Cleft Phonatory Clinic
In order to assess phonatory issues, the clinician should assess the quality of the voice and make note of any irregularities or behaviors that result in excessive force on the vocal folds. If there positive findings are noted, the child should undergo a diagnostic voice evaluation for further assessment and recommendations (Pena-Brooks & Hedge, 2007). Resonance disorders can be assessed during the oral peripheral examination by observing movement of the velopharyngeal mechanism during phonation of the /a/ sound. In addition, the presence of hypernasality and nasal emissions should be ascertained during the examination (Pena-Brooks & Hedge, 2007).
Treatment Programs or Methods One piece of advice Knutson (2015) offers to speech-language
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In the cleft palate population, early intervention focused on articulation may begin even before reconstructive surgery. The objective is to teach correct placement of the articulators before compensatory articulations are learned or to correct compensatory articulations already being utilized as soon as possible. By learning correct motor movements and using them repeatedly, the child builds muscle memory. This process expedites the establishment of intelligible speech and may curb utilization of compensatory productions. David J. Zajac, PhD, CCC-SLP asserts that "the most important thing the SLP has to do is help the child understand his faulty articulatory placement and how it can be corrected" (Knutson, 2015, Addressing Speech Issues in Children with Cleft Palates section, para. 6). By facilitating the child's understanding of how the incorrect placement of the articulators effects speech, the child is better able to develop strategies and techniques of correcting misarticulations. One gross misarticulation common among children with cleft palate is the compensatory articulation of glottal stops for other …show more content…
This technique can be used for single words as well as spontaneous conversation. To reinforce the concept of loose contact of the articulators, the clinician can draw an analogy to things that touch lightly or softly, like a snowflake falling on your nose for children who are able to understand figurative language. As the child learns to lighten articulatory contacts, this will redirect the airflow more into the mouth than the nasal
Cypop5 Task 3.2
147 Words | 1 PagesEve may have problems learning to speak. This is because some children with Down’s syndrome find it hard to learn some of the aspects of speech, language and communication. Some children could experience severe speech and language problems whereas some children may find it less of a challenge. Some children will have more difficulty with developing their grammar; others will find it hardest to develop clear speech so a speech therapist can help them to learn how to communicate more effectively. They work directly with clients and provide them and their carers with support.
Cleft Lip Research Paper
971 Words | 4 PagesCleft lip is an abnormality of the lip which is a gap on the lip that may lead up to the nasal cavity and a cleft palate is a split in the roof of the mouth. This leaves a hole between the nose and mouth. Cleft lip and palate are not contagious, it is usually a genetic malformation. This happens during our development in the womb where everyone has a clefts. The appearances of the face are separated, but as we mature throughout the pregnancy the face comes together and finally seals itself.
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1357 Words | 6 PagesMoreover, children’s phonological awareness skills can be strengthened and used as a tool to mediate the differences between their language system and SAE. For example, Connor and Craig (2006) evaluated the language
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396 Words | 2 PagesAuditory (re)habilitation programs should include goals, such as attending to sound, auditory memory, learning meaning of sounds, discriminating between speech sounds, and spontaneous expressive communication. Auditory (re)habilitation programs have been demonstrated to help children with CIs better discriminate between the Ling sounds, which represent the spectral variety of all speech sounds and are used by hearing care professionals and educators to verify that a child 's CI is functioning properly (Wei et al, 2002). By providing auditory (re)habilitation services to children with CIs, we can help them better discriminate between these common speech sounds and improve their functional hearing ability beyond what it was with the CI alone. Auditory (re)habilitation can also help children make up for some of the time lost due to delayed implantation, in cases when early implantation is not possible (Zhou et al, 2013). / / References / / -National Institute on Deafness and Other Communicative Disorders (NIDCD).
Key Principles Of Attention Autism
1711 Words | 7 PagesPractitioner research question: Can I improve communication skills, engagement and participation for pupils who have Autism by implementing the key principles of Attention Autism programme across the curriculum in a Key stage 1 classroom? The purpose of this practitioner research study is to explore how I could improve the pupil’s communication skills by embedding the key principles Attention Autism programme and strategies in my teaching of the curriculum to my class which is a Key stage 1 class with children with who have an ASD. The research was carried out within the school day in a classroom, which is part of a school for children with ASD and for children who have a learning disability.
1.2 Explain The Roles Of Different Types Of External Professionals In Schools
768 Words | 4 PagesSometimes the decision is made to bring in an external professional to work with the school. This may be necessary if children require specialist assessments if concerns are raised by staff or parent/carers. Although there are many different types of professionals I am going to explain the role of three professionals. Speech therapist work with children who have difficulties with speech, language and communication or eating, drinking and swallowing. They identify the causes of the speech difficulty and create speech and language programmes.
ECS 306 Weekly Reflection
1019 Words | 5 PagesHow can you use this information with children? Scenario 1: The child is trying to communicate while craning her/his neck to look up at the parent, towering above the child, looks down at the child while she/he speaks. This is the experience young children have all too commonly. I have realized that this situation does not encourage meaningful conversation, which is the basis for speech and language development. The child felt rejected, worthless and withdrawn.
Summary Of Carol Garretson's 'Through Deaf Eyes'
667 Words | 3 PagesEven with cochlear implants, I often times unconsciously rely heavily on lip reading when talking to a person. Throughout middle school and high school, I found myself explaining over and over about lip reading and how I depend on it to help me. I wasn't sure if the teachers or students understood but I was proven wrong when I went on my Schlitterbahn senior trip. Because of the water, I could not wear my implants and this meant I would have to depend heavily on lip reading.
Child Observation Paper
1018 Words | 5 PagesThe speech pathologist targeted these goals through a clinician-directed approach. He utilized drills to elicit the targeted responses (i.e. banana, orange, bread). Through the use of pictures, he asked (i.e. what is this) the child to name the item presented. The task was highly structured and controlled. During training, the words expected were repeated a number of times before testing the child.
Vertical Goal Attack Phonology
1530 Words | 7 PagesThe average school-based speech-language pathologist (SLP) is likely to maintain a caseload that consists of a significant number of children with phonological disorders (Gierut, 2001). According to the American Speech-Language Hearing Association (1999), 10-15% of preschoolers have a speech disorder. Given the lifelong importance of phonologic learning and intelligibility in daily functioning, there is a need to utilize effective intervention strategies for targeting these skills. Goal-attack strategies, as stated by Fey (1986), arrange treatment in a way that works to eliminate a child’s phonological errors and restructure the phonological system. The vertical, horizontal, and cyclical goal-attack strategies have been applied to multiple
Dialect Awareness
596 Words | 3 PagesGarrit and Oetting are both prominent Speech Language Pathologists and have been recognized by the American Speech-Language Hearing Association. The authors work in the field of Communication Sciences and Disorders at Louisiana State University in Baton Rouge. The article was trustworthy because of its substantial
Speech Language Pathologist Thesis
256 Words | 2 PagesIn the research study I am assisting in, we seek to improve the level of intelligibility in patients utilizing and electrolarynx; seeking to increase prosody and intonations to make their speech sound more natural. I hope to make a different, not only within the community of speech-language pathologists, but also in the community of NYC and
Interactionist Theory Of Language Development
1115 Words | 5 PagesBy four years children are communicating in four to five-word sentences and can be understood by anyone.” (Communication Difficulties -
Social Constructivism In Education
991 Words | 4 PagesFirst, the speech development is one of the first tools that child will demonstrate in their first learning situation. Then, it is important to have language development skills at first. By this kind of activities, the children engaged in speaking with other peers may have cooperative ideas in play any task given by the teacher. There also verbal and non-verbal interactions involved between two or more person that contribute to the social interactions that can improve their communication skills. Basically, through this method, there no children left behind because all the children need to interact to each other to complete the
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