Tag Archives: child’s speech and language

Speech Therapy: Debunked

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Most people have had some exposure or connection to speech and language therapy, whether it was for themselves, a friend, or a family member. It could be that your child has recently been recommended speech therapy and you are not sure what this will entail. In this blog, I hope to debunk a few common misconceptions regarding speech and language therapy, as well as provide a brief overview of the field of pediatric speech-language pathology.

Common Myths and Misconceptions: Debunked
While it may look to the outside world that we are simply playing with toys and games, there is a method to this play-based madness. Our job is to find out what motivates your child and use it to target their therapy goals. When your child is a toddler, this might mean making a cow jump over a barn. While that isfun, your speech therapist may be working on improving your child’s engagement and ability to imitate play-actions, which will hopefully lead them to imitating sounds and words. A population that is often thought of when discussing speech therapy are those with disfluencies, or those who stutter. This is true but is a small percentage of children worked with for a general speech therapist. Articulation therapy is another familiar area, as many of my friends remember being pulled-out of class to play Candyland and work on speech sounds as a child.  Although I do own Candyland and use it semi-regularly, there is so much more we, as speech-language pathologists, do to help improve your child’s communication skills.

What is speech and language therapy?

Variety is the spice of life, and as speech therapists, we get a good taste of this! Speech therapists have a broad scope of practice when it comes to the pediatric population. Below are a few of the most common areas a speech therapist might help your child with.

  • Articulation/Phonology:The actual sounds your child makes to create words.
  • Motor planning:Your child’s ability to plan and execute the fine motor movements required to speak in words, phrases and conversation.
  • Language:The words and phrases your child both usesand understands.
  • Feeding:This involves oral-motors skills like sucking, chewing and swallowing. Also, the sensory processing of different textures, tastes and consistencies.
  • Voice:Your child’s vocal quality. Is it appropriate for a child their age and size or is it breathy or hoarse?
  • Fluency:The way your child’s speech flows.
  • Pragmatics:Your child’s social communication skills, such as making eye-contact, initiating communication with peers, and taking conversational turns.
  • Advocacy: Your child could benefit from additional therapies that you may not be aware of. Your speech therapist can help advocate for your child to ensure they get the best possible care from a qualified team of providers, if necessary.

If your child is demonstrating difficulty in one or many of the areas above, consider contacting one of our speech-language therapists.

Questions or concerns?

If you have questions or concerns about your child’s communication or feeding skills, please contact us at info@playworkschicago.com or 773-332-9439.

Ana Thrall Burgoon, M.S., CCC – SLP 
Speech-Language Pathologist

Photo Credit: Photo by Leo Rivas on Unsplash

Should I be working on pre-academic skills with my child?

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Although pre-academic skills such as letters, numbers, shapes and colors are important to learn, these skills should not be targeted until a child is able to functionally use language.  Can your child ask you for “more” of a preferred item? Can your child tell you what toy they would like to play with or what food they would like to eat? Can your child ask you for “help?” If the answer to these questions is no, then save working on pre-academic skills until your child has a stronger grasp on using language functionally.

What is functional language?

Functional language can be thought of as your child’s ability to make their wants and needs known. This includes core vocabulary words that are relevant in everyday life, such as names of important food items, toys, people, etc. It also includes words such as “more,” “help,” “all done,” and other requests that allow your child to communicate what they want or need. Working on these core vocabulary words is key in teaching your child to communicate with you. For language to be considered “functional,” it should be used for a communicative purpose such as requesting, commenting, or interacting with you rather than just labeling words.

Why is it important to have functional language before teaching pre-academic skills?

We want children to be able to say words that are important for everyday situations before they can say their colors, numbers, shapes, and letters. We want children to be able to converse with you meaningfully and ask you to have their needs met before they learn pre-academic skills. Of course it is great if a child can say “green,” “two,” or “circle,” but if they are not able to ask you for “more milk” it is time to take a step back from learning pre-academic vocabulary and focus on increasing your child’s ability to use language functionally.

When is it appropriate to work on pre-academic skills?

Pre-academic skills are concepts that are typically learned in the pre-school setting. If your child is using language to functionally communicate with you, it would be appropriate to learn pre-academic skills together if this is an important topic for you and your family.

Katie Dabkowski, MS, CCC-SLP
Speech-Language Pathologist

Playing with Books!

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Children’s books can be used at any stage of development to facilitate improvements in both expressive and receptive language skills. Today, we will be focusing on building preverbal skills and eventually eliciting first words by playing with books. Before children begin to use words, they use gestures to communicate. They then begin to pair these gestures with vocalizations to obtain desired items or actions, and eventually use animal noises, exclamatory phrases, and sound effects in play.

Books are filled with a variety of age-appropriate pictures that are easy to pair with gestures and sounds. Pick one or two pictures per page so that your child can start to do them spontaneously. If they are not copying your gestures right away, do not be afraid to take their hand and help them “beep beep” on the truck or “tickle tickle” a baby’s feet.

Below, I have attached a table with examples of common pictures found in children’s books and what I might do when I see them.

Once your child builds their imitation of gestures and sounds, they might begin to fill in routine phrases, which come up often in repetitive books. As your child becomes familiar with the book, you can pause and have them fill in a word. For example, in Brown Bear Brown Bear, each page ends with, “What do you see?” You can set the child up to fill in that phrase by saying, “what do you…” and looking at your child in anticipation.

Have fun!!

Ana Thrall, MS, CCC-SLP

Speech-Language Pathologist

Taking the Pressure off Talking!

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If you are a parent who has tried implementing some of the language strategies your speech therapist has taught you with your little one- only to end in your child running off or having a meltdown- this blog is for you! Often the reason for these meltdowns is due to pressure. Not only the pressure put on your child but also the pressure you put on yourself. Below are three strategies for ways to encourage language development while avoiding a meltdown.

  1. Finding your child’s limit- Knowing how much you can push a child can be tricky. We want to encourage and challenge our little ones, but not to the point that we see a meltdown. Try starting with something that is easy for them and make slow, gradual changes to increase the difficulty. The moment you notice your child is at their limit pull back. It’s important to keep in mind that your child’s limit can change daily or even by activity and we may need to adjust accordingly.
  2. Play- The best way to encourage language development in our little ones is to play! Rather than planning a specific activity, think about what toys or activities your child loves and how you can incorporate language into that. If it something that they like then they will be more interested and engaged and you will be more likely to avoid a meltdown. If your child loves trucks- play with trucks. You can practice the sounds that they make or talk about their size and color. If you’re having fun then your child will too!
  3. Get moving- Sitting for extended periods of time can be hard for toddlers., so incorporate movement into your activities. This is a great way to engage your child and keep their attention while avoiding a tantrum. If you’re doing a puzzle you can put the pieces on the other side of the room so your child has to run to go get each piece or you could make an obstacle course out of pillows and blankets and work on following directions.

By taking the pressure off talking you will see your child become more engaged and eager to participate. I hope these strategies are helpful and as always if you have any questions or concerns, please feel free to contact us!

Claire Kakenmaster, MS, CCC-SLP
Speech Language Pathologist

Infant Sign Language and Your Child

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Is it okay to use infant (“baby”) signs with my child?

Throughout my time working with families and talking with friends, I have come across a common misconception or worry that the use of infant sign language will slow or even prevent verbal language development. However, that is simply not the case.

So, quick answer to the title question above: Absolutely yes!

A language is a system of symbols that signify meaning to others, specifically those that understand that same system. A sign is a symbol just like a verbally spoken word is a symbol. So regardless of mode, signing ‘more’ or saying, “more” aloud, they are using a specific symbol to communicate a specific want or need.

The recommendation is for infant signs to be introduced to typically developing babies around six to eight months of age. Their use has been shown to reduce frustration (both parent and child) and facilitate language development. They also play a huge role with babies/toddlers that have delayed speech-language development.

Children learn to imitate and use gestures (like waving, pointing) before they learn to imitate and use sounds in words. Signs come in especially handy during this time, when children have the capacity to use language, but their mouths cannot yet execute the complex movements required for speech. The use of these signs facilitates joint attention, teaches cause-effect, builds imitation skills, and helps establish bonds between child and caregiver, all of which are vital skills preceding use of sounds and words.

It is in our nature to take the path of least resistance, that is, as soon as kids are able to use words, they drop the infant signs. Many times, the signs that they were using consistently become their first verbally spoken words.

Please see below for a few examples of infant signs (images via Boardmaker).

Ana Thrall, MS, CF-SLP

Speech-Language Pathologist

Frequently Asked Questions about Augmentative and Alternative Communication (AAC)

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What is AAC?

AAC is a term used to describe any method of communication that adds to or “augments” speech. This can include anything from signs and gestures, to picture symbols or even high-tech devices involving computer technology.

Will AAC impact language development?

The use of AAC will not delay or impede language development, and often can help improve spoken language. It also allows for many individuals to express themselves fully when spoken language may be difficult.

Who uses AAC?

Anyone who has difficulty expressing themselves via spoken language may benefit from AAC. AAC users may have limited spoken language, unclear speech, or find spoken language difficult in social settings. The cause of the communication impairment may be present at birth (autism or cerebral palsy), occurring later in life due to injury or illness (stroke or head injury), or may worsen throughout the person’s life.

How do I know if AAC is right for my child?

Your child’s speech-language pathologist (SLP) can help guide you through the decision process. You may notice that your child is already using simple AAC such as signs and gestures in his therapy sessions. If a more robust system would be beneficial for your child, your child’s SLP may recommend a more comprehensive evaluation in which various professionals can help select the most appropriate system.

Meryl Schnapp M.A., CCC-SLP
Speech-Language Pathologist

Speech and Language Milestones: Ages 3 to 5

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We’re concluding our discussion of typical language development and red flags for communication difficulties for children ages birth to 5! Below you will find a list of age-appropriate speech and language skills for children 3 to 5 years old (36 to 60-months). If you have questions or concerns about your child’s speech and language development, feel free to contact us at info@playworkschicago.com or 773-332-9439 to set up an evaluation.

 

Kelly Fridholm, MCD, CCC-SLP

Speech-Language Pathologist

Speech and Language Milestones: 30-36 Month Development

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We’re continuing our discussion of typical language development and red flags for communication difficulties for children ages birth to 5! Below you will find a list of age-appropriate speech and language skills for children ages 30- to 36-months. If you have questions or concerns about your child’s speech and language development, feel free to contact us at info@playworkschicago.com or 773-332-9439 to set up an evaluation.

Stay tuned: “Speech and Language Milestones: Ages 3 to 5” is up next!

Autumn Smith, MS, CCC-SLP
Director of Speech-Language Services

Typical Speech-Language Development (0-24 months) & Red Flags for Communication Difficulties

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Children experience so much growth with regard to speech and language in this relatively short amount of time. It can be difficult to know what is expected and when. Use the chart below as a guideline to review your child’s progress or to see what skills might appear next!  If your child presents with red flags for communication difficulties, it is recommended that you seek guidance from a speech-language pathologist or your child’s pediatrician.

For those of you with children over 2 years of age, stay tuned! And as always, feel free to contact us with any questions or concerns regarding your child’s development.

Ana Thrall, MS, CF-SLP

Using Play-Doh to Target Early Language Skills

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One of my favorite toys that I like to use in therapy sessions is Play-Doh. The possibilities are endless and kids tend to have so much fun! The following are several goals that can be targeted while playing with Play-Doh with your children:

1) Imitation of Play Actions: Typically, kids learn to imitate our actions before they learn to imitate our sounds and words.  You can use Play-Doh to target this early imitation skill! Demonstrate different actions with the Play-Doh and praise any attempt your child makes to do what you do. Examples include squishing, rolling, making a ball, dropping, patting, etc. You can also bring in other props such as a rolling pin and cookie cutter to make different shapes. You could also incorporate other toys such as cars and have the cars roll over the Play-Doh, run into the Play-Doh, etc. You could even pretend that the Play-Doh is a car or a train and make it move across the table. Again, the point here is for your child to attempt to imitate what you do with the Play-Doh so praise them for all attempts!

2) Requesting via signs or words: My favorite requests to use in sessions include “more” and “help”. Encourage your child to request at their current level.  If they are able to verbally request encourage them to use their words. If they are currently able to sign that is great too! Even if they are just reaching for more Play-Doh you can model the word and honor their request. To target “help” give your child a closed container of Play-Doh and encourage them to ask for help before you open the container for them. To target “more”, give them a small piece at a time and encourage them to request “more”.

3) Teaching Action Words: Model action words while playing with the Play-Doh. My favorites include open (while opening the container), take out, roll, smash, drop, squish, cut, push, put in, close (while closing the lid), etc. Any word that you can think of to model with the Play-Doh would be great to use here!

4) Following one step directions: Tell your child what to do with the Play-Doh and see if they can follow without a model. If they do not understand the direction, model for them and then ask them to do it again without the model. You can get silly with this and ask them to put the Play-Doh on their head or nose. You could also give your kids directions to make your own recipe!

The possibilities are endless so have fun with it!

Resources: Laura Mize, Teach Me To Talk

Katie Dabkowski, MS, CF-SLP