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11 months ago by London Speech Therapy |
Hi Mixxi, Sorry if my reply is short - I'm just about to leave London for Cardiff but didn't want to leave you hanging. My tip: start with getting your son to instruct you to do things: the key to communication and learning is motivation. Think about what your son enjoys doing and plan around that. For example using the PECS approach I have extended past "I want biscuit" to "I want Scot to jump" with some children. I saw an inspirational SLT at a conference yesterday who used water and food colouring etc in her sessions to motivate and interest children with ASD. If you want your child to ask you questions start with asking for 'help' (as discussed above) and manipulate situations so that he needs you do particular things (such as open a container that holds his toys). Let me know how you get on or if you have further questions. |
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11 months ago by mariehobbs |
HI AM MARIE MY TWINS BOYS ARE 4 YEARSOLD IN RECEPTION THERE GOT SPEECH LANGUAGUE DELAY SO AM WAITING FOR SOME HELP WITH THAT PLUS WAITING FOR STATEMENT COME THOUGHT |
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11 months ago by kez17 |
hi Chris. i have a son who is nearly 3 yrs old and is a left sided hemi. his understanding is excellent. if i ask him what single objects are, most of he time he will answer, although some of the words are difficult to understand. he 'babbles' quite alot, his tone is going up and down, but none of it makes sense. hes starting to get to the stage of becoming quite frustrated because no-one understands him. how can i move forward and help him put the single words he uses and knows into sentances? |
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11 months ago by kez17 |
he uses 3 makaton signs, 'more, finished and drink' he does find trying to use makaton difficult because of his hemi and, i feel that he really wants to be heard vocally. any help or tips would be greatly appreciated |
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10 months, 4 weeks ago by JJ |
Hi Chris Thanks for your response regarding Thomas. No, Thomas does not indicate "yes" or "no". As you suggest, the objects of reference are used as receptive skills. With regard to Intensive Interaction, this is carried out when they can at school. I have tried it out with him at home by copying his vocalisations and body movements. It is lovely to see face when he suddenly realises what is going on. He also has one to one music therapy which has helped him develop his social interation. I do appreciate you can't give me a clear answer as to whether he will one day speak but value any advice you might have. Thanks again. |
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10 months, 3 weeks ago by London Speech Therapy |
Hi Kez17, Thanks for your question. Makaton can be very challenging for individuals with CP as they often cannot make the appropriate movements for each sign and therefore use 'approximations' of each sign. With such a limited vocab this will be okay as each sign is distinct from the next; however as his Makaton vocab increases the communicative recipient may find it difficult to be sure which sign he is making. Despite this I would still advice using Makaton to sign the keywords is your sentences as this will help his understanding and he will naturally start to increase his vocabulary. Regarding wider communication have you spoke to your SLT and OT about alternative and augmentation communication. To begin with this can be as 'simple' as a communication book. Each communication book is adapted to the user themselves and may include a page for making a choice with food/toys/drinks/places to go/activities to do etc. the team working eith your child will consider (amongst other things): 1. his access method (e.g. Whether he can point to a picture on a page; whether he can open a book; whether he can turn pages in a book) 2. his visual skills (e.g. What's the smallest size symbol that he can identify and consistently point to on a grid) 3. his cognitive skills (e.g. If he has a learning disability and the impact of this on his overall learning and communication skills) 4. his motivation to communicate 5. the motivation of his communicative partners is communicating with him (are te majority of adults he communicates with responsive to him). I have also mentioned in my post above strategies for expanding 1 word utterances e.g. adding a word and colourful semantics, but lease talk through with your SLT. Thanks Chris |
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10 months, 3 weeks ago by London Speech Therapy |
Dear JJ, thanks for the additional information. I would recommend that the team working with your child (including you) start to categorise his reactions to different experiences and objects into "I like this" Vs "I don't like this" - this will help you to develop an understanding of his YES Vs NO responses which you can build on in the future. This list will be be an active list (I.e. will need adding to as you expose him to different objects and experiences and people) and will help those working with him to be react consistently to his YES and NO. It's difficult to give you a clear answer regarding whether he will speak verbally or not. However by working on his YES/NO and later possibly moving onto making choices he will be communicating. Kind regards Chris |
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10 months, 3 weeks ago by London Speech Therapy |
Dear mariehobbs, Do you have a specific question regarding your sons? Thanks Chris |
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10 months, 3 weeks ago by Helen |
Hi Chris, I am an activities co-ordinator for a CIC (a not for profit organisation) called E.L.I.T.E who promote independent living for adults 16 and over who are less able or disabled. I deal with many people ranging from people with autism to learning difficulties to cerebal palsy. A few of my clients have problems with their speech. Once client in particular tends to mumble, speak very quickly and doesn't tend to use full words. He also stutters quite a bit. I know you work more with children, but wondered if you had any general advice for me to help him with his speech and to help others going forward? I am starting a numeracy and literacy class also, so could perhaps use techniques in these classes? Many Thanks in Advance |
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10 months, 2 weeks ago by London Speech Therapy |
Hi Helen, apologies for the very late response. Advice around speech sounds can be tricky without me knowing which sounds he finds difficult and also whereabouts in the words he finds them difficult too. From my work with adults with learning disabilities I often came across individuals who had difficulties with the clarity of their speech. One strategy is to work on interpersonal skills such such as visual prompts for the individual to: 1) face the person that they a talking to (I try not to emphasise 'eye contact' as this can lead to inappropriate staring etc), 2) supplement your speech with gestures/signing the keywords in the sentence, 3) use a 'louder' voice (when using a 'soft' voice adds to the unitelligbility), 4) remaining 'on topic' (eg knowing the context of the conversation can help you to follow less clear speech). Let me know if you have any other questions. Chris |
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