NESCA is currently accepting Therapy and Executive Function Coaching clients from middle school-age through adulthood with Therapist/Executive Function Coach/Parent Coach Carly Loureiro, MSW, LCSW. Carly specializes in the ASD population and also sees individuals who are highly anxious, depressed, or suffer with low self-esteem. She also offers parent coaching and family sessions when needed. For more information or to schedule appointments, please complete our Intake Form.

Tag

language skills

6

The SLP’s Role in Written Language Disorders

By | NESCA Notes 2022

By Olivia Rogers, MA., CCC- SLP
Speech-Language Pathologist, NESCA

A written language disorder is an impairment in fluent word reading (i.e., reading decoding and sight word recognition), reading comprehension, written spelling, and/or written expression (Ehri, 2000; Gough & Tunmer, 1986; Kamhi & Catts, 2012; Tunmer & Chapman, 2007, 2012). As written language disorders are quite complex, appropriate assessment and treatment often incorporates many members. Members of the interprofessional practice team may include, but are not limited to, reading specialists, occupational therapists, special educators, learning specialists, and more.

When you think of a speech-language pathologist (SLP), a few words probably come to mind; terms like articulation, language, or fluency. Often, SLPs are associated with spoken language only. Most people don’t think of reading or writing when they think of SLPs. However, in addition to the diagnosis and treatment of spoken language disorders, it is well within the scope of practice of a SLP to diagnose and treat written language disorders. In fact, spoken and written language have a reciprocal relationship; each builds on the other to result in general language competence. Children with spoken language problems frequently have difficulty learning to read and write, and children with reading and writing problems frequently have difficulty with spoken language. Children with speech and language deficits are at a higher risk for reading and writing difficulties. Higher rates of all forms of written language disorders have been documented in children with speech and/or language impairments. Take a look at these findings:

  1. Comorbidity between literacy difficulties and speech and language deficits occurred in as high as 50% of cases (Stoeckel et al. (2013).
  2. By the end of kindergarten, more than 25% of children with language impairment were reported to also be poor readers (Murphy et al., 2016).
  3. Approximately 20%-28% of children with speech sound disorders (SSD) have literacy difficulties (Overby, Trainin, Smit, Bernthal, and Nelson, 2012).

No matter the age, SLPs can assess and treat spoken and written language difficulties. SLPs bring knowledge of communication processes and disorders, and language acquisition to the literacy table. Additionally, SLPs are skilled in dynamic assessment and have clinical experience in developing individualized programs for children and adolescents. Here are just a few written language skills that SLPs work on:

Reading: Pre-reading Skills

Before a child can decode, or read, they must have an understanding that words are composed of smaller units and how these units operate separately and together. SLPs incorporate the following skills into sessions:

  • Rhyming (e.g., “flag and stag”)
  • Syllable segmenting (e.g., “student: stu/dent”)
  • Blending sounds into words (e.g., “sh/i/p says ‘ship’”)
  • Segmenting words into their sounds (e.g., “leg: l/e/g”)
  • Deleting sounds in words (e.g., “cup without the c is up”)
  • Substituting sounds in words (e.g., “change the ‘B’ in bat to an ‘M’”)

Reading: Language Comprehension

This is the biggest one for SLPs. To target language comprehension, we work on smaller goals, such as:

  • Grammar
  • Story Grammar Elements
  • Visualizing and Verbalizing
  • Vocabulary
  • Active Reading Strategies
  • Themes

Writing: Organization/Planning

Before writing, it is important to plan out what you will write. Many children with language disorders have trouble with these skills. Here are just a few ways that SLPs help children plan and develop their writing by:

  • Using visuals for story grammar components
  • Make and practice using graphic organizers
  • Teaching sentence, paragraph, and essay construction

Spelling

Yes, spelling! SLPs are equipped to work on spelling. After all, it is just another language skill. Some ways to target spelling include:

  • Working on phonological awareness and phonemic awareness
  • Teach students about morphology (the study of words and their parts)
  • Incorporation of working memory strategies, such as chunking, visualization, or mnemonics

If you have concerns about your child’s pre-literacy or literacy skills, or would like to support your child’s written language skills, please contact NESCA’s Olivia Rogers at orogers@nesca-newton.com or fill out our Intake Form, noting an interest in speech language pathology.

 

Sources:

Overby, Trainin, Smit, Bernthal, and Nelson, 2012) Preliteracy Speech Sound Production Skill and Later Literacy Outcomes: A Study Using the Templin Archive.

American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Position Statement]. Available from www.asha.org/policy.

Catts, H.W. & Weismer, S.E. (2006). Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading. Journal of Speech, Language, and Hearing Research, 49, 278-293.

 

About the Author

Olivia Rogers received her Master of Arts in Speech-Language Pathology from the University of Maine, after graduating with a Bachelor of Arts in Communication Sciences and Disorders and concentrations in Childhood Development and Disability Studies.

Ms. Rogers has experience working both in the pediatric clinic setting as well as in public schools, evaluating and treating children 2-18 years of age presenting with a wide range of diagnoses (e.g., language delays and disorders, speech sound disorders, childhood apraxia of speech, autism spectrum disorder, social communication disorder, and Down syndrome). Ms. Rogers enjoys making sure therapy is fun and tailored to each client’s interests.

In her free time, she enjoys listening to podcasts and spending times with friends and families.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

To book an appointment with Olivia Rogers, please complete our Intake Form today. For more information about NESCA, please email info@nesca-newton.com or call 617-658-9800.

 

7

Learning with Executive Dysfunction—How Graphic Organizers Can Help

By | NESCA Notes 2022

By Olivia Rogers, MA, CCC-SLP
Speech-Language Pathologist, NESCA

When it comes to executive dysfunction, we often see students struggle with the organization of language. This presents differently in each student, but may be seen as difficulty comprehending information, and getting ideas out of their heads and organized into words or on paper. They might recognize the words when listening or reading, but they hit a wall when it comes to making sense of the message or describing it. This often results in students feeling lost, confused, and overwhelmed.

When students struggle to organize language and grasp concepts independently in the classroom, we need to break it down and teach it differently. Graphic organizers help us to do so.

What is a graphic organizer?

Graphic organizers are tools that use visual symbols to express knowledge, concepts, thoughts, or ideas, and the relationships between them. The main purpose of a graphic organizer is to provide a visual aid to facilitate learning and instruction. They help students see visually what is expected of them, what they should focus on, and break complex tasks down for them.

What does the evidence show?

There is plenty of evidence demonstrating the benefits of using graphic organizers. The results of most studies have voiced the positive effects of graphic organizers in mainly comprehension and writing, in addition to remembering course content. One such study recommended the use of graphic organizers for teaching expository text structures with students to improve reading comprehension. A popular strategy to help students understand expository texts is to teach the various types of text structures: cause-and-effect, compare/contrast, problem/solution, etc. When students know the underlying organization of the information, it helps them create a working model of it in their minds, resulting in a better understanding and ability to recall. (Pyle et al., 2017). Another study sought to investigate how pre-writing activities based on graphic organizers, such as webs, and beginning, middle and end charts, affect the overall quality of student writing. The results of the study indicate that using appropriate pre-writing strategies based on graphic organizers and giving enough time for the students lead to better quality writing (Servati, 2012).

How are Graphic Organizers Used in Speech Language Therapy?

1. Graphic Organizers Help Students Focus

Many students exhibit disorganized thinking processes, poor initiation skills, word recall difficulties, poor attention, and decreased task endurance. These weaknesses can impact a student’s ability to get started on a project, organize a writing assignment, or even complete a math task. Graphic organizers help students access prior knowledge and get them actively engaged in learning.

2. Graphic Organizers Provide a Visual Map and Help Clarify Abstract Concepts

Have you ever had so much information that you couldn’t hold onto it all? Graphic organizers bring together large pieces of information and tie the relationships together. The concepts and linguistic relationships flow better and make sense to students.

3. Graphic Organizers Help Build Vocabulary

Students benefit from graphic organizers as they expand their word knowledge and make connections. Graphic organizers are great for teaching concepts like descriptive adjectives, antonyms/synonyms, items in a category, part/whole relationships, and definitions.

4. Graphic Organizers Improve Expressive Language

Graphic organizers support oral and written language in all areas of academic learning. Some students have difficulty creating pictures in their head, retrieving words to verbalize their ideas, and putting their thoughts in order. Utilizing a graphic organizer can help students when they need to present information orally or develop a draft for writing.

 

Resources:

Architects For Learning. (2022, May 18). Helping students manage what’s hard about school and thrive as life-long learners. Retrieved June 21, 2022, from https://www.architectsforlearning.com/students-parents/about-us/

Erwin, L. (2017, May 26). 5 reasons to use graphic organizers in speech therapy. My Speech Tools. Retrieved June 21, 2022, from https://myspeechtools.blogspot.com/2017/05/5-reasons-you-should-use-graphic-organizers-speech-therapy-sessions.html

Servati, Katrina, “Prewriting Strategies and their Effect on Student Writing” (2012). Education Masters. Paper 242. https://fisherpub.sjfc.edu/education_ETD_masters/242

Sherman, H. (2017, December 23). Using Graphic Organizers is Essential in Speech Therapy. Speech Time Fun Speech and Language Activities. Retrieved June 21, 2022, from https://speechtimefun.com/using-graphic-organizers-is-essential-in-speech-therapy/

Pyle, N., Vasquez, A. C., Lignugaris, K., & B., Gillam, S.L., Reutzel, D.R., Olszewski, A., Segura, H., Hartzheim, D., Laing, W., and Pyle, D. (2017). Effects of expository text structure interventions on comprehension: A meta-analysis. Reading Research Quarterly, 52(5), 1–33. https:// doi. org/ 10. 1002/ rrq. 179

 

About the Author

Olivia Rogers received her Master of Arts in Speech-Language Pathology from the University of Maine, after graduating with a Bachelor of Arts in Communication Sciences and Disorders and concentrations in Childhood Development and Disability Studies. She holds a Certificate of Clinical Competence in speech-language pathology from the American Speech-Language-Hearing Association, as well as a professional license in speech-language pathology from the Commonwealth of Massachusetts.

Ms. Rogers has experience working both in the pediatric clinic setting as well as in public schools, evaluating and treating children 2-18 years of age presenting with a wide range of diagnoses (e.g., language delays and disorders, speech sound disorders, childhood apraxia of speech, autism spectrum disorder, social communication disorder, and Down syndrome). Ms. Rogers enjoys making sure therapy is fun and tailored to each client’s interests.

In her free time, she enjoys listening to podcasts and spending times with friends and families.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

To book an appointment with Olivia Rogers, please complete our Intake Form today. For more information about NESCA, please email info@nesca-newton.com or call 617-658-9800.

 

6

Changes to the Developmental Milestones Guidelines Cause Confusion and Conflict

By | NESCA Notes 2022

By Olivia Rogers, MA, CF-SLP
Speech-Language Pathologist, NESCA

Recently, the Centers for Disease Control and Prevention (CDC) and the American Academy of Pediatrics (AAP) updated guidelines for developmental milestones in the Learn the Signs. Act Early program for the first time since its initial release in 2004. This program provides free checklists of developmental milestones and outlines warning signs of developmental delays in the following areas: social/emotional, language/communication, cognition, and movement/physical.

One of the biggest CDC developmental milestone changes involves language development. Since 2004, the CDC has stated a 24-month-old should have a vocabulary of 50 words. Now, that milestone of 50 words has been pushed back to 30-months-old. This new standard clashes with the American Speech-Language-Hearing Association (ASHA) guidance, which states that saying fewer than 50 words at 24 months is a potential red flag for a language delay or disorder.

Confusion regarding the recent changes may impact the (already) difficult decision that many parents are faced with in the first few years of their child’s life: whether or not to seek professional support for their child.

Despite the changes to the outlined milestones, the intentions behind this checklist remain consistent—early identification and intervention is key. When it comes to your child’s speech and language development, we suggest not taking the “wait and see” approach. The first three years of your child’s life—when the brain is developing and maturing—is the most intensive period for acquiring key speech and language skills.

Though children vary in their development of speech and language skills, they do follow a natural progression for mastering these skills of language. If you’re worried your child isn’t meeting milestones and wondering when the right time or the best age is for speech/language therapy, take action sooner than later. Contact a local speech-language pathologist. The earlier a child is identified with a delay, the better, as treatment and learning interventions can begin.

We urge parents to follow their instincts and seek guidance when there is a concern. You will either get much needed help for your child or peace of mind, and your local speech-language pathologists are happy to help.

If your pre-school-aged child is having difficulty with any of the following, concerns can be addressed through a speech/language assessment and/or therapy:

  • Saying first words or combining words into sentences
  • Using gestures
  • Naming and describing objects, ideas, and experiences
  • Pronouncing words or being understood by family or others
  • Interacting socially or playing with others
  • Understanding words, concepts, or gestures
  • Listening, following directions, or answering questions
  • Knowing how to take turns when talking or playing with others
  • Using correct grammar, such as pronouns and verb forms

Resources:

Centers for Disease Control and Prevention. (2022, January 31). CDC’s Developmental Milestones. Centers for Disease Control and Prevention. Retrieved February 24, 2022, from https://www.cdc.gov/ncbddd/actearly/milestones/index.html

The National Institute on Deafness and Other Communication Disorders. (2000). Speech and Language Developmental Milestones. NIH Publication No. 00-4781.

 

About the Author

Olivia Rogers received her Master of Arts in Speech-Language Pathology from the University of Maine, after graduating with a Bachelor of Arts in Communication Sciences and Disorders and concentrations in Childhood Development and Disability Studies.

Ms. Rogers has experience working both in the pediatric clinic setting as well as in public schools, evaluating and treating children 2-18 years of age presenting with a wide range of diagnoses (e.g., language delays and disorders, speech sound disorders, childhood apraxia of speech, autism spectrum disorder, social communication disorder, and Down syndrome). Ms. Rogers enjoys making sure therapy is fun and tailored to each client’s interests.

In her free time, she enjoys listening to podcasts and spending times with friends and families.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

To book an appointment with Olivia Rogers, please complete our Intake Form today. For more information about NESCA, please email info@nesca-newton.com or call 617-658-9800.