Behavioural and communication therapy where needed can help child develop required skills. Special educational need supporter treats speech defects and disorders and encourages the ability to communicate. The speech therapist works in partnership with parents, teachers and other professionals involved, to help children develop their communication skills to the best of their ability, and reach potential both educationally and socially. For some children, particularly those with speech sound difficulties, this may involve weekly sessions for a period of them. For other children, input may be at the level of working with parents and professionals to set appropriate goals and monitor progress Assistive technology Health officer Paediatrician medical
Although this is the case, much of the research regarding treatment and management of dysarthria tends to be focused around two different methods. One treatment method involves a system-based approach that targets improvement of function and coordination of the following speech subsystems: respiration, phonation, articulation, and resonance. Using a system-based approach, speech-language pathologists work with children to increase their speech intelligibility, maximize prosody, and increase prosodic contours. Another speech treatment model is LSVT LOUD, which was adapted from the adult dysarthria treatment method used with patients with Parkinson’s disease and other neurological conditions. LSVT LOUD has been found to be effective in working with children with dysarthria through targeting vocal loudness and respiratory-phonatory effort (Fox & Boliek, 2012).
Applied Behavior Analysis (ABA) is defined as, "the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior“ (Baer, Wolf, & Risley, 1968; Sulzer-Azaroff & Mayer, 1991). It employs the principles of Operant conditioning, using both positive and negative reinforcement to increase wanted behaviors, as well as positive and negative punishment to decrease unwanted behaviors. Its effectiveness in bringing about worthwhile changes to the behaviors of people with Autism and Developmental Disabilities has been studied extensively, with promising results.
Tennessee Department of Health. (2014). Traumatic brain injury program: Annual report. Retrieved from Tennessee Department of Health http://tn.gov/assets/entities/ health/ attachments/TBI_AnnualReport_2013-2014.pdf Tennessee Disability Coalition. (2015).
Sign language helps develop a way to practice language in baby and toddlers. Next, sign language develops understanding of emotion. When children can start to communicate what they want and need and able to tell you how they are feeling, they have a feeling of accomplishment. This helps toddlers identify emotions. Lastly, it creates feelings of accomplishment.
For usefulness of these assessments, these communication temptations may need modifications to match the motoric needs of the students with physical impairments (Iacono, Carter, & Hook, 1998). My evaluation of the usefulness of the instructional strategy is that it produced positive results. By using the assessment, it helped with the student wanting to communicate and it made communication fun for the student. The second informal assessment to assess the communication skills of students with severe disabilities is ecological assessment. The age is an elementary school student and the disability of the participant is an Autistic student.
Every year, more than 100,000 children in foster care are available for adoption according to Children’s Action Network. Foster care is a temporary living situation for children whose parents are unable, unwilling, or unfit to care for them. Minors whose need for care has come to the attention, are placed with a state certified caregiver which is arranged through the government or a social service agency. The primary goal of foster care is to reunite children with their parents. With the history and known statistics, this many children entering the system every year, finding the right care becomes increasingly difficult.
Not only is this used with deaf individuals, but with people that may have speech delay. This could help them to talk with many different students in the school and in the classroom environment. Teaching students and teachers ASL will help the deaf individuals, in this case Lucy, feel more welcomed. People will know how to interact with her and how to start a conversation. It will help her be more approachable and boost her social life (McKee