What is a lateral lisp?

A lateral lisp is a type of functional speech disorder, where a child or adult has difficulty producing specific sounds.

Terminology

The term “lisp” is not typically used by speech and language therapists as it is not very specific - there are actually four different types of lisp as well as all the other speech sound errors. Instead we may say “lateralisation of s” or “s articulation difficulties” depending on what the error is.

What is a lateral lisp?

As mentioned, a lateral lisp is a type of functional speech disorder. Unlike some other lisps, Lateral lisps are not found in typical speech development. The tongue position for a lateral lisp allows the air to flow over the sides of the tongue instead of over the front. This is the reason this sort of lisp is sometimes referred to as a 'slushy lisp'.

Causes

There is no known cause of a lisp. However, some professionals suggest that excessive or long-term use of dummies could be a contributing factor. This is not the case for all, as some children who have never used a dummy still go on to develop a lisp.

Treatment

There are many different ways to work on Lateralised sounds, depending on what the sounds are.  Typically it will include listening activities, production of the sound in isolation (the sound alone) progressing onto words and sentences.

Sophie Harding

Speech and Language Therapist

www.private-speech-therapy.co.uk

Celebrating the official opening of our clinic

The confusing terminology used by speech and language therapists, hopefully will become clear.....

I am always conscious of the terminology we, as speech and language therapists use when talking to other professionals and parents, and those terms that we use in our reports. To us, after 3-4 years of training these terms become second nature; and sometimes we can forget that the words we use can seem a little confusing to say the least. So I thought I would define some commonly used words and terms used by speech and language therapists. But first, maybe it would be useful to know what speech and language therapy is, what we do, where we work, with whom we work etc.

Speech and Language Therapy is used to help people that have speech, language, and communication difficulties; it can also be used to help people who have difficulties swallowing, eating and drinking.

The role of a Speech and Language Therapist, or commonly used term SLT, or even SALT within a hospital environment, is to assess and treat speech, language and communication problems in adults and children. With the desired outcome that individuals will communicate to the best of their ability. They may also work with people who have eating and swallowing difficulties.

What type of difficulties will a SLT come across?

•       difficulty in producing and using speech

•       difficulty understanding language

•       difficulty using language

•       difficulty with feeding, chewing or swallowing

•       a stammer

•       a voice problem

Where do SLT’s work?

•       Schools (mainstream & special schools)

•       Hospitals (inpatients & outpatients)

•       Clinics/community health centers

•       Clients homes

•       Hospices

•       Sheltered accommodation

•       Prisons, young offenders institutes

•       Courts, as a intermediary

•       Mental healthcare settings

•       Private/independent practice

•       Assessment units & day centers

What type of work does an SLT do?

•       work directly with children & adults e.g. using games and interactive learning; carrying out exercises e.g. speech exercises, breathing exercises etc.

•       provide clients with work to carry out at home

•       work with children & adults with similar difficulties in a small group

•       provide clients with relevant resources & information

•       provide clients with relevant contacts and support with other professionals, co-workers, support groups etc.

•       an SLT will also endeavor to provide clients and their parents or carers with emotional support and appropriate skills to help them on a daily basis.

•       a large part of a SLT’s role involves working closely with others e.g. teachers, physiotherapists, occupational therapists, doctors, nurses, GP’s, psychologists, health visitors, social workers , orthodontists/dentists, dieticians,  audiologists, politicians/government, other SLT’s i.e. team work.

Ok, so what about some of those terms we use, what do they mean?

Attention and Listening is the foundation to all learning. Children must practice, and learn to ‘listen’ and ‘look’ appropriately to control their own focus of attention. The ability to listen and concentrate is an important part of all children’s speech, language and communication development. It is so important to encourage and develop ‘good’ attention and listening skills for all children; especially those that have difficulties in speech and/or language development.

Communication is the exchange of information between two or more people; using verbal and non-verbal means.

Language takes the form of two parts; receptive language is the ability to understand what someone communicates, either through sound (auditory), or visually (reading and interpretation of sign). Expressive language is the ability to formulate a message into words and sentences; which can be spoken, written or signed.

Non-verbal communication (NVC) is the process of communication through sending and receiving wordless messages. For example, your facial expressions, gestures, tone of voice etc. can all convey meaning to our listeners i.e. about how we are feeling; without actually using words. NVC, is influenced by culture and society, and is shaped by experience, observation and practice.

Phonology is the sound system of a language, and the rules for combining these sounds to produce meaningful units of speech.

Play, why do SLT’s look at this? Symbolic play skills are important for language development. It is a lovely way for children to learn about communication, language and other people. A child’s play skills can help to aid a diagnosis, and is the best way to implement therapy as it is fun and interactive!

Pragmatics/social skills refer to the ‘rules’ of language in social situations. It includes the speaker-listener relationship, the context, and the intentions of the communication. Therefore, speech and language are not the only components important for effective communication.

Social interaction skills include:

·         appropriate eye contact,

·         ability to listen,

·          ability to express ourselves,

·          ability to take turns,

·         ability to process what others are saying,

·         ability to initiate a conversation,

·         ability to maintain a conversation

·         ability to close a conversation appropriately,

·         awareness of a listeners feelings,

·         an awareness of the impact of what you are saying on others

·         the use of appropriate gesture, and the ability to understand it

·         the use of appropriate facial expressions, and the ability to understand them

·         ability to understand the intent of the communication, not just the literal interpretation

·         ability to be flexible in using and adapting language in a particular context

Phew, amazing isn’t it? All these things we do all day everyday; and we quite often take it for granted! So how do we do it? Well, all these social interaction skills are culturally determined, and learned through observation, trial and error, and life experience!!

Semantics is the meaning behind the language that is transmitted by words, phrases and sentences.

Speech is the physical production of sounds e.g. p, t k, d etc.

There may be more terms that you have probably heard used by professionals but I hope this clarifies some things for you. My advice would be, if you’re with a professional i.e. doctor, dentist, teacher, SLT etc; and they are using words you find confusing don’t be afraid to stop and ask them what they mean. Sometimes we can forget how ambiguous we can be!

Georgina White

Why the Children's Centres need Smart Talkers Pre-School Communication groups

I've been looking at the facts and figures to inform my presentation for the next round of the tender process and I wanted to share these with you:

Why is there a need for early intervention?

• Good communication impacts positively on learning and vice versa
• A child’s language skills at aged 5 years predict educational success and outcomes aged 30 (Feinstein & Duckworth, 2006)
• At 22 months a child’s development can predict outcomes aged 26 (Feinstein & Allen, 2011)
• By 4 years the difference in the number of words different groups hear is 19million (Hart & Risley 1995, Roulestone et al 2011)

How big is the problem?

• 1 in 6 3 year olds has a recognised speech, language or communication difficulty while ‘many, many more have delays which are not officially recognised’ (Jean Gross, Jan 2011)
• At least 40,000 children start school each year without the necessary levels of spoken language ability (Professor Jannet Wright, 2009)
• 50% of children from some socio-economic areas  (75% in Stoke) according to the Bercow report (2008)

  There are 2 types of problem:

• Specific speech, language and communication difficulties affect 7% of school children (Locke, 2003). These are problems which cannot be prevented by good parenting
• That leaves up to 43% of children who have S, L a C problems because of parenting

Why is this?

• During first 8 months of a baby’s life,  there is an 8 fold increase in synaptic density, while the developing neurons in the brain are actively ‘seeking’ their appropriate connections (Perry, 2002)
• Extra connection brain cells grow or die depending on the response they get
• 75% of brain growth between birth and 2 (Hodas, 2006)

So?

Communication difficulties affect:

• Behaviour
• Social development 
•  Emotional development
• Learning (spoken language is the foundation)
•  i.e. everything!

"The ability to communicate is central to all that we do, to who we are, how we learn and how we relate to others“ (Ross, Leeds Metropolitan University, 2007)

Why look at before school?

Studies inc. Frank Field report (2010), Graham Allen (2011)  and the Ticknell  review of the EYFS 2011 conclude that early intervention:

• Improves outcome
• Helps identify communication difficulties vs. delay
• Is effective and cost efficient (ICAN)
• May maximise language acquisition
• May minimise secondary issues

 We work with the children on a framework:

We also work with parents

• Low key demonstration: powerful and non-threatening
• Reasons, means and opportunities to communicate (e.g. change nappies 5 times daily so 5 opportunities here alone!)
• Break it down into logical aims with appropriate activities which the children enjoy
• Available to discuss anything they’re worried about
• Consult with them over delivery and planning
• Can sign-post to other services inc NHS SLT

So, if you are reading this Commissioners, you know what to do.....

  www.smarttalkers.org.uk

Parents! What would you like to see included?

We are developing a  new website with our friends at Devmac especially for parents. We are told so often that parents want to help their children but don't know where to look. The internet is a fantastic place to source information, in fact, we reported recently that this is exactly where parents are looking BUT how do they know what they find is any good?

We will have lots of free downloads for information and simple games as well as resource packs, books and games that we have either written/devised or have reviewed and recommend.

There will be videos showing parents exactly how to use them. We have lots planned!

What would you like to see included? Please let us know, as we would welcome your ideas

info@smalltalk-ltd.co.uk

New director for Communication Trust

The Communication Trust, a coalition of nearly 50 voluntary organisations with expertise in speech, language and communication, has welcomed its new Director, Anne Fox. Fox, who previously worked at NCT as Head of Corporate Communications, will lead the organisation through its next strategic period. 

Anne Fox, Director of The Communication Trust, says: "I am delighted to join The Communication Trust at this exciting and challenging time. Moving forwards, the Trust will work to ensure children’s communication is a burning issue. We will do this by sharing what works for all children and those  with speech, language and communication needs (SLCN) to the widest possible audience.  

“Good communication skills are key in the 21st  century and every child should have the opportunity to be understood. In five years, the Trust has achieved so much and we have trail blazed the way for collaborative working with our consortium members. Our challenge now is to build on the success of the  Hello campaign and to leave no stone unturned as we make the clear link between communication skills and life chances.” 

Adrian Hosford, Chair of The Communication Trust, said: "We are delighted to welcome Anne to The Communication Trust. Anne brings with her a wealth of experience around collaborative working and uniting different groups under a common cause.  Her valuable expertise and leadership will drive the Trust forwards and help us achieve the best outcomes for children, young people and their families.”

Speech, language and communication: are they special needs?

The Communication Trust, a coalition of nearly 50 voluntary organisations specialising in speech, language and communication, has welcomed today’s SEN Progress and Next Steps report from the Department of Education.
The Trust welcomes the drive towards joined up approaches and efforts to ease the journey for children with SEN and their families but has concerns about the effect of these changes on the 1 million children and young people in the UK with speech, language and communication needs (SLCN).

Wendy Lee, Professional Director for The Communication Trust, says: “Over the last five years, there has been a 58% increase in the number of children and young people with SLCN as a special educational need. Identification and support is crucial but traditionally the UK has had low recognition and awareness of SLCN.
“Changes in labelling, particularly around the diagnosis of behavioural, social and emotional problems, will need to be managed carefully. Parents and the children’s workforce often notice and recognise poor literacy or poor behaviour but may not notice the SLCN difficulty underneath such as poor understanding, vocabulary or conversational skills. We need to work hard to ensure that the ‘hidden’ difficulties of children with SLCN are identified early across all phases of education.

“When SLCN is not addressed, problems can manifest over the years affecting the individual, their family and wider society. Figures show that more than half of children excluded from school have an unidentified SLCN and in our youth justice system, 60% have SLCN, which has previously been undetected.”

The Communication Trust is working closely with the Government on how to support and identify SLCN and is pleased with the strong emphasis on this in the early years and with the focus on workforce development. Specifically, the Trust has:

•  Managed and delivered in partnership with Jean Gross, formerly Communication Champion for children, the National Year of Communication (Hello campaign) to raise awareness of children and young people’s communication development and how to recognise and support SLCN
• Worked to support children’s communication charity I CAN to deliver the Early Language Development Programme (ELDP)
• Developed with support from City & Guilds, a new Level 3 Award in Supporting Children and Young People's Speech Language and Communication for practitioners working with children and young people aged 0‐19 across education, health, youth justice and social care. With support from the Department for Education, the Trust has developed free resources to support the early identification of SLCN
• Developed for the first time a mandatory unit on speech, language and communication that is included in initial training for early years practitioners as part of the Level 3 Diploma for the Children and Young People’s workforce www.thecommunicationtrust.org.uk/qualifications
• Released in partnership with Jean Gross, formerly Communication Champion and the Royal College of Speech and Language Therapists (RCSLT), Better Communication – outlining a range of approaches to commissioning around SLCN
•  Produced a booklet Let’s Talk about It aimed at increasing awareness of SLCN to teachers going through initial teacher training
• Recently launched a film aimed at raising awareness of recognising SLCN with youth justice and educators www.sentencetrouble.info/film

Wendy Lee continues: “As schools are given greater flexibility to determine their own policies and practices on SEN and the range of statutory information requirements are reduced, it is vital that schools are scrutinised by Ofsted and by Local Authorities on the services they provide, to ensure that the large numbers of children with mild and moderate SLCN are not overlooked. “The Trust is concerned that children with SEN risk getting left behind as the new NHS and schools architecture gets embedded. As personalised budgets come to the fore, parents will need extra support to ensure a joined up approach that meets their child’s needs across health, education and care.”

“As a coalition of nearly 50 voluntary organisations with expertise in speech, language and communication, we understand intrinsically the unique role that the voluntary sector plays. We are pleased this has been championed in the report and look forward to continuing to work with the Government to improve the lives of children, young people and their families.”

A limited offer for Facebook friends, Twitter followers or Blog Contacts

Do you have questions about communication?  Do you have a small group of people who might like the opportunity to ask questions about speech, language and learning?  Perhaps family members, colleagues or neighbours, individuals from a play-group, discussion or hobby group, sports team, parents or teachers from your school, or even co-workers? 

Small Talk Speech and Language Therapy are offering a limited number of one-hour long, no-obligation, FREE question and answer forums. We are happy to extend this offer to any of your Face Book contacts (please forward) and will travel within a 20 mile radius of Hednesford or we can welcome your group to come to our Head Office at Centrix House. 

To take advantage of this limited offer 

please ring 0844 704 5888 or e-mail info@smalltalk-ltd.co.uk
www.smarttalkers.org.uk
www.private-speech-therapy.co.uk

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Language link to 'bubble blowing'

I was looking at some old archive news on language acquisition and I thought 

this was worth sharing from 2006. It's from the BBC news website http://news.bbc.co.uk/1/hi/health/5106294.stm

Infants who can blow bubbles and lick their lips are more likely to pick
 up language quickly, research suggests.

A Lancaster University study of 120 toddlers found the ability to perform 

complex mouth movements was strongly linked with language development. 

They also found children who were good at 'pretending' an object was 

something else had better language skills.

The findings could help experts identify children who may struggle with language skills at an early stage. At 21 months - the age of the toddlers in the study  - children are learning new words at a faster rate than any other time 

in their lives.

Children pick up language skills at different speeds - some children will be late 

to start talking - but this doesn't mean they will always have poorer language 

skills than other children.

In a study funded by the Economic and Social Research Council, Dr Katie Alcock, lecturer in psychology at Lancaster University, carried out a series of tests to identify skills that might predict a child's ability to develop language. She looked at the infants' ability to perform hand gestures and mouth movements and to carry out tasks involving puzzles and pretend play.

The children's language ability was also assessed through a parental 

questionnaire, word games with simple images, and monitoring during normal play. 

As well as oral motor skills, she found that hand gestures such as waving 

or making shapes were associated with better language development but 

other movements such as walking and running were not.

Pretending

The researchers said they expected to find that children who had better cognitive development, such as being able to do a puzzle or match pictures and colours, would have better language skills. But in fact, only the ability to pretend that one object was another object - such as pretending a wooden block is a car or hairbrush - was associated with better language skills. Dr Alcock said: "Until children are about two they are very poor at licking things off their lips or giving someone a proper kiss. "If they don't have those skills it's going to be a big stumbling block in learning to form sounds. "Children who have speech and language problems before they go to school do tend to have problems with learning to read and write. "It's important we give children who need it extra help as early as we can."

Dr Alcock added that children learn to speak at different times and most children who start late will catch up. "The best thing parents can do to help is talk to their kids," she added.

The team are planning to follow the children at three, four and five years to see how the skills that were found to be linked to language impact on later development.

The number one skill

Talking Point http://www.talkingpoint.org.uk/video.aspx is an excellent web site with lots of information and support for parents and professionals. They have a series of videos. This is the first in the series about the importance of being able to Learn to speak, listen and communicate well. Its really the most important thing that children can learn. There are great tips and information in this video.

 

Hello to the national year of communication

Hello is the national year of communication – a campaign to increase understanding of how important it is for children and young people to develop good communication skills. The campaign is run by The Communication Trust, a coalition of over 35 leading voluntary sector organisations, in partnership with Jean Gross, the Government’s Communication Champion.
Hello aims to make communication for all children and young people a priority in homes and schools across the UK so that they can live life to the full. The campaign is backed by the Department for Education and supported by BT.


A child with a speech, language and communication need may struggle to get words out of their mouth or not understand words that are being used. They may have difficulties holding a conversation, have multiple difficulties or simply have a limited vocabulary. These barriers are often invisible to others, meaning their needs are often misrepresented, misdiagnosed or missed altogether.


Please visit www.hello.org.uk for information on how you can help improve the communication skills of children and young people and to sign up for regular updates. You can also follow the campaign on Twitter : http://twitter.com/Comm_nTrust] and facebook: http://on.fb.me/9yHIIZ].


Smart Talkers are supporting the Hello campaign!
 

Voice technology 'could help detect autism'

The BBC report that young children with autism can be identified by listening to the noises they make.

'Research suggests the babbling of infants with autism differs from that of children without it. The differences were spotted with 86% accuracy using automated vocal analysis technology.

Vocal characteristics are not currently used for diagnosing autism, even though the link has been suggested before'.

The study is in the journal Proceedings of the National Academy of Sciences. Read more at: http://www.bbc.co.uk/news/health-10686912  

Related articles by Zemanta

• Autism Has Unique Vocal Signature, New Technology Reveals (lockergnome.com)
• Autism has unique vocal signature, new technology reveals - insciences (insciences.org)
• Vocal Analysis Can Help with Early Autism Diagnosis (medgadget.com)
• A speech screen for autism? (nature.com)
• Autism detected in voice of children (telegraph.co.uk)
• Autism has unique vocal signature, new technology reveals (eurekalert.org)
• Signs of autism can be heard in children's speech (theglobeandmail.com)

 

It takes two....

'My speech problem, Your listening problem, and our frustration': 

An Australian study published this month by McCormack J, McLeod S, McAllister L, Harrison LJ. from the Charles Sturt University, reveals that a child's speech problem is just as much a listener problem:

They looked at the experience of 34 children and their family members to get a thorough understanding of the problems faced by both sides. 

There were three conclusions 1. The family were frustrated by the child's difficulties 2. The child was frustrated with their listening partner and 3. Mutual frustration caused by the speaking and listening problems. The authors looked at the solutions participants used to overcome the problems. These included: a) strategies to improve the child's speech sound accuracy (e.g., therapy, opportunity to practise), and b) strategies to improve the listener's understanding (e.g., using gestures, repetition, visual clues). 

They concluded, as we already knew, was that successful communication is dependant on the skills of speakers and listeners not just the child. 'Intervention with children who experience speech impairment needs to reflect this reciprocity by supporting both the speaker and the listener, and by addressing the frustration they experience'. The Therapists at Small Talk Speech and Language Therapy have always been mindful of this and work closely with families of children with speech difficulties.

What are your experiences of this? Are you as frustrated as your child? Does your child get fed-up of repeating himself?