Explanations for the Concept of Apraxia of Speech

Total Page:16

File Type:pdf, Size:1020Kb

Explanations for the Concept of Apraxia of Speech 8 Explanations for the Concept of Apraxia of Speech HUGH W. BUCKINGHAM, JR. The term APRAXIA OF SPEECH has had an extremely variable history. It has been used to describe different types of behaviors, in different types of patients, and under different stimulus conditions. The term has been used, often with qualifying modifiers, to describe syndromes or parts of syn- dromes. The different conceptualizations of apraxia in general have en- gendered inconsistencies for the definition of apraxia of speech. I propose that under certain interpretations there are additional forms of apraxia of speech that differ from the frontal lobe and insular speech apraxias. It is a sine qua non that certain phonological functions operate in ways that do not acknowledge the physical descriptions that characterize the sensory-motor practic functions of the nervous system (Goldsmith, 1995). Much of the impasse and tension in the discussions of apraxia of speech is due to the gulf between the explanatory vocabularies of the men- tal versus the physical sciences (J. Jackson, 1931b). Phonological functions involve selecting and sequencing of phoneme-like units that speakers BE- LIEVE themselves to be uttering. In actuality, they are uttering sounds, or PHONES, which may then be considered as being produced by nervous fir- ings giving rise to complex and synchronous muscular contractions that result in acoustic impingements on the air. The description of phonologi- cal processing should not imply that phonemes "are sounds" or that they are articulated. Phonemes ARE NOT SOUNDS. They are "psychologically real" abstract categories for which no invariant factor, articulatory or acoustic, has yet been found--nor is ever likely to be found. Furthermore, the subphonemic errors made by certain patients typically involve dis- 269 ACQUIRED APHASIA, THIRD EDITION Copyright 1998 by Academic Press. All rights of reproduction in any form reserved. 270 Hugh W. Buckingham, Jr. turbed limb-praxic function for the vocal tract "limbs" and the motor com- mands for outputting speech sounds (phones) and prosodymthe phonemes and their sequential order having been somehow readied at higher levels. 1 The result is an effortful, groping speech output, usually seen when the left frontal region is damaged in, around, and/or under- neath the foot of the third convolution, encompassing pars opercularis (Broadman Area 44) and/or pars triangularis (Broadman Area 45). A close analysis of the historical development of apraxia and of its many current characterizations (Rothi & Heilman, 1997; Rothi & Heilman, 1996) explains why the apraxias in general permit alternate explanations: one implicating disconnection lesions (lesions that disengage centers) and an- other implicating cortical lesions of the centers themselves. This state of af- fairs has unwittingly resulted in confusion over the issue of apraxia in gen- eral and its derived notion of "apraxia of speech," "rekindled" by Darley (Sasanuma, 1989, p. xii) but originally identified by Liepmann (Rosenbek, 1993, p. 444). Historical Background Liepmann's Precursors Before the work of John Hughlings Jackson (1931c) and Hugo Liep- mann (1900; also see Eling, 1994; Kimura, 1980; Rothi & Heilman, 1996), 1. The wording here is dangerously close to the fallacy that John Hughlings Jackson (1878/1931b) warned against. He believed that a "psychical state" (an "idea of a word" or simply "a word") cannot produce an articulatory movement, which is clearly a physical phenomenon. Rather, it was "discharge of the cells and fibers of the anatomical substra- tum of a word [which] produces the articulatory movement" (p. 156). Jackson stated, "In our studies of diseases of the nervous system we must be on our guard against the fallacy ... that somehow or another an idea produces a movement" (p. 156). Phonemes, like words, are abstractions and like the "psychical" elements of Jackson do not "fine away" into physical articulatory production. This dualism of Jackson is suggestive and should be carefully considered when dealing with phonemes and neurological theories of speech production; that is, the problems are precisely what Jackson was defining last century (Buckingham, 1986b; Engelhardt, 1975). Phonemes are mentalistic constructs of the mind; they have psychological, not physical, reality. A phoneme is an abstract unit, which by its ontological nature cannot be uttered. What are actually produced are phones (sounds). Phones that pattern together, that are phonetically similar, and that most often are found in complementary distribution are referred to as the ALLOPHONES of a phoneme. The Greek morpheme allo- means closely related, being one of a group whose members together con- stitute a structural unit. Phones group together as allophones, whose members together constitute a structural unitmthe phoneme. Fromkin and Rodman (1993) quote the early twentieth century linguist, Edward Sapir: "In the physical world the naive speaker and hearer actualize and are sensitive to sounds, but what they feel themselves to be pro- nouncing and hearing are 'phonemes'" (p. 172). 8 Explanationsfor the Concept of Apraxia of Speech 271 who are usually credited with developing the notion of apraxia (Brown, 1988b; Harrington, 1985, 1987), Paul Broca (1861/1960)considered two al- ternative explanations for the speech problem of his patient, Leborgne (Tan) (Clarke, 1980; Lebrun, 1989; Schiller, 1992; yon Bonin, 1960). The first, which he eventually adopted, was that the patient had lost his "faculty of articulate speech. ''2 This was an intellectual faculty and consisted of the "memory for the procedure one has to follow in order to articulate the words" (p. 54), an idea attributed to Bouillaud. Broca (1861/1960) sug- gested that this modular faculty may be "a kind of memory." He writes, "This memory is not in relation with any other memory or the rest of the intelligence" (p. 53). It was not a general memory, but one specifically slot- ted to remember how to coordinate articulatory movement. There is an in- triguing similarity with Liepmann's notion of "movement formulas." These were kinetic memories; they were procedural but were closer to the kinetic memories of Liepmann than to Liepmann's so-called "movement formulae." Broca (1861/1960) also considered the possibility that aphemia might "be a kind of locomotor ataxia, limited to the articulation of sounds" (p. 54). According to Broca, this option would imply that the disorder would not be the loss of an intellectual memorial faculty, "which belongs to the think- ing part of the brain" (p. 54), but rather "it would only be a special case of the general coordination of actions, a faculty which depends on the motor centers of the central nervous system" (p. 54). At the time of Broca's paper, the "Bell-Magendie" sensorimotor dichotomy had not reached the cerebral cortex (Young, 1990). Consequently, it was difficult to conceive of a CORTI- CAL motor (nonintellectual) system, and therefore damage to the cortex should only disrupt "intellectual faculties"; motor organization and func- tion were not thought to be intellectual. Broca (1861/1960) states quite suc- cinctly, "Everyone knows that the cerebral convolutions are not motor or- gans" (p. 70). Subsequent to Broca's presentation, the stage was set for arguments as to whether Broca's aphasia involves language or speech, al- though in 1861, the discussion was whether it was an intellectual impair- ment of a modular form of memory for speech-movement procedures or a nonintellectual problem with locomotion, not unrelated to our present- day quandaries about teasing apart certain forms of speech apraxia from the language proper. 2. The preponderance of the word FACULTY at the time Broca was writing was due to the de- velopment of the so-called faculty psychology of the eighteenth-century Scottish philoso- phers Thomas Reid and Dugald Stewart. Franz Gall drew heavily from the Scottish school when developing his theories of phrenological faculties. These theories subsequently in- fluenced Bouillaud, who passed them on to Auburtin and Broca. Thirty-five years before Broca, Bouillaud (1825) had argued (in support of Gall) that the "faculty of articulate lan- guage'" is mediated in the anterior lobes of the brain (Young, 1990). 272 Hugh W. Buckingham, Jr. Benton and Joynt (1960) documented historical observations of speech- specific lingual incoordination secondary to brain damage and found that it is a long-observed phenomenon. The same observation was made by Auburtin and Bouillaud (Stookey, 1963), both of whom were precursors of Broca (Buckingham, 1981). In addition to noting simply that patients could swallow, masticate, and so forth, but could not utter words normally, Bail- larger (Alajouanine, 1960) and Auburtin (1861) observed that patients could quite fluently produce speech automatisms. Still, a third observation of the Broca's aphasic was made. Broca wrote, "that they can immediately WHEN BEING ASKED bring their tongue up, down, right, etc. But, however precise these movements may appear to us they are infinitely less so than the excessively delicate movements which the language demands" (p. 54, emphasis added). From the description provided by Broca, we have aprax- ia of speech without oral-facial apraxia (at least no involvement of the tongue). A fourth description added a "nonprotrusion" of the tongue upon VER- BAL request. J. Jackson (1866/1931a) wrote, In some cases of defect of speech the patient seems to have lost much of his pow- er to do anything he is told to, even with those muscles that are not paralyzed. Thus, a patient will be unable to put out his tongue when we ask him, although he will use it well in semi-involuntary actions, e.g. eating and swallowing. (p. 131) He added, "He will not make the particular grimace he is told to, even when we make one for him to imitate" (p. 121). Twelve years later, Jackson (1878 / 1931d) again wrote, "It will have been noticed by every medical man that some patients who have loss or defect of speech do not put out the tongue when they are asked" (p.
Recommended publications
  • Journal of the National Black Association for Speech-Language and Hearing
    Journal of the National Black Association for Speech-Language and Hearing Volume 13, Number 1 Spring 2018 Journal of the National Black Association for Speech-Language and Hearing Volume 13, Number 1 Spring 2018 Table of Contents To navigate through this document, use the scroll bar in the right-hand column and observe the page indicator at the bottom of the screen. Cover Page ................................................................................................................................................... 1 Table of Contents ........................................................................................................................................ 2 About the Editors ........................................................................................................................................ 4 About the Journal ....................................................................................................................................... 5 Guidelines to Authors ................................................................................................................................. 5 Manuscript Submissions ............................................................................................................................ 6 Copyrights and Permissions ...................................................................................................................... 7 Sponsoring Organization ..........................................................................................................................
    [Show full text]
  • Switching Sides Speaker Handout
    Switching Sides with the Speech-Language Pathologist Donna E. Budzenski, M.A., CCC-SLP Summary of Basic Learning Outcomes Switching Sides: with the Speech-Language Pathologist Donna E. Budzenski, M.A., CCC-SLP SUMMARY OF BASIC Stroke Basic types LEARNING OUTCOMES MSHA Annual Conference, Dearborn, MI Friday March 22nd, 2013 1:30PM 1 Switching Sides with the Speech-Language Pathologist Donna E. Budzenski, M.A., CCC-SLP HHT stands for Hereditary Hemorrhagic Telegiectansia Another cause? What is HHT? ” “HHT is a genetic disorderof all of racial the blood and ethnicvessels, groups. which affects about 1 in 5000 people. It affects males and females Discovery of my Deficit areas “In a panic I wanted to flee from” it until I realized the apparition was actually my own arm and hand moving bizarrely on its own. MSHA Annual Conference, Dearborn, MI Friday March 22nd, 2013 1:30PM 2 Switching Sides with the Speech-Language Pathologist Donna E. Budzenski, M.A., CCC-SLP Discovery of my deficit areas Ø Alexia - reading comprehension Ø Right hemiparesis • Wheel chair • Quad walker • Cane “Aphasia is an acquired communication disorder that impairs a person's ability to process language, but does not affect intelligence. I have Aphasia Aphasia impairs the ability to speak and ” understand others and most people with aphasia ’t remember or recall the names,, the experience difficulty reading and writing.” “I just couldn labels and the word or words I wanted to say. -According to National Aphasia Assoc (www.apahsia.org) MSHA Annual Conference, Dearborn, MI Friday March 22nd, 2013 1:30PM 3 Switching Sides with the Speech-Language Pathologist Donna E.
    [Show full text]
  • Speech/Language Impairment Sheet
    West Virginia State Department of Education Office of Special Education * 1-800-558-2696 * http://wvde.state.wv.us/osp/ Fact Speech/Language Impairment Sheet DEFINITION Voice: Speech impairment where the child’s voice has an IDEA defines a speech or language impairment as a abnormal quality of pitch, resonance, or loudness. communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice Persistent voice issues can indicate problems such as impairment that adversely affects a child’s educational vocal cord nodules, which should be addressed. Some performance. students who have structural abnormalities, such as cleft palate or palatal insufficiency, may exhibit a nasal SPEECH DISORDERS sound to their speech. An otolaryngologist must verify Speech Sound Disorders: Speech impairment where the the absence or existence of structural or functional child has difficulty producing sounds. Most children pathology before voice therapy can be provided. make some mistakes as they learn to say new words. A speech sound disorder occurs when mistakes continue Dysphagia: Some children may have difficulty eating past a certain age. Every sound has a different range of (chewing and swallowing food) and drinking without ages when the child should make the sound correctly. aspiration. The speech-language pathologist may be involved in developing a plan, along with other team Speech sound disorders include problems with members, to ensure that the child is provided with safe articulation (making sounds) and phonological nourishment and hydration during school hours. processes (patterns of sounds). COMMUNICATION DISORDERS Sounds can be substituted (saying “tat” for “cat”), left Augmentative and Alternative Communication: the use off (saying “ca” instead of “cat”), added (saying “kwat” of an alternative to speaking as a substitute for speech instead of “cat”) or changed (saying the sound or to supplement speech.
    [Show full text]
  • The Portrayal of Protagonists with Communication Disorders in Contemporary Award-Winning Juvenile Fiction
    Graduate Theses, Dissertations, and Problem Reports 2015 The Portrayal of Protagonists with Communication Disorders in Contemporary Award-Winning Juvenile Fiction Jane Lefevre Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Lefevre, Jane, "The Portrayal of Protagonists with Communication Disorders in Contemporary Award- Winning Juvenile Fiction" (2015). Graduate Theses, Dissertations, and Problem Reports. 6054. https://researchrepository.wvu.edu/etd/6054 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. The Portrayal of Protagonists with Communication Disorders in Contemporary Award-Winning Juvenile Fiction Jane Lefevre Dissertation submitted to the College of Education and Human Services at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Education
    [Show full text]
  • Dyscalculia: an Essential Guide for Parents
    Dyscalculia: An Essential Guide for Parents Stephanie Glen, MAT 1 Copyright 2014 Stephanie Glen MAT All rights reserved. ISBN: 978-1499672893 2 Contents Introduction ................................................................................. 5 Signs of Dyscalculia .................................................................... 13 What Causes Dyscalculia? .......................................................... 21 Diagnosis .................................................................................... 29 Related Disorders ....................................................................... 51 References ................................................................................. 87 3 4 Introduction Mathematics Learning Disorder (commonly called “dyscalculia”) is a brain-based learning disorder that affects arithmetic skills. About 5% to 7% of students have dyscalculia, which is just as common in girls as it is in boys. It is not an intellectual disability. In fact, the definition of dyscalculia according to the American Psychiatric Association is a specific learning disability that affects the normal acquisition of arithmetic skills in spite of normal intelligence. This particular learning disability is also not affected by opportunities to learn, emotional stability, or motivation. In other words, the quality of education your child receives and their 5 desire to learn math has nothing to do with dyscalculia because it is caused by physical issues in the brain. Research suggests that, like other learning disabilities,
    [Show full text]
  • A Cross Sectional Descriptive Research on Prevalence Of
    rde iso rs, D De on a ti f a S c t Sabir et al., Commun Disord Deaf Stud Hearing i u n d u i e m s Journal of Communication Disorders, & Aids 2015, 3:3 m o H C e f a o r l ISSN: 2375-4427i DOI: 10.4172/2375-4427.1000138 n a g n r A u i d o s J Deaf Studies & Hearing Aids Research Article Open Access A Cross Sectional Descriptive Research on Prevalence of Communication Disorders in Morocco through Speech-Language Therapist Survey Brahim Sabir1*, Touri Bouzekri2, Mohamed Moussetad1 1Physics Department, Faculty of Sciences Ben M'sik, University Hassan II, Mohammedia-Casablanca, Morocco 2Communication department, Faculty of Sciences Ben M'sik University Hassan II, Mohammedia-Casablanca, Morocco *Corresponding author: Brahim Sabir, Physics department, Faculty of Sciences Ben M'sik, University Hassan II, Mohammedia-Casablanca, Morocco, Tel: +212 520-131144; E-mail: [email protected] Rec date: Apr 21, 2015, Acc date: June 26, 2015, Pub date: July 3, 2015 Copyright: © 2015 Sabir B et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited Abstract Background: Although communication disorder among the Moroccan population is prevalent, information readily available on this issue is scarce. National statistical information is the official authority that estimates the magnitude of this disorder. With the help of an online survey among the Speech-Language therapist (SLT) in 15 major cities of the kingdom of Morocco, the present study aims at estimating the prevalence of communication disorders among Moroccan population.
    [Show full text]
  • Neurodevelopmental Disorders | Diagnostic and Statistical Manual of M
    Neurodevelopmental Disorders | Diagnostic and Statistical Manual of M... http://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.978089042... Access provided courtesy of LIB OF US COURTS 7TH CIRCUIT Sign In | Register | POL Subscriptions PsychiatryOnline DSM Library Books Collections Journals News APA Guidelines Patient Education International CME My POL Anywhere Search Advanced Search Home DSM-5® DSM-5® Handbook of Differential Diagnosis DSM-5® Clinical Cases Guía de consulta del DSM-5® DSM Legacy Previous Chapter Next Chapter Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition Add to My POL Email Send to Citation Mgr Neurodevelopmental Disorders © American Psychiatric Association http://dx.doi.org/10.1176/appi.books.9780890425596.dsm01 Excerpt Full Text References Hide All Updates SECTION QUICK LINKS Intellectual Disabilities Other Specified Attention- Intellectual Disability (Intellectual Deficit/Hyperactivity Disorder Developmental Disorder) Unspecified Attention-Deficit/ Global Developmental Delay Hyperactivity Disorder Unspecified Intellectual Disability Specific Learning Disorder (Intellectual Developmental Disorder) Specific Learning Disorder Communication Disorders Motor Disorders Language Disorder Developmental Coordination Disorder Speech Sound Disorder Stereotypic Movement Disorder Childhood-Onset Fluency Disorder Tic Disorders (Stuttering) Other Specified Tic Disorder Social (Pragmatic) Communication Unspecified Tic Disorder Disorder Other Neurodevelopmental Disorders Unspecified Communication Disorder
    [Show full text]
  • If Not the Brain, Then What? a Paradigm for Preservice Intervention Specialists That Provides an Understanding of Neurodevelopmental Disorders in Children
    Journal of the Scholarship of Teaching and Learning, Vol. 11, No. 1, January 2011, pp. 91 – 107. If not the brain, then what? A paradigm for preservice intervention specialists that provides an understanding of neurodevelopmental disorders in children Mary T. Cameron1 Abstract: This article contends that although Intervention Specialists are presented with a variety of children with diverse challenges that arise from neurological dysfunction, few teacher education programs adequately prepare teachers to understand, recognize and address these needs. The University of Findlay requires candidates in the post- baccalaureate program to take a course entitled Neurobiology of Learning that was developed to offer preservice teachers of special education insights into the underlying neurobiological causes of learning and behavioral challenges experienced in the classroom. A child neurologist teams with a professor in the college of education to provide the content for the four components of the course, a feature that distinguishes it from related course offerings in other Colleges of Education. This paper outlines the content of the course and discusses the importance of including neuroscience in the curriculum of preservice teachers, so that they may be better prepared to deliver services to children with special needs. Keywords: neurobiology, learning, curriculum, preservice teachers, special education, neuroscience I. Introduction. Over the last twenty-five years, neuroscience has concentrated on the most complex of its frontiers: the neurobiology of cognition and behavior. Yet, as Carew and Magsamen (2010) lament, researchers and neuroscientists are worlds apart in forming hypotheses about how people learn, and how to translate findings into classroom practice. While it may seem ludicrous to the modern educator to think of any other source of cognition but the brain, the very term “brain based learning” speaks to the disconnect between educational interventions and the state of our neuroscientific knowledge base.
    [Show full text]
  • 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
    [Show full text]
  • Social Communication Disorders: Assessment of the Elementary School Child
    Social Communication Disorders: Assessment of the Elementary School Child ASHA Convention 11/17/2016 Stacy Frauwirth, MS, OTR/L Patricia Hamaguchi, MA, CCC-SLP Deborah Ross-Swain, EdD, CCC-SLP Disclosures • Stacy Frauwirth is the Assessment Project Manager for Academic Therapy Publications • Patricia Hamaguchi and Deborah Ross- Swain are the co-authors of the RESCA-E Overview • What is social communication? • What is a social communication disorder? • Strategies for assessing social communication skills • Introduction to the Receptive, Expressive, & Social Communication Assessment- Elementary Social Communication • The ability to use “language in interpersonally appropriate ways to influence people and interpret events” (Olswang, Coggins, & Timler, 2001, p. 53) • “The skill of getting a message across to another person and accurately interpreting their response” (SENaPS Central Area Team 2005, p. 6) Social Communication “The synergistic emergence of social interaction, social cognition, pragmatics (verbal and nonverbal), and receptive and expressive language processing” (Adams, 2005, p. 182) Social Communication Social communication development: – Language-learning processes – Social cognition – Executive function Language-Learning Processes Language competencies – Form: Phonology, syntax, morphology – Content: Semantics – Use: Pragmatics Language-Learning Processes • Intentionality Model of language acquisition (Bloom & Tinker, 2001) • Language learning is an inherently social process • Tension between two constructs: – Engagement –
    [Show full text]
  • ESLA Position Statement on SLT Terminology Diversity In
    ESLA position statement on SLT Terminology Diversity in terminology: In quest of a common denominator (This statement was developed by the CPLOL Education Committee Split, 2016) Work group members: Katarina Pavicic Dokoza (moderator),Croatia; Katja Bucik, Slovenia; Marie-Claire Coets, Belgium ; Marleen D’hondt, Belgium ; Gaelle Lancelle Chollier, France; Sarmite Tubele, Latvi; Olga Havelkova, Czech Republic; Julia Cunderlikova, Slovakia; Giuseppe Mancini, Italia; Daiva Kairiene, Lithuania; Carolina Bodea Hategan, Romania; Bence Kas, Hungary. Background Terminologies in the SLT area (terms and definitions for particular conditions) have been extensively debated over the years. The paradigm of training in each country is an important element in the approach to the terminologies that are adopted, and has been a major contributing factor to variability in terminology. In many countries, terminology used is also influenced by the sector in which SLTs work (e.g. health sector or education sector). So, the observed diversity in terminology can cause misunderstanding within and between countries and between professionals within and outside country borders. A Working Group commenced studying the diversity in terminologies throughout Europe in order to make recommendations, which could be used by all professionals across borders. The WG started by studying the CPLOL website’s information under http://www.cplol.eu/profession/ generalinfo.html. This information was found to be outdated and in need of revision. Progressin SLT science and practice has led to the expansion of SLTs’ areas of practice, as well as changes in SLTs’ nomenclatures. Upon discussion it was decided that the WG’s goals would be to contribute to the discussion on how to resolve the “problem” of terminology throughout Europe, to set up a questionnaire about the scope of practice and used terminology and to complete the work with a recommendation for a new framework for the CPLOL website.
    [Show full text]
  • Speech-Language Disorders & Therapy Explanation Handouts
    Speech-Language Disorders & Therapy Explanation Handouts for Parents & Teachers By Natalie Snyders, MS, CCC-SLP Making the life of a busy school SLP easier and a bit SPEECH-LANGUAGE PATHOLOGIST more beautiful every day! W W W . S L P N A T A L I E S N Y D E R S . C O M Directions: These handouts are intended to be used by speech-language pathologists to provide information to parents, teachers, and other staff members about the role of speech-language therapy in the school setting, the evaluation & IEP process, what exactly various communication disorders are, and how those communication disorders may impact the academic environment. I highly recommend making multiple copies ahead of time, so you can quickly grab a set when you need them. They are all in black and white, so no need for colored ink! I like to print them on brightly colored paper to help them stand out. I also recommend making stapled packets of relevant pages together (for example, the overview of speech-language therapy, explanation of a phonological disorder, and impact of speech sound disorders pages). These handouts are perfect to hand out during initial or yearly IEP meetings, to teachers at the beginning of the school year to have as a reference and to leave in their substitute binders, and to parents at the start of the school year. Terms of Use: Please note that this download is intended for the use of one SLP/teacher/ Graphics: user only. Please direct others interested to the original product page on TpT; multiple user licenses are available at a 10% discount.
    [Show full text]