Late Talkers Why the Wait-And-See Approach Is Outdated
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Genetic Causes.Pdf
1 September 2015 Genetic causes of childhood apraxia of speech: Case‐based introduction to DNA, inheritance, and clinical management Beate Peter, Ph.D., CCC‐SLP Assistant Professor Dpt. of Speech & Hearing Science Arizona State University Adjunct Assistant Professor AG Dpt. of Communication Sciences & Disorders ATAGCT Saint Louis University T TAGCT Affiliate Assistant Professor Dpt. of Speech & Hearing Sciences University of Washington 1 Disclosure Statement Disclosure Statement Dr. Peter is co‐editor of a textbook on speech development and disorders (B. Peter & A. MacLeod, Eds., 2013), for which she may receive royalty payments. If she shares information about her ongoing research study, this may result in referrals of potential research participants. She has no financial interest or related personal interest of bias in any organization whose products or services are described, reviewed, evaluated or compared in the presentation. 2 Agenda Topic Concepts Why we should care about genetics. Case 1: A sporadic case of CAS who is missing a • Cell, nucleus, chromosomes, genes gene. Introduction to the language of genetics • From genes to proteins • CAS can result when a piece of DNA is deleted or duplicated Case 2: A multigenerational family with CAS • How the FOXP2 gene was discovered and why research in genetics of speech and language disorders is challenging • Pathways from genes to proteins to brain/muscle to speech disorder Case 3: One family's quest for answers • Interprofessional teams, genetic counselors, medical geneticists, research institutes • Early signs of CAS, parent education, early intervention • What about genetic testing? Q&A 3 “Genetic Causes of CAS: Case-Based Introduction to DNA, Inheritance and Clinical Management,” Presented by: Beate Peter, PhD, CCC-SLP, September 29, 2015, Sponsored by: CASANA 2 Why should you care about genetics? 4 If you are a parent of a child with childhood apraxia of speech … 5 When she was in preschool, He doesn’t have any friends. -
Therapy for Speech Sound Disorders.Pdf
2018 Fall Conference Salem, Oregon Friday, October 12, 2018 Therapy for Speech Sound Disorders: What Works and Why NSOME Don't Work Presented by: Gregory L. Lof, PhD, CCC-SLP, FASHA Educational Consultant Professor Emeritus MGH Institute of Health Professions, Boston, MA Theory and Evidence Against the Use of Nonspeech Oral Motor Exercises (NSOME) to Change Speech Sound Productions in Children Gregory L. Lof, PhD, CCC-SLP, FASHA October, 2018 Nonspeech Oral Motor Movements Defined • NSOMs are motor acts performed by various parts of the speech musculature to accomplish specific movement or postural goals that are not sufficient in themselves to have phonetic identity (Kent, 2015). Nonspeech Oral Motor Exercises (NSOME) Defined • Any technique that does not require the child to produce a speech sound but is used to influence the development of speaking abilities (Lof & Watson, 2008). • A collection of nonspeech methods and procedures that claim to influence tongue, lip, and jaw resting postures, increase strength, improve muscle tone, facilitate range of motion, and develop muscle control (Ruscello, 2008). • Oral-motor exercises (OMEs) are nonspeech activities that involve sensory stimulation to or actions of the lips, jaw, tongue, soft palate, larynx, and respiratory muscles which are intended to influence the physiologic underpinnings of the oropharyngeal mechanism and thus improve its functions. They include active muscle exercise, muscle stretching, passive exercise, and sensory stimulation (McCauley, Strand, Lof, et al., 2009). Do SLPs use NSOME? What Kind? • 85% of SLPs in the USA use NSOME to change speech sound productions (Lof & Watson, 2008); 85% of Canadian SLPs use NSOME (Hodge et al., 2005); 79% in Kentucky (Cima et al., 2009); 81% in South Carolina (Lemmon et al., 2010); 46% in Minnesota (Louma & Collins, 2012); 91% in India (Thomas & Kaipa, 2015); 49% in Australia (Rumbach, Rose, & Cheah, 2018). -
Specific Language Impairment As Systemic Developmental Disorders Christophe Parisse, Christelle Maillart
Specific language impairment as systemic developmental disorders Christophe Parisse, Christelle Maillart To cite this version: Christophe Parisse, Christelle Maillart. Specific language impairment as systemic developmental dis- orders. Journal of Neurolinguistics, Elsevier, 2009, 22, pp.109-122. 10.1016/j.jneuroling.2008.07.004. halshs-00353028 HAL Id: halshs-00353028 https://halshs.archives-ouvertes.fr/halshs-00353028 Submitted on 14 Jan 2009 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Specific language impairment as systemic developmental disorders Christophe Parisse1 and Christelle Maillart2 1- INSERM-MoDyCo, CNRS, Paris X Nanterre University 2- University of Liège 1 Abstract Specific Language Impairment (SLI) is a disorder characterised by slow, abnormal language development. Most children with this disorder do not present any other cognitive or neurological deficits. There are many different pathological developmental profiles and switches from one profile to another often occur. An alternative would be to consider SLI as a generic name covering three developmental language disorders: developmental verbal dyspraxia, linguistic dysphasia, and pragmatic language impairment. The underlying cause of SLI is unknown and the numerous studies on the subject suggest that there is no single cause. We suggest that SLI is the result of an abnormal development of the language system, occurring when more than one part of the system fails, thus blocking the system’s natural compensation mechanisms. -
HIE and Speech Delays/Language Disorders
HIE and Speech Delays/Language Disorders Jump To: Speech delays and language disorders associated with HIE When should a child get speech-language therapy? What causes speech delays and language disorders? Therapy for speech delays and language disorders What happens during speech language therapy? Additional benefits of speech-language therapy Why is speech-language therapy important? About HIE Help Center Brain injury due to hypoxic-ischemic encephalopathy (HIE) is rarely confined to a single area of the brain. Because oxygen deprivation affects the connections in the brain on a global level, it is often possible that children with HIE will have multiple interrelated delays in development. Children with HIE can sometimes have delays in developing speech and language. These delays can sometimes be mitigated, while in other more severe circumstances, children may remain non-verbal and require the use of alternative or augmentative communication (AAC) technologies to potentially assist them in communicating their thoughts, needs, and desires. HIE and Speech Delays/Language Disorders | 1 HIE and Speech Delays/Language Disorders Developing a method for communicating helps these children interact with others, develop relationships, learn, work, and socialize. Speech and language are clearly highly interrelated, but they are not interchangeable (1). Speech refers to the physical act of expressing words and sounds, and encompasses the act of the muscles in the lips, tongue, vocal tract, and jaw that make recognizable sounds. Language, on the other hand, refers to communicating in a systematic and meaningful way. Because language is related to intelligence, disorders in language acquisition and expression are generally considered more serious than speech disorders. -
Code Description
Code Description 0061 Chronic intestinal amebiasis without mention of abscess 0062 Amebic nondysenteric colitis 0063 Amebic liver abscess 0064 Amebic lung abscess 00642 West Nile fever with other neurologic manifestation 00649 West Nile fever with other complications 0065 Amebic brain abscess 0066 Amebic skin ulceration 0068 Amebic infection of other sites 0069 Amebiasis, unspecified 0070 Other protozoal intestinal diseases, balantidiasis (Infection by Balantidium coli) 0071 Other protozoal intestinal diseases, giardiasis 0072 Other protozoal intestinal diseases, coccidiosis 0073 Other protozoal intestinal diseases, trichomoniasis 0074 Other protozoal intestinal diseases, cryptosporidiosis 0075 Other protozoal intestional disease cyclosporiasis 0078 Other specified protozoal intestinal diseases 0079 Unspecified protozoal intestinal disease 01000 Primary tuberculous infection, unspecified 01001 Primary tuberculous infection bacteriological or histological examination not done 01002 Primary tuberculous infection, bacteriological or histological examination results unknown 01003 Primary tuberculous infection, tubercle bacilli found by microscopy 01004 Primary tuberculous infection, tubercle bacilli found by bacterial culture 01005 Primary tuberculous infection, tubercle bacilli confirmed histolgically 01006 Primary tuberculous infection, tubercle bacilli found by other methods 01010 Tuberculous pleurisy in primary progressive tuberculosis unspecified 01011 Tuberculous pleurisy bacteriological or histological examination not done 01012 Tuberculous -
Speech-Language Pathology: Student Clinical Handbook
DEPARTMENT OF COMMUNICATION DISORDERS SPEECH-LANGUAGE PATHOLOGY: STUDENT CLINICAL HANDBOOK 1 Table of Contents Page Overview of LSUHSC Graduate Program A. Departmental Mission 4 B. Sources of Information 5 1. LSUHSC Catalogue/Bulletin 5 2. LSUHSC Department of Communication Disorders 5 3. ASHA Certification Handbook 5 4. Speech-Language Pathology Handbook 5 General In-House Clinic Policies A. Timeliness 6 B. Illness 6 C. Dress Code 6 D. Attendance 7 E. Clinical Resources 8 F. Infection Control Procedures 9 G. Clinic Cleanup 10 H. Emergency Procedures 11 1. Medical Emergencies or Accidents 11 2. Fire Procedures 11 I. Confidentiality 12 J. Medical Records 13 Clinic Practicum A. Observations 15 B. Clinic: Treatment 16 1. Client Preparation 16 2. Telephone Contact 16 3. Treatment Room Sign-Up 16 4. First Week of Treatment Session 17 5. Program Planning 17 6. Treatment Documentation: Routing 17 7. Types of Treatment Documentation 18 8. Conferencing 19 9. End of Semester Duties 19 C. Clinic: Diagnostics/Evaluations 20 1. Assignments 20 2. Confirmation Phone Call 20 3. Illness 21 4. Greeting Client 21 5. Client Conference/Counseling 21 6. Concluding the Evaluation 22 7. Filing of Test Forms 22 8. Diagnostic/Evaluation Documentation: Routing 22 9. Diagnostic Protocols 23 10. Case Staffing 23 2 D. Patient Satisfaction Surveys 23 E. Grading Policy for Students in Clinic 24 1. Observations 24 2. Clinical Practicum 24 F. Procedures for Student Experiencing Clinic Difficulty 24 G. Evaluation of Clinical Supervisor 25 H. Recording Clinical Hours 25 Complaints, Comments and Concerns 27 Appendices A. Confirmation Phone Scripts 29 B. -
Developmental Verbal Dyspraxia
RCSLT POLICY STATEMENT DEVELOPMENTAL VERBAL DYSPRAXIA Produced by The Royal College of Speech and Language Therapists © 2011 The Royal College of Speech and Language Therapists 2 White Hart Yard London SE1 1NX 020 7378 1200 www.rcslt.org DEVELOPMENTAL VERBAL DYSPRAXIA RCSLT Policy statement Contents EXECUTIVE SUMMARY ............................................................................................... 3 Introduction ............................................................................................................. 4 Process for consensus .............................................................................................5 Characteristics of Developmental Verbal Dyspraxia .....................................................5 Table 1: Characteristic Features of DVD ....................................................................7 Change over time ...................................................................................................8 Terminology issues ................................................................................................. 8 Table 2: Differences in preferred terminology ........................................................... 10 Aetiology ............................................................................................................. 10 Incidence and prevalence of DVD ........................................................................... 11 Co-morbidity ....................................................................................................... -
Pragmatic Language
Pragmatic Language What is pragmatic language? Pragmatic language is the use of appropriate communication in social situations (knowing what to say, how to say it, and when to say it). Pragmatic language involves three major skills: Using language for different purposes such as: • Greeting (Hello. Goodbye. How are you?) • Informing (I am leaving.) • Demanding (Say “Good-bye.” Pick up the toy.) • Stating (I am going to the playground.) • Requesting (Do you want to go along?) Changing language according to the listener or the situation, such as: • Talking to a teacher versus talking to a baby • Speaking in a classroom versus talking in the cafeteria • Talking about family to another family member versus a stranger Following rules for conversation, such as: • Taking turns while talking • Introducing new topics • Staying on topic • Continuing the same topic as the other speaker • Re-wording when misunderstood • Using and understanding nonverbal signals (facial expression, eye contact, etc.) • Respecting personal space What causes a pragmatic language disorder? Although a specific cause of a pragmatic language disorder is not known, the problem is related to dysfunction of the language centers of the brain. Difficulty with pragmatic language can exist on its own, in combination with other language problems, or as part of another diagnosis such as autism spectrum disorder (ASD). What are the characteristics of a pragmatic language disorder? Children with a pragmatic disorder may demonstrate a general language delay. They may have trouble understanding the meaning of what others are saying. They may also have difficulty using language appropriately to get their needs met and to interact with others. -
Clinical Guide to Assessment and Treatment of Communication Disorders Best Practices in Child and Adolescent Behavioral Health Care
Best Practices in Child and Adolescent Behavioral Health Care Series Editor: Fred R. Volkmar Patricia A. Prelock Ti any L. Hutchins Clinical Guide to Assessment and Treatment of Communication Disorders Best Practices in Child and Adolescent Behavioral Health Care Series Editor Fred R. Volkmar Yale University New Haven, CT, USA Best Practices in Child and Adolescent Behavioral Health Care series explores a range of topics relevant to primary care providers in managing a broad range of child and adolescent mental health problems. These include specific disorders, such as anxiety; relevant topics in related disciplines, including psychological assessment, communication assessment, and disorders; and such general topics as management of psychiatric emergencies. The series aims to provide primary care providers with leading-edge information that enables best-care management of behavioral health issues in children and adolescents. The volumes published in this series provide concise summaries of the current research base (i.e., what is known), best approaches to diagnosis and assessment, and leading evidence-based management and treatment strategies. The series also provides information and analysis that primary care providers need to understand how to interpret and implement best treatment practices and enable them to interpret and implement recommendations from specialists for children and effectively monitor interventions. More information about this series at http://www.springer.com/series/15955 Patricia A. Prelock • Tiffany L. Hutchins -
Developmental Language Disorder (DLD) Information for Teachers New Terminology for DLD
Developmental Language Disorder (DLD) Information for teachers New terminology for DLD • DLD stands for Developmental Language Disorder. Having DLD means that a child or young person has severe, persistent difficulties understanding or using spoken language. DLD was previously known as Specific Language Impairment (SLI). • DLD is diagnosed by a Speech and Language Therapist (SLT) only and is used for children over the age of 5 years. DLD is only identified when a child continues to have severe Language and Communication Needs (LCN) following targeted intervention. • There is no known cause of DLD which can make it hard to explain. DLD is not caused by other biomedical conditions (such as ASD, hearing loss), emotional difficulties or limited exposure to language. • LCN is the term used for all children with language difficulties under the age of 5 years and is also used for a school aged child who does not have DLD or a Language Disorder associated with a biomedical condition, but presents with language difficulties. • These terms replace language delay in all age groups. • DLD can co-occur with other difficulties such as Attention Deficit Hyperactivity Disorder (ADHD), dyslexia and speech sound difficulties. • Language Disorder associated with a Biomedical Condition is the term given by an SLT when a CYP has severe persisting language difficulties over and above a known biomedical condition such as hearing loss, physical impairment, ASD, severe learning difficulties or brain injuries. For example Language Disorder associated with ASD. What signs may a CYP with DLD show? • A child may talk less than their peers and find it difficult to express themselves verbally. -
Don't Wait-And-See, Research Suggests
Don’t wait-and-see, research suggests By Lauren Lowry Hanen S-LP and Clinical Staff Writer Historically, intervening with the group of children known as “late talkers” has been the source of some debate within the field of speech language pathology (Hawa & Spanoudis, 2014). Late talkers are children who: Late talkers are children who: • are between 18 – 20 months and have fewer than 10 words; OR • are between 21 - 24 months and have fewer than 25 words; OR • are between 24 – 30 months and have fewer than 50 words and/or no two-word combinations; AND • have no major areas of concern in other areas of development (e.g. understanding, play, social, motor, cognitive skills) (Rescorla, Mirak, & Singh, 2000) While some researchers and professionals have advocated early intervention in order to prevent future difficulties, others have adopted a wait-and-see approach, whereby a child is not referred for intervention, despite failing a language screening (Capone Singleton, 2018). The wait-and-see approach is based on the idea that this group of children is likely to catch up to their peers on their own. However, two recent articles by Capone Singleton (2018) and Hawa et al. (2014) remind us of the body of research which strongly suggests that the wait-and-see approach is outdated, and that an ounce of prevention may be worth a pound of cure when it comes to late talkers. Late talker, late bloomer, language disorder – what’s the difference? It’s important to sort out some terminology before we go any further: • “Late talkers” are children with early language delay despite typical cognition, sensory and motor systems, and the absence of genetic or neurologic disease. -
Bilingualism and Autism Spectrum Disorder: What the Research Tells Us
Bilingualism and Autism Spectrum Disorder: What the Research Tells Us Will a bilingual environment hinder my child’s language development? No! Although this concern has been shared by parents and professionals, research does not support the idea that speaking more than one language in the home is harmful for children with ASD. 1 In fact, research from the UW Autism Center shows that bilingualism may actually provide benefits for children with ASD! It is important to remember that language development itself may occur at a similar pace between monolingual and bilingual children with ASD.2 How bilingual environments can support children with ASD: Better perspective taking – an important tool for social communication 5 Greater use of gestures to signify wants and needs 5 More advanced skills in pretend play5 More cooing and vocalizing in toddlers5 Caretakers interacting in their native language may be able to be more responsive, use an increased variety of communication functions, convey more nuanced emotions, and expand on topics of interest; which can lead to better language modeling from the caretaker to the child 6 Children have the opportunity to interact with family members who speak other languages, participate fully in family gatherings and benefit from enriched cultural identities. Better able to switch attention between two tasks than monolingual peers with ASD (i.e. Sorting objects by color, then switching to sort by shape)7 In comparison to children with ASD who speak one language, exposure to bilingual environments does