty of mine. Good luck!
SUBJECT: visuo-spacial disability
Date: 96-11-29 16:13:30 EST
From: LAFREE
I have an 8 1/2 yr old boy who verbal scores lies within the high average but there is a 24 point drop in performance scores. we are told he has a significant visual spacial learning disability but since he is operating within his age group academically he does not qualify for special ed. There may also be an ADD component. I am looking for sources of information to 1) understand his difficulties better and 2) to get him remedial help if possible. It is difficult to see a bright sensitive boy struggle to achieve while watching his peers "coast".
This is taking an emotional toll on him and I worry that he will just get
tired of the struggle and "shut down". Any information that any of you
could provide would be helpful. lafree @ aol.com
SUBJECT: Re:visuo-spacial
disability
Date: 96-11-29 18:48:11 EST
From: SusanS29
LAFREE, there are two important reasons for you to find out whether your child does ahve ADD.
First of all, if he does, it will actively interfere with his other difficulties.
Second, if he does, he is then eligible for a 504 Plan which is much like an IEP but doesn't have the eligibility restrictions that a 504 does.
So get clarification on that issue, and then post in one of the ADD folders. There are *lots* of people there who can give you lots of extremely useful information if it turns out he does have ADD.
SUBJECT: speech delays and play
Date: 96-11-29 22:43:22 EST
From: HILLTOPUB
I am a graduate student at San Francisco State University and a preschool teacher looking for info on speech delays in young children and the effects they have on their peer interactions and play. I have done quite a bit of research, yet there is very little out there dealing with this age group and this topic.
I found some info which really didn't tell me anything I didn't already know. What I would like to find out is what I can do within my mainstreamed classroom to help a student with a serious speech delay. So far he has made progress with the work I have done thus far, yet I am afraid that my plans are only helpful to him up to a certain point. Any ideas?
Thanks!
Erin Hill
SUBJECT: third grade stutterer
Date: 96-11-30 01:27:29 EST
From: MareCash
I am an SLP who just started this year working K-5. Previous experience has been some adult augmentative and mainly preschoolers. I have a third grade boy who has a severe fluency problem. What a difference working with elementary vs. preschool stutterers. I feel like a counselor, but I am not getting through to this kid. He started stuttering in 1st grade,and apparently it has been downhil since then. There is a family history of stutterring - uncle, father who is not in the home. His 1st grade sister - who I saw in preschool, was quite severe, but has made some really nice progress. She has defiantly learned to use slow easy spech, easy onset, etc. This guy is a different story. He is very immature and basically shows indifference to his problem. Last week his class was havinga contest, and he got so blocked when trying to answer a question, that he cried. This was the first emotional reaction to his own disfluency that was outward. But, talking to him about it, you get nowhere. He does not seem to be ready to take responsibility for using the "techniques" he has been taught. He is very bright, but as I said, very immature and unable to monitor himself at all. He comes from a single parent home in a depressed area, and mom is very demanding and expects perfection in her children. I have tried all the usuals with her as far as teaching her that it is important to have a clam atmosphere at home, modify her own speaking (she talks a mile a minute), etc. She is now ready to demand an outside eval., which is fine with me, although I feel at this point in his deevlopment, outside help will not benifit him. I just feel he is not ready to accept responsibility for modifying his speaking. Any thoughts out there? I feel in a way that I am copping out with the "mature" thing, but I also feel justified.
SUBJECT: Re Getting into grad
school
Date: 96-11-30 08:56:40 EST
From: ACrens9530
Help! I have a friend who is ablut to get her B. S. degree in speech patholoogy in CA. She has learned that graduate programs are tough to get into and needs help about what to do. She is about too get divorced and would really like some tips-She is in her 30's with a child and has owned her own business in the past. Please e-mail me at ACrens9530@aol.com Thanks alot!
SUBJECT: Re:Testing Limits
Date: 96-11-30 15:30:17 EST
From: Rhauzer16
Unbelievable, but I guess I shouldn't really be too surprised. My school district is increasing pressure on us not to see so many kids also. They keep citing national statistics that our district has way above the national average for special ed. kids. Our superintendant(a bottom-line type of guy)has directed our Sp.Ed. director to cut back on the numbers of special ed. kids.
SUBJECT: More about test limits
Date: 96-11-30 17:54:29 EST
From: MsLaura195
Thanks again all!
Keep your suggestions coming! The more the better. I have been printing everyones messages to put together a letter to our administration.
All of your input is valuable. Thanks again! Laura
SUBJECT: Re: Word
finding problems
Date: 96-11-30 21:13:54 EST
From: MARIAH134
SNarklie-Thank you for the information. I'm ordering the book you recommended tonight.
SUBJECT: Re:Testing Limits
Date: 96-11-30 22:50:17 EST
From: MRogers140
Interested and horrified. This would not hold up in court.
SUBJECT: Re:third
grade stutterer
Date: 96-11-30 23:00:07 EST
From: MRogers140
The Richard Shine approach has worked for me with elementary age children. What to you feels like counseling may to the child feel like nagging since his family is putting a lot of pressure on him. Try some relaxation techniques. Don't beat yourself up, we have all been in your shoes.
SUBJECT:
Help!
Date: 96-12-01 09:12:01 EST
From: Rabbi JYH
Have 3-6 year old with Language disorder, hyperlexia. Qualifies for special ed with 50% deficits in language, self help and social skills. (One area of 50% deficit qualifies in my state.) This means 2 hours/day. 1. I haven't seen what I consider an approprate placement. The Teacch classroom the district offers doesn't seem to be language -oriented, and this is his main problem. Any ideas? What about Total Communication which would put him with hearing impaired kids?
2. He cannot function in a regular preschool because of aggressiveness, but he needs the socialization, and I need the daycare because of my own physical limitations. His regular preschool wants him to have an aide, or me present at all times. I physically can't do it. How does a preschooler get an aide? Where do we get help? What do I do????????
SUBJECT: Re:Help!
Date: 96-12-01 13:22:27 EST
From: ShelleyHL
It's hard to define your child's needs online. However, please remember it
is the school district's responsibility to provide appropriate educational
programs based on your child's need. It is unfortunate that you have some
physical problems, but this really should have no bearing on your child's
programming. The public schools are very much responsible for providing
educational programs and this can and sometimes should include an aide or
preschool program. However, the schools are not responsible for providing
child care (and by that I mean a day care setting without educational goals)
unless it is educationally warranted. ShelleyHL
SUBJECT: Bloom's Taxonomy
Date: 96-12-01 16:05:44 EST
From: Gmspeak
I am trying to find a description of the levels of Bloom's (Benjamin Bloom) Taxonomy. Can anyone help? As a speech pathologist, I haven't needed this information previously. I have the reference on Bloom's book, but would prefer a quick list of the levels as I am unable to access the book easily. Thanks.
gmspeak@aol.com
SUBJECT: MRogers40
Date: 96-12-01 19:54:46 EST
From: MareCash
Thanks for the pep talk. Where do I find more info on the Richard Shine approach. Have heard of it but never used it - I've been working with prescoolers for the past 5 years. Play therapy was heaven!
SUBJECT: Re:Bloom's
Taxonomy
Date: 96-12-01 20:26:32 EST
From: SNarkie152
Linguisystem's catalog has a good selection on materials for focusing on Bloom's Taxonomy in a series, Health, Literature, short stories, mother nature, recipes,( p, 78 in the most recent catalog). The # is 1-800-PRO IDEA and on-line it's linguisys @aol.com. Good luck!
SUBJECT: Re:MRogers40
Date: 96-12-02 21:20:43 EST
From: MRogers140
Now I feel really dumb. My elementary level stuff is packed away. I am now working only with preschoolers. Shine's program is sold through one of the major catalogues but I can not remember which one. Maybe someone else will help out. What I own I got in a workshop with him many years ago. Hope you can find it.
SUBJECT: Speech w/ autistic child
Date: 96-12-02 21:57:40 EST
From: CBBLOSSEY
Hello- I am new speech therapist and currently service children from ages 4 to 15. In my caseload this year I have an autistic student that is nonverbal. She has a Digivox, but that does have the necessary memory to function in first grade. Myself and the special education teacher that pushes in having been discussing ideas of ways to help this child communicate. Our ideas seemed to very limited. I was wondering if anyone out there good provide me with any valuable insight as to what communication devices and/or ways have worked for you with an autistic child. Starting this week we are starting to teach this child simple, but vital signs to function in a classroom(inclusion) setting. Thank you for your help.
CBBLOSSEY
SUBJECT: Re:Speech w/ autistic child
Date: 96-12-03 20:14:28 EST
From: TLVAIL
How much language does this child have? Is receptive better than expressive? I've used a combination of signs and a picture exchange system with some low language Autistic students with some success.
SUBJECT: Re:Speech therapy
Date: 96-12-03 22:22:08 EST
From: MAY MORRIS
Looking for any information regarding a learning method called "The Tomatis Method". I have been told this method used by the Spectrum Centre in Maryland could be beneficial to my nephew. Trying to find out about it.
Any information would be greatly appreciated. Please e-mail to
maymorris@earthlink.net. Thanks
SUBJECT: Parent seeks advice
Date: 96-12-04 00:08:18 EST
From: AMWastella
I have a 6 year old boy in Kindergarten with no physical or mental disabilities. He is bright and outgoing and has no trouble formulating or expressing his ideas in language. He has attended a Montessori preschool for 2 years and is in Kindergarten now. During our first parent teacher conference this year I expressed my concern over my sons problem with "hard consonant substitution" (I don't know the technical term) and felt that at age 6 he should have out grown this. The teacher stated that although she felt that he could benefit from speech therapy , as most children could use extra help with the hard consonants, the therapist would probably feel it was age appropriate. Sure enough, the therapist sent a report back that he was age appropriate. Any comments or suggestions on how to work on this problem either convincing the therapist to help out or obtaining materials a lay person could use the help my son.
SUBJECT: Re:Parent seeks advice
Date: 96-12-04 15:08:26 EST
From: MirlaG
Can you identify the specific consonants your child cannot pronounce? By hard consonant sounds do you mean he cannot say the k and g sounds?
SUBJECT:
Re: third grade stutterer
Date: 96-12-04 15:16:43 EST
From: MirlaG
I have a couple of suggestions. First, it is critical that you have the confidence and support of the parent. If she would like a second opinion, encourage her to get one. If you continue to work with her son, I would recommend the Monterey Fluency Program. Personally, I do not like to use the slow easy speech/onset approach. I prefer to guide the child to find his/her own way to speech control and fluency when talking at a normal rate. By the way, there is a big difference when working with a six year and an eight year old on fluency. As a matter of fact, I use a different approach for children 6 and younger than I use with children 7 and up.
SUBJECT: Re:speech
path vs teacher
Date: 96-12-04 18:24:45 EST
From: TONYCAT336
u should continue to become a licensed speech pathologist forst and then work on certification as a teacher its a good decesion in terms of future opprotunities to be licensed as well as certified.
SUBJECT: Re:Language testing
Date: 96-12-04 18:29:34 EST
From: TONYCAT336
i've had same experiemce , and many comversations w/ psychs, princ, and have
found it helpful to look at the return of investment for this child usually
short term tx or inclusion in speech inpvt group is appropriate
SUBJECT:
Re: Parent seeks advice
Date: 96-12-05 08:20:52 EST
From: AMWastella
It appears to only be trouble with the L and R sounds in which he substitutes W sounds.
SUBJECT: Re:Parent seeks advice
Date: 96-12-05 18:49:41 EST
From: Mithue
Re: parent seeks advice
Ask your speech therapist to tell you if your son was stimulable for L and R and in which positions. I give parents a basic "How-To" for students who do not qualify but who are stimulable, able to imitate the sound in at least isolation. L's are usually easier to learn. Pair the sound with either "T" (t - t - t - t , tongue touches in almost the same way for l - l - l). If your son does not substitute N for L sounds, you could get the L by pairing with N -N -L - L. Do not use "yellow" as a practise word. Single syllabe words such as: lock, luck, long, light encourage open mouth so he could look in the mirror to see if his tongue goes up. R's can be difficult. I have luck with having the student say "GR". The tongue is pulled to the back of the mouth with G sound. I tell the students that their bottom lip must be stiff and not floppy (adds more tension and jaw control). Sometimes the ER is easier to start with first. Again, check with your speech therapist. She should have lots of practice pictures. Good luck.
SUBJECT: Where do I start?
Date: 96-12-05 21:45:56 EST
From: KHollo6994
I've been reading all the posts, and you all seem so knowledgable, maybe I can get some questions answered! I seriously think my 3 yr old son may need speech therapy. He can form sentences fine, but the problem is in his articulation. Everyone has a problem understanding him, even my husband and I. He garbles everything together, and when asked to repeat himself it doesn't become any clearer (not to mention the frustration he feels at not being understood). I've watched him talk and his tongue seems to have problems forming the correct way to make sounds. Should I take him to be tested? Where would I take him? Do I go through his family doctor, or contact a speech therapist directly? Any help would be appreciated, if there is a problem, I would like to start dealing with it now before he gets much older. Thanks in advance!
Krista
SUBJECT: Re:Speech w/ autistic child
Date: 96-12-05 21:57:07 EST
From: CBBLOSSEY
To TLVAIL and anyone who has responded to my question. This little girl has a very high receptive vocabulary, she is able to follow multiple step with minimal visual cues. She also, knows the entire typewriter keyboard as well as her alphabet (through writing) and she able to count (writing) the numbers down if she is given the first one to start with or told to fill in the blanks. She also, does surprises you sometimes and come out with very intelligible sentences, however she catches you so off guard that you miss what she says. She cna recite the alphabet if she is in the mood. So, I guess what I am getting at is that is that she has a minimal expressive vocabulary, but a very high ability receptively. Do you think that sign is appropriate and is going to benefit, I guess that is not a yes or no uestion, because it depends on the child.
SUBJECT: Re:Phono./Phonemic awareness
Date: 96-12-06 06:20:48 EST
From: GaPeachUGA
Hello SLP's what a wonderful experince this is for me keep in touch w/ co-workers. I enjoy reading this.
Well as usual,,,,i try to find the cute and humorous side ,,,,Ques? " What
Pres. is buried in Washintons tomb?" student: That J
guy,,,,,,,J.Kennedy,,,,or something like that.
Had to share ,,thought that was cute!
Now to the point ,,,,I was in Ca. as an SLP and came across a workshop that provided me w/ a spelling program tha i uas for therapy,,,,,i also found out that it helped my artic kids transition from the C>>>>V at syll. level to the CV much easier while improving auditory seq, skills.
Here are the steps: 1, teach concepts,,,,,first/last begin./end front/back then middle try one at a time or which one you prefer.
2. i devised a written response sheet w/ col.
ex. front mid back Teach a consonant: /m/
C V C Say a word let them
write where they hear the
________________________ sound....front or back_ "mmonitor"
broomm
1 : : build on more
consonants,,,use specific ones or any
_________:__________:_____ I begin w/ m,s,f, b, etc.
2________:__________:________ Say it once...watch them sound it out
to themselves
3________:__________:_______etc. The after start on the dreaded
vowels,,,,i do alot of
audiory dicrim
work on /short i and e/
add the vowels
sort word such as .pat pot mop pit
met..set pet,,,,you get the point....you build...only vowels in the middle section ....you can go to blends ,,,dipthongsetc. ch a ts.
Bottom line they sound it out to themself my severe lateral lisper corrected and blended w/ this.
She was able to produce /s/in isolation,,,but mths of thrying to blend were fruitless,,,,this worked for her,,If you are interested in the book please E-Mail me,,,,,ill send you the info.
Thanks ,,,,,Do you have too much paperwork and how do you do it? we now have to do minutes for annual reviews.....my initials are usually 5-7 typed pages,,We spend hours on it.
SUBJECT: Re:Phono./Phonemic awareness
Date: 96-12-06 06:22:23 EST
From: GaPeachUGA
PS to the last note posted on the Spelling program my name is" GaPeach
UGA"
SUBJECT: Re:Where do I start?
Date: 96-12-06 15:44:05 EST
From: ShelleyHL
Contact the public school in your neighborhood and ask how you go about initiating a referral Planning and Placement Team meeting for your child. They should be able to tell you who to contact. Put your request in writing outlining your concerns and your request for an evaluation. The school speech/language pathologist should contact you and a meeting should be set up. Don't be shy about doing this. I am a public school therapist and I would rather evaluate a preschool child and say that things are developmentally O.K. than let a problem fester. The therapist will be able to give you a clearer picture of your child's articulation skills, and can also provide you with developmental information regarding sound development, and if necessary some suggestions for helping your child as a family. If indicated, they might recommend speech therapy for your child. Good luck.
ShelleyHL
SUBJECT: Adolescent voice case
Date: 96-12-06 18:25:34 EST
From: JSchwa616
I work in a middle school,and a 6th grade girl was referred to me. She is very timid, and doesn't speak much, either to students or adults. When she does speak, she speaks in a very high pitch, babyish voice. You would never expect it from her size. I am hesitant to do any intervention at this age, but was considering a referral to the social worker. Any suggestions?
SUBJECT:
Re: Adolescent voice case
Date: 96-12-07 08:43:48 EST
From: ShelleyHL
How about a referral to an ENT. Is there a physiological reason for the
vocal quality you hear? Before I work with any voice case I like to see a
clean bill of health from an ENT. I can't examine the vocal mechanism, but
they can. ShelleyHL
SUBJECT: Re:Speech w/ autistic child
Date: 96-12-07 23:45:26 EST
From: AHStreeter
I have found using picture exchange, communication boards and scripts very very effective with my austic child who is integrated into a regular first grade class. He really benefits from the visual input.
SUBJECT: Re:Speech w/
autistic child
Date: 96-12-09 22:05:58 EST
From: CBBLOSSEY
What type of visual script do you use? Please could you give me more information.
Thank you.
SUBJECT: Re:Speech w/ autistic child
Date: 96-12-09 23:29:08 EST
From: AHStreeter
I use the scripts from "Engineering the Preschool Environment" books from the Mayer Johnson Company, and I also make up my own. It has been really great because everyone (teacher, assistant, other students) have really bought into using the boards and are using them all the time with the student. The visual cueing the picture symbols provide have really enhanced his speech and language. He is now creating his own novel 2 and 3 word sentences. We are also working on turn taking, and having him say "My turn" when he wants a turn. He has transferred that to novel situations, and says it without prompting. It has been so wonderful to watch him progress. I really believe that using the communication boards has been a big part of that, because autistic children are often so very visual. Do you have access to those books, or to board maker?
SUBJECT: Re:Speech w/ autistic child
Date: 96-12-10 01:17:49 EST
From: TBlaustone
I have found this to be very helpful also. the Picture Exchange Communication system (PECS) was developed in Rhode Island by Andrew Bondy and Lori Frost. I just went to the ASHA conference and attended three seminars on autism.The big push was on joint attention and turn-taking activities. PECS does this but also builds in the visual modality. Also avaialble thru ASHA are audio tapes from a teleconference by Barry Prizant and Amy weatherby for about $20.
SUBJECT: Re:Speech w/ autistic child
Date: 96-12-10 20:57:09 EST
From: TLVAIL
Is she echolalic? Do you think these sentences you are hearing are mitigated echolalia (things she's heard before and has "recorded" in her head)?I use signs and or pic syms to help cue my Autistic students to answer questions and to serve as an augmentative system- It sounds as though this kiddo needs a lot of visual stim- try both sonds and pictures and see what works best for her.
SUBJECT: Re:Parent seeks advice
Date: 96-12-11 23:23:19 EST
From: MirlaG
Substitution of the "w" sound for "l" and "r" is common among children. You are correct in your judgment that he should have those sounds by now. Get a hold of the book "Help Me Talk Right: How to Teach a Child to Say the 'R' Sound in 15 Easy Lessons." You can correct the "r" on your own using this book. If you would like, e-mail me and I'll e-mail where the book can be ordered.
Mirla
SUBJECT: Re:Where do I start?
Date: 96-12-11 23:24:25 EST
From: MirlaG
Contact a speech pathologist directly.
SUBJECT: Update-limiting tests
Date: 96-12-12 21:25:12 EST
From: MsLaura195
Okay- We had an inservice today on how to administer/score the CELF-3. It
turns out SOMEONE actually listened to us when we said we need more than one
test. We all have to give the CELF-3 to all children(new referrals and
identified students), but we can pick other tests based on our professional
opinions of the child. Thanks for all of your input. I can stop losing
sleep now!! Have a great holiday everyone. Laura
SUBJECT: Re:Update-limiting
tests
Date: 96-12-12 21:27:40 EST
From: TAWhit
Alright Laura! I was anxiously awaiting the outcome. I was describing your
dilemma at one of our district-wide meetings last week and the SLPs were
flabbergasted. Glad it all worked out. Terrie
SUBJECT: Re:Where do I start?
Date: 96-12-13 15:07:43 EST
From: BPA20
I have a 6 year old son who started speech therapy at three and a half for severe articulation delays. It was the best thing I ever did. He knew he was hard to understand and never complained about going to speech to learn how to make the sounds. It gave him some control and I never had problems with his frustration. He is in first grade now and though still has issues (he gets speech therapy four times a week in school), he is confident and participates fully in class discussions. Go and do it! Early intervention is incredibly important!
SUBJECT: Re:Where do I start?
Date: 96-12-13 16:39:06 EST
From: ShelleyHL
Dear Mirla,
Thank you for adding your message to contact a speech pathologist. The r sound is a very difficult sound to correct. I very strongly support home reinforcement of speech work. However, without proper guidance r sounds can become very contrived sounding and sometimes distorted. I have worked with youngsters in the mid elementary grades who had r remediation too early and I had to change some well taught, but not good habits of production as these students entered third grade. The program you suggested might be terrific as a follow-up to some good articulation therapy, but I feel a speech pathologist should take the lead here. Of course, the family should contact their local school district for assistance. Even if the problem is not deemed "educationally handicapping" the slp in the school should be able to provide some kind of guidance. Good luck. ShelleyHL
SUBJECT: Re:Where do I
start?
Date: 96-12-13 17:40:59 EST
From: KHollo6994
Thanks for all your posts! I've contacted the school, and the speech therapist there will be talking to us next week. We'll see what she says, and take it from there! My husband and I both feel there's a problem, and my mother-in-law used to until we decided to take action, now she says "Oh, he'll outgrow it." Well, I don't want to take that chance! If he needs help, I want to make sure he gets it! Thanks again!
Krista
SUBJECT: Re:Parent seeks advice
Date: 96-12-13 21:10:41 EST
From: ADDmomnprd
My 3yr old speach is delayed by more than a year. His speach teacher is working on B , P and T along with giving words and ending sound. Does anyone have any preschool games that would help me reinforce her lessons?
I am exaggerating the end of sounds when labling. He repeats when promted to do so but has difficutly with using it in context.
SUBJECT: Re:Parent seeks
advice
Date: 96-12-14 12:53:43 EST
From: SusanS29
"My 3yr old speach is delayed by more than a year. His speach teacher is working on B , P and T along with giving words and ending sound. Does anyone have any preschool games that would help me reinforce her lessons? "
Ask the teacher. Speech therapy is very complex and it's best if you both work together.
And... demonstrating the skill when prompted is progress. The rest will come with time. :)
SUBJECT: Re:Parent seeks advice
Date: 96-12-17 22:11:44 EST
From: TLVAIL
With the sounds your child is working on, you could play "popping" games. Explain that these sounds pop out of your mouth. Hope packing P-nuts to his mouth and let him watch the them pop off your hand as he says his popping sounds. Play with a balloon and say words that start or end with the popping sound as you pop the balloon up in the air. The most important thing is to make it fun. Your SLP should be able to give you lots of ideas for activities. Be sure not to move beyond where he/she is currently working(ie beginning of works, ends of words, phrases etc.) or else he might get frustrated. You should just be practicing what the SLP has taught.
SUBJECT:
When To Work on "R"
Date: 96-12-18 16:19:57 EST
From: DVC Mom
Does anyone know where I can get the research that indicates that working on the "r" sound at too early an age can do more harm than good? I know that I have read this somewhere and also know this from personal experience, but, nonetheless, would like to read the research on this subject. Thanks.
SUBJECT:
Re: When To Work on "R"
Date: 96-12-18 19:18:41 EST
From: ShelleyHL
I agree that working on the r too early is sometimes counterproductive. I
posted that here. If there's research to that support my observations, I'd
love to see it too! ShelleyHL
SUBJECT: Re:Speech/Language Inclusion
Date: 96-12-19 09:28:41 EST
From: Rnej
I am pleased to see that someone is interested in inclusion. I just started my masters in early childhood special ed. I wanted to get it in speech path but its too far to drive. I just completed a research prosal on the subject. It is amazing to see how so many people think that it is a good thing but don't have a clue as to how to implement it. It is encouraged in our system as our certification lables are changing. I would be interested in starting a dialog concerning this. Especially in the area of articulation defecits.
SUBJECT: Re:Speech/Language Inclusion
Date: 96-12-19 21:11:34 EST
From: TLVAIL
I explain to the teachers and parents of my students that I am the coach and they are the teachers. I teach a skill and expect them to practice it daily. I work with artic kids once a week in the classroom and in individual/small group therapy (freq. depends on severity). I think the weekly inclusive therapy is important because it allows the teacher to see what level we're on, the cueing techniques I use etc... I've had cases where parents don't practice at home so the teacher or assistant will spend a few minutes each day on speech assignments with the child! I think it raises their comfort factor with regard to sound production. I've seen an increase in appropriate referrals, strong modeling and good cueing of children with developmentally appropriate errors. In the end, more children benefit when we work as a team.
SUBJECT: functional language disorder
Date: 96-12-19 22:17:15 EST
From: RRed0032
My four year old son was diagnosed as having a moderate "functional language disorder". He has trouble responding coherently in conversation, problems with "wh" questions, and his expressive language language is often very disordered in terms of structure ("I four to the birthday", "he needs food dog"). He is receiving therapy in the public school for twice a week (1/2 hour) in a group of four or five other kids with mainly articulation problems.
So many of you seem so knowledgeable, I was wondering if you might offer some advice and help clear up some confusion. Is this disorder common? Does it require any special expertise within the field to help remediate? Do you think the amount of therapy his is receiving sounds appropriate? Is his problem the same as central auditory processing problems? Also, does anyone know of any supplemental health insurance that might cover more therapy than the usual BC/BS 20 visits per year? Thanks for your help! Please email me at RRed0032 or post here. Thanks!
Thanks for any i
SUBJECT: Re:functional language disorde
Date: 96-12-23 19:49:07 EST
From: TLVAIL
Dear RRED,
It's difficult to tell from your message what type of disorder your child has. When I hear "functional" language problem I usually think of a pragamatic language disorder or difficulties in the social use of language. Your examples indicate that your also has difficulty with the "form" of language. In other words, the grammar and word order of sentences. I would get some clarification from his SLP as to what type of disorder he has and what you can do to help him at home. Each of my students has a folder that I send home with speech/language activities to work on between sessions. Unless you have a clear understanding of what the problem is and the goals of therapy, it will be hard to help him at home. I feel that home practice is a very important part of the therapy process. Let me know if I can be of more help!
SUBJECT: undergraduate resources
Date: 96-12-25 18:16:09 EST
From: Smsjjj
I am a SLP undergraduate at Texas Christian University and am always in need of good resources both for papers and ideas for clinic sessions. Any help would be appreciated. E-mail address is:
jlstratton@delta.is.tcu.edu
Thanks!
SUBJECT: word lists
Date: 96-12-25 18:22:07 EST
From: Smsjjj
I am always in need of word lists to use in therapy sessions. I have seen books of lists but everytime I go to the bookstores they have no idea what I am talking about. Does anyone know any titles?!! Again my e-mail is:
jlstratton@delta.is.tcu.edu
Thanks a lot!
SUBJECT: Re:word lists
Date: 96-12-25 19:41:01 EST
From: Boulevard
I have some sources for you, but I'm not clear if you were looking for artic. materials or language. For example, "I Love Lists" is great for classification kinds of activities; "Let's Articulate" or "Webber's Jumbo Articulation Drillbook," has activities according to phonemes.
Nancy
SUBJECT: Re:word lists
Date: 96-12-25 21:13:47 EST
From: MsLaura195
I have a book called 40,000 words, which is full of words categorized by letter and number of syllables. Some of the words I find to be not very functional, though.
SUBJECT: Re:word lists
Date: 96-12-26 10:23:38 EST
From: ShelleyHL
You need some catalogues which supply special education and speech/language materials. Try Pro-Ed, Communication Skill Builders. They have lots of books, pictures, tests, etc. The types of books you are looking for would not likely be found in a regular bookstore. However, if you have the ISPN number they could order it for you. Also, contact a local school SLP and see if you can look through their supply of books and/or catalogues. Most school therapists would welcome you and provide this info. ShelleyHL
SUBJECT: Re:word
lists
Date: 96-12-26 10:42:44 EST
From: SusanS29
I have a wonderful book that I used for phonics work called YELLOW PAGES FOR TEACHERS.
It was, simply, lists of words arranged by their phonetic characteristics.
Ask in Teacher stores.
SUBJECT: Re: funct. lang. dis.
Date: 96-12-28 16:26:55 EST
From: CarolO5940
I am always concerned when I hear that children with expressive and/or receptive language disorders are being seen in therapy with "articulation" cases. This is not ususally the fault of the SLT, but rather, a symtom of over burdened caseloads. With 4-5 children in a group, the therapy your child is getting is watered down at best, even with the most skilled SLT.
My advice would be to press for more appropriate services through your Committee on Special Education. A group that focuses on expressive language disorders and that can be flexible enough to move the group out of the therapy room and into the classroom or out to the playground to facilitate "real" life practice and supported social experiences would be ideal. Don't be afraid to press for the most appropriate form of service for your child. Good luck.
SUBJECT: Re:speech delays and play
Date: 96-12-29 16:34:51 EST
From: Test957
Westby's Symbolic Playscale is a good reference for language/play norms. The Hanen Centre has a great book available called Learning Language and Loving It. It will provide you with excellent ideas on how to evaluate/observe children's play and peer interaction, and then how to facilitate development tothe next level.
Jacqui
SUBJECT: Re:Speech/Language Inclusion
Date: 96-12-30 09:14:02 EST
From: Barlynn
I am curious about articulation intervention in the classroom. Are you working with your children in a small group in the classroom or arranging with the teacher for a time to co-teach? For artic, the only thing I've been able to do in the classroom is to take a small group to the back to work. I also sometimes (depending on the child's competency) tape self-monitoring charts (index cards) on the child's desk to help with carryover. I would be very interested to hear about how others are working with articulation on an inclusive basis. Thanks!!!!!
SUBJECT: Re:Speech/Language Inclusion
Date: 96-12-30 09:25:50 EST
From: ShelleyHL
I usually teach correct sound production separately, usually during a small group time, and sometimes in the speech room. Quite frankly, in most cases, teaching correct production is the easy part. Carryover is the hard part and that is what gets done in the classroom. Sometimes this is in small groups and sometimes in a large group. The child I'm working with knows what he/she is supposed to be doing and what I will be looking for. ShelleyHL
SUBJECT:
Re: Speech/Language Inclusion
Date: 96-12-30 09:45:55 EST
From: CarolO5940
I usually do the initial training in small group also. Then, to facilitate carryover, I try to find a good time to spend in the classroom in which the child(ren) will be required to talk, such as show and tell, circle time, etc. I then use facial and various other cues to "remind" the child what to do. I use my mouth and my facial expression ALOT to cue my kids. I've also found that my presence alone is enough to facilitate carryover into that particular activity. It also gives the teacher the opportunity to see what it is I do to cue the child. Then she/he can do it too! I found this to be an excellent way to help the child achieve carryover.
SUBJECT: Port/Eng artic
errors
Date: 96-12-30 10:41:49 EST
From: Test957
Does anyone have info on articulation errors that would be observed in English language development of Portuguese speaking children. Please E-mail!
Jacqui
SUBJECT: Language and Play
Date: 96-12-30 11:15:35 EST
From: Test957
Learning Language and Loving It is written by Elaine Weitzman. The Hanen Centre and Alger Press Ltd. 252 Bloor Street West, Suite 3-390. Toronto, Canada M5S 1V5 (416) 921-1073.
www.hanen.org/reviews.html
Jacqui
SUBJECT: correcting "r"
Date: 96-12-30 14:16:06 EST
From: JMLCMB
Help!!! Does anyone have any tricks of the trade for correcting the vowelized "r". I have a fifth grade that I have tried everything with and she still sounds like she just moved here from Boston..
SUBJECT: Re:Speech/Language
Inclusion
Date: 96-12-30 15:08:01 EST
From: TLVAIL
I use my in-class time to review the practice folder, talk to the teacher/assistant about how practice is coming along etc. I then spend a few minutes talking to/working with the child on whatever they're working on at the time to check on carryover. I sometimes have 3 or 4 in a class and might pull them to the back of the room- It just depends on what is going on in the class at the time.
SUBJECT: Re:correcting "r"
Date: 96-12-30 15:10:45 EST
From: TLVAIL
Are you sure you're working on an artic. disorder and not a normal dialectical variation?
SUBJECT: Vowel "R"'s
Date: 96-12-30 15:45:37 EST
From: DVC Mom
I think what she was referring to was the stressed vowel "r" as in" bird" and the unstressed vowel "r" as in "letter". These sounds are indeed difficult to correct. The tip of the tongue is not raised quite as far up in the production of this sound. And yes, there are dialectical variations of these sounds.. However, if the child distinctly says "bud" instead of "bird" then I know he needs work on this sound.
SUBJECT: Re:Vowel "R"'s
Date: 96-12-30 17:21:33 EST
From: ShelleyHL
Can the child make the r in other contexts (blends, initial position, medial non-vowelized)? If the child can make an initial r, I break the vowelized r into parts. For example, ear is eee + ruh. Initially I allow the child to say eeeruh, including the uh part. This usually extinguishes quickly. This only works with children who have really good initial r sounds.
ShelleyHL
SUBJECT: RE:Lesson Plans
Date: 96-12-30 21:04:41 EST
From: Toezap
Although I am by no means a rookie, I am trying to find a way to streamline my lesson planning process from the current 5 or 6 hours per week to something more manageable, maintaining its usefullness and satisfying the principal. At present I'm using a loose leaf notebook approach with lesson plans for each individual group. At the school for which I do this I have approximately 20 groups....so as you may guess this isn't a very time efficient method.
Any help or suggestions
on what has worked in your situation is welcome. Thanks.
SUBJECT:
Re: Speech/Language Inclusion
Date: 96-12-30 21:11:58 EST
From: GaryPar4
With my 3, 4, 5th graders, I am doing about the same thing. I work on correct sound production in my room and then work on carrypver in their room. Using classroom materials really helps them to see the functional use of using their sounds.
SUBJECT: Re:correcting "r"
Date: 96-12-30 21:13:38 EST
From: GaryPar4
Give us an idea---what have you done so far???
SUBJECT: Re:RE:Lesson Plans
Date: 96-12-30 21:20:17 EST
From: GaryPar4
My principal gives us a lot of leeway in writing plans. As long as it is worded in terms of what the student will do-a one liine entry is OK with her. I also keep an anecdotal record for each student on my caseload *(50+).
We have always done it that way, but now it is more helpful than ever with MEdicaid billing and its required reports. Sometimes I save time by using the same materials with more than one group. I may vary the presentation depending on their needs/levels. Maybe I should time myself to see how long it takes me to plan on a weekly basis. I never have figured it out. I just do it til it's done. Kathy
SUBJECT: Re:RE:Lesson Plans
Date: 96-12-31 15:43:17 EST
From: TLVAIL
Are you an SLP? I've never worked in a school where I had to turn in lesson plans to a principal. I have data charts and therapy notes in each student's working folder. At the end of a session, I write pl- and my plans for that student for the next session.
SUBJECT: Re:RE:Lesson Plans
Date: 96-12-31 21:09:16 EST
From: Toezap
Yes, I am an SLP and my principal definately requires lesson plans due Monday morning of each week. I am located in Alabama and the State Department requires that we do this, although I think alot of SLPs don't because their principals don't require it of them. The State Speech Pathology consultant really doesn't advocate any set format, however a "therapy log" as such isn't sufficient as it doesn't reflect pre-planning. I also serve a Junior High and a school system class for EC students at a different location as well as two classrooms for multi-handicapped 3 to 5 year olds at another separate facility. The latter is served in a consultative capacity, since the classrooms are very inclusively based and don't allow for "pullout" services. I just find that I seem to spend an inordinate amout of time on writing plans for that one school. I thought that someone must have "built a better mousetrap"! Thanks to those of you who are responding...maybe with some luck I can accomplish the same ends and satisfy everyone.
SUBJECT: Re:RE:Lesson Plans
Date: 97-01-01 16:50:59 EST
From: SNarkie152
I've used an efficient way to do lesson plans and have been doing it for the past 2 years as an itinerant therapist between 2 schools. After each session, with the use of a lessonplan book, I take a few minutes to just jot down in the blocks for the upcoming week, activities and goals I plan to work on next week based on the results of the just completed session. It takes some speculation that by the end of the week this is where we'll be.Initiallly , I can just jot down general ideas, like programs, materials and goals and then by the end of the week I can just alter the fine detailssuch as levels, page numbers, etc. Sometimes I spend some time during preps filling in the projected daily activities or at the end of the day, so it doesn't carry over to the next day. (for example, on Monday of this week, I plan for Monday of the following week for each speech session, etc.) This method has satisfied both the principals requirements and I find that my weekends aren't spent doing lessonplans. They're done.
SUBJECT: autism
Date: 97-01-01 21:06:26 EST
From: EVID2EVIL
I'm starting speech therapy with a non-verbal autistic child next week. He's totally nonverbal and screams whenever I go near him. Any ideas for activities to initiate contact with him. It's going to be a long 30 minute session unless I get some inspiration!!
Any help appreciated....Paula
SUBJECT: Re:autism
Date: 97-01-01 21:25:39 EST
From: JMLCMB
Paula, I'm the SLP for a classroom that has five autistic kindergarteners, three of them are nonverbal. I've also had a few older autistic students.
What age range is your guy? If he is younger I suggest just sitting on the floor in an area he is in. You can observe his behavior, watch how he manipulates objects, what types of items he goes for, etc. This will also be a non-threatening way to introduce your presence. You might try parallel talk along with this. Hope this helps!! Don't worry, I know just how long those half hours can be!!!! :) Christine
SUBJECT: Re:autism
Date: 97-01-01 22:04:26 EST
From: JRBachisin
Paula,
I know how you feel. I was right in your shoes 6 months ago. I started seeing a non verbal autistic child who was 2;3. He also had extremely limited receptive language skills . He tantrumed each session for @ 1 month. I used a lot of cause and effect toys (i.e. puzzles, shape sorters, color forms, bubbles, talking books, songs) and also began to utilize the PECS (picture exchange communication system). You need to observe him and see what he enjoys. For me this is how I was able to get through my session. Toys and food he enjoyed is always his reinforcer. We have gotten to the point where he smiles at me when I come to his home for our sessions, and participates in 45 minute sessions very nicely. (Only an ocassional tantrum when routine is broken).I have also been working extensively been working on his play skills, eye contact, and receptive language. I have a picture scedule that we use for each session because he is so strong visually. He has now begun to ID pictures on puzzles and picture cards. However, I have been seeing him for 6 months and he has not used any speech. This has been extremely frusturating for the parents. I would love to hear how things go, good luck and hang in there! You can e-mail me at JRBachisin@aol.com. If anyone else has any suggestions or ideas me ears are always open!!!!! After every session his parents tell me how much they would love to hear him speak.
SUBJECT: 6 Year Old
Spch and MTR Del
Date: 97-01-02 00:43:58 EST
From: EXLR8IT
I am the father of a wonderful 6 six year old named Matthew. He has Speech, Fine and Gross motor skills delays and Sensory Integration Dysfunction. He also has low muscle tone. He is currently in a communications disorders class through our school district and is receiveing Speech Therapy, OT and PT. He is potty trained during the day and requires a diaper at night and frequently wets the bed. He has problems with bowl movements where he holds it until he becomes impacted. He also will not urinate until he cannot hold it any longer. At birth he was almost 21 hours deep in the birth canal before the doctor decided to do a C-Section. When he was born he had a severely crossed eye and we found out after about 1 year he required corrective lenses. His eyes began crossing to the point of requiring surgery to straighten them. My wife and I have had him evaluated by developmental pediatricians, genetisists and everyone else. He has had an MRI and it showed nothing. He has tested normal for cognitive skills however it is difficult to evaluate him with his language delays. We have been looking for a cause for Mathew's problems or at the very least a absolute diagnosis. If anyone can help point us in the right direction please respond.
Thank you
SUBJECT: Re:Autistic Child
Date: 97-01-02 08:38:40 EST
From: Toezap
I agree with all the prior advice about starting to desensitize him to your presence, observation, play therapy etc.. I also strongly advocate the Picture Exchange system by Bondy and Frost.
I have a copy of Boardmaker from Mayer Johnson and have used this extensively for my picture symbols, and to establish a visual schedule for the classroom for each autistic child to check after each activity. I can't remember if you said you were in a school or home environment, but the schedule can be implemented either way, introduces a structure and predicability and thereby reduces tantruming at transitions. Also with the picture exchange system, you verbalize with each exchange. I found with the children I work with that after some time they also began to verbalize while making the exchange/request. Of course this doesn't happen with everyone, a significant amount of autistic people remain nonverbal. At any rate, whoever had the parents who are pushing speech, might want to explain the difference between establishing a communication system and speech as just one type of communication system. Perhaps if they were to look at communication in this broader context, they could relax a little and see what progress he is making. This also helps to recruite the parents to implement PECs, and schedule usage along with you.
SUBJECT: Re:Autistic Child
Date: 97-01-02 10:33:17 EST
From: CarolO5940
Great advice so far. Just wanted to add that when we create daily schedule books for our kids with autism we use real photographs of the child in each setting/activity. For example, the "speech" page has a picture of the child sitting in my area with me. The word 'speech' is a caption for the picture. This picture book doesn't always work for every child, but when it works, it REALLY works and we notice increased verbalizations regarding each activity as well. Of course, the book changes each day, as needed, to mirror the schedule for that given day. (We use a small photo album book)
Carol
SUBJECT: Passe Muir Valve
Date: 97-01-02 20:02:01 EST
From: SAHockey12
I need information and tips on how to encourage three of my tracheostomy students to use there Passe Muir valves. The three boys ( 5,7,and10) seem to be afraid of them. Thanks in Advance
SUBJECT: Re:6 Year Old Spch and MTR Del
Date: 97-01-04 10:24:06 EST
From: Mexi
Has your geneticist suggest a karotype? Many of the conditions you describe are often present with klinefelter syndrome--47xxy.
SUBJECT: Lesson Plans
Date: 97-01-04 13:44:00 EST
From: DVC Mom
To cut down on paperwork, this is how I do my lesson plans. I have a notebook page for each therapy group. On this page I write down all the long and short term objectives for each child (abbreviated of course). Next I have room for each therapy session with room for the materials, procedures, and results.
Most of the time my objectives will remain the same. Only my materials,procedures and results change.
I can usually do a whole month of planning on one page for each group. It really saves time.
SUBJECT: Re: picture symbol book
Date: 97-01-04 23:44:19 EST
From: Kaseyy
Hi,
I recently got hold of a book that has been extremely helpful:
Visual Strategies for Improving Communication
by Linda Hodgdon, CCC-SLP
Available through:
Future Horizons
Arlington, Texas
1-800-489-0727
SUBJECT: doing more at home
Date: 97-01-05 09:48:45 EST
From: Luludee
I have a 3 year old who is in a preschool handicapped program for speech delays, he is on the level of a 19 month old. They suggested repeating things correctly to him, but not forcing him to repeat them--- to help him hear the proper pronunciation. I feel there should be more I can be doing at home and would really appreciate any suggestions or references thanks
lyn
SUBJECT: Re:doing more at home
Date: 97-01-05 14:12:33 EST
From: TLVAIL
lyn,
Talk to his SLP and find out how you can help at home. Ask for a folder or notebook that the SLP can put practice assignments in after each session.
SUBJECT: Careers in Speech Therapy?
Date: 97-01-05 17:05:34 EST
From: Pohadka
Hi! I am currently employed as a teacher of Vocal Music in an elementary school and a middle school. My degree is a Bachelor of Music (my instrument was voice) and I hold state teaching certification. I got into teaching rather late (i.e., 16 years after receiving my certification). Music teaching seems to be very difficult nowadays - especially because kids listen to music without melodies. The old folk songs just don't turn them on anymore! I do enjoy teaching, but wonder if I might be better off getting a master's degree in a different area. Speech therapy appeals to me, in part because I am a singer, and also because I am a linguist (I am fluent in 3 languages besides my native English). Are there any speech teachers out there who can advise me as to whether this is a field which I should look into? What national organization can I write to for information on careers in Speech Therapy? Kindly send E-mail directly to me on AOL ... my screen name is Pohadka . I'm afraid I'll have trouble finding this message board again! Thanks very much!
SUBJECT: Autism and Speech
Date: 97-01-05 21:51:10 EST
From: MareCash
OK here's another question about working with autistic children. The litle guy is in our kindergarden. Has had several years of Speech and OT before entering school. He also has sensory integation disorder. Currently he uses anywhere from one word up to 5 word sentences to communicate - most is the one to two word level. Receptively he has shown improvement as far as vocabulary and following directions (when he wants to). Scores on the EOWPVT have increased by 14 months since Sept. But, as far as the desire to comunicate, I feel little has been accomplished. He has never gone beyond one conversational turn in any interactions. He will nonverbally take turns for a short time, but his attention span is extremely short. He may be starting meds soon for the inattention and hyperactivitiy. My question- are the picture exchange systems - ar maybe script systems appropriate for this child? I have never used them, but from what I haev read, I feel this may be the way to go. Where can I get more info on these systems?
SUBJECT: Auditory
Processing/memory
Date: 97-01-05 22:04:40 EST
From: MareCash
This is my first year working K-5 - I previously worked with the preschool population. I am amazed by the number of children on my caseload with auditory procesing and auditory memory problems. And I remember very little emphasis on this in school. I am lookinf for practical, functional activities to work in these areas. The previous SLP in my position left no sources /therapy materials for this area, except for the monotonous drills of repeating numbers, etc. I really want to make therapy sessions meaningful for these kids, and am running out of ideas. Any help woulf be appreciated.
Marianne
SUBJECT: Re: lateral Lisp
Date: 97-01-05 22:06:50 EST
From: MareCash
I have used the program "Straight Speech" very effectively with a number of my students. You might want to give it a try. Using the straw to direct the flow of air has been a great teaching tool.
SUBJECT: Articulatory Precision
Date: 97-01-06 18:22:26 EST
From: Glbrowser
I am currently working with a second grader who has unclear speech, but has no specific phoneme errors. Any therapy techniques would be greatly appreciated.
SUBJECT: Re:Articulatory Precision
Date: 97-01-06 20:09:29 EST
From: MareCash
I would also love to hear info about this. I currently have three children on my caselod like this - the classroom teachers are having a fit because they can't understand these kids - and I am at somewhat of a loss. They are all third graders and two of them use some Black dialect. I have found several of my afro-american students have these imprecise articulatory patterns.
SUBJECT:
Re: Auditory Processing/memor
Date: 97-01-06 20:13:40 EST
From: TAWhit
For memory - think strategies. Drillwork is useless. Memory is finite. The kids need ways to use what they have, e.g. chunking, visualization, mneumonic techniques. And when you do strategies work, use stuff from their classroom...that they REALLY need to remember. Terrie
SUBJECT: Re: lateral Lisp
Date: 97-01-06 20:18:08 EST
From: TAWhit
The best thing I ever did for those old lateral lisps and tough [r]'s was to take some oral-motor workshops from Pamela Marshalla and Debra Beckman. Its incredible how quickly you can get those sounds going with their techniques.
Like nothing I ever learned in college (ONLY 12 years ago). I do technical
assistance for about 57 SLPs and when I show them this stuff, they are
usually amazed too. Marshalla was the best. She used to have her own series
of workshops but now she works for someone else (I think). She also had
videotapes for sale. I still see stuff in Asha magazine and publications
sometimes about her stuff. Terrie
SUBJECT: Re:Articulatory Precision
Date: 97-01-06 20:19:12 EST
From: TAWhit
I usually look at rate, posture, eye contact and volume. See if any of those
have an impact on intelligibility. Terrie
SUBJECT: Re:Articulatory Precision
Date: 97-01-06 20:44:53 EST
From: Glbrowser
Terrie, I too, have found that if this student reduces her rate of speech, it does improve clarity. The teacher and parent believe her speech is worse than in the past, and other than reducing her rate, I'm not sure what to do next in therapy. Thanks for your response.
glbrowser
SUBJECT: ataxia? apraxia?
Date: 97-01-07 15:56:29 EST
From: AllisonMY
I had a conversation today with one of my 8yo son's SLPs (he has therapy 30 mins. 2x/week with alternating teachers) to discuss his lack of progress. He has a lateral lisp, and no R or TH-using W in place of those sounds. He has finally mastered the L, but only articulates it properly in speech therapy or when reminded at home-very GENTLY reminded. Yesterday, for the first time, he told me some of the older kids have been teasing him. Of course, my heart broke. The SLP is going to increase his homework, and may add another weekly session. We are to do 15-minute "Good Speech" sessions nightly, during which he will have to properly articulate the sounds he has mastered (in this case L. His SLP says S as well, but I've never seen it). These sessions can include word lists, reading aloud, or conversation. When I asked her if there was some time when we could look forward to this all coming together for him, she suggested the possibility that it might be ataxia-at least that's what I thought she said, but I see only apraxia on this MB and can't tell the difference from the definition. She said that, as an adult, he may only be able to properly articulate sounds in carefully controlled, rehearsed situtations. Of course, this kind of threw me for a loop, and I've since thought of many more questions to ask her. In the meantime, can someone tell me whether she was referring to ataxia or apraxia? Is there are definitive diagnosis for either? Would his IEP need to change to reflect this diagnosis? And is there change we should make to his therapy in the absence of ataxia / apraxia? I should add that he is an above-average student, confident, popular and outgoing. And I'd like to keep it that way!! As he gets older, I'm afraid teasing might begin to gnaw at his self-esteem. His teacher agrees with me that his tongue seems to have a mind of its own- it seems to slip and slide and he has a hard time controlling it. Sorry for the long introductory post.
SUBJECT: Re:ataxia? apraxia?
Date: 97-01-07 19:05:16 EST
From: TLVAIL
Dear AllisonMY,
Ataxia is a term usually used to describe movements seen in Cerebral Palsy or other neurological disorders. The movements are writhing and uncontrolled. This term could be used to describe a motor speech disorder but it's unlikely. Your SLP was probably talking about Apraxia which means there is difficulty in motor planning for speech. Does your son have errors other than the ones you mentioned in conversation? Are his vowel sounds distorted? Does his speech get worse on multisyllabic words? Errors on R, TH, S, and L are very common in 8 year olds. Does your son consistently practice for a few minutes each day? How long has he had therapy? There are many reason why he may not be progressing very quickly. Meet again with your SLP and ask why she feels he has Apraxia. The therapy models are quite different for simple sound substitutions/distortions and motor speech disorders so a diagnosis is important. In the mean time, try not to get too concerned. From what you've said in your post, he doesn't sound Apraix or Ataxic! (of course I'd never presume to diagnose online!) Tracy
SUBJECT:
Re: ataxia? apraxia?
Date: 97-01-07 19:08:28 EST
From: TLVAIL
Allsion-
Another thought- Try to make his practice sessions fun for him. Ask for game sheets or matching drill cards that you can use for home practice. Play Go Fish or Memory with the cards. Maybe he's just not motivated. Also, having 2 different SLP's might be a problem for him unless there coordinating therapy (not much time for that in the schools!) We all use different cueing techniques and placement techniques which may confuse him.
SUBJECT: PPVT-III &
EVT
Date: 97-01-07 20:07:34 EST
From: JMail10
I recently received a mailing about the new Peabody Picture and a new Expressive Vocab. Test. Have any of you Speech/Language people ordered them/tried them? Our school budgets are very limited so I am looking for input before ordering. Please e-mail me if you have info to share. Thanks,
Joanne
SUBJECT: Re:ataxia? apraxia?/TLVAIL
Date: 97-01-07 20:13:07 EST
From: AllisonMY
<<Your SLP was probably talking about Apraxia which means there is difficulty in motor planning for speech. Does your son have errors other than the ones you mentioned in conversation? Are his vowel sounds distorted? Does his speech get worse on multisyllabic words? Errors on R, TH, S, and L are very common in 8 year olds. Does your son consistently practice for a few minutes each day? How long has he had therapy? >>
Tracy,
I found your wonderful posting on apraxia (missed it earlier) and it does seem to rule it out in Alex. :-) Except for the slow, deliberate manner in which he has to articulate the L, he doesn't seem apraxic. He did have a problem with small motor coordination (cutting, printing, shoe tying-a frustrating skill he finally mastered this weekend!), but seems to have finally climbed that hurdle. Gross motor skills are above average. I know this is a silly question, but do some kids just have tongues that are too big for their mouths? That tongue is all over the place when he speaks at a normal place, almost to the point where he's tripping over it! He has been in speech therapy since Spring of 1st grade. We got the IEP only after my husband and I pleaded for it throughout the previous Fall. The speech pathologists felt that the delays were within developmentally appropriate norms so we really had to push. And I have to say that, except for the L sound, there has been no improvement in any of the others-R, TH, lateral lisp S-after nearly 2 years of speech therapy. So maybe it is developmental? But, to answer your questions: No, he does not have errors other than the ones I mentioned. No problems with vowel distortion or monosyllabic words. He does, however, have much more success articulating the L when it is at the beginning of the word.
I guess these are my next questions: If it's not apraxia, will speech therapy 2 or 3 times a week for the forseeable future be enough to resolve it? He can make the L. When he fails to do it in the course of normal conversation, is that due to a bad habit? How do we flick the switch somewhere that will make proper articulation of L as instincitive as the D or W he now uses in its place? What about the other sounds? He is now 8. What happens when he can't make these sounds two or three years from now? Is there another approach to speech therapy in the public school? Would a private speech pathologist be a better way to go? I think more frequent, intense therapy can only help. I'm trying not to get hysterical, but it's hard when I see my 5 year old clearly articulating consonants that her older brother can't. He can't even clearly pronounce his own name - Alex - unless we correct him after the fact. I just feel like I'm up against a clock here, with middle school looming and the adjustments that come with it. I hate to ask him to have to deal with speech problems on top of everything else. Thanks, Tracy.
Allison
SUBJECT: Re:auditory processing
Date: 97-01-08 00:11:01 EST
From: MikeDest
Have you seen a pediatrician and discussed Add without hyperactivity? We have used retilin prescribed by the doctor to help reduce the distractability!
SUBJECT: preschool materials
Date: 97-01-08 07:02:32 EST
From: Toezap
Someone mentioned that they had previously worked with a lot of preschoolers. I am a program for multi-handicapped children 0-5 although my responsibilities are 3-5. Some are severely disabled and are working on cognitive prerequisites for speech-language. This was not an area I had occaision to collect much material for previously. I'd like to find some good resources for teachers, aides, and parents for activities. For eval purposes, I like the Functional Communication Profile but isn't a normed measure, Recently got Early Communication Games which is good. Anybody used any of the Hanen Centre books, such as Learning Language and Loving It? Don't know how appropriate this would be or how low it goes.
Toezap
SUBJECT: Re:ataxia? apraxia?/TLVAIL
Date: 97-01-08 16:52:51 EST
From: TLVAIL
Allison,
I was a bit bothered by my response to your post regarding Ataxia- I've worked with young children a long time but had a memory....Ataxia is caused by damage to the cerebellum (usually due to a stroke, trauma or degenerative disease) The speech of the person with Ataxia is characterized by intermmittent monopitch, intermittent monoloudness, irregular or random breakdowns in articulation with vowel distortions, reduced rate, short phrasind, disordered stress patterns- sounds nothing like your son does it? W/regards to your questions: one reason he may not have progressed very quickly with the r and th sounds is that he may not have been developmentally ready to work on them- The r in particular is tough because it has no real contact points (can't say "put your tongue here") I've not had much trouble teaching the th sounds because they're easy to see. Try having him put an h sound between the th and the rest of the word- He can't say a d or w then!
W/ regards to private therapy, it's hard to say- I don't know what conditions your school SLPs are working under. Since you're so concerned, I think it would be worth a consult with a private SLP- Let him/her listen to or test him then ask what suggestions they have. You may be able to just get private therapy once a week for 20-30 minutes if you're willing to do the drill and practice (I can tell you are!) Hope this helps! Tracy
SUBJECT: Re:ataxia?
apraxia?/TLVAIL
Date: 97-01-08 16:55:25 EST
From: TLVAIL
Another thought- Have you tried using finger cues to remind him when to use his L sound? I put my finger by my mouth then flip the tip down to remind students to put their tongue behind their top teeth then flip it down. The th can be wiggled fingers beside your mouth to remind him to make the "windy" sound.
SUBJECT: Re:ataxia? apraxia?
Date: 97-01-08 20:31:31 EST
From: ShelleyHL
Hello Allison,
I read Tracy's postings to you and I agree with her (so far as I can without seeing your child in person myself). It has been my experience that more is not always better with articulation correction. Your therapist should be providing specific instruction and cues to your child. At the same time, it is important for you and when appropriate, the classroom teachers, to reinforce the correct sound production. The correct (or even closer to correct) productions in a variety of contexts, in everyday situations is, in my opinion as valuable, if not more valuable than additional therapy time. One thing I have started this year is having a classroom teaching assistant practice five minutes a day with a child. The assistant is simply reinforcing what the child can already do in a different situation. It has made a world of difference. However, I need to add that this child was NOT receiving this support at home. If home practice is consistent and fun additional therapy should not be needed. The last thing you want is for your child to dread his speech sessions. Then nothing gets accomplished.
ShelleyHL
P.S. I too work with children who have or have had fine motor difficulties overall. If fine motor skills are delayed overall it makes sense that speech articulation might be too.
I may have missed this, but does Alex have any history of ear fluid/infections?
SUBJECT: Re:ataxia? apraxia?/TLVAIL
Date: 97-01-08 20:32:07 EST
From: AllisonMY
Thanks for all your help and advice, Tracy! This MB is a terrific resource. I will try the finger cues you suggested. And I plan to maintain closer contact with both of the SLPs, both to monitor his progress and to see if they have any more hints or techniques I can incorporate. I love my kids' school, I love their teachers, instruction methods and materials are rock solid ... but (and you knew there had to be a but, didn't you? :-D ) I've noticed that every teacher I've known-not just the SLPs-tends not to volunteer information or address concerns unless directly asked. The apraxia thing is a good example. I called the SLP, had probably a 10-minute conversation with her and only at the very end, when I asked her when we could expect things to come together, did she even mention apraxia-and even then it was so matter-of-fact it caught me off guard. She and I have had at least 3 IEP meetings in the past 3 years, not to mention all the conferences with his classroom teacher, and not once did she suggest apraxia as a possibility. She kind of tossed out the idea, but then failed to follow through with a definition of apraxia, how to diagnose it, and what an IEP for apraxia might include. Sigh.
I'll let you know what happens. Thank you again.
Allison
SUBJECT: Autistic Child
Date: 97-01-08 21:51:35 EST
From: CBBLOSSEY
I am new speech therapist in Central New York and have been working with a nonverbal autistic first grade girl. I am hestitant to say that she is nonverbal, because she does know her alphabet and will say the letters if she wants to and knows her numbers to 10 and will do the same if she wants to. However, lately we have begun to introduce her functional sign language as another means of communication. Her mother is not frustrated with her inability to speak, but I am waiting for the day, to hear a beautiful complete sentence out of her mouth. Along with the sign language we used a Digivox, with seven or eight interchangeable screens with pictures and words that we put together that would help this child communicate her needs and wants to us. However, after a few months in first grade the communicator became insufficient for all the information that we wanted to on it. We were looking for her to create sentences, but it really limited us to the sentences that she could produce by pressing specific buttons. We have begun looking into computer programs for her Apple computer that our health department bought specifically for her to use in school in order to communicate. There is a program out there called Dynavox and that allows any child no matter the disability to create sentences through the use of pictures as well as words. If anyone has used or heard any information about this program, I would be very interested to hear about it. Working with an autistic child has opened my eyes to a whole other spectrum of the world. To anyone that works with autistic children, I found something out very quickly, a very strong patience is needed and I have definitely acquired one if I did not have one already.
SUBJECT: Re:Autistic Child
Date: 97-01-08 22:22:19 EST
From: CarolO5940
I just read your question regarding the Dynavox. I have a nonverbal, multi-disabled little boy (5 yrs. old) who currently owns a Dynavox. It isn't a "program", it's a programmable communication device, much like a computer, that works on a touch or scan mode. It has wonderful capabilities, but I must say that it is very high tech, difficult and time consuming to program, and far too sophisticated for a young child (though I'm sure there are some exceptions). It is very expensive, as well. I'd be happy to share more information if you want to e-mail me.
P.S. Does this little girl spell? It may be worth looking into, and if so, a Cannon Communicator type device might provide the flexibility you're looking for .Several of the autistic children I have worked with in the past have had spelling capabilities FAR beyond their verbal abilities.
SUBJECT: Sensory
Integration
Date: 97-01-08 23:10:45 EST
From: Dlguffy
My two year old son Sean had lots of ear infections. He probably had almost no hearing for several months. He had tubes put in at about 8 months. He has poor gross motor skills and was slow to crawl, walk, talk, and in general has had delays in almost every area.
He has been in speech therapy for a year. Recently he was evaluated by a psychologist and was judged to be from 7-12 months delayed in several areas. The doctor has recommended occupational therapy, physical therapy, and continued speech therapy. The psychs. tenative diagnosis was to say this is a sensory integration problem and went as far as to say that there is perhaps mild autism. I am looking for information...books,organizations, etc. that will help me understand this better and possible provide us with help. Also, any strategies or suggestions for in home therapy.
thanks
SUBJECT: Re:Articulatory Precision
Date: 97-01-08 23:45:50 EST
From: ApexEnv20
I've found that practicing an "open mouth" approach can work well. I have my students open their mouths overly large when articulating. I also have the student slow the rate to facilitate this. I inform the student that this is over exagerated, and I don't expect him/her to speak in this manner all the time. When s/he can do this well, then we begin to back off of the over-exageration. Increasing the volume helps also.
I have had a number of 3rd and 4th grade students referred by their classroom teachers for this. What gives with this age?
SUBJECT:
Re: ataxia?apraxia?/ShelleyHL
Date: 97-01-09 00:22:55 EST
From: AllisonMY
<<P.S. I too work with children who have or have had fine motor difficulties overall. If fine motor skills are delayed overall it makes sense that speech articulation might be too.
I may have missed this, but does Alex have any history of ear
fluid/infections?>>
Yes, Shelley, he does. Acute sinusitis as well. But the fluid and infections always cleared with antibiotics so tubes were never suggested to us by pedi.
Another thing, Shelley-Tracy, too-if this is a delay, will it resolve
at some point? Nobody has really addressed this question. If he hits a
certain age and the articulation hasn't clicked for him, does there come a
point where we will have to accept that this will always be the case? :-(
Allison
SUBJECT: New to AOL
Date: 97-01-09 00:29:37 EST
From: Hel8874
Hi Everyone,
Our computer is 2 months old and I just discovered all these neat edcuational sites. I have a Master's Degree in Deaf Ed. and am now dealing with a 4 year old with speech problems. The word "apraxia" is new to me, but it sounds a lot like my sons problems. I also have a 7 year old with no language/speech problems at all-in fact, he's the opposite, verbally off the charts at age 2. So of course, I expected my 4 year old to follow the same path. I was wrong. No one has given me a "reason" Logan has articulation problems. I guess I was looking for a reason why my 2 sons could be so different language wise. He is not severe enough to be placed in a language based pre-school program and currently attends speech classes (he started when he was 3/12 although I was pushing the issue when he turned 2 only to be heard by "deaf" ears) His speech has improved greatly, and other basic 4 year old skills i.e. coloring, knowing abc's, writing his name, shapes, colors....are fine. He is very bright, but as I read with apraxia, has problems getting out what he wants to say(although not always..sometimes he talks very clearly and has no problem being understood). His brother attends a Catholic school and of course we have Logan registered to attend kindergarten there for the fall. He will still receive speech through our local elementary school as the Catholic school has no speech paths. I guess my biggest concern is will Logan eventually obtain "normal" speech and should I fear him starting Kindergarten? I know the K program at school, and I am hoping his teacher will work with him. Actuallly, my family says I worry too much because he will do fine and he is bright. I am currently not teaching, I semi-retired after Logan was born. I do have the backround knowledge in language and deafness, but it's harder when it's your own child. He has no hearing problems, had a T&A last May (but that was due to severe streph throat and not speech problems) and otherwise is a normally functioning 4 year old-complete with fighting with his brother!! Any advice/support would be greatlly appreciated!!!! Thanks Hel8874
SUBJECT:
Re: ataxia?apraxia?/ShelleyHL
Date: 97-01-09 06:42:00 EST
From: ShelleyHL
Hi Allison,
If your son's difficult is *purely* developmental some it will resolve itself over time. However, no one I know has a good crystal ball on this subject and it is quite hard to determine what is developmental and what is "other". Regarding Alex's ears, just because the infection goes away with antibiotics, does not mean that the fluid (and therefore the muffled hearing) does. Alex's ears should be rechecked for absence of fluid as well as infection about a week after antibiotic treatment. Perhaps your school has a tympanometer and would be willing to do that for you. Ask the doctor his/her opinion. If the fluid doesn't go away, the child hears like you do when you are under water...muffled.
In the meantime, keep up your good work. Sometimes speech therapy on a particular sound causes increased awareness of speaking in general and we see spontaneous correction of sounds that no one had directly taught.
ShelleyHL
SUBJECT: Apraxia Kids Mailing List
Date: 97-01-09 12:17:46 EST
From: Lisa31859
There's a new mailing list for parents of children with communication disorders, particularly apraxia/dyspraxia (professionals and others interested are welcome as well. More info follows:
Our list is a place where parents who have children with apraxia of speech (also called verbal dyspraxia, developmental apraxia of speech, etc.) can share and learn information; offer ideas and encouragement; express frustrations, etc. related to this motor speech disorder and the problems many of these children experience. Additionally, some helpful professionals (speech pathologists, educators, occupational therapists,etc.) may join the list in order to understand the experience of families; learn themselves and offer helpful comments and understanding from their perspective.
Also, the list may be appropriate for parents who have children who remained undiagnosed but who experience absent or unclear speech and those for whom traditional speech therapy practices have been unsuccessful. Through the list these parents may also gain knowledge that will help them as they try to get answers about their child's speech/language problems.
All parents are welcome here regardless of whether your child has severe or mild speech apraxia; whether speech apraxia is their only problem or they experience other conditions/problems; their age, etc.
Here we can discuss our children's accomplishments and continued problems, knowing that the audience includes others who know what we are going through.
Possible discussion topics include:
- speech therapy issues related to expressive speech as well as issues related to the receptive language issues many children with speech apraxia experience.
- dealing with insurance issues
- school related issues
- peer interactions
- publications and research
- fine motor issues many children experience
- describing the problem to family and friends or just coping!
New members are encouraged to jump in and introduce yourselves! The quality of the list will be affected by all of our willingness to share our experience with list members.
To subscribe:
email message to: majordomo@avenza.com
Subj line blank
Message should read: subscribe apraxia-kids <your email address>.
Any problems or questions should be forwarded to Sharon Gretz, Apraxia-kids
listowner
email: sharong@nauticom.net
SUBJECT: music therapy
Date: 97-01-09 16:29:38 EST
From: SpchDr
I need some info...I work with a 4 yr old Downs child. Parents are not happy with speech development (lack of), and are looking into getting music therapy with school district funding. The previous therapist worked with her for two years and got along very well with parents. Talk around the facility, however, indicates therapist was a very nice person, BUT...didn't think the little girl had much going for her and didn't work with her as she indicated to the parents. I started with her in November. I, and other teachers/therapists/coordinators, have noticed a big difference in eye contact and attending skills in the last two months. She will even sign two word phrases at snack, imitates body/mouth movements during songs, and babbles incessantly during self-play. There are very few elicited verbal responses, but she did spontaneously say her name, bye, and more this week. (I'm so excited!!!) She LOVES music, and will attend to this better than anything else. It doesn't always perk her up, but does, more often than not (about 70% of time). She imitates body/mouth movements, but not the speech sounds during music. I agree that it is a great motivator for this girl. Now, the parents are pushing for music therapy. I've read just a little on it recently, and am having trouble finding out exactly what it entails and what results have been documented. Can anyone help? I'm all for trying anything that will help this child, but I am NOT looking forward to this battle of wills (school district has already said they won't pay for it). I know the parents are trying anything they can, and I would, too, if she were mine. I desparately need some info on this subject. I've tried several sources under education/special education, but I'm not having much luck. Maybe someone has already had experience with this....? Mom is very understanding, but dad seems slightly defensive on the whole subject. They believe she was using two-word phrases and more two years ago, although facility records do not support this. I DO NOT want to alienate the parents;
I enjoy working with this little girl too much, and I just wish the legal battles could be left to the lawyers...only in Nirvana, I'm sure. Thanks for any info forthcoming...
SUBJECT: Re:ataxia?apraxia?/ShelleyHL
Date: 97-01-09 16:57:32 EST
From: TLVAIL
Allison- I'm SURE his articulation problems will be resolved. I've seen kids who started working on sounds too early and tried for years. Then, I got them when they were a bit older and they were fine within a few months!!
I'd love to take the credit but I'm sure it was because they were developmentally ready to learn the sounds. That's why I get frustrated when I get kindergarten students in with an IEP to work on R or S (unless it's a phonological process). If the child is not developmentally ready to learn the sounds, they can be difficult if not impossible to stimulate. Meanwhile, the child begins to feel there's something wrong with him/her when he/she is actually very *normal*. All involved can get frustrated. If you wait and work on it when they're a bit older, it all comes together quickly. Don't worry- I'm sure he'll be fine. Did you think about possibly having him checked by a private SLP? Tracy
SUBJECT: Re:New to AOL
Date: 97-01-09 17:03:42 EST
From: TLVAIL
Are his problems with articulation or language (or both)? Sometimes kids with articulation problems show expressive language weaknesses because they are not using word endings or able to repeat sentences very well. As far as "why", that's a tough question. When I think of all that goes into the make-up of human beings, I often ask myself why any of us are *normal*!! Sometimes younger siblings don't speak or develope language as early as older ones because the older one "talks" for him. If your older child was such a "yaker" maybe the younger one didn't get much of a chance to talk! Maybe he's just a different kid with strengths and weaknesses of his own. The bottom line is that "why" doesn't really matter (unless there's a physical/neurological problem), as long as he's getting help. Sounds to be like he'd do fine in Kindergarten :). Tracy
SUBJECT: To Tlvail
Date: 97-01-09 18:19:09 EST
From: ShelleyHL
Tracy,
I too have gotten credit for "fixing" a child's speech when developmentally they just resolved some of those issues. I agree that the likelihood of that little boy's speech improving is excellent. After all, how many unintelligible adults are there really out there? ShelleyHL
SUBJECT:
Re: ataxia?apraxia?/ShelleyHL
Date: 97-01-09 19:07:20 EST
From: Jasconius6
I'm also an SLP and find students with poor jaw control have difficulty controlling their tongue, a must for R sounds. Oral motor skills and jaw and lip awareness really help. Have your SLP include IEP goals for oral motor and make sure you get a copy of the "speech exercises". Linguasystems has a new book, Oral Motor Techniques for Preschoolers that is appropriate for all elem. ages (fun names for specific exercises). Also, check around for anyone using the Speech Viewer IBM computer program. This program teaches articulation skills with visual feedback in game format instead of an adult saying "Good job". It's an expensive program @ $1200 but results are very quick and excellent.
Mithue
SUBJECT: Re:To Tlvail/Shelley
Date: 97-01-09 20:19:25 EST
From: AllisonMY
As the mom of "that little boy" :-), I say thanks for those reassuring words.
I guess the whole "developmental" thing had never been adequately explained. I figured that at some point, once my son reached a certain age, the delay could no longer be considered purely developmental but, instead, indicative of something more serious. So I guess we just keep plugging along, huh? I think I will take your advice, Tracy and Shelley, and get a private consult. Someone told me that the school district might be able to pay for it? Anyone know whether or not that's true?
Allison
Mom to Alex, 8
SUBJECT: Re:Autistic Child
Date: 97-01-10 18:08:01 EST
From: KBarb15325
Hi CBBLOSSEY.. I am a speech therapist working with an 11 year old apraxic child. He is almost completely nonverbal and for the past 4 months I have tried using an augmentative communication system from the Prenke-Romich Company called the Delta Talker. I have seen amazing results. Although it is a complicated system, it only involves one overlay with a limited amount of icons. The great thing about it is that if you sequence the icons in different ways you can say just about anything! It is just about limitless. If you want more info I can send you the number of the company. My student can now express emotions, request a book, game or food, count, name colors, tell the weather, and name family members. He had no other way to communicate before. His signing skills were only approximations of signs and his oral skills were limited to one syllable approximations. I cant say enough about this wonderful system. P.S. I dont work for Delat Talker!!!!!
Robin
SUBJECT: Re:To Tlvail/Shelley
Date: 97-01-10 19:40:56 EST
From: TLVAIL
Allison- It's my understanding that the school system must pay for an outside evaluation under 2 conditions:1) They don't have the ability to perform the requested evaluation themselves or 2) They've have given you evaluation results which you are in disagreement with and you request an outside evaluation. Neither of theses scenarios seem to be appropriate in your case.
You don't really need a full speech/language evaluation; you already know what is wrong- You just want to know if there are other methods that could be tried to speed up correction (if I'm understanding you correctly). It wouldn't hurt to call the Special Ed. Director and ask but in the system I work in, I don't think it would be justified. Call around and see if you can just get a consult or limited aritc. eval from a private company. In our area, prices vary greatly. Good Luck and keep us posted! Tracy
SUBJECT: Re:To
Tlvail
Date: 97-01-10 19:43:36 EST
From: TLVAIL
Shelly- It's sure fun to see spontaneous recovery happen, isn't it?!! Just out of curiosity- how do you feel about working on later developing sounds with 3-5 year olds? Have you seen targeting sounds too early do more harm than good? (I'm talking about artic. errors only) Tracy
SUBJECT: Re:To Tlvail
Date: 97-01-10 21:30:35 EST
From: ShelleyHL
Tracy,
I HAVE seen problems working on sounds too early. In particular, I have worked with youngsters who have transferred to our school in second or third grade that have incredibly distorted and contrived r sounds. In some cases the students have been working on correcting the r since kindergarten or before. Instead of a natural sounding sound they have a very contrived sound. I don't want to imply that this is the case always, but I've seen it more than a handful of times. Also, I've worked with youngsters to correct frontal lisps only to have them lose all of their front teeth and need to start again. How frustrating for the child when they lose their point of reference (even though I work on pulling the tongue back, that point of reference is important). I am very careful not to work on sounds that could develop naturally. Obviously, if a child is unintelligible or frustrated there is a need to do something to help them be clearer. Working on a sound before it is developmentally appropriate is like trying to teach a six month old to walk. Sorry, but that's my opinion. Of course, each situation needs to be evaluated individually, and with caution. Shelley
SUBJECT:
Re: Boardmaker
Date: 97-01-11 11:12:44 EST
From: GRAFFD
Just got the Boardmaker and love it. I'd love to share but haven't built a file yet. I've just gotten started on boards for my nonverbal kids using the MCAW. I need to work on job task cards for my vocational kids. Got any suggestions on where to start.
Look forward to hearing from you.
SUBJECT: Re:articulation tricks
Date: 97-01-11 11:18:57 EST
From: SReveur
CIA, have her look in a mirror and open her mouth wide and try it. Or have her open her mouth wide and put a tongue depressor on the tip of her tongue and then try.
Good luck,
SReveur
SUBJECT: Re:PDD? SPEECH/LANGUAGE DELA
Date: 97-01-11 11:34:43 EST
From: SReveur
EWojciak, first, keep your chin up. My advice is to keep in touch with your son's teacher(s). Ask them what they are doing as well as what you can do. Is there a pre-K class or a non-categorical class in your public school system? I have seen children bloom in these enviroments. I have several students in these classes that I service. Ask at your Special Services dept.
Best of luck
SUBJECT: Re: lateral Lisp
Date: 97-01-11 11:41:04 EST
From: Barlynn
I also recently attended a workshop by Pamela Marshalla....Excellent! Not only was it a lifesaver for lateral lisps but also for those stubborn /r/ problems. I ordered a wonderful booklet on Developmental Apraxia of Speech also. This is a motor approach to articulation therapy that really makes sense. Contact Speech Dynamics, Inc. 27349 Jefferson Ave. (205), Temecula, CA 92590. Barlynn
SUBJECT: Re: Boardmaker
Date: 97-01-11 11:43:42 EST
From: Dangermoz
Get and review the Mayer Johnson catalog for Boardmaker pictures/categories/work tasks etc. books that corresponds with what you are making for your students. You can contact MJ directly and ask their advice for materials. If you need a phone #, I'll send one next week when I'm back to work. There are a lot of applications and it takes time as you become more proficient. I use BM often for schedules, routines (fire drill), appropriate behavior, and so on.
SUBJECT: SpeechViewer 2
Date: 97-01-11 11:56:21 EST
From: Dangermoz
I've used SV2 for a few years and am also interested in fresh applications. I use it as an independent "station" for some students who follow a structured plan I write and revise every six weeks. I've had minimum success with students with major phono process (secondary level) that have never had a similar visual/auditory system for self-monitoring. The manual that comes with the system has lesson plan suggestions that are a good place to start. Fluency and Voice students benefit quite a bit with the modules that indicate waveform etc. and pitch. Like to hear from other users. Our district just reviewed the SV3, but decided the cost was too great and the differences too slight (change in graphics) to upgrade about 24 SV2s.
SUBJECT: Dangermoz now
"Secondslp"
Date: 97-01-11 12:19:40 EST
From: Dangermoz
Figured out how to add my screen name. My SOs nickname looked kinda weird for these boards!
SUBJECT: Re:Auditory Processing/memor
Date: 97-01-11 12:43:21 EST
From: MRogers140
This is the only way. I have the kids make posters and explain the techniques to a small goup of peers or to their class. This helps them to remember what the techniques are. It also is a good thing for the classroom teacher to see. Then we practice, practice, practice with work from their classroom.
SUBJECT: Re:Articulatory Precision
Date: 97-01-11 12:45:22 EST
From: MRogers140
Usp predictable books and other such things to practice percise speech patterns along with the reduced rate.
SUBJECT: Re:To Tlvail
Date: 97-01-11 12:48:51 EST
From: Rhauzer16
I'm glad you brought this issue up, Tracy. I also work with pre-school kids, and I'm often faced with the problem of what sounds to work on, and what sounds to leave alone. Generally speaking for 3-5 year olds, what sounds would you usually stay away from until later. I currently have a couple kids with horrendous artic problems, practically unintelligible. I'm often unsure about the validity of the developmental norms I'm using, which are rather dated. Thanks, Rhauzer16
SUBJECT: Re:Moving to Memphis
Date: 97-01-11 13:15:38 EST
From: MRogers140
My husband is retiring from the military and we are considering moving to Memphis. I am a ASHA ceretified SLP with more years of public school experience than I like to reveal. Can anyone tell me about the availability of jobs in Memphis? We would live in mid-town, probably ,and I would not won't a long, long commute. I have pre-school, K-5, middle school and highschool experience. I prefer pre-school or K-5. I would work outside the schools but would prefer to work only with children. What is the certification process in Tenn.?
SUBJECT: Re: Aud Process therapy
Date: 97-01-11 13:25:17 EST
From: Secondslp3
Suggestion: Numbers are o.k. instructional lesson if you limit to 7-8 which is somewhat consistent with what people have to remember (phone #, social sec, birthdates, house/apt, etc.) Other lessons I've used include: recalling morning "getting ready for school" and other common procedures; the "put objects on a tray, students view for gradually decreasing times (this is where you teach those category/chunking/listing/rehearsing strategies), cover up the objects and students list what they remember seeing" lesson. Hope these will be fresh ideas for you and stimulate similar ideas or suggestions from others.
SUBJECT: Re:Careers in Speech Therapy?
Date: 97-01-11 13:31:20 EST
From: Secondslp3
I think that a masters program in Communication Disorders/Speech-Language Pathology would complement what you've been doing and be a smooth transition for you as another career option. Might want to start talking to Speech-Language Pathologists (SLPs) or other music and voice professionals in your community-school, medical, private practioners-to get a broad perspective and begin networking. There is info about SLP careers somewhere on this service!
SUBJECT: Re: PPVT-III & EVT
Date: 97-01-11 13:45:40 EST
From: Secondslp3
Our large district reviewed the PPVT3 to determine if we wanted to upgrade our 50+ copies. The discussion revolved around the authentic assessment angle of whether or not to continue using these tests (at elem and sec) since we don't derive goals for IEPs based on the PPVT. The ss score was just added to CELF3 and district language criterion referenced testing (crt) to determine eligibility and need. In addition, only elementary was using them consistently with bilingual students to get a measure/difference between language proficiencies. We felt that at secondary, they are only valuable to describe difference in proficiencies, and some bilingual/nonbilingual SLPs may continue to use, but our district crt's give us enough semantic information to assess skill level. It is a pattern in our district that bilingual students do not perform well on English PPVT, due to limited number of years under English instruction. We are getting back to using more informal testing/lang samples that will probably serve the same purpose of the PPVT.
As to the EVT, we're going to look into that instrument a little further.
SUBJECT: Re:To Tlvail
Date: 97-01-11 19:55:07 EST
From: TLVAIL
Shelly- Don't be sorry! I agree wholeheartedly!! My concern is that sometimes parents don't understand the concept of developmentally appropriate errors and want you to work on everything that doesn;t sound "normal" to their ears. They want what's best for their child but assume if you won't pick them up, it's due to something other than the fact that the child is normal. It seems they can always find a private practice willing to work on an r at four! Tracy
SUBJECT: Re: lateral Lisp
Date: 97-01-11 19:57:11 EST
From: TLVAIL
Just to clarify- Apraxia therapy is not really a motor approach to artic. therapy- Apraxia and articulation disorders/delays are very different and should be treated as such.
SUBJECT: Re:To Tlvail
Date: 97-01-11 20:03:46 EST
From: TLVAIL
Most of the preschoolers I work with have a phonological process disorder or Apraxia. The only "artic." errors I take at the preschool level include p,b,m,t,d,w,h-age 3, k,g,f,-age 4 &5- Again, usually if I see errors on stridents, it's due to stopping. For example, I work with a child who is producing d for s,sh,ch,j but not if those same sounds are distorted or substituted. The most commonon processes I see are fronting, stopping and deletion of final consonants. When I work on placement for the stridents, my goal is to get the process, even if the sounds are still distorted a bit.
SUBJECT: Re: preschool articulation
Date: 97-01-11 20:21:31 EST
From: ShelleyHL
I agree with Tracy. The sounds she lists are appropriate for preschool children. S, Z, L, R, TH and most blends are usually not. Parents often tell me that I should work on these sounds because "they hate to think that their child will enter kindergarten and not make them correctly". I tell them that I cannot promise that the sounds will self correct. But I do not want to place the child in a frustrating situation. I will sometimes informally check up on these small fries to see if spontaneous improvement is taking place. I use the developmental sequence presented on the Goldman Fristoe along with information from some little speech sheets published by Communication Skill Builders. The only sound I am more conservative with is the R. Some developmental guidelines state that it is in place in 75% of children by age 5. That may be true, but, I have found over 21 years that it often self corrects before age 8. And if it doesn't the 8 year old is better able to follow the oblique directions I give to correct it. ShelleyHL
SUBJECT:
Re: To Tlvail
Date: 97-01-11 21:12:54 EST
From: Mithue
I like to work on on early dev. sounds with Preschoolers but will try older sounds if student omits ending sounds. /S/ and /F/ usually are stimulable and begins awareness for that particular phonological disorder.
SUBJECT: Re:C.E.L.F.
tests and OWLS
Date: 97-01-11 23:36:02 EST
From: VCB44
Re your message of 11-22-96 where you stated you are a speech and language evaluator. Would love to know more about this. Is this your full time position? If so, can you possibly send me a copy of your job description, or really, any information you can give me as to what your position involves. I am trying to develop a similar position for myself within my fairly small school district. In years past, my suggestion has fallen on deaf ears. However, I do feel there is a need for someone to "specialize" in speech-language evaluations as there are several SLPs in our district who are working in large-population schools who simply cannot keep up with the volume of evaluations. Thanks for the info.
SUBJECT: Speech & Language Evaluator
Date: 97-01-11 23:40:42 EST
From: VCB44
The message from speech-language evaluator was from Gelicocat. Just wanted to clarify that since I am new to this message board, but think it is a great way to share ideas.
SUBJECT: Re:music therapy
Date: 97-01-12 00:03:55 EST
From: CarolO5940
I have had several students who have receivd music therapy with wonderful results. In fact, I have worked in joint speech/music therapy sessions with our music therapist with great success. Given her high interest in this area, it seems reasonable to at least pursue an evaluation by a certified music therapist. If music therapy doesn't seem appropriate to the evaluator (frequently occurs), then it's a mute point. If it is deemed appropriate, then take your case to CSE.
SUBJECT: Re:Sensory Integration
Date: 97-01-12 01:15:55 EST
From: GldBear4
Dlguffy,
It really sounds like you are on the right track. I, too, have a child who had lots of ear problems had tubes, but at two years old was only saying about 4 words. My daughter has been in public preschool two years and has had speech therapy. She has improved greatly, but I knew there was a missing link. Two friends suggested I read "Sensory Integration and the Child" by A. Jean Ayers, Ph.D( you can get this book from Western Psychological Services-I can't find the phone # right now but if I do I'll post it). The book was wonderful-I could see my child as I read the book! After reading the book I decided to have her seen by a Pediatric Neurologist. Best thing I ever did. She was diagnosed with auditory processing problems as well as other sensory processing delays. She has recently started OT. Besides the above mentioned book you can check out Sensory Integration International's website: http://home.earthlink.net/~sensoryint/ there is lots of helpful information there. Good luck.
SUBJECT: Re: Language Software
Date: 97-01-12 13:39:10 EST
From: TNGraves
I have an autistic 6 year old who is served in a developmentally delayed curriculum and also receives speech/language services. He has some automatic speech in that he will count, give his name, recite alphabet etc when cued, also some automatic cued social greetings. He doesn't like to talk at all, and seems more involved lately in making noises for sensory stim. His teachers and therapists have also noted that he doesn't maintain evern things which he can do unless he has someone prompting constantly. The one motivating thing to him seems to be the computer, and he will sometimes spontaneously say a word or phrase in response to the activity on the screen. I am looking for some software which is not of a storybook nature, but is more based on early grammar and sentence production, and stresses comprehension of different verbs, (not just straight noun vocabulary) location words like "under, between" etc. We looked at the Micro-Lads in the Laureate catalog, but at $175 a module and $775 for the complete program it seemed very expensive for the school or us to consider. Do you have any other suggestions of programs that might meet this need? The SLP also suggested that we try to locate some ESL software. He is just starting with sight word recognition so the program needs to have spoken output and lots of graphics. Any suggestions will be greatly appreciated.
SUBJECT: Re:Severe speech problems
Date: 97-01-12 13:42:38 EST
From: VictorJ992
Drench your daughter in Language, Language, Language....one method I use in my classroom with kids that are echolalic is to ask a question and then if I get back the last word I said I say "Your language is..Yes,I want a cookie"...it works for autistic kids when used all the time so that they begin to understand that you are giving them some external structure for their language. Try it and see if it helps. Try contacting a school in the Saddleback Valley School District in Orange County called Las Najaras(I'm sure that is misspelled...but I think it means orange in spanish) they have an intensive new language program that is working with autistic children.
Good Luck!---Diane
SUBJECT: Re:To Tlvail
Date: 97-01-12 17:25:39 EST
From: TLVAIL
This sounds like a phonological process disorder and not an artic disorder-The sounds I listed were purely for artic. therapy where a distortion or subtitution exists.
SUBJECT: Re: Language Software
Date: 97-01-12 17:28:31 EST
From: TLVAIL
The RULES program by the same company is a good program and I don't think it's as expensive as the microlads. Have you tried scripting with a play date?
SUBJECT: Re: preschool articulation
Date: 97-01-13 19:44:14 EST
From: MirlaG
I will correct /s/ as early as 4 and 3 if the parent requests. I will correct /r/ as young as 4. Success for these sounds is related more to the individual than the child's age. I have had four year olds successful complete /r/ therapy faster than 6 or 8 year olds.
SUBJECT: Re:Sensory
Integration
Date: 97-01-13 20:07:40 EST
From: MareCash
There is a geat book out there for parents called "Unlocking the Mysteries of Sensory Integation" by Elizabeth Anderson and Pauline Emmons. I know one of the authors (am not trying to sell her book) and literally cried when I read this book.I ahd always known that her child had a deficit in something, but wasn't sure what. It is a wonderfeul book actually written by two moms of kids with sensory dysfuntion, it really helps you to understand wehat it is all about, and to understand the world as these children experience it. It is published by Future Horizens Inc.
422 E. Lamar, # 106
Arlington Texas 76011 1-800-489-0727
Hope this helps.
SUBJECT: Re:Boardmaker
Date: 97-01-13 20:18:22 EST
From: MareCash
Can someone send me an address or phone number where I can get info on the Boardmaker! you can amail me at MareCash. Thanks!
SUBJECT: Re: Pamela Marshala
info
Date: 97-01-13 20:20:44 EST
From: MareCash
Does anyone know where I can get written info on Pamela Marshala's techniques. I've never ehard of her! I have several of those stubborn /s/ an /r/ cases! I would love any new onfo, cause the old stuff is barely making it!
SUBJECT: PECS etc.
Date: 97-01-13 20:32:09 EST
From: MareCash
Here I go again - asking for lots of help tonight! Does anyone know where I can get info on the Picture exchange Communication System or other therapy approaches like it? Have an autistic K child who can verbalize full sentences when he wants to. I am looking for some way to plug into the little guy the desire/need to communicate. Any suggestions?
SUBJECT: ArticulationNorms
Date: 97-01-13 20:38:15 EST
From: MareCash
This isuue of working with kids too early on sounds is ahot issue in my district. I am particulary frustated when I have cases such as a fourrth grader on my caseload who has the most bizarre r distortion. And he was declassified by the previous therapist. I have no idea where to go with this kid. He obviously had early training on r that backfired! Are you other SLP's out there still seeing classified kids and doing speech improvement also? Our district last year finally said that we don't have to tkae speech improvement kids anymore - caseloads were too high. But some of us just didn't feel comfortable letting some of these kids with minor artic errors go. Alos, to classifiy them would be silly. I am interested in what other schools are doing. Out caseload max is supposed to be 75 CSE kids. I have 77 kids - 65 CSE and 10 speech improvement. It would lighten my caseload to let those speech improvement kids go, but I feel I can't do that. Any thoughts? Also, I generally do not work with l, r, s, or th before 1st grade.
SUBJECT: Re: Artic
Norms-therapy
Date: 97-01-13 22:09:44 EST
From: Secondslp3
In our large district with 60+ caseloads each and between 25-50% of those being artic cases at both elem and second, we do not consider a student with an /r/ or any other consistently seen phoneme error to be of minor need. Due to phoneme frequency, impact socially, emotionally, and vocationally, any SLP has justification to retain until district level of suggested remediation/proof of carryover. Therapy suggestions to keep those /r/ kids on caseload:
1. consider adding an oral motor exercise/program component to artic tx
2. mix with language/voice/fluency groups for carryover documentation
3. mix with lang, etc groups as role models for language, etc. skills
4. reduce direct service time-consult more with classroom instruction
5. send home packets/let parents and teachers fill out a form every six weeks to determine carryover We also have put students on "speech vacation" following several years of remediation with good and then minimal progress or motivation towards remediation. I do not hesitate to re-assess a high school student (upon their request, usually) for Special Education/Speech Services if they qualify and are motivated to improve through a brief refresher 1-2 semesters. By then, the social and vocational impact is more obvious and important to them. Hope this supports someone's decision to retain and remediate some obstinate-and seemingly insignificant to others'-sound errors!
SUBJECT: Re:Articulation/Caseloads
Date: 97-01-13 22:24:41 EST
From: CarolO5940
I, too, stay away from later developing sounds (s,r) until first or second grade. If a child has multiple substitutions and/or distortions, I'll consider picking up earlier. I usually check for some form of stimulability.
I didn't realize how lucky we are in my district. Our state max for speech therapist's schedules is 65, however, we are all at about 35 or below. We continue to see speech improvement both for artic. and mild language disorders/delays. I feel that caseloads over 50 are totally unacceptable. No wonder so many of us feel like we are spinning our wheels and never making headway. Several of my students receive individual therapy 4-5 times per week. And guess what? They make true progress and can actually be dismissed someday!! How many students do we have on our caseloads that continue to receive therapy year after year 'ad nauseum'? Seems to me ASHA and our state licensure reps could be working to help those of us on the front lines here in the public schools to make our caseloads more productive and manageable.
SUBJECT: Re:ArticulationNorms
Date: 97-01-14 19:59:00 EST
From: TLVAIL
MareCash- I'm not sure what you mean by speech improvement kids. Are these
kids with developmentally appropriate articulation errors or kids with delays
that don't appear educationally relevent? Tracy
SUBJECT:
Re: Articulation/Caseloads
Date: 97-01-14 20:09:32 EST
From: TLVAIL
In our district we start with no more than 45 and caseloads usually grow to about 60. Others in the state start at 80+!! We have no max. in NC. I don't think any sound error is minor either *if* it effects the child socially, emotionally, or academically. My concern is that some of these kiddo's have had therapy too early or had faulty pacement cues and have habitualized patterns that are very odd sounding and are tough to break. The worst case I've seen of this is a 7th gr. student who has been in therapy since kindergarten. She's been working purely on r since 2nd grade! She produces er with her tongue tip pulled way back-sounds fine in isolation and ok on r(1) but boy do you get a trill with any vocalics!! I've tried to break this but she says that's how she was taught to make the sound. We've been working on isolation since school started and getting nowhere-used oral motor excercises, manipulation with tongue depressors, floss sticks, straws ...anything I can think of. Any ideas?
SUBJECT: Speech and Language Norms\
Date: 97-01-14 20:11:39 EST
From: VINTAGEI
I have the Speech and Language Development Chart from Pro-ed, Inc. It's a terrific chart - but - would like to obtain a similar chart in a more portable format - either on disk on book form. I have searched and searched but have not found one. If you know of any - please contact:
VINTAGE1@AOL.com
SUBJECT: MareCash
Date: 97-01-14 20:16:24 EST
From: VINTAGEI
Mayer Johnson catalogs have PECs programs. My "stuff" is at work - but at
my other school! If we don't have a snow day on Thursday, I'll get the info.
to you by the weekend. VINTAGE1@AOL.com
SUBJECT: Re:ArticulationNorms/TLVAIL
Date: 97-01-14 20:47:44 EST
From: MareCash
Speech improvement kids are those kids who for example have a minor artic delay - and nothing else. For example - one of my speech improvement kids is a 1st gader with s/sh and w/l. To put him through CSE would be overdoing it - this is a child who wil correct in probably one school year, if that. We are having trouble justifying classifying these kids through CSE. If a child's reading is being affected then we have a better chance. If not, with a caseload of 72 like mine, this kid is lucky to get in 2 times a week. Many of our other SLP's are not doing any speeech improvement - I have ten, and any others are ona waiting list.
SUBJECT: Boardmaker/Speaking Dynamic
Date: 97-01-15 00:17:41 EST
From: Secondslp3
I could not do without the Boardmaker (computer version) at this point as it has spoiled me for the old cut and paste version. The BM and Speaking Dynamically are Mayer-Johnson products and for advice, additional software and superior instructional support books I recommend that you reach them via:
phone (619) 550-0084
fax (619) 550-0449
email MayerJ@aol.com
Good choices for elem or limited readers are the Quick Tech Readable Stories, Tools for Literacy and Communication, Units to name a few. Good stuff for older nonreaders as well. Hard to go wrong with any choice. Could someone else recommend similar materials or share good product info for any age?
SUBJECT: elicit better /r/
Date: 97-01-15 00:43:43 EST
From: Secondslp3
Some suggestions for /r/ facilitation:
1. work with student's strong production of /l/ and train that sound to
"soften up" which should keep tongue in general vicinity for a better /r/
visually
2. the old "magic mint" trick: "paint" sides of tongue/gum line with mint-flavored mouthwash or toothpaste where the tongue placement should be (tell student to "match up") and the tip shouldn't be for better productions
3. have student reduce rate if that is an issue
I've starting discussing tougher artic and voices cases with a interested and enthusiastic music teacher for advice, for comparison with singing voice, for reinforcement of artic/voice/fluency goals. Good luck!
SUBJECT: To Secondslp3
Date: 97-01-15 11:47:59 EST
From: ShelleyHL
Im' curious. Where are you located? In our area (CT) caseloads of 60 would be predominately language, pragmatics, auditory processing. There really is little time left in the schedules for special education services for articulation difficulties that don't interfere with learning. Actually, the state guidelines state that a school district CAN establish an inhouse policy to work with only articulation disorders (I'm not talking about multiple misarticulations...only single or ever two sound, e.g. s and r) but few therapists in my area have the *extra* time for this. I know that it is not the best plan for some, but this is a reality. The impact on educational progress is being considered first. Sometimes I will give home packets to families with some minimal instruction for articulation...but...Anyway, where are you? ShelleyHL
SUBJECT: Anwars region
Date: 97-01-15 12:16:37 EST
From: KAMYETTE
Does anyone know what speech deficiencies can be found due to lesions in the Anwar's Region?
SUBJECT: Re:articulation norms
Date: 97-01-15 16:26:30 EST
From: ChilsonRMD
I have just gotten onto this site and am looking through the messages. I noticed yours and think I can help. In Vermont, we have specific guidelines for eligibility for special education in the area of speech impairment. I will have to get back to you with those because they are at work and I am at home. When talking to parents, I use the Weiss Comprehensive Articulation test because there are age suggestions on the left side of the picture level form. It helps a little in giving them an idea of age expectancies.
SUBJECT:
Re: Testing Preschoolers
Date: 97-01-15 16:45:24 EST
From: ChilsonRMD
The CELF Preschool test is excellent for preschoolers and I even use it for my 5 year old Kindergarteners. Our Essential Early Education program uses the Battelle Developmental Inventory and that has a communication (receptive and expressive) component which can give age scores, percentiles, and standards scores.
SUBJECT: To ShelleyHL/artic
Date: 97-01-15 20:51:33 EST
From: Secondslp3
ShelleyHL,
I serve 3 secondary campuses directly in large suburb district in Texas.
This is the first year in 6 years that I have had an enormous artic/oral motor caseload-from the usual 7 to 25 among 3 campuses. We've used established district eligibility/dismissal guidelines for all communication disorders that are probably pretty standard, but we are allowed a lot of "weight" for professional judgement. I am able to schedule "artic only" groups but I also have two students that are served with a language group as they need more application/carryover time (that I can supervise) while completing their remediation program. I also consider "straight" /r/, as in initial/medial/final, to be a single issue, but vocalic /r/ with multiple distortions is more than one error sound in my opinion because of word frequency. I also have strong support on campuses for speech remediation as the teachers (and I) feel that poor articulation can moderately to severely impact effective communication which impacts educational progress, and so on. The bulk of this year's caseload is predominately language, and I see that trend continuing! Thank you for your interest.
SUBJECT: Graduate Schools
Date: 97-01-16 16:40:00 EST
From: Noelnmc
I'm currently working as a Speech Therapist in Poland and planning to return to the U.S. in several years to pursue my Master's and my triple C's. Any recommendations for good grad schools preferably on the west coast? I'm familiar with San Diego State only.
Thanks for the assistance.
SUBJECT: Aug. comm
Date: 97-01-16 16:54:07 EST
From: FourATude
I am a elementary school teacher who has a self-contained classroom of students with down-syndrome. one student who is functioning in the severe level (mother refuses to believe that) is non-verbal other than repeating some 1 syllable words. well to make a long story short i need help in setting up my classroom to use the devices we currently have. cheaktalk, hawk and big mack. the student just began to understand cause and effect after 6 months of training so we moved on to placing 6 symbols on the cheaptalk---bathroom, eat, drink, yes, no and music. i have used the devices prior to working with this child and have been very successful but mom thinks we're going too slow.meaning we are not giving him enough symbols to LEARN! am i going too slow introducing symbols? and should i have several overlays going in each area in our classroom at one time? HELP
SUBJECT: Samonas therapy
Date: 97-01-16 17:43:27 EST
From: Anncraig
Has anyone here tried Samonas therapy? It's been recommended to me as a possible method of dealing with my 3-year-old's problems of auditory sensitivity.
Thanks,
Ann
SUBJECT: Re:caseloads
Date: 97-01-16 19:02:40 EST
From: Marr 727
In the state of Georgia, the max. on a caseload if "supposed" to be 55. However, there are many SLPs out there that have passed this limit during the school year with all of the new referrals, placements, and interim placements. At least Georgia has realized that we are not superheros!
LY
SUBJECT: SC caseload #'s
Date: 97-01-16 19:13:54 EST
From: Marr 727
I am planning to move to SC for the upcoming school year (97-98). I am curious as to what the caseloads are like in SC. Is there a limit? Thank
you,
LWY
SUBJECT:
Re: aug. comm
Date: 97-01-16 19:40:16 EST
From: Toezap
There's an excellent book about designing the pre-school classroom for augmentative communication that I have read, and which I think is an excellent source of information on how to simultaneously have several overlays going on at once and how to integrate aug,.comm into your total curriculum. I must be getting senile, because I can't remember the exact title, but it is available thru Mayer-Johnson. (I have it a school and can get it tomorrow). Not every child is going to be ready to progress at the same level, so use your judgement and have someone help take data so you know how its going. If they are just getting cause and effect, are you having to do it all hand over hand or are you getting some spontaneous use of the systems? If you're not getting spont. or at least cued use, you may want to read something on the Picture Exchange system by Bondy and Frost. Its advantage is that you are training requesting behavior for things they really want. I have the manual and will gladly send the explanation of the basic workings of the program if you want to e-mail me. If Mom really wants and expects a greater variety of symbols then maybe it is possible for her to help you select a few and then train them at home (assuming that the system goes home). Are you using systems as opposed to communication boards or books because they are physically necessary? There are alot of reasons to go with the systems you mentioned, including parent request, but I always try the easiest to adapt first.
Toezap
SUBJECT: RE: Pamela Marshala Info
Date: 97-01-16 19:44:17 EST
From: Toezap
I haven't been to any of her workshops, but have talked with those who have who say they are wonderful. In fact I have a packet of handouts from her presentation at our state assoc meeting and could send you them if you want. I've tried some of the techniques and it makes alot of sense to me. Next time she's around I will "choose wisely" and go!
Toezap
SUBJECT: PECs
Date: 97-01-16 19:52:01 EST
From: Toezap
I too have some autistic children on my caseload who are capable of some sentence production but who barely speak...even echolalia seems to be dropping off. I'm trying some computer work because that seems to be their primary interest, and using an ESL program, and thinking seriously about getting another that has the speech component built in... they have to say the word/sentence into the microphone before they go on. I thought maybe if I got some increased sentence production and vocabulary on a receptive level and used the microphone to stimulate some repetition, then I could take some of those same sentences, questions and work a more functional component into them in the classroom. Anybody out there tried this ? The ESL idea came because I simply couldn't afford the big bucks therapy software programs available.
Toezap
SUBJECT: ESL for S/L
Date: 97-01-16 20:40:22 EST
From: Secondslp3
Saw previous message from Toezap (PECS) that indicated using an ESL software program to facilitate communication for students with autism. Would like to hear more! I've been using SPEECHWORKS (essentially designed for non-native English students/adults to reduce foreign accent) to facilitate articulation therapy at word, sentence, and professional vocabulary levels. The auditory training-type program has a recording capacity which allows a student to instantly compare productions with computer version and correct if necessary. I've had more success when the student has at least a third grade basic reading level, but not essential if used solely as auditory training and drill. All campuses that house ESL programs have this instructional software installed and it is mightily underused and underappreciated. The program can be an independent, self-paced station or as "direct instruction" as you like. Anyone else using ESL software creatively to meet S/L needs?
SUBJECT: Re:PECS
etc.
Date: 97-01-17 12:17:57 EST
From: MarciMaus1
Here's the information on ordering the PECSs system. We have been using it with a large variety of populations and a large variety of ages with minor variations.
By the way, as good as the Boardmaker pics are, we usually start this program with our severe clients using photographs of things and people in their environment. Make sure you laminate all of your materials, you don't want to spend hours making something that your client may destroy!!
Here's the address:
Pyramid Educational Consultants, Inc.
5 Westbury Drive
Cherry Hill, NJ 08003
(609) 489-1644 = Phone
Good Luck, If you have specific questions please email me at
MarciMaus1@aol.com
SUBJECT: Re:evaluator position
Date: 97-01-17 16:53:12 EST
From: Gelicocat
I am an evaluator for a specialized unit of the Board of Education called the Hard of Hearing and Visually Impaired unit. There are also social workers, educational evaluators, psychologists and audiologists at the site. We are basically a committee on special education that tests hard of hearing and visually impaired children when we get referrals from various sources and place them in appropriate programs to meet their needs. In N.Y.C. each school district has a committee on special education which usually has a speech and language evaluator to take care of the students in the district who are referred for speech and language evaluations or as part of a complete evaluation process. I basically test using formal and informal measures and write a report and an I.E.P. Then once a week we review cases that we tested and place the children in appropriate settings if it is warranted. We also offer related services like Hearing Education Services and of course Speech and Language Therapy. I agree that school districts should have one or more Speech and Language Evaluators. I was a therapist for 5 years but didn't have to test as well, however, we do have certain programs where the therapist is also the evaluator and it's a lot to handle when one has a big caseload. If you have any more questions, feel free to E-mail me.
Gelicocat
SUBJECT: South Carolina school SLPs
Date: 97-01-17 17:49:36 EST
From: LYates SLP
I am moving to SC in May, and I am interested on how the programs are ran in the public school system. I will be coming from Georgia, where they limit the number on a caseload to 55, and if you have to travel out to provide therapy, each child is counted as 2! Any information about the legal process, etc. is encouraged. Thank you, LY
SUBJECT: preschool artic
materials
Date: 97-01-18 12:00:30 EST
From: Rhauzer16
Out of curiosity, what do those of you who work with preschoolers use for materials working with artic/phonological processing for your 3-5 year olds? I only go to the preschool in my school system 2 days a week. Most of my materials are at my other school and are more appropriate for older kids.
Consequently I'm having a hard time coming up with ways to adapt my materials to use with the younger kids, or to find more developmentally appropriate materials to use with this age group. Any ideas? Thanks, Rhauzer16
SUBJECT:
Cystic Fibrosis
Date: 97-01-18 12:39:47 EST
From: Les3fleurs
Looking for info on communication/oral motor issues with young child with Cystic Fibrosis. Child has g-tube.
SUBJECT: Re:Testing Limits
Date: 97-01-18 14:55:14 EST
From: VBSSLP
If the goal is to decrease numbers, then the administrators that are implementing this program need to change the eligibility criteria, not diagnostic methods...Sounds like a few lawsuits to me!
SUBJECT: Dyslexia - Any
Suggestions
Date: 97-01-18 17:55:33 EST
From: HANLON
My child is 8 yrs old and we just found out he has dyslexia. Any suggestions for what we may do at home to help. Any software suggestions. He's been getting svcs at school, but I want to carry it over to the home. Have been reading with him, but I know I could be doing more. His specialist say that I'm not trained to help him. But I feel and I want as a mother to do more.
Any suggestions would be great.
SUBJECT: RE: Pamela Marshala
Date: 97-01-18 19:44:21 EST
From: BenselDD
I have attended several classes/wkshps by P.M., but if you really want to get involved with oral-motor therapy and diagnosis attend Sara Rosenfeld-Johnson's classes, she is on the cutting edge and will make dramatic differences in how you evaluate and work with your students in the future. Her email is oromotorsp@AOL.com
SUBJECT: HANLON/Dyslexia Help
Date: 97-01-19 00:03:17 EST
From: VINTAGEI
As a speech language specialist and as a parent, I strongly urge you to learn as much as possible. You are your son;'s best advocate. The "professionals" should not be persuading you to NOT help your son - but to definitely help him. They should be helping you learn what you need to know in order to accomplish that. Let the "professionals" know that you are NOT going away!! That you are going to be there for your child and that you are going to help him learn and grow. Don't let them scare you! The child that really wins the battle and the race usually has a parent-advocate in his/her corner. What state do you live in? Is there a parent advocacy group? or a parent group that could help you? The State of NJ has a terrific parent group in Flemington - it's called SPEAK. Contact me at VINTAGE1@AOL.com if you need further info. Find out the particulars of your child's learning differences. If you give me more information about his specific difficulties I would be better able to refer you to books and articles.. Remember - don't let them scare you away - your child needs you there for him.
SUBJECT: Re:Sara
Rosenfeld-Johnson
Date: 97-01-19 14:39:32 EST
From: ShelleyHL
I, too, have attended Sara's workshops on oral motor function, therapy, etc. She has a great menu of ideas which can be added to any SLPs bag of tricks. I have used many of her ideas over the last two years and they have been helpful to my students. I do not use her ideas exclusively. The one downside to her presentations is that she has students in a private therapy situation, with time and very significant committment on the part of families. Where I have had family involvement, her ideas are great. Where I have not had the support, any program, including hers, has not been as beneficial. Anyway, her seminars are very interesting, and are well worth the time and dollars. ShelleyHL
SUBJECT: Re:preschool artic materials
Date: 97-01-19 19:40:45 EST
From: VCB44
I, too, find myself in a similar situation, i.e., working with preschoolers 2 days a week. I have had success using the ACHIEV for Phonology program/materials from Lingui-systems. There are 10 pictures for each sound plus suggestions for activities and "worksheets" . I also like the pictures from Phonology Round-up which is from Super Duper. Hope this helps a little bit.
SUBJECT: ESOL vs Spch/Lan Disordered
Date: 97-01-20 10:17:45 EST
From: VBSSLP
What are you school SLP's out there doing about kids, say preschoolers, that haven't had years of exposure to good models of English, when it comes to identifying whether they have a DISORDER, ie qualify for services, or are just 'learning English"? Often there is anecdotal reporting of weak 'native languge', but nothing more. We are dealing with children adopted from many different countries-ideally would test them in native languages, but often impractical/impossible-do you know anybody that speaks EBU? Also, what about influences of their native languages on speech-these guys are often difficult to understand, but where do we draw the line -dialect vs disorder? Anybody got any good research to read on this? Thanks...
SUBJECT: Re:ESOL vs Spch/Lan
Disorder
Date: 97-01-20 10:49:40 EST
From: TAWhit
I am a diagnostician who spends most of my time testing preschoolers. In South FL we are in the same position with many different languages. We are required to test in native language as well as assess English proficiency.
First we try to locate someone outside the family to use as translator. It is amazing where we have found people - often through churches. We have found people who speak Russian, Urdu, Farsi, Japanese, Vietnamese etc. Our school district has an office of multicultural affairs and they often have listings for people willing to help. Our last resort is to use a family member who has English proficiency..but we only use them after doing some training with them on what we expect during the evaluation. Hope this helps. Terrie
SUBJECT: speech
autsticts disorder
Date: 97-01-20 22:12:10 EST
From: Lisa9773
I am a daycare teacher and I am having a problem with one of my students. He is four years old and bright ass he can be. He can not talk and gets very frustrated at times and I don't know what to do if you can help please email me at Lisa9773 @AOL
Thanks
Lisa
SUBJECT: Re:speech autsticts disorder
Date: 97-01-20 22:30:01 EST
From: CarolO5940
Lisa
I assume he is receiving speech/language therapy. If so, talk with his Speech Pathologist. SHE/HE will be able to help you with a communication system. If he's NOT seeing a therapist......he needs to.
SUBJECT: Re:Sara
Rosenfeld-Johnson
Date: 97-01-21 20:01:00 EST
From: OromotorSP
Thank-you..... You cannot imagine how great I felt, when I read your messages. Endorsements from my peers are truely a gift! I have already had some e-mail questions and just wanted to let you know that you can now reach me on the web at: members.aol.com/oromotorsp/index.htm.
I've been doing alot of work in the public schools, over the past two years, and have found that doing the exercises only 2 times per week for 15-20 minutes can make a significant change in speech clarity. Especially using the horns and straws. Thanks again...it means alot to me.
Sara Rosenfeld-Johnson
SUBJECT: Re:speech autsticts disorder
Date: 97-01-21 21:01:31 EST
From: MRogers140
Lisa, If this child is not working with a speech-language pathologist have his mother call the special education department of your local school system. They should have a program available to him.
SUBJECT: General Hello
Date: 97-01-22 18:22:39 EST
From: Lesalka
As a new participant in the world of cyberspace and a practicing SLP, I'm excited to find this venue for learning as well as venting. I'll be back from time to time to glean helpful hints as well as contribute some of my own.
Perhaps some of you might want to comment on how you handle the staggering numbers of public school caseloads? Thanks!
SUBJECT: Expressive Language Problems
Date: 97-01-23 13:12:51 EST
From: Rossifish
Hi, I'm hoping someone here can clarify some stuff for me. I have a son, age 8, in second grade who has been receiving remediation in math and reading since the beginning of 1st grade. We finally had him evaluated for ADHD and specific learning disabilities. The tests administered were WISC III and CBCL (for ADHD). There were statistical elevations on the CBCL indicating the possibility of ADHD, which the evaluator thinks he has. Full Scale IQ of 104, verbal 102, performance 104. He was also administered the Woodcock-Johnson (r) where his scores ranged from 80-90 (Dictation, writing samples, letter-word id, broad reading, broad written language, skills) to 110-126(science, calculation, social studies, humanities, broad math, broad knowledge). I have not been able to get someone to adequately explain these scores to me. I understand that the average on both tests are in the 90-110 range. He was later, at my request, evaluated specifically on language skills. He received a score of 87 on receptive language and a score of 79 on expressive language on the CELF-R test. The school has said it is not a specific learning disability because his scores are not below 75. ???? I am so confused and want to help my son.
I took him to a pediatric neurologist for possible medication for ADHD where I was informed that he did not agree with the ADHD diagnosis and thought I should stop worrying so much.
Meanwhile, my son is far behind his peers, easily frustrated by writing and spelling, does not consider himself a reader and is beginning to not enjoy school. He does have a wonderful regular classroom teacher who "accomodates" his learning differences, but it seems like there is more that I should do. His school wide achievement scores have consistently fallen within the 30-40th percentile (with 50 being "average"). I do not want to wait until he is older and failing to get him the help he needs. Are there other testing mechanisms that you all know about that should be used? I am grateful for any help.
SUBJECT: Re:Lindamood and Bell
Date: 97-01-24 12:22:16 EST
From: JBF5
Lindamood Bell is coming to Illinois in Feb. 1997 Looking at Elmhurst area and Chicago.
Went to a clinic with my son and it has been great I can not wait until they come to Il Starting clinic in March. It does work.
SUBJECT: Re:Expressive
Language Probl
Date: 97-01-24 16:19:34 EST
From: DVC Mom
Based only on the information provided it appears that your child does exhibit a language disability. In my state he would qualify for services bause there is a significant discrepancy (more than 1 standard deviation which is greater than 15 points if the mean of the tests are 100) between his receptive (-17 discrepancy) / expressive (-25 discrepancy) and his expected level of performance (FS IQ of 104).
A language impairment if not corrected can have a significant impact on academic skills such as reading and writing. Receptive language is sometimes referred to as listening comprehension and expressive language as oral expression. Regardless of terminology, it appears on the information you provided that your child has a language learning disability.
Did your school system recommend any speech/language intervention? If not, I recommend that you contact them and discuss the situation with them further. Hope this is of some help.
SUBJECT: LIP CLOSURE
Date: 97-01-24 19:23:46 EST
From: TJDitt
Any suggestions on a good method to achieve lip closure in a 3 year old. he is nonverbal and has autistic like tendecies.
HELP!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
SUBJECT: ESL/Computers
Date: 97-01-24 20:30:16 EST
From: ShelleyHL
I am looking for information on ESL computer programs for elementary school children. There has to be something out there. If anyone has a name, catalog, whatever, I'd appreciate it. I would like to preview at least a few programs to see the sequence of word/information introduction. Email me at ShelleyHL or post here. Thanks.
SUBJECT: Re:ESL/Computers
Date: 97-01-25 08:39:22 EST
From: Toezap
I've got a catalog, although not with me. The name of the company that distributes alot of ESL software is World of Reading Ltd. They have a website but I'll have to look later today and see what it is. I have also been looking for ESL software for pre or beginning readers for a couple of autistic kids I have that are very into computers. They have a program available called "Let's Go" that's by DynEd software that looks pretty good. It comes on two levels and has sentence and familiar topics , weather etc., asking questions as well as vocab. There are two cds per level and I think they are about $120 a level. I got a demo CD from World of Reading. I'll look up the info and post it or e-mail it later today. I also got at Barnes and Noble bookstore a CD called Games in English by Syracuse. It has basic vocabulary games in English and cost all of 3.99.
There's a similar one that has several different languages (German, French, Spanish) as well as English on one CD made by the same people. Let me know if you come across any other good sources. I'm " agonizing" over what to buy since it will come from my own pocket!
SUBJECT: Re:Speech/Language Inclusion
Date: 97-01-25 15:08:36 EST
From: Mdmk19
I am a SLP working in 2 middle schools in N.J. I do all pull-out therapy, though I am trying to develop a colloborative model with the sp.ed teachers. At this time, I work on the curriculum as part of language therapy- preteaching concepts, comprehension activities- really anything that the teacher provides me with.As for working directly in the classroom, most teachers feel like its an invasion of privacyor maybe I should say "uncomfortable". They feel that they're being observed and not the student. I feel pull-out therapy will not be thrown out the window entirely since expressive communication opportunities are really limited in the classroom. Most of elem.and middle school students spend most of their day "listening" to the teacher and then they have to share participation with other students. so how does a child with oral communication difficulties benefit ?- only from pull- out therapy. I read many articles and realize inclusion is where our profession is headed towards. But I see many problems with this: high caseloads, teacher resistance, not enough time for colloboratind, scheduling difficulties. It can be very frustrating.
SUBJECT:
integrating technology
Date: 97-01-25 17:55:17 EST
From: DRusso5388
Is anyone using technology in their speech therapy sessions? If so, what software/hardware. Especially looking for integrating technology into language therapy for K-6 settings. We're experimenting with some but would like hear how others are trying it.
SUBJECT: Re:Expressive Language Problem
Date: 97-01-25 18:45:36 EST
From: MirlaG
According to the WISC III your son's verbal and performance scores are nearly the same. There is a slight discrepancy between his receptive and expressive scores on the CELF. However, I do not know to what scores you are referring. Are those numbers standard scores? If so, what is the mean for that test?
Also, the CELF is not designed to identify a "specific learning disability." I would suggest you consult with a speech pathologist in private practice, a learning disabilities specialist,or an educational psychologist.
SUBJECT:
Re: RePosted Messages
Date: 97-01-25 19:22:59 EST
From: JuiceBody
It depends on the assessment you are using. In my experience it is moderately below age level when dealing with language.
SUBJECT: Re:Expressive Language Probl
Date: 97-01-25 19:28:53 EST
From: DVC Mom
Just to clarify things....... in my school system the CELF-3 is used primarily in diagnosing language impairments along with a language sample and a test of vocabulary such as the PPVT-R or the CREVT. I may also do additional auditory processing testing if it is warranted. My state also utilizes a discrepancy formula to determine eligibility along with additional anecdotal information. Based on your child's scores only, there would be a significant discrepancy between his language standard scores on the CELF and his full scale IQ. Both the WISC and the CELF have a mean of 100 and a standard deviation of 15 and can be easily compared against one another. The M-Team would meet and decide on appropriate services for this child which could be direct speech/language therapy, resource room, consultative services , or inclusion. If the language impairment is affecting academics (reading, writing, spelling, math, etc.) then services in the resource room is also considered appropriate although the student's only disabling condition is language impaired/disabled. It just seems that if it can be shown that his language impairment is affecting his academics, then you should be able to get him the services he needs.
SUBJECT: Re:When To Work on "R"
Date: 97-01-26 08:04:17 EST
From: GIBBSDPSD
A colleague and I presented a poster at ASHA about 5 or 6 years ago on the issue of "when to work on r". We had collected data in a longitudinal study which demonstrated that about 80% of the children experiencing /r/ only errors as 5 or 6 year-olds were found to have "outgrown" this problem w/out treatment when they were reassessed at the end of 2nd grade. We have shared this information with school-based SLPs throughout Alabama and the general recommendation is DO NOT TREAT /r/ UNTIL THE SECOND HALF OF SECOND GRADE. Our data has shown that by waiting until this age, we (1) avoid "unnecessary treatment" for large numbers of students who really won't need SLP services, (2) have much greater/quicker success with /r/ treatment because (by this age) children who persist with /r/ problems are treatment-ready and generally spend a very short time in therapy, and (3) have time on our caseloads to work with students "real com disorders" - i.e those which are not likely to be "outgrown." When we began to share this data in various forums in our state, we found that many SLPs had a significant number of /r/ only 5 and 6 year-olds in tx! Our general observations, now indicate that "/r/ only" kindergarten and first grade students and represented less frequently on SLP caseloads but we have not actually collected data on this. Maybe this will be helpful to you. (Quirky note: When we attempted to have ASHA publish this study years ago, reviewers responded that this information was not needed because "all SLPs already knew this and had access to ample data in this area.")
I have just discovered this forum and look forward to continued exchanges with participants. I teach at the University of Montevallo in Alabama where my e-mail address is Gibbs@UM.Montevallo.EDU. My home e-mail address is GIBBSDPSD@AOL.COM.
SUBJECT: Re: Pamela Marshala info
Date: 97-01-26 08:54:13 EST
From: Barlynn
The address for information on Pamela Marshalla is:
Speech Dynamics, Inc.
27349 Jefferson Ave. (2050
Temecula, CA 92590
SUBJECT: Re: Pamela Marshala info
Date: 97-01-26 09:12:52 EST
From: GIBBSDPSD
We have Marshala videotapes in the Continuing Education Lending Library (CELL) which is available to members of the Speech and Hearing Association of Alabama (SHAA) and to licensees in SLP and Aud in AL. They are terrific, explain everything thoroughly, and are among our most "checked-out" CELL resources. If you can get this series, you'll be quite pleased and your questions will be answered about her techniques. The address in the previous message can be used to get information about the tapes. Good Luck! PS- If you are in Alabama and a licensee and/or SHAA member, e-mail me at Gibbs@UM.MONTEVALLO.EDU and I will get CELL information to you. SHAA started CELL about five years ago and we now have more than 200 video holdings in the library!
SUBJECT: Re:Speech/Language Inclusion
Date: 97-01-26 09:18:56 EST
From: Barlynn
I really like a combination of pull-out and inclusion. getting into the classroom helps me to see how a child is functioning in that setting as opposed to small group. It can be an eye-opener! It has also helped me to better plan for the child. Try offering a "menu" of services to start. I usually work in the kindergartens on listening. The Communication Lab is a great way to help children with pragmatic skills in the classroom. My teachers love it! In 4th and 5th grade, I co-teach "study skills" with a resource room teacher - we work on getting organized, taking notes, test-taking strategies....whatever they need. This involves lots of language skills. We base our program on Linguisystems" 125 Ways to be a Better Student" and branch off from there whenever we have to. Teachers are becoming less resistant - but it takes time. I service my "mild" problems through inclusion exclusively, some through pull-out and inclusion, and some through pull-out only. I would never give up pull-out!!!!
SUBJECT: Message
board
Date: 97-01-26 09:24:28 EST
From: Barlynn
Help!! I hope this isn't a stupid question!
Does anyone know if there is a way to get to the latest message posted or the message on the date of your last visit without having to scroll through all previous messages first? Thanks!!!!!
SUBJECT: Re:Message board
Date: 97-01-26 11:10:28 EST
From: Ratatat
<<Does anyone know if there is a way to get to the latest message posted or
the message on the date of your last visit without having to scroll through
all previous messages first? T>>
Sure. Just click on "Find New" after you highlight the folder you want.
SUBJECT:
RE: EXPRESSIVE LANG. PROB.
Date: 97-01-26 11:31:27 EST
From: BenselDD
It is your right as a parent to request an outside evaluation, paid for by the school district if you are not satisfied with the results of testing and the explaination. At this point I would highly recommend this. It appears from what you said that in my state your child would definetly qualify, as stated by earlier responses. As a parent, sometimes your must be a loud advocate for your child, with less funding and higher caseloads sp.ed (which I am) is always looking for ways to lessen their caseloads, sometimes we look at the wrong student. Ask for an outside evaluation!
SUBJECT: Re:Message board
Date: 97-01-26 11:31:54 EST
From: JCBurt1952
go yo new!
SUBJECT: Re: Lip Positioning
Date: 97-01-26 11:35:24 EST
From: BenselDD
I can not recommend Sara Rosenfeld-Johnson oral motor exercises enough. Look at previous message for her web site. I have seen dramatic success in short periods of time using her methods. I highly suggest though that you take her class/workshop before you begin. The information and learning will be very beneficial. I have been a sp/lang path. for 16 years and now look at the students I work with very differently and have seen success with students where previously there was none. Good luck...her methods work.
SUBJECT: Re:
Message Boad
Date: 97-01-26 11:37:33 EST
From: BenselDD
Another way to do this is to click on Find Since, I always use the last day I was in this message board, then it begins where I left off. Enjoy the message board, I sure have!
SUBJECT: Re:Expressive Language Problem
Date: 97-01-26 15:09:28 EST
From: TLVAIL
Dear Rossifish,
It might be worthwhile to have a Central Auditory Processing Evaluation done. Call your local Audiologists to see who has experience with this type of testing. Often these children show striking similarities to ADHD- trouble with concentration, attention to auditory stim., distractibility- and the weaknesses he's showing in reading and written language could be explained if he's having trouble with the "sound system" of language. In our LEA, he would qualify for services as "speech/language Impaired" based on the 20+ point discrepency between his language scores and IQ- We could also qualify him as LD because of his weaknesses in Written language and reading. Good luck and please keep us posted! Tracy
SUBJECT: Re:Speech/Language Inclusion
Date: 97-01-26 15:13:38 EST
From: TLVAIL
By being in the classroom maybe you can provide all the children with more opportunities to express themselves- Try doing some sample lessons where you ask alot of open ended questions and get a dialogue going- maybe the teacher will see the benefits- also, breaking kids into groups for some real problem solving activities helps alot because you get some good models and tons of language!
SUBJECT: Re:When To Work on "R"
Date: 97-01-26 15:18:28 EST
From: TLVAIL
Thanks for the data!! I think most of us already know this from experience but it's difficult for TXists, new and old, when there are specific norm tables used! We reviewed so many different norms that our head were spinning when we attempted to form local guidelines!! We ended up reviewing them all then forming our own with what made sense from our experience. r was not on the list till 8!!
SUBJECT: Phonological Awareness
Date: 97-01-26 19:15:22 EST
From: CZ Sissy
There is a great deal in the literature about phonological awareness. A majority of poor readers have poor phonological awareness, which prevents them from acquiring the alphabetic principle required for learning to read. The alphabetic principle is the sound to letter correspondence. Schools are moving back to teaching phonics; however, if they do not help young children to develop an awareness of, and some facility with processing the phonemic code of spoken English, phonics instruction will fail many students as it did in the past. If teachers are not aware of the segments of spoken words, we should not expect them to be able to teach this to their students. I held an inservice with my school faculty recently and asked them to identify the number of explicit speech sounds they heard in the following ten words. % correct is alarming.
pen - the - bright - no - Wednesday - saw - thought - say - six - out
76 - 86 - 17 - 93 - 31 - 78 - 78 - 92 - 5 - 86
The information that is available in the literature is not yet reaching the leadership personnel in the schools. I hear college professors lamenting the poor instruction in our schools, but I haven't met any recent graduates who have been taught about phonological awareness or how to help a child with the problem. Nor have I met any who have had any coursework in teaching phonics. Speech and language pathologists are knowledgable about speech sound production. They can be a valuable resource in helping teachers to become phonologically aware.
Parents, please hound your state depts of education, your school boards and your state universities to start training all teachers how to teach reading. Before leaving a position in a state department of education in 1969 I was able to add teaching of reading to the certification requirements for speech therapy. It was revoked after I left the position, because at that time a course in teaching reading was not even required for elementary education. Don't fault the teachers and therapists if they have not been adequately trained.
I will be happy to share my Faculty Phonological Survey form with anyone who is interested.
SUBJECT: Re:When To Work on "R"
Date: 97-01-26 19:40:30 EST
From: ShelleyHL
Thank you for your posting. I would love a copy of your info...experts are from far away you know...I have said the same about r for years...but it isn't easy convincing parents and teachers that the wait is worth it. And as I've stated previously, I think working on r prematurely can create a very contrived, awkward sounding production. Do you have any information that would support that? ShelleyHL
SUBJECT: ATTN: info re: AAC,CAI,&ESL!
Date: 97-01-26 20:07:57 EST
From: CPR25
Hi everyone....I've read all the messages RE: aug.comm., software for SLPs, and ESL software.....I'm a bilingual speech therapist in the public schools and my caseload ranges from moderate-severely multiply handicapped overall. Most of my kids function on a preK- 3rd grade level and get individual OT/PT as well.....We use Macs in each class and I use one with ALL my kids at least 15 min. of one of their ind. sessions once a week. I previously wrote messages on this topic (search this folder from 11/96 until today) and would love to devote an entire folder to Augmentantive Communication/ Sp.Ed. Software....would anyone like to join me? Anyway, I fully recommend the following software:
1."My House" by Laureate: for ESL&SLPs- builds vocab, improves classification and following directions 2."Intellipics"&"Overlay Maker" by Intellitools: for ESL&SLPs-for AAC, artic, sequencing, as a quick alphabetical photo library, overlays can be used as communication boards 3."Boardmaker"&"Speaking Dynamically" by Mayer-Johnson: for ESL&SLPs- for AAC, artic, making schedules, seating charts, categorization worksheets, and as a quick alphabetical photo library.
4." Kidpix 2" by Broederbund(I think): for everyone who works with kids- a drawing/create a slideshow game that you can copy pictures from other software onto for educational purposes like artic words, sight words, sequencing pictures etc.
I'd be interested in responses! TECHNO-SPEECHIE
SUBJECT: Stuttering
Date: 97-01-27 21:42:05 EST
From: Casio1240
I need to know how to calculate Stuttered Words Per Minute. Anyone who knows
the formula please share it with me. Thanks
SUBJECT: Re:Message board
Date: 97-01-28 13:34:16 EST
From: Barlynn
Thanks!!! I'll get the hang of this soon!
SUBJECT: Guidelines for Speech Servic
Date: 97-01-28 13:38:39 EST
From: Mdmk19
Our district wants to establish guidelines for speech and language services.All of our caseloads are extremely high.Some questions we are trying to answer are: If a child 's score on the Celf-3 or any other language test is below criteria, do we automatically take them ? Does that mean even if a child scores 83 on the Celf-3 ? What if score on Celf is 85 but vocabulary testing is below average ? We are mainly concerned with language guidelines rather than speech. Any information would be greatly appreciated. Does ASHA have guidelines established ? By the way, I am a SLP in New Jersey.
SUBJECT:
Speech Delay in Toddler
Date: 97-01-28 14:44:48 EST
From: Orwellalso
Hello,
I hope someone out there can help me. My son Kyle will be 22mos in 2 weeks. He is only saying about 5 words,and those aren't clear. He is starting to get very frustrated because we are not understanding him. We had him evaluated for Early Intervention at the beginging of the month. In Alabama, the delay needs to be 25% under Part H, he was evaluated as having a 20% delay. According to the DP II test used his Communication Devlopmental age is 16 mos. She said he had strong receptive language skills, but "with a measure of expressive language alone, the delay would be highly significant. With the increasing demands of expressive language associated with Kyle's advancing chronological development, it is expected that the delay in this area will become more severe."
What I am trying to find out,is what types of things can I be doing at home to stimulate him to talk? He makes a variety of consant and vowel sounds, but not so that they form words. He is very stubborn and has never been a vocal mimic-er. Is there a book out there that would help? Sorry this post is so long and is sort of vague. Anyone that has ideas or wants more information, pleas email me!! I really don't want to wait 3-6 mos. and have him tested again when the delay will probably be over 25% without trying to help him in the meantime.
Other people tell me that he is a boy and young yet, so leave him alone. I would if he was happy not talking, but it is obvious when dealing with him that he is not. In all three evaluations I've had done on him they said the same thing " He's advanced for his age everywhere except his speech." I hope someone out there can point me in the right direction. We thought of starting therapy anyway, but the SLP's in the area want $180/ half hour at least 2 times a week. Our insurance won't cover it and we frankly can't afford $360 a week on therapy. Help, please!
Laura
Orwellalso@AOL.com
SUBJECT: Re:Stuttering
Date: 97-01-28 17:57:23 EST
From: TLVAIL
Time the speech sample and count the number of dysfluencies- then divide! ex. 16 dys. in 5 min sample=3.2SW/min. I like to use the % SW since I feel it gives me more accuracte info. ex. 50 words spoken and 16 words were dysfluent- 16/50*100=32% dysfluent
SUBJECT: Re:Guidelines for Speech Servi
Date: 97-01-28 17:59:21 EST
From: TLVAIL
Our LEA uses a cutoff of 78 in one or more composite score or a subtest standard score of 6 or below on 2 or more subtests- however- this can be overridden if the child is showing significant weaknesses in the classroom.
SUBJECT: Re:Speech Delay in Toddler
Date: 97-01-28 18:06:32 EST
From: TLVAIL
Did an SLP do the evaluation? In NC we can place on expressive weaknesses alone. Ask for a full speech/language evaluation, not just an overall developmental profile. In the meantime, cut out some pictures he can use to help him get his needs met. Tape pictures of his favortie foods somewhere in the kitchen. You could also get a basic sign book and see if he will imitate some early signs like "more" and "eat" and "drink" and "finished". Play lots of "speech games" with him- finger plays, rhymes etc. Will he listen to short storybooks? Bombard him with language but be sure to make it fun! Yes he is young but communication is much too important to allow him to become frustrated. Have you had his hearing checked?
SUBJECT: Re:Lateral lisp
Date: 97-01-28 20:28:42 EST
From: KIKPar4
As far as lateral lisp goes, the best advice is to direct the air stream forward. I've had success with this by using lip rounding (almost like making a kiss) and then having the child say "s". It's very difficult to produce the lateral "s" when the lips are protruding forward. It seems that the tongue wants to follow the gross muscular pattern of the cheek and lip muscles. Try this and let me know if you can see/hear a change in the sound production.
You may want to seek out of school help for your child. Budget constraints sometimes precludes the provision of services to children who are performing academically, but have some speech errors. You can talk to the district about this. Good luck, Kathy
SUBJECT: Re:LIP CLOSURE
Date: 97-01-29 00:22:48 EST
From: OromotorSP
Have you tried using flat mouthed horns? Oral-motor therapy teaches the muscle to move in a certain position before introducing speech sounds to accompany the movement. In this case by blowing a series of flat mouthed horns the child will develop "muscle memory" for lip closure. Repetitions of 10 to 15 times are most successful in establishing a new movement pattern. We've been using horns in our clinic for a few years and the results have been wonderful. Another bonus is that they are fun and the kids like to practice them for homework. One important rule is to never let the child hold the horn. If you do they may bite on the mouthpiece for stability and that will ruin the muscle movement. Good luck... Sara
Rosenfeld-Johnson
SUBJECT: Re:Speech Delay in Toddler
Date: 97-01-29 15:26:25 EST
From: ShelleyHL
Contact your local school district and find out who is responsible for Birth to three services in your state. This varies from place to place. In some places, local school districts have taken the initiative but in many places there are regional B-2 coordination agencies. The special education director in your local school, or the speech therapist there should be able to point you in the right direction...and if your child is eligible for services in CT they would be free of charge. ShelleyHL
SUBJECT: Re:ATTN: info re: AAC,CAI,&ESL
Date: 97-01-29 21:31:51 EST
From: Galiemla
I'm with you!!! I love working with AAC. It's great! You're software suggestions are good, too. My student's cognitive range is lower so I use more of Laureate's Words & Concepts, First Verbs and First Nouns
SUBJECT: Re:Articulation
Date: 97-01-30 18:59:16 EST
From: JuneDay7
I am working in a middle school, and I have received a number of students who are unable to correctly produce /r/. I am having some difficulty eliciting the correct production. After all these years of therapy, many have distorted /r/ sounds. I have tried starting from /l/ and /i/. Any suggestions? Thanks.
SUBJECT: Re:PDD? SPEECH/LANGUAGE DELA
Date: 97-01-30 20:32:24 EST
From: UCABlade
I have a 4 year old with a severe language delay,(verbal Apraxia). Private speech therapy is really great for her, maybe you could give it a try. I was always told just because she isn't really talking alot to me, keep feeding the receptive side of language to her. Talk alot to your son, explain about things you are doing, talk about outside and things that you pass when you are in the car. When he begins to talk he would not have missed out on all of that info. Our daughter started slowly with language and speech at around 2 1/2 and it is a slow process but she grows every day. We get to enjoy every new word with her. I used flash cards with pictures with her alot. I would just sit her on my lap and show the picture and say the word, not expecting her to say anything I would just keep feeding her receptive part of language. Well it got to the point when she knew the word she would beat me to it when I would be turning over the cards.
We never pressured her to speak. I'll be thinking of you, best of luck with your son.
SUBJECT: Re:Apraxia in children
Date: 97-01-30 20:38:11 EST
From: UCABlade
I have a 4 yr.old with severe verbal apraxia. I have found that by writing her teacher about what happened the day before and send in pictures (when I can) of her doing things at home, or trips or friends we visited seem to really help my daughter. The visual memory from the pictures gets her to facilitate some language with the teacher . If she should happen to maybe say a word or two to the teacher about something the teacher always has the info. from the book at hand and usually can pick up what she is talking about and then help her elaborate more about what she wants to talk about.
SUBJECT:
Re: When To Work on "R"
Date: 97-01-30 23:03:46 EST
From: MirlaG
The percentage of children who acquire /r/ on their own after age 6 is good information. School systems stressed with high caseloads of more severely impaired children will of course service them first. However, it the numbers do not take into account difficulties children who substitute w/r go through. As they speak in longer and more complex sentences their intelligibility is compromised. Many of these children are embarrassed by how they sound, especially when asked why they talk funny. Since we have no way of predicting which child will acquire /r/ without intervention why put any child through the embarrassment of sounding funny? The rate of progress is not greater for an 8 or 9 year old than it is for a 5 or 6 year old. It is no easier for an older child to learn /r/. If that were the case, the sound would not develop in the majority of children before the age of 8 or 9. It is my opinion that no child should have to begin academics with a speech problem. School districts mislead parents if they tell parents their children will outgrow the w/r or it will be easier to correct when the child is older. The honest answer is that these children are not seen because schools are too busy servicing more severe children.
SUBJECT: Re:Speech Delay in Toddler
Date: 97-01-30 23:08:00 EST
From: MirlaG
The fee for therapy you quoted sounds unreasonably high. Check with the speech pathologist again.
SUBJECT: Re:Articulation
Date: 97-01-30 23:09:51 EST
From: MirlaG
Check out the book How to Teach a Child to Say the "R" Sound in 15 Easy Lessons.
SUBJECT: RE:speech delay in toddler
Date: 97-01-31 14:37:06 EST
From: ECMIRE
While your child is under three years old he is eligible for federal assistance as soon as he has been diagnosed with a delay. Do not wait. It is much better for you to get early intervention as soon as possible. I have a son in early intervention for the same reason and from my experience and the experience of other parents I have come to know in the same situation you are better off getting the assistance as soon as possible instead of wating for him to "come out of it on his own", or waiting because "boys are sometimes late". Your local school department should be able to direct you to the proper channels.
SUBJECT: RE:SPEECH DELAY IN TODDLER
Date: 97-01-31 14:45:29 EST
From: ECMIRE
I forgot to add that the prices you quoted for therapy are probably correct.
that is what the going rate for private therapy . Since your own insurance
doesn't cover the cost the federal program will pay the cost. I am not sure
how it works in your state, but in Massachusetts, the federal assistance
stops at age three, then the state assists in getting all the necessary
services
SUBJECT: Help Understanding Apraxia
Date: 97-01-31 16:29:41 EST
From: UCABlade
I have a 4 yr old F with severe verbal apraxia. She has cerebellar dysgenesis. She has done great in all areas , gross and fine. It was slow going but she is equal to her peers in this area now, except with slight balance issue when taxing to many areas at one time.
Her spontaneous expressive speech was impacted the hardest.Her speech came slowly but continually growing each week. She used nouns in the beginning, at around 21/2 and is now beginning using some sentences, but has a tendancy to drop connectors. Her sentences are in the right format but she drops some smaller words. She gets her point across. What I want to know is with Apraxia is the ability of not using grammer the correct way, talking almost telegraphically, a part of the Apraxia or a seperate problem in addition to the apraxia. She just had some neuro-psychological testing and because she is to young to write it is difficult for them to tell if the spontaneous expressive speech use of grammer is more of a problem then only the apraxia. Her receptive understanding of language is age appropriate. If you have any insight in this area I would really appreciate any help. thanks.
SUBJECT: Re:When To Work on "R"
Date: 97-02-01 08:46:39 EST
From: ShelleyHL
I wish I had a good crystal ball to make the predictions that would make the
decision of *when* easier. However, the best way for a child to develop
natural sound productions is naturally and spontaneously, even if it is on
the late end of a developmental continuum. I serviced children in our school
district who were very stimulable for later developing sounds. All this did
was make me look great when suddenly they were accurate in all contexts. It
did *not* make me feel good to be placed in the awkward situation of
receiving thanks for having the child grow and develop. I look at overall
intelligibility, speaker frustration, listener frustration, reluctance to
speak, developmental appropriateness of sound errors, and relationship to
academic/school progress. ShelleyHL
SUBJECT: Re:When To Work on "R"
Date: 97-02-01 11:47:18 EST
From: TLVAIL
I disagree wholeheartedly. I've seen many 4-5 yr. old children who came to me with r sound already on their IEP and stayed in therapy for a long time working on the same sound. It's difficult for a young child to comprehend the directions given for the sound given there are no real contact points. If there are is teasing going on then it needs to be addressed by parents teachers and SLP's. I do programs in the classrooms discussing how each of us is different and learns to do things at different rates (ie.ride bikes, learn to read, etc.) and that's OK!! Why treat a child as if he/she is "disordered" when he/she is not?
SUBJECT: Re:Apraxia in children
Date: 97-02-01 11:52:40 EST
From: TLVAIL
Dear UCLBlade,
Many of the children I've worked with speak telegraphically as you describe when they begin putting sentences together. In fact, it's the ones who don't that are more unintelligible!! Mabye your daughter understands that is is difficult for people to understand her and only gives the important words. At this point, since her receptive lang. is on target, I wouldn't worry about the use of functors (little words). Concentrate on the "communication" and not the form. In other words, concentrate on her ability to share her thoughts and ideas with you and others, the "fine tuning" can come later.
SUBJECT: Eligibility Guidelines
Date: 97-02-01 14:05:55 EST
From: ChilsonRMD
For a child to be eligible in VT, there are very specific guidelines. First the child must be determined to have a disability. That can be a specific language learning disability which is indicated by a discrepancy of one and a half standard deviations from the ability level (FS score - 22 points), but I always use more than one test measure in the area of concern. To be speech and/or language impaired in our state the assessment must show a 2 standard deviation from the norm, again I use more than one measure. After a disability is determined, then we look at the impact on the child's classroom performance and affect on acquisition of basic skills. Last, we look at what programs are available to the student and does that child need the special education or can services be provided in other ways. The system works.
SUBJECT:
Re: When To Work on "R"
Date: 97-02-01 14:11:13 EST
From: ChilsonRMD
Thank you so much for your information! I have had some parents complain about their child not receiving services to the school board and this will give me the data I need to support my decision to monitor him. This also helps in telling teachers why we wait until children are 'ready'.
SUBJECT: Re:
preschool articulation
Date: 97-02-01 14:18:54 EST
From: ChilsonRMD
I decide on articulation services based on developmental and intelligibility observations. In Kindergarten if they can not make k, g, f, or substitute d or t for s. I rarely start working on L until grade 1, and th sometimes.
Lisps of all sibilants (s,z,sh, ch,j) have priority in first grade. The rest
start in second grade. I save r, for third grade unless the child is readily
stimulable. In VT we can take articulation children 'informally' on our
caseload, so we have more time for services and less for paper work. That
benefits those articulation 'shortimers'. Marie
SUBJECT: Re: preschool
articulation
Date: 97-02-02 15:00:02 EST
From: TLVAIL
How do you take them informally? Do the parents sogn something giving you permission to work with the child? I'm assuming they're not on your headcount so how do you manage "real" caseload numbers?
SUBJECT: Speech
Unintelligibility
Date: 97-02-02 15:08:07 EST
From: Narden
I have recently re-evaluated a 5;4 year old boy who has a receptive communication standard score, based on the PLS-3 of 82, and an expressive communication standard score of 110. The problem is that he is extremely unintelligible, placing him in the profound range based on the APP-R. I haveseen him in therapy for over a year now, and minimal progress in the phonological processes have been achieved. He does not appear to be apraxic. He scored high in the expressive portion of the PLS-3 because I have a sense of his own phonological rules, but the rest of school/community is clueless to what he is saying- without a referent they are lost. Any guidance? He knows some basic signs, as I use them in my therapy approaches. Any input as to how I can elicit any type of appropriate cylces or should I attempt a traditional artic approach? Any advice would be greatly appreciated. Thanks!
SUBJECT: Stuttering
Date: 97-02-02 16:09:10 EST
From: Jesskoot
To calculate stuttered words per minute = number of stuttered words divided by total talking in seconds, multiplied by 60.
Percentage of stuttered words = total numver of stuttered words divided by the total number of words spoken; multiply the result by 100.
SUBJECT: chat among SLP'S
Date: 97-02-02 18:43:55 EST
From: Mdmk19
Are there any SLP's that would like to chat about our profession? Maybe, we
can create our own private chat room. Let's call it SLP . I would appreciate
hearing from you. Thanks, Mdmk19
SUBJECT: re: chat room among SLPs
Date: 97-02-02 21:38:52 EST
From: VINTAGEI
Sounds terrific! I currently service preschool handicapped within a public school setting. I would really love to "chat" with other SLPs. Count me in!
VINTAGE1@AOL.com
SUBJECT: Re:re: chat room among SLPs
Date: 97-02-02 22:34:02 EST
From: CarolO5940
sounds great to me too...let me know if something is planned...
Carol
SUBJECT: Respoding to BROKOLY
Date: 97-02-03 01:03:56 EST
From: LELNYLA
To answer your question BROKOLY, about going from a TSHH to a classroom teacher, and focusing on the speech and language in the classroom - I've done it, get in touch, and Ill tell you about it !
