Author: Wee Speech PC

Did you know that in 5% of children who begin to stutter, 70-80% of those children will recover naturally without formal intervention? It is actually common for children between the ages of one and five to have disfluencies (e.g., repeating words- “ba-ba-ball” or phrases- “I want I want ball”) and it is usually a sign that the child’s vocabulary is expanding quickly and he or she is beginning to learn complex language rules. Many times, these forms of stuttering will reduce on their own, but it is important to monitor and seek professional help when needed.  So, when should you become concerned that your child’s stuttering will persist? If stuttering has lasted for 6-12 months or more If the child

Approximately 25-61% of language learners with a diagnosis of autism present with limited to no functional speech to communicate. Speech-language pathologists may recommend these individuals to utilize augmentative and alternative communication approaches to supplement verbal speech. Unaided AAC consists of techniques that do not require the use of an external aid. Oftentimes, the individual may use his or her own body, as seen during use of gestures, manual signing and finger spelling. Aided AAC consists of techniques utilizing external tools and aids for communication. Examples of aided AAC include nonelectric communication boards, speech-generating devices with synthesized speech output and exchanged-based approaches (such as PECS.) Fortunately, there are a plethora of options to consider for a child who may benefit from

In an article written by Diana Paul, she discusses ways to incorporate language learning activities into your traditions. -Learning New Vocabulary: Use age appropriate vocabulary that relates to the child’s developmental and speech sound production level. Use language from the child’s own background and culture. Define the vocabulary word and use relating to different experiences (i.e. visuals, videos, food). Have a word of the day for longer holidays. -Engaging in Conversation: Use holiday plans as a conversation starter and practice conversational skills (i.e. initiating conversation, verbal turn taking, asking/answering questions, making comments, and ending a conversation). Have the child explain routines or activities that are being completed during the holidays. Depending on the child’s developmental level would determine the type of language

  Tis the season for holiday gifts! This year, consider gifting kids with low-tech gifts to help foster increases in vocabulary, conversation, turn taking, social skills, and problem solving. Gifts such as costume/dress up sets, craft supplies, figurines, puppets, science kits (e.g. slime), food/kitchen items, books, animal sets, etc. can encourage imaginative, open ended play to boost children’s creativity and exploration of play schemes. For older kids, gifts such as snap circuits, outdoor or gardening kits, board games, or journals can encourage language and learning development.  

While research continuously supports multi-language exposure for children, myths surrounding bilingualism remain. Increased working memory and cognition are among the many benefits of being a multi-language user. Fostering a home environment that includes all spoken languages of the family provides more opportunity for children to engage with their extended family. Speech-language pathologists must help children and families advocate for services that support bilingual intervention. Please visit the article by Farinam Pletka, MS, CCC-SLP in the American Speech Language Hearing Association’s Journal for more information on her experience as a bilingual SLP: https://leader.pubs.asha.org/do/10.1044/leader.FPLP.26082021.64/full/

  Researchers from the University of Delaware conducted a study in which 48 participants completed a word-learning task in a resting and in an exercise condition. During the resting measure, children were taught the names of novel objects. After a three-minute task, they were tested on their ability to recognize the words. For children who engaged in a three-minute aerobic exercise (swimming,) results showed a 13% increase in ability to recognize vocabulary words compared to other groups. How can this information be helpful for us as speech pathologists? Incorporate some movement into therapy sessions! This can be completed through obstacle courses, jumping or dancing while incorporating vocabulary specific to the activity (e.g., twirl, spin, crawl, etc.) Pruitt, Madison; Morini, Giovanna

While research continuously supports multi-language exposure for children, myths surrounding bilingualism remain. Increased working memory and cognition are among the many benefits of being a multi-language user. Fostering a home environment that includes all spoken languages of the family provides more opportunity for children to engage with their extended family. Speech-language pathologists must help children and families advocate for services that support bilingual intervention. Please visit the article by Farinam Pletka, MS, CCC-SLP in the American Speech Language Hearing Association’s Journal for more information on her experience as a bilingual SLP: https://leader.pubs.asha.org/do/10.1044/leader.FPLP.26082021.64/full/        

Many students are returning back to the classroom for the first time since the pandemic began! Students are likely experiencing a range of emotions, from excited to fearful. There are many ways you can help your child successfully return to in-person learning. Practice/role play potentially stressful social interactions (introduction to class, meeting a new teacher, reading aloud, speaking in front of the class, etc.) Remain positive! There are a lot of stressors with the return to school, but staying optimistic about the school year will increase their confidence in returning. Reviewing school expectations (raising hand, mask wearing, requesting permission to leave the room, etc.) Review your child’s supports in the classroom and stay connected with your child’s teachers and support

By middle school, the American Speech and Hearing Association reports that students with an IEP tend to have reduced or discontinued supports by high school. Advocacy for middle and high school students to continue receiving their speech and language supports is necessary in order to help prepare students for the post-high school. Teaching skills for post-high school transition success while the student is receiving services is essential for the best outcomes after graduation. For example, emphasizing role playing and problem solving through work place scenarios is recommended to introduce coping skills and guidance on inappropriate responses with co-workers. Self advocacy skills are necessary for success in the workplace and are important when asking for help with completing a task or