The costume is picked and the decorations are up. Halloween is just around the corner, and it’s time to use this fun season to work on speech and language! Use the ideas below to incorporate speech and language skills into Halloween activities.
Halloween Speech and Language Activities:
Create a picture scene
Use stickers or window decals to create a fun picture scene. Have your child follow directions (‘put the pumpkin in front of the wagon’), make up a fun story, talk about what people are doing in the scene, and label and describe objects. The opportunities for speech and language targets are endless using picture scenes!
Paint a pumpkin
Grab a pumpkin and some paint, and let your imagination do the rest! Once your child has decided what to paint, use describing words to talk about the creation. Discuss the steps in painting the pumpkin using words such as first, next, then, and last. Then add the pumpkin to your Halloween decoration collection!
Make a map
Draw a map of your neighborhood or your trick-or-treat trail. Have your child add in details such as houses along the way, Halloween decorations, and street names. Maybe your child can even lead the trick-or-treat brigade!
Ask Twenty Questions
Play Halloween-themed 20 questions. This activity targets vocabulary, answering questions, formulating questions, describing, and critical thinking.
Complete a craft
Kids love arts and crafts! Make a scarecrow, pumpkin, ghost, or bat. Target following directions, describing, and even comparing multiple craft projects (‘My bat has smaller wings that yours’).
Bake a treat
Whip up some delicious Halloween treats! Find a recipe, make a grocery list, go shopping together, and follow the steps in the recipe. This activity incorporates vocabulary, sequencing, and following directions.
Let these activities guide speech and language in fall time fun! If you are concerned with your child’s speech and language development, seek the help of a speech language pathologist.
https://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2015/10/carvingpumpkins.png?time=1612192059186183Katie Heschhttps://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngKatie Hesch2019-10-10 12:42:442019-10-11 11:19:31Spooktacular Speech and Language Activities
Now that warm weather has finally arrived, many children and families are eagerly awaiting the end of the school year and the beginning of the summer break. Summer is the perfect time of the year to play outside with friends and to enjoy family time. It’s also an excellent opportunity to add additional therapy sessions to maintain progress made during the school year or to meet goals.
When your child is in need of counseling, speech therapy, occupational therapy, ABA or physical therapy, an individualized treatment plan is created by your therapist. Therapists build a strong rapport and a trusting relationship with children through consistent time spent together. A break in therapy disrupts their treatment plan and can delay progress. There are multiple ways to maximize your child’s time in therapy during the summer months by participating in our multidisciplinary approach. If necessary, your child can receive various therapeutic services all under one roof.
For children who have diagnoses of Autism, ADHD, or other developmental, cognitive, or mental health concerns, multiple therapeutic services are recommended to allow your child to reach their full potential. Apart from the convenience of having all of your child’s services under one roof, therapists collaborate with each other to ensure consistency for your child. Coordination of care will allow your child to grow and gain skills as rapidly as possible.
The summer months bring lots of opportunities for children to play at parks, learn to use/ride various gross motor toys such as bikes or scooters, or play at the beach. Therapy is play based so it’s fun!
Many of our clinics have a sand table where children can learn how to build sand castles, or jungle gym equipment that they can learn to navigate safely. We teach bike riding! Mastery of these skills during your child’s sessions provides confidence that they can participate in these activities safely and effectively outside of the clinic setting. One of the most important goals in therapy is to have fun while skill building.
Here are some tips on maintaining consistency and getting the most out of treatment for your child.
Since children are out of school, they have a lot more availability during the day to participate in therapy, and while camp and extracurricular activities are important, and great options for staying active, they cannot replace individualized therapy plans.
Summer can be filled with unstructured time. For kiddos who struggle with ADHD, Autism, or Anxiety, this can be exacerbate some of their symptoms. Maintaining scheduled therapy hours provides children with consistency and routine to continue to work on their treatment goals.
Rescheduling missed sessions is easier during the Summer months. (you might even be able to see a different therapist, depending on your child’s needs)
Plan ahead and schedule additional sessions if you have an upcoming vacation or break, your therapist may have extra flexibility as well.
Remember, school may be out, but kiddos who maintain their therapy schedules thrive when Autumn arrives!
**Please keep in mind cancellations should be done at least 24 to 48 hours in advance, so other families also have the chance to reschedule.
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Should I Have my Child Evaluated for a Feeding Disorder?
Does your child…
Experience extreme anxiety or exhibit behaviors during mealtime?
Find mealtime to be an exhausting process that requires too much time and energy to complete?
Have difficulty tolerating a variety of food groups?
Require you to prepare a separate meal from the family dinner or snack time at school?
If so, a feeding evaluation by a qualified speech-language pathologist or occupational therapist may be warranted.
What Does an Evaluation Look Like?
The parent interview often provides the most valuable information and it is important to fill out all case-history information completely. The therapist may inquire specifically about your child’s medical history of any respiratory, gastrointestinal, renal, and craniofacial issues. Report any food allergies or restrictions (soy, gluten, dairy, egg, nuts) to ensure your child’s safety. If time allows, a 3-4 day feeding diary that includes a detailed report of all the food/drink ingested would allow the clinician to analyze any patterns of behavior and preferences related to feeding. The therapist should know the child’s regular feeding times, a list of all foods and drinks preferred/tolerated, any foods the child used to enjoy but no longer accepts, the length of a typical mealtime, and any positive or negative behavioral or physiological reactions to foods.
The clinician will examine the oral cavity (jaw, tongue, hard/soft palate, dentition, etc.) for appropriate symmetry, strength, and range of motion for feeding. Based on your child’s level of comfort, food and/or drink brought by the parent may be presented. The clinician will observe the child’s postural stability, acceptance of food/drink, munching or rotary chewing patterns, chewing side preferences, and the timeliness/success of the swallow response, and overall rate of feeding. The clinician will take note of signs/symptoms of airway penetration such as coughing, wet vocal quality, watery eyes, or excessive throat clearing. All of this information will assist the therapist in making appropriate referrals and/or developing a feeding treatment plan tailored to fit your child’s needs.
What’s the Difference Between a Picky Eater and a Problem Eater?
A picky eater is a child who accepts 30 or more foods, requires repeated exposures prior to eating the food consistently throughout varying food environments, and has specific routines with food presentation (e.g., needs crust cut off, no foods can be touching, will only eat one specific brand of chicken nuggets). Children who are picky eaters are still able to maintain adequate nutrition and hydration without nutrient-based supplements. Parents complain that new food experiences such as going to restaurants and birthday parties are often difficult due to their child’s feeding preferences.
A problem eateris a child who accepts roughly 5-10 foods and has no more than 20 foods in their food repertoire. The child presents with extreme phobic reactions to new foods such as crying, screaming, throwing foods, and most often times, absolute refusal if their foods are not preferred. Physiological symptoms become evident with facial grimacing, gagging, or vomiting when presented with or during mastication of foods. Parents often feel obligated to allow their child any food so they will eat something. A problem eater likely has underlying medical or functional impairment such as autism spectrum disorder, gastroesophageal reflux disease (GERD), reduced strength and coordination of the oral musculature, and/or sensory processing disorder. Extreme self-restriction can occur if problem eating is left untreated and most often leads to pediatric undernutrition (PUN). Most parents express that the “wait it out” approach does not work with a problem eater and they will continue to self-restrict for days until preferred foods are presented. Children who are problem eaters often require nutrient-based supplements to maintain their health.
A speech-language pathologist can treat both a picky and problem eater to expand the food repertoire and increase tolerance of various tastes, foods, and textures.
What Does Feeding Therapy Look Like?
There are many different approaches to feeding therapy. Your speech or occupational therapist will choose a technique and plan of care that suits your child’s needs most appropriately. Since feeding is a daily activity that requires parent assistance and preparation, you will likely be included in the sessions for education and training purposes.
A feeding therapy session will focus on creating a positive mealtime experience for the child. Intervention targets will likely include increasing awareness, stability, or strengthening the oral cavity, improving the motor plan sequence for feeding, and/or imposing behavioral modifications during feeding, and educating the parent. Behavioral modifications may include a daily mealtime schedule, with no “grazing” in the kitchen allowed, restricting the amount of preferred foods presented to the child, or implementing positive reinforcement for when a child is trialing a new food (access to a favorite toy for 1 minute.) Parents also benefit from behavioral modifications, such as allowing the child to choose foods from two choices, reestablishing trust after hiding something nutritious in the food, and maintaining the promise of “just 5 more bites.”
A technique called “food chaining” uses the child’s core diet (what they will reliably eat across all settings) to “chain” or transition to another similar flavor and texture of foods.
Here is an example of the steps taken while food chaining:
Core diet – what the child will eat reliably across all settings.
Flavor mapping – analysis of your child’s flavor preferences
Flavor masking – use of a condiment or sauce to mask a new taste
Transitional foods – favorites used to transition a child to a new food. These foods cleanse the palate in-between bites of new foods
Surprise foods – new foods that are significantly different – something you make together, for example: chocolate to peanut butter, apples to pears, and chips to veggie sticks.
Food chaining often incorporates all senses to transition to a new food using a feeding hierarchy. A feeding hierarchy is a tool to teach the child how to taste/trial food in slow increments in attempt to reduce the amount of anxiety associated with trialing new foods. The feeding hierarchy may include providing the child with a goal to interact with the food, or an item of similar consistency a number of times.
Some examples of what may be included in a feeding hierarchy are:
Tolerating the food and its scent in the room
Allowing the food on the table or on the child’s plate
Touching the food with a utensil or hands
Touching the food to the lips (kissing) teeth, and tongue
Licking or sucking the food
Sinking the teeth into the food
Taking a small “nibble”
Taking an average bite of food
If your child is experiencing these symptoms consult with your physician regarding your concerns. Should you have any questions regarding a feeding evaluation/therapy, consult with a qualified speech-language pathologist or occupational therapist as soon as possible.
Fraker, C., Fishbein, M., Cox, S., Walbert, L. (June 2004). Food Chaining: A systematic approach for the treatment of children with eating aversion. Retrieved from Journal of Pediatric Gastroenterology and Nutrition: Volume 39, pg. 51.
Fraker C., Fishbein M., Walbert L., Cox S. Food Chaining: The proven 6-step plan to stop picky eating, solve feeding problems and expand your child’s diet. Cambridge, MA: Da Capo Press; 2007.
Roth, M., Williams, K., Paul, C. (August 2010) “Empirically Supported Treatments in Pediatric Psychology: Severe Feeding Problems”. Journal of Pediatric Psychology, vol. 24, no. 3, 193-214.
https://secureservercdn.net/22.214.171.124/fnf.6b5.myftpupload.com/wp-content/uploads/2017/06/Blog-Feeding-Therapy-FeaturedImage.png?time=1612192059186183Stephanie Sorrentinohttps://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngStephanie Sorrentino2017-06-20 05:30:442017-08-25 09:54:05What Parents Need to Know About Feeding Therapy
Use toys or objects the child enjoys to increase the likelihood that they will pay attention.
Read the child’s cues to determine when or if the attention is waning and provide them with options of other preferred items.
It is okay to have them complete “one more turn” before having them clean up.
Create a regular clean up routine after play time. Create or use a fun clean up song!
Allow a child to take the lead in choosing toys- but this doesn’t mean you need to give them free rein all the time!
Offer acceptable choices- this is a happy medium between letting the child do what they want all the time and the adult determining what the child plays.
By providing choices, it gives an opportunity for the child to respond and communicate (and they feel like they are in control!).
If possible, choose activities that the child is able to move and does not have to sit still or at a table the whole time moving helps the child to be more attentive or focused!
Imitate a child’s actions and use specific labels to address what the child is doing or attending to at the moment.
Over time, it is hoped that the child enjoys the repetition of the words and actions, then will begin to repeat an action he sees you complete (i.e. “Jump, Jump!” “You are jumping!)- Make sure you are face-to-face with the child, so that they know that you are talking about exactly what they are doing.
Simply state an object or an event name during the child’s play (i.e. “Ball” or “You found a ball”).
Try to stay away from talking too much or narrating too much information (i.e. It looks like you found something. What are you going to do with it? Are you going to bounce or throw it?) Depending on the child’s age, this kind of narration is likely above the language-level for the child.
Try to avoid asking the child questions!
Use prompts to elicit attention with verbal visual cues (i.e. Look!)
Point to where you want the child to attend or focus.
Gaining the child’s attention is the first thing that needs to occur before they are expected to learn anything.
Reinforce attention either naturally or artificially.
Pick reinforcements that are motivating for your child!
Reinforcing a child’s communicative attempts may include allowing them to play with a toy or finish eating a snack that he/she requested.
Depending on the child, stickers or suckers may be just the perfect reinforcement as well!
Mize, L. (2011). Teach Me To Talk! Shelbyville, KY: Teachmetotalk.com
https://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2016/10/Blog-Play-Therapy-FeaturedImage.png?time=1612192059186183Jaclyn Concialdihttps://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngJaclyn Concialdi2016-11-02 05:30:152016-10-28 14:27:00Play Based Therapy – 5 Things to Consider When Playing at Home
There are many benefits to providing children with Autism a collaboration of different therapies in addition to Applied Behavior Analysis services.
Occupational therapy (OT) provides children with skills to help regulate themselves. These skills may help decrease inappropriate stims and help provide children with more socially acceptable skills for regulation.
OT can provide children with strategies to help with motor skills.
OT can have a different perspective on activities of daily living and as such can provide different and alternative interventions to increase independence on self-care activities.
OT improves children independent living skills, such as self-care.
Speech therapy can help children with functional communication skills. Speech and Language Pathologists (SLPs) can provide additional support to the children to develop communication skills.
SLPs may also provide education and the introduction of alternatives to vocal communication in the form of augmentative devices or picture exchange communication system (PECS).
Applied Behavior Analysis (ABA) develops personal one-on-one interventions for children to develop functional skills.
ABA focuses on helping children with social, academic, and behavioral concerns.
ABA will also focus on providing children with skills for functional communication.
Physical therapy (PT) can help provide children with additional motor function and can help with children who have low muscle town or balance issues.
PT can also help with coordination for children.
Collaboration of all therapies can help ensure that the most effective treatment is provided to the child in all settings.
Fusion of all therapies will provide children exposure to different strategies and interventions in different settings to help with day-to-day life.
There are a variety of reasons why a child may need feeding therapy. To many of us, it would seem like eating should be a basic instinct. However, eating is one of the most complex activities we do, especially for the developing, young child. Eating involves several processes in the body, including sensory, oral-motor, muscular, neurological, digestive, and behavioral systems. Feeding problems can arise involving any one of these systems, and often more than one of these is implicated.
The following are reasons why a child may have feeding difficulties:
Sensory processing issues
Food allergies or severe reflux
Complex post-op recovery course
Transition from feeding tube to oral nutrition
Feeding therapy is usually done with one or more clinicians. Depending on the type of feeding problem, therapy may involve a speech-language pathologist, an occupational therapist, a registered dietitian, a social worker or behavior therapist, and/or a physician.
A speech-language pathologist will approach feeding in a comprehensive manner, looking at the actual physical swallow mechanism as well as the sensory aspect of feeding. Before beginning a more structured feeding treatment approach, it is key to rule out any medical reasons that a child is not safe to be taking food or drink orally. If there are concerns regarding vomiting, choking, gagging, etc. then the family should seek further guidance from their pediatrician who may recommend a modified barium swallow study. This test looks at the actual swallow mechanism in real time using x-ray to determine whether or not food or liquids are being aspirated (i.e., food items may slip into the lungs rather than where it is supposed to go). If a child is aspirating, physical symptoms may or may not include choking, wet/gurgly voice, and refusal to eat. Feeding therapy can move forward once it has been determined that a child is safe to take food by the mouth.
In addition to safety concerns, therapists will also look at the various chewing and swallowing stages to see if there is a breakdown in this complex process, once food is in the mouth. There is a developmental sequence of chewing for a child as well as development of independent feeding, first using hands and then moving to use of utensils. Each child will have different needs and a feeding therapy plan should be developed that is unique to your child. One approach to feeding therapy that has high success and is evidenced based is the Sequential Oral Sensory Approach to Feeding.
The Sequential Oral Sensory Approach to Feeding is a therapeutic intervention developed by Dr. Kay Toomey. Certification by Dr. Toomey and her associates through a training course is required for therapists to utilize this technique. Once certified, occupational therapists, speech language pathologists, dieticians, social workers and other health care professionals can intervene using the SOS approach. Under this approach, children are exposed to a variety of foods to increase their comfortability with a range of foods, focusing on exploration of the foods using all the senses: sight, sound, touch, smell, and taste.
Each week, the therapist will send the family a list of 8-14 foods based on sensory characteristics that will help the child experience foods that he/she might never have tried before. The family then brings these foods to the therapy session that week. During the session, the child and therapist (and often the caregiver) engage with the food in a playful manner to move up the “Steps to Eating” with each food, a 32-step process involved in eating developed by Dr. Toomey. The ultimate goal is for the child to explore a variety of foods and expand the range of foods that he/she tolerates. The goal initially is not for the child to eat the food, rather discover and interact with a variety of foods and develop the skills needed to do so. Parents receive feedback after each session and are given recommendations to continue practicing these techniques at home during the week for ultimate success and generalization across environments. Using this approach, children become more comfortable with and generalize the skills needed to eat a wide variety of foods.
Julie Paskar is a speech-language pathologist, and the Branch Director at the Lincolnwood clinic. She joined North Shore Pediatric Therapy in August of 2012. Julie obtained both her Bachelor of Arts in speech and hearing sciences and her Master of Arts in speech-language pathology at Indiana University in Bloomington, Indiana. She has lived and worked in the Chicago area for the past eleven years. During that time, Julie worked for a pediatric clinic providing Early Intervention services as well as speech-language therapy services to children ages 3-12. She has her Early Intervention credential in speech pathology as both a provider and an evaluator. Julie’s areas of interest include: phonological disorders, motor speech disorders: specifically childhood apraxia of speech, feeding disorders, and expressive language disorders/delays. Julie is a Hanen certified therapist, has also attended both the Introduction to PROMPT and Bridging PROMPT trainings, has attended Picture Exchange Communication System (PECS) Level 1 and Level 2 trainings as well as the Kaufman Speech to Language training. She has been trained in the Orton-Gillingham program which is a treatment program for dyslexia. Julie is a member of the American Speech-Language Hearing Association and is licensed to practice in the state of Illinois. Julie is dedicated to working with children and their families to make communication both fun and functional.
https://secureservercdn.net/220.127.116.11/fnf.6b5.myftpupload.com/wp-content/uploads/2016/08/Blog-Feeding-FeaturedImage.png?time=1612192059186183Dana Paishttps://secureservercdn.net/18.104.22.168/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngDana Pais2016-08-02 11:27:172016-08-02 11:27:17What Parents Need to Know About Feeding Therapy
Who says that practicing speech and language skills can’t be fun? While most games were not created with the intent to work on speech and language skills, there are many games that can actually be used for this reason. In fact, you may be targeting these skills at home without even knowing!
The following is a list of games that can be used and various skills that can be targeted for at home speech and language development:
F or SH sound – Your child will get a lot of practice when saying “go fish!”
Asking questions – Your child will need to think of what card he needs and request the card by asking an appropriate question (e.g. “Do you have a four?”).
Following directions – Your child will need to follow directions that contain three components (right vs. left, body part, color). If three components is too complex, the directions can be modified to have two components by eliminating right vs. left and only using the body part and color. An example containing three components would be “put your right foot on blue” and two components would be “put your foot on blue.”
Asking questions – Your child will work on asking yes/no questions to figure out what picture is on his or her head.
Word finding – The game can be altered where one person is describing the picture for someone else to name. When your child describes pictures and names, he or she can work on various word finding techniques such as identifying categories and attributes.
Jenga can be used to work on numerous speech and language skills by writing target skills on the Jenga blocks.
Speech – Any speech sound can be targeted by writing words, phrases, or sentences containing the specific sound(s) on the blocks. When your child removes a Jenga block from the stack, he will practice his sounds by reading what is written on the block.
Language – Many language skills can be targeted in the same way by writing various targets on the blocks. For instance, wh- questions (e.g. who, what, where) can be targeted by writing one wh- question on each block. Another language skill that can be targeted is categories. This can be done by writing a category name (e.g. animals) for your child to name or write items that are associated or writing items in the category (e.g. dog, cat, elephant) and having your child name the category.
https://secureservercdn.net/22.214.171.124/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/Blog-Speech-and-Language-Games-FeaturedImage.png?time=1612192059186183Julie Behmhttps://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngJulie Behm2016-05-10 05:30:472019-06-04 10:23:18At Home Speech and Language Games
Let’s be honest, who doesn’t love a good family game night? A little friendly competition, some yummy snacks and, of course, fun! As a pediatric speech therapist, I use games every day in my speech sessions. To be honest, I would be lost without them. Games are exciting, motivating, and best of all, they help children learn important speech and language skills without even realizing it! There are many games that encourage the development of speech, language, and social skills. You can work on everything from learning how to take turns, to categorizing, making inferences, and oral narratives (i.e. story telling). Grab one of the following games for your next family game (and learning!) night!
These first few games are perfect for children who are just learning to play games as they are not language heavy. These games are great for promoting skills such as joint attention, turn-taking, cause and effect, commenting, and learning basic vocabulary and concepts (i.e. on, off, in, out, next). Some of these games introduce letter, shape and number concepts as well.
Sneaky, Snacky, Squirrel by Educational Insights
Frankie’s Food Truck Fiasco by Educational Insights
Frida’s Fruit Fiesta by Educational Insights
Hoot, Owl, Hoot by Peaceable Kingdom
Feed the Woozle by Peaceable Kingdom
Pop-Up Pirate by TOMY
Pop the Pig by Goliath Games
Zingo by Think Fun
There are many varieties of Zingo including numbers, letters, and telling time.
The next few games support turn-taking and overall social skills, but delve a little deeper into specific language skills.
Spot It! by Blue Orange
There are many varieties of Spot It, from Junior Edition to the special Frozen Spot It
https://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2016/04/Blog-Language-Development-FeaturedImage.png?time=1612192059186183Jessica Jamicichhttps://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngJessica Jamicich2016-04-20 05:30:142016-04-18 13:15:13The Best Games for Language and Social Skill Development
As a parent, everyone wants the best for their child. They want their child to grow and develop appropriately, and flourish socially and academically. One component to success is your child’s ability to effectively communicate their wants, needs, and ideas. Which begs the question, when should you be concerned with your child’s speech and language development? In a world where no child is the same, one thing is for certain: early intervention is better than late intervention, and late intervention is better than no intervention at all. Look for these red flags early in development.
Difficulty following directions
Difficulty answering questions
Difficulty understanding gestures and nonverbal cues
Difficulty engaging in conversation
Difficulty identifying age-appropriate vocabulary and concepts
Frustration when communicating
More specifically, children should be babbling between 6 and 8 months, with their first words produced around the age of 12 months. By 18 months, your child should possess an expressive vocabulary (spoken words) of approximately 50 words. Two-word combinations are expected around 24 months, with an expressive vocabulary growing to about 300 words. By the time your child is 36 months old, expect 3-5 word combinations (or more!), with most adult language structures mastered around 60 months (5 years).
Children should follow basic commands around 12 months (“Come here”), and use gestures to communicate along with a few real words. They should be demonstrating comprehension of common objects and animals, by following commands involving those items or identifying them in books (puppy, cup, shoes, etc.) around 18 months of age. Look for your child to answer questions, ask questions, and talk about their day around the age of 3 years.
It is typical for a young child (1-2 years) to have some sound errors in their speech. However, by the age of 3, a child’s speech should be at least 75% intelligible to an unfamiliar listener, and more intelligible to familiar listeners. By age 3, a child should have the following sounds mastered: /b, d, h, m, n, p, f, g, k, t, w/. All speech sounds should be mastered by age 8.
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Taking your child to a speech evaluation may seem intimidating. Below are some tips to help you navigate the results of your child’s speech and language assessment.
Speech Intelligibility by Age: These percentages are an estimate of how much of your child’s speech should be understood by various listeners across a range of environments at a certain age.
19-24 months of age: 25-50%
2-3 years of age: 50-75%
4-5 years of age: 75-90%
5+ years of age: 90-100%
If you think an unfamiliar listener would estimate your child’s intelligibility percentage to be lower than what is listed above, they will most likely qualify for speech therapy. However, qualifying for speech therapy also depends on additional factors.
Phoneme Development: Listed below are specific speech sounds your child should have acquired by a certain age. They are listed in a range as children acquire different sounds at different ages.
1-3 years of age: p, m, h, n, w, b
2-4 years of age: k, g, d, f, t, ng, y
3-6 years of age: r, l, s
4-7 or 8 years of age: ch, sh, z, j, v
5-8 years of age: voiced /th/ and voiceless /th/
When your child attends a speech and language evaluation for articulation concerns, the speech-language pathologist will conduct a formal assessment that will allow them to determine if your child has all of the age-appropriate sounds in their repertoire. The SLP may also try some exercises with your child during the assessment to see if your child is stimulable for these sounds. In other words, they may check to see if your child can produce these sounds with some modeling or if the sounds are extremely difficult for your child to produce. If your child can produce these sounds without difficulty, the SLP may recommend monitoring your child and conducting a re-evaluation in the future as the sounds may develop on their own. If your child cannot produce the sounds easily, the SLP will most likely recommend weekly speech therapy.
How long will my child need speech therapy?
This is a question we are frequently asked by parents and unfortunately, there is no definite answer. Each child progresses at their own rate and some children may acquire sounds more easily than others. The length of therapy will also depend on the severity of your child’s articulation delay.
What can I do to help?
Your child’s SLP will most likely send home weekly “homework” that will include articulation exercises you can do with your child. The more practice, the better!
https://secureservercdn.net/22.214.171.124/fnf.6b5.myftpupload.com/wp-content/uploads/2016/03/Blog-Speech-Evaluation-FeaturedImage.jpg?time=1612192059186183Breanne Carrohttps://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngBreanne Carro2016-03-31 05:30:332016-03-31 10:03:32Understanding Your Child’s Speech and Language Assessment