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Speech-Language Pathology

SLP working with student

What does a Speech-Language Pathologist do in the schools?

Speech-Language Pathologists in the schools work with students to improve speech and language skills including Articulation, Language, Pragmatics, Listening Skills, and Fluency.

 

 

 

In Davis School district there is a Speech-Language Pathologist at each school

 

Click HERE to find out which SLP is assigned to your school.

SLP working with students using tech

 

Interventions

Articulation

What can I do to help my child?

Practice, Practice, Practice.  Even 5-10 minutes per day can make a huge difference! See your Speech-Language Pathologist for lists of words appropriate for your child. 
Be a good listener.  Listen to what your child is trying to say, not how it is said.  
Ignore mistakes.  Use correct speech that your child can imitate.  Don't imitate the wrong way they are saying it.
Help your child focus on sound patterns of words such as those found in rhyming games

Language

What can I do to help my child?

Talk with your child frequently
Ask and answer questions about things happening in their environment.
Read to your child.
  Read a variety of books. Ask questions about the story. 
Talk about what you are doing. (cooking dinner, washing dinner, bath time, cleaning, etc.)
Give directions for your child to follow (e.g., making cookies) 
Expand what the child is saying by adding a little more information.  If the child says "car go" you could say "see the car go".
Waiting gives children time to respond to your utterances.
Talk about how things are alike and different.
Give your child reasons and opportunities to write.
Sing songs.
Teach children Nursery Rhymes.

Fluency

What can I do to help my child?

For Parents
From "7 Tips for talking with your child"
The Stuttering Foundation - http://www.stutteringhelp.org/7-tips-talking-your-child-0
1. Reduce the pace. Speak with your child in an unhurried way, pausing frequently. Wait a few seconds after your child finishes before you begin to speak. Your own easy relaxed speech will be far more effective than any advice such as “slow down” or “try it again slowly. 
2. Full listeningTry to increase those times that you give your child your undivided attention and are really listening. This does not mean dropping everything every time she speaks.
3. Asking questions. Asking questions is a normal part of life – but try to resist asking one after the other. Sometimes it is more helpful to comment on what your child has said and wait.
4. Turn taking. Help all members of the family take turns talking and listening. Children find it much easier to talk when there are fewer interruptions.
5. Building confidence. Use descriptive praise to build confidence. An example would be “I like the way you picked up your toys. You’re so helpful,” instead of “that’s great.” Praise strengths unrelated to talking as well such as athletic skills, being organized, independent, or careful.
6. Special times. Set aside a few minutes at a regular time each day when you can give your undivided attention to your child. This quiet calm time – no TV, iPad or phones - can be a confidence builder for young children. As little as five minutes a day can make a difference.
7. Normal rules apply. Discipline the child who stutters just as you do your other children and just as you would if he didn’t stutter.

For Teachers
From "8 Tips For Teachers"
The Stuttering Foundation - http://www.stutteringhelp.org/8-tips-teachers
1. Don’t tell the student “slow down” or “ just relax.”
2. Don’t complete words for the student or talk for him or her.
3. Help all members of the class learn to take turns talking and listening. All students — and especially those who stutter — find it much easier to talk when there are few interruptions and they have the listener’s attention.
4Expect the same quality and quantity of work from the student who stutters as the one who doesn’t.
5. Speak with the student in an unhurried way, pausing frequently.
6. Convey that you are listening to the content of the message, not how it is said.
7. Have a one-on-one conversation with the student who stutters about needed accommodations in the classroom. Respect the student’s needs, but do not be enabling.
8. Don’t make stuttering something to be ashamed of. Talk about stuttering just like any other matter.
                                                                                                                    Compiled by Lisa Scott, Ph.D., The Florida State University

Milestones

Articulation Norms by age (as a general guideline)

Age of Sound Acquisition:
3 years of age -  p, b, m, n, h, w 
4 years of age -  t, d, k, g, f 
5 years of age -  y (as in yes, yellow, yawn, etc.)
6 years of age - v, l, l blends
7 years of age - th, sh, ch, j (as in jump, soldier, etc.), s, s blends, z, ng  
8 years of age - r and r blends


Language 
Birth to 1 year              http://www.asha.org/public/speech/development/chart/
1 year to 2 years          http://www.asha.org/public/speech/development/12.htm
2 years to 3 years        http://www.asha.org/public/speech/development/23.htm
3 years to 4 years        http://www.asha.org/public/speech/development/34.htm
4 years to 5 years        http://www.asha.org/public/speech/development/45.htm

Kindergarten               http://www.asha.org/public/speech/development/kindergarten/
1st Grade                    http://www.asha.org/public/speech/development/firstgrade/
2nd Grade                   http://www.asha.org/public/speech/development/secondgrade/
3rd Grade                    http://www.asha.org/public/speech/development/thirdgrade/
4th Grade                    http://www.asha.org/public/speech/development/fourthgrade/
5th Grade                    http://www.asha.org/public/speech/development/fifthgrade/

School Age Children
       After 5 years of age language skills rapidly increase.  Delays may affect academic       performance and some indicators for a language delay include:

  • Difficulty with sequencing activities
  • Inability to express thoughts
  • Difficulty getting ideas across to peers and teachers
  • Lack of communication with others
  • Difficulty understanding and/or following directions
  • Difficulty completing tasks
  • Limited usage and understanding of vocabulary
  • Poor sentence structure
  • Comprehension deficits, etc.


Fluency
Between the ages of 2 and 6 many children will repeats sounds, syllables and words as they are speaking.  The amount of repetitions may vary from situation to situation and may disappear then re-appear from time to time.  Don't worry....this is normal.  
School age children should be able to express themselves without stuttering.  However it is normal for a child to have some dysfluencies (hesitations or repetitions) when they are stressed or excited.  
Signs that indicate a stuttering disorder:

  • Excessive repetitions of whole or part words (I-I-I want a c-cookie).
  • Prolongation of sounds (W-----hat time is it?).
  • Evidence of frustration while speaking (eye blinking, poor eye contact, clenching fists, etc.).
  • Avoidance of speaking.

Cheryl Orme - Supervisor

   Supervision and evaluation of Related Service providers

corme@dsdmail.net
801-402-5477

 

   Speech-Language Pathology

   Audiology

   Interpreting

   Early Childhood

      Inventory

Supervision and Mentoring

                                                  Staffing

Additional Resources