Author: Wee Speech PC

Jen Richardson is an educational audiologist who works with those with hearing needs in grades K-12. She was recruited by a young client’s mother who worked for the American Girl company. Richardson provided her expertise on creating a hearing aid for the company’s new doll, Joss. In addition to providing pediatric hearing aids and various accessories to the company to help with the physical design, Richardson provided information that contributed to the character’s story. According to the book, Joss wears a hearing aid in her right ear due to a bilateral hearing loss and occasionally utilizes sign language. Richardson was also contacted for her input on a new Barbie doll. This posed a challenge due to Barbie’s tiny features but

The kids’ TV show “Thomas & Friends: All Engines Go” recently introduced a new character who has autism. The character’s name is Bruno the Brake Car and he is voiced by child actors who also have autism. Chuck Smith voices the U.S. version of the show, while Elliot Garcia voices the U.K. version. The TV show’s production company, Mattel Television, consulted with various autism organizations and Autistic people when developing the character. Refer to Shelley D. Hutchin’s article from the ASHA LeaderLive listed below. Hutchins, Shelley D. (2022). Thomas the Tank Engine Introduces Autistic Train Voiced by Autistic Actors. The ASHA LeaderLive. Retrieved October 31, 2022, from https://leader.pubs.asha.org/do/10.1044/2022-1011-thomas-autistic-train-slp/full/

  Speech Pathologists and other service providers are often complimented by parents as being “patient” in their work with the pediatric population. It is said that having patience (by maintaining a reduced pace or giving adequate wait time to children) is not only a virtue but also a necessary skill for interacting with young children. Many parents might find it challenging to provide this wait time when interacting with their children as it can feel forced and time consuming in our busy day to day lives. However, implementing use of pausing, silence, and delayed response tactics are important traits of strong communication partnering that all children need. This wait time strategy, often referred to as The OWL strategy (Observe, Wait,

  As children develop language with variability and have individual strengths and weaknesses, parents might feel conflicted about when to seek out support for their children and when to “wait and see” if they observe lags in progress or delays in acquiring new skills. Maintaining a once common “wait and see approach” is based on the idea that some children may require more time to develop a given skill compared to their peers and may with time, catch up and develop the given skill at their own pace. According to the Hanen Centre’s summary of two recent research studies, the current literature suggests that the “wait and see approach” is outdated and that even minimal or prematurely provided intervention can

  As we progress through thee school year, many parents may wonder how we can specifically help children improve frustration tolerance, navigate challenging feelings, and problem solve successfully at home and in the classroom as they encounter new experiences or difficulties. The following strategies have been found to strongly assist in the challenging feat of growing a child’s frustration tolerance: Provide Exposure to Frustration: Ironically, one of the best ways to improve frustration tolerance in children is to expose them to varied experiences where they might encounter it! Parents are advised to observe, analyze, and learn about their child’s progression from mild frustration all the way to extreme frustration. Experts suggest parents refrain from helping their children through experiences yielding

By 3, a child will typically produce 3-4 word phrases, make animal and environmental sounds, name most common objects, produce personal pronouns, answer yes/no questions, and request using power words.  As these skills are emerging, you may want to see your child demonstrate these skills.   Here are some ways language can be modeled: Child is playing with a truck on a slide. “Whoa, look at the truck! It’s going up-up-up, weeee!” Child is playing with a baby doll. “Uh oh, baby is crying, she needs mama. ‘Mama, where are you? Mama help!’”  The adult is modeling language a child can imitate that is also describing the play routine, so it is relevant and fun for the child. It’s like watching

  With the outbreak of COVID-19 more than two years ago, schools and clinics resorted to using virtual platforms in order to continue providing educational and therapeutic services to students and clients. Nowadays, it appears Zoom is here to stay as an effective and convenient means of conducting therapy if in-person services are not an option, or simply if a family chooses to elect telehealth for their child. If your child is participating in virtual services, here are some key tips for making sure their therapy sessions are successful:   1. Make sure your child has a designated area to work in. Your child should have a specific area at home that they are able to use their iPad, computer, or

Stuttering is a fluency disorder that causes disruptions or disfluencies in one’s speech. Stuttering can also cause an individual who stutters to have negative feelings about how they talk, to avoid situations to prevent a possible stutter, to escape a stuttering moment such as eye blinking, or to have physical tension when speaking. With stuttering encompassing a wide range of difficulties, there are a variety of false statements that surround this fluency disorder. Education about the falsehoods of stuttering can ensure a better understanding of the disorder and reduce biases towards people who stutter. Here is a list of the most common myths about stuttering: -People stutter because they are nervous. -Stuttering effects one’s intelligence. -Stress causes stuttering. -People who

“Very Pre-Term” Delivery and the Impact on Speech Sound Production According to an article published in the ASHA Wire, very preterm children (those delivered earlier than 32 weeks gestation) are reported to be at greater risk of speech and language delays through school age. In a study of 63 preterm children, speech sound development was found to be abnormal in 49% of study participants at 2 years of age and in 19% of participants by 4 years of age. Early speech production or the development of acquired consonants by 2 years of age, was highly predictive of intelligibility in single words and sentences by age four. Results suggest that compared to full term infants, an alarmingly high proportion of “Very