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  Do you stutter? Or is your speech considered difficult to understand? If so and you are at least 18-years-old, Project Euphonia needs you! Please consider recording a set of phrases for Google to help it recognize different types of speech. Thanks to The Stuttering Foundation for calling attention to this project. To learn more, visit: https://sites.research.google/euphonia/about/ —

Engaging in play based tasks with toddlers and young children is a great way to target language.  Language targets can be “disguised” into play, making it fun for both adults and kids to work on their skills.  Sometimes when we place demands on children during structured tasks they might back off and elope from the activity.  Here are a few activities/games/toys that I have used to work on receptive, expressive, and pragmatic language skills during play. Cars/Car Ramp: Think of some key words/concepts that go along with this activity (i.e. “go” “stop” ), environmental sounds (i.e. “beep beep” “weee ohhh”), size concepts (“big” “small”), locative concepts (up/down, in/on top/under), quality concepts (colors), quantity concepts (1, 2, 3)  to incorporate throughout

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

Broadway in Chicago is offering a sensory friendly performance of The Lion King on January 7th, 2023. Traditional rules of a theater will no longer apply allowing audience members to stand, move around as needed, and make noise during the performance. Additionally, the theater will be leaving some lights turned on within the theater and lowering the sound levels during the show. Specific quiet areas will be established and volunteers and professionals will be in attendance. For further information please see https://www.broadwayinchicago.com/sensoryfriendly/.

Parental involvement in a child’s speech and language development is essential. Numerous studies have shown that when parents and speech-language pathologists work together to help practice skills in as many environments as possible, children make significantly more progress towards their therapy goals. It’s hard to learn any new skill if it’s only practiced for 45 minutes, once or twice per week. Think about learning to play a musical instrument; your weekly lessons with a music teacher will help you learn scales, chords and other techniques, but if you don’t practice at home, outside of your lessons with your instructor, it will take a lot longer to master those skills. Speech-language pathologists (SLPs) only have a limited time with your child

  The Stuttering Foundation is a great resource for parents, caregivers, and educators who are looking for assistance with their child’s fluency. This page highlights some key strategies to implement when engaging in conversation with your child: Reduce your pace Demonstrate “full body listening” Avoid asking questions consecutively Take turns during conversation Help build confidence by using specific language Implement “special time” into your daily schedule Discipline per usual, no special treatment https://www.stutteringhelp.org/7-tips-talking-your-child-0?gclid=Cj0KCQjw852XBhC6ARIsAJsFPN1CFGMaXKBxLKGu83yqsaMz-jePL4TZ_X_j_WwvCNBuUlmI02BGKP0aAi5CEALw_wcB

Open mouth breathing can effect your child’s health, clarity of speech, and oral-structural development. Oral-Structural Development For closed-mouth breathers, our tongue rests up against our hard palate, which helps to maintain its flat shape. Open-mouth breathers’ tongues rest in the lower jaw. When the tongue does not rest on the hard palate, the palate tends to grow high and narrow, which could impinge on the nasal cavity. Health When we breathe through our mouths,  we do not have as strong of natural air filters as we do in our nostrils. The main function of our tonsils is to trap bacteria and viruses; however, after a prolonged period of open-mouth breathing, our tonsils tend to get enlarged and swollen from being

“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

According to an article published in the ASHA Wire, narrative language sampling continues to be a recommended and evidence based practice in assessment of pediatric language disorders. In a study designed for 284 children aged kindergarten-third grade, narrative language sampling measures were obtained and assessed on a number of different parameters including a child’s number of different words spoken, their mean length of utterance, and percentage of grammatical utterances in the observed sample. Results from this study supported that strong narrative language skills were consistently correlated with stronger vocabulary and buying Orlistat https://www.overnightglasses.com/ grammatical skills in participants. In addition, this study found that narrative language skills assessed in kindergarten to be longitudinally predictive of a child’s general language ability by