'He doesn't need speech therapy he talks fine!' When speech and language therapy assessments are a problem solving exercise!

My job could never , ever become boring as I meet the most fascinating characters every day. The more complex cases I do, the more referrals of complex cases I get. Each one one is different with completely distinct profiles but there is a thread which runs through everyone: a communication difficulty is an enormous barrier for children and leads to awful consequences in many of the cases I have seen. I used this quote "The ability to communicate is central to all that we do, to who we are, how we learn and how we relate to others. Communication problems of any kind, however mild, will certainly lead to isolation, frustration and an inability to fully integrate into society. Children will have a harder time making friends and fitting into nursery or school" (Ross, Leeds Metropolitan University, 2007). I was berated for making the issue sound so series, yet it's so very true for so many children.I see children who are struggling every day yet no-one has thought to refer to speech and language therapy as they 'talk fine'. Its usually because they know someone else in the same boat who has recommended us to be honest.If you have a child who sees things in a black and white manner, is quite literal, has problems getting on with staff and other children, has melt-downs or is very anxious, please see a speech and language therapist who is used to working with complex children. We can assess their pragmatic/social use of language and their receptive processing along with their expressive language to provide a full picture.If we have a profile of their needs we can look at strategies which can help enormously. If we can explain their behaviour, its so much easier to understand it and therefore cope better. Behaviour is just the symptom, if we can address the cause, the symptoms will diminish or in some cases disappear altogether. Obviously there are other causes of behaviour problems but a language and communication issue cannot be ruled out for many children.

October is SM Awareness: please help

The ‘Make a Noise for Selective Mutism Awareness Campaign’ is the social media arm of SMIRA’s Awareness Campaign for October 2015.  It involves an activity that we hope all ages can take part in, from grandparents to toddlers and even the family dog! Groups, school classes, etc. can also participate in any way they feel appropriate and it can also be expanded for use as part of a fundraising event, even without the video element.  Just be creative in what you do!

SMIRA’s aim is to raise awareness of selective mutism generally but also to raise funds to provide much needed training opportunities, particularly for health and education professionals and anyone who may be involved in the care and welfare of selectively mute children.

 Let’s help ‘our’ children find their beautiful voices!

How to take part in the ‘Make a Noise’ campaign:

·         First of all, think of creative ways to make a noise.  This could be using homemade musical instruments, household items, machinery or anything at all, then prepare to make a short video.  Wear fancy dress if you like, or do anything that might liven up your recording.  Our Music Therapist friend Kate Jones has provided some suggestions for making a noise – see below.

·         At the start, participants could say to camera that they are ‘Making a noise for selective mutism awareness, and ask (or nominate) xxx to do the same’.  Feel free to add any other comments that you feel might be relevant.

·         After completing the ‘noise making activity’ please either speak, hold up a card or add information under your video, saying ‘To donate, please text MAKE 15, followed by the amount, to 70070.’  (Our suggested amount is £3 but of course the donation can be for any amount).

·         SMIRA has a special ‘Makeanoise4SM’ page on facebook where you can upload your video, or use your chosen social media outlet adding the hashtag #MakeaNoiseforSM  or tag @InfoSmira  on Twitter.   

·         If you are too shy to appear in a video, you could if you prefer post a photo along with a text description of the event.

If you wish you can copy, paste and edit this underneath your video or photo:

·         Thank you XXX for my ‪#‎makeanoise4SM nomination. I have donated £3 to SMIRA. Now I would like to nominate XXX and XXX to make a noise for Selective Mutism awareness. Please text MAKE15 to 70070.
For more information on the campaign and Selective Mutism click here:http://www.smira.org.uk/

Thank you for taking part in our campaign!

Using Compound Words to Introduce Syllables

Guest post by Margot Edwards 

 

Teaching a child to understand the underlying structure of spoken language is a key component in the child’s development of phonemic awareness, a crucial skill for children who are learning to read.

It can be difficult, however, to explain the concept of syllables to a preschooler. Even small children are intimately familiar with the meaning of language. Sentences and words have meaning. But a syllable may have a meaning of its own (such as run- in running), or it may not (the al- in alligator). If a syllable has no independent meaning, many children simply don’t notice it as a unit of speech apart from the meaning of the whole word.

I recommend easing children into this tricky concept with a series of compound word activities. Compound words are multi-syllable words that are made up of smaller words, such as snowball, dollhouse, and horseshoe. Because each syllable of a two-syllable compound word is a word on its own, children are better able to notice the syllables and to understand what you mean when you talk about dividing a word into parts.

Recent research has shown us that synthesis (blending separate syllables into words) is easier for children than analysis (dividing words into syllables). So start with two synthesis activities. In the first, Making Compound Words, say two one-syllable words for the child (such as pop and corn), with a big pause in between, and the child will combine them to make a compound word. In a follow-up activity, Making A Longer Word, you give the child the two parts of a three-syllable compound word (e.g., blue and berry), to combine into a longer word.

Analysis of compound words is a more difficult skill, so I’ve created a series of six activities to teach the concept bit by bit. In Part 1, the child must identify the first part of a compound word (“Say fishbowl but don’t say bowl”), using a picture card as a visual clue. On the card are four pictures, one of which is the correct answer.

Part 2 is exactly the same activity but without any picture clues. Without pictures, the child will have to work harder to remember the word, divide it into parts, and say only the part you ask for.

Part 3 requires the child to pick out the second syllable (“Say rainbow without rain…what’s the last word in rainbow?”), with picture cards as clues. Part 4 is the same but with no picture cards.

In Part 5, give the child a mix of words. Sometimes you will have him tell you the first part of the word, and sometimes the second part. This is a big challenge for his memory and listening skills, but we provide picture cards to help him. In the sixth and final activity, the child must identify either the first or last syllable of a compound word, with no picture clues.

Start with the first of these activities, play it with the child for 10-15 minutes a day until he’s mastered it, then move on to the next activity. Before you know it, the child will be ready to dive into learning about syllables.

Margo Edwards is the Director of Content Development at SightWords.com, a website dedicated to the promotion of child literacy through a variety of free online resources. SightWords.com is proud to be sponsored by the Georgia Preschool Association. 

Help, what can I get to work on my child's speech, language or communication skills at home?

There is no substitute for direct work with a speech and language therapist but sometimes the waiting list is very long or the availability is poor in your area. If your child is struggling with a speech, language or communication issue, what are you supposed to do? You could 'google' the problem, but how do you know what you find is credible or value for money?

We decide to set up a site where we could sell books, activity packs, games and ideas, which are written by, or certainly endorsed by, practicing speech and language therapists. Parents can search by age or the 'problem' to find materials which will help at home. www.speechtherapyactivities.co.uk

There are old favourites such as Toddler Talk from ICAN alongside new materials such as the Auditory Memory pack. We'll be adding more very soon such as Hanen's More Than Words and It Takes Two to Talk. If there's any area in particular you'd like something for, please let us know. We're already working on a phonological awareness pack for pre-reading or pre-speech work skills and a word finding pack for those who struggle to access the words they know.

 

Get in touch at the usual address  info@smalltalk-ltd.co.uk or enquiries@speechtherapyactivities.co.uk We look forwards to hearing from you.

Communication Leaders

This new initiative from the Communication Trust looks excellent. 

Communication Leaders is a peer-mentoring approach to supporting the language and communication development of primary and secondary pupils. It allows children and young people to take on a unique leadership role in communication within their schools and homes. 

You can choose how to implement this approach in your school. You'll find everything you need in the link below, including a training session for staff to introduce the approach and resources to the chosen Communication Leaders, the resource packs, and a video showing staff and Communication Leaders talking about their experiences from the pilot project.  
Click here

Smart Talkers in East Staffordshire!

Celebrating the official opening of our clinic