Friday, January 16, 2015

Blog #7- Burning Questions

What is one (or maybe two) question (s) you still have about speech and language disorders, particularly in children with one of the disabilities discussed in class today?  Perhaps someone from our class can answer your question while coming up with their own question.  
       

15 comments:

  1. Do individuals ever outgrow echolalia or will they experience echolalia throughout their entire life? Could this be addressed with speech therapy?
    Also, what type of speech therapy is used for individuals who are non-verbal? What exercises do speech paths work with for non-verbal individuals?

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    1. This is a great question for our SLP next week. Please bring it up in class.

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    2. I am glad to see that part of your questions were answered with some very interesting facts. We probably need another class to answer the question about echolalia. As far as the students that have gone through our building with echolalia, they work on expressive language with our SLP.

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  2. If multiple people in a family have articulation issues will the children ever be able to fully over come this issue? I have a situation like this in my school. Both the children have sever articulation issues and so do both the parents. The one child has made significant progress however, he still has a long way to go. Would he need more intense therapy to help fully correct this issue? Should the whole family be participating in outside therapy?

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    1. I would think that the parents should have access to speech therapy along with their children. Is there a cultural issue involved?

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  3. If a child has been in speech therapy, starting at the age of three, with no other developmental delays, and continuing for 3 more years, with not much improvement, is their speech likely to improve? Can their speech be improved with only therapy sessions if the parents do not work on the speech issues at home as well?

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    1. I believe Allison touched briefly about this question. She did say when using a device to help speak is good at an early age because they are getting used to it and developing habits to use it. It is harder to start when they are older because they have adapted to ways of communicating. She said she finds more successes when it's implemented at home as well. I also think parents play a big role in development by influencing at home. We know the more he child reads the more fluent they will be reading. I think the same goes with speech. The more practice the more they will become fluent.

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    2. We have a student that started speech at three in the school. She is currently eight, and despite having problems saying her "th" sound was released from speech services. It is interesting because I would have assumed she would stay in speech until she had all her sounds.

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  4. Another great question for our SLP next Tuesday. Please bring this with you to class. Thanks,

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  5. How can non-verbal children be assessed for speech and language disorders? Also, if a child is selectively mute is that an issue with speech and language or is it from something else? We have a kindergarten student that was making good progress at least speaking with the special education teacher, but she has now regressed and barely speaks without any known reason.

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  6. And another excellent question for our SLP on Tuesday.

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  7. I would like to learn more about students with selective mutism, and ways to help a students who have it. I would also like to learn more about assistive technology devices. How do speech paths choose the best one for the student?

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    1. We will have a whole chapter on AAC. There is an author, Torey Hayden, who writes alot on children with selective mutism.

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  8. We recently diagnosed a student with Apraxia in my classroom who also uses echolalia. He uses an assitive techonolgy device with a program that is meant for students with motor planning difficulties. How can you assess a student with both apraxia and echolalia to determine if they are retaining newly taught concepts? What are the best approaches and strategies to working with a student that has apraxia?

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