Forums
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11 months ago by London Speech Therapy |
Dear JJ, Thank you for you your question. I am sure you wil underdtand that it is almost impossible for me to give about a clear answer regarding whether your son will develop speech without all his medical notes and SLT progress notes over the years. However I do have a few questions for you: 1. Does your son have a means of expressing YES and NO? 2. If so, can he make a choice between the objects of reference or are these being used to help your son understand what is happening (receptive skills)? With regards to intervention I'm a huge believer in Intensive Interaction whereby in your son's case you may copy his vocalisations and, over a period of time, look to modify and extend them. Intensive Interaction is a way of saying to your son "I respect the way that you communicate" and helps to build foundation communication skills such as turn taking (e.g. taking turns to vocalise) and joint attention. Please do come back to me with your responses to my questions. Chris |
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11 months ago by London Speech Therapy |
Dear Janine, Thanks it's nice to 'meet' you too :) |
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11 months ago by London Speech Therapy |
Dear susanb, Thank you for your question. I am not familiar with the disorder that your son has and the impact on speech sounds. May I ask whether he replaces the sound in all positions in a word (begnning, middle, end) and if he can produce it in isolation (i.e. not in a word, just by itself)? This process is referred to as 'backing' and i am wondering whether he also does it with "g" to "d"? Chris |
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11 months ago by London Speech Therapy |
Dear karen34, Thank you for your question. When looking at possible sensory feeding it is always vital to work with a multi-disciplinary team including a SLT, Occupational Therapist and sometimes a Clinical Psychologist. My advice would be to discuss this with your GP. I am sorry I cannot help further. |
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11 months ago by lizprosser |
Hi Chris Thank you so much for coming back to me. yes she can name people in photos so I would love to have the details of the programmes that I can work with her. Thanks Liz |
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11 months ago by London Speech Therapy |
Dear Liz, The programme is called Colourful Semantics and can be downloaded from http://www.londonspeechtherapy.co.uk/resources.php . Please let your local SLT know what you are doing so that they can support you with this. Chris |
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11 months ago by Bonkersmad246 |
Hiya, my daughter is autistic and whilst her speech is improving each month she still has the sentence structure of an equal level to our 2 and a quarter old daughter. Abi has only seen salt 3 times this year which feels pretty poor whilst friends with children will far more minor speech problems appear to be getting far more regular contact. Am I not being pushing enough? Or are the needs of un autistic children easier to meet and therefore more time is spent them? I am feeling a bit lost on how to improve things myself. She does her first appointment at school with salt in dec so maybe more will come from this or should I expect another set of infrequent visits? The other 3 appointments this year have been concentrating on visual aids rather than speech. Thanks Tracy |
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11 months ago by Mixxi |
Hi Chris - welcome- great to see a speech and language therapist on here. My son is 7 autistic with a severe speech and language delay. I have fought tooth and nail to get just 30mins of therapy a week written into his statement. Our therapist left at the end of the last school year and because of the upheavals in the NHS (they are trying to create a social enterprise for these services in Gloucestershire) she has not been replaced. They don't even bother to turn up to the annual review. His previous therapist wouldn't even listen to him when he did attempt to communicate. As you can tell - I'm so frustrated that I'd love to scream at them all! I work very hard with him - but speech is not really my area. I have been using hanen approach and sort of working on language through reading. He reads extremely well but doesn't like answering questions very much so testing comprehension is tricky. My next target is expanding on getting him to give instructions...I want HIM to ask me questions....bit stumped though....got any ideas? PS Liz and Bonkers - from everything I've read Speech Therapy is best and most effective when applied early - so keep plugging away there and don't let them fob you off! |
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11 months ago by shami |
Hi Chris, My 2 and half year old son says lots of single words and he doesnt say some of the words clearly. He answers when I ask where is dad and he says dad work. He likes to watch tv alot. I find it difficult to get his attention and make him talk more. Can you tell me how I can improve his speach & language. He likes to play with 1 car alot and he picks this car most of the time when he is at home to play. He sits on the floor and moves the car backward & forward. He copies from tv and loves In the night garden. When he goes outside he plays with different toys. He is scared of hair dryer, food processor and loud remote car. Sometimes when I take him out in parties in loud noise he cries and wants to be out from there. He plays with his nephew and my friend's son and like to run around with them, play with ball and follow them. He used to copy other kids alot when he used to go to nursery. |
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11 months ago by London Speech Therapy |
Hi Tracy, Thank you for your question. When looking at a child's communication skills we need use a 'bottom up' approach whereby we need to build the 'foundations' (attention & listening skills); the receptive language skills; the social skills; language itself (i.e. how many words a child links together to make sentences and the functions of these sentences) and right at the top are the speech sounds themselves (the 'decorations' in the house analogy). In other words there are a lot foundation skills that need to be leant and generalised before we work on the intelligibility of the speech and a strong evident base behind doing this. The visuals you describe from last year were most likely working on developing your daughter's understanding skills (e.g. so that she knows what is happening in her daily routine) and possibly expressive skills (e.g. by supporting communication by using symbols such a programme called PECS). Using the house analogy should help you be clear as to why the team were working on these skills. With regards to frequency of SLT visits this is a very common question. In my opinion the SLT visit should a) review where the child's skills in relation to previous aims set and b) set new aims (where appropriate). I explain to all my private clients that the majority of speech & language therapy 'intervention' is not 'rocket science' and as a result a Teaching Assistant should be shown how to carry out the activities/strategies and should be capable of carrying out these with guidance from the SLT. My advice is to ensure that your SLT is clear what your daughter's targets are between visits and be clear when to identify when she has met these targets. A colleague of mine uses the 'Power 3' approach whereby a skill is only really leant (and hence generalised) when it is used 1) with 3 different people/adults and 2) in 3 different contexts. I hope that helps. |
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